2015年-世界发展银行全球_Systems_in_Action___Tanzania_4页_510kb

Tanzania's Education System Development and Reform Summary

Core Content

Tanzania's education system has undergone significant transformation over the past two decades, driven by both national policy initiatives and support from the World Bank. The system is described as complex, involving various actors, inputs, and relationships, and its effectiveness depends on alignment of standards, rules, accountability, and financing toward shared education goals. The focus has been on expanding access and improving learning outcomes, especially for disadvantaged and excluded groups.

Main Goals and Objectives

• Achieve middle-income status by 2025 through improved education and workforce development.
• Ensure equitable access to education across all population groups, particularly for low-income and rural students.
• Improve learning outcomes by addressing systemic weaknesses and enhancing the quality of education.
• Strengthen institutional capacity and promote results-based financing mechanisms.

Key Reforms and Initiatives

Primary Education

• Primary Education Development Program (PEDP), launched in 2001 with World Bank support, led to significant improvements in access.
• Tuition fees abolished, resulting in a dramatic increase in primary enrollment from 61% to 96% between 2001 and 2006.
• Free Basic Education Policy introduced in 2016, extending free education to lower secondary level and eliminating indirect fees in primary education.

Secondary Education

• Secondary Education Development Program (SEDP), initiated in 2004, aimed to expand secondary access and improve learning outcomes.
• "Big Results Now" (BRN) program, shaped by SABER-Teachers analysis, introduced performance-based rankings of secondary schools.
• SABER-Engaging the Private Sector (EPS) tool helped identify opportunities for public-private partnerships to improve secondary education access and quality.
• Secondary enrollment rates increased almost fourfold between 2005 and 2010.

Learning Outcomes

• PSLE and CSEE pass rates improved significantly, reaching 67.8% and 68% in 2015, respectively.
• Reading speed in Kiswahili for Grade 2 students increased from 17.9 to 23.6 words per minute between 2013 and 2016.
• Teacher absenteeism decreased from 23% in 2010 to 14% in 2014, leading to increased teaching time for students.

Challenges and Systemic Weaknesses

• Learning outcomes remain uneven, with significant disparities between urban and rural areas, and between genders.
• Infrastructure deficiencies persist, with only 2% of primary schools having basic services like electricity and clean water in 2014.
• Class sizes are large, with an average of 48.7 students per teacher, due to resource constraints and teacher shortages.
• Data collection for skills demand and supply is weak, requiring more regular and reliable information systems.

World Bank's Role

• The World Bank supports Tanzania through financing, policy analysis, and reform tools such as SABER and SDI.
• SABER-Teachers and SABER-EPS have been instrumental in identifying policy reforms and guiding implementation.
• The Strategic Impact Evaluation Fund (SIEF) evaluates the impact of education reforms like BRN.
• The Education and Skills for Productive Jobs (ESPJ) project, using Program for Results (PforR), aims to improve skills training and education quality.

Progress and Future Outlook

• Primary completion rates rose from 55% in 2000 to over 90% in 2012.
• Secondary completion rates increased from 35% in 2000 to 90% in 2012.
• Gender parity has been achieved in primary education, with women comprising 50% of primary teachers.
• Improved teacher attendance has increased teaching time, with urban students doubling their contact time.
• The government and World Bank are now focusing on improving the quality of learning and institutionalizing results-based financing to enhance the value of public education spending.

Conclusion

Tanzania has made substantial progress in expanding access to education, particularly in primary and secondary levels, but challenges in learning quality and systemic efficiency remain. Continued investment in education systems, supported by the World Bank and guided by evidence-based tools like SABER and SDI, is essential to ensure that the country achieves its vision of becoming a middle-income nation by 2025.