Education Service Delivery in Tanzania

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作者：

World Bank Group

来源地址：

http://hdl.handle.net/10986/24797

关键词：

SKILLS;  SANITATION;  PUBLIC PRIMARY SCHOOLS;  GIRLS IN SCHOOL;  SCHOOL TEACHERS;  PRIMARY TEACHERS;  TEACHERS;  MOTHER TONGUE;  ARITHMETIC;  CLASS TEACHING;  NUMBER OF SCHOOLS;  CURRICULUM MATERIALS;  NUMERACY;  ENROLLMENT;  URBAN SCHOOL;  HEALTH EDUCATION;  GROUPS;  EDUCATION INVESTMENT;  RATIO OF PUPILS TO TEACHERS;  LEARNING ACHIEVEMENT;  NUMBER OF PUPILS;  HEAD TEACHER;  EDUCATION OUTCOMES;  SHARE OF EDUCATION SPENDING;  GENDER PARITY;  TEACHING MATERIALS;  PUPIL?TEACHER RATIO;  EXERCISE BOOKS;  BASIC READING;  QUALITY TEACHING;  EXAM;  ACCESS TO EDUCATION;  CLASSROOM ENVIRONMENT;  LITERACY;  TEXTBOOKS;  EDUCATION SECTOR;  KNOWLEDGE;  LEARNING ENVIRONMENT;  COMPLETION RATES;  UNIVERSAL PRIMARY EDUCATION;  GENDER GAP;  QUALITY OF EDUCATION;  TRAINING;  PUPIL-TEACHER RATIO;  TEACHING RESOURCES;  TEACHER TRAINING;  DEMAND FOR EDUCATION;  EFFECTIVE TEACHING;  PRIVATE SCHOOLS;  SCHOOL HOURS;  CURRICULUM CONTENT;  TEACHER ASSESSMENT;  LEARNING;  EDUCATION SYSTEM;  AVERAGE NUMBER OF PUPILS;  TEACHING SKILLS;  CLASSROOM TEACHING;  PRIMARY SCHOOL;  REASONING;  FEMALE TEACHERS;  PRIMARY PUPILS;  TEACHING;  PRIMARY CURRICULUM;  SCHOOL LEVEL;  EDUCATION SPENDING;  PRIMARY SCHOOLS;  READING;  EDUCATION SYSTEMS;  LEARNERS;  SCHOOL RECORDS;  PUPIL NUMBERS;  VOCATIONAL TRAINING;  RURAL SCHOOLS;  TEACHER EDUCATION;  EQUAL ACCESS;  PUPIL?TEACHER RATIOS;  VALUES;  PRIMARY SCHOOL TEACHERS;  PUBLIC EXPENDITURE;  SCHOOLS;  HEAD TEACHERS;  CURRICULA;  AVERAGE NUMBER OF PUPILS PER TEACHER;  EDUCATION SERVICES;  LEARNING OUTCOMES;  MALE TEACHERS;  RURAL TEACHERS;  PEDAGOGIC SKILLS;  AVERAGE SCORE;  UNIVERSAL ACCESS;  TEACHER RATIOS;  TEXTBOOK;  GENDER EQUALITY IN EDUCATION;  PUBLIC AWARENESS;  CLASS SIZE;  ABSENCE FROM SCHOOL;  SOCIAL WELFARE;  CURRICULUM;  PHYSICAL INFRASTRUCTURE;  TEACHER;  PARITY;  TEACHER RATIO;  COGNITIVE SKILLS;  WRITING;  CHILDREN;  LEVEL OF EDUCATION;  PRIMARY PUPIL;  QUALITY EDUCATION;  EDUCATION;  ACHIEVING GENDER PARITY;  CLASSROOM TEACHERS;  INVESTMENT;  CLASS SIZES;  PUPILS’  LEARNING OUTCOMES;  TEXTBOOK AVAILABILITY;  RURAL AREAS;  PUPIL ASSESSMENT;  PRIMARY EDUCATION SYSTEM;  INSTRUCTION;  NUMBER OF TEXTBOOKS;  GIRLS;  PUBLIC SCHOOLS;  STUDENTS;  SCHOOL GOVERNANCE;  PRIMARY LEVEL;  LEADERSHIP;  PRIMARY EDUCATION;  WOMEN;  CLASSROOM;  CLASSROOMS;  SCHOOL;  SCHOOL INFRASTRUCTURE;  MAPS;  REGULAR TEACHERS;  LEARNING TIME;  PUPILS PER TEACHER;  GENDER EQUALITY;  HUMAN DEVELOPMENT;  PUPIL PERFORMANCE;  SANITATION FACILITIES;  Report; 

年份：

2015

出版地：

Washington,USA

语种：

English

摘要：

The Service Delivery Indicators (SDI) provide a set of metrics for benchmarking service delivery performance in education and health. The overall objective of the indicators is to gauge the quality of service delivery in primary education and basic health services. The indicators enable the identification of gaps and tracking of progress over time and across countries. It is envisaged that the broad availability, high public awareness and a persistent focus on the indicators will mobilize policymakers, citizens, service providers, donors and other stakeholders for action to improve the quality of services and ultimately to improve development outcomes and social welfare. This report presents the findings from the implementation of the Service Delivery Indicators in the Education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. In conclusion, comparing the 2010 and 2014 SDI surveys, one clearly notices that Tanzania has made substantial progress in some areas, but there are still remaining gaps. Also, the achieved progress is from a very low base and there is still quite a bit of room for the Tanzanian education system to deliver quality to its pupils and get them prepared and equipped to face competition in the national, regional, and international labor markets.