| The EFA 2000 Assessment: |  |
 |
 |
 |
 |
 |
 |
|
National Coordinator: | |||||||||||||
|
|||||||||||||
UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND CULTURE
NATIONAL REPORT
SECOND DRAFT
EDUCATION FOR ALL:
THE 2000 ASSESSMENT
November, 1999
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
SITUATION ANALYSIS
Political profile
Demographic Data
Macro policies
Priority areas of concern
ACKNOWLEDGEMENT
1.0 EXECUTIVE SUMMARY
1.1 Introduction
1.2 EFA Policy Framework and Goals
1.3 Strategic Objectives and Targets
1.4 Current Status and Progress
1.5 Policy Directions for the future
1.5.1 Expansion of ECCD Activities
1.5.2 Universal Access and Completion of Primary Education
1.5.3 Adult Literacy and NFE
1.5.4 Training in other Essential Skills required by youth and Adults Policy directions include:
1.5.5 Improvement in Learning Achievement
1.5.6 Education for Better Living
PART I
Background (Jomtien EFA Conference 1990)
Introduction
Brief Description of review Process in Tanzania
1.0 EFA GOALS AND TARGETS
1.1 The World Summit and National Summit for Children
1.2 Education and Training Policy, 1995
1.3 Basic Education Master Plan (BEMP) and the Education Sector Development Programme (Ed-SDP)
2.0 STRATEGY AND/OR PLAN OF ACTION
2.1 Expansion of Early Childhood Care and Development Activities
2.2 Universal access to, and completion of, primary education
2.3 Reduction of adult literacy rates especially the disparity between male and female illiteracy rate.
2.4 Expansion of provision of basic education and training in other essential skills required by youth and adults.
3.0 EFA DECISION MAKING AND MANAGEMENT
4.0 MAIN EFA EVENTS AND ACTIONS SINCE 1990
5.0 COOPERATION IN EFA
5.1 Provision/Management and Financing of Basic Education
5.1.1 Local financing of Basic Education
5.1.2 Co operation with external donors.
5..1.3 COOPERATION WITH NGOS/CBOS
Teachers Development
5.1.4 PROVISION OF SCHOOL LEARNING MATERIALS AND IMPROVING SCHOOL INFRASTRUCTURE.
6.0 INVESTMENT IN EFA SINCE 1990
7.0 PROGRESS TOWARDS GOALS AND TARGETS (1990 – 1998)
7.1 Early Childhood Care and Development (ECD)
7.2 Basic Education
.2.1 Apparent intake rate in primary education
7.2.1 Net intake rate
7.2.3 Gross Enrolment Ratio (GER)
7.2.3 Net Enrolment Ratio (NER)
7.2.5 Expenditure on Education
7.2.5.1 Investment in EFA since 1990
7.2.5.2 Prioritization in the sector
7.2.5.3 Analysis of PE and OC
7.2.6 Evolution of teaching staff by geographical location and gender
7.2.7 Percentage of primary school teachers having the required academic qualifications
7.2.7 Pupil/teacher ratio
7.2.8 Internal efficiency of the educational system
7.2.9 Learning Achievement
7.2.9.1 Standard IV Examination
7.2.9.2 Achievement Rate to final Examination Standard VII
7.2.9.3 Overall and subject performance in PSLE
7.2.9.4 School Inspection
7.2.9.5 School Facilities and Instructional Materials.
7.2.9.6 Enhancing Teaching Knowledge and Skills
7.2.9.7 The Head-teachers
7.2.9.8 The Curriculum
7.3.1 Literacy rates of population aged 15-24 years old
7.4 Training in Essential Skills (indicators to be define by country)
7.4.1 Folk Development Colleges (FDCs)
7.6.1 Media coverage of children’s rights
7.6.2 The Primary Health Care Ambassadors’ Foundation (PHCAFO)
8.0 EFFECTIVENESS OF EFA STRATEGY PLANS AND PROGRAMMES
9.0 PROBLEMS AND CHALLENGES
9.1 Early Childhood Care and Development
9.3 Adult Education
9.4 Training for Essential Skills
9.5 Education for Better Living
10.0 Public awareness, political will and national capacities
11.0 GENERAL ASSESSMENT OF PROGRESS
12.0 PROSPECTS-
12.1 POLICY DIRECTIONS FOR THE FUTURE
12.1.1 Expansion of Early Childhood Care Development Activities.
12.1.2 Universal Access and Completion of Primary education by the Year 2000 Goals and Targets.
12.1.3 Adult Literacy and Non Formal Education
12.1.4 Training in other Essential Skills required by Youth