Abstract
This paper examines regional differentials in pass rates in Primary School Leaving Examination (PSLE) in Mainland Tanzania. In particular, the paper investigates the effects of pupil-teacher ratio (PTR), pupil-latrine ratio (PLR), pupil-classroom ratio (PCR), availability of electricity in schools, and secondary school and above education of women and men aged 15-49 years on the percentage of students passing the PSLE. The paper employs a multilevel framework using aggregate regional data from Basic Education Statistics in Tanzania (BEST) and Tanzania Demographic and Health Survey (TDHS). The results indicate that regional pass rates in PSLE are negatively associated with regional PTR and PLR, and that there are regional differences in these education resources. However, their effects were found to be statistically insignificant. Education of women on the other hand, was positively and significantly related to the pass rate in the PSLE. Accordingly, there is a need for formulating education policies that would promote the enrolment of women in higher education in Tanzania so as to ensure that children achieve progress in education and social economic development later in life. In addition, measures to ensure efficient allocation of resources are needed in order to address apparent regional disparities regarding access to essential education resources. Keywords : contextual analysis; efficient allocation; pass rates; primary school leaving examination; Tanzania
Highlights
Educational attainment of the population is an important component of human capital accumulation and one that is fundamental for economic growth and development (Birdsall, Ross & Sabot, 1995; Barro & Lee, 2001; Mungai, 2012)
This study provides a contextual analysis of pass rates in the Primary School Leaving Examination (PSLE) in Mainland Tanzania with 21 regions geographically distributed into seven zones
Large disparities in education resources exist across geographic zones
Summary
Educational attainment of the population is an important component of human capital accumulation and one that is fundamental for economic growth and development (Birdsall, Ross & Sabot, 1995; Barro & Lee, 2001; Mungai, 2012). In many countries in Africa, like elsewhere in the Third World, education is the most important public policy agenda, with a significant proportion of the annual national budgets as well as international support being allotted to it (Samoff, 1987). To promote people’s access to education and ensure that boys and girls are able to complete primary school, various measures including elimination of fee have been introduced by some countries in sub-Saharan Africa. There is enough evidence in literature of the existence of inter-country or interstate/regional differences in various aspects of primary education. Education statistics from the United Nations Development Programme (UNDP, 2011), reveal the existence of some variations across a range of education dimensions both within and between
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
