Abstract
This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.
Highlights
Basic education is one of the key determinants which may favour the economic and social development of the country
In order to build a strong foundation for transforming Tanzania into a semi-industrialized nation by 2025, collaborative priorities in improving basic education are necessary
It is expected that, the concerns raised in this paper shall be keenly looked into by the education stakeholders with a view that basic education is a foundation and best start to orient students basic scientific and theoretical knowledge expected to be acquired from other levels of education in the country
Summary
Basic education is one of the key determinants which may favour the economic and social development of the country. The Incheon Declaration adopts the SGD number four which stresses the need to promote inclusive and equitable quality education and lifelong learning for all [1] It is on this basis, Tanzania establishes different policy documents and initiatives regarding the provision of basic education aligning with the global agenda. The ESDP of 2016/17-2020/21 aligns with the Tanzania Education Training Policy of 2014 and vision 2025 in which it stresses the need to ensure increased accessibility and affordability to early and basic education by the public, irrespective of gender and disability [16] Along these initiatives, the Government issued Circular number 5 in November, 2015 which directs the public bodies to ensure that secondary education is free for all children. This paper addresses emerging issues that emanate from basic education statistics with the purpose to inform the best practices in the provision of basic education for national development
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