Abstract
In the year 2000, a global agenda to achieve quality education for all children by 2015 was birthed. However, even after the lapse of this period, quality of education remained low in developing countries. In light of this, the World Bank developed a framework for assessing education quality based on six facets, namely, assessment; autonomy; accountability; attention to teachers; attention to early childhood development; and attention to culture, together called 6As. Based on this framework, this paper examines education quality and attainment in Tanzania, and how Korea, which has partnered with Tanzania can help mitigate the challenges in the sector, which the two countries have set as their priority development partnership sector. The study is qualitative analysis based on secondary data. The study finds that Tanzania has made significant progress in line with education for all, exhibited by high enrollment rates, which is above the average of sub-Saharan Africa. Nonetheless, major failures exist in regard to quality of education, occasioned by policies that are inconsistent with the 6As. In situations where proper reforms have been instituted, laxity in enforcement have played a role to undermine quality. Moreover, Korea’s support to Tanzania does not involve significant cross-border financial flows. As a result, the impact of its assistance on local education system is limited. The paper recommends significant reforms in education management. Korea can leverage its partnership with Tanzania to initiate stakeholder dialog in areas of necessary reforms. It should also increase cross-border financial flows and provide technical assistance to Tanzania’s based on its success with education reforms.
Highlights
Quality education produces the global economy’s workforce and expands its knowledge
Between 2000 and 2018, it received more than 17% (USD 531.31 million) of total Korean bilateral Official Development Assistance (ODA) to Africa (Figure 5)
Korea’s strategy of funding certain sub-sectors of education is informed by its history of development, which emphasized the development of highly skilled human labor, majority of whom are found in the cadre of post-secondary education
Summary
Quality education produces the global economy’s workforce and expands its knowledge. Investment in education enables learners to gain the skills that drive individual labor productivity. In comparison to public schools, private schools are more accountable and responsive to parents, have lower teacher absenteeism, higher teaching activity, and report better test scores They are able to be more efficient given stricter monitoring measures among education stakeholders (Muralidharan & Sundararaman, 2015), and can leverage technology to enhance accountability (Mbiti, 2016): for example, Bridge International Academies, a chain of private schools operating in Kenya, Nigeria, Liberia and Uganda, is a technologyenabled and data-driven school. Ethiopia on the other hand despite still having low access to ECE relative to Tanzania, is comprehensively addressing challenges to promote equitable access and quality ECE to all children These include establishing ECE in all urban and rural primary schools, supplying qualified teachers and learning materials (Ministry of Education, 2010). A smaller share was spent on basic education (18%) and secondary education (12%) (Donor Tracker, 2017)
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