Political Economy of Education

Assessing Institutional and Structural Constraints to Quality and Access to Education Opportunities in Tanzania

Bibliographic Data

ID3482345
AuthorsHaggai Kennedy Ochieng (0000-0002-8452-9790, Duksung Women's University), Cho Yeonsung (Duksung Women's University, corresponding author)
Year2021
Volume11
Issue3
Publication date2021-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/21582440211047204
OpenAlexW3203674626
LanguageEN
Citations received7
References cited29

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

Accountability · Business · Development economics · Economic growth · Economics · General partnership · Political science · Public relations · Socioeconomics · Stakeholder · Tanzania · Global Educational Reforms and Inequalities · Poverty, Education, and Child Welfare · School Choice and Performance · Finance

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