Implementing Educational Policies in Tanzania. World Bank Discussion Papers No. 86. Africa Technical Department Series.

Autor/in	Galabawa, C. J.
Institution	World Bank, Washington, DC.
Titel	Implementing Educational Policies in Tanzania. World Bank Discussion Papers No. 86. Africa Technical Department Series.
Quelle	(1990), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0259-210X
ISBN	0-8213-1583-8
Schlagwörter	African Studies; Colonialism; Developing Nations; Economic Development; Educational Development; Educational History; Educational Planning; Educational Policy; Educational Research; Educational Theories; Elementary Secondary Education; Foreign Countries; Higher Education; International Programs; Primary Education; Tanzania + Suchen Sie Ihr Suchwort? Kolonialismus; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Bildungsentwicklung; History of education; Bildungsgeschichte; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Primarbereich; Tansania
Abstract	Of the three East African British colonies (Kenya, Uganda, and Tanzania), Tanzania was the least well off at the time of independence in 1961. At that time, only 16,691 students were enrolled in secondary schools, and all general education at higher levels was provided outside the country. Thus, the goals of post-independence educational policy were the distribution and equalization of educational opportunities and the expansion of the system at all levels, including the attainment of universal primary education. This report reviews the initial evolution and implementation of educational policies through government (5-year development plans. From 1969-1978, the Education for Self-Reliance (ESR) program became the basis for all major educational policy changes. The final section of the report evaluates the implementation and success of educational policies and finds that the emphasis on achieving universal primary education has led to a system where there are secondary school places for only 4 percent of primary school graduates. The author reviews the financial and macroeconomic circumstances, educational theories and internal and external efficiency criteria that inform the debate about educational quality and ESR, which stressed that education should help to promote a socialist transformation of society, and which emphasized preparation for rural and community life over theoretical knowledge, particularly at the primary level. The report finds that some policy objectives were contradictory and that, in the short run, quantitative and efficiency objectives have been incompatible. (Author)
Anmerkungen	World Bank, Publications Sales Unit, Department F, 1818 H Street NW, Washington, DC 20433.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC