Pass Rates in Primary School Leaving Examination in Tanzania: Implication for Efficient Allocation of Resources

Autor/in	Kassile, Telemu
Titel	Pass Rates in Primary School Leaving Examination in Tanzania: Implication for Efficient Allocation of Resources
Quelle	In: South African Journal of Education, 34 (2014) 2, Artikel 820 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Resource Allocation; Surveys; Health; Foreign Countries; Exit Examinations; Sanitary Facilities; Teacher Student Ratio; Educational Facilities; Energy; Statistical Analysis; Educational Policy; Womens Education; Higher Education; College Attendance; Economic Development; Educational Resources; Elementary Secondary Education; Educational Attainment; Tanzania + Suchen Sie Ihr Suchwort? Ressourcenallokation; Survey; Umfrage; Befragung; Gesundheit; Ausland; Final examination; Abschlussprüfung; Sanitäre Einrichtung; Lehrer-Schüler-Relation; Bildungsstätte; Energie; Statistische Analyse; Politics of education; Bildungspolitik; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Wirtschaftsentwicklung; Bildungsmittel; Bildungsabschluss; Bildungsgut; Tansania
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. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01