Tanzania came close to achieving Universal Primary Education in the 1980s, but this was followed by severe regression by the end of the millennium. In view of the country’s past experience, what potential is there to reduce poverty through current educational programmes aimed at developing primary and secondary education?

A study by the University of Edinburgh, in the UK, examines the research on financial and non-financial returns to education in Tanzania and assesses whether these result in any reduction in poverty. It looks at factors within and external to the education system and considers why the country’s high primary enrolment rates in the 1980s did not achieve the anticipated developmental outcomes.

In the past 50 years, many African countries have come close to achieving Universal Primary Education (UPE). Yet they have not produced many of the expected social and economic development benefits from this. Tanzania almost achieved UPE in the early 1980s, but this has not brought long-term benefits. By 2000, enrolment had declined to less than 60 percent of primary school-aged children.

The country remains one of the poorest in the world, although most adults have completed primary education. Since 2000, Tanzania has renewed its focus on achieving UPE via the donor-sponsored Primary Education Development Programme, followed by the ambitious Secondary Education Development Programme in 2004.

The study concludes that for poverty reduction to occur, it is not sufficient simply to get children into school. In the case of Tanzania, it finds that:

• Many of the potential benefits of education have not been realised due to the very poor quality of education in the country. The high level of donor support means the current expansions may not be sustainable. 
• The public education system was weakened by expansion of the primary education sector in the late 1970s based on UPE targets set in the interests of equality. It did not provide a route out of poverty.
• Only those who are able to supplement their primary education with private tuition, or who live in areas served by better schools, are able to progress to post-primary education.
• Good quality education has been severely restricted by the narrow post-primary education system –few secondary leavers achieve good grades, therefore those taking up teaching have poor competencies in their chosen subject areas.

The study also finds that while expansion of the secondary education system is greatly needed, the proposed rate of expansion could have negative long-term effects on quality. As in the 1980s, the resulting poor quality of education may be insufficient to provide opportunities out of poverty.

• There is a strong case for greater public investment in secondary education in order to build a good foundation for high quality UPE, as the secondary education system is not able to produce enough good quality graduates to train as primary teachers.
• If the development of primary and secondary education is coordinated, this is more likely to produce a strong education system.
• Development of the education system should be coordinated in conjunction with other development efforts to make sure that school leavers graduate into an environment in which they can use their skills and knowledge.

Source(s):
‘Education and Poverty Reduction in Tanzania’, International Journal of Educational Development 27, pages 383-396, by Ruth Wedgwood, 2007
Further details about this research project 'The contribution of post-basic education and training to poverty reduction: evidence from South Asia and sub-Saharan Africa' Full document.

Funded by: The UK Department for International Development

id21 Research Highlight: 11 May 2008

Further Information:
Ruth Naylor (nee Wedgwood)
17 (2F1) Blackwood Crescent
Edinburgh EH9 1RA UK

Tel: +44 131 6681347
Contact the contributor: fruthwedgwood@yahoo.com

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