Transcript KEY POLICY CHOICES IN SECONDARY EDUCATION IN …

KEY POLICY CHOICES IN SECONDARY EDUCATION
IN AFRICA:
CHALLENGES SEEN FROM DIFFERENT
PERSPECTIVES - THE CASE OF TANZANIA
By
Margaret Sitta
Minister for Education and Vocational
Training, Tanzania
Nyerere’s Definition of Education
• ”… to transmit from one generation to the
next the accumulated wisdom and
knowledge of the society, and to prepare
the young people for their future
membership of the society and their active
participation in its maintenance or
development.”
Introduction: Education in Africa
• Significant efforts at national and International levels to
develop education in Africa
• Recognition of education as an essential element for
economic and human development, both for the
individual and the community at large
• The central agenda was fighting illiteracy, and thus, main
focus was mostly on development of basic education
alone.
As a result there has been an imbalanced allocation of
resources at this level of education to the detriment of
other sub-sectors of education
Introduction: Education in Africa
• In the last decade Africa has recorded
great success in achieving EFA goals
• This progress brings enormous pressure
for post-primary education in Africa
Areas of concern in Post-Primary
Education in Tanzania
These can be grouped into the following main areas:
•
Access to secondary education, where issues of
infrastructure and teachers feature,
•
Equity in terms of gender, geographical locations and
physical disabilities in provision of secondary
education:,
•
Quality of the education offered and its delivery: In this
area focus is also given to what is the appropriate
curricula,
•
Management of secondary education,
•
Cross – cutting issues – HIV/AIDS, Gender,
Environment
Facts about Secondary Education
in Tanzania
• It consists of two cycles:
– 4 - years ordinary level
– 2 - years Advanced level
• In June 2006
– 2289 Secondary Schools, of which
• 1690 government
• 599 non-government (individuals, companies,
trustees, NGOs & religious groups)
Policy Framework
• Education and Training Policy (ETP, 1995)
• Education Sector Development Programme
(ESDP,1997)
• Primary Education Development Programme
(PEDP,2002-2006)
• Secondary Education Development Programme
(SEDP, 2004-2009)
• Development Policies
– Tanzania Development Vision 2025
– National Strategy for Growth and Poverty Reduction
(NSGPR - MKUKUTA)
PEDP Achievement
• Net enrolment: 80.7% (2002) to 96.1%
(2006)
• Gross enrolment: 98.6% (2002) to 112%
(2006)
• No. of pupils: 5,981,338 (2002) to
7,959,884 (2006)
• Pass rate: 27.1% (2002) to 62% (2006)
• Transition to secondary school: 21.7%
(2002) to 49.3% (2005)
SEDP (2004-2009)
• Projections
– Transition to secondary school: 21.7% (2002) to
50%(2009)
– Net enrolment ratio: 50% (2010) from 5.9% (2002)
– Gross enrolment ratio: 50% (2010) from 9.7 in (2002)
– Enrolment to form 1: 500,000 (2010) from 97,694
(2002)
– No. of student: 2,000,000 (2010) from 345,000 (2003)
Equity in Secondary Education
• In 2006: girls and boys were enrolled in Form 1
at the ratio of 48:52 respectively
• Enrolment of girls in Form 5 is now 41% from
38% of 2005.
• Government gives scholarships to 33,873
children from poor families to pursue secondary
education in government secondary schools.
This number is expected to increase to 43,873
pupils next year.
Challenges
• Rapid expansion calls for
– More facilities
• More new schools
• More classroom to existing schools
– More teachers
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More new teachers colleges
Expansion of existing teacher colleges
More in-service training
Incentive package to teachers – salary, housing, training etc
– Other quality dimension
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Language of Instruction
More laboratories & equipment and apparatus
Library and Books
ICT etc
Challenges
• HIV/AIDS poses serious bottleneck in the
development of education
• Acute shortage of science and mathematics
teachers
• Retention of teachers
• Poor infrastructure in the country, especially in
the rural/remote areas
• Special challenges to the normadic communities
and orphans and vulnerable children
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