III. The Case of Tanzania: Failed Promises and Policies
In the 1980s, the World Bank’s user-fee policies, as well as other cost-recovery policies for primary education were “very harmful to equity, have not improved quality or efficiency significantly, if at all, and have been inimical to the attainment of EFA and the MDGs.” In doing so, these neoliberal policies were proven to be unproductive in providing significant attention to educational reform efforts by concentrating solely on access to primary schooling. However, in more recent years, given the abolition of user fees combined with the push towards Education for All (EFA) and the Millennium Development Goal (MDGs), the World Bank and other multilateral agencies have cooperated in …show more content…
Increasing dropout rates also point to the challenges of achieving educational quality in Tanzania. For instance, “figures from Tanzania’s basic education statistics (BEST) during 2010–2013 indicate that…dropout rates are as high as 44 %, meaning that those enrolment ratios may not predict the strength of the education system…” Furthermore, Mundy’s (2008) article points to overcrowded classroom conditions and to the high student-teacher ratios. As she explains, “class sizes of over 100 students are not unusual at the primary …show more content…
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In the 1980s, the World Bank’s user-fee policies, as well as other cost-recovery policies for primary education were “very harmful to equity, have not improved quality or efficiency significantly, if at all, and have been inimical to the attainment of EFA and the MDGs.” In doing so, these neoliberal policies were proven to be unproductive in providing significant attention to educational reform efforts by concentrating solely on access to primary schooling. However, in more recent years, given the abolition of user fees combined with the push towards Education for All (EFA) and the Millennium Development Goal (MDGs), the World Bank and other multilateral agencies have cooperated in …show more content…
Increasing dropout rates also point to the challenges of achieving educational quality in Tanzania. For instance, “figures from Tanzania’s basic education statistics (BEST) during 2010–2013 indicate that…dropout rates are as high as 44 %, meaning that those enrolment ratios may not predict the strength of the education system…” Furthermore, Mundy’s (2008) article points to overcrowded classroom conditions and to the high student-teacher ratios. As she explains, “class sizes of over 100 students are not unusual at the primary …show more content…
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