The successful education sector development in Tanzania – comment on gender balance and inclusive education

Abstract

In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.

Keywords:

• education
• gender
• disability
• inclusive education
• Tanzania
• educational outcomes

Notes

1. The Tanzanian education system defines seven years of primary education, Standards I–VII, free for all. Transition to secondary schools depends on selection process assessing primary school learning achievements. Secondary education consists of four years in Ordinary level (O‐level), Forms I–IV, and Advanced level (A‐level) of two years, Forms V–VI.