Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice

Placidius Ndibalema

doi:doi:10.11648/j.ijeedu.20190801.14

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Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice

Placidius Ndibalema

Published in International Journal of Elementary Education (Volume 8, Issue 1)

Received: 31 January 2019 Accepted: 20 March 2019 Published: 7 May 2019

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Abstract

This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.

Published in	International Journal of Elementary Education (Volume 8, Issue 1)
DOI	10.11648/j.ijeedu.20190801.14
Page(s)	26-37
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Basic Education, Individualized Instructions, Fee Free Education, Patriotism, Technology, Innovations

References

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APA Style

Placidius Ndibalema. (2019). Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice. International Journal of Elementary Education, 8(1), 26-37. https://doi.org/10.11648/j.ijeedu.20190801.14

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ACS Style

Placidius Ndibalema. Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice. Int. J. Elem. Educ. 2019, 8(1), 26-37. doi: 10.11648/j.ijeedu.20190801.14

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AMA Style

Placidius Ndibalema. Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice. Int J Elem Educ. 2019;8(1):26-37. doi: 10.11648/j.ijeedu.20190801.14

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@article{10.11648/j.ijeedu.20190801.14,
  author = {Placidius Ndibalema},
  title = {Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice},
  journal = {International Journal of Elementary Education},
  volume = {8},
  number = {1},
  pages = {26-37},
  doi = {10.11648/j.ijeedu.20190801.14},
  url = {https://doi.org/10.11648/j.ijeedu.20190801.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20190801.14},
  abstract = {This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.},
 year = {2019}
}

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TY  - JOUR
T1  - Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice
AU  - Placidius Ndibalema
Y1  - 2019/05/07
PY  - 2019
N1  - https://doi.org/10.11648/j.ijeedu.20190801.14
DO  - 10.11648/j.ijeedu.20190801.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
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PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20190801.14
AB  - This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.
VL  - 8
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Author Information

Placidius Ndibalema

Department of Educational Foundations and Continuing Education, The University of Dodoma, Dodoma City, Tanzania

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APA Style

Placidius Ndibalema. (2019). Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice. International Journal of Elementary Education, 8(1), 26-37. https://doi.org/10.11648/j.ijeedu.20190801.14

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ACS Style

Placidius Ndibalema. Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice. Int. J. Elem. Educ. 2019, 8(1), 26-37. doi: 10.11648/j.ijeedu.20190801.14

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AMA Style

Placidius Ndibalema. Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice. Int J Elem Educ. 2019;8(1):26-37. doi: 10.11648/j.ijeedu.20190801.14

Copy | Download

@article{10.11648/j.ijeedu.20190801.14,
  author = {Placidius Ndibalema},
  title = {Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice},
  journal = {International Journal of Elementary Education},
  volume = {8},
  number = {1},
  pages = {26-37},
  doi = {10.11648/j.ijeedu.20190801.14},
  url = {https://doi.org/10.11648/j.ijeedu.20190801.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20190801.14},
  abstract = {This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice
AU  - Placidius Ndibalema
Y1  - 2019/05/07
PY  - 2019
N1  - https://doi.org/10.11648/j.ijeedu.20190801.14
DO  - 10.11648/j.ijeedu.20190801.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 26
EP  - 37
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20190801.14
AB  - This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.
VL  - 8
IS  - 1
ER  -

Copy | Download