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Tanzania - Primary Education Development Program (Inglês)

The ratings for the Primary Education Development Program for Tanzania were as follows: the outcome was satisfactory, the sustainability was highly likely, the institutional development impact was substantial, and the Bank was satisfactory, and borrower performance was highly satisfactory. Lessons learned: budget support in a SWAp for a sub-education sector can be effective in enabling the government to develop and take charge of the consultative process for ongoing policy making, system reform, planning, and budgeting in the education sector. Too many varied requirements for pooled fund disbursements can cause delay. Tranche releases should be aligned to Government's fiscal year and appropriate timing in disbursements. Phased-out approach in expanding primary enrollment can mitigate risks in over loading capacity and declining quality. Decentralization of delivery of primary education services to the local authority and school committees is the way to go. Closer and stronger linkages among various education academic institutions are needed.


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    Tanzania - Primary Education Development Program

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    Teachers;school committee;Governance in the Public Sector;local government reform program;teaching and learning materials;school level;Primary and Secondary Education;out of school child;local government authority;Information, Education and Communication;teacher supply and demand;procurement act;universal primary education;primary school leaving examination;examination council of tanzania;school construction and rehabilitation;medium-term expenditure framework;double shift;procurement of textbook;flow of fund;primary school teacher;provision of textbook;disbursement of fund;primary education quality;availability of textbook;institutional development impact;expansion of enrollment;number of girls;principal performance ratings;poverty reduction program;Teacher Professional Development;quality at entry;lack of transparency;primarily due;supplementary teaching material;formal education system;daily school activity;quality primary education;public sector reform;allocating budget resources;school action plan;abolition of fee;human resource development;support to school;ratings of bank;minister of finance;primary education system;institutional capacity building;effective primary education;improve Education Quality;children start school;shortage of funds;number of classrooms;work of community;international corporation;primary education service;community and school;basic education level;human resource capacity;shortage of textbook;delivery of education;qualified teaching force;number of pupils;net enrollment ratio;capacity for implementation;secondary education level;primary level education;quality of education;cluster of school;visits to school;abolition of school;primary education budget;formal primary education;gross enrollment ratio;outputs by components;number of teachers;recruitment of teacher;primary education curriculum;primary school fee;proportion of girl;housing for teacher;assessing learning achievement;complete primary school;net enrolment ratio;basic education development;faculty of education;community participation;pupil ratio;school bank;textbook procurement;community level;



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