Publication:
Student Learning Outcomes in Tanzania’s Primary Schools: Implications for Secondary School Readiness

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dc.contributor.authorAsim, Salman
dc.contributor.authorChugunov, Dmitry
dc.contributor.authorGera, Ravinder
dc.date.accessioned2019-03-29T20:10:31Z
dc.date.available2019-03-29T20:10:31Z
dc.date.issued2019-01
dc.description.abstractThis policy note is an attempt to systematically analyze and document emerging trends in the evolution of students’ learning outcomes in Tanzania’s primary schools. The note is based on two rounds of the Service Delivery Indicators Survey in Tanzania, 2014 and 2016, and provides guidance to the Government on: (1) regional, district and school-level variations in gains in pupil achievement scores; (2) student, teacher and school level factors associated with learning outcomes; and (3) key observable factors associated with highest gains in test scores. The good news is that the Government’s concerted reform efforts are showing positive results in quality of schooling: test scores in English, Math, and Kiswahili for Standard four pupils have improved significantly over time. They have improved all across Tanzania, with largest gains registered in disadvantaged targeted districts (EQUIP-T3), followed by rural areas. Low-performing regions are catching up as the impacts of several large-scale investment programs are taking root. These improvements in test scores appear to be associated with improvements in teacher effort and subject knowledge. Rising pupil-teacher-ratios pose risks to continued learning improvements, particularly as the Government is preparing for rapid expansion in enrolments in the wake of the Fee-Free Basic Education Policy. Students tested for 2016 will be entering Form 1 secondary in 2018-19. For the improvements in learning at the primary level to have maximum impact, particularly in disadvantaged regions supported by EQUIP-T, they will require immediate attention to and investments in secondary schools to take these students through the full cycle of quality basic education promised by FFBEP. Female students, overage students, and non-native Kiswahili speakers continue to lag behind in learning, posing threats to the long-term equity of the system. Careful measurement of teacher practices at secondary level can provide ways to supportteaching behavior conducive to the well-being of these children.en
dc.identifierhttp://documents.worldbank.org/curated/en/637761553580119324/Student-Learning-Outcomes-in-Tanzania-s-Primary-Schools-Implications-for-Secondary-School-Readiness
dc.identifier.urihttps://hdl.handle.net/10986/31465
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectPRIMARY EDUCATION
dc.subjectTEACHING AND LEARNING MATERIALS
dc.subjectLITERACY
dc.subjectNUMERACY
dc.subjectTEST SCORES
dc.subjectTEACHER EFFECTIVENESS
dc.subjectEDUCATION POLICY
dc.subjectKISWAHILI
dc.titleStudent Learning Outcomes in Tanzania’s Primary Schoolsen
dc.title.subtitleImplications for Secondary School Readinessen
dc.typePolicy Noteen
dc.typeDocument de politique généralefr
dc.typeDocumento de políticases
dspace.entity.typePublication
okr.crossref.titleStudent Learning Outcomes in Tanzania’s Primary Schools
okr.date.disclosure2019-03-26
okr.doctypeEconomic & Sector Work::Policy Notes
okr.doctypeEconomic & Sector Work
okr.docurlhttp://documents.worldbank.org/curated/en/637761553580119324/Student-Learning-Outcomes-in-Tanzania-s-Primary-Schools-Implications-for-Secondary-School-Readiness
okr.guid637761553580119324
okr.identifier.doi10.1596/31465
okr.identifier.externaldocumentum090224b086ae21fa_1_0
okr.identifier.internaldocumentum30930148
okr.identifier.report135567
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/637761553580119324/pdf/Student-Learning-Outcomes-in-Tanzania-s-Primary-Schools-Implications-for-Secondary-School-Readiness.pdfen
okr.region.administrativeAfrica
okr.region.countryTanzania
okr.topicEducation::Access & Equity in Basic Education
okr.topicEducation::Education For All
okr.topicEducation::Educational Institutions & Facilities
okr.topicEducation::Educational Policy and Planning
okr.topicEducation::Effective Schools and Teachers
okr.unitEDU GP AFR EAST & SOUTH (GED01)
relation.isAuthorOfPublication229dbfb7-2312-5e33-ab38-efce342c9cca
relation.isAuthorOfPublication.latestForDiscovery229dbfb7-2312-5e33-ab38-efce342c9cca
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