Publication: Systems in Action: Tanzania
Loading...
Date
2015-11
ISSN
Published
2015-11
Author(s)
Editor(s)
Abstract
Education systems are large, complex organizations that encompass not only various sets of actors and inputs, but also the relationships that allow those actors and units to work together. When standards, rules, accountability relationships and financing levels are aligned towards shared education goals, the education system as a whole, in all its complexity and size, is coherent and able to perform well. Improving learning outcomes therefore requires much more than simply increasing resources; education systems must be strengthened at the component and the system level, to help equip children, youth and adults with knowledge and skills for life. The World Bank helps countries ensure ‘learning for all’ through support to countries on both the financing and knowledge fronts. The Education Global Practice within the World Bank champions a systems approach, by holistically evaluating which education policies and programs are most likely to create quality learning environments and improve student performance, especially among the disadvantaged and excluded.
Link to Data Set
Citation
“World Bank. 2015. Systems in Action: Tanzania. SABER in Action;. © World Bank. http://hdl.handle.net/10986/26460 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Citations
Collections
Related items
Showing items related by metadata.
Publication Governance, Management, and Accountability in Secondary Education in Sub-Saharan Africa(Washington, DC : World Bank, 2008)The purpose of this study, educations for all has led to a significant increase in the number of students completing primary education in Sub-Saharan Africa (SSA). It has also created tremendous demand for secondary education. This paper discusses the processes that support upward and downward accountability in the secondary education system and processes designed to ensure internal accountability and accountability for learning outcomes. This report focuses on school-level management as the place where governance structures and management processes converge. It examines the role of various governance structures for secondary schools and their impact on the management of teachers and of general academic and financial management. Finally this publication summarizes the discussions in terms of the key issues and suggestions for improvements within educational governance, management, and accountability.Publication Thailand - Secondary Education for Employment (Vol. 1 of 2) : Policy Note(Washington, DC, 2001-08)The study aims at assisting the Government in undertaking an evaluation of the system of secondary education, and skills development, in order to plan the many complex decisions, and future international finance assistance in the sector. The objectives of the study are to determine general employment trends, including a sampling of employer views on skill development; to evaluate the cost effectiveness, and quality of present academic, and vocational secondary education; and, to develop alternative scenarios for expansion of secondary education. Chapter 1 provides an overview of the changing Thai economy, and documents the growing importance of education, and skills for global competitiveness. An overview of labor market trends, and human capital development demonstrates the under-education of Thailand's labor force, thus reinforcing the need for high-quality education, and training for demand-driven skills development. Chapter 2 presents the factors motivating change in the system of education, and, examines the market forces driving the need for reform, and, argues the needs of the private sector rival those of most developed countries. Chapters 3 and 4, discusses the principles, and implications of governance, and administration, while arguing that certain principles, including attention to market forces, should guide policy decision-making. Chapter 5 stresses on the quality of education outcomes, by setting performance standards, assessing student, teacher, and school performance, and, harnessing technology to support education, and learning development, while Chapter 6, examines the cost implications of the reform program. The background papers look beyond schooling, examining the actual recruitment of workers in this increasing global economy.Publication Indonesia's Higher Education System : How Responsive is it to the Labor Market?(Washington, DC, 2014-06)Indonesia is at a development crossroads. It successfully weathered the 2008 international financial crisis, and it has shown resilience in the current turbulent times. Its economy is now one of the largest 20 economies in the world and it has ambitious plans to achieve high-income status and join the G-7 by 2030. Yet the challenges it faces are daunting. As highlighted in the recent Indonesia Economic Quarterly report by the World Bank, the status quo may not be enough to maintain current growth rates in light of domestic and policy pressures. And even maintaining the current rates of growth will not bring the country to high income status by the target year. This paper is organized as follows. Section two presents a framework to look at incentives and argues that without the right system in place, the tendency of the education sector will not necessarily be to align its supply with the demands of the labor market. The section discusses some of key features of the system in Indonesia. Section three looks at the performance of higher education graduates in the labor market, their labor force participation, unemployment rates, the types of jobs they obtain and trends in the returns to higher education. Section four takes patterns in employment and returns to education, as well as employer surveys, to find signs of misalignment between supply and demand in the types of degrees of graduates, the sectors where they are employed and the skills they bring with them. Finally, section 5 concludes with some suggested policy directions and future research.Publication Turkey - Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education, Executive Summary(Washington, DC, 2007-12)This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.Publication Central America Education Strategy : An Agenda for Action(Washington, DC, 2005)The main objective of this regional paper is to provide an in-depth diagnostic of where Central American countries stand along several education dimensions, underscoring the most urgent and serious challenges and suggesting policy options to address them. The report focuses on El Salvador, Honduras, Guatemala, and Nicaragua because these countries have common geographic, political, and economic features which make them broadly comparable also from the standpoint of their education sectors. They face common challenges but they can also learn from each other. A comparison with other countries is also provided to be able to put in perspective the education performance and the development path and interventions applied in these four countries.
Users also downloaded
Showing related downloaded files
Publication World Development Report 2017(Washington, DC: World Bank, 2017-01-30)Why are carefully designed, sensible policies too often not adopted or implemented? When they are, why do they often fail to generate development outcomes such as security, growth, and equity? And why do some bad policies endure? This book addresses these fundamental questions, which are at the heart of development. Policy making and policy implementation do not occur in a vacuum. Rather, they take place in complex political and social settings, in which individuals and groups with unequal power interact within changing rules as they pursue conflicting interests. The process of these interactions is what this Report calls governance, and the space in which these interactions take place, the policy arena. The capacity of actors to commit and their willingness to cooperate and coordinate to achieve socially desirable goals are what matter for effectiveness. However, who bargains, who is excluded, and what barriers block entry to the policy arena determine the selection and implementation of policies and, consequently, their impact on development outcomes. Exclusion, capture, and clientelism are manifestations of power asymmetries that lead to failures to achieve security, growth, and equity. The distribution of power in society is partly determined by history. Yet, there is room for positive change. This Report reveals that governance can mitigate, even overcome, power asymmetries to bring about more effective policy interventions that achieve sustainable improvements in security, growth, and equity. This happens by shifting the incentives of those with power, reshaping their preferences in favor of good outcomes, and taking into account the interests of previously excluded participants. These changes can come about through bargains among elites and greater citizen engagement, as well as by international actors supporting rules that strengthen coalitions for reform.Publication Tanzania Diagnostic Review of Consumer Protection and Financial Literacy(World Bank, Washington, DC, 2013-11)In 2011, only 17.3 percemt of adults in Tanzania had an account at a formal financial institution and 56 percemt did not have any access to financial services. Most of the population lives in rural areas with very low incomes and poor infrastructure, and women are especially disadvantaged. Such limited access to formal financial services also inhibits financial literacy – awareness of benefits and risks, and how to take advantage of opportunities. Despite significant challenges, all institutional elements of the formal financial sector in Tanzania are in place, helping its gradual expansion, and in some segments technology is driving rapid growth – particularly in mobile and electronic payments. Still, gaps and weaknesses in financial consumer protection and financial education remain some of the main obstacles to sustainability and greater trust in the financial sector. This Diagnostic Review was requested by the Ministry of Finance of Tanzania in November 2012. It provides a detailed assessment of Tanzania’s institutional, legal and regulatory framework against the World Bank’s Good Practices for Financial Consumer Protection. Three segments of the financial sector have been analyzed: banking, microfinance, and pensions. Insurance and securities segments will be considered at a later stage. Volume I of the Review summarizes the key findings and recommendations and Volume II presents a detailed assessment of each financial segment compared to the Good Practices.Publication Africa's Future, Africa's Challenge : Early Childhood Care and Development in Sub-Saharan Africa(Washington, DC : World Bank, 2008)This book seeks to achieve a balance, describing challenges that are being faced as well as developments that are underway. It seeks a balance in terms of the voices heard, including not just voices of the North commenting on the South, but voices from the South, and in concert with the North. It seeks to provide the voices of specialists and generalists, of those from international and local organizations, from academia and the field. It seeks a diversity of views and values. Such diversity and complexity are the reality of Sub-Saharan Africa (SSA) today. The major focus of this book is on SSA from the Sahel south. Approximately 130 million children between birth and age 6 live in SSA. Every year 27 million children are born, and every year 4.7 million children under age 5 die. Rates of birth and of child deaths are consistently higher in SSA than in any other part of the world; the under-5 mortality rate of 163 per 1,000 is twice that of the rest of the developing world and 30 times that of industrialized countries (UNICEF 2006). Of the children who are born, 65 percent will experience poverty, 14 million will be orphans affected by HIV/AIDS directly and within their families and one-third will experience exclusion because of their gender or ethnicity.Publication World Development Report 1984(New York: Oxford University Press, 1984)Long-term needs and sustained effort are underlying themes in this year's report. As with most of its predecessors, it is divided into two parts. The first looks at economic performance, past and prospective. The second part is this year devoted to population - the causes and consequences of rapid population growth, its link to development, why it has slowed down in some developing countries. The two parts mirror each other: economic policy and performance in the next decade will matter for population growth in the developing countries for several decades beyond. Population policy and change in the rest of this century will set the terms for the whole of development strategy in the next. In both cases, policy changes will not yield immediate benefits, but delay will reduce the room for maneuver that policy makers will have in years to come.Publication Tanzania(World Bank, Washington, DC, 2015-06)This study aims to achieve a better understanding of the agricultural risk and risk management situation in Tanzania with a view to identifying key solutions to reduce current gross domestic product (GDP) growth volatility. For the purpose of this assessment, risk is defined as the probability that an uncertain event will occur that can potentially produce losses to participants along the supply chain. Persistence of unmanaged risks in agriculture is a cause of great economic losses for farmers and other actors along the supply chains (for example, traders, processors, and exporters), affecting export earnings and food security. The agricultural sector risk assessment is a straightforward methodology based on a three-phase sequential process. Phase analyzes the chronological occurrence of inter-seasonal agricultural risks with a view to identify and prioritize the risks that are the drivers of agricultural GDP volatility. This report contains the findings and recommendations of the first phase and includes the identification, analysis, and prioritization of major risks facing the agricultural sector in Tanzania, as well as recommendations regarding key solutions. Chapter one gives introduction and context. Chapter two contains an overview of the agricultural sector and its performance, as well as a discussion of key agro-climatic, weather, and policy restrictions and opportunities. Chapter three includes an assessment of major risks (that is, production, market, and enabling environment risks) facing key export and food crops. Chapter four presents an estimate of historical losses due to realized production risks and a correlation of such losses with production volatility. Chapter five provides insights into the exposure to risks by different stakeholders and their actual capacities, vulnerabilities, and potential to manage agricultural risks. Chapter six presents a risk prioritization by different supply chains and discusses the possible solutions, as well as specific recommendations for the agricultural sector development program (ASDP).