Accessibility of education in Tanzania

Kamugisha (2016:85). Access to education this focuses on admission, participation, completion and transition rate from one level of education to another level, for example from basic education or primary education to secondary education. This may spotlight aspects like hand teachers and physical facilities are optimally utilized, expansion of education, contribution of non government sector and open distance learning, control of drop out, repetition and failure rates as well as financing and affordability of education costs.

For the last three decades central government is planning as guided the provision of public social services including education. This also meant the policies that grantee access to education without regard to sex, color, ethnicity, economic status enforced fairly and effectively. The current trend is for central planning to accommodate the liberalization and privatization of the provision of public services including education. This in turn may result in the denial of the right to basic education to some citizens. Therefore in order to control this possibility, government shall grantee access to pre-primary and primary education and adult literate to all citizens as a basic right.

Government shall promote and ensure equitable distribution of educational institutions.

Disadvantageous groups, despite of all effort to make education accessible, certain groups of individual and communities in society have not had equitable access to education some have not had access to this right due to their style of living for example hunters gathers fishermen and pastoralists. Others on accountancies marginalization example orphans and street children, still other on account of their physical and mental disabilities such as the blind, deaf, creels and mental retarded.

Therefore government shall promote and facilitates access to education to disadvantageous and cultural groups.

Girls, education, the participation rate of women has raised from 47.1% in 1981 to 48% in 1992 at primary school level at O-level from 31.6% in 198 to 44.7% in 1992 and at the A. level the rise was from 22.3% in 1991 to 24.3% in 1992. The slow growth of the participation rates of women at these various level may be attributed to cultural preference for educating male.

Children, high dropout rates due to early marriage and pregnancy are relate how performance levels by girls in class and during final examination when compared to boys.

Furthermore, accessibility is observed through aspects like

Contribution of non government sector. In Tanzania these sectors are today’s increase compared to the last decades. In early Tanzania education is provided by government/ public schools while nowadays there are several private sectors contributing high accessibility to education for example from 1990’s private schools, colleges and universities like St. Mary’s secondary school and St. Augustine university of Tanzania, this increase accessibility for many students to be admitted to attend schooling depending on their abilities economically and socially.

Affordability of education costs, in early Tanzania education from 1990s is cost fully but today’s from 2015 education is free from standard I-VII as form I-IV. This increases and students enrollment at primary and secondary education level.

In conclusion, the education development in Tanzania has been received in various aspects where by the government played the great role towards the development of different education policies that were ensured by educational institution as well as enhancing quality education in both sector from pre- primary, primary and secondary education up to university level where by main aims up to now is to ensure global and regional changes affecting economy and education sector by acquiring knowledge and skills that are required to bring national development in both sectors.

REFERENCES

Chapman D, and Adam D. (2002). The quality of Education: Dimensions and strategies;                                     Mamla. Asian development Bank.

Fellen, P. Kalish A, Pingree A, and Plank K. (2007. Toward a scholarship of teaching and                                  learning in educational development. San Francisco, Jossey-Bass LTD.

Kamugisha K.D (2017). Education in Tanzania: History and developments. Mwanza,                              Tanzania: Mahelo book centre.