Educational Equity in Tanzania: The Imperiled Promise of Reform

As Sub-Saharan African nations struggle to create viable infrastructure adequate to the needs of their complex, polyethnic societies, it has been widely recognized that general well-being in the postindependence era relies primarily on equal access to education, as differentially defined. Profiled h...

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Bibliographic Details
Published in:Journal of education (Boston, Mass.) Mass.), 1999-01, Vol.181 (1), p.59-73
Main Authors: Ishengoma, Johnson M., Youngman, Deborah J.
Format: Article
Language:English
Subjects:
Access to Education
Adult education
Communities
Cost Sharing
Developing Nations
Education
Education policy
Educational Change
Educational Finance
Elementary Secondary Education
Elitism
Equal Education
Fees
Foreign Countries
Government
Higher Education
History
Politics of Education
Primary education
Secondary schools
Social impact
Tanzania
Universities
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Summary:As Sub-Saharan African nations struggle to create viable infrastructure adequate to the needs of their complex, polyethnic societies, it has been widely recognized that general well-being in the postindependence era relies primarily on equal access to education, as differentially defined. Profiled here is the recent history of the United Republic of Tanzania's efforts to educate its people. Ideological intent, theoretical merits, and practical limitations of applied strategies, including current controversial reforms endorsed by extranational organizations, are discussed.
ISSN:0022-0574
2515-5741
DOI:10.1177/002205749918100105