Assessing Literacy and Numeracy in Tanzania’s Primary Schools: The Uwezo Approach

Sumra, Suleman; Ruto, Sara Jerop; Rajani, Rakesh

doi:10.1596/978-1-4648-0590-5_ch4

Cited by 6 publications

(7 citation statements)

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“…To account for household trends in wealth, we also constructed district wealth index quintiles using data made available by the local NGO Twaweza. Since 2009, with support of the British, Danish and Swedish development agencies, Twaweza implemented an educational program (Uwezo) and contextually collected district‐representative households surveys from 2009 to 2017 (Sumra, Ruto, and Rajani 2015). Finally, in the Tanzanian decentralized health system, both the availability of essential medicines and infrastructure maintenance depend—with varying degrees—upon the availability of locally generated funds (Kuwawenaruwa et al., 2020).…”

Section: Methodsmentioning

confidence: 99%

Impact of social accountability monitoring on health facility performance: Evidence from Tanzania

2021

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Social accountability programs are increasingly used to improve the performance of public service providers in low‐income settings. Despite their growing popularity, evidence on the effectiveness of social accountability programs remains mixed. In this manuscript, we assess the impact of a social accountability intervention on health facility management exploring quasiexperimental variation in program exposure in Tanzania. We find that the social accountability intervention resulted in a 1.8 SD reduction in drug stockouts relative to the control group, but did not improve facility infrastructure maintenance. The results of this study suggest that social accountability programs may be effective in areas of health service provision that are responsive to changes in provider behavior but may not work in settings where improvements in outcomes are conditional on larger health systems features.

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Section: Methodsmentioning

confidence: 99%

Impact of social accountability monitoring on health facility performance: Evidence from Tanzania

2021

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“…Ever since independence in 1964, education has played an important role in Tanzania (Unicef, 2017). Children attend two years of pre-primary school, and six years of primary school, followed by four years of secondary school and two years of advanced secondary school (Sumra et al, 2015). All levels except for the advanced secondary level are free of charge.…”

Section: Education Challenges In Tanzaniamentioning

confidence: 99%

“…Although conditions are similar, educational attainment varies across districts (Sumra et al, 2015). This may point to the importance of the quality of teaching and perhaps teacher training.…”

Section: Education Challenges In Tanzaniamentioning

confidence: 99%

“…In Tanzania, poor reading skills are a significant problem at the individual level and the society at large (Lyytinen & Richardson, 2014). A multitude of factors determine student literacy in Tanzania (Sumra et al, 2015). In order to address the fact that 70% of all classroom activities involve vision (Narayanasamy, Vincent, Sampson, & Wood, 2016), this project was intended to focus on the area of vision.…”

Section: Introductionmentioning

confidence: 99%

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Developing “Vision-for-Learning” Competencies among Teachers in Tanzania <br/>—An Innovative Higher Education Initiative

Felder¹,

Wilhelmsen²,

Schneiders³

2021

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In Tanzania, many children do not master basic reading skills even after a number of years of school. One of the causes of failure in children's learning to read is impaired vision. Intact visual capacity is an important prerequisite for print reading as well as learning in general. However, countries that do not have mandatory vision screening for children place children at risk of their visual needs not being met. There is evidence to show that teachers can be effective vision screeners. And teachers are ideally placed to intervene with vision-guided educational practices to improve children's reading and learn

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“…The logical and psychological sequence followed in a textbook helps the teacher in presenting the subject matter in an orderly and systematic manner. A textbook saves a lot of time for the teacher as he/she need not spend too much time to prepare problems and the solutions as they are readily available in the textbooks (Sumra & Rajani, 2006). It helps to foster the right study attitude among the students, since textbooks define concrete details in scientific and intensive manner, which could arouse students’ interest and curiosity.…”

Section: Importance Of Textbooks In Primary School In Tanzaniamentioning

confidence: 99%

Relevance and Quality of Textbooks Used in Primary Education in Tanzania: A Case of Social Studies Textbooks

Haulle

Kabelege

2020

Contemporary Education Dialogue

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Education is important for human development. It is a basic human right as articulated in the Constitution of United Republic of Tanzania of 1977. Since then, a series of reforms for improving access, quality and relevant education were adopted in the country. This study evaluates the relevance and quality of social science textbooks used in primary education. The study critically reviews primary education social sciences books. I argue that there were varieties of social studies textbooks and supplementary books used in primary education. These textbooks vary in terms of content, illustration, language and methodology. There is no harmony of content, while some textbooks had wrong contents altogether. Although teachers and learners benefited from using these textbooks, lack of content harmonisation deterred the effectiveness of achieving instructional and national objectives. The study recommends that a review and harmonisation of textbooks be undertaken, in order to attain the required national agenda.

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Assessing Literacy and Numeracy in Tanzania’s Primary Schools: The Uwezo Approach

Cited by 6 publications

References 0 publications

Impact of social accountability monitoring on health facility performance: Evidence from Tanzania

Impact of social accountability monitoring on health facility performance: Evidence from Tanzania

Developing “Vision-for-Learning” Competencies among Teachers in Tanzania <br/>—An Innovative Higher Education Initiative

Relevance and Quality of Textbooks Used in Primary Education in Tanzania: A Case of Social Studies Textbooks

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Assessing Literacy and Numeracy in Tanzania’s Primary Schools: The Uwezo Approach

Cited by 6 publications

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Impact of social accountability monitoring on health facility performance: Evidence from Tanzania

Impact of social accountability monitoring on health facility performance: Evidence from Tanzania

Developing “Vision-for-Learning” Competencies among Teachers in Tanzania &lt;br/&gt;—An Innovative Higher Education Initiative

Relevance and Quality of Textbooks Used in Primary Education in Tanzania: A Case of Social Studies Textbooks

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Developing “Vision-for-Learning” Competencies among Teachers in Tanzania <br/>—An Innovative Higher Education Initiative