Student Learning Outcomes in Tanzania’s Primary Schools

Abstract

This 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-T 3), 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 support teaching behavior conducive to the well-being of these children. 4

Analysing Mathematics Performance in Tanzanian Primary Schools through the Lens of Candidate Items Response Analysis Reports

“…Other content areas less frequently mentioned were money, square and square roots, percentages, coordinate geometry and patterns. On the other hand findings by Asim et.al (2019) indicated that in the past, Tanzania has struggled to ensure primary school students are equipped with the basic skills of writing, reading and numeracy necessary for post-primary education. While the lack of knowledge in some mathematics contents by primary school students can be associated with the student's own abilities and learning environment, the gap may also reflect the extent of the teacher's capacity in the respective contents and in teaching methodology.…”

Learning Crisis at Elementary School Level in India: Need for Systemic Interventions

“…While exploring the causes of low performance of learners, researchers [11,12,13]. posit that within factors that fall into the purview of education, the effectiveness of the teacher in the classroom is the most important factor that determines learners learning.…”

The impact of a safe learning environment in schools on students’ learning outcomes: evidence from Tanzania

“…This plan abolished primary education school fees, increased the primary education budget and improved the quality of education by emphasizing teacher training. During this time, primary school enrollment doubled and student learning outcomes began to gradually improve (Asim et al , 2019; Oketch and Rolleston, 2007; Pesha, 2016). Although education in the country is progressing, serious deficiencies remain.…”

“…Although education in the country is progressing, serious deficiencies remain. Increased student attendance has created a shortage of supplies, such as desks and books, and many schools lack the proper infrastructure and staff to guarantee student safety (Asim et al , 2019; Lewin, 2009; Sifuna, 2007). Moreover, schools continue to lack qualified teachers and experience challenges in maintaining education quality, which adversely harm both rural and female students (Lewin, 2009; Oketch and Rolleston, 2007; Sifuna, 2007).…”