Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice
International Journal of Elementary Education
Volume 8, Issue 1, March 2019, Pages: 26-37
Received: Jan. 31, 2019; Accepted: Mar. 20, 2019; Published: May 7, 2019
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Placidius Ndibalema, Department of Educational Foundations and Continuing Education, The University of Dodoma, Dodoma City, Tanzania
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This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.
Basic Education, Individualized Instructions, Fee Free Education, Patriotism, Technology, Innovations
To cite this article
Placidius Ndibalema, Making Sense of Basic Education Statistics in Tanzania: Emerging Issues and Implications for Future Practice, International Journal of Elementary Education. Vol. 8, No. 1, 2019, pp. 26-37. doi: 10.11648/j.ijeedu.20190801.14
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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