School of Business (SOB)

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Browsing School of Business (SOB) by Subject "Access to education -Tanzania"

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    Assessment of the role of the Tanzania education authority in improving access to education: A case of Dar es Salaam institutions
    (Mzumbe University, 2014) Elifasi, Elizabeth
    The objective of this study is to assess the role of Tanzania Education Authority supports on improving access to education. The study was conducted specifically to determine the impact of loans and grants provided by TEA in accessing education facilities in different education institutions including primary and secondary schools, colleges and universities. The study employed survey as a research methodology. The choice of this approach was influenced by the nature of the study to assess the implementation of TEA supports including loans and grants extended to education institutions. The study was conducted in selected institutions in Dar es Salaam region where many education institutions are located. Data from 46 respondents comprising of primary schools, secondary schools, colleges and universities, TEA and MOEVT was collected through open ended and closed type questionnaires, analyzed and presented statistically on tables, charts and graphs based on the research objectives. Based on the findings from the study it was concluded that TEA supports on grants and loans to education institutions shows a good contribution towards achieving the improved learning and teaching environment, equipment and facilities that leads to improved performance, raise the level of total enrollments and achieved the objective of equitable access to education whereby 96% of girls eligible to education were enrolled. It was also found that total value of TEA support from 2010 to 2013 was about Tanzania Shillings 8 billion. The equitable access to quality education has been witnessed on the number of girls enrolled in primary schools. The findings of the study calls for Tanzania Government to give first priority on education sector and allocate consistency education budget. The efforts used to support the construction of schools buildings, classes and dormitories should be extended to supporting teachers and teachers` colleges in order to produce more quality teachers to support the enrolled students. Linking the supply side factors- vii teachers, books, buildings and demand side-teachers benefits may be the great idea towards achieving the objective of equitable access to quality education. These findings suggests among other things that as an institution TEA is relevant for Tanzania’s socio-economic development since its funds are channeled towards education which is a core activity identified in the country’s long term development plan, that is the Tanzania Development Vision 2025. In this regard, TEA is also relevant to other government initiatives including MKUKUTA and to the current Big Results Now (BRN) initiative. These results point to a number of policy actions needed on the part of the government as well as to development partners. The government of Tanzania as well as development partners, recognizing the important role played by TEA can allocate more funds this organization and charge it with the responsibility to rationally distribute the funds to needy institutions. Furthermore, the government is requested to charge TEA with the task of undertaking more studies related to the role of this institution in dealing with the education sector in Tanzania.