Development Studies

Pass rates in primary school leaving examination in Tanzania: implication for efficient allocation of resources

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This paper examines regional differentials in pass rates in Primary School Leaving Examination
(PSLE) in Mainland Tanzania. In particular, the paper investigates the effects of pupil-teacher
ratio (PTR), pupil-latrine ratio (PLR), pupil-classroom ratio (PCR), availability of electricity
in schools, and secondary school and above education of women and men aged 15-49 years on
the percentage of students passing the PSLE. The paper employs a multilevel framework using
aggregate regional data from Basic Education Statistics in Tanzania (BEST) and Tanzania
Demographic and Health Survey (TDHS). The results indicate that regional pass rates in PSLE
are negatively associated with regional PTR and PLR, and that there are regional differences
in these education resources. However, their effects were found to be statistically insignificant.
Education of women on the other hand, was positively and significantly related to the pass rate
in the PSLE. Accordingly, there is a need for formulating education policies that would promote
the enrolment of women in higher education in Tanzania so as to ensure that children achieve
progress in education and social economic development later in life. In addition, measures to
ensure efficient allocation of resources are needed in order to address apparent regional
disparities regarding access to essential education resources.

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Publication Information

: ., 2014

Number of Pages

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ISBN

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Language

English

ISSN

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Subject(s)

Tanzania
Contextual Analysis
Efficient Allocation
Pass Rates
Primary School leaving Examination
Multilevel
Basic Education

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Article

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