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The role of informal microfinance institutions in saving

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• Establishment <strong>of</strong> a national cooperative bank that, work<strong>in</strong>g <strong>in</strong> unison with the<br />

expand<strong>in</strong>g sav<strong>in</strong>gs and credit cooperatives societies(SACCOs), will provide credit to<br />

cooperatives at favorable rates and also help keep f<strong>in</strong>ances mobilized by<br />

cooperators with<strong>in</strong> the cooperative movement.<br />

• Strengthen the capacity <strong>of</strong> the cooperative member through empowerment,<br />

education and tra<strong>in</strong><strong>in</strong>g <strong>in</strong> this respect the Member Empowerment Programme<br />

managed by the Moshi University College <strong>of</strong> Cooperative and Bus<strong>in</strong>ess Studies will<br />

play a lead<strong>in</strong>g <strong>role</strong>.<br />

• Challenges to the poverty reduction strategies <strong>in</strong>clude the HIV/AIDS pandemic and<br />

its devastat<strong>in</strong>g impact on young, able people, and globalization and liberalization<br />

the advent <strong>of</strong> which the cooperative movement was ill prepared.<br />

Footnote: <strong>The</strong> word Tanzania as referred <strong>in</strong> this study means Tanzania<br />

Ma<strong>in</strong>land, which is part <strong>of</strong> <strong>The</strong> United Republic <strong>of</strong> Tanzania<br />

This is formed by Tanzania Ma<strong>in</strong>land and Tanzania Zanzibar.<br />

Dur<strong>in</strong>g the 1995-2005 periods, the Government <strong>of</strong> Tanzania undertook the follow<strong>in</strong>g<br />

measures to strengthen the performance <strong>of</strong> primary education sector:<br />

(i) It prepared the education sector programme which laid a basic foundation <strong>of</strong><br />

improv<strong>in</strong>g the performance <strong>of</strong> primary and secondary education <strong>in</strong> Tanzania. This<br />

made the number <strong>of</strong> primary schools to <strong>in</strong>crease from 10,927 <strong>in</strong> 1995 to 14,257 <strong>in</strong><br />

2005. <strong>The</strong> number <strong>of</strong> secondary schools <strong>in</strong>creased from 595 <strong>in</strong> 1995 to 1755 <strong>in</strong> 2005.<br />

<strong>The</strong> figures are for both Government and private secondary schools. <strong>The</strong> Government<br />

also <strong>in</strong>creased subsidies to students from poor families <strong>in</strong> order to enable more children<br />

from poor families <strong>in</strong> Tanzania get the basic Primary and Secondary school education<br />

(ii) It facilitates the completion <strong>of</strong> the IMF, World Bank conditions <strong>of</strong> Highly Indebted<br />

Poor Countries (HIPC), which among others, enabled <strong>in</strong>ternational f<strong>in</strong>ancial <strong><strong>in</strong>stitutions</strong><br />

such as World Bank and International Monetary Fund (IMF) and other donor countries<br />

to extend poverty eradication credits facilitated to Tanzania.<br />

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