The Impact of Energy Use on Poor Urban Livelihoods in ... - DfID

A Study <strong>of</strong> the <strong>Impact</strong> <strong>of</strong> <strong>Energy</strong> on Poor Urban Livelihoods in Arusha, Tanzania
populations;
providing land, shelter and physical and social infrastructure;
managing the environment and city growth;
feeding and transporting the population;
putting in place appropriate institutions and mastering resources required to
govern the city;
growing urban poverty
social tensions and increasing insecurity
a poor information base
effects <strong>of</strong> globalisation
Source: Kironde and Ngaware (2000)
Arusha, only a third <strong>of</strong> which is planned, as shown elsewhere in this report,
experiences inadequate government provision <strong>of</strong> services and the 'informal'
development common elsewhere in Tanzania's urban areas.
C.3.2 Education
Education has consistently received the highest government expenditure, with health
and roads being second and third respectively, <strong>The</strong>re is evidence that this together
with the Primary Education Development Plan (2001-2006) (PEDP) 7 has resulted in
some improved education indicators for the primary sector. <strong>The</strong> vocational training
system is less able to meet the demands placed on it.
Figure C.3: Amount in billion Tanzania Shillings and percentage <strong>of</strong>
government spending on education 1998-2003
Total govt. expenditure (Including CFS)
Total govt..expenditure on education
1998/99 1999/00 2000/01 2001/02 2002/03 2003/04
973.8 1,191.9 1,258.5 1,626.5 2,2191.1 2,607.2
329.8 436.0 509.8 689.8 829.6 985.6
% <strong>of</strong> total government expenditure 33.8 36.5 40.4 42.0 37.0 38.0
Source: Mramba (2003)
<strong>The</strong>re is ample evidence, including from this current study in Arusha, 8 that
entrenched traditional patriarchal attitudes permeate the culture and restrict girls’
access to education at all levels. (THDR:1999 and authors’ fieldwork)
PEDP is having a marked affect on primary school participation in Arusha. In 2002,
97%<strong>of</strong> all seven year old children were enrolled for school, a 71% increase over the
previous year. But this achievement has generated problems which still need
resolution. Specifically primary class rooms are over crowded and a number <strong>of</strong> older
(post 7 years) children are enrolling and require special treatment. 9
7 <strong>The</strong> PEDP (2001-2006) ensures that every 7 year old is enrolled in Class 1 and abolishes
primary school fees. <strong>The</strong> Plan focuses on the construction <strong>of</strong> additional classrooms to cope
with the huge increase in the number <strong>of</strong> children. Under the Plan parents and local
committees are supposed to start initial construction <strong>of</strong> classrooms (foundations and walls)
and the government then funds the completion and furnishing <strong>of</strong> the building.
8 Interview, Head, Kaloleni Secondary School
9 <strong>The</strong>re may be five children at one desk, and schools have tried introducing two school
session (morning and afternoon) but this is not deemed educationally successful. Added to
this burden are a number <strong>of</strong> older 9 children who enter primary school. Under PEDP, these
children are no longer allowed to join Class 1 and have to be taught in a special MEMKWA
'stream' which has a 4 year crash curriculum to help them catch up.
Development Planning Unit, UCL London
Dr. Sheilah Meikle and Patrice North