Poverty and Human Development Report 2009 - UNDP in Tanzania
Poverty and Human Development Report 2009 - UNDP in Tanzania
Poverty and Human Development Report 2009 - UNDP in Tanzania
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“categorical target<strong>in</strong>g” of potentially vulnerable groups is not sufficient to ensure a welltargeted<br />
programme of social protection.<br />
Table 20: <strong>Poverty</strong> Rates <strong>in</strong> Households with Only Children <strong>and</strong> Elderly Persons<br />
% of Population <strong>Poverty</strong> Head Count<br />
Children <strong>and</strong> elderly persons only 1.5 45.4<br />
Elderly persons only 1.1 17.2<br />
All Households 100% 33.6%<br />
Source: HBS 2007<br />
Cluster II Conclusions <strong>and</strong> Policy Implications<br />
Education<br />
CLUSTER II- GOAL 4 & 5<br />
Overall results for the sector show susta<strong>in</strong>ed progress <strong>in</strong> access to pre-primary, secondary <strong>and</strong><br />
tertiary education. However, key <strong>in</strong>dicators – <strong>in</strong>clud<strong>in</strong>g PLSE pass rates <strong>and</strong> primary to secondary<br />
transition rates – have deteriorated recently, highlight<strong>in</strong>g the ongo<strong>in</strong>g challenges of achiev<strong>in</strong>g<br />
the goals of quality <strong>and</strong> equity at all levels <strong>and</strong> ensur<strong>in</strong>g that young people develop the skills to<br />
secure decent livelihoods.<br />
Poor rural children have benefited from the expansion of education, but analysis of the HBS data<br />
show that the least poor cont<strong>in</strong>ue to benefit disproportionately from government spend<strong>in</strong>g <strong>in</strong><br />
education. Disparities <strong>in</strong> budget allocations to LGAs for education also persist, which is reflected<br />
<strong>in</strong> wide variations <strong>in</strong> educational outcomes. Gender parity has been achieved <strong>in</strong> primary schools<br />
but only limited improvements are recorded at higher levels.<br />
Consistent with the national vision for broad-based economic growth <strong>and</strong> poverty reduction, an<br />
<strong>in</strong>creased focus is required on the role of education – from basic literacy to technical expertise –<br />
<strong>in</strong> creat<strong>in</strong>g a highly skilled workforce <strong>in</strong> both public <strong>and</strong> private sectors.<br />
A Stronger Focus on Quality<br />
The need for <strong>in</strong>vestment to strengthen the quality of educational outcomes has been highlighted<br />
<strong>in</strong> previous PHDRs <strong>and</strong> annual education sector reviews. To date, fund<strong>in</strong>g has largely focused<br />
on exp<strong>and</strong><strong>in</strong>g access <strong>and</strong> has not been sufficient to ensure quality. More attention needs to be<br />
given to the set of skills acquired by students, rather than years of school<strong>in</strong>g, <strong>and</strong> <strong>in</strong>creas<strong>in</strong>g<br />
numbers of skilled teachers are required to br<strong>in</strong>g down class sizes <strong>and</strong> ensure that students<br />
receive higher st<strong>and</strong>ards of tuition.<br />
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