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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Table 12: Benefit Incidence Analysis of Education, by Wealth Qu<strong>in</strong>tile<br />
Wealth<br />
Qu<strong>in</strong>tile<br />
Percent Attend<strong>in</strong>g Percent of public budget<br />
Prim Sec Tertiary Primary Sec Tertiary Total<br />
Private<br />
contribution<br />
CLUSTER II- GOAL 1<br />
Share<br />
of total<br />
spend<strong>in</strong>g<br />
Poorest 24% 13% 0% 13% 2% 0% 16% 6% 14%<br />
2 nd Qu<strong>in</strong>tile 24% 19% 4% 13% 3% 1% 17% 10% 16%<br />
3 rd Qu<strong>in</strong>tile 22% 20% 22% 12% 3% 6% 21% 12% 20%<br />
4 th Qu<strong>in</strong>tile 18% 23% 18% 10% 4% 5% 19% 19% 19%<br />
Least Poor 12% 24% 56% 7% 4% 16% 27% 53% 31%<br />
<strong>Tanzania</strong> 100% 100% 100% 55% 17% 28% 100% 100% 100%<br />
Total (billion Tshs)<br />
Source: DPG, 2008<br />
642.7 201.6 327.7 1172.0 256.6 1428.6<br />
Technical <strong>and</strong> Vocational Education <strong>and</strong> Tra<strong>in</strong><strong>in</strong>g (TVET)<br />
Currently no MKUKUTA <strong>in</strong>dicators have been specified for technical <strong>and</strong> vocational education.<br />
However, BEST <strong>2009</strong> provides TVET data for the first time. Results show a decrease <strong>in</strong> the<br />
number of graduates from 126,000 to 93,000, <strong>and</strong> an <strong>in</strong>crease <strong>in</strong> students dropp<strong>in</strong>g out from<br />
courses. The sharp drop <strong>in</strong> the proportion of overall fund<strong>in</strong>g allocated to TVET <strong>in</strong> 2008/09 shown<br />
<strong>in</strong> Table 9 will further impact provision.<br />
In terms of disparities, girls’ representation <strong>in</strong> technical tra<strong>in</strong><strong>in</strong>g varies widely by course, for<br />
example, 17.6% <strong>in</strong> eng<strong>in</strong>eer<strong>in</strong>g <strong>and</strong> other science; 64.6% <strong>in</strong> health <strong>and</strong> allied science (MoEVT,<br />
2008b). Overall, <strong>in</strong> 2008/09, girls made up 43.2% of enrolments <strong>in</strong> TVET – a decl<strong>in</strong>e from the<br />
previous year. By location, western <strong>Tanzania</strong> has relatively fewer TEVT <strong>in</strong>stitutions than other<br />
parts of the country, mak<strong>in</strong>g it more expensive (especially <strong>in</strong> transport costs) for potential<br />
students from these regions to access courses. Plans for a national Technical <strong>and</strong> Vocational<br />
Tra<strong>in</strong><strong>in</strong>g <strong>Development</strong> Programme are <strong>in</strong> tra<strong>in</strong>, but they are at a very early stage of development.<br />
Despite the lack of an overall plan, a number of vocational tra<strong>in</strong><strong>in</strong>g centres are currently be<strong>in</strong>g<br />
rehabilitated <strong>and</strong> exp<strong>and</strong>ed, <strong>in</strong>clud<strong>in</strong>g the much needed upgrad<strong>in</strong>g of equipment.<br />
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