Pass rates in primary school leaving examination in Tanzania: Implication for efficient allocation of resources
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.
Keywords: contextual analysis; efficient allocation; pass rates; primary school leaving examination; Tanzania
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