Support Programme.
The SEDP outlines the framework for achieving greater access to secondary education
while simultaneously addressing aspects of equity, retention, and quality and
management issues. The overall goal of SEDP is to increase the proportion of Tanzania
youths completing secondary education with acceptable learning outcomes. School data
from the 2004/05 TDHS indicate that children from poorest households have less
secondary school attendance ratio compared to children from well-off households shown
below (a shown in annex 5, table e). For details of pupil/teacher ration (under 1:30) see
annex 5, table f. Table g, annex 5 shows the budget allocated across the education sector,
with 63 per cent of that allocated for primary and non-formal primary schooling, 18 per
cent for secondary, 1.2 per cent for teacher education and 17 per cent for tertiary and
higher education.
Zanzibar – On the islands, pre-primary education is left to the private sector though the
Government has established a few pre-school in every district has model schools and is
responsible for developing guidelines. According to the revised Education Policy of
2004, pre-primary education is now compulsory. In 2005 there were 205 schools in
Zanzibar that provide pre-primary education, 26 of which are Government owned and
180 privately owned schools. The Ministry of Education and Vocational Training is
looking into the possibility of developing a policy for early childhood education and
development.
In 2005 the total enrolment rate in primary education was 101.3 per cent. Education is
mostly provided by public schools. Zanzibar has enacted a new law (the Protection of
Spinsters and Single Parent Act No. 4 of 2005) which allows
young
mothers
to
return and continue with school after delivery. 56 girls were expelled from school in
2005.46
The revised education policy in Zanzibar intends by 2015 to:
46
Teenage pregnancies and early marriage are some of the problems that affect girl’s education in Zanzibar school. To
reduce the problem the Ministry of Education and Vocational Training in collaboration with UNICEF, UNFPA, Save
the Children and AYA provide life skills to in-school and out-school youth through clubs and peer learning
programmes however the problem still exists in many schools both in Urban and rural areas.
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