The Quality Of Education For Tanzanians Children

“124 million children and adolescents are out of school, 63 million girls are out of school around the world, an estimated 90% of children with disabilities in the developing world do not go to school, 25% to 75% of children in the most deprived regions of poor countries cannot read a single word, and yet only 2% of humanitarian aid has been invested in education” (Bandwidth). Standing between these children and the classroom is a lack of funding for quality basic education to help them overcome the barriers to school such as tuition fees, disabilities, lack of sanitation, lack of access, and poorly qualified teachers. The United States and other countries must commit to providing education for all children. If we are to end extreme poverty, then every child, every future global citizen needs good education, because education is not only for the privileged few, it is a right of every child. The developed nations need to support the expansion of educational opportunities for boys and girls

Last Decade governments and high ranking officials from across the globe came together under the magnanimous principles of The Universal Declaration of Human rights giving birth to the millennium development goals.The 8 goals and 21 targets capture ambitious promises such as eradicating poverty and hunger and achieving universal primary education by 2015. (UN.org) Yet with just a few months away from the deadline this historic chapter will close in tragedy.The setting for this tragic tale is Sub-Saharan Africa where 50 million children and youth still remain out-of-school.Despite extraordinary progress in enrollment stark disparities still remain. Poor children across the region are victims of an insidious “lottery of life” where the family they are born into means everything and nothing. (efa governance matters)For a poor child born into poverty the chances of that child finishing school once they start are slim, and if that child happens to be female she can only dream of what it’s like inside a classroom. Experts have declared Africa’s education crisis a state of emergency as dangerously low completion rates, and poor learning achievement have left an indelible stain on educational goals. Africa’s education crisis is a result strong socio-economic and cultural barriers which have created major stumbling blocks in both access to education and learning outcomes.Consequently millions of of children and youth are being robbed of their futures.

The proportion of children who are enrolled in primary schools has increased from 49% to 77% in the past decade in sub-Saharan Africa. This increase in enrollment is due mostly to the initiative of the governments from these regions to improve universal primary education. However, much remains to be done because even though enrollment has been made a possibility in a lot of these countries, there are a lot of other variables at play that still prevent children from receiving a quality education. Things such as poverty, cultural traditions, gender violence, and the incidence of early marriage are a major reason for disadvantaged groups, particularly poor girls, not making as much progress in enrolling

Throughout his paper, Tooley shows problems that the public schools of Africa have. (Tooley 9) He shows the first problem by saying, “An estimated 40 million primary-school-age children in sub-Saharan Africa are not in school and in half of the countries less than 60% finish the full course of schooling.” (Tooley 9) Afterward, He gives the quote, “The United

Education comes with social benefits as well which can improve the situation of the poor, such as lower fertility and improved health care of children ("Poverty and Education"). "Poor people are often unable to obtain access to an adequate education, and without an adequate education people are often constrained to a life of poverty." - Servaas Van Der Berg. The absolutely poor in developing countries have low education levels. Some may not even have access to primary education or may not have completed their primary education, not realizing that it is important to reduce poverty. Education is often poorly measured, and the impacts do not always show up as statistically significant in cross- country growth regressions (Levine & Renelt, 1992). Africa’s education crisis makes media headlines and analysis by the Brookings Center for Universal Education (CUE) explains why this needs to change. Progress towards universal primary education has come to a halt and learning levels of children who are in school are poor as well. Using a Learning Barometer, CUE estimates that 61 million African children will reach adolescence lacking even the most basic literacy and numeracy skills, this will deprive a whole generation of opportunities to develop and escape poverty ("Poverty, Education, & Opportunity").

The problem that I am complaining and working to establish an awareness is access to education. Today, more than 72 million children around the world remain illiterate (humanium). 32 million of the 72 million are from Sub-Saharan Africa. Eastern and Central Asia along with the Pacific are also affected. Girls have the least access to education. They make up more than 54% of the uneducated population in the world read in (humanium). In Sub-Saharan Africa, over 12 million girls are a possibility not obtaining an education. Not having access to the school was a thing since education was a thing. Where I used to live (Afghanistan) when the Taliban took over Kabul (capital city) in 1996, they didn’t allow children

The ‘Education For All’ (EFA) programme steered by the (UNESCO) is devoted to achieving universal registration in primary education. The increased access to formal schooling is often at odds with global economic circumstances and employment opportunities throughout the world. It cannot be presumed that education will guarantee work or social stability and Research demonstrates global patterns of inequality. (Farrington-Flint & Montgomery, 2016, p. 152). For example, Ames (2012) reports patterns of inequality of access to education for children in Peru. Quechua-speaking people living in rural areas, such as the Andes, lack basic services such as running water, electricity, and sewage and face many social and economic challenges. (Farrington-Flint & Montgomery, 2016,

Tanganyika merged and formed The Republic of Tanzania, Julius Nyerere now became the 1st President of The Republic of Tanzania. Nyerere before independence, formed a student group African Association (AA), Nyerere and his group began to transform AA as a political group in an attempt for Tanganyika to gain its independence, which was known as Tanganyika African Association, or TAA. Nyerere then converted the TAA into a first political party in 1954 known as TANU or Tanganyikan African National Union. TANU played an important role in Tanganyika’s independence and promoted non-violent ideals and political

The United Nations’ Knowledge Platform declared that more than 33 million of the 57 million primary school aged children who aren’t educated are in Sub-Saharan Africa. This is a major issue since the children are the ones to carry out the future of the elders who left it behind. Children pick up what the old leave to maintain the rate of success. We are here to form a blueprint of goals to help children in need like what other famous African role models did like Graca Machel.

I grew up being accustomed to the inequality in Tanzania. I witnessed the injustices faced by the underprivileged society. Through a shielded upbringing, I never understood the severity of these issues. Seeing children in Tanzania being denied fundamental human freedoms opened my eyes to appreciating my fortunes. Regardless of my many fortunes, I felt powerless. Each morning as I drove to school I would see impoverished children not being granted the same freedoms as I had. What troubled

In today’s world, people need to compete globally, for one of the most crucial factors in getting a decent job is education. Childhood is immensely significant in a child’s future health and development. Efforts in ensuring proper child development are normally seen through parents, health professional and educators who work collectively. Such efforts are essential in making sure that children grow to reach their full potential. However, it is not extremely easy to raise a child in modern times because certain factors emerge to ruin this pivotal stage in life. As long as students struggle to survive living a life of poverty, they will continue to fall behind in the education system, awareness

“Every child has the right to education”; I am sure that at some point or the other, we have all heard some variation of this very powerful statement. However, is every child given the right to education? We do not have to look far to notice the gaps in education availability between the developed and developing countries. I will be comparing and contrasting the educational system in Britain to that of a third world country, The Gambia. I will explore the history of Western education in The Gambia, and how this has played into Gambian perceptions of Western education. Because this class is interdisciplinary, I will attempt to make my paper well rounded by explaining my points from various perspectives including a historical, anthropological and gender perspective. After giving general differences and similarities, I will then concentrate specifically on the relationship between gender and education in both regions and how accessibility to education may differ on the basis of gender.

Parental Deaths on Primary Schooling in North-Western Tanzania. Journal of Development Studies, 41, 412-439. Ainsworth is a clinical social worker and therapist in Tennessee. This study asserts that the deaths of parents and other adults due to the AIDS epidemic in Africa could severely reduce the likelihood of schooling in young children. Subsequently, the children will have limited ability to survive and are likely put into care which is not adequate to their development. Ainsworth's position is that female children are particularly at risk to lose educational opportunities. Public policy must be made to assure children are properly educated.

Some of the world’s poorest countries, with some of the highest child labor and illiteracy rates lie in Sub Saharan Africa. People generally associate the region only with poor economic conditions and all of the social disorder that goes along with 3rd World Status. While some of this reputation is deserved, many people are also failing to see the vast potential for this part of the world. There are several factors that African governments should look into if they want to effectively and efficiently revamp this areas quality of life. One way to do so is by improving the more crucial aspects to healthy functioning region, for example, allowing children to possess their natural rights to a decent education. This could influence an increase

There are a number of global efforts to help promote and work towards universal primary education for all, which includes pastoralist communities. Education development in Africa has been a concern and topic of discussion dating back to the 1960’s and before. “The Development of Education” conference took place in Addis Ababa, Ethiopia where leaders examined strategies to attain Universal Primary Education (UPE) by 1980. More than 2 decades after “The Development of Education” conference, African leaders met once again in Harare, Zimbabwe at the Conference of African Ministers of Education, where The Harare Declaration was drafted, which included several strategies for addressing the challenges the