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The Impact of Teacher-Pupil Ratio on Teaching-Learning Process in Primary Schools: Experiences from Tanzania

Listed author(s):
  • Yusuph Kambuga

    (Department of Education Management and Policy Studies, School of Educational Studies, University of Dodoma. P.O BOX 259, Dodoma Tanzania)

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    The purpose of this paper was to examine teaching-learning process in primary schools in Tanzania within the context of the impact of teacher- pupil ratio on the teaching- learning process with reference to two selected administrative districts in Dar es Salaam region, which are Temeke and Kinondoni, to represent the entire country. Tanzania has made a significant effort to improve the educational system through the Primary Educational Development Plan (PEDP). The government launched the Primary Educational Development Plan (PEDP) in 2002. This reform aims to show Tanzania’s commitment towards the global education for all targets expressed by the international community in Jomtien 1990 and Dakar 2000. The main priority of Primary Educational Development Plan (PEDP) is to increase an overall enrolment of girls and boys. The country has been awarded and recognized for the attainment of the millennium development goals before the time frame of 2015. This incredible job on universal primary education enrolment has been due to the eradication of school fees for primary education. In 2001, primary school enrolment expanded to 95%. This reform has brought about a substantial increase in enrolment which in turn brings one important question to the fore. What are the effects of hasty enrolment on the teaching-learning of pupils in primary school?

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    Article provided by Conscientia Beam in its journal International Journal of Education and Practice.

    Volume (Year): 1 (2013)
    Issue (Month): 2 (05-2013)
    Pages: 14-25

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    Handle: RePEc:pkp:ijoeap:2013:p:14-25
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