Equip-Tanzania Impact Evaluation. Briefing Note 2: Early Grade Pupil Learning in Some of the Most Disadvantaged Districts in Tanzania

14 Pages Posted: 15 May 2016

Date Written: January 1, 2015

Abstract

This briefing note presents early grade learning results in Kiswahili and mathematics from 17 of the most disadvantaged districts in Tanzania. The results come from a rigorous mixed-methods baseline study for an impact evaluation of the Education Quality Improvement Programme in Tanzania. The key finding is that the vast majority of pupils are not learning the foundational literacy and numeracy skills expected by the curriculum, after more than two years in school. Substantial inequality in learning achievement is also evident. Compared with their peers, learning gaps are particularly large for pupils who don’t speak the language of instruction (Kiswahili) at home, but they are also present for pupils from poorer households and for girls (in mathematics). These characteristics overlap in many cases, reinforcing the learning disadvantage. This briefing note discusses some of the reasons for these findings suggested by the study.

Keywords: Tanzania, Impact Evaluation, Education, Pupil Learning, Learning Disparities, Literacy, Numeracy, Rasch Analysis

JEL Classification: I2,O15,N37

Suggested Citation

Rawle, Georgina, Equip-Tanzania Impact Evaluation. Briefing Note 2: Early Grade Pupil Learning in Some of the Most Disadvantaged Districts in Tanzania (January 1, 2015). Available at SSRN: https://ssrn.com/abstract=2779240 or http://dx.doi.org/10.2139/ssrn.2779240

Georgina Rawle (Contact Author)

Oxford Policy Management ( email )

Level 3, Clarendon House
52 Cornmarket Street
Oxford, OX1 3HJ
United Kingdom

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