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The Challenge of Increasing Access and Improving Quality: An Analysis of Universal Primary Education Interventions in Kenya and Tanzania since the 1970s

Authors
  • Sifuna, Daniel N.1
  • 1 Kenyatta University, Department of Educational Foundations, Mobil Plaza, Nairobi, 00620, Kenya , Nairobi (Kenya)
Type
Published Article
Journal
International Review of Education
Publisher
Springer Netherlands
Publication Date
Aug 21, 2007
Volume
53
Issue
5-6
Pages
687–699
Identifiers
DOI: 10.1007/s11159-007-9062-z
Source
Springer Nature
Keywords
License
Yellow

Abstract

This article shows how interventions to provide Universal Primary Education (UPE) from the 1970s into the twenty-first century affected efforts to improve the quality of primary education in Kenya and Tanzania. While the interventions have made significant differences in the lives of many communities by increasing access to education of children who would have been denied schooling, quality indicators (including attrition and completion rates and examination scores) have stagnated at best or declined. Efforts to ensure and maintain quality in primary education in the two countries are reported to face serious challenges, including mainly inadequate funding to ensure the provision of essential teaching and learning materials, appropriate infrastructure as well as a sufficient number of competent teachers.

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