Advanced

"Everybody knows every child should be educated" : The Strive Towards Universal Primary Education in Tanzania

Lindsjö, Karin LU (2017)
Abstract (Swedish)
År 2001 deklarerade den tanzaniska regeringen den första Primary Education Development Plan och därmed avskaffades den tidigare obligatoriska skolavgiften för grundskolan. I och med avskaffandet av skolavgiften förväntades andelen barn i grundskola att öka. Syftet med avhandlingen är att förstå hur reformen och dess fokus på avskaffandet av skolavgiften har påverkat föräldrars och vårdnadshavares stöd för grundskola, huruvida barnen är inkluderade i skolgången och har möjlighet att tillgodogöra sig utbildning.

I rurala och urbana miljöer har jag mött föräldrar, vårdnadshavare och lärare som har delat med sig av sina synpunkter på den obligatoriska skolan och denna avhandling undersöker föräldrars värdering av utbildning,... (More)
År 2001 deklarerade den tanzaniska regeringen den första Primary Education Development Plan och därmed avskaffades den tidigare obligatoriska skolavgiften för grundskolan. I och med avskaffandet av skolavgiften förväntades andelen barn i grundskola att öka. Syftet med avhandlingen är att förstå hur reformen och dess fokus på avskaffandet av skolavgiften har påverkat föräldrars och vårdnadshavares stöd för grundskola, huruvida barnen är inkluderade i skolgången och har möjlighet att tillgodogöra sig utbildning.

I rurala och urbana miljöer har jag mött föräldrar, vårdnadshavare och lärare som har delat med sig av sina synpunkter på den obligatoriska skolan och denna avhandling undersöker föräldrars värdering av utbildning, uppfattning av skolkvalitén, barnens möjlighet att delta i skolgången samt kopplingarna mellan utbildning och försörjning i regionen Iringa, Tanzania.

Studien omfattar sex studieplatser; tre byar och tre stadsdelar i Iringa. Den empiriska datan inkluderar intervjuer med grundskolelärare, intervjuer och fokusgruppdiskussioner med vårdnadshavare som har barn i grundskolan, en hushållsundersökning med vårdnadshavare och intervjuer med nyckelinformanter.

I den här avhandlingen kommer jag fram till att skolbidrag från föräldrar har ersatt den tidigare skolavgiften. Oavsett socioekonomisk eller geografisk bakgrund värderas utbildning högt bland föräldrar och vårdnadshavare då det anses nödvändigt för att hitta arbete, att ta sig ur fattigdom och att lämna det traditionella rurala jordbruket. Stora geografiska skillnader påträffas, å andra sidan, när det gäller barnens möjligheter att tillgodose sig skolgång samt skolornas möjligheter att erbjuda utbildning.
(Less)
Abstract
In 2001, the first Primary Education Development Plan declared that the previous obligatory primary education fee was to be abolished in Tanzania. This was an attempt to increase the access to public primary education for all children. This thesis aims to understand how the reform and its focus on the abolition of school fee influences parents’ and caregivers’ support for primary education and impacts on children’s inclusion and possibilities to receive education.

In rural and urban contexts parents and caregivers as well as teachers have shared their opinions on the obligatory primary education and this thesis explores the values of education, the perceptions of quality, children’s possibilities to participate in education as... (More)
In 2001, the first Primary Education Development Plan declared that the previous obligatory primary education fee was to be abolished in Tanzania. This was an attempt to increase the access to public primary education for all children. This thesis aims to understand how the reform and its focus on the abolition of school fee influences parents’ and caregivers’ support for primary education and impacts on children’s inclusion and possibilities to receive education.

In rural and urban contexts parents and caregivers as well as teachers have shared their opinions on the obligatory primary education and this thesis explores the values of education, the perceptions of quality, children’s possibilities to participate in education as well as the links between education and livelihoods in Iringa Region, Tanzania.

Six study sites were included in the study: three rural and three urban areas. The empirical data draws on a mixed-methods approach, including interviews with primary school teachers, interviews and focus group discussions with parents and caregivers of primary school aged children, a household survey, and interviews with key informants.

This thesis concludes that the previous obligatory primary education fee has been replaced by obligatory parental contributions. Furthermore, this thesis suggests that regardless of socio-economic background or geographical context parents and caregivers highly value education as it is perceived necessary to be able to find employment, move out of poverty and leave the traditional rural livelihoods. By contrast, children’s ability to receive education as well as schools ability to provide education is contextual and geographical variations are manifested in the inclusivity of children in primary education.
(Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Docent Lindberg, Jonas, University of Gothenburg
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Universal Primary Education, parental perceptions, quality, inclusion, contributions, rura-urban conditions, rural livelihoods, Iringa Region, Tanzania, grundskola, föräldraperspektiv, skolkvalité, inklusion, skolbidrag, rurala-urbana förhållande, ruralt levebröd, Iringa, Tanzania
pages
159 pages
defense location
Världen, Geocentrum I, Sölvegatan 10, Lund
defense date
2017-11-30 10:15
ISBN
978-91-7753-9
978-91-7753-469-3
language
English
LU publication?
yes
id
1cc62124-5b4c-4d67-a249-2fbe4b188803
date added to LUP
2017-11-06 20:25:24
date last changed
2017-11-08 15:34:18
@phdthesis{1cc62124-5b4c-4d67-a249-2fbe4b188803,
  abstract     = {In 2001, the first Primary Education Development Plan declared that the previous obligatory primary education fee was to be abolished in Tanzania. This was an attempt to increase the access to public primary education for all children. This thesis aims to understand how the reform and its focus on the abolition of school fee influences parents’ and caregivers’ support for primary education and impacts on children’s inclusion and possibilities to receive education. <br/><br/>In rural and urban contexts parents and caregivers as well as teachers have shared their opinions on the obligatory primary education and this thesis explores the values of education, the perceptions of quality, children’s possibilities to participate in education as well as the links between education and livelihoods in Iringa Region, Tanzania.<br/><br/>Six study sites were included in the study: three rural and three urban areas. The empirical data draws on a mixed-methods approach, including interviews with primary school teachers, interviews and focus group discussions with parents and caregivers of primary school aged children, a household survey, and interviews with key informants.<br/><br/>This thesis concludes that the previous obligatory primary education fee has been replaced by obligatory parental contributions. Furthermore, this thesis suggests that regardless of socio-economic background or geographical context parents and caregivers highly value education as it is perceived necessary to be able to find employment, move out of poverty and leave the traditional rural livelihoods. By contrast, children’s ability to receive education as well as schools ability to provide education is contextual and geographical variations are manifested in the inclusivity of children in primary education.<br/>},
  author       = {Lindsjö, Karin},
  isbn         = {978-91-7753-9},
  keyword      = {Universal Primary Education,parental perceptions,quality,inclusion,contributions,rura-urban conditions,rural livelihoods,Iringa Region,Tanzania,grundskola,föräldraperspektiv,skolkvalité,inklusion,skolbidrag,rurala-urbana förhållande,ruralt levebröd,Iringa,Tanzania},
  language     = {eng},
  pages        = {159},
  school       = {Lund University},
  title        = {"Everybody knows every child should be educated" : The Strive Towards Universal Primary Education in Tanzania},
  year         = {2017},
}