The Impacts of Fee - Free Education Policy in Junior Secondary Schools in Tanzania

Lyanga, Amani Abisai; Ming-kun, Chen

doi:10.9734/ajess/2020/v13i330333

Cited by 11 publications

(13 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In terms of gender, no statistically significant gender differential effect is found of the increase in compulsory education. Similarly, in Tanzania, following the elimination of fees for compulsory lower secondary school, Lyanga and Chen (2020) found improvements in pass rates for junior secondary grades, with, however, more females than males being enrolled. On the completion of post-compulsory school grades or high school grades (grades 11, 12, and 13), the chi-square tests of association show that the completion of grade 11 and the completion of grade 12 are significantly associated with the education policy for these marginal learners.…”

Section: Discussionmentioning

confidence: 95%

“…It was increased from 6 to 10 years in Chad, Cape Verde, and Senegal (grades 1-10); 5 to 9 years in Vietnam (grades 1-9) (Diaz-Serrano, 2020). Tanzania increased from 7 to 10 years (grades 1-10) (Lyanga and Chen, 2020;Mashala, 2019). The elimination of school fees in lower secondary education in these countries accompanied the compulsory education reform.…”

Section: Compulsory Secondary Education In Low Income and Lower-middle-income Countriesmentioning

confidence: 99%

“…Nevertheless, the number of schools, desks, textbooks, classrooms, and teachers required to universally accommodate children remains insufficient in these countries (Dramani and Ndiaye, 2015;Lom, 2018;Lyanga and Chen, 2020;Mashala, 2019;World Bank, 2013). Besides insufficient capacity in these countries, compulsory education is frequently only free at some government schools (Chapman et al, 2010;Senegal, 2004).…”

Section: Compulsory Secondary Education In Low Income and Lower-middle-income Countriesmentioning

confidence: 99%

“…Therefore, parents have to pay fees in government schools where it is not free, as well as in private schools. Parents also have to take care of other expenses like school uniforms, school bags, school shoes, feeding, medical services, and accommodation (Chapman et al, 2010;Fute et al, 2019;Lyanga and Chen, 2020;Mashala, 2019).…”

Section: Compulsory Secondary Education In Low Income and Lower-middle-income Countriesmentioning

confidence: 99%

“…In the presence of fee-free education, more parents may send female children to school because of the reduction in school expenses. For instance, the free education policy in junior secondary schools in Tanzania caused a larger increase in female enrolment compared to male enrolment (Lyanga and Chen, 2020). We also describe completion between the treatment group and the control group for the high school grades (grades 11 to 13).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

A Multidimensional Perspective on Education in Developing Countries

Momo

View full text Add to dashboard Cite

The aim of this thesis is to increase our knowledge on educational outcomes in low income and lower-middle-income countries by examining the intergenerational correlation of education in multiple dimensions, given the complexity inherent in the concept and the global persistence in the number of early school leavers. We posit that in order to combat the high rate of school dropout among the poor and to increase the intergenerational mobility of education, it is necessary to explore the role played by the reduction in the intergenerational mobility on inequalities that occur early in the lives of children. In other words, gaps that emerge early in life among families that need to be addressed and offset. These are gaps that exist due to inherited limited opportunities from parents and a lack of basic necessities for a comfortable standard of living.The exploration of the reduction of educational inequalities across generations is on two fronts.First, by increasing opportunities educationally, economically, and socially in society so that the independence of children's education to that of their parents will be enhanced. This may be done through public policies or actions that favour the socioeconomically disadvantaged in the society. Second, by increasing the absolute intergenerational mobility through the easing of deprivations in the households and their consequences, which make that school-aged individuals are more likely to leave school early. More knowledge and insight in these issues may contribute to achieving this goal. We therefore examine whether educational attainment vulnerability in developing countries can be explained by looking at their institutional or contextual characteristics and household deprivation status.We therefore advance the following hypothesis in Chapter 1: Hypothesis A: Push, pull, and falling out factors are prominent determinants of early schoolleaving in both Africa and Asia and context-specific Hypothesis B: Favourable institutional characteristics are able to reduce the intergenerational correlation of education Hypothesis C: Intergenerational correlation of education significantly increases with household deprivation Chapter 2 presents the evidence on early school leaving in the literature using findings from low income and lower-middle-income countries. This is done by a systematic literature review on the causes of early school leaving in Africa and Asia. It comprises of studies published from 2001 to 2018, which are either quantitative, mixed, or qualitative. We review a total of 43 vi studies. The studies included applied different analyses including logistic regression, linear regression, descriptive statistics, analysis of variance, probit regression, discrete-time logit model, Cox regression model, and narrative studies.Based on the findings, pull factors, push factors and falling out factors determine early school leaving. However, the pull factors show a very high prominence across Africa and Asia. These pull factors include gender, religion, ethnicity, house work, wag...

show abstract

Section: Discussionmentioning

confidence: 95%

Section: Compulsory Secondary Education In Low Income and Lower-middle-income Countriesmentioning

confidence: 99%