Pre-school education
It is increasingly becoming fashionable for parents to put children through pre-schools prior to their joining primary school education. This way children are prepared for the world of competition in primary education and the life beyond. Normally, children who have been put through pre-schools have an edge over their peers.
It is increasingly becoming fashionable for parents to put children through pre-schools prior to their joining primary school education. This way children are prepared for the world of competition in primary education and the life beyond. Normally, children who have been put through pre-schools have an edge over their peers.
Pre-schools give instruction to children of the age
group of 5 to 6 years. Parents who wish to prepare their 3 to 4 years
old children for pre-schools can send them to daycare centres where
the principal purpose is not literary or numeracy but to predispose
them for pre-school education.
The regional average population per pre-school was
4,789 to one in 2001. Misungwi held the best ratio of 3,150 to one while
the worst ratios were with Kwimba and Magu at 6,327 to one and 6,075
to one respectively. The regions of Morogoro and Dodoma for that year
had 5,064 and 3,528 average population per pre-school. Thus Mwanza had
worse coverage than either Dodoma or Morogoro.
The region had a total of 717 pre-schools of which
596 were public. The private sector owned 121 pre-schools or 16.9% of
the total. Mwanza City districts had more than two times as many private
pre-schools as there were public pre-schools. Kwimba had a fifty percent
private ownership. The district with the lowest ratio of private pre-schools
was Geita at 2%.
Primary Schools
Introduction
The right to primary school education belongs to every school age child in the country. But government budgetary constraints have made 100 percent coverage impossible. In the early 1970’s the government’s policy of Universal Primary Education (U.P.E) boosted up dramatically the enrollment and played a big role in reducing illiteracy. Economic hardships between the 1980’s and the year 2001 restricted significant increases in the Gross Enrolment Rate. In fact although the overall enrolment increased year after year it was unable to catch up with population increases.
Introduction
The right to primary school education belongs to every school age child in the country. But government budgetary constraints have made 100 percent coverage impossible. In the early 1970’s the government’s policy of Universal Primary Education (U.P.E) boosted up dramatically the enrollment and played a big role in reducing illiteracy. Economic hardships between the 1980’s and the year 2001 restricted significant increases in the Gross Enrolment Rate. In fact although the overall enrolment increased year after year it was unable to catch up with population increases.
With effect from July 2001 the Primary Education Development
Programme (PEDP) was introduced. The programme’s overall target is to
make primary education available to every Tanzanian child of the school
going age in the period of a few years. The month of January 2002 saw
efforts being made to enroll all 7 to 10 year olds into Std. I.
Primary Schools
There were 476 primary schools in the region in 1974. These had increased by 89 percent to 902 by the year 2002. the district with the smallest increase was Ukerewe at 29 percent followed by Magu at 37 percent. All the other districts made impressive increases in the number of schools. Mwanza City districts, uncharacteristically for an urban area, lead by increasing its schools by 265 percent. Geita and Sengerema combined had a 128 percent increase. Kwimba and Misungwi made together a 94 percent increase.
Primary Schools
There were 476 primary schools in the region in 1974. These had increased by 89 percent to 902 by the year 2002. the district with the smallest increase was Ukerewe at 29 percent followed by Magu at 37 percent. All the other districts made impressive increases in the number of schools. Mwanza City districts, uncharacteristically for an urban area, lead by increasing its schools by 265 percent. Geita and Sengerema combined had a 128 percent increase. Kwimba and Misungwi made together a 94 percent increase.
Transition to Secondary School Education
In the year 2000, out of 35,644 Std VII candidates 32,387 or 90.9 percent were examined. Of those examined 3,125 or 9.6 percent were selected for Form I in public schools. The districts which did well were Mwanza City at 19.2 percent and Kwimba at 14.4 percent selection. The two districts which did the worst were Ukerewe and Misungwi respectively at 5.6 percent and 6.2 percent selection. Of 16,747 boys 1,599 or 9.5 percent were selected. Of 15,640 girls examined 1,526 or 9.8 percent were selectedThe selection was slightly in favour of girls as it should.
In the year 2000, out of 35,644 Std VII candidates 32,387 or 90.9 percent were examined. Of those examined 3,125 or 9.6 percent were selected for Form I in public schools. The districts which did well were Mwanza City at 19.2 percent and Kwimba at 14.4 percent selection. The two districts which did the worst were Ukerewe and Misungwi respectively at 5.6 percent and 6.2 percent selection. Of 16,747 boys 1,599 or 9.5 percent were selected. Of 15,640 girls examined 1,526 or 9.8 percent were selectedThe selection was slightly in favour of girls as it should.
From 1991 to 2000 the number of examinees in the region
increased from 28,802 to 32,387 and the number of selectees increased
from 1,304 to 3,125. The number of examinees increased by 12 percent
but the number of selectees improved even more to reach an increase
of 140 percent. In 1991 girls made up 43 percent of all selectees. By
the year 2000 girls selected constituted 49 percent. Overall the yield
of selectees from the pool of examinees increased from 5 percent to
10 percent.
Vocational Training
Vocational training is not only important in supplying the skills which attract employment opportunities it also an investment which can ontribute significantly to national and for that matter regional GDP even if via self employment in the informal sector.
As of the year 2000 the region had 25 VETA recognised Vocational Training
Centres which supplied the following range of vational sills:Vocational training is not only important in supplying the skills which attract employment opportunities it also an investment which can ontribute significantly to national and for that matter regional GDP even if via self employment in the informal sector.
- Computer
- Tailoring
- Welding
- Typing
- Masonry
- Secretarial
- Carpentry and joinery
- Bookkeeping
- English language
- Shoe making
- Machinery Fitting
- M/V Mechanics
- Electrical Installation
- Plumbing and Pipe
- Painting and Sign Writing
- Ginnery Fitting
- Sewing
- Embroidery
- Entrepreneurship
- Basic Health
- First Aid
- Village midwifery
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