Tanzania Education Sector Institutional and Governance Assessment

The Tanzania Education Sector Institutional and Governance Assessment (hereafter referred to as the report) identifies the drivers of efficient and effective basic education service delivery in Tanzania by exploring the sector’s institutional and g...

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Main Author:	World Bank
Format:	Report
Language:	English
Published:	World Bank, Washington, DC 2021
Subjects:	EDUCATION EDUCATION SERVICE DELIVERY PUBLIC FINANCIAL MANAGEMENT TEACHER LIFE CYCLE TEACHER PROFESSIONAL DEVELOPMENT BUDGET EXECUTION DECENTRALIZATION ACCOUNTABILITY SCHOOL AUTONOMY GOVERNANCE
Online Access:	http://documents.worldbank.org/curated/en/295281625117321394/Tanzania-Education-Sector-Institutional-and-Governance-Assessment http://hdl.handle.net/10986/35973

id	okr-10986-35973
recordtype	oai_dc
spelling	okr-10986-359732021-07-21T05:10:43Z Tanzania Education Sector Institutional and Governance Assessment World Bank EDUCATION EDUCATION SERVICE DELIVERY PUBLIC FINANCIAL MANAGEMENT TEACHER LIFE CYCLE TEACHER PROFESSIONAL DEVELOPMENT BUDGET EXECUTION DECENTRALIZATION ACCOUNTABILITY SCHOOL AUTONOMY GOVERNANCE The Tanzania Education Sector Institutional and Governance Assessment (hereafter referred to as the report) identifies the drivers of efficient and effective basic education service delivery in Tanzania by exploring the sector’s institutional and governance context. The assessment has four main components: i) the policy and institutional setting; ii) the public financial management (PFM) context; iii) decentralization and its impact on basic education; and iv) school autonomy and accountability in the delivery of education services. Viewing these through a ‘service delivery lens’, the report presents the key findings and recommendations for medium-term as well as immediate future programming aimed at improved learning outcomes in Tanzania. The report takes an overall systems approach where each component is viewed as part of the whole, to create a picture where interconnected systemic constraints underpin an uncertain accountability chain. This is presented as a synthesis of learnings across all four components. The picture that emerges informs the recommendations of the Report, enabling the identification of synergistic critical pathways and entry-points for effective, efficient, and accountable education service delivery and, in the longer term, improved learning outcomes. 2021-07-20T20:25:26Z 2021-07-20T20:25:26Z 2021-06-30 Report http://documents.worldbank.org/curated/en/295281625117321394/Tanzania-Education-Sector-Institutional-and-Governance-Assessment http://hdl.handle.net/10986/35973 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work Economic & Sector Work :: Institutional and Governance Review Africa Africa Eastern and Southern (AFE) Tanzania
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION EDUCATION SERVICE DELIVERY PUBLIC FINANCIAL MANAGEMENT TEACHER LIFE CYCLE TEACHER PROFESSIONAL DEVELOPMENT BUDGET EXECUTION DECENTRALIZATION ACCOUNTABILITY SCHOOL AUTONOMY GOVERNANCE
spellingShingle	EDUCATION EDUCATION SERVICE DELIVERY PUBLIC FINANCIAL MANAGEMENT TEACHER LIFE CYCLE TEACHER PROFESSIONAL DEVELOPMENT BUDGET EXECUTION DECENTRALIZATION ACCOUNTABILITY SCHOOL AUTONOMY GOVERNANCE World Bank Tanzania Education Sector Institutional and Governance Assessment
geographic_facet	Africa Africa Eastern and Southern (AFE) Tanzania
description	The Tanzania Education Sector Institutional and Governance Assessment (hereafter referred to as the report) identifies the drivers of efficient and effective basic education service delivery in Tanzania by exploring the sector’s institutional and governance context. The assessment has four main components: i) the policy and institutional setting; ii) the public financial management (PFM) context; iii) decentralization and its impact on basic education; and iv) school autonomy and accountability in the delivery of education services. Viewing these through a ‘service delivery lens’, the report presents the key findings and recommendations for medium-term as well as immediate future programming aimed at improved learning outcomes in Tanzania. The report takes an overall systems approach where each component is viewed as part of the whole, to create a picture where interconnected systemic constraints underpin an uncertain accountability chain. This is presented as a synthesis of learnings across all four components. The picture that emerges informs the recommendations of the Report, enabling the identification of synergistic critical pathways and entry-points for effective, efficient, and accountable education service delivery and, in the longer term, improved learning outcomes.
format	Report
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Tanzania Education Sector Institutional and Governance Assessment
title_short	Tanzania Education Sector Institutional and Governance Assessment
title_full	Tanzania Education Sector Institutional and Governance Assessment
title_fullStr	Tanzania Education Sector Institutional and Governance Assessment
title_full_unstemmed	Tanzania Education Sector Institutional and Governance Assessment
title_sort	tanzania education sector institutional and governance assessment
publisher	World Bank, Washington, DC
publishDate	2021
url	http://documents.worldbank.org/curated/en/295281625117321394/Tanzania-Education-Sector-Institutional-and-Governance-Assessment http://hdl.handle.net/10986/35973
_version_	1764484148360118272

Tanzania Education Sector Institutional and Governance Assessment

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