English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper examines regional differentials in pass rates in Primary School Leaving Examination (PSLE) in Mainland Tanzania. In particular, the paper investigates the effects of pupil-teacher ratio (PTR), pupil-latrine ratio (PLR), pupil-classroom ratio (PCR), availability of electricity in schools, and secondary school and above education of women and men aged 15-49 years on the percentage of students passing the PSLE. The paper employs a multilevel framework using aggregate regional data from Basic Education Statistics in Tanzania (BEST) and Tanzania Demographic and Health Survey (TDHS). The results indicate that regional pass rates in PSLE are negatively associated with regional PTR and PLR, and that there are regional  differences in these education resources. However, their effects were found to be statistically insignificant. Education of women on the other hand, was positively and significantly related to the pass rate in the PSLE. Accordingly, there is a need for formulating education policies that would promote the enrolment of women in higher education in Tanzania so as to ensure that children achieve progress in education and social economic  development later in life. In addition, measures to ensure efficient  allocation of resources are needed in order to address apparent regional disparities regarding access to essential education resources. Keywords : contextual analysis; efficient allocation; pass rates; primary school leaving examination; Tanzania

Pass rates in primary school leaving examination in Tanzania: implication for efficient allocation of resources