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dc.contributor.authorSifuna, D. N.
dc.date.accessioned2014-05-21T12:20:22Z
dc.date.available2014-05-21T12:20:22Z
dc.date.issued2007
dc.identifier.citationInternational Review of Education (2007) 53:687–699en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/9567
dc.description.abstractThis article shows how interventions to provide Universal Primary Education (UPE) from the 1970s into the twenty-first century affected efforts to improve the quality of primary education in Kenya and Tanzania. While the interventions have made significant differences in the lives of many communities by increasing access to education of children who would have been denied schooling, quality indicators (including attrition and completion rates and examination scores) have stagnated at best or declined. Efforts to ensure and maintain quality in primary education in the two countries are reported to face serious challenges, including mainly inadequate funding to ensure the provision of essential teaching and learning materials, appropriate infrastructure as well as a sufficient number of competent teachers.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.titleThe challenge of increasing access and improving quality: an analysis of universal primary education interventions in Kenya and Tanzania since the 1970sen_US
dc.title.alternativeCOMMENT AME´ LIORER LA QUALITE´ DE L’E´ DUCATION PRIMAIRE UNIVERSELLE AU KENYA ET EN TANZANIE ET Y FACILITER L’ACCE` S : ANALYSE DES ACTIONS ENTREPRISES DANS CE DOMAINE DEPUIS LES ANNE´ ES 70en_US
dc.title.alternativeHERAUSFORDERUNGEN BEI DER ZUGANGSSTEIGERUNG UND QUALITA¨ TSVERBESSERUNG: EINE ANALYSE DER MASSNAHMEN ZUR UNIVERSALEN GRUNDSCHULBILDUNG IN KENIA UND TANSANIA SEIT DEN 1970er JAHRENen_US
dc.title.alternativeEL RETO MEJORAR EL ACCESO Y LA CALIDAD: UN ANA´ LISIS DE LAS INVERTENCIONES EN LA EDUCACIO´ N PRIMARIA UNIVERSAL EN KENIA Y TANZANIA DESDE LA DE´ CADA DEL 70en_US
dc.typeArticleen_US


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