The Challenge of Increasing Access and Improving Quality: An Analysis of Universal Primary Education Interventions in Kenya and Tanzania since the 1970s

dc.contributor.author	Sifuna, Daniel N.
dc.date.accessioned	2014-01-09T11:55:55Z
dc.date.available	2014-01-09T11:55:55Z
dc.date.issued	2007
dc.description	DOI:10.1007/s11159-007-9062-z	en_US
dc.description.abstract	This 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.identifier.citation	International Review of Education November 2007, Volume 53, Issue 5-6, pp 687-699	en_US
dc.identifier.issn	1573-0638
dc.identifier.uri	http://ir-library.ku.ac.ke/handle/123456789/8465
dc.language.iso	en	en_US
dc.publisher	Springer	en_US
dc.title	The Challenge of Increasing Access and Improving Quality: An Analysis of Universal Primary Education Interventions in Kenya and Tanzania since the 1970s	en_US
dc.type	Article	en_US

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