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The Successful Education Sector Development in Tanzania – Comment on gender-balance and inclusive education

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Okkolin, M.-A., Lehtomäki, E., & Bhalalusesa, E. (2010). The Successful Education Sector Development in Tanzania – Comment on gender-balance and inclusive education. Gender and Education, 22(1), 63-71. https://doi.org/10.1080/09540250802555416
Published in
Gender and Education
Authors
Okkolin, Mari-Anne |
Lehtomäki, Elina |
Bhalalusesa, Eustella
Date
2010
Discipline
Kansainvälinen kehitystutkimusAikuiskasvatustiedeSosiologiaInternational Development StudiesAdult EducationSosiology
Copyright
© 2010 Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis.

 
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
ISSN Search the Publication Forum
1360-0516
Keywords
koulutussektorin kehitys sukupuolten välinen tasa-arvo inklusiivinen koulutus education sector development gender balance inclusive education vammaisuus
DOI
https://doi.org/10.1080/09540250802555416
URI

http://urn.fi/URN:NBN:fi:jyu-201404161527

Publication in research information system

https://converis.jyu.fi/converis/portal/detail/Publication/18006929

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  • Kasvatustieteiden ja psykologian tiedekunta [2504]
  • Yhteiskuntatieteellinen tiedekunta 31.12.2016 saakka [495]

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