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dc.contributor.authorOkkolin, Mari-Anne
dc.contributor.authorLehtomäki, Elina
dc.contributor.authorBhalalusesa, Eustella
dc.date.accessioned2014-04-16T10:55:50Z
dc.date.available2014-04-16T10:55:50Z
dc.date.issued2010fi
dc.identifier.citationOkkolin, M.-A., Lehtomäki, E., & Bhalalusesa, E. (2010). The Successful Education Sector Development in Tanzania – Comment on gender-balance and inclusive education. <em>Gender and Education</em>, 22 (1), 63-71. <a href="http://dx.doi.org/10.1080/09540250802555416">doi:10.1080/09540250802555416</a>fi
dc.identifier.otherTUTKAID_31801
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/43230
dc.description.abstractIn 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.fi
dc.language.isoeng
dc.relation.ispartofseriesGender and Education
dc.subject.otherkoulutussektorin kehitysfi
dc.subject.othersukupuolten välinen tasa-arvofi
dc.subject.othervammaisuusfi
dc.subject.otherinklusiivinen koulutusfi
dc.subject.othereducation sector developmentfi
dc.subject.othergender balancefi
dc.subject.otherdisabilityfi
dc.subject.otherinclusive educationfi
dc.titleThe Successful Education Sector Development in Tanzania Comment on gender-balance and inclusive educationfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201404161527
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosYhteiskuntatieteiden ja filosofian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Social Sciences and Philosophyen
dc.contributor.oppiaineAikuiskasvatustiede
dc.contributor.oppiaineKansainvälinen kehitystyö
dc.contributor.oppiaineSosiologia
dc.type.urihttp://purl.org/eprint/type/SubmittedJournalArticle
dc.date.updated2014-04-16T03:30:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange63-71
dc.relation.issn1360-0516
dc.relation.numberinseries1
dc.relation.volume22
dc.type.versionacceptedVersion
dc.rights.copyright© 2010 Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/09540250802555416


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