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Cracks in support for two Tanzanian rural primary schools with high performance on national exams

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  • Roberts, Daniel M.

Abstract

National examinations are the principle method for tracking school quality and selecting students for successive educational levels in Tanzania. A qualitative approach is used to investigate the effects of high-stakes testing at two government primary schools with high passing rates in rural northern Tanzania. Extensive interviews and observations reveal that teachers’ interactions with students including their instruction and management strategies are compromised by national exam preparation. In follow-up interviews, the majority of participants desired changes in the content and structure of national exams and the teaching methods used to prepare students for exams.

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  • Roberts, Daniel M., 2015. "Cracks in support for two Tanzanian rural primary schools with high performance on national exams," International Journal of Educational Development, Elsevier, vol. 43(C), pages 32-40.
    • Handle: RePEc:eee:injoed:v:43:y:2015:i:c:p:32-40
    DOI: 10.1016/j.ijedudev.2015.04.006
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    References listed on IDEAS

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    1. Yongzheng Yang & Sanjeev Gupta, 2007. "Regional Trade Arrangements in Africa: Past Performance and the Way Forward," African Development Review, African Development Bank, vol. 19(3), pages 399-431.
    2. Gérard Lassibille & Jee-Peng Tan & Sumra Suleman, 2000. "Expansion of private secondary education : lessons from recent experience in Tanzania," Post-Print halshs-01267358, HAL.
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    Cited by:

    1. Vanner, Catherine, 2018. "‘This is a competition’: The relationship between examination pressure and gender violence in primary schools in Kenya," International Journal of Educational Development, Elsevier, vol. 62(C), pages 35-46.

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