Educational Equity in Tanzania: The Imperiled Promise of Reform

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dc.creatorIshengoma, Johnson M.
dc.creatorYoungman, Deborah J.
dc.date2016-08-16T13:37:59Z
dc.date2016-08-16T13:37:59Z
dc.date1999
dc.date.accessioned2018-04-18T12:16:31Z
dc.date.available2018-04-18T12:16:31Z
dc.descriptionFull text can be accessed at the following link https://www.jstor.org/stable/42743978?seq=1#page_scan_tab_contents
dc.descriptionAs Sub-Saharan African nations struggle to create viable infrastructure adequate to the needs of their complex , polyethnic societies , it has been widely recognized that general well-being in the post independence era relies primarily on equal access to education , as deferentially defined. Pro- filed here is the recent history of the United Republic of Tanzania's efforts to educate its people. Ideological intent , theoretical merits , and practical limitations of applied strategies , including current controversial reforms endorsed by extranational organizations , are discussed
dc.identifierIshengoma, Johnson M., and Youngman Deborah J. "Educational Equity in Tanzania: The Imperiled Promise of Reform." The Journal of Education 181, no. 1 (1999): 59-73.
dc.identifier00220574
dc.identifierhttp://www.jstor.org/stable/42743978
dc.identifierhttp://hdl.handle.net/20.500.11810/3525
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3525
dc.languageen
dc.publisherTrustees of Boston University
dc.titleEducational Equity in Tanzania: The Imperiled Promise of Reform
dc.typeJournal Article, Peer Reviewed

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Department of Educational Foundations,Management and Lifelong Learning