Poster #44 - The Education for All Regime: Contesting the Global Policy Agenda in Tanzania

• In Event: 15.062 - MTCC Poster Session One
  In Poster Session: 15.062-4 - Division L Section 1 Poster Session

Abstract

This study considers the extent to which access to basic education and student learning outcomes have become more equalized or disparate in Tanzania following the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. We apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents. Quantitative results suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. In policy texts, educational inequalities tend to be prioritized in language but not adequately in final targets and strategies while neoliberalist views of education prevail.

Authors

• Donald Baum

• JImmy Hernandez, Brigham Young University

• Ariah Orchard