The 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20th century…

The Global Partnership for Education (GPE) is the only multilateral partnership and fund dedicated exclusively to education in the world's poorest countries. The partnership includes developing country partners, donor countries, multilateral agencies, civil society, teachers, philanthropic foundations and the private sector. GPE brings together…

Since the 1940s, the concept of community participation has framed, mobilized, and legitimated national development agendas in the Singida Region of rural central Tanzania. Based on 19 months of ethnographic and archival research, this study examines the forms of community participation elicited through state and international development…

This paper explores how the concept of linguistic citizenship can be applied to the Tanzanian situation in terms of the delivery of bilingual education as well as addressing issues of equity and quality in education. It starts by a brief overview of how the concepts "linguistic human rights" and "linguistic citizenship" are…

Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT…

This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation.…

This article critically reflects upon the "divides" among actors within two currently popular education policies in low-income countries: decentralisation and Universal Primary Education (UPE). Current literatures suggest that the existing decentralisation framework tends to overlook the "divides" among actors that often impede…

"Which school should I choose for my child?" For many parents, this question is one of the most important of their lives. "School choice" is a slogan being voiced around the globe, conjuring images of a marketplace with an abundance of educational options. Those promoting educational choice also promise equality, social…

In April, 2000, more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Participants included teachers, prime ministers, policy makers, executives from non-governmental organizations, and heads of major…

Profiles the recent history of Tanzania's efforts to educate its people. After describing Tanzania's history and educational policies, the paper discusses school reform in its historical context and focuses on sharing the costs and benefits of education. Examines ideological intent, theoretical merits, and practical limitations of applied…

This volume sheds light on contemporary theoretical work and research, on a range of national and international polices, and on education reform in developing countries. International Education has become an increasingly prominent and urgent matter in recent decades. Since the 1990 and 2000 Education for All conferences in Thailand, and Senegal,…

This manual contains documentation of a 3-week course conducted jointly in March 1982 by the Tanzanian Ministry of Education and the International Institute for Educational Planning on the subject of the school map (or micro-plan). Prepared at the regional or subregional level, the school map aims at equalizing educational opportunities and…

A study evaluated diversified secondary school systems in Colombia and Tanzania. It compared advantages that might have accrued to diversified school students and graduates relative to more conventional types of formal training. A random sample of approximately 14,000 school students following diversified and conventional secondary curricula was…

The mechanisms through which differential access to education in Kilimanjaro has been manipulated to insure the reproduction of a local ruling class are examined. Section I describes the regional advantages which have made Kilimanjaro the most educated area of the country. Section II discusses the church role in education prior to and following…

Based on the realization that the rapid worldwide growth of educational systems over the last two decades has not produced the expected eradication of social inequality, an international seminar was held for educational policy-makers, planners from developing countries, research workers in the area, and representatives of aid agencies from 33…