Inequality in learning outcomes. Source: Jones et al
So what does it tell us? Well, the main conclusion as far as Tanzania is concerned is that less-poor children do a lot better in the Uwezo tests. In all four charts above, the percentage of children who passed the tests was much higher for non-poor children than for the poor.
This may not sound surprising. But what I think makes it particularly interesting is that in Kenya and Uganda, the difference in pass rates between poor and non-poor children were much smaller. In other words, the disadvantage of being from a poor family in Tanzania is worse than the disadvantage of being from a poor family in Uganda or Kenya.
HakiElimu published a statement last week on the allocation of new primary school teachers to different regions, including this chart:
Pupil teacher ratios in Tanzanian primary schools, by region, 2013 and 2014. Source: HakiElimu
Their main point is that although the teacher-pupil ratio has dropped in most regions, there doesn’t seem to be any effort to send new teachers to the regions where they are needed most. Even in regions where the ratio is below the national target of 1:40, more new teachers are being added – see Pwani, Morogoro, Iringa, Kilimanjaro, Katavi, Arusha – while regions like Tabora, Mara, Geita, Mwanza and Kagera remain below the target.