Tanzania literacy rate for 2022 was 82.02%, a 4.02% increase from 2015.

<ul style='margin-top:20px;'>

<li>Tanzania literacy rate for 2015 was <strong>78.00%</strong>, a <strong>0% increase</strong> from 2012.</li>
<li>Tanzania literacy rate for 2012 was <strong>78.00%</strong>, a <strong>10.2% increase</strong> from 2010.</li>
<li>Tanzania literacy rate for 2010 was <strong>67.80%</strong>, a <strong>1.2% decline</strong> from 2002.</li>
</ul>Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Tanzania TZ: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 77.887 % in 2015. This records a decrease from the previous number of 78.101 % for 2012. Tanzania TZ: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 69.431 % from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 78.101 % in 2012 and a record low of 59.114 % in 1988. Tanzania TZ: Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Tanzania TZ: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 83.205 % in 2015. This records a decrease from the previous number of 83.378 % for 2012. Tanzania TZ: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 77.506 % from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 83.378 % in 2012 and a record low of 71.366 % in 1988. Tanzania TZ: Literacy Rate: Adult Male: % of Males Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Tanzania TZ: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 84.641 % in 2015. This records a decrease from the previous number of 84.848 % for 2012. Tanzania TZ: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 77.866 % from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 84.848 % in 2012 and a record low of 72.771 % in 2010. Tanzania TZ: Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Tanzania TZ: Literacy Rate: Youth: % of People Age 15-24 data was reported at 85.755 % in 2015. This records a decrease from the previous number of 85.940 % for 2012. Tanzania TZ: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 81.753 % from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 85.940 % in 2012 and a record low of 74.561 % in 2010. Tanzania TZ: Literacy Rate: Youth: % of People Age 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Tanzania TZ: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 73.094 % in 2015. This records a decrease from the previous number of 73.347 % for 2012. Tanzania TZ: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 62.172 % from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 73.347 % in 2012 and a record low of 48.088 % in 1988. Tanzania TZ: Literacy Rate: Adult Female: % of Females Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Tanzania TZ: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 87.013 % in 2015. This records a decrease from the previous number of 87.174 % for 2012. Tanzania TZ: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 86.204 % from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 87.174 % in 2012 and a record low of 76.491 % in 2010. Tanzania TZ: Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The general literacy rate (i.e. literacy among population aged 5 years and above) was 72 percent. Literacy rate was highest among those aged between 10 and 44 years and was also higher among the urban population (89 percent) than the rural population (64 percent).

Tanzania TZ: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 0.973 Ratio in 2015. This records a decrease from the previous number of 0.973 Ratio for 2012. Tanzania TZ: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 0.951 Ratio from Dec 1988 (Median) to 2015, with 5 observations. The data reached an all-time high of 0.973 Ratio in 2012 and a record low of 0.903 Ratio in 1988. Tanzania TZ: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Abstract

The main purpose of this report is to provide a short descriptive analysis and related tables on main thematic areas covered in the 2022 Population and Housing Census. Areas covered include population and household characteristics, social and economic activities. Other reports in the series of Census publications include Regional Demographic and Socio-Economic Profiles and Thematic Reports.

The 2022 PHC results are for integrated plans and sustainable development of the country and will increase awareness and transparency in allocation of resources at all levels of administration based on the actual population. The results will be used by the Government and stakeholders in monitoring and evaluating various national, regional and international development frameworks including the Tanzania Development Vision 2025 and Zanzibar Development Vision 2050; the Third National Five -Year Development Plan 2021/22 - 2025/26 and Zanzibar Development Plan 2021/22 - 2025/26; the East African Community Vision 2050; Southern and African Development Community Vision 2050 and the African Development Agenda 2063.

Furthermore, the results will enable the country to evaluate the progress of implementation of Sustainable Development Goals (United Nations Sustainable Development Agenda 2030); goals that aim at achieving equality and eradicating poverty of all kinds including extreme poverty by 2030 by ensuring no one is left behind. The census data will also provide a basis for the computation of several indicators such as enrolment and literacy rates, infant and maternal mortality rates, unemployment rate and others.

Geographic coverage

Tanzania Mainland and Zanzibar

Analysis unit

Household and Individual

Universe

Entire population of the country

Kind of data

Census/enumeration data [cen]

Sampling procedure

The country was devided in Hamlets and only one type of Questionnaire long questionnaire was mainly used. There were other questionnaires (community; persons on transit, hotel/lodge residents and hospital in-patients; and persons with no fixed Residence) which were administered during enumeration. Apart from the main Census questionnaire there was also building questionnare for counting the number of existing buildings in Tanzania

Mode of data collection

Face-to-face [f2f]

Research instrument

The 2022 PHC had three main digital tools for data collection.

• The first one was a community questionnaire, which collected information on all social amenities; land use patterns and environmental or natural features and available community infrastructure.

• The second tool was the main census questionnaire which collected detailed information on demographics, including fertility, mortality, migration, orphanhood, and disabilities; possession of national documents, education level and economic activities. It also collected information on land ownership and information related to ICT ownership and use, housing, utilities, ownership of assets and agriculture.

• The third tool was a questionnaire for special population groups such as diplomats and travellers.

All queationnaires are published in English and Kiswahili Language

Cleaning operations

Data editing started during the data collection time where by data with some gaps were fixed at the field level after been noted by the Headquater team. This was done by notifying enumarators at the field to make follow and fix the gap. After the enumeration of all data, data were downloaded from the server and then office editing started. The CsPro editing program waswas used followed by the SPSS for further cleaning and tabulation exercse.

Tanzanie: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Tanzanie de 1988 à 2022. La valeur moyenne pour Tanzanie pendant cette période était de 82.27 pour cent avec un minimum de 74.56 pour cent en 2010 et un maximum de 87.07 pour cent en 2022.

Abstract

The 2012 Population and Housing Census (PHC) for United Republic of Tanzania was carried out on the 26th August, 2012. This was the fifth Census after the Union of Tanganyika and Zanzibar in 1964. Other Censuses were carried out in 1967, 1978, 1988 and 2002. The 2012 PHC, like others, will contribute to the improvement of quality of life of Tanzanians through the provision of current and reliable data for development planning, policy formulation and services delivery as well as for monitoring and evaluating national and international development frameworks.

The information collected for the 2012 PHC will be used in monitoring and evaluating the Development Vision 2025 for Tanzania Mainland and Zanzibar Development Vision 2020, Five Year Development Plan 2011/12 - 2015/16, National Strategy for Growth and Reduction of Poverty (NSGRP), commonly known as MKUKUTA, and Zanzibar Strategy for Growth and Reduction of Poverty (ZSGRP), commonly known as MKUZA. The census will also provide information for the evaluation of the Millennium Development Goals (MDGs) in 2015. The Poverty Monitoring Master Plan, which is the monitoring tool for NSGRP and ZSGRP, mapped out core indicators for poverty monitoring against the sequence of surveys, with the 2012 Census being one of them. Several of these core indicators for poverty monitoring will be measured directly from the 2012 Census. The census will also provide a denominator for the determination of other indicators such as enrolment and literacy rates, infant and maternal mortality rates, unemployment rate and others.

Geographic coverage

National

Analysis unit

• Households;
• Individuals

Kind of data

Census/enumeration data [cen]

Mode of data collection

Face-to-face [f2f]

Abstract

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects.

The SACMEQ I Project commenced in 1995 and was completed in 1999. The SACMEQ I main data collection was implemented in seven SACMEQ Ministries of Education (Kenya, Mauritius, Malawi, Namibia, Zambia, Zanzibar, and Zimbabwe). The study provided "agendas for government action" concerning: educational inputs to schools, benchmark standards for educational provision, equity in the allocation of educational resources, and the reading literacy performance of Grade 6 learners. The data collection for this project included information gathered from around 20,000 learners; 3,000 teachers; and 1,000 school principals.

This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level?

In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

Geographic coverage

Zanzibar

Analysis unit

• Pupils
• Schools
• Teachers

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples. A more detailed explanation of the sampling process is available under the 'Sampling' section of the report provided as external resources.

All sample designs applied in SACMEQ'S initial project were selected so as to meet the standards set down by the International Association for the Evaluation of Education Achievement (Ross, 1991). These standards require sample estimates of important pupil population characteristics to be (a) adjusted by weighing procedures designed to remove the potential for bias that may arise from different probabilities of selection, and (b) have sampling errors for the main criterion variables that are of the same magnitude or smaller than a simple random sample of 400 pupils (thereby providing 95 percent confidence limits for sample estimates of population percentages of plus or minus 5 percentage points, and 95 percent confidence limits for sample estimates of population means of plus or minus one tenth of a pupil standard deviation unit).

The desired target population in Zanzibar was 'all pupils in Standard 6 in 1995 in the ninth month of the school year who were attending registered government or nongovernmental schools in the country'. The numbers of pupils in the desired, excluded, and defined population have been presented in Table 2.2 of the Survey Report provided as external resources.

There were 11 'small' schools excluded from the desired target population. These schools were excluded because they did not have more than 10 pupils in Standard 6. This resulted in 104 pupils being excluded out of 11,712 Standard 6 pupils. One other school in North Unguja region was excluded because it was a new school and the staff and pupils had not settled into a normal school routine. Within each selected school, a simple random sample of 20 pupils was selected from among all Standard 6 pupils. The figure of 20 pupils was determined by the SACMEQ NRCs because conditions in many schools would not permit a valid administration of the reading test if more than 20 pupils per school were involved.

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ's Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils' home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.

The SACMEQ Data Collection Instruments include the following documents: - SACMEQ Questionnaires - which are administered to pupils, teachers, and school heads. - SACMEQ Tests - which are administered to pupils and teachers (covering reading mathematics, and HIV-AIDS knowledge). - Other SACMEQ Data Collection Instruments - such as take-home pupil questionnaires, school context proformas, and within-school project management documents.

Cleaning operations

Once the data-collection instruments were returned to the Ministry they were checked to ensure that the instruments for each pupil, each teacher, and each school head were there. Each questionnaire was checked for completeness because it was intended that there should not be any missing data. A team of 10 data-entry staff had been trained by the National Research Co-ordinator. One personal computer was available to be used full-time for each data entry clerk. The Data Entry Manager (DEM) computer software developed at the IIEP (Schleicher,1995) was used to manage the data entry. This software was adapted specifically for the entry of SACMEQ data and no problems were encountered in the installation and use of this software. The data entry took four weeks. All data were entered once and a sample of schools was taken for double entry. No major problems were encountered but in some schools, the data collector had mixed up identification codes and these had to be corrected. After the first stage of data cleaning, the data were returned to IIEP in January, 1996.

Response rate

The response rate for schools was 100 percent and the rate for pupils was 89.2 percent. The non-responding pupils were those who were absent on the day of testing. This absenteeism amounted to around 10 percent, which was higher than expected. However, it should be noted that the testing took place in a holiday period when the Ministry had opened the schools for the purpose of testing. This may well account for the high rate of absenteeism.

Sampling error estimates

An inspection of the sampling weights showed that they did not vary greatly in size. In addition, the sample represented around 20 percent of the defined target population and hence the finite population correction was relatively large compared with other countries. These two features of the sample design resulted in the conclusion that the sampling error for each sample estimate could be approximated by using standard formulae for simple random sampling.

Abstract

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and ? its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects.

SACMEQ’S Initial Project commenced in February 1995. During 1995-1998 seven Ministries of Education participated in the Project, in Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level?

In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

Geographic coverage

The surveys had national coverage of the countries participating in the project, which include Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.

Analysis unit

Units of analysis in the survey included schools and individuals

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples.

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ’s Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils’ home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.

Learning from success is the most effective and efficient way of learning.This report brings together the main findings of a series of assessments of successful community nutrition programming carried out in Kenya, Tanzania, and Uganda between 1999 and 2000. The overall aim of the assessments was to identify key lessons, or the main driving forces behind the successful processes and outcomes in these programs. Such elements of success fundamentally have to do with both what was done and how it was done. Experience with community-based nutrition programming, as documented in various syntheses and reviews during the 1990s, does show that malnutrition can be effectively addressed on a large scale, at reasonable cost, through appropriate programs and strategies, and backed up by sustained political support. In most cases, successful attempts to overcome malnutrition originate with participatory, community-based nutrition programs undertaken in parallel with supportive sectoral actions directed toward nutritionally at-risk groups. Such actions are often enabled and supported by policies aimed at improving access by the poor to adequate social services, improving women’s status and education, and fostering equitable economic growth. Successful community-based programs are not islands of excellence existing in an imperfect world. Rather, part of their success has to do with contextual factors that provide an enabling or supportive environment. Some of these contextual factors are particularly influenced by policy, some less so. Contextual factors may include, for example, high literacy rates, women’s empowerment, community organizational capacity and structures, appropriate legislation. Nutrition program managers cannot normally influence contextual factors, at least in the short term. In addition to favorable contextual factors, certain program factors contribute to successful programs, such as the design, implementation, and/or management of the program or project, which can, of course, be influenced by program managers. Both contextual and program factors, and the way they interact, need to be identified in order to understand the dynamics behind success. In 1998, under the Greater Horn of Africa Initiative (GHAI) supported by the United States Agency for International Development (USAID), nutrition coalitions were formed in Kenya, Tanzania, and Uganda. These nutrition coalitions, comprising individuals representing government, non-governmental organizations (NGOs), donors, academic institutions, and the private sector, seek to advance the nutrition agenda both in policy and programming through coordination and advocacy efforts. One of the first tasks of the nutrition coalitions, under the leadership of the Program for Applied Technologies in Health (PATH) in Kenya, the Tanzania Food and Nutrition Centre (TFNC) in Tanzania, and the African Medical Research Foundation (AMREF) in Uganda, was to prepare an inventory of community nutrition programs in their respective countries and identify of better practices in community nutrition programming. Country teams, supported by USAID/REDSO/ESA and LINKAGES/AED, then selected three successful programs in their respective countries based on preestablished "process" and "outcome" criteria. UNICEF has a long history of promoting and supporting community-based programs in Eastern and Southern Africa and has supported many reviews and evaluations. As part of its continued effort to strengthen community-based programs by learning from new success stories, UNICEF also identified for review a relatively large scale successful program in Tanzania

82,02 (%) in 2022. Adult literacy rate is the percentage of people ages 15 and above who can, with understanding, read and write a short, simple statement on their everyday life.

Abstract

In 1991 the International Institute for Educational Planning (IIEP) and a number of Ministries of Education in Southern and Eastern Africa began to work together in order to address training and research needs in Education. The focus for this work was on establishing long-term strategies for building the capacity of educational planners to monitor and evaluate the quality of their basic education systems. The first two educational policy research projects undertaken by SACMEQ (widely known as "SACMEQ I" and "SACMEQ II") were designed to provide detailed information that could be used to guide planning decisions aimed at improving the quality of education in primary school systems.

During 1995-1998 seven Ministries of Education participated in the SACMEQ I Project. The SACMEQ II Project commenced in 1998 and the surveys of schools, involving 14 Ministries of Education, took place between 2000 and 2004. The survey was undertaken in schools in Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zanzibar.

Moving from the SACMEQ I Project (covering around 1100 schools and 20,000 pupils) to the SACMEQ II Project (covering around 2500 schools and 45,000 pupils) resulted in a major increase in the scale and complexity of SACMEQ's research and training programmes.

SACMEQ's mission is to: a) Expand opportunities for educational planners to gain the technical skills required to monitor and evaluate the quality of their education systems; and b) Generate information that can be used by decision-makers to plan and improve the quality of education.

Geographic coverage

The survey covered only Zanziba.

Analysis unit

• Pupils
• Teachers
• Schools

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

The sample designs used in the SACMEQ II Project were selected so as to meet the standards set down by the International Association for the Evaluation of Educational Achievement. These standards required that sample estimates of important pupil population parameters should have sampling accuracy that was at least equivalent to a simple random sample of 400 pupils (thereby guaranteeing 95 percent confidence limits for sample means of plus or minus one tenth of a pupil standard deviation unit).

Some Constraints on Sample Design Sample designs in the field of education are usually prepared amid a network of competing constraints. These designs need to adhere to established survey sampling theory and, at the same time, give due recognition to the financial, administrative, and socio-political settings in which they are to be applied. The "best" sample design for a particular project is one that provides levels of sampling accuracy that are acceptable in terms of the main aims of the project, while simultaneously limiting cost, logistic, and procedural demands to manageable levels. The major constraints that were established prior to the preparation of the sample designs for the SACMEQ II Project have been listed below.

Target Population: The target population definitions should focus on Grade 6 pupils attending registered mainstream government or non-government schools. In addition, the defined target population should be constructed by excluding no more than 5 percent of pupils from the desired target population.

Bias Control: The sampling should conform to the accepted rules of scientific probability sampling. That is, the members of the defined target population should have a known and non-zero probability of selection into the sample so that any potential for bias in sample estimates due to variations from "epsem sampling" (equal probability of selection method) may be addressed through the use of appropriate sampling weights (Kish, 1965).

Sampling Errors: The sample estimates for the main criterion variables should conform to the sampling accuracy requirements set down by the International Association for the Evaluation of Educational Achievement (Ross, 1991). That is, the standard error of sampling for the pupil tests should be of a magnitude that is equal to, or smaller than, what would be achieved by employing a simple random sample of 400 pupils (Ross, 1985).

Response Rates: Each SACMEQ country should aim to achieve an overall response rate for pupils of 80 percent. This figure was based on the wish to achieve or exceed a response rate of 90 percent for schools and a response rate of 90 percent for pupils within schools.

Administrative and Financial Costs: The number of schools selected in each country should recognize limitations in the administrative and financial resources available for data collection.

Other Constraints: The number of pupils selected to participate in the data collection in each selected school should be set at a level that will maximize validity of the within-school data collection for the pupil reading and mathematics tests.

The Specification of the Target Population For Zanzibar, the desired target population was "all pupils enrolled in Standard 6 in the ninth month of the school year (i.e., in September 2000)". The net enrolment ratio in Zanzibar in 2001 was 76.0. However, it was decided to exclude certain pupils. These were pupils in schools having fewer than 20 Standard 6 pupils in them and pupils in special schools. In all 138 pupils from 10 schools were excluded but this only amounted to 0.6 percent of all pupils. In Zanzibar there were 161 schools having 22,179 pupils in 2000. After excluding the 0.6 percent of pupils, the defined population from which a sample had to be drawn consisted of 22,041 pupils from 151 schools.

Note: Detailed descriptions of the sample design, sample selection, and sample evaluation procedures have been presented in the "Zanzibar Working Report".

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ’s Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils’ home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.

Cleaning operations

Data Entry and Data Cleaning A team of eight persons from the Ministry of Education were appointed and trained in the use of WINDEM, a special data entry package to be used in SACMEQ. They were supervised by one person trained during the main training at IIEP Paris.

The numbers of keystrokes required to enter one copy of each data collection instrument were as follows: pupil booklet: 300; pupil reading test: 85; pupil mathematics test: 65; teacher booklet: 681; teacher reading test: 51; teacher mathematics test: 53; school head questionnaire: 319; school form: 58; and pupil name form: 51.

In the case of Zanzibar the total number of keystrokes was as follows: pupil booklet: 754,200; pupil reading test: 213,690; pupil mathematics test: 163, 410; teacher booklet: 247,203; teacher reading test: 9,945; teacher mathematics test: 9,116; school head questionnaire: 46,255; school form: 8,410; and pupil name form: 128,214. That is, a total of 1,580,443 keystrokes were required to enter all of the data for Zanzibar.

An experienced keyboard operator can work at a rate of 25 keystrokes per minute (working from multi-paged questionnaires and stopping occasionally to clarify individual questionnaire entries with the supervisor). Assuming that this kind of work rate could be sustained for, say, around a maximum of six hours per day, then the whole data entry operation for Zanzibar was estimated to amount to around 176 person days of data entry work. This implied an estimated five weeks of work for the eight-person data entry team that operated in Zanzibar. However, the work was completed in 28 weeks from November 2000 to June 2001 because only few computers were available for the work.

At the end of this procedure the data files were sent by e-mail to the 'Monitoring Educational Quality Unit' at the IIEP in Paris. Many consistency checks were made for many variables as well as for the identification codes used. The IIEP team had many queries. The first data files were sent to Paris in 15 June 2001 and after 27 cleaning cycles that took almost two years (22 months) of cleaning the files were finally declared to be clean on 23 April 2003.

Response rate

Response rates for pupils and schools respectively were 87% and 100%.

Sampling error estimates

The sample designs employed in the SACMEQ Projects departed markedly from the usual "textbook model" of simple random sampling. This departure demanded that special steps be taken in order to calculate "sampling errors" (that is, measures of the stability of sample estimates of population characteristics).

TZ：非文盲率：成年男性：15岁及以上男性百分比在12-01-2015达83.205%，相较于12-01-2012的83.378%有所下降。TZ：非文盲率：成年男性：15岁及以上男性百分比数据按年更新，12-01-1988至12-01-2015期间平均值为77.506%，共5份观测结果。该数据的历史最高值出现于12-01-2012，达83.378%，而历史最低值则出现于12-01-1988，为71.366%。CEIC提供的TZ：非文盲率：成年男性：15岁及以上男性百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的坦桑尼亚 – Table TZ.World Bank.WDI：教育统计。

The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and ? its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects. SACMEQ’S Initial Project commenced in February 1995. During 1995-1998 seven Ministries of Education participated in the Project, in Kenya, Malawi, Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe.This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included: • What are the baseline data for selected inputs to primary schools? • How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards? • Have educational inputs to schools been allocated in an equitable fashion? • What is the basic literacy level among pupils in upper primary school? • Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level? In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.

Abstract

In 1991 the International Institute for Educational Planning (IIEP) and a number of Ministries of Education in Southern and Eastern Africa began to work together in order to address training and research needs in Education. The focus for this work was on establishing long-term strategies for building the capacity of educational planners to monitor and evaluate the quality of their basic education systems. The first two educational policy research projects undertaken by SACMEQ (widely known as "SACMEQ I" and "SACMEQ II") were designed to provide detailed information that could be used to guide planning decisions aimed at improving the quality of education in primary school systems.

During 1995-1998 seven Ministries of Education participated in the SACMEQ I Project. The SACMEQ II Project commenced in 1998 and the surveys of schools, involving 14 Ministries of Education, took place between 2000 and 2002. The survey was undertaken in schools in Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zanzibar.

Moving from the SACMEQ I Project (covering around 1100 schools and 20,000 pupils) to the SACMEQ II Project (covering around 2500 schools and 45,000 pupils) resulted in a major increase in the scale and complexity of SACMEQ's research and training programmes.

Geographic coverage

The surveys had national coverage of the countries participating in the project, including Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (including Zanzibar), Uganda, Zambia.

Analysis unit

Units of analysis in the survey included schools and individuals

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples.

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ’s Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils’ home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.