Rugambwa, A. and Thomas, M. A. M. (2013) Teachers' conceptualizations and practices of inclusion. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 115-131. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_7)
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Abstract
The expansion of primary and secondary schooling in Tanzania during the past decade has had numerous positive benefits for Tanzanian children and communities. Through initiatives like the Primary and Secondary Education Programmes (PEDP and SEDP), which have been discussed in previous chapters, enrollment rates have risen and government-sponsored “ward schools” now provide more opportunities for secondary schooling. At the secondary level alone, the participation rate has increased from a net enrollment ratio of 5.9 percent in 2004 to 27.8 percent in 2009 (Ministry of Education and Vocational Training [MOEVT] 2010b).
| Item Type: | Book Sections |
|---|---|
| Additional Information: | Print ISBN: 9789462092235 |
| Status: | Published |
| Glasgow Author(s) Enlighten ID: | Thomas, Dr Matthew |
| Authors: | Rugambwa, A., and Thomas, M. A. M. |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | Teaching in Tension: International Pedagogies, National Policies, and Teachers' Practices in Tanzania |
| Publisher: | SensePublishers |
| ISBN: | 9789462092242 |
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