Educational Equity in Tanzania: The Imperiled Promise of Reform

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dc.contributor.authorIshengoma, Johnson M.
dc.contributor.authorYoungman, Deborah J.
dc.date.accessioned2016-08-16T13:37:59Z
dc.date.available2016-08-16T13:37:59Z
dc.date.issued1999
dc.descriptionFull text can be accessed at the following link https://www.jstor.org/stable/42743978?seq=1#page_scan_tab_contentsen_US
dc.description.abstractAs Sub-Saharan African nations struggle to create viable infrastructure adequate to the needs of their complex , polyethnic societies , it has been widely recognized that general well-being in the post independence era relies primarily on equal access to education , as deferentially defined. Pro- filed here is the recent history of the United Republic of Tanzania's efforts to educate its people. Ideological intent , theoretical merits , and practical limitations of applied strategies , including current controversial reforms endorsed by extranational organizations , are discusseden_US
dc.identifier.citationIshengoma, Johnson M., and Youngman Deborah J. "Educational Equity in Tanzania: The Imperiled Promise of Reform." The Journal of Education 181, no. 1 (1999): 59-73.en_US
dc.identifier.issn00220574
dc.identifier.urihttp://www.jstor.org/stable/42743978
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3525
dc.language.isoenen_US
dc.publisherTrustees of Boston Universityen_US
dc.titleEducational Equity in Tanzania: The Imperiled Promise of Reformen_US
dc.typeJournal Article, Peer Revieweden_US
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