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This paper reviews the research evidence of returns to education in Tanzania, both financial and non-financial. It considers whether these returns translate into poverty reduction. It reviews recent attempts to reduce poverty through expanding access to post-primary education in the light of the long term outcomes of Tanzania's attempt to achieve Universal Primary Education (UPE) in the previous century.

This paper is a part of a six-country study entitled 'Beyond the basics: education and poverty: the contribution of post-basic education and training (PBET) to poverty reduction: evidence from South Asia and Sub-Saharan Africa', which was funded by the UK Department for International Development. The other country studies cover Ghana, Kenya, Rwanda, South Africa and India. Individual reports are indexed from TD/TNC 96.229 to TD/TNC 96.234. Show less

This paper reviews research on the returns to education in Tanzania, both financial and non-financial, and considers whether these returns translate into poverty reduction. It looks at reasons why achievement of high primary enrolment rates in the past did not lead to the realisation of the associated developmental outcomes, considering factors both within and beyond the education system. Achieving mass access at the expense of quality appears to have had a negative impact on equality. The poverty reduction potential of current programmes to develop the primary and secondary education systems are discussed in the light of past experience.

Published abstract reprinted from ‘International journal of educational development’, copyright 2007, with permission from Elsevier. Show less