Educational Research

Educational Research (ISSN:2141-5161) Vol. 2(2), pp. 898-909 February 2011         
Copyright © 2011 International Research Journals

 

Full Length Research Paper

Priority and willingness to pay for improving primary education in Tanzania 

Aloyce R. Kaliba, Ghirmay S. Ghebreyesus

Department of Economics and Finance, Southern University and A&M College, Baton Rouge, LA, USA.

Email: aloyce_kaliba@subr.edu

Received  01 December, 2010; Accepted 24 January, 2011 

Abstract

Probit and grouped data models were used to estimate willingness to pay for improving primary education in Tanzania. The hypothesis is that parents are willing to pay for improving specific attributes associated with education quality and school curriculum. For school quality; the results indicated that parents preferred improvement in primary school administration and removing self-reliance activities from schools. Regarding school curriculum, preferences were on teaching good written and spoken English and teaching science and mathematical skills. However, the emphasis of Tanzania primary education policy is on teaching Swahili as a national language, and imparting agricultural technical skills to prepare students for rural life. Improvement in expected education quality doubled both the number of households willing to pay for primary education and resources available for education improvement. It is concluded that ongoing government investment in the primary education system should be an incentive for parents to cover some of the costs not as an end to the primary education user fee.

 

Keywords: Probit, Grouped data, Primary Education, Tanzania, and Willingness to Pay

 

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