Reducing Poverty Through Education – and How

Guinea -- a boy at Tombo school in Conakry shows a picture he drew of a cafeteria. ©Darren Ornitz (

There is no strict consensus on a standard definition of poverty that applies to all countries. Some define poverty through the inequality of income distribution, and some through the miserable human conditions associated with it. Irrespective of such differences, poverty is widespread and acute by all standards in sub-Saharan Africa, where gross domestic product (GDP) is below $1,500 per capita purchasing power parity, where more than 40 per cent of their people live on less than $1 a day, and poor health and schooling hold back productivity. According to the 2009 Human Development Report, sub-Saharan Africa’s Human Development Index, which measures development by combining indicators of life expectancy, educational attainment, and income lies in the range of 0.45–0.55, compared to 0.7 and above in other regions of the world. Poverty in sub-Saharan Africa will continue to rise unless the benefits of economic development reach the people. Some sub-Saharan countries have therefore formulated development visions and strategies, identifying respective sources of growth.

Tanzania case study

The Tanzania Development Vision 2025, for example, aims at transforming a low productivity agricultural economy into a semi-industrialized one through medium-term frameworks, the latest being the National Strategy for Growth and Reduction of Poverty (NSGRP). A review of NSGRP implementation, documented in Tanzania’s Poverty and Human Development Report 2009, attributed the falling GDP—from 7.8 per cent in 2004 to 6.7 per cent in 2006—to the prolonged drought during 2005/06. A further fall to 5 per cent was projected by 2009 due to the global financial crisis. While the proportion of households living below the poverty line reduced slightly from 35.7 per cent in 2000 to 33.6 per cent in 2007, the actual number of poor Tanzanians is increasing because the population is growing at a faster rate. The 2009 HDR showed a similar trend whereby the Human Development Index in Tanzania shot up from 0.436 to 0.53 between 1990 and 2007, and in the same year the GDP reached $1,208 per capita purchasing power parity. Again, the improvements, though commendable, are still modest when compared with the goal of NSGRP and Millennium Development Goal 1 to reduce by 50 per cent the number of people whose income is less than $1 a day by 2010 and 2015.

More deliberate efforts are therefore required to redress the situation, with more emphasis placed particularly on education, as most poverty-reduction interventions depend on the availability of human capital for spearheading them. The envisaged economic growth depends on the quantity and quality of inputs, including land, natural resources, labour, and technology. Quality of inputs to a great extent relies on embodied knowledge and skills, which are the basis for innovation, technology development and transfer, and increased productivity and competitiveness.

A quick assessment in June 2010 of education statistics in Tanzania indicated that primary school enrolment increased by 5.8 per cent, from 7,959,884 pupils in 2006 to 8,419,305 in 2010. The Gross Enrolment Ratio (GER) was 106.4 per cent. The transition rate from primary to secondary schools, however, decreased by 6.6 per cent from 49.3 per cent in 2005 to 43.9 per cent in 2009. On an annual average, out of 789,739 pupils who completed primary education, only 418,864 continued on to secondary education, notwithstanding the expansion of secondary school enrolment, from 675,672 students in 2006 to 1,638,699 in 2010, a GER increase from 14.8 to 34.0 percent. Moreover, the observed expansion in secondary school education mainly took place from grades one through four, where the number increased from 630,245 in 2006 to 1,566,685 students in 2010. As such, out of 141,527 students who on an annual average completed ordinary secondary education, only 36,014 proceeded to advanced secondary education. Some improvements have also been recorded at the tertiary level. While enrolment in universities was 37,667 students in 2004/05, there were 118,951 in 2009/10.

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