Education Service Delivery in Tanzania

10.1596/24797 ◽  
2015 ◽  
Author(s):  
Keyword(s):  
Service Delivery ◽  
Education Service

Special Education Service Delivery Models Around the Globe

2019 ◽  
pp. 383-416
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Special Education Service Delivery Models around the Globe

2015 ◽  
pp. 226-247
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

scholarly journals Fiscal Decentralization Reform and its Impacts on Primary Education Service Delivery in Tanzania: the Case of Dodoma Municipal Council

2019 ◽  
pp. 30-48
Author(s):  
Paul Mtasigazya
Keyword(s):  
Local Government ◽  
Service Delivery ◽  
Primary Education ◽  
Fiscal Decentralization ◽  
Poor Performance ◽  
Special Focus ◽  
Municipal Council ◽  
Education Service ◽  
Decentralization Reform ◽  
Decentralization Reforms

This study is about fiscal decentralization reforms implemented in Local Government Authorities (LGAs) in Tanzania with special focus on Primary Education Service Delivery in Dodoma Municipal Council. The study investigated the question of poor performance of the municipal council in primary education service delivery despite the reforms undertaken to devolve the finances and functions to the council. It aimed to find out the extent and manner the fiscal decentralization has been implemented and its effects on the council’s performance on primary education service delivery. The study is based on data collected through interview and documentary review. It has been observed that despite to fiscal decentralization reforms, still there has been no significant improvement in quantitative and qualitative primary education service delivery in the council. This study further noted that the practice of fiscal decentralization such as intergovernmental fiscal transfer, (grants) and local government own sources of revenues are not adequate. The devolved funds also are characterized by conditional ties which undermine the autonomy and priorities of the Council. The study also noted that financial capacity of the council is weak despite the reform which have not provided for the expenditure on school infrastructure, furniture and poor academic performance to standard seven examinations and inadequate funds disbursed to the council, have led to poor primary education service delivery. The study recommends that council should be assured of autonomy in fiscal control and management to ensure qualitative and quantitative primary education service delivery.

Special Education Service Delivery Models Around the Globe

2018 ◽  
pp. 599-621
Author(s):  
Pam L. Epler ◽  
Rorie Ross
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Classroom Behaviors of Students with Disabilities in Rural Inclusive Classrooms: An Observational Study

1997 ◽  
Vol 16 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Gretchen Butera ◽  
Gia Deasy ◽  
Kevin Miller ◽  
Laura Reissner ◽  
Carl Stein ◽  
...  
Keyword(s):  
Special Education ◽  
Observational Study ◽  
Service Delivery ◽  
Students With Disabilities ◽  
Observational Data ◽  
Classroom Behavior ◽  
Inclusive Classrooms ◽  
Classroom Behaviors ◽  
Special Education Service ◽  
Education Service

Observational data were collected to compare classroom academic and social behaviors of 71 students with mild-moderate disabilities to those of their normative peers in 48 elementary inclusive classrooms. Fifteen categories of observed behaviors were recorded in six-second intervals that alternated with the recording of observed behaviors of normative peers in each classroom using the Classroom Behavior Record (CBR). Analyses indicated students with disabilities did not differ from their normative peers on fourteen measures of social and academic classroom behaviors. Students with disabilities were observed as significantly less attentive than their normative peers and they were even less attentive if more than one adult was in the classroom. Implications for rural inclusive special education service delivery are discussed.

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