This paper reports on the review of selected literacy projects in Tanzania funded through the support of Corporate Multilateral Agencies. The world conferences on ed-ucation for all which resulted into the Millennium Development Goals (MDGs) chal-lenged African governments to focus on access, equity, and quality education for all. Consequently, many African governments over the last decade invested hugely in edu-cation resulting into many more children accessing basic education than ever before. In Tanzania, the 1995 and 2014 Education and Training policies with emphasis on quality education, and the introduction of fee free basic education provision are consistent with the global agenda such as United Nations Sustainable Development Goals (SDGs). However, despite the numerical and infrastructural achievements in education in Tanzania, several study reports have continued to show low learning outcomes especially in basic literacy and numeracy among Tanzanian children. Therefore, given the limitations of the government in delivering quality education and providing sustainable solutions to literacy challenges in Tanzania, this paper implores that, the Corporate Multilateral Agencies play a crucial role in offering sustainable solutions to the literacy achievement crisis by either direct funding of the projects or mobilizing others to navigate different types of literacy innovation projects. Findings from the review suggest that, reading instruction, culture and learning outcomes of primary school children have improved as a result of the literacy projects which exposed children to grade level and age appropriate reading resources. However, sustainability of the projects, policy gaps, and ideological differences of multilateral agencies stand out as challenges facing the literacy projects. This paper recommends that, the Ministry of Education and Training should streamline, and coordinate any literacy projects funded by multilateral agencies, scale up the innovations and with time integrate literacy innovations in to national curriculum, plans and budgets for sustained results, and replication of best practices.
Asselin, M., & Doiron, R. (2016). Linking Literacy and Libraries in Global Communities. London; New York: Routledge.
Benavot, A., & UNESCO (Eds.). (2015). Achievments and Challenges (1. ed). Paris: Unesco Publ.
Coyne, M. D., Little, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M.,& Civetelli, C. (2013). Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context. Journal of Research on Educational Effectiveness, 6(1), 1-23. https://doi.org/10.1080/19345747.2012.706694
Dent, V. F., Goodman, G., & Kevane, M. (2014). Rural Community Libraries in Africa: Challenges and Impacts. Hershey, PA: Information Science Reference.
Dowling, P., Brown, A., & Brown, A. (2010). Doing Research/Reading Research: Re-interrogating Education (2nd ed). London ; New York: Routledge.
Hall, D. R., & Hewings, A. (Eds.). (2001). Innovation in English Language Teaching: AReader. London ; New York: Routledge in Associa-tion with Macquarie University and The Open University.
Irvin, J. L. (Ed.). (2010). Taking the Lead on Adolescent Literacy: Action Steps for SchoolWide Success. Thousand Oaks, Calif. : [Newark, Del.]: Corwin Press ; International Reading Association.
Kozulin, A. (1998). Psychological Tools:ASociocultural Approach to Education. Cambridge, Mass.: Harvard University Press.
Markee, N. (1997). Managing Curricular Innovation. Cambridge [England] ; New York: Cambridge University Press.
Misty, S., James, V. H., & Dennis, D. (2009). Summary Report on the Internal Evaluation, Children’s Book Project. Tanzania.
Mundy, K. E., Green, A., Lingard, B., &Verger, A. (2016). The Handbook of Global Education Policy. Accessedfrom http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1193817.
Ngwaru, J. M., & Oluga, M. (2015). EducationalInfrastructure and Resources for Sustainable Access to Schooling and Outcomes: The Case of Early Literacy Development in Southern Tanzania. Africa Education Review, 12(1),88-108. https://doi.org/10.1080/18146627.2015.1036570
Okwach, A., & Sifuna, D. (2007).The Final Evaluation of Tusome Vitabu Project. Dares Salaam, Tanzania.
Onukaogu, C. E., Parry, K., & International Reading Association (Eds.). (2005). Literacy for all in Africa. Kampala: International Reading Association.
Otto, B. (2008). Literacy Development in Early Childhood: Reflective Teaching for Birth to Age Eight. Upper Saddle River, N.J: Pear-son/Merrill Prentice Hall.
Pauline, R., Liesbet, S., Katie, S., & Asma, Z. (2013). Financing for Global Education: Opportunities for Multilateral Action.
Pine, G. J. (2009). Teacher Action Research: Building Knowledge Democracies. Los Angeles: Sage.
Street, B. V. (Ed.). (2001). Literacy and Development: Ethnographic Perspectives. London ; New York: Routledge.
Vives, A. (2004). The Role of Multilateral Development Institutions in Fostering Corporate Social Responsibility.Development, 47(S3), 45-52. https://doi.org/10.1057/palgrave.development.1100065
Yin, R. K. (2003). Case Study Research: Design and Methods (3rd ed). Thousand Oaks, Calif: Sage Publications.
How to cite this paper
The Role of the Corporate Multilateral Agencies in Education: The Case of Literacy Projects in Tanzania
How to cite this paper: Philip, A., J. (2017). The Role of The Corporate Multilateral Agencies in Education: The Case of Literacy Projects in Tanzania. The Educational Review, USA, 1(2), 17-25.