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Education as a Missing Link in Rural development: A Case Study of Tanzania and Korean ODA

초록/요약

This thesis explores the relationship between education, governance, and poverty reduction specifically in rural Tanzania, focusing on the role of Official Development Assistance (ODA). It argues that the main cause of persistent rural poverty in Tanzania is the low levels of education rather than governance issues. The analysis specifically examines South Korea's ODA in the education sector and governance in Tanzania to understand how donor support, like that from KOICA, can contribute to alleviating poverty. The study utilizes descriptive and analytical methods, drawing on prior research to demonstrate the impact of education on the effectiveness of ODA and development initiatives. The findings emphasize the crucial role of investing in education for poverty reduction in rural Tanzania. The research highlights the need for increased investment in education by organizations like KOICA, specifically in areas such as education infrastructure, teacher training, curriculum development, vocational education, civic education, environmental education, and the establishment of Information and Technology centers in impoverished communities. By rapidly investing in rural education in Tanzania, South Korea's ODA can have a significant impact on poverty alleviation. This study contributes to ongoing efforts to promote sustainable rural development in Tanzania by underscoring the importance of education as a key driver of development.

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목차

CHAPTER 1: INTRODUCTION. 1
1.1 Introduction and Problem Statement: 1
1.1.1 Education: 2
1.1.2 Poverty: 2
1.1.3 Difference between Traditional and New Donors: 3
1.1.4 General Data of Poverty and ODA in Tanzania and Africa: 4
1.1.5 Causes of Poverty in Tanzania: 6
1.1.6 Brief Introduction to Korea-Tanzania Relations and Why Korea in Africa: 7
1.2. Research Objective: 8
1.3 Hypothesis: 8
1.4 Research Questions: 8
1.5 Research Motivation: 8
1.7 Outline of Thesis: 10
CHAPTER 2: Governance as an Initial and Limited Approach to Understanding Poverty Reduction. 12
2.1 Introduction: 12
2.2 What is Governance: 13
2.2.1 Good Governance: 13
2.2.2 Democracy: 14
2.3 Difference between Democratic Governance and Non-Democratic Governance:  14
2.4 Botswana as a Model of Democratic Governance: 15
2.4.1 ODA invested in Education and Rural Development: 15
2.4.2 Anti-poverty Policies that enhance educational outcome: 16
2.4.3 Singapore as a Model of Non-Democratic Governance: 17
2.4.4 Government Investment in Education: 17
2.4.5 Decentralize by devolution system: 18
2.4.6 Access to Education/Vocational Training: 18
2.5 The Question about Governance Importance in Poverty Alleviation: 19
2.6 The Relationship Between Education and Poverty Reduction: 22
CHAPTER 3: EDUCATION IN TANZANIA 25
3.1 Introduction: 25
3.2 Current Status of Formal Education in Rural Tanzania: 25
3.3 South Korea Education ODA in Tanzania 29
3.4 The Implementation of SMU in Tanzania to Eradicate Poverty: 33
3.5 SMU in Tanzania: 34
3.6 Gaps within Korea - Tanzania Relations: 35
CHAPTER 4: EDUCATION AND GOVERNANCE: 37
4.1 Introduction: 37
4.2 Vision of Education in Tanzania: 37
4.3 It Is Not About Governance but Education Issue: 38
4.4 Evidence to Support Rapid Investment in the Education Sector: 40
4.5 Why and How Education Can Impact Governance: 42
4.5.1 Civic Engagement: 42
4.5.2 Effective and Efficient Use of Resources: 43
4.5.3 Balance between Decision-Making and Service Delivery: 44
4.5.4 Capacity to Hold Government Accountable: 44
4.5.5 Decentralization:   45
4.6.1 Enhanced literacy and numeracy abilities:  46
4.6.2 Increased civic involvement and Knowledge:  46
4.6.3 Improved critical thinking and problem-solving abilities:  46
4.7 Recommendations and Suggestions: 46
4.8. Conclusion: 48
4.9 References: 53

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