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s’ houses countrywide. In rural areas where is difficult to get even a room for rent the shortage is 75 percent (Malkeen and Chen, 2008). Similarly, the study done by SACMEQ II in 2007 indicated shocking results that, only 3 percent of standard (grade) six pupils in schools had use sole mathematics textbooks down from the 7 percent in 2000. This is very far from the country benchmark of 100 percent and SACMEQ countries average of 41 percent. In this situation teachers end up use much time copy the notice on the board instead of concentrate to teach students especially those slow learners (SACMEQ, 2011). The empirical study affirms that “... access to books has shown to significantly improve learning.” (p116)

It is upon such context that the research conducted by SACMEQ [9] in 2007 sought to examine the quality of education provided in primary schools revealed unequal of PTRs between the urban and rural public schools. The study discovered that in the year 2000 the mean pupil-teacher ratio (PTR) in primary schools was 47:1 which was above the country’s benchmark of 40:1. However, in 2007 the country mean had risen to 63 pupils per teacher which is very far from the country benchmark. Nevertheless, the study disclosed the huge variation between the urban and rural schools, whereby the mean PTR for urban schools stood at 46:1 while in rural schools the situation was worse than in urban schools (71 pupils per teacher). The country mean pupil-teacher ratio of 63 was very far above the SACMEQ countries which was 43 pupils per teacher in public schools (SACMEQ, 2011). Likewise, the figure below shows the average number of pupil in standard 6 per class in different zones in Tanzania Mainland.

From the above figure it obvious that there were huge variations of the number of pupils per class among regions and zones, whereby Southern Highland recorded highest average of 71 and the Central zones had lowest average number of 45. However, the overall mean number of Tanzania was 56 pupils per class which was higher than SACMEQ mean number of 46 pupils per class. Different studies and researches proved that small class size guarantee the maximum teacher-pupil interaction to enable the teacher to attend each individual learner’s needs (EI GMR, 2008).

Poor working environment has also facilitating another problem of uneven distribution of teachers in public schools. Teachers usually tend to move from disadvantages and remote rural areas to more well-off urban areas; normally resulting into acute shortage of teachers that also affecting the learning outcomes. For instance, in the figure below illustrates the pupil-teacher ratio between the peripheral districts, the national average for rural district and national average for urban districts.

The situation is more critical still as far as qualified teachers are concerned especially in rural areas where there was acute shortage of qualified teachers. The pupil to qualified teacher ratio (PqTR) ranges from more than 100 pupils per teacher in the remote rural districts (Bahi, Ulanga, Nanyumbu, Ukerewe, Manyoni, Urambo, and Uyui districts) to less than 35 pupils per teachers in some of urban districts. For instance, in 2006 out of 10,510 qualified teachers posted to different district councils countrywide, only 7,271 (69 percent) were reported to their respective duty stations (Curlitz, 2009). This exace本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。