[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108737-en":3,"doc-seo-108737-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},108737,1099514067415,"Rowan","https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502",8,"Research & Report","Improving Gender Balance in STEM Higher Education in Tanzania - Policy Note","Policy Note on improving gender balance in STEM higher education in Tanzania, issued in November 2021. It presents an executive summary, introduction, background, objectives, methodology, and report outline, then diagnoses gender imbalances in Tanzanian STEM higher education. The note analyzes determinants of gender disparities, including female students’ access and success and the impact of COVID-19 on female students and academics. It also outlines policy frameworks, national vision and strategy, goals and targets, and regulatory elements to guide improvement.","Public Disc losure Authorized  \nPub lic Disclosure Authorized Pub lic Disc losure Authorized Pub lic Disclosure Authorized  \nNovember 2021  \nImproving Gender Balance in STEM Higher Education in Tanzania  \nPOLICY NOTE  \nImproving Gender Balance in STEM Higher Education in Tanzania  \nPOLICY NOTE  \nAcknowledgments  \nThis policy note has been prepared by Jamil Salmi, Dharini Natarajan and Innocent Najjumba Mulindwa. This is one of the products for the World Bank’s analytical and advisory services project“Leveraging Technology and the Private Sector to Meet the Increasing Demand for Quality Higher Education in Tanzania”. The project team was led by Innocent Najjumba Mulindwa (Senior Education Specialist) and Dharini Natarajan (Education Specialist); and included Edephonce Nfuka (Digital Technology Consultant), Jamil Salmi (Tertiary Education Consultant), George Senyoni (Education Consultant), and Alex Twinomugisha (Senior Education Specialist) with administrative support from Celia Faias (Program Assistant), Caroline Kingu (Team Assistant) and Neema Clarence (Team Assistant) .  \nThe team is grateful for the overall guidance received from Mara Warwick (Country Director, Tanzania, World Bank), Safaa El Tayeb El-Kogali (Education Practice Manager, Eastern and Southern Africa, World Bank), PreetiArora (Operations Manager, Tanzania, World Bank), and Inaam Ul Haq (Program Leader, Human Development Practice, World Bank) . The team also extends its appreciation to Nina Arnhold, Roberta Malee Bassett, Ruth Charo, Nkahiga Kaboko, Xiaoyan Liang, Lauren Marston, Mariam Nusrat, Francisco Haimovich Paz, Venkatesh Sundararaman, Gemma Todd (Education Specialist) and Namrata Tognatta for their feedback and comments that contributed to the quality of the policy note. Finally, the World Bank team expresses its sincere gratitude to the Ministry of Education, Science and Technology, especially Dr. Kenneth Hosea (Acting Director for Higher Education) and Mr. Sakanda Gaima (Education Officer and focal point for this study), and agencies working on higher education, for the support and collaboration on this work. The team also sincerely thanks all the participants of the focus group discussions, interviews, and consultations for their invaluable contributions, Ehsaan Zahid of Graphic Impressions (T) Limited who managed the design and printing process and Loy Nabeta who assisted with external communications.  \nDisclaimer:  \nThis note is the product of the staff and consultants of the Word Bank. The findings, interpretations and conclusions expressed in the note are those of the authors only and do not necessarily reflect the views of the Executive Directors ofthe World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any maps in this note do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.  \n2  \nTable of Contents  \nList of Tables......................................................................................................................................4  \nList of Figures ....................................................................................................................................4  \nList of Boxes ......................................................................................................................................4  \nAcronyms .......................................................................................................................................... 5  \nExecutive Summary........................................................................................................................... 6  \n1. Introduction .................................................................................................................................. 11  \n1.1 Backgroun","cbCaiiPQS0x8iEkI","https://ap.wps.com/l/cbCaiiPQS0x8iEkI","pdf",5067865,5,1,48,"English","en",105,"# Executive Summary\n# Introduction\n## Background\n## Objectives of the Policy Note\n## Methodology\n## Outline of the Policy Note\n# Gender Imbalances in Tanzanian STEM Higher Education\n## Diagnosis of the Present Situation\n## Determinants of Gender Disparities\n### The Path to Higher Education\n### Access and Success of Female Students in Higher Education\n### Impact of COVID-19 on Female Students and Academics\n# Improving the Gender Balance in STEM Higher Education\n## Policy Framework\n## National Policies\n### Vision and Strategy\n### Goals and Targets\n### Regulatory Framework","[{\"question\":\"What is the purpose of the policy note?\",\"answer\":\"It sets out objectives, background, methodology, and an outline to diagnose gender imbalances in STEM higher education in Tanzania and to guide improvement.\"},{\"question\":\"Which factors does the note use to explain gender disparities in STEM higher education?\",\"answer\":\"It analyzes the determinants of gender disparities, including the pathway to higher education, access and success of female students, and the impact of COVID-19 on female students and academics.\"},{\"question\":\"What does the policy note propose at the end of the analysis?\",\"answer\":\"It focuses on improving gender balance through a policy framework and national policies covering vision and strategy, goals and targets, and the regulatory framework.\"}]","Improving Gender Balance in STEM Higher Education in Tanzania - 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