Abstract
This article describes the various domains in which inequality manifests itself in Tanzania. It outlines the key drivers of inequalities as including wide income gaps, unemployment and a collusion between political and businesses elites that creates political capture and patronage, thus fuelling corruption and diverting resources from essential services. The article points out a correlation between access to education and income inequality, and highlights the fact that, despite marginal reduction in poverty, inequality is on the rise.
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Notes
Data sourced from http://www.indexmundi.com/facts/topics/poverty, which takes as its source the World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments.
National Accounts of Tanzania Mainland: Publication 2001–2013 can be accessed through http://www.nbs.go.tz/, accessed on 18 February 2015.
Daily News (Thursday 30 May 2013) Hotuba ya Waziri wa Kazi na Ajira Mheshimiwa Gaudentia M Kabaka akiwasilisha bungeni makadirio ya mapato na matumizi ya fedha kwa mwaka 2013/2014, Para. 33.
Wageindicators.org and authors’ calculations. Exchange rates: www.oanda.com
The median wage is the middle of all observations within a defined category, for example, all female workers. It should not be confused with the average or mean wage, which is the sum of all wages of the individuals divided by the number of observations. The median has the advantage that it is not overly influenced by small numbers of high earners (www.wageindicator.org).
In Tanzania, the sample size was 175 health centres (135 rural and 40 urban) while the education sample size was 180 primary schools (132 rural and 48 urban). In Kenya, information was collected from about 303 primary schools (public and private) and 2,960 teachers.
This indicator measures teacher’s knowledge and is based on Mathematics and language tests covering the primary curriculum administered at the school level to all teachers currently teaching Maths and English in Grade 4, those who taught English and Maths at Grade 3 in the previous academic year, and up to 3 randomly selected upper primary Maths and English teachers. Source: http://documents.worldbank.org/curated/en/2013/07/18031388/education-health-services-kenya-data-results-accountability.
Between 2010 Tanzania has seen an increase of female parliamentarian from 63 to 93, permanents secretaries raised 30.2pc, and judges of the high court and court of appeal by 11 and 16pc, respectively (http://www.mcdgc.go.tz/).
BRN Annual Report 2013/2014.
References
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Additional information
This case-study was prepared in the immediate follow-up of the Africa-wide Conference on ‘Inequalities in the context of Structural Transformation’, which was held in Accra, Ghana, on 28–30 April 2014. The paper was commissioned by the Organizing Committee of the Conference. For more information, please visit http://africainequalities.org/conference/
Explores inequalities in the context of structural transformation in Tanzania (country case study prepared in the follow-up of the Accra Conference on African Inequalities)
The Palma ratio is defined as the ratio of the richest 10 percent of the population’s share of gross national income to the poorest 40 percent’s share.
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Matotay, E. Inequalities and Structural Transformation in Tanzania. Development 57, 591–600 (2014). https://doi.org/10.1057/dev.2015.46
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DOI: https://doi.org/10.1057/dev.2015.46