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The Service Delivery Indicators (SDI) provide a set of metrics for benchmarking service delivery performance in education and health. The overall objective of the indicators is to gauge the quality of service delivery in primary education and basic health services. The indicators enable the identification of gaps and tracking of progress over time and across countries. It is envisaged that the broad availability, high public awareness and a persistent focus on the indicators will mobilize policymakers, citizens, service providers, donors and other stakeholders for action to improve the quality of services and ultimately to improve development outcomes and social welfare. This report presents the findings from the implementation of the Service Delivery Indicators in the Education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. In conclusion, comparing the 2010 and 2014 SDI surveys, one clearly notices that Tanzania has made substantial progress in some areas, but there are still remaining gaps. Also, the achieved progress is from a very low base and there is still quite a bit of room for the Tanzanian education system to deliver quality to its pupils and get them prepared and equipped to face competition in the national, regional, and international labor markets.

The author points out that self-education is the ontological basis of the educational process. Self-education forms a specific type of personal "natural economy". In industrial society teaching technologies reduce education to objective oriented learning leaving behind subjective oriented upbringing. Various markets are emerging in educational sphere characterized by the tendency to substitute "live" labor by "embedded" one. But even the most advanced countries have not extended WTO principles to the educational area.

Description based on: 1984-1985. ; Title from cover. ; Mode of access: Internet. ; 2

Part 3: Finance and Service Science ; International audience ; The increased complexity in education systems has given rise to a number of intersecting trends and calling for a discipline to integrate across academic silos. As the concept of service innovation advances more rapidly into education services; industry, government, and academy are awakened to the concept of embedding services innovation. This theoretical paper offers an integrated framework for education systems (IFES) covering two intersecting dimensions where service innovation and service science can take place. As an effort to contribute in the area of service innovation and service sciences, an interdisciplinary approach is applied, interconnecting an array of competences across the different stakeholders. It is hypothesized that to increase productivity in education industries, interconnecting knowledge and resources from diverse areas and across different stakeholders through the co-lineation of four dimensions: (1) information, communications and technology; (2) skills and tools; (3) people and attitudes; (4) systems, processes and management; are essential to creating service innovation. This paper contributes a perspective of interconnectivity balanced with harmony that are crucial for effective productivity and service innovation by adopting a service science approach.

Summary This indicator describes the income generated from the provision of Education services by every Local Authority in England since 2007. Education services income is calculated from any sales, fees and charges, as well as other types of income that are associated with delivering such services. Technical description The indicator was compiled from annual revenue outturn estimates of Local Authority (LA) revenue expenditure and financing. The Education services income is calculated from the sum of a) sales, fees and charges and b) other types of income generated by these services, and thus does not include central government funding, capital gains or council tax. Income values are expressed in thousands (£) and presented on the basis of financial years, i.e. from April 1st to March 31st. Since some services are provided in Upper Tier and others in Lower Tier LAs, individual income figures from Upper Tier LAs were distributed to Lower Tier LAs based on annual population ratios (indicator FIN_07_35L), and Lower Tier LA income was distributed to Upper Tier LAs by aggregating (indicator FIN_07_35U). This includes changes in name/codes, merges, or splits of old LAs to new LAs based on population ratios for that year. The services income generated is expressed as the total amount as well as per capita, for direct comparisons. However, annual figures were not adjusted for inflation.

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