 Tanzanian policy makers attributed the crisis to exogenous shocks, while the World Bank and the IMF stressed deficient economic policies and institutions as the root cause.For the education sector, this period saw a huge reduction in resources that lead to a reversal of progress made towards UPE during the 1970s and declining quantity and quality at all levels of education.Despite subsequent progress from the economic reform efforts of the late 1980s and 1990s, social indicators were stagnating, including progress towards UPE.