For these reasons, there has been a tendency to rush the implementation in ways that have not always been positive. For instance, building schools in the mral areas of many African countries has been accelerated to the point where the public revenue to maintain these structures, for hiring teachers and obtaining educational resources, is often woefully insufficient (Theikildsen and Buhr, 2010). The result is that students enrolled fail to graduate, and drop out of schools with little knowledge. According to the Minister of Education of the United Republic of Tanzania, no less than 46.5 per cent of all pupils failed to pass their Standard Seven national examinations in 2010.