AIDE MEMOIRE€¦ · ii jesr 2010 - aide memoire education sector development programme (esdp)...

THE UNITED REPUBLIC OF TANZANIA

EDUCATION SECTOR DEVELOPMENT PROGRAMME (ESDP)

JOINT EDUCATION SECTOR REVIEW (JESR)

2010

28-30 SEPTEMBER 2010

AIDE MEMOIRE

JESR 2010 - Aide Memoireii

EDUCATION SECTOR DEVELOPMENT PROGRAMME (ESDP)

JOINT EDUCATION SECTOR REVIEW (JESR)

2010

28-30 SEPTEMBER 2010

AIDE MEMOIRE

JESR 2010 - Aide Memoireiii

Table of Contents

TABLE OF CONTENTS ............................................................................................. III

LIST OF ABBREVIATIONS........................................................................................ V

1.0 INTRODUCTION...............................................................................................1

1.1 BACKGROUND ................................................................................................1

1.2 RATIONALE AND OBJECTIVES OF THE JESR 2010....................................2

1.3 METHODOLOGY AND SCOPE OF THE JESR 2010 ......................................3

2.0 OPENING STATEMENTS AT THE JESR 2010 TECHNICAL WORKING SESSION ..........................................................................................................5

2.1 OPENING REMARKS.......................................................................................5

2.2 STATEMENT FROM CHAIRPERSON OF THE EDUCATION SECTOR .........6

2.3 STATEMENT FROM THE DEVELOPMENT PARTNERS ................................7

2.4 STATEMENT FROM CIVIL SOCIETY ORGANISATIONS (CSOS) ...............10

3.0 SUMMARY OF FINDINGS FROM KEY INPUTS TO THE JESR 2010 ..........12

3.1 THE EDUCATION SECTOR PERFORMANCE REPORT ..............................12

3.1.1 BASIC EDUCATION .......................................................................................20

3.1.2 SCHOOL INSPECTION ..................................................................................22

3.1.3 HIGHER EDUCATION ....................................................................................23

3.1.4 TECHNICAL AND VOCATIONAL EDUCATION TRAINING..........................24

3.1.5 FOLK EDUCATION ........................................................................................26

3.1.6 CROSS-CUTTING ISSUES ............................................................................27

3.1.7 EDUCATION SECTOR MANAGEMENT INFORMATION SYSTEM (ESMIS) 28

3.1.8 INFORMATION EDUCATION AND COMMUNICATION (IEC).......................28

3.1.9 HUMAN RESOURCES ...................................................................................29

3.1.10 FINANCIAL PERFORMANCE 2009/10 ..........................................................30

3.1.11 CHALLENGES................................................................................................36

3.1.12 RECOMMENDATIONS ON THE EDUCATION SECTOR ANNUAL PERFORMANCE REPORT ............................................................................38

3.2 THE JOINT MONITORING VISITS .................................................................39

JESR 2010 - Aide Memoireiv

3.3 SUMMARY OF ISSUES FROM THEMATIC PAPERS AND PRESENTATIONS........................................................................................................................42

3.3.1 MANAGEMENT, INSPECTION AND SUPERVISION FOR EFFECTIVE DELIVERY OF QUALITY EDUCATION..........................................................43

3.3.2 RELEVANCE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) TO MARKET DEMANDS: SKILLS FOR EMPLOYABILITY46

4.0 SECTOR DIALOGUE......................................................................................50

5.0 ISSUES THAT EMERGED FROM JESR TECHNICAL WORKING SESSION52

5.1 RECOMMENDATIONS ON THE JESR ..........................................................52

5.2 MILESTONES 2010/11 AND 2011/12 ............................................................53

6.0 CONCLUSION ................................................................................................55

7.0 ANNEXES .......................................................................................................57

ANNEX 1: PRIORITISED MILESTONES FOR 2010/11............................................57

ANNEX 2: GRADUATING MILESTONES 2010/11 ...................................................64

ANNEX 3: PROPOSED 2011/12 MILESTONES.......................................................65

ANNEX 4: STATEMENTS .........................................................................................66

ANNEX 4.1: OFFICIAL OPENING ............................................................................66

ANNEX 4.2: STATEMENT FROM THE CHAIRPERSON OF THE EDUCATION SECTOR .........................................................................................................71

ANNEX 4.3: STATEMENT ON BEHALF OF DEVELOPMENT PARTNERS............75

ANNEX 4.4: STATEMENT ON BEHALF OF CIVIL SOCIETY ORGANISATIONS...85

ANNEX 4.5: JOINT STATEMENT FROM GOVERNMENT, DPS AND CSOS..........91

ANNEX 4.6: CLOSING REMARKS...........................................................................94

ANNEX 5: EXECUTIVE SUMMARY OF FIELD MONITORING VISIT ......................97

JESR 2010 - Aide Memoirev

List of Abbreviations

AEDP Adult Education Development PlanAIDS Acquired immune deficiency syndromeAPR Annual Performance ReportCCI Cross Cutting IssuesCBET Competency-Based Education and TrainingCOBET Complementary Basic Education in TanzaniaCSOs Civil Society Organisations DPs Development PartnersED-DPG Education Development Partners’ GroupEFA Education for AllEFE Education for EmploymentEMIS Education Management Information SystemESDC Education Sector Development CommitteeESDP Education Sector Development ProgrammeESMIS Education Sector Management Information SystemETP Education and Training PolicyFDCs Folk Development CollegesFE Folk EducationFEDC Folk Education Development CommitteeFEDP Folk Education Development ProgrammeFY Financial YearGBS General Budget SupportGER Gross Enrolment RateHEDP Higher Education Development ProgrammeHESLB Higher Education Students Loan BoardHIV Human immunodeficiency virusHLM High Level MeetingIAE Institute of Adult EducationICBAE Integrated Community Based Adult EducationICT Information and Communication TechnologyIMSC Inter-Ministerial Steering CommitteeJAST Joint Assistance Strategy for TanzaniaJESR Joint Education Sector ReviewLGAs Local Government AuthoritiesLGRP Local Government Reform ProgrammeMCDGC Ministry of Community Development Gender and ChildrenMDAs Ministries, Departments and AgenciesMDGs Millennium Development GoalsMIS Management Information SystemMKUKUTA Mkakati wa Kukuza Uchumi na Kupunguza Umaskini TanzaniaMOEVT Ministry of Education and Vocational TrainingMOFEA Ministry of Finance and Economic Affairs MTEF Medium Term Expenditure FrameworkNACTE National Council for Technical Education

JESR 2010 - Aide Memoirevi

NECTA National examination Council NER Net Enrolment RateNGOs Non Governmental OrganisationsNSAs Non State ActorsNSGRP National Strategy for Growth and Reduction of PovertyOD Ordinary DiplomaODL Open and Distance LearningOPRAS Open Performance Review and Appraisal SystemOUT Open University of TanzaniaOVC Orphans and Vulnerable ChildrenPAF Performance Assessment FrameworkPE Personnel EmolumentsPEDP Primary Education Development ProgrammePER Public Expenditure ReviewPETS Public Expenditure Tracking SurveyPFM Partnership Framework MemorandumPFMRP Public Finance Management Reform ProgrammePMO Prime Minister’s Office PO-PSM President’s Office Public Service ManagementPMO-RALG Prime Minister’s Office Regional Administration and Local GovernmentPRBS Poverty Reduction Budget SupportPS Permanent SecretaryPSLE Primary School Leaving ExaminationPSRP Public Service Reform ProgrammeRVTSC Regional Vocational Training and Service CentreSADC Southern African Development CommunitySBAS Strategic Budget Allocation SystemSEDP Secondary Education Development ProgrammeSTHEP Science, Technology and Higher Education ProgrammeSWASH School Water, Sanitation and HygieneTCU Tanzania Commission for UniversitiesTCs Teacher CollegesTDMS Teacher Development and Management StrategyTEN/MET Tanzania Education Network/Mtandao wa Elimu TanzaniaTEA Tanzania Education AuthorityTET Technical Education and TrainingTIE Tanzania Institute of EducationTORs Terms of ReferenceTOT Training of TrainersTRCs Teachers’ Resource CentresTVET Technical and Vocational Education and Training TWG Technical Working GroupVET Vocational Education and TrainingVETA Vocational Education and Training Authority

JESR 2010 - Aide Memoire1

1.0 INTRODUCTION

1.1 BACKGROUND

The provision of quality education to all Tanzanians is ranked high in the

priorities of the Government of the United Republic of Tanzania. This ranking is

justified by the fundamental role of the Government to bring about the nation’s

social and economic development as emphasized in the Tanzania Development

Vision 2025, the National Strategy for Growth and Reduction of Poverty

(NSGRP, commonly known by its Swahili acronym, MKUKUTA), Education for All

(EFA) and the Millennium Development Goals (MDGs).

In order to follow progress towards realizing this, regular Joint Education Sector

Reviews (JESR) have been conducted annually to assess the overall

performance of the sector in the context of the MKUKUTA, EFA and MDG targets

since 2006. The 2010 JESR was the fifth such review and built on the

successes of previous JESRs.

As in previous reviews, representatives of education stakeholders from the

Government, Development Partners (DPs), Non-State Actors (NSAs), including

Civil Society Organisations (CSOs), Faith-Based Organizations (FBOs), and the

community at large participated in the 2010 JESR.

The key achievements noted in 2009/10 included increased enrolment of both

girls and boys at all levels of education, increased numbers of teachers and

classrooms, and improved management capacity at all levels. However, gains in

access need to be sustained with on-going investment in the quality of education

as well as addressing a number of challenges still facing the sector. These

challenges include: need to improve quality education delivered across all sub-

sectors; inadequate human resources, especially supply of qualified teachers in

rural and underserved areas; shortage of teaching and learning materials; and,


need to improve access to education by marginalized groups, as well as access

to non-formal education services.

1.2 RATIONALE AND OBJECTIVES OF THE JESR 2010

Reviews are important in assessing implementation of key national and sector

strategies and they provide the basis for monitoring performance and dialogue.

Thus in order to ascertain the pace and level of the performance of the education

sector in the context of the Poverty Reduction Budget Support (PRBS), the

Government in collaboration with key stakeholders saw the need to assess the

overall annual performance of the sector against the Performance Assessment

Framework (PAF).

The Government has maintained three key areas for satisfactory reviews

measured by PAF indicators. The key areas are:

(i) Financing and budgeting;

(ii) Progress on agreed targets and results monitoring; and,

(iii) Accountability, including sector dialogue.

The JESR 2010 assessed performance of the education sector against sector

wide performance indicators and agreed milestones which were established

during the 2009 Sector Review. Specifically, the objectives of the 2010 Review

included to:

(i) Assess and report on progress related to outputs and outcomes for each

sub-sector;

(ii) Assess and report on trends within the agreed indicators and, where off-

track, indicate mitigation strategies;

(iii) Assess and report on related milestones and other key priority

activities identified in the sub-sector development programmes;

(iv) Assess and report on education dialogue;


(v) Assess and analyse financing for FY 2009/2010, based on budget,

allocations (areas of focus, education levels and trends) and what the

performance has been;

(vi) Discuss and analyse the joint monitoring visit reports from Councils and

agree on the way forward; and,

(vii) Agree on the revised milestones and specific actions for 2010/11 and

the new milestones and specific actions for 2011/12 to be put forward at

the High Level Meeting (HLM) for approval.

1.3 METHODOLOGY AND SCOPE OF THE JESR 2010

The JESR 2010 processes were led by the Government and involved

representatives of all education sector stakeholders, including NSAs and DPs.

The Permanent Secretary of the Ministry of Education and Vocational Training

(MOEVT) was the overall chair of the JESR 2010. The Review is comprised of

the following elements and activities;

(i) Review of performance by all sub-sectors;

(ii) Collection and presentation of public views in Councils through focus

group discussions held in Joint Monitoring Visits;

(iii) Analysis of the JESR Joint Monitoring Visit Reports from eleven Councils;

(iv) Preparation of thematic papers;

(v) A three day sector technical working session to discuss and deliberate on

performance, thematic papers, budget and priorities;

(vi) Review of 2010/2011 milestones and specific actions and development of

milestones and specific actions for 2011/12;

(vii) Preparation of JESR Aide Memoire 2010; and,

(viii) High Level Meeting to discuss and endorse the JESR Aide Memoire, and

the 2010/11 work plan.

This Aide Memoire document was prepared jointly by representatives of key

education stakeholders. It summarizes key findings, deliberations and

recommendations from the JESR technical working sessions, including prioritized


milestones and specific actions for 2010/11 and proposed milestones for

2011/12, for consideration and approval by the Education Sector High Level

Meeting.

This Aide Memoire should be read together with;

the Annual Education Sector Performance Report 2009/2010;

the JESR 2010 Technical Working Session Report;

the Joint Monitoring Visit Report 2010; and,

the CSOs’ Report on Performance in Education Delivery.


2.0 OPENING STATEMENTS AT THE JESR 2010 TECHNICAL

WORKING SESSION

2.1 OPENING REMARKS

The Permanent Secretary (PS) of the Prime Minister’s Office (PMO), Mr. Peniel

M. Lyimo, officiated the opening of the Fifth JESR Technical Working Session.

He welcomed all stakeholders to the Review and thanked those who were

involved in the organisation of the event. He stressed that the Government

attaches great importance to the provision of quality education for all, and the

value of Reviews to discuss the strengths and weaknesses of the sector as a

whole. He also explained the process by which identified milestones are captured

in the Aide Memoire for the sector.

He referred to the challenges and constraints facing the sector, including:

provision of incentives to teachers at all levels; management of rapid expansion

from a financial and budgeting perspective; and, ensuring adequate funding of

the education sector overall. Other challenges mentioned were: setting of

realistic achievable projections for key targets in the sector; facilitation of

Research and Development at all levels of education; developing capacity in

governance, management, monitoring and evaluation; addressing cross-cutting

issues; and, ensuring adequate monitoring and evaluation of the performance of

education programmes. Financing of education sector programmes and

strategies, including Primary Education Development Programme (PEDP),

Secondary Education Development Programme (SEDP), Teacher Development

and Management Strategy (TDMS), Higher Education Development Programme

(HEDP), Folk Education Development Programme (FEDP), and improvement of

the teaching of science, mathematics and language subjects across the sector

were also cited as challenges facing the education sector. However, he

applauded the successes in the continued expansion of enrolment across the

different sub-sectors which culminated in an MDG International Award for


achievements in this area. In closing his remarks, he emphasized the valuable

technical and financial support received from DPs and appreciated the

collaboration with CSOs.

The complete presentation is attached as Annex 4.1.

2.2 STATEMENT FROM CHAIRPERSON OF THE EDUCATION SECTOR

The Permanent Secretary of the Ministry of the Education and Vocational

Training, Professor Hamisi O. Dihenga, welcomed all participants to the

Technical Working Session of the JESR 2010. He guided the participants of the

JESR to share in discussion of the Education Sector Performance Report for

2009/10, the Joint Monitoring Visit Report, and the thematic papers which were

prepared for the Review. He also asked the participants to assess the status of

implementation of the milestones for 2009/10, discuss milestones for 2010/11,

and identify milestones for 2011/12. He stressed that full participation of all

participants would ensure the output of the JESR Technical Working Sessions

provides a rich and effective contribution, not only towards the planning and

implementation of the sector plans, but also in attaining a satisfactory sector

review, which will feed into the General Budget Support (GBS) annual review

process.

In this statement, the PS noted that the 2009 Public Expenditure Tracking Survey

(PETS) report had been finalised and follow-up action had been taken in three

areas which are: simplifying the grant formula for Local Government Authorities

(LGAs); enforcing the circular on teacher attendance; and, updating the register

for all government schools in Tanzania. He also informed the JESR participants

that the revision of the documents on Higher Education Development

Programme, Basic Standards for Pre-primary and Primary Education, School

Site Supervision, Inspectors Handbook, and strategies for Inclusive Education,

In-Service Training, Gender, Environmental Education, HIV and AIDS had been

finalised and approved. Pending documents to be finalised include the


Education and Training Policy, Human Rights Education Strategy, Care and

Support Strategy, and National Life Skills Framework.

The PS congratulated all concerned for increased enrolment rates, number of

teachers and classrooms, which he said contributed towards attaining of

MKUKUTA and MDG targets on primary school enrolment, but also noted the on-

going challenges with transition to higher levels of learning.

The PS also noted that the Education Sector Management Information Systems

(ESMIS) continues to be strengthened, and the Memorandum of Understanding

for the multi-sector School Water, Sanitation and Hygiene (SWASH) program has

been signed.

In closing, the PS praised the increasingly close and frank relationship between

DPs and Government, and also appreciated the work of civil society in providing

education services and participating in consultative dialogue.

The complete presentation is attached as Annex 4.2

2.3 STATEMENT FROM THE DEVELOPMENT PARTNERS

The Chair of the Education Development Partners’ Group (ED-DPG), Head of

Office for the United Kingdom’s Department for International Development (DfID),

Mr. Darren Welch, expressed sincere thanks for being invited to participate in the

Review, especially since it was nearing the end DfID’s term as Chair of the ED-

DPG.

In his statement, the DP Representative recalled the four key areas of focus on

which DPs had commented in the last two years. These were: results; planning

and budgeting; reporting; and, dialogue. He said it was now appropriate for

them to shift the focus away from process and move towards assessment of the

Sectors’ goals and priorities in Access and Equity, Quality of Education, Capacity

Development, Management Processes, and Sector Dialogue, which are key


areas related to addressing regional inequalities in education service delivery, as

well as to improving the quality of education and actual learning outcomes at all

levels.

The DP Representative congratulated the Government for receiving the MDG

award for achievements in reaching and sustaining primary school enrolment

above 95 per cent, but reminded participants that this was just a first step

towards ensuring that all children across the country equally benefit from a full

cycle of primary education. Although, he also highlighted concerns around

education quality and the inequitable access and pass rates for girls at all levels

of education.

The DP Representative commended the Government for making pre-primary

education accessible in all primary schools and increasing pre-primary enrolment

to over 900,000 in 2010. He registered the DPs’ pleasure regarding the

Government effort to improve qualified teacher-pupil ratios in primary and

secondary education and the and also for the focus placed on improving science,

technology and mathematics through bridging courses for newly trained

teachers, all of which contribute to improving the quality of education delivery.

Regarding textbooks, the DP Representative expressed continued concern over

the Government’s interim decision to reduce the number of recommended

textbooks to two per subject per grade for Standards I to V. He noted, however,

that it was encouraging that the sector will seek further clarity on the issues

related to textbook supply and distribution through initiation of a thorough

technical study and that the DPs welcomed the opportunity to support the study

and to participate in discussions in forthcoming stakeholders’ consultative

processes.

On secondary education, the DP Representative commended the Government’s

work to prepare the Secondary Education Development Programme - Phase II


(SEDP II) and the continued focus on improving quality at this level, especially

the commitment to move towards fully functional schools that meet basic

infrastructure standards, as well as having adequately qualified teachers and

capitation grants to procure essential learning materials.

The education sector was also commended for the new priority of inspecting

schools which fall below requirements more than once a year. This will also

contribute towards quality education delivery in those schools.

On financing, the DP Representative noted that the education sector’s share of

the total Government budget has increased from 18.3% last year to 18.9%.

However, he expressed concern as to whether these funds suffice to fully finance

Government’s plans, including further expansion of secondary education. He

also expressed concern regarding the timely release of funds allocated, which if

not provided in reliable and regular intervals will have a negative impact on the

effectiveness of service delivery. Furthermore, he noted that the downward in

trend of allocation of funds for primary education is not in line with international

best practice to ensure effective implementation of primary education

programmes, while on the other hand there were significant increases in

allocations for secondary and university education. On behalf of DPs, he

suggested more discussions on the rationale for sub-sector allocations in the

regular sector dialogue.

With regard to sector dialogue, the DP Representative cited the need to

strengthen existing dialogue structures as the new Government puts its

commitments into practice. He also highlighted the opportunity to shift the focus

from process issues to operational priorities, including: ensuring that agreed

milestones reflect Government’s priorities for the sector; developing a three-year,

sector-wide, costed operational plan;, increasing engagement with PMO-RALG;

reducing transaction costs by integrating joint field monitoring visits into regular


Government monitoring processes; and, improving the usefulness of Technical

Working Groups (TWGs) for all members

Finally, the DP Representative urged participants to focus on issues of improving

quality of education and addressing regional disparities through JESR

deliberations. He also commended all stakeholders for aligning to the GBS cycle

with the timely undertaking of this Technical Working Session, the outcomes of

which will contribute in informing the Annual GBS Review process.

The complete statement is attached as Annex 4.3.

2.4 STATEMENT FROM CIVIL SOCIETY ORGANISATIONS (CSOs)

National Coordinator of the Tanzania Education Network/Mtendao ya Elimu

Tanzania (TEN/MET), Mrs. Helima Mengele, thanked the Government for the

opportunity for CSOs to participate in the Review again this year. She noted that

CSOs had participated in the development of the education sector, by actively

participating in the promotion of access, equity and quality of education for all

through contributions to educational infrastructure, capacity development of

teachers and Teacher Resource Centres, provision of teaching and learning

materials, SWASH facilities, and policy dialogue, as well as analytical work.

The TEN/MET Coordinator stressed the need for quality education, achievable

through harmonizing responsibilities between the relevant sector ministries,

developing a participatory monitoring and evaluation mechanism, using research

findings for improved education performance, increased investment in education,

better and strengthened financial management, and improving governance and

accountability mechanisms.

The TEN/MET Coordinator also pleaded for the coordination of all education

sector strategies, in order to identify synergies for effective implementation. She

stressed that the quest for quality education starts with strengthening the quality


of teachers through careful selection of candidates followed by appropriate pre-

and regular in-service training.

Finally, the TEN/MET Coordinator urged Government to harmonize the quality

assurance aspects in the sector including curriculum and examinations, and

strengthening Inspectorate Departments at LGA level for immediate and effective

education results based on improved monitoring and evaluation at the local level.

The complete statement is attached as Annex 4.4.


3.0 SUMMARY OF FINDINGS FROM KEY INPUTS TO THE JESR 2010

3.1 THE EDUCATION SECTOR PERFORMANCE REPORT

The Education Sector has made some improvement over the last year towards

the achievement of its overall priorities and expected outcomes. This

performance is reflected in the aspects of access, equity, quality and quality

assurance, capacity building, research and development, cross-cutting issues,

Education Sector Management Information System (ESMIS), planning, budgeting

and financing, and, monitoring and evaluation.

Political will and community commitment and awareness have resulted in

increased enrolment of both girls and boys at all levels of education, although the

proportion of girls falls as they move up in education ladder. The achievements in

terms of increased enrolment rates, numbers of teachers and classrooms have

been impressive. However, gains in access need to be sustained with on-going

investment in the quality of education as well as addressing a number of

challenges still facing the sector including: shortage of teaching and learning

materials and inadequate human resources, especially supply of qualified

teachers in rural and underserved areas.

The overall achievements for the sector are summarized in Table 1.


Table 1: The Overall Achievement from 2007/08 to 2009/10

Indicator Values Indicator Target 0F1Objective Indicator Name and Description

Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R

Data Source/ Means of

Verification

Comments or Target Status

Pre-Primary EducationNet Pre-Primary school enrollment

2004 24.60% Total=36.8% (m=36.7, f=36.9)

Total=37.2% Total 37.5% (m=37.4% f=37.7%)

A √ √ √ √ BEST On Track -upward trend

Total number of teachers pre-primary

2004 10,365 Total=16,597(m= 9,911f= 6,686)

Total=17,176 (m=10,477,

f=6,699)

Total=14,779(m=7,094, f=7,880)

BEST At risk –Downward trend

Primary EducationNet Primary school enrollment

2000 59% Total=97.2% (m=97.5,f=97.0)

Total=95.9% (m=95.84, f=95.96)

Total=95.4% (m=95.2%, f=95.6%)

A √ 99% √ √ BEST At risk –Downward trendMKUKUTA target not achieved

Survival Rate to Standard VII

2000 70% Total=65% (m=64.5, f=66.2)

Total=62.4% (m=61.2, f=63.6)

Total=69.3%(m=66.6%,f=72.1%)

√ 90% √ √ BEST On track Upward trend MKUKUTA target not achieved

Standard VII exam pass rate

2000 22% Total= 54.2%(m=63%, f=45%)

Total=52.7% (m=59.7%, f=45.4%)

Total=49.4% (m=55.6%, f=43.2%):

√ 60% √ √ BEST At risk and downward trendMKUKUTA target not achieved

Access, equity and quality of education improved by 2009/10

Transition rate from standard VII to Form I (m/f not available)

2000 21.0% 56.7% 51.6% 43.9% √ 50% √ √ BEST At risk -Downward trendMKUKUTA target not

1

S = Sector Monitoring Tool (A=active, m=male, f= female); MDG = Millennium Development Goals; M = MKUKUTA; P = Performance Assessment Framework (for GBS Annual Review); R = Ruling Party Manifesto.



Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R


Verification


achieved

Primary dropout rate (m/f not available)

2003 3.80% 3.10% 3.70% 2.6% BEST On TrackImproving

Proportion of children with disability attending primary school (Based on GER)

2006 0.24% Total=0.41% (m=0.47, f=0.35)

Total=0.32% (m=0.38 f=0.27)

Total=0.35% (m=0.40% f=0.29%)

√ 20% √ √ BEST On trackUpward TrendMKUKUTA target not achieved

Percentage of OVC enrolled in primary school

2006 8.6% 10.9% (m=10.9=83,

f=10.94)

Total=10.34% (m=10.34% f=10.35%)

Total=10.33% (m=10.27% f=10.39%)

20% BEST On Track StableMKUKUTA target not achieved

Primary Pupil/Teacher ratio

2000 1:46 1:54 1:54 1:51 √ 1:45 √ y BEST On track -ImprovingMKUKUTA target not achieved

Primary pupil/classroom ratio

2006 1:92 1:77 1:109 1:73 BEST On Track -Improving

Primary pupil/textbook ratio

2001 1:20 1:5 - 1:12 1:3 1: 5 1:1 Field Visit Monitoring reports

At Risk –Downward Trend MKUKUTA target not achieved

Primary repetition rate (m/f not available)

2003 5.30% 4.90% 2.5% 2.8% BEST At risk

Total number of Primary School teachers

2003 113,980 154,895 Total=157,185

(M=80,066F= 77,119)

Total=165,856(M=82,170F= 83,686)

BEST On TrackUpward trend



Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R


Verification


Primary qualified teacher (grade A + above)/pupil ratio

2003 1:106 1:63 1:60 1:54 1:62 BEST On track ImprovingMKUKUTA target achieved

Pupil/ toilet(pit latrine) ratio for primary schools

2005 1:60 (m= 1:62f= 1:59)

Total 1:89(m= 1:92f= 1:86)

Total 1:56(m= 1:57f= 1:56)

BEST On trackImproving

Secondary EducationNet Secondary Enrolment % Form 1-4

2002 6.00% Total=24.4%(m=24.5f=24.3)

Total=29.1%(m=29.7f=28.5)

Total=30.8%(m=31.8f=29.9)

√ 50% √ √ BEST At riskslow progressMKUKUTA target not achieved

Net Secondary Enrolment % Form 5-6

2002 0.40% Total=1.4%(m=1.6f=1.3)

Total=1.5%(m=1.4f=1.5)

Total=1.9%(m=2.1; f=1.8)

25% BEST At riskslow progressMKUKUTA target not achieved

% of female enrolment in Form 1

2003 48.20% 44.70% 44.6% 45.30% 50% BEST At riskslow progressMKUKUTA target not achieved

Survival Rate Secondary Form 1-4

2003 91.00% Total=86.1% (m=96.2, f=75.2)

Total=84.95% (m=93.3, f=76.5)

Total=72.9% (m=75.2,f=70.3)

BEST At riskdownward trend

Survival Rate Secondary Form 5-6

2004 90.1% Total=98.9% (m=105.0,

f=89.8)

Total=103.4% (m=111.2,

f=92.6)

Total=78.2% (m=80.9, f=74.4)

BEST At riskdownward trend

Division I-III in Form 4 examinations pass rate (f/m not available)

2000 25.80% Total= 35.6% Total= 26.7%M=F=

Total=17.9%(m=22.48%, f=12.47%)

70% BEST At riskdecline for this yearMKUKUTA target not



Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R


Verification


achieved

Secondary dropout rate

2003 6.60% 2.70% 3.29% 3.4% BEST At riskincrease on last year

Secondary repetition rate Form 1-4

2003 3.40% 3.00% 1.7% 1.5% BEST On track

Total number of secondary school teachers

2003 16,399 Total=32,835M=23,122F=9,713

Total =33,954M= 22,972F=10,982

Total =40,517M= 27,821F=12,696

BEST On TrackUpward trend

Secondary qualified teacher (diploma+ above) /pupil ratio

2006 1:33 1:50 1:57 1:51 BEST On trackUpward Trend

% of secondary students provided with scholarship

2003 6,019 42,211(3.4%)

11,895 (0.81%) N/A BEST At riskdownward trend

Teacher Education% of primary school teachers with relevant qualifications (grade A+ above)

2003 53.89% Total=85.6% (m=83.9, f=87.3)

91.2% Total=94.5% (m=93.3%,f=95.7%)

90% BEST On trackUpward Trend above targetMKUKUTA target achieved

% of secondary school teachers with relevant qualifications (diploma + above)

2003 86.57% Total=73.4% (m=71.0, f=79.1)

Total=76.2%(M= 73.5,F= 81.8)

Total=79.2% (m=76.7%f=84.9%)

90% BEST At risk Upward TrendMKUKUTA target notachieved

Total intake per year (college capacity)

2005 26,224 21,888(m=11,445;f=10,443)

35,371(m=18,218;f=17,139)

36,648(m=20,051;f=16,597)

BEST Upward trend



Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R


Verification


% of tutors in teachers' colleges with relevant qualifications (degree + above)

2004 36.4% 42% 63.6% 95.4% BEST Upward trend

Adult and Non-Formal Education

COBET enrolment 2005 221,479 111,413 47,091 T=72,799M=39,503 F= 33,296

BEST At Risk

Enrolment in ICBAE Centers

2005 1,668,503 1,059,128 957,289 924,893F=451,108 M= 473,785

BEST Downward trend

Vocational Education and TrainingVocational Education enrolment

2005 35,797 114,399 72,938 116,613 BEST Upward Trend

% of Female in VET

2005 45% 45% 47% 46.8% A √ 50% √ √ BEST/VETA

Downward TrendMKUKUTA target not achieved

Completion rate 2005 85.7% 85.7 86.3% N/A √ √ √ VETA Upward Trend

VET exam pass rate

2005 63.2% 76.4% 80.2% N/A √ 80% √ √ VETA Upward TrendMKUKUTA target achieved

Technical Education and TrainingTotal enrolment in Technical Education

2006 47,079 49,185 50,173 NACTE/ BEST

Upward trend

% of female enrolment in technical education

2003 44.70% 43.20% 40.8% 50% NACTE/ BEST

At riskdownward trendMKUKUTA target not



Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R


Verification


institutions achieved

Higher EducationGER Higher Education

2005-2006

0.27 1.43% 2.5% 5.3% √ √ 2% √ √ HEST/BEST Upward trendMKUKUTA target achieved

Total Higher Education student Enrollment

2005-2006

40,993 82,428 95,525 118,951 BEST Upward trend

Percentage of Females in Higher Education

2005-2006

32.5% 31.4% 33.3% 35.3% BEST Upward trend

Number of higher education students provided with loan (f/m not available)

2005-2006

42,729 55, 687 58,798 72,035 HESLB Upward trend

Folk EducationFDC enrolment 2004 24,580

(81.9%) 31,462

(43% Female)29,557

(48.7% Female)31,039

(48.3% Female)MCDGC Upward Trend

Percentage of Female in Folk Education

2007-2008

43% - 43% On Track

Number of staff receiving in-service training

2005 -2006

43 58 25 (f=9) On Track

Number of people trained in entrepreneurship

2005 -2006

18,116 27,926 31,462 Target at risk Continue to encourage people to join

Macro Economic Resources

GDP Growth rate 2003 6.90% 7.10% 7.4% 6.0% NBS



Baseline Date

Baseline Indicator

Value 2007/08 2008/09 2009/10 S MDG M P R


Verification


Share of expenditure allocated to education as % of total budget

2003 18.70% 18.3% 19.8% 18.3% BEST

Share of GDP allocated to education

2003 4.00% 5.30% 5.80% 6.2% BEST


The key achievements by sub-sector are summarized as follows:

3.1.1 Basic Education

The basic education sub-sector comprises of Pre-Primary, Primary, Secondary,

Teacher Education and Adult and Non-Formal Education. The performance

trends and targets at risks are indicated in Table 1. The key achievements

highlighted in the JESR Performance Report for 2009/2010 by levels include:

Pre-Primary

There was an increase of 3.3% enrolment. Overall the Gross Enrolment Ratio

(GER) improved slightly from 39.0% in 2009 to 39.5% in 2010. The Net

Enrolment Ratio (NER) also increased from 37.2% in 2009 to 37.5% in 2010. In

the same year the draft Early Childhood Development policy was drafted to be

discussed and approved at the appropriate levels.

Primary Education

There was a 2.7% increase in enrolment at Standard I level and a 6.3%

enrolment increase of children with special needs. However, overall there was a

0.3% decrease in enrolment at Standard I-VII levels and a 0.5% decrease in the

NER which calls for further analysis to establish the factors contributing to this

declining trend. There are also significant improvements in school infrastructure

and learning environment (classrooms, toilets, furniture, teacher’s houses and

school feeding) that has contributed to improving the dropout rate from 3.7% in

2008/09 to 2.6% in 2009/10.

A number of initiatives were carried out to enhance capacity in the sub-sector

including: 270 expert teachers in mathematics and science subjects received in-

service training in preparation to being Trainer of Trainers (ToTs); teachers from

nine Councils received in-service training on competence–based curriculum

implementation; 557 education officers from the Ministry, Council and school

levels (Departmental Heads, DEOs, Ward Education Officers, Head teachers)


attended different management courses in and outside the country; 100 teachers

were trained on information communication technology (ICT) issues, including 17

school inspectors and 17 facilitators. In addition, management, planning,

budgeting and monitoring manuals were developed to guide the implementation

of the PEDP.

Secondary Education

Notable achievements at secondary education level include: a total increase of

11.7% in enrolment (Form 1-6), including an increase of 11.5% for girls; an

increase in GER in all grades (Form 1-6) from 31.3% in 2009 to 34.0% in 2010,

while NER increased from 27.8% in 2009 to 29.9% in 2010; increased efforts on

mobilization of communities and private sector to construct secondary schools

and hostels, especially for girls, in underserved areas; introduction of fee-

subsidies that had significant contribution to retention of pupils in secondary

schools; conducting science camps for girls and science teachers training on

science and mathematics subjects; curriculum revision to make it competence-

based; a total of 4,610 out of the required 5,539 Diploma and 3,849 out of the

required 5,331 Degree teachers were deployed to needy schools and LGAs; the

Government also sponsored 40 teachers to undertake degree courses in Science

and Mathematics; increased monitoring and evaluation in all 21 regions and 133

councils; Tanzania students won SADC and EAC prizes in essay writing

competitions in 2009 and 2010; piloting of an e-learning project - “Tanzania

Beyond Tomorrow - TBT” with a view to alleviate the problem of acute shortage

of teachers; and, full decentralization of management and administration of

secondary schools to LGAs.

Teacher Education

Achievements in the teacher education level include: enrolment of a total of

9,022 (4,734 females, 4,288 males) Grade IIIA teacher trainees, which is 123%

of the projected target of 7,335; enrolment of 301 (131 females, 170 males)

teacher trainees for special education; review of the curricula for both Grade IIIA


and Diploma pre-service courses to competence–based skills development;

Diploma teachers’ training revised to encompass both academic and pedagogy

aspects in a two-year college-based program, replacing the two-tier system;

increased provision and distribution of teaching and learning materials, including

ICT facilities; provision of INSET diagnostic teaching techniques; up-grading of

teachers in various universities (235 undergraduates and 50 Masters), semi-

Open and Distance Learning (ODL); mentoring in regional centers and zonal

college centers; and, exposure to a variety of training such as on ICT, HIV and

AIDS, and Accountability, Governance and Quality of Decentralized Education in

Africa.

Adult and Non-Formal Education

In 2009/10 the enrolment of adult learners under the Integrated Community-

Based Adult Education (ICBAE) programme for both functional and post-literacy

was 924,893 (451,108 male, 473,785 female). The number of functional literacy

learners was 573,174 (272,314 male, 300,860 female), while the enrolment of

post-literacy learners was 351,719, (178,794 male, 172,925 female). A total of

72,799 out-of-school children (39,503 boys, 33,296 girls) were enrolled in for

Cohorts I and II of the Complementary Basic Education in Tanzania (COBET)

programme; and, 18,678 COBET Learners (11,099 boys, 7,579 girls) were

mainstreamed into formal primary education, and 4,566 (3,026 boys, 1,540 girls)

into secondary education. The enrolment in Open and Distance Learning centers

was 12,407, of which 5,421 (43.7%) were male and 6,986 (56.3%) female, and

facilitators were provided with capacity building for effective management and

delivery of educational services and initiation of the piloting of “YES I CAN”

literacy programme.

3.1.2 School Inspection

During 2009/10 a total of 9,960 (49.56%) of the 20,094 targeted educational

institutions were inspected and provided with professional support. In addition,


the Inspectorate: provided of in-house training to school inspectors; rehabilitated

district offices; categorized schools for effective inspection planning; and,

upgraded school inspectors through training at university levels.

3.1.3 Higher Education

Key achievements included: enrolment of 118,951 students in 32 existing

universities and university colleges – an increase of 25% from 2008/09 enrolment

out of which 42,266 were female students equivalent to 35.5%, an increase of

36.3% from 2008/2009 enrolment; offering education programmes in 10 private

universities; introduction of new academic programmes in almost all universities;

provision of loans to 74,498 students in both public and private universities;

provision of grants amounting to Tshs. 4.2 billion to 1,603 students studying

medicine, dentistry and veterinary; coordination of 193 scholarships; and,

completion of Phase I of University of Dodoma.

The Tanzania Commission for Universities (TCU): completed the draft write-up of

the National Qualification Framework (NQF); assessed 25 degree programmes

from various universities; assessed and accredited 250 certificates; coordinated

five experiments on quality assurance of programmes at five universities;

coordinated admission of 2010/2011 first year students under the newly

established Central Admission System (CAS); completed development of the

Higher Education Development Programme; and, continued coordination and

implementation of Science and Technology and Higher Education Project

(STHEP) in all 15 implementing institutions.

In an effort to reduce the scarcity of lecturers at higher learning institutions: a

total of 80 teaching staff from ten public universities were sponsored by the

Government to study postgraduate programmes at Master’s and Doctorate

levels; 20 PhD staff went to Germany under DAAD/Tanzania; and, 131

employees from eight institutions were facilitated by the Government to join

postgraduate programmes under STHEP.


A total of Tshs. 291,357,018,531 billion was disbursed and expended in the

Higher Education sub-sector. Detailed results are indicated in Table 2.

Table 2: Overall Performance in Higher Education

3.1.4 Technical and Vocational Education Training

The Technical and Vocational Education and Training (TVET) sub-sector

comprises of Technical Education and Training (TET) and Vocational Education

and Training (VET).

The overall TVET sub-sector performance trends are indicated in Table 3.

Vocational Education and Training

Key achievements in Vocational Education and Training (VET) include:

conducting a labour market survey in 15 districts that have neither public nor

private VET centers; construction, rehabilitation and expansion works thus

creating extra 2,600 capacity for students; enrolment of 116,613 students for

different skills in public and private VET centers; a total of 54,185 students

attended and completed long and short courses in various skills, while 21,895

attempted examinations in 2009 and 79.3% passed; and, identification of five (5)

Regional Vocational Training and Services Centers (RVTSCs) suitable to deliver

Ordinary Diploma (OD) programmes.

Indicator Name and Description

Baseline Date

Indicator Value

2006/07 2007/08 2008/09 2009/10 Remarks

GER Higher Education

2005/06 0.27% 1.22% 1.23% 2.5% 5.3% Upward trend

Total Higher Education student Enrollment

2005/06 40,993 75,346 82,428 95,525 118,951 Upward trend

Percentage of Female students in Higher Education

2005/06 32.5% 32.3% 32% 33.3% 35.5% Upward trend

Number of higher education students provided with loan

2005/06 42,729 51,772 55,687 m=36,846 (66%) f=18,841(34%)

58,841 m=37,658 (64%), f= 21,182 (36%)

72,035(f/m not available)

Upward trend


A total of 287 vocational trainers attended vocational instructor certificate courses

at Morogoro Vocational Teachers’ Training College, while 37 instructors attended

vocational instructor diploma courses. 542 instructors attended short term

training locally and 70 were trained abroad. All zonal VETA Labour Market

Analysts Coordinators have been trained in collecting, processing and translating

data, as well as in data querying and reporting. Modern equipment and tools

were supplied, installed and commissioned at Mpanda, Shinyanga, Tabora,

Ulyankulu, Singida and Njiro Vocational Training Centers. In addition, a total of

Tshs. 382,604,164 was given by VETA to private VET providers in order to

improve quality of VET provision in respective centers. Also, Mwanza and Moshi

RVTSC were supplied with modern equipment worth $500,000 and $1.3M

respectively, donated by Cambrian College of Canada and Tanzanian Chamber

of Minerals as part of implementation of a partnership project. 96 public and 585

privately owned VET centers were registered. A VET-Management Information

System (MIS) has been established to generate extensive data on VET

institutions.

Technical Education and Training

In Technical Education and Training (TET), key achievements recorded include:

out of the 24 TET institutions registered, 12 were awarded full registration, 11

were awarded provisional registration status and one was awarded preparatory

status; five RVTSCs have been identified to be suitable to deliver Ordinary

Diploma programmes; 50,173 students were enrolled representing a 2%

increase; and, 28 institutions were inspected for accreditation. Auditing of the

qualifications of 200 teaching staff was conducted, out of which, 128 were

awarded full registration and 40 were awarded provisional registration, bringing

the total number of registered TET teachers to 1,742. A total of 56 teaching staff

are currently attending Masters and PhD. training programmes, while 15 were

provided with short term courses. Short term training on modern techniques of

delivery of Competency-Based Education and Training (CBET) curriculum was


conducted to 170 instructors. The Education for Employment (EFE) project with a

purpose of ensuring that TVET system meets the needs of the labour market in

agriculture, mining and tourism took off in 2009/10.

Table 3: Overall Performance in Technical and Vocational Education

3.1.5 Folk Education

The Folk Education sub-sector performance trends are indicated in Table 4. Key

achievements in the Folk Education sub-sector for 2009/10 included: enrolment

of 31,039 students (including 311 with disabilities and 49 young mothers) in

different skills, including income-generating support skills; rehabilitation of 32

Folk Development Colleges (FDCs); conducting training needs assessment in 53

FDCs; studying related policies (such as Community Development, Education

and Training, VETA and Agriculture), programmes (including PEDP, SEDP and

FEDP), and curriculum aspects for FDCs, VETA, Agriculture and Adult

Education, in line with FDCs’ objectives; conducting curricula development expert

meetings; providing training to 86 trainers from 43 FDCs with skills on application

of appropriate technology namely power tillers, fuel conserving stoves, push

carts, ploughs, electricity generated by milling machines, and fruits preserving

Technical and Vocational

Education and Training

BaselineDate

Indicator Value

2006/7 2007/08 2008/09 2009/10 Target status

Risk Mitigation

2009/10

Vocational Education enrolment

2005 35,797 79,429 120,644 114,399 116,613 Upward trend

Continue to encourage students to join VET

% of Female in VET 2005 45% 43% 45% 47% 46.8% Downward trend

Completion rate 2005 85.7% 87.8 85.7 86.3% N/A Upward trend

VET exam pass rate 2005 63.2% 77.4% 76.4% 80.2% N/A Upward trend

Total enrolment in Technical Education 2006 40,059 40,059 47,079 49,185 50,173 Upward

trend% of female enrolment in TET

2003 48.20% 47.10% 46.6% 43.20% 40.8% Target at risk, downward trend

Continue to provide pre entry access programmes


machines; facilitating 53 FDCs to purchase teaching and learning materials and

assistive devices; facilitating 16 staff to acquire professional skills from short and

long training sessions; and, inspection of all 53 FDCs. In addition, two studies

were carried out: “The Impact of Folk Education to FDCs Target Groups”; and,

“Assessment of the Possibility of FDCs to Provide both Folk Education and

Vocational Education”.

Table 4: Overall Performance in Folk Education

Indicator Name and Description

Baseline Date

Baseline Indicator Value

2007/08 2008/09 2009/10 Target Status

Risk Mitigation

2009/10FDC enrolment in long, short and outreach programmes

2004 24,580 (81.9%)

31,462 (43%

Female)

29,557 (48.7% Female)

31,039 (48.3% Female)

Upward Trend

Percentage of Female in Folk Education

2007/08 43% 43% 48% 48.3% On Track

Number of staff receiving in-service training

2005/06 43 25 (f=9) 170 (f= 45)

180 On Track

Number of people trained in entrepreneurship

2005/06 18,116 2,900 3,180 3,710 Target at risk

Continue to encourage people to join

3.1.6 Cross-Cutting Issues

Gender

The main focus was on workplace interventions for gender equity through

development of gender mainstreaming guidelines, and finalizing the Strategic

Plan for Gender Mainstreaming. Re-admission guidelines have been prepared

and are waiting to be implemented once the revised Education and Training

Policy is approved. A comparative study of school girls’ pregnancies in

Kilimanjaro (with fewer pregnancy cases) and Mtwara (with many cases) was

successfully done and the findings were disseminated in eight educational zones.

HIV and AIDS in Education

During 2009/10 the second HIV and AIDS Strategic Plan 2008 – 2012, was

approved, for the implementation of HIV/AIDS. However, the Higher Education


and TVET sub-sectors are yet to finalize their plans so that they can be included

and mainstreamed in the Strategic Plan.

Environmental Education

The Environmental Education Strategy was approved in 2009/10. Training for 50

Primary and Secondary school teachers and ten Inspectors was conducted.

Human Rights in Education

A number of collaborative activities were carried out, including: working with

Human Rights Education stakeholders through focus group discussions with

pupils in Mwanza and Arusha, and adult learners in ICBAE centers of Temeke,

Mwanza and Arusha; collaborating with the National Literacy Centre in Mwanza

to conduct the study in Bariadi, Bukoba, Rorya, Sengerema, Serengeti and

Tarime Councils; and, working with UNESCO towards the initiation of the Human

Rights Education strategy in Tanzania.

3.1.7 Education Sector Management Information System (ESMIS)

Achievements under ESMIS included: development and testing of the Higher and

Technical Education MIS, as well as the Folk/Vocational Education and Training

MIS, which is currently housed in both VETA and EMIS/MOEVT, and in the

coming year will also be housed in MCDGC; and, capacity building on education

sector analysis to 35 staff from various institutions under the sector practically

and theoretically. The pilot decentralization of EMIS Database was implemented

in 28 Councils in 14 regions, including 13 districts that are supported by the

World Food Program and 12 districts that are also included in the Lifelong

Learning MIS pilot project. All sub-sector databases have been harmonized and

are now centrally supervised by EMIS and the programme also provided capacity

building to focal persons from all education sub-sectors. Data analysis was also

conducted for data quality and management.

3.1.8 Information Education and Communication (IEC)

Key achievements in the unit included the development of a multimedia

information education and communication strategy focusing on strategic


messages to the specified audience and focusing on equity, including gender

and vulnerability, and emphasis on enrolment of school age children regardless

of their sex or disabilities. These messages were done through IEC textual

materials such as posters, newsletters, brochures, calendars and diaries. The

impact of the MOEVT communication strategy 2006/07- 2008/09 was evaluated

in ten regions to check on coverage.

3.1.9 Human Resources

The achievements over the period under review included: development of Terms

of Reference (TORs) for Human Resource Situational Analysis and selection and

contracting of two Consultants for carrying out the study; employment of 17,795

teaching staff, including 4,790 Graduates, 3,894 Diploma holders and 9,111

Grade IIIA certificate teachers; on-going review of the MOEVT Client Service

Charter; on-going harmonization of Open Performance Review and Appraisal

System (OPRAS) form for teachers and completion of OPRAS training for almost

all non-teaching staff at headquarters; on-going review of the new MOEVT

organization structure in line with the Government decentralization by devolution

of the secondary schools; drafting of new schemes of service for school

laboratory technicians, teachers, college tutors and school inspectors; processing

of salary arrears claims amounting to Tshs 22,779,602,062 made by 25,440

employees for medical, leave, studies and official travel costs in collaboration

with the Controller and Auditor General with a total of Tshs. 5,321,096,409.22

accepted for payments; support to the process of establishing a Teachers’

Professional Board; a total of 264 District Secondary Education Officers trained

on leadership and management, 77 District Primary Academic and Statistical and

Logistic Officers trained in educational administration and management, 92

District Academic Officers were trained on education management and

administration, .214 newly appointed Inspectors trained in basic inspection, 180

Heads of Schools trained in whole school development planning and

management, and, 85 staff from MOEVT headquarters were trained on OPRAS.


3.1.10 Financial Performance 2009/10

During the Financial Year (FY) 2009/10, the share of the education sector was

18.3% of the total national budget of Tshs. 9,513,685 million. The budget for

education sector cuts across different ministries. However, the analysis of the

budget indicated in this report focuses on three ministries, namely: Ministry of

Education and Vocational Training (MOEVT), Ministry of Community

Development Gender and Children (MCDGC), and Prime Ministers’ Office-

Regional Administration and Local Government (PMO-RALG), including LGAs.

During the financial year 2009/10, the three ministries had a budget of Tshs

1,640,405 million equivalent to 94.1% of the education sector budget. The

remaining share of 5.9% went to other Ministries which are not included in this

analysis. In 2010/11, budget for the three ministries amounts to Tshs. 2,025,942

million equivalent to 92.3% of the education sector budget. The allocation of

funds between the three Ministries is shown in Table 6.

Table 6: Allocation of Education Sector Budget to Ministries

Ministry Vote Budget(Tshs Millions)

% of education sector budget

MOEVT Vote 46 665,573 32.8%

PMO-RALG(including LGAs)

Votes 79 - 89 & 95 1,350,326 66.7%

MCDGC Vote 53 10,043 0.5%

The budget trend for the Education Sector is shown in Table 7.


Table 7: Trends of Budgetary Funding of Education Sector by Level in Billions

Sub-Sector 2006/07 2007/08 Revised 2008/09 2009/10 2010/11

Primary Education 491,243 544,220 666,419 830,702 968,729

Secondary Education 119,987 174,227 140,196 197,483 414,704

Vocational Training 10,654 18,978 8,007 8,370 8,692

Other Basic Education 56,208 49,661 69,630 829 983

Teacher Education – MoEVT 10,438 19,257 25,250 47,053 28,895

Inspectorate – MoEVT 4,920 4,800 5,900 12,096 11,969

Chief Education Officer – MoEVT 5,857 6,651 5,702 7,235 8,785

Administration – MoEVT 31,411 14,673 26,867 38,752 40,177

Culture & Nat. Languages – MoEVT 0 0 0 0 0

UNESCO Commission – MoHEST/MoEVT 322 381 381 968 931

Public Serv. Comm.(Teachers Service) 3,581 4,281 3,700 4,281 4,405

Folk Development 2,568 3,132 5,386 5,133 10,043

Total Basic and Folk Education 680,659 790,219 957,438 1,152,902 1,498,313

University Education 181,784 264,343 335,746 413,771 525,464

Technical Education 14,493 14,289 14,796 16,888 17,309

Other Higher Education 35,080 38,586 69,342 N/A N/A

Other Tertiary 21,497 29,343 53,050 62,803 154,872

Science & Technology – MoHEST 5,535 5,134 N/A N/A N/A

Administration – MoHEST 7,726 3,729 N/A N/A N/A

Total Higher Education 231,356 317,218 472,934 493,462 697,646

Development Fund to Local Government 0 0 0 97,516 0

Total Education 912,015 1,107,437 1,430,372 1,743,880 2,195,960

Total Govt. Budget 4,850,600 6,066,800 7,215,631 9,513,685 11,609,557

Education to Total Govt. Budget 18.8% 18.3% 19.8% 18.3% 18.9%

N/A = Not Available

Note: Science & Technology – MoHEST and Administration – MoHEST are no longer part of the Education Sector

Table 8 provides a clear picture of budget trends for the other sub-sectors.


Table 8: Trends of Budget Allocation by Sub-sector

Sub-Sector 2006/07 2007/08 2008/09 2009/10 2010/11

Primary Education 53.9% 49.1% 46.6% 47.6% 44.1%

Secondary Education 13.2% 15.7% 9.8% 11.3% 18.9%

Vocational Training 1.2% 1.7% 0.6% 0.5% 0.4%

Teacher Education - MoEVT 1.1% 1.7% 1.8% 2.7% 1.3%

Administration 5.0% 2.7% 1.9% 2.2% 1.8%

Folk Development 0.3% 0.3% 0.4% 0.3% 0.5%

University Education 19.9% 23.9% 23.5% 23.7% 23.9%

Technical Education 1.6% 1.3% 1.0% 1.0% 0.8%

Other Tertiary 2.4% 2.6% 3.7% 3.6% 7.1%

UNESCO Commission – MoHEST/MOEVT 0.04% 0.03% 0.03% 0.06% 0.04%

Science & Technology – MoHEST 0.6% 0.5% N/A N/A N/A

Administration – MoHEST 0.8% 0.3% N/A N/A N/A

Percent of Total Govt. Budget 18.8% 18.3% 19.8% 18.3% 18.9%

Source: MoFEA budget speech Education, Sectors budgets books and LGA –SBASNote: The figure for Administration accounts only for MoEVT budget; Science & Technology – MoHEST and

Administration – MoHEST are no longer part of the Education Sector

In comparison with previous years, the budget of some sub-sectors has shown a

tremendous increase. For instance, the budget of secondary education sub-

sector has increased from Tshs. 197,483 million in 2009/10 to Tshs. 414,704

million in 2010/11 - an increase of 110%. As a percentage of total education

sector budget, the budget for secondary education has increased from 11.3% in

2009/10 to 18.9% in 2010/11. Other sub-sectors which recorded a percentage

increase in budget allocation as compared to total budget of education sector

include: Folk Education from 0.3% in 2009/10 to 0.5% in 2010/11; Universities

and other tertiary from 23.7% and 3.6% in 2009/10 to 23.9% and 7.1% in

2010/11, respectively. The rest of the education sub-sectors recorded a

downward trend in terms of percentage as compared to total budget of education

sector. This indicates that secondary, folk, higher education and other tertiary are

being treated with increased priority in 2010/11.


Revenue

During the FY 2009/10, MOEVT collected a total of Tshs 6.864 Billion in revenue

as fees from schools and colleges, as well as other sources. This is 52% more

than the approved estimate of Tshs 4.511 Billion. Compared to 2008/09, where

Tshs 16.202 Billion was collected as revenue, there was sharp decrease in

revenue collection in 2009/10. This is attributed to the implementation of the

Decentralization by Devolution (D by D) policy whereby administration and

management of secondary schools has been devolved to LGAs; hence

secondary schools fees are now collected at LGAs. Projected MOEVT revenue

for 2010/11 has been approved at Tshs. 5.048 Billion.

Expenditure

In FY 2009/10, Tshs. 1,333,423 million were released to the three education

ministries, and actual expenditures amounted to Tshs.1,333,419 million,

equivalent to 99.9% of the total funds released to the sector, as indicated in

Table 9.

The total budget approved for MOEVT in 2009/10 was Tshs. 558,249 million.

Funds released to MOEVT were Tshs. 438,330 million, which is equivalent to

78.5% of the approved budget. The actual expenditure for MOEVT was Tshs.

438,328 million, equivalent to 100% of the total funds released.

The total budget approved to PMO-RALG was Tshs. 2,105 million for education.

Funds released to PMO-RALG amounted to Tshs.1,255 million, which is

equivalent to 60% of the approved budget. The actual expenditure amounted to

Tshs.1,255 million, which is equivalent to 100% of the funds released. The total

budget allocated to LGAs was Tshs. 1,076,010 million for education, while the

amount of funds released was Tshs. 891,767 million, which is 86.5% of funds

approved. The actual amount of funds spent was Tshs. 891,767 million,

representing 100% of the released funds.


The total budget allocated to MCDGC was Tshs. 4,041 million, while the amount

of funds released was Tshs. 2,069 million, which is 51.2% of funds approved.

The actual amount of funds spent was Tshs. 2,069 million, representing 100% of

the released funds.

The budget for personal emoluments (PE) in 2009/10 for the three Ministries

amounted to Tshs. 830,074 million, equivalent to 51% of the total budget. The

amount released for PE was Tshs. 706,075 million.

In the same year, 2009/10, the total budget for development expenditure was

Tshs. 203,439 million, where foreign development funds2 were 65,539 million.

Total funds released for development activities amounted to Tshs. 115,064

million. The development expenditure for the three ministries stood at Tshs.

115,064 million, equivalent to 100% of the fund released.

MOEVT had a total of Tshs. 129,802 million of the total budget approved for

development activities, which was equivalent to 63.8% of the budget approved

for the three ministries. Funds released to MOEVT were Tshs. 80,454 million,

equivalent to 62.0% of the approved budget for development expenditure, and all

amount were spent, being equivalent to 100% of the funds released.

2 Foreign development funds do not include DP contributions through General Budget Support (GBS) and Sector Budget Support (SBS), as these funds are combined with Government funds and used across all areas of the budget.


Table 9: Funds Released and Actual Expenditure by Education Sector Ministries, 2009/10 (Tshs. millions)

VOTES BUDGET % of total budget

RELEASE % released/ budget

% of total release

EXPENDITURE % exp/released

MOEVT 558,248,728,998 438,330,082,018 78.5 438,327,547,450 100PE 41,039,652,700 7 39,449,665,440 96.1 9.0 39,449,665,440 100OC 387,407,260,298 69 318,426,099,353 82.2 72.6 318,423,564,785 100foreign dev. 63,434,344,000 11 31,046,317,225 48.9 7.1 31,046,317,225 100

46

Local dev. 66,367,472,000 12 49,408,000,000 74.4 11.3 49,408,000,000 100PMO-RALG(PEDP) 2,105,000,000 1,255,000,000 59.6 1,255,000,000 100Local Dev. (PEDP)Foreign Dev. (PEDP) 1,150,000,000 55 300,000,000 26.1 23.9 300,000,000 100Local Dev. (SEDP)

56 (Transfers from

vote 46)

Foreign Dev. (SEDP) 955,000,000 45 955,000,000 100 76.1 955,000,000 100

LGAs 1,076,010,228,184 891,767,681,449 86.5 891,767,681,449 100PE 789,034,003,175 73.3 666,625,373,187 75.0 666,625,373,187 100OC 218,179,812,000 20.3 192,987,337,925 85.9 22.0 192,987,337,925 100

70 – 89 & 95

Dev. Funds* 68,796,413,009 6.4 32,154,970,337 47 4.0 32,154,970,337 100

MCDGC 4,041,386,000 2,069,058,510 51.2 2,069,058,510 100PEOC 1,305,609,000 32 869,058,510 66.6 42.0 869,058,510 100Foreign dev

53

Local dev 2,735,777,000 68 1,200,000,000 43.9 58.0 1,200,000,000 100

PE 830,073,655,875 51 706,075,038,627 85.0 53.0 706,075,038,627 100 OC 606,892,681,298 37 512,282,495,788 84.0 38.0 512,279,961,220 100 Foreign dev 65,539,344,000 4 32,301,317,225 49.3 7.0 32,301,317,225 100

TOTAL SECTOR BUDGET PER COMPONENT

Local dev 137,899,662,009 8 82,762,970,337 60.0 6.0 82,762,970,337 100TOTAL 1,640,405,343,182 1,333,421,821,977 78.2 1,333,419,287,409 99.9 *The figure include both foreign and local development funds


3.1.11 Challenges

The sector is still experiencing a number of challenges towards provision of

quality education as follows:

Access and Equity:

(a) low level of enrolment at Pre-Primary level;

(b) decrease in Net Enrolment Ratio (NER) at Primary level from 97.2% in

2007/08 to 95.9% in 2008/09 and 95.4% in 2009/10;

(c) decrease in enrolment of children with special needs at Primary level from

7,241 in 2008 to 5,532 in 2009;

(d) absorbing the increasing number of pupils passing the Primary School

Leaving Examination (PSLE) into secondary schools, expanding A-Level

schools to match the increasing expansion of O-Level, and ensuring

completion of secondary education cycle;

(e) regional disparities in terms of enrolment, retention, completion, and

transition to higher levels, as well as in overall provision of teaching and

learning facilities and teachers;

(f) low enrolment of students in Vocational Education and Training, hence the

country fails to create a pool of middle level technicians that will contribute

to and increase the national economy; and,

(g) improving the participation rate of female students in TVET programmes.

Quality of Education:

(a) shortage of qualified teachers, tutors and lecturers, especially in remote

and underserved areas where the work environment is not conducive;

(b) low level of pass rate in Mathematics, Science and English subjects at all

levels, especially at Primary and Secondary;

(c) improving science, mathematics and language teaching;

(d) low level of female students undertaking science subjects at all levels of

education and training;


(e) shortage of adequate and appropriate infrastructure, including classrooms,

laboratories, teachers’ houses, lecture halls and workshops at all levels;

(f) shortage of modern teaching and learning materials at all levels of

education;

(g) ensuring timely and quality inspection at all levels; and,

(h) enhancing capacity for review, development and delivery of curricula that

is market driven and responsive to new technologies.

Capacity Development:

(a) capacity building of existing teaching staff, including professional

development and institution of retention packages;

(b) continual provision of professional and academic development to school

inspectors for effective monitoring;

(c) improving the supply of teaching staff in higher education institutions,

especially expanding the capacity for teacher preparation, particularly in

sciences, mathematics and languages;

(d) addressing the problem of ageing profile of senior academic staff in higher

education institutions by ensuring staff recruitment, training and retention;

(e) enhancing the use of ICT in teaching and learning at all levels; and,

(f) acquiring adequate and modern equipment, tools and teaching materials

that match with modern technologies, so as to equip graduates with

appropriate skills and capability in the job market.

Monitoring and Evaluation:

(a) Timely availability of reliable data and usage in analyzing education

issues.

Financial Management and Governance:

(a) the demand for increased resources in order to implement the agreed

programmes and priorities and keep pace with requirements of ensuring

quality, access and equity in provision of education;


(b) increase resources to cater for an expanded education system,

particularly at secondary school level;

(c) increase of students in Higher Learning Institutions that require loans

which does not go hand-in-hand with the government’s capacity to provide

loans; and,

(d) Inadequate qualified financial management personnel, especially in

primary and secondary schools.

Human Resources:

(a) effectively address increased demands for human resources, especially in

light of gender and geographic inequalities;

(b) retain personnel, especially teachers, in remote and hard-to-reach areas;

and,

(c) address teachers’ absenteeism as identified by PETS (2009).

3.1.12 Recommendations on the Education Sector Annual Performance Report

Recommendations on how to improve the Education Sector Annual

Performance Report (APR) were both specific and general in nature and

touched upon how to improve the quality of the performance reporting. The

annual performance report has been improving each year. For example, the

monitoring tool has been further improved to include information on the

planning and budgeting, capacity building and monitoring and evaluation for

each sub-sector. There are increased efforts to ensure that data is consistent

from one year to the next, as well as within the key documents. The

strengthening of the ESMIS for the sector has contributed towards this

achievement. Specific recommendations for further improvement of the APR,

and the performance of the education sector in general, for 2010/11 include

the following:


1. Conducting more research to ensure there is sufficient analysis to

support evidence–based conclusions, data and decision making

process;

2. Address the key downward trends in sector performance that were

identified in the performance report;

3. Ensure better coordination and harmonization across sectors on issues

such as Early Childhood Development (ECD) and School Water,

Sanitation and Hygiene (SWASH) and other cross cutting issues, so that

activities are implemented and reported upon accordingly across the

sector; and,

4. Correct factual errors and address gaps in the performance report to

ensure that the final product accurately reflects and represents the

performance of all sub-sectors and education related MDAs.

3.2 THE JOINT MONITORING VISITS

The joint monitoring exercise is an opportunity to hear broader stakeholder

views in the sector and to have a better grasp on the actual situation of the

performance at that particular year. This year the visits took place in 11

Councils selected from across the different education zones. The monitoring

visit reports for 2010 were presented and the executive summary was

translated into Kiswahili in order for the results to be accessible to all

stakeholders attending the JESR technical working session. The following are

the key highlights of the monitoring visits.

General Observations:

Given the visits made and data obtained, effort is needed by all education

stakeholders to improve the quality of education. It has been observed that:

1) primary schools were performing better than secondary schools in terms

of governance, management, infrastructure and students support

services;


2) Some Councils had made major efforts to improve the primary and

secondary education within their councils, which had resulted in

expanded access to education; and,

3) FDCs, like the Non-Formal education sub-sector, suffer severely from

inadequate funding.

The Consolidated Field Visit Report revealed the following specific findings in

the areas of teaching and learning processes, infrastructure, cross-cutting

issues, and, financial management and governance.

Teaching and Learning Process

(i) Curriculum: The curriculum was relevant to all learners at all levels, but

there was lack of practical aspects. There are also gaps in the teaching

and learning processes caused by frequent changes of curriculum and

inadequate preparation of the school teachers for the new curricular, as

well as lack of teaching and learning facilities and materials.

(ii) Teachers’ competence for teaching some subjects was adequate, but

more in-service training is required to provide capacity to teachers,

especially in teaching some subjects like sciences, mathematics,

languages and ICT.

(iii) Teachers’ morale was generally high despite the adverse environment

they are working in. However, the poor school infrastructure (especially

in remote schools), low income for teachers, lack of incentives (such as

overtime or extra duty pay), unpaid arrears of teachers’ salary and

benefits, and poor treatment by District Education Officers, were noted

as areas of concern resulting in some teachers leaving the profession

for other opportunities.

(iv) Inspections: Both internal and external school inspections were

conducted, but the frequency of inspection differs from one school to

another depending on the location of the school - whether rural or

urban. It was observed that there were insufficient numbers of

inspections in rural schools;


(v) Assessment of teaching and learning processes is being done during

the lessons, and through weekly, monthly, mid-term and terminal

examinations at all levels; and,

(vi) Pass Rates: It was noted that there is scope to improve pass rates in

almost all areas, especially if attention is paid to curriculum issues,

availability of teaching and learning materials, availability of adequate

qualified teachers, and provision of in-service training.

Infrastructure

(i) It was noted that there are insufficient classrooms, libraries,

laboratories, teachers’ houses, workshops, dormitories, lecture rooms,

and offices at all levels of education, and that some existing

infrastructure is dilapidated and requires rehabilitation or reconstruction;

(ii) School Water, Sanitation and Hygiene Facilities: It was noted that there

is a shortage of latrines and sanitation facilities in all schools and most

lack access to clean water.

Cross Cutting Issues

(i) It was generally noted that there is high level of awareness on HIV and

AIDS and gender issues in schools and colleges.

(ii) There is also awareness on environmental conservation in schools and

colleges.

(iii) There is also adequate awareness on issues of disability, and students

with disabilities were provided with special care, although there were not

enough funds and facilities for them, and disabled students were

integrated into regular classes at all levels.

(iv) Human rights issues are considered important and are observed and

practiced in schools and colleges.

Financial Management and Governance


(i) All schools and institutions had School Committees/Boards which are

involved in the management of schools/institutions. However, it was

generally noted that although School Boards and Committees were

involved in prioritizing, procurement and monitoring the flow of funds,

but do not have trained or qualified financial accounting officers to

maintain their books of accounts.

(ii) Capitation grant was cited as insufficient to meet needs at all levels of

education. It was also noted that predictability and flow of funding from

the centre to institutions was inconsistent in many schools and

institutions.

Key Recommendations from the field visits included the following:

(i) There is a need to look at private sector institutions and also to capture

the work of some NGOs.

(ii) The format of the questionnaires requires revision, to ensure relevance

to all education sub-sectors. There was particular concern about the

inappropriateness of some of the questions to higher education and to

get an accurate picture of higher education institutions, the sampling

would have to be different from the sampling for basic education.

(iii) Increase capacity of the District Secondary Education Department to

cope with the decentralized secondary schools.

(iv) Institutions should include all income generating projects in their books

of account.

3.3 SUMMARY OF ISSUES FROM THEMATIC PAPERS AND

PRESENTATIONS

Two thematic papers were presented at the JESR 2010. These were focused

on:

(i) Management, Inspection and Supervision of Quality Education; and,


(ii) Relevance of Technical and Vocational Education and Training (TVET) to

Market Demands.

3.3.1 Management, Inspection and Supervision for Effective Delivery of Quality

Education

The paper “Management, Inspection and Supervision for Effective Delivery of

Quality Education” was presented by Mr. Joseph S. Mmbando, Director, Kifai

Modern Secondary School, and Dr. Christine Hongoke, Tanzania Commission

for Universities. The paper was divided in two parts: part one focused on the

management, inspection and supervision for delivery of quality basic

education; and, part two examined the same aspect for delivery of quality

higher education.

The management and supervision of basic education is in accordance to the

Education Act No. 25 of 1978 and amendment Act No. 10 of 1995, while

technical evaluation, regulation, accreditation and quality assurance refer to

the terms commonly used in higher education whose management is under the

Tanzania Commission for Universities (TCU), a legal body established by the

Universities Act No. 7 of 2005.

Part one of the paper, therefore, provided an analysis of how the inspectorate,

management and supervisory bodies within the basic education level are

expected to operate in implementing the requirements of the Education Act,

how they actually operate, and the challenges they face in executing the roles

assigned to them. Part two, on the other hand, provided an analysis of the

various processes of regulation, accreditation and quality assurance in higher

education.

Furthermore, the paper gave an overview on the purposes of inspection, the

current situation in relation to management and supervision, legal basis for the

inspection of schools in Tanzania, reasons for school inspection, objectives of


the inspectorate, challenges and improvement proposals with the current

inspection practices and a way forward.

A number of strength, weaknesses and recommendations were raised during

the discussion on the paper presented as follows:

Basic Education:

Strengths:

(i) The school inspection system is in place, including a reviewed

inspector’s handbook, whole school inspection checklists, supervision

guidelines and school inspectors training manual.

(ii) Some school inspectors are well trained, competent and committed to

their job.

(iii) The Education Act gives a clear mandate for school inspection.

Weaknesses:

(i) Inadequate funding, office infrastructure, furniture and transport.

(ii) Lack of adequate training to school inspectors, incentives, motivation,

courses for inspectors are too short and lack of in-service training.

(iii) Inspectors’ recommendations are not taken seriously by education

stakeholders.

(iv) No component on school inspection during teacher training.

(v) The inspectorate lacks autonomy.

Recommendations:

(i) Provide adequate funding to school inspectorate.


(ii) Develop a way of working with the school community to assist

inspectors in monitoring the performance of the school through the

implementation of a school report card.

(iii) There is a need to review inspectors’ salaries to be in line with those of

District Education Officers.

(iv) Conduct in-service training and capacity building for inspectors.

(v) Extend training of inspectors so it can fully cover the training manual.

(vi) Enforce the criteria for recruiting school inspectors according to the Act,

as well as the policy.

(vii) Hold a forum to discuss issues of autonomy and structure, including

decentralization and the best place for the inspectorate to be located.

Higher Education and related Institutions:

Strengths:

i) Availability of quality assurance guidelines and policies for both Tech and

Higher Education.

ii) Institutional readiness to comply with QA guidelines

iii) Mechanism is in place at Higher education institutions that help to ensure

effectiveness and smooth operation

iv) Regular sensitisation to various Tech Ed stakeholders on the guidelines

and policies

v) Availability of database of expertise and teachers of technical education

vi) Higher education institutions pay for QA services provided by TCU

vii) TCU is member of various QA organs at Regional and International level

viii) Work is underway to verify academic qualifications of all staff – foreign or

local.

ix) TCU uses some evaluators from outside to ensure impartiality in

assessment work.

Weaknesses:

i. Insufficient funding to implement quality assurance

ii. Lack of umbrella monitoring organ


iii. Limited number of experts who can carry out monitoring and QA at

higher education

iv. Lack of database of experts with capacity to do QA work

v. Overlaps in the mandate for degree granting non-University institutions

vi. There are some grey areas in the legislation about accreditation of non-

university tertiary institutions, which could usefully be clarified.

Recommendations

1. There is need for increased capacity building

2. More training required of peers and evaluators

3. There is need to conduct a thorough curriculum review that is informed by

more tracer studies

4. There is need to harmonize training programmes in certain fields

5. Review policies and Acts to clarify some ‘grey areas’ in accreditation of

programmes in Higher Education. NACTE accredits institutions but

clarification is required on QA of degree programmes within those

institutions.

3.3.2 Relevance of Technical and Vocational Education and Training (TVET) to

Market Demands: Skills for Employability

The paper on relevance of TVET to market demands was co-prepared by two

consultants; namely, Mr. T.N.P. Manyaga from the National Council for

Technical Education (NACTE) who addressed the Technical Education and

Training (TET) component; and, Mr. A. Athumani, a retired Vocational

Education and Training Authority (VETA) official who addressed the Vocational

Education and Training (VET) component. The paper was jointly presented by:

Ms. Twilumba Mponzi from NACTE, representing Mr. Manyaga; and, Mr. A.

Athumani.

The paper echoes the need for a shift from education for employment to

education for employability; that is, a change from developing the ability to do


specific job, to developing the ability to adopt acquired skills to new working

environments. The paper tries to prove that this kind of shift or change will

enable Tanzania to produce a more creative, effective and adaptable

population, which will be in a position of alleviating their state of poverty, hence

supporting the economic growth of the Nation. The paper thus dwells on how

TVET can contribute to the accomplishment of these changes by addressing

the relevance of TVET to market demands: skills for employability.

The paper explores the context of TVET in Tanzania in terms of prevailing

policies, strategies, acts, and, regulatory and legal frameworks. The paper also

discusses the current design and management of TVET, identifies gaps of the

current TVET system in the country and advocates the filling of the same.

During group discussions after the presentation, a number of challenges and

lessons were highlighted as follows:

Challenges

(i) Mismatch between current expansion measures taking place in primary

and secondary education levels compared to available capacity in

TVET/Folk education;

(ii) Inadequate human and physical capacity in TVET/Folk education;

(iii) Weak partnership between TVET/Folk education and other

stakeholders;

(iv) Distorted and negative perception among society on TVET/Folk

education;

(v) Gender disparities in TVET/Folk education;

(vi) Inadequate access of individuals and groups with special needs to


(vii) Overlapping and fragmentation of roles and responsibilities among Folk,

TVET, Adult and Continuing Education, and Higher Education;

(viii) Need for a jointly agreed, Tanzanian context-specific, definition of

TVET;


(ix) Acknowledgement of prior learning for skills acquired through non-

formal skills development;

(x) Need for flexible delivery of programmes in TVET/Folk education;

(xi) Lack of joint publicity centers for dissemination of information for


(xii) Lack of formal joint structure for Folk, Adult and Continuing, TVET and

Higher education for information sharing, discussion and decision

making; and,

(xiii) Inadequate funding of TVET/Folk education as compared to other

educational sub-sectors.

Recommendations:

(i) Expand facilities in TVET/Folk education to respond to the growing

demand;

(ii) Increase allocation of funds to TVET/Folk education to address

inadequacy of human resources and physical facilities;

(iii) Institute/improve partnership between training institutions and industry,

other training institutions, Development Partners, and, other relevant

institutions;

(iv) Promote the image of TVET/Folk education at all levels;

(v) Promote enrollment of girls/groups with special needs in TVET/Folk

education;

(vi) Clarify roles and responsibilities and institutional arrangements;

(vii) Revised Education and Training Policy (ETP) to provide clear definition

for Folk, Adult and Continuing, Tertiary and Higher education;

(viii) Provide framework for recognizing prior learning;

(ix) TVET/Folk education sub-sectors to implement modular training with

flexible entry and exit requirements;

(x) Establishment of educational and training information centers (One stop

shop) at District level; and,


(xi) Increase the proportion of the education sector budget allocated to

TVET/Folk education.


4.0 SECTOR DIALOGUE

Sector dialogue is an on-going process that allows key stakeholders in the

sector (GoT, DPs, and CSOs) to have an open space for discussions,

challenge and agreement to improve the quality of education throughout the

year.

The key elements of the sector dialogue include engagement in regular

dialogue on specific technical issues through active participation in: Technical

Working Groups (TWGs); the Education Sector Development Committee

(ESDC) Task Force; and the ESDC itself. Technical advice and

recommendations from the TWGs have played an important role in the sector

dialogue process, whereby issues are discussed and debated by experts to

arrive at informed decisions regarding delivery of education services.

In addition, the sector dialogue also includes: some ad hoc meetings with the

Minister and Permanent Secretary; discussions with officials at school and

district level during the field monitoring visits, as well as during the JESR

technical working sessions; and, assessment of sector performance by utilizing

the jointly agreed rating framework.

The Joint Education Sector Review (JESR) is the culmination of the on-going

sector dialogue that takes place throughout the year. The 2010 technical

working sessions provided opportunities to discuss substantive education

issues, offering a technical challenge function, as well as cooperative dialogue,

for improvements in education quality. Education stakeholders raised key

concerns and constraints, as well as providing suggestions for improved

service delivery.

The key output of the JESR is an Aide Memoire, which sets specific, jointly-

agreed milestones to be achieved in the sector before the next Review. The


Aide Memoire is endorsed by a High Level Meeting, chaired by the Minister of

Education. The Aide Memoire milestones form the basis of the annual

roadmap (or work plan) that is jointly developed by GoT, DPs, and CSOs, and

monitored through the sector dialogue structure throughout the course of the

next year.

During the 2010 JESR technical working session, it was jointly agreed that the

milestone on sector dialogue should be graduated from the list of milestones

for 2010/11, as the dialogue process has now been fully integrated in the

education sector structure. This marks a significant achievement for the

sector, however, despite improvement in sector dialogue over the years, there

are still challenges in adhering to agreed meeting schedules that would allow

timely and effective implementation and decision-making. Thus, although the

dialogue process has been removed as a milestone for 2010/11, the process

will still be reviewed and assessed annually through the sector performance

rating framework.


5.0 ISSUES THAT EMERGED FROM JESR TECHNICAL

WORKING SESSION

5.1 RECOMMENDATIONS ON THE JESR

The Review supported the overall priorities for the Education Sector in

2010/11, as outlined in the 2009/10 Performance Report. These are:

(i) Improving the quality of Basic Education;

(ii) Addressing geographic inequalities in allocation of resources in support

of education service delivery;

(iii) Expanding access and enrolment in Higher, Technical and Vocational

Education;

(iv) Strengthening science and technology education at all levels; and,

(v) Strengthening sector-wide planning, management, monitoring and

evaluation.

These priorities are reflected in the agreed milestones for 2010/11 and

2011/12, and related actions for each sub-sector are outlined in the 2009/10

Education Sector Performance Report.

In addition, the Joint Statement at the end of the Review recommended:

(i) That more research be conducted in order to have sufficient analysis to

support an evidence-based decision making processes; and,

(ii) That better coordination and harmonisation across sectors be

prioritised, particularly for issues such as Early Childhood Development

(ECD) and School Water, Sanitation and Hygiene (SWASH).

The Joint Statement also noted that many important recommendations had

been made through the small group work during the Review, and committed to

have these recommendations reviewed and prioritized by the sector’s TWGs,


and approved by the ESDC and Folk Education Development Committee

(FEDC), so that related activities can been incorporated into the planning and

budgeting process for implementation in 2011/12.

5.2 MILESTONES 2010/11 AND 2011/12

JESR 2009 developed two sets of milestones: one for 2009/10 and another for

2010/11. The key objective for developing milestones for the year following

the Review was to ensure that these milestones could be integrated in the

planning and budgeting process for the upcoming financial year.

JESR 2010 reviewed the eight milestones that had been agreed for 2009/10

and found that, while significant progress had been made on several of the

milestones, a number of the specific actions associated with various

milestones had not yet been completed. It was therefore agreed to carry these

specific actions forward for incorporation in the milestones for 2010/11.

In light of this, the Review participants were given an opportunity to re-examine

all of the milestones for 2010/11 to determine whether they were “SMART” -

that is, specific, measurable, attainable, realistic and timely. Key

considerations included: whether the milestone would constitute a catalytic

change in the way the sector operates; whether the specific actions associated

with the milestone were included in the 2010/11 budget; and, whether the

milestone could actually be achieved by June 30, 2011.

With these criteria in mind, stakeholders suggested: combining some specific

actions (such as the follow up activities arising from PETS 2009) to make more

effective milestones; “graduated” four milestones (including the sector

dialogue process), which can now be considered part of the sector’s regular

work; and, added new milestones that were aligned with priority activities


announced with the 2010/11 (including the development of the Technical and

Vocational Education and Training Development Programme – TVETDP).

As in 2009, JESR 2010 also agreed on seven milestones for the next year

(2011/12), so that these can be integrated into the sector’s planning and

budgeting processes later this year. Four of the proposed milestones for

2011/12 build on existing milestones from 2009/10 and 2010/11, including

implementation of key recommendations from the Education Sector Human

Resources Situational Analysis and the PETS for Higher Education, which will

both be completed in 2010/11. The remaining three milestones for 2011/12

represent new areas of action for the milestones, including improving water,

sanitation and hygiene facilities in primary and secondary schools.

The next step will be to develop specific actions for the 2011/12 milestones. It

was agreed that this would be done by the relevant Departments and TWGs,

and presented to the ESDC for approval in December 2010, so as to allow

sufficient time for 2011/12 activities to have budget allocated for their

implementation.

The agreed milestones for 2010/11 and 2011/12, as well as the “Graduating”

Milestones for 2010/11, are included in Annexes 1, 2 and 3.


6.0 CONCLUSION

The Joint Education Sector Review process culminated in a technical working

session from 28th to 30th September, 2010. Participating stakeholders

recognised the steady improvement which had been made in terms of

preparations, content and the quality of the dialogue that ensued.

In the event of closing the Joint Education Sector Review, a joint statement

was agreed between representatives of the Sector Ministries, DPs and CSOs.

The Statement applauded improvements on the processes that lead to the

annual review, the value of the thematic papers, and the agreement on the

need for more research to strengthen evidence-based decision making to

address some negative trends. Better coordination across the relevant

ministries was praised.

Following on the success of the Joint Education Sector Review, the

Government and the DPs met on October 25th, 2010, to conduct the overall

sector assessment, which feeds into the General Budget Support (GBS)

Annual Review Process. To determine the performance assessment for the

Education sector, all relevant documentation, including the Education Sector

Performance Report 2009/10, were reviewed and discussed. An agreed rating

framework is used as the basis for sector performance assessment. This rating

framework is based on the GBS guidelines and is scored, based on three key

areas: financing/budget; progress on targets and implementation results; and,

accountability and sector dialogue. DPs and GoT conducted separate

assessments initially, and then the assessment score was jointly reviewed and

agreed. For 2009/10, the score was 77.5 per cent, and the education sector

performance was rated as SATISFACTORY.

The education Sector Review is finalized by conducting the High Level Meeting

(HLM) under the chairmanship of the Minister for Education and Vocational


Training. The meeting finalizes the underlying process within the education

sector whose output informs the General Budget Support review. The role of

The HLM is to approve the Aide Memoire which documents the outcomes of

the review including the findings, recommendations and agreed priorities and

milestones and the way forward from the entire review process.

However, for this year (2010) the High Level meeting could not be conducted

as per schedule due to reasons beyond the control of the education sector and

instead, the Joint Education Sector Thematic Working Group meeting provided

inputs to the General Budget Support review process.

During the Joint Education Sector Thematic Working Group meeting held on

10 November, 2010, the following were presented and discussed:

Summary of the JESR Aide Memoire 2010;

Statement from Development Partners, represented by John Moore,

Head of Cooperation, Canada;

Statement from the Civil Society Organisations represented by

TEN/MET; and

The agreed 13 prioritized milestones and specific actions for year

2010/2011 and the seven milestones for 2011/12.

In this context, the Joint Education Sector Thematic Working Group meeting

marked the final stage of the Joint Education Sector Review 2010.


7.0 ANNEXES

ANNEX 1: PRIORITISED MILESTONES FOR 2010/11

S/NO. MILESTONE SPECIFIC ACTIONRESPONSIBLE

TWGCOMMENTS

Issue: STRENGTHEN PLANNING AND BUDGETING

1) Develop ToR, including a template, for developing a 3-year, sector-wide, costed, operational plan by December 2010.

RACEF Draft TOR and template was presented at RACEF meeting on March 16, 2010, and DPs are required to provide comments by October, 2010.

2) Hold working sessions with task team to draft the 3 year costed framework by March 2011 in conjunction with MTEF 2011/12.

RACEF

1 Develop a 3-year, education sector-wide, costed, operational plan, including priorities from: ESDP; Medium-Term Strategic Plans for Education MDAs; and, sub-sector development programs

(Budget 2010/11: None) 3) Discuss and approve operational plan in ESDC by June 2011.

RACEF

Issue: IMPROVE EFFICIENCY AND EFFECTIVENESS ON PUBLIC EXPENDITURE

1) Print and distribute copies of approved final PETS report to education stakeholders by November 2010.

RACEF ON TRACK: Printing process to start end of July 2010

and will be ready by end of September, 2010.

600 spiral bound copies distributed to Council officers (CSEOs, CPLOs, CTs & CPOs) during PETS dissemination workshop held at ADEM from 5th- 17th July, 2010.

2) Simplify and rationalise education funding mechanisms for LGAs

a) Conduct working session to review and simplify grants formula system for allocating funds to Councils by October 2010.

RACEF ON TRACK: Working session to be held on October 12, 2010.

2 Complete dissemination of PETS for primary and secondary education and implementation of three key recommendations

Budget 2010/11: 1. DP Funds Received2. TSH 47 Million3. TSH 12 Million4. None

b) Include revised formula - with clear directions regarding the amount to be transferred to schools - in the budget guidelines for 2011/12 by October 2010.

RACEF



TWGCOMMENTS

c) Issue clear instructions to LGAs regarding the amount of funds to be transferred to primary and secondary schools in 2010/11 (based on the existing grant formula), by December 2010.

RACEF

d) Monitor financial flows (including adherence to financial regulations, timeliness of releases, and actual amounts released) to sample LGAs and Schools from October 2010 to March 2011, and produce a summary report of findings by May, 2011

RACEF

3) Enforce circular on teacher attendance in an effort to reduce absenteeism

a) Issue a "reminder" to all LGAs and schools regarding the existing circular on teacher attendance by January 2011.

RACEF

b) Track implementation of circular (including attendance monitoring and enforcement of appropriate penalties) at LGA and School levels on a quarterly basis January, 2011 to June 2011

RACEF

4) Update school register to have full accounts and unique identifier codes of all Government schools in Tanzania; to be used as one common set of data for all relevant MDAs (MOEVT, PMO-RALG, MCDGC, POPSM, NECTA, etc) for consolidating data for monitoring purposes and in allocation of grants to schools by December 31, 2010

RACEF

1) Develop and share TOR for Unit Cost study for Higher Education by October, 2010.

RACEF PENDING: A RACEF Sub-Committee was appointed to complete this task by July 30th, 2010.

2) Appoint Task Force to develop Unit Cost by January, 2011

RACEF PENDING: Analysis of Unit Cost to be initiated after the approval of TOR.

4) Conduct the Unit Cost for Higher Education as per TOR and have the draft for review by management by May, 2011

RACEF

3 Conduct analysis of unit cost, including community contributions, for Higher Education

(Budget 2010/11: TSH 295 Million)

5) Finalise the Unit Cost study for Higher Education and disseminate the preliminary findings by July, 2011

RACEF

4 Conduct PETS for Higher 1) Develop and share TOR for PETS by October, RACEF



TWGCOMMENTS

20102) Appoint Task Force to conduct PETS by

January, 2011RACEF

3) Conduct stakeholders working session to sensitize relevant stakeholders to the PETS process by January, 2011

RACEF

4) Conduct the PETS as per TOR and have the draft for review by management by May, 2011

RACEF

Education


5) Finalise the PETS and disseminate the preliminary findings by July, 2011

RACEF

Issue: HUMAN RESOURCES

1) Procurement of consultancy services to conduct HR SITAN by August, 2010.

Institutional Arrangements

ON TRACK: Individual consultants were in place

by August 31, 2010. Procurement of enumeration firm is

underway and expected to be completed by September 30, 2010.

2) Human Resources Data collection from September to November 2010.


3) First draft of Human Resource Situational Analysis report received from Consultants by February, 2011.


4) Final report to be approved through ESDC fora by March 2011.


5) Agree on HR situational analysis report recommendations and prepare budgeted action plan for inclusion in MTEF 2011/12 by March, 2011


6) Conduct National Stakeholders workshop by June, 2011


5 Conduct Education Sector Human Resources Situation Analysis


7) Print and distribute 800 copies by June 2011 Institutional Arrangements

Issue: INCREASE ACCESS TO EDUCATION SERVICES

1. Provide a circular letter reminding all education leaders at Regional, Council, Ward and School Level to adhere to the enrolment guideline

Enrolment Expansion

6 Increase enrolment in Pre-Primary Education (Budget 2010/11: TSH 450 Million) 2. Conduct census of all Pre-primary school-age

ChildrenEnrolment Expansion



TWGCOMMENTS

3. Advocate and sensitize parents and community to Enroll all pre-primary school-age children

Enrolment Expansion

4. Disseminate ECD operational guidelines and minimum standards to key ECD stakeholders

Enrolment Expansion

5. Disseminate pre-primary teachers guide Enrolment Expansion

6. Conduct in-service training for pre-primary teachers

Enrolment Expansion

1. Finalise Terms of Reference for development of TVETDP

2. Acquire Consultant in accordance with PPA3. Conduct session to discuss inception report4. Conduct session to discuss zero draft report 5. Conduct first stakeholders meeting to inform

TVETDP zero draft 6. Conduct stakeholders meeting to inform 1st

draft TVETDP

7 Finalise Technical and Vocational Education and Training Development Programme (TVEDP)(Budget 2010/11: TShs.220Million)

7. Conduct sessions to finalize TVETDP

TVET

1. Conduct desk review to identify programmes to be incorporated in the plan

2. Develop AEDP with relevant components3. Share the strategy in the ESDC dialogue

structure for approval4. Coordinate the incorporation of AEDP

activities in MoEVT, PMO-RALG and LGAs MTEF

8 Complete development of Adult Education Development Plan(Budget 2010/11: Tshs.1,181,659)

5. Mobilize resources through MoEVT -MTEF and other sources for the implementation of AEDP

Quality Improvement

Issue: IMPROVE QUALITY OF EDUCATION SERVICES

1. Prepare a Language teaching Action Plan to take on board the recommendations by February, 20011

Quality Improvement

9 Identify key strategic actions for improving the effectiveness of language teaching (Kiswahili and English) in primary and secondary education(Budget 2010/11: TSH 150 Million)

2. Prioritise activities for effective language of instruction for implementation through 2011/12 MTEF by March 2011.Plan for language teachers in service training

Quality Improvement



TWGCOMMENTS

3. Start provide in-service training to language teachers

Quality Improvement

4. Provide orientation course to language expert teachers

Quality Improvement

5. Make use of language expert teachers to help others in school and TRC centres

Quality Improvement

6. Strengthen academic committees at school, ward and council levels

Quality Improvement

7. Train WECs and give them guidelines for doing close to school supervision in schools;

Quality Improvement

8. Develop a proposal on language development strategy/literacy development (Teacher Education)

Quality Improvement

9. Conduct research on the status of language teaching in primary and secondary schools

Quality Improvement

10.Start trials on the use of the New Oxford English Course for Schools to strengthen English Language in Schools

Quality Improvement

1. Inspect 19,969 learning institutions and provide support to 100,000 subject teachers.

Quality Improvement

2. Procure furniture to 20 Zonal and Council Inspectorate offices.

Quality Improvement

3. Provision of capacity building on report writing and ICT to 100 Zonal and District School Inspectors.

Quality Improvement

4. Procure 19 vehicles for Zonal and District School Inspectorate Offices for visiting schools.

Quality Improvement

5. Support 100 school inspectors pursuing studies at Open University of Tanzania (OUT).

Quality Improvement

6. Meet cost for administrative services of the Director of School Inspectorate, Zonal and District offices.

Quality Improvement

7. Convene a meeting for 11 Zonal and 132 District Chief Inspectors of schools.

Quality Improvement

8. Facilitate the training of 300 newly appointed school inspectors for 30 days.

Quality Improvement

10 Strengthen inspectorate system to improve provision of quality basic education (Budget 2010/11: TSH 49,195 Million)

9. Prepare an Instrument(s) to be filled in by teachers and heads of School at every visit to school

Quality Improvement



TWGCOMMENTS

1. Coordinate preparation of the Ministry’s ICT Strategy

Quality Improvement

2. Finalise the project of teaching through the use of ICT (Bridge IT)

Quality Improvement

3. Implementation of the pilot phase of the project called Tanzania Beyond Tomorrow

Quality Improvement

11 Strengthen use of ICT for delivery of quality education(Budget 2010/11: 269,132,000)

4. Design and prepare a curriculum for teacher training that uses ICT

Quality Improvement

Issue: STRENGTHEN IMPLEMENTATION OF CROSS CUTTING ISSUES

1. GENDER: prepare addendum to existing strategic plan so as to include TVET and Higher Education

Cross-cutting Issues

2. ENVIRONMENTAL EDUCATION: prepare addendum to existing strategic plan so as to include TVET and Higher Education


3. HIV/AIDS: prepare addendum to existing strategic plan so as to include TVET and Higher Education


4. HUMAN RIGHTS EDUCATION:a) Develop HRE Strategic Plan conduct

consultations and a workshop to validate it before October, 2010.


PENDING: First draft of National Human Rights Education Strategic Plan was circulated for comments in September 2010; to be discussed in TWG in October 2010.

b) Share Human Right Education Medium Term Strategic Plan in the ESDC Fora for approval by October 2010.


c) Launch and initiate National Dialogue on advocacy of the HRE strategy by November, 2010.


d) Conduct capacity building of stakeholders (Government, DPs and Civil Society) on HRE strategy and on mainstreaming HR in their educational activities and programmes


12 Finalise sector-wide strategic plans for Cross-Cutting Issues (CCIs)(Budget 2010/11: TSH 1,426 Million)

e) Prioritise Human Rights activities for implementation through 2011/12 MTEF by March 2011.


Issue: STRENGTHEN DATA AND PERFORMANCE REPORTING



TWGCOMMENTS

1) ESMIS in place and functioning in all sub-sectorsa) Utilize the ESMIS data in developing and analyzing education sector performance report by September, 2010.

M&E COMPLETED: The ESMIS data was used in the preparation of APR for 2010 JESR.

b) Review questionnaires for Basic, Vocational & Focal, Technical and Higher education so as to accommodate more indicators (MKUKUTA, PAF, MDGs, EFA) including disaggregated data.

M&E October 29, 2010: First draft of the reviewed Questionnaires in place for sharing.

c) Strengthen the education data base in 105 councils through the ESMIS Programme

M&E

d) Provide capacity building to EMIS Staff on data analysis and interpretation.

M&E

2) Update the MOEVT websitea) Include up-to-date education statistics on the website by November 2010.

M&E PENDING: To be reviewed in October 2010.

b) Compile JESR views to improve MOEVT Website by November 2010

M&E

c) Share and agreed recommendations through ESDP consultative meeting

M&E

3) Complete Education Sector Analysis (ESA)a) Finalize ESA Report and share it through ESDP consultative meeting by March 2011

M&E

13 Strengthen sector data collection and use


b) Implementation of at least two key ESA Recommendations

M&E


ANNEX 2: GRADUATING MILESTONES 2010/11

(Routine implementation to be monitored through Technical Working Groups)


TWGCOMMENTS


1 Implement the Inclusive Education Strategy

Monitor implementation of strategy

(Budget 2010/11: TSH 1,799 Million)

CCI Progress and challenges to be reported quarterly through ESDC fora and included in the Annual Education Sector Performance Report


2 Implement priority activities in Teacher Development and Management Strategy (TDMS) at all levels

Monitor implementation of strategy


Quality Improvement

Progress and challenges to be reported quarterly through ESDC fora and included in the Annual Education Sector Performance Report

Issue: STRENGTHEN IMPLEMENTATION OF CROSS CUTTING ISSUES

1) GENDER: Monitor implementation of strategy


2) ENVIRONMENTAL EDUCATION: Monitor implementation of strategy


3 Implement existing strategic plans for CCIs: gender, environmental education, and, HIV and AIDS(Budget 2010/11: TSH 1,426 Million)

3) HIV/AIDS: Monitor implementation of strategy


Progress and challenges to be reported quarterly through ESDC fora and included in the Annual Education Sector Performance Report

Issue: STRENGTHEN EDUCATION SECTOR COORDINATION AND REVIEW PROCESS

4 Strengthen sector wide dialogue mechanism and implementation

Monitor implementation of sector dialogue as per agreed ESDP structure


Task Team Progress and challenges to be reported quarterly through ESDC fora and included in the Annual Education Sector Performance Report


ANNEX 3: PROPOSED 2011/12 MILESTONES

S/NO. MILESTONE RESPONSIBLE TWG

Issue: IMPROVE EFFICIENCY AND EFFECTIVENESS ON PUBLIC EXPENDITURE

1Implement key recommendations from PETS for Higher Education RACEF

2 Conduct analysis of unit cost, including community contributions, for basic education. RACEF

Issue: HUMAN RESOURCES

3Implement key recommendations from Education Sector Human Resources Situation Analysis



4 Improve access to education for girls Cross-cutting Issues

5 Improve water, sanitation and hygiene at primary and secondary schools Enrolment Expansion


6Identify key strategic actions for improving the effectiveness of science and math teaching in primary and secondary education

Quality Improvement

7Identify innovative methods for early assessment of learning competences especially at the primary level

Quality Improvement

66

ANNEX 4: STATEMENTS

Annex 4.1: Official Opening

Mr P. Lyimo, PS-PMO

Permanent Secretaries, Regional Administrative Secretaries, Heads of

Cooperation’s, Directors and Heads of Institutions, Development Partners, Non-

State Actors, Distinguished Guests, Invited Participants, Ladies and Gentlemen:

I feel greatly honoured and privileged to be invited to officiate the fifth Joint Annual

Education Sector Review working session.

Let me take this opportunity to sincerely thank the organizers who have made this

important event a reality. I have been informed that the working session involved a wide

range of stakeholders from the Government, Local Authorities, Development Partners, Non

State Actors, Colleges and Schools.

I understand that some of you are coming from outside the country, and others outside Dar

es Salaam. I welcome you all and thank you for sparing your valuable time to attend this

important session.

Ladies and Gentlemen,

The Government of United Republic of Tanzania attaches high priority to provision of

quality education to all Tanzanians because of its fundamental role in bringing about

nation’s social and economic development as emphasized in Tanzania Development

Vision 2025, National Strategy for Growth and Reduction of Poverty, Education for All and

Millennium Development Goals. However, to ascertain the pace and level of performance,

the Government in collaboration with key stakeholders need to assess the overall annual

performance of the sector.

67


In order to have satisfactory reviews measured by Performance Assessment Framework

indicators, the Government has maintained the three key areas which include:

(a) Financing and budgeting as integral components of the national planning and `

budgeting system;

(b) Accountability; and

(c) Progress on Agreed Targets and Results Monitoring and dialogue.

The Review will allow discussions on the strengths and weaknesses of education sector as

a whole, and will enable Ministries involved in the delivery of education to improve the

efficiency in the way that key policy objectives are articulated in practice, budgeted for, and

achieved in the medium and long term. The Review will address sub-sector costing,

budgeting and funding issues, with a view of having a sector financial plan for priority

activities, thus providing the basis for discussion among all stakeholders on funding

modalities and on the need for, and extent of external financing.


The objective of Annual Review of 2009 was to assess performance of the education

sector against the agreed milestones of the 2008 Sector Review. The review focused on

assessment of different reports related to outcomes and outputs, reform processes

including revised Education Sector Development Programme (ESDP) document and

Sector dialogue, financial performance and public views. The Review also discussed and

deliberated on the findings of the annual performance, resource flow and expenditure and

Public Expenditure Tracking Survey (PETS).


During the 2009 Education Sector Review, two sets of key milestones to be achieved were

developed for both financial years 2009/2010 and 2010/2011. The milestones for

2009/2010 were carried over from the 2008 Aide Memoire, while those for financial year

2010/11 were developed to accommodate for the need to have budgets attached to

milestones and their specific actions. I am glad to inform you that these procedures will be

68

followed in developing milestones for financial year 2011/2012 and thereafter submitted for

approval by High Level Meeting scheduled early November 2010.


The high level meeting will deliberate on the Draft Aide Memoire that will be developed

after this review.


I am informed that during the working sessions in this review a number of issues and

papers will be presented. The papers will high-light on what has taken place in the

education sector in the previous financial year. Among others you will cover the following:

(a) Discuss the Annual Education Sector Performance Report 2009/2010 and provide

necessary recommendations on sector improvement;

(b) Share Thematic Papers and discuss key findings and recommendations;

(c) Share and discuss key findings of the Joint Monitoring Field Report;

(d) Discuss key issues in the current budget for 2010/11.

(e) Discuss and agree on the milestones for financial year 2011/2012; and

(f) Identify recommendations for the 2011/12 years priorities and way forward to be

included in the Aide Momoire and approved at the High Level Meeting.

As you will note specifically from the thematic papers presented in this year’s Review

centres on “QUALITY MANAGEMENT AND SUPERVISION OF EDUCATION”. It is

imperative to see the studies as critical components of one shared goal which is to gain a

clear overview of the sector in general, with an agreed articulation of key issues, and a set

of recommendations to strengthen performance of the education sector.


The education sector is still facing a number of challenges and constraints. The major

challenges facing the education sector include:

(i) Provision of incentive packages for teachers at all levels, especially housing and

decent working environment in hard-to-reach areas;

69

(ii) Management of rapid expansion at all levels from a financial and budgeting

perspective, as well as ensuring adequate funding of education sector due to

increasing demand for resources across the board;

(iii) Setting of realistic achievable projections for key targets in the sector, taking into

account the MKUKUTA and the ESDP priorities;

(iv) Facilitation of Research and Development at all levels of education, as well as

adequate monitoring and evaluation of the performance (including impact) of

education programmes at all levels;

(v) Developing capacity in governance, management, monitoring and evaluation, and

addressing cross-cutting issues;

(vi) Financing of Education sector programmes and strategies, including Secondary

Education Development Programme (SEDP), Primary Education Development

Programme (PEDP), Folk Education Development Programme (FEDP), Teacher

Development and Management Strategy (TDMS), and High Education

Development Programme (HEDP); and,

(vii) Improvement of the teaching of science, mathematics and language subjects

across the education sector.

It is my expectations that the Sector performance report that will be presented to you today

will show how far we have managed to solve or minimize these challenges.


In spite of these challenges and constraints, there has been good performance in the

education sector during the last two years with increased enrolment of both girls and boys

at all levels of education. Enrolment at Form 1 – 6 increased from 1,466,402 in 2009 to

1,638,699 in 2010 which is an increase of 172,297 (11.7%). Enrolment in teacher’s

education increased from 35,371 in 2009 to 36,648 in 2010. A total of 118,951 students

were enrolled in higher learning institutions in 2009/2010 as compared to 95,525 students

in 2008/2009. Technical Education enrolment increased to 50,173 in 2009/2010. A total of

116,613 students were enrolled in Vocational education in 2010 as compared to 114,399

students in 2009. The number of registered secondary schools has increased from 4,102

70

(3,283 Government and 819 Non-Government) in 2009 to 4,266 (3,397 Government and

869 Non-Government schools) in 2010. The success which Tanzania has registered in

the education sector has also been recognized worldwide leading to award of an

International World Prize.

These achievements which have been attained are the result of the collaborative efforts of

the Government, Development Partners, Non-state Actors and the public in general.

Chairperson, Dear Participants, Ladies and Gentlemen,

Let me take this opportunity to recognize the valuable technical and financial support from

the Development Partners to the education sector in this country. My gratitude also goes

to the Civil Society Organizations who worked very closely with the Government and

Development Partners in the whole process of the 2010 Education Sector Review.

I would also like to convey my sincere appreciation to all who have prepared several

paper’s for presentation and other crucial arrangements during the review sessions. Once

again, I thank you all for spending your valuable time to participate in this very important

occasion. I wish you fruitful sessions which will ultimately attain the intended Review

objectives.

With these few remarks, it is now my pleasure and honour to declare the 2010 Annual

Education Sector Review Session officially opened.

THANK YOU FOR YOUR ATTENTION

71

Annex 4.2: Statement from the Chairperson of the Education Sector

Professor Hamisi O. Dihenga, PS-MoEVT

Permanent Secretaries, Regional Administrative Secretaries, Heads of Cooperation,

Directors and Heads of Institutions, Development Partners, Civil Society Organizations,

Distinguished Guests, Invited Participants, Ladies and Gentlemen,

Dear colleagues, allow me to welcome you all to the 2010 JESR Working Sessions. This

is an opportunity whereby the education sector performance for FY 2009/10, Joint

monitoring visit report, and thematic papers will be tabled and discussed. It is in these

sessions where the status of implementation of the milestones for 2009/10 will be shared,

milestones for 2010/11 will be discussed and finally the priority action areas for 2011/12

will be identified and later proposed for consideration at High Level Meeting. It is my

expectation, therefore, that all of us will participate fully to ensure that the output of these

sessions provide a rich and effective contribution not only towards the planning and

implementation of the sector plans but also to attain a satisfactory sector review which will

feed into the MKUKUTA/PER and GBS reviews.


As you may recall, mindful of the fact that the Education Sector Performance Report will

address the achievements and challenges during the year under review, in these remarks I

would like to reflect on a few issues. During JESR 2009, the preliminary PETS findings and

recommendations were shared. I am glad to inform you that, the PETS was finalized in

February 2010 and approved through the ESDC in March 2010. The final report was

distributed to respective MDAs, DPs, and CSOs who provided inputs on the three key

recommendations proposed to be implemented in 2010/11. The agreed recommendations

prioritized three main actions including the need to simplify the grants allocation formula for

Councils, enforcement of circular on teacher deployment and attendance to curb

absenteeism and updating of school register to have full account of all Government

schools in Tanzania. The Government is committed to the implementation of the three

72

actions areas and urge all stakeholders to support the implementation of these

recommendations. The working session for reviewing the grants formula is planned for

October, 12th 2010. The draft circular on teacher attendance is ready and will soon be

finalised for circulation and use by Councils and schools. A working session was also held

to find reasons of having different data on school registration and propose ways for their

consolidation. The recommendations are still being worked upon.


Last year we reported that the Government was finalising a number of documents

including revision of Education and Training Policy, Higher Education Development

Programme, Basic Standards for Pre-primary and Primary Education, School Site

Supervision as well as strategies for Inclusive Education, Gender, Inspectors Handbook,

In-service Training, Environmental Education, HIV and AIDS, Care and Support and

National Life Skills. I am pleased to inform you that all documents with the exception of the

Revised Education and Training Policy, Human Rights Strategy, Care and Support

Strategy and National Life Skills Framework have been finalised and approved. The

Government is committed to ensure that these documents are implemented and the

pending ones finalized and approved. We would like to thank all stakeholders for your

support and contribution that made it possible to achieve these outputs.


Like last year, achievements are observed in areas of increased enrolment rates, number

of teachers, and classrooms. These achievements which have contributed towards

attaining of MKUKUTA targets and Millennium Development Goal Number Two on primary

school enrolment are a result of the joint efforts by all of us. Therefore, as we congratulate

ourselves, we are mindful of the fact that the remaining percentage on enrolment poses a

big challenge to us all. There are also areas of access that need to be improved such as

improving transition rates to higher levels, and improving equity and NER for primary

education level which points to the need to review the budget levels that target primary

education.

73

In the year under review, as a following to the establishment of the ESMS the Government

continued to implement capacity building in the areas of Education Sector Analysis (ESA).

Full report of ESA results will be finalized and submitted in the ESDP fora for sharing.

It is also worth noting that, the Multi Sectoral School Wash and Sanitation (SWASH)

Memorandum of Understanding to improve learning environment in schools was signed by

the Ministry of Education and Vocational Training, Ministry of Health and Social Welfare

and Ministry of Water and Irrigation. The implementation is underway and do not expect to

share the status in the next review.


In the course of implementing education sector activities in the FY 2009/10, a number of

challenges were encountered. The challenges are centered around the effective provision

of quality education in the context of enrollment expansion at all levels. Some of the

challenges include:

Availability of adequate human resources;

Availability of adequate teaching and learning materials – textbooks, laboratories,

workshop equipment and assistive devices for learners with special needs;

Increased demand for provision of loans to the needy students especially in the

Higher Learning Institutions;

Completion and raising pass rates for primary and secondary schools ; and

Increase access and delivery in the teaching of Mathematics and Science subjects

at all levels.

Ongoing investment in the quality of education is therefore, essential to sustain gains in

access. I am pleased to note that joint efforts are underway to address some of the

challenges such as the ongoing situational analysis for human resources which Education

Sector Development Partners have agreed to support and plans to conduct a study on

declining of NER for primary schools. Regarding text books, a joint study is underway to

evaluate the impact of the textbook policy. We will and do expect a full involvement of

stakeholders in this.

74


I wish to extend the Government appreciation to Development Partners for their

contribution to the education development. They have contributed significantly through

budget support, technical advice, consultative dialogue and monitoring and evaluation.

Their continued and enhanced support is still required. The education sector is very proud

of the increasingly close and frank relationship between GoT and the DPs, within the

education sector joint processes and consultative dialogue we will strive to continue

improve in this area. In this regard, special thanks should go to the outgoing DPG sector

chair for her tireless efforts during the two years of the tenure that enabled the sector

wheel to roll forward. We are confident that the incoming chair will maintain the momentum

as I do believe, there has been a smooth succession grooming throughout the period.

However for the effective realization of the objectives, the division of labour among the

DPGs in education of providing leadership for a specified period need to be discussed and

agreed in the ESDP fora as advised.


The Government also recognizes the Civil Society contributions in providing education

services and their participation in the consultative dialogues. No doubt that they do play a

pivotal role in complementing the Government efforts. We therefore, urge them to

continue with the same spirit of transparency and continue to nurture the consultative

approach we are all enjoying in order to ensure effective delivery of quality education to

our nation.


Let me conclude by reminding the education stakeholders that as we brace ourselves

towards the provision of quality education which major focus our sector now requires

concerted efforts, commitment from all of us. If can be don let us put our acts together.

THANK YOU FOR LISTENING.

75

Annex 4.3: Statement on behalf of Development Partners

Darren Welch, Head of Office, DfID

Honourable Permanent Secretaries of the Ministry of Education and Vocational Training

(MOEVT), Prime Minister’s Office Regional Administration and Local Government (PMO-

RALG), and Ministry of Community Development, Gender and Children (MCDGC),

Distinguished Representatives of Government and Civil Society, Development Partner

colleagues, representatives of Public and Private institutions, Regional and District

officials, Teachers, Parents, Learners, Ladies and Gentlemen:

I am pleased to be addressing you at this annual Joint Education Sector Review technical

working session for 2010. Thank you for the invitation. This is now near the end of DFID’s

second year of chairing the Development Partners Group, making it a special honour as

the last time that DFID will give this statement on behalf of our Development Partner

colleagues.

The DP comments for the last two years have been focused around the four key areas to

which we are committed; results, planning and budgeting, reporting, and dialogue.

However, for 2010 we find it more appropriate to shift the focus away from process, and

more towards assessment of the sector’s goals and priorities in five (5) key areas: Access

and Equity, Quality of Education, Capacity Development, Management Processes

and Sector Dialogue. Within this framework, our key areas of focus are related to

addressing regional inequities in education service delivery, improving the quality of

education and actual learning outcomes at all levels, overcoming critical challenges in the

expansion of quality secondary education, and strengthening our sector dialogue so as to

more effectively address these key issues.

This morning, let us start by looking at progress and challenges on Access and Equity in

the last 12 months.

76

Tanzania remains an example to other countries in Sub-Saharan Africa in terms of broad

access to primary education and is on track to achieve Millennium Development Goal

number two. Millions more Tanzanian children are in both primary and secondary school

than a decade ago, classrooms have continued to be built and political commitment to the

sector remains strong. In fact, we would like to take this opportunity to congratulate the

Government on receiving an MDG award last week at the MDG summit for achievements

in reaching and sustaining primary school enrolment above 95%. This is a significant

achievement; however, we all understand that achieving universal primary school

enrolment is just a first step toward ensuring that all children benefit from a full cycle of

primary education.

There are still many challenges ahead, related to retention, completion, transition to higher

levels, as well as quality of education, actual learning outcomes and the relevance of the

skills that graduates of today’s education system will bring to the Tanzanian economy

tomorrow.

Looking at the issues of equity and inclusion more broadly, we need to understand more

about the 5% of all 7-13 year olds not enrolled in school. Understanding the “who” and

“where” of these children will help us address these needs. Are these primarily children

with disabilities who require special assistive devices; or are they children from the poorest

sectors of society, whose families cannot provide shoes or a uniform. Further research is

required.

We also already know that there are significant regional disparities in primary enrolment.

Overcoming these disparities remains key to the achievement of most of the agreed sector

indicators, targets and expected outcomes. We would like to suggest that in the coming

year we work together to study this in more depth and unpack the issues that allow these

regional inequities to continue.

Gender disparities in enrolment are another area of concern. Boys and girls are not

benefiting equally from Tanzania’s education system and trends in the annual performance

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report show that the gap may be widening. While the Government is to be commended for

maintaining the gender parity ratio for primary school enrolment close to one-to-one for the

past decade, performance trends are more worrisome. 55 per cent of boys passed the

Primary School Leaving Examination in 2009, compared to 43 per cent of girls. This, in

turn, has led to lower transition rates for girls to secondary school. This performance gap

then continues to widen through secondary and into tertiary education, where female

students currently represent only 33% of higher education students.

This gender gap impacts not only on school performance, but also affects health outcomes

and growth potential. For example, a recent global study showed that half of the reduction

in child mortality over the past 40 years can be attributed to the better education of women.

Now permit me to turn to perhaps the most critical issue facing the education sector today:

Quality of education.

Thanks to cooperation and commitment by all concerned stakeholders, the sector now

boasts a number of policy documents, strategies and studies that will facilitate improving

quality of education, including the ongoing revision of the Education and Training Policy.

We know that early childhood development is key to establishing a strong foundation for

knowledge acquisition and life-long learning. So, we would like to commend the

Government for making pre-primary education accessible in all primary schools, and

increasing pre-primary enrolment to over 900,000 in 2010. We are pleased that the

Government has embarked on a process of devising cost-effective strategies for expansion

and improvement of quality in pre-primary education with the support of DPs.

Research evidence confirms that the three most consistent characteristics in improving

student performance are trained, prepared, supervised and motivated teachers, adequate

learning environment and good quality textbooks.

The Annual Performance Report shows that the number of teachers at both primary and

secondary school level continues to increase. This has meant that the primary pupil

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teacher ratio has reduced from 54:1 to 51:1 in 2010, with the pupil to qualified teacher ratio

improving from 60:1 to 54:1. At secondary level, the overall pupil teacher ratio has also

decreased from 43:1 to 40:1, and the ratio of pupils to qualified teachers ratio has

improved from 57:1 to 51:1. However, these average figures mask significant regional

disparities; whereas the pupil qualified teacher ratio for secondary was as low as 31:1 in

Coastal Region, it was 82:1 in Kigoma. Again, regional disparities are evident.

It is encouraging to see a focus placed on improving science, technology and mathematics

teaching, through bridging courses for newly trained teachers. The next important step is

to allocate resources towards:

Improving science and mathematics teaching and learning, especially in remote

areas;

Attracting more qualified science and mathematics teachers;

Reducing the gender gap in science and mathematics national examination

performance; and

Increasing enrolment in diplomas and degrees for science, Math, and

technology.

Another key element related to education quality is the Learning Environment. Without a

conducive environment, even the best teachers will burn out and children will fail to learn.

So, creating a conducive learning environment for all children is also key to quality

education. That environment is one that must be safe for all students, particularly girls and

female teachers. The development of the cross-sectoral School water and sanitation

(SWASH) MOU and working group shows that there is now a willingness to address the

key constraint of lack of adequate water and sanitation in schools and this coordinated

approach is welcome.

Now, regarding textbooks. At last year’s review, DPs raised concerns about the

possibility of Tanzania moving away from the multi-textbook system that has been in place

since 1991. While we understand that this system presents various challenges that may

need to be addressed, we continue to be concerned that the Government’s interim

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decision, in February 2010, to reduce the number of recommended textbooks to only two

per subject per grade for Standards I to V. This means that Tanzania is now closer to a

single textbook policy – a trend which is the exact opposite of what is currently taking place

in most other countries in the world, including in the East African Community (EAC). Our

participation in field visits in April and May 2010, gives us cause for concern about how this

interim decision is being implemented in schools. For example, we saw that some schools

were abandoning all of the textbooks that they have on hand because they are not on the

newly approved list. We are also concerned about what will happen for the remaining

primary school grades (Standards VI and VII).

In this context, it is encouraging to note that the Sector has sought for more clarity on

issues related to text book supply and distribution through initiation of a thorough technical

study. We welcome the opportunity to support this study and to participate in discussions

during the stakeholders’ consultative processes in the coming months.

Whilst it is relatively easy to enumerate the inputs that we expect to improve the quality of

education, it is much more difficult to actually measure quality itself. In the absence of an

objective measure of quality, several of the Sector’s agreed indicators are typically used as

proxies. The Education Sector Performance Report for this year highlights a number of

downward trends in performance. For example:

Standard VII pass rates (boys and particularly girls) decreased from 52.7 to

49.4%;

Transition rates to Secondary decreased from 51.6 to 43.9%; and,

Form IV pass rates decreased from 26.7 to 17.9%.

These are worrying signs and may be the ‘tip of an iceberg’, which require immediate

review and analysis of the determinants of such trends. Also, rigorous implementation of

the agreed actions in the PEDP and SEDP are essential to stem such trends early on

and avoid costly remedies in the future.

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As we have seen, many of the targets for Secondary Education, in particular, are at risk.

This could be expected as a result the recent rapid expansion of secondary education,

which has created places for students, but not yet the adequate infrastructural and

administrative support. We commend the Government’s completion of the Secondary

Education Development Programme (SEDP II) in June this year, and the continued focus

on improving quality at secondary level, especially the Government’s commitment to move

towards fully functional schools that meet basic infrastructure standards, as well as having

adequately qualified teachers and capitation grants to procure essential learning materials.

In addition, it is important to note that the first formal assessment of progress that may

serve as an indicator of quality education in the current system is the Primary School

Leaving Examination at the end of Standard VII. The results of the civil society-led

UWEZO study released last week showed that many 5 – 16 year old children who

participated in the study were not able to read at Standard II level. The study highlighted

the need to improve learning outcomes and to ensure that literacy is reached early in a

child’s schooling. This body of research raises issues that education stakeholders are very

familiar with as it is at the heart of the issue of quality that we are focusing on so strongly

today. We would welcome Government efforts to build on this research and undertake a

standardized longitudinal study, which we would gladly support.

School inspections provide another opportunity to assess quality of education on an on-

going basis by ensuring that policies and plans are implemented and that remedial action

is taken where necessary. The Sector is to be commended for the new priority of

inspecting those schools more than once a year which fall below requirements. We look

forward to seeing this action reported on more robustly in the annual performance report

next year.

Dear colleagues, let us now discuss Capacity Development. There is palpable energy

and commitment among the education sector staff at the national, regional and district

levels. This energy and commitment would benefit greatly from a focused programme of

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staff development and capacity building to bolster skills and update competencies and

capacities as gaps continue to be a challenge across most levels in the Sector.

We are pleased that the Sector has prioritised conducting the human resources

situational analysis and that it has been an agreed Temporary Process Action for

General Budget Support. This analysis will provide stakeholders with evidence of where

the strengths and gaps are in implementation. DPs are proud to support this analysis and

see it as a key tool that will help the sector determine strategies to better deploy, recruit

and retain staff in more remote areas, as well as to provide targeted capacity building.

We would now like to review Management processes. Let us start with financing.

The education sector’s share of the total Government budget has increased from last year,

from 18.3% to 18.9%. Although an increase, the concern is on whether these funds are

sufficient to fully finance Government’s plans for further secondary education and school

feeding expansions, and if there is sufficient funding to fully release the 85 Billion shillings

allocated for capitation grants to primary schools. There are also concerns on the timely

release of funds allocated, which if not provided in reliable and regular intervals, means

that the effectiveness of service delivery is negatively affected.

In terms of concerns raised last year regarding the changes to sub-sector allocations, we

remain concerned that the allocation for primary education continues to be on a downward

trend with only 47.4% share of the total budget. This is not in line with international best

practice to ensure effective implementation of primary education programmes. While it is

encouraging to see the share for secondary education has been significantly increased on

last year from 11.3 to 20.3%, we note that university education has also received an

increase in budget share from 23.7% to 27.5%. We would welcome more discussion

around the rationale for sub-sector allocations in our regular sector dialogue.

The Public Expenditure Tracking Survey was an extremely effective exercise for which

we would like to heartily commend the Government. The Government has gone the extra

step of analysing the report, determining the key recommendations and prioritising taking

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forward three key actions. They are the improvement and consolidation of data, the focus

on addressing teacher absenteeism, and the important discussions on the resource

allocation formula for councils. These improvements should help address some of the

education financing issues at school level and bring more accountability to the schools to

improve quality and performance.

One way to help schools effectively deliver quality education is to fully release capitation

grants. In recent years, close to the full amount of capitation grant has been allocated to

schools (10,000 Tsh for Primary and 25,000 Tsh for secondary) but has not been released.

The PETS showed us that only about 4,700 Tsh were released to Primary schools in

2007/08, for example. The 2009/10 performance report shows virtually the same average

allocation. Once the funds reach the schools, we see above 90% expended in priority

areas, such as purchasing much-needed textbooks and rehabilitating classrooms, as well

as using additional funding for hiring teachers locally. This ability for schools to determine

their own needs and utilise funds effectively can only be achieved if the full allocation of

capitation grants is released.

We urge the Government to make these releases a priority in 2010/11, even in the context

of limited resources. Furthermore, as already agreed, we are committed to supporting the

Government to work together to complete the unit cost study with the objective, among

others, of determining the appropriate amount of resources that need to be transferred to

schools to support student teaching and learning.

Let us now discuss Monitoring and Evaluation. There are well established monitoring

systems in place to assess sector performance. It is encouraging to see this year’s annual

performance report and how it continues to be improved each year. We are also

encouraged that the Sector has provided robust indicators in the rating framework for

financial, implementation and accountability issues. In this context, the consolidation of the

EMIS database system for all sub-sectors has been very helpful.

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Finally, we would like to raise the issue of the Sector Dialogue. I hope the dialogue is

proving as rewarding to colleagues as it is to us as we continue to address challenges

together. Perhaps the biggest opportunity within the sector dialogue over the next year is

to strengthen the existing structures, particularly as a new Government puts its

commitments into practice. Four key areas come to mind:

Firstly, we would welcome a shift in the sector dialogue of focus away from process issues

and onto operational priorities. We are keen to ensure that the milestones agreed in the

sector dialogue are genuinely Government’s priorities for the sector. For example, we

know that enormous effort went into the development of SEDP II this year, but this

important work was not reflected in the agreed milestones. We know that the development

of the Technical and Vocational Education Development Programme (TVEDP) will require

significant effort in 2010/11 and therefore wonder if it should be included as a milestone

this year.

Secondly, we believe that the development of a three year sector wide costed operational

plan is critical in enabling us to look at the sector as a whole across the relevant MDAs.

We are committed to providing feedback and support on the terms of reference and

template that has been developed by Government, in the next month, in order to move this

process forward.

This operationalised plan will also help Ministries, Departments and Agencies (MDAs) and

other levels of government to better understand one another’s needs and to move away

from the silos of sub-sector programmes to the implementation of a truly sector wide

programme. It is also worth noting that this activity also provides the basis for accessing

additional resources for the education sector through other mechanisms, such as the Fast

Track Initiative (FTI).

Thirdly, we would welcome an increase in engagement with PMO-RALG in the coming

year. While we know that our education colleagues at PMO-RALG are few in number and

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their offices are situated in Dodoma, we believe that their insights and expertise are

integral to our understanding of education service delivery at the council level.

Fourthly, the expansion of field monitoring visits to two per year is a welcome change that

we support. We appreciate the amount of effort required to organise the one formal visit

each year. For the second monitoring visit, however, we would be happy to consider

joining regularly planned monitoring visits, such as for the PEDP or SEDP, to reduce

transaction costs on Government.

Lastly, we would welcome continued focus on improving the usefulness of Technical

Working Groups (TWGs) for all members. This would entail ensuring the timely sharing of

documentation and the holding of regular meetings that discuss a focused number of key

priorities comprehensively. The decisions in those meetings can then be fed through the

system and provide valuable inputs into the planning and budgeting process.

In conclusion, we should commend ourselves for aligning to the MKUKUTA and GBS

cycle with the timely undertaking of this technical review working session. The outcomes of

this review and the Education Sector High Level Meeting will inform the Annual GBS

Review process.

On behalf of the Development Partners, we are very much looking forward to discussing

the key issues to improve the quality of education, including in-depth discussion on how to

address the key constraints in management, literacy and numeracy, and skills

development in Tanzania and to review and agree the priority milestones to be reached in

the coming year.

Personally, I wish you all very fruitful and interesting discussions. I am sure that you will

reach conclusions on how to better address the key areas of regional inequities, improving

education quality and learning outcomes, and strengthening our sector dialogue. It sounds

like a lot to do in three days, however with the knowledge and skills I see today in this

room I feel confident that you will be able to achieve the task you have set for yourselves.

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Annex 4.4: Statement on behalf of Civil Society Organisations

Helima Mengele, National Coordinator, TEN/MET

1. BACKGROUND

TEN/MET would like to express its appreciation to the government for its willingness to

provide space for civil society organisations to participate in policy processes such as the

education sector reviews (ESRs). It is our hope that the space will continue to expand in

order to strengthen partnership with a view to improve access, equity and quality of

education for all our children in Tanzania.

The role of CSOs in Tanzania has evolved through two main phases, firstly from the pre-

independence era to early 1990s, CSO work focused on charities and self-help initiatives.

Secondly since late 1990s to-date there is an increasingly shift of CSOs roles from service

delivery to largely influencing policies and advocating for change. However, currently

some CSOs are reverting to service delivery because there is a rising demand towards

that support.

The Performance of CSOs in promoting access, equity and quality of education in

Tanzania has been very diverse but around policy analysis and practice. It is certain that

under TEN/MET coordination, CSOs continued to provide advice and have been

complementing government’s efforts on education policies implementation. This

necessitated the CSOs to have a consistent and committed stance in the interest of the

large masses and for human values and causes. Additionally CSOs have been putting

more efforts to organise themselves into networks and coalitions at local, district and

national levels with common objectives to enhance the education for all goals.

2.0 CSOs PARTICIPATION IN EDUCATION SECTOR DEVELOPMENT

The National Macro-policies and sectoral education policies provisions have been guiding

CSOs performance in education development processes. The policies include Tanzania

Development Vision (2025) and the National Strategy for Growth and Reduction of Poverty

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(NSGRP- MKUKUTA) as well as the sectoral policies and programmes like Education

Sector Development Programme (1997) revised in 2001 and 2008. CSOs performance

focused on two levels first is participation in policy analysis and second is the practical

interventions to address these policies.

In policy analysis, CSOs have actively participated in several reviews including MKUKUTA

II, PEDP, SEDP and Education Training Policy (ETP). Additionally the CSOs engagement

in dialogues, debates, media, Campaigns, lobbying and advocacy and research has been

very instrumental on providing inputs for improved national quality education initiatives.

CSOs innovations have been another alternatives to policy contribution for improved

quality education in Tanzania. UWEZO initiatives in Tanzania aiming at improving

competencies in literacy and numeracy among children aged 5-16 years is one of the

evidences that the findings from this study will be very useful to influence the change in

education development policy. Furthermore, CSOs participation in large scale joint

monitoring visits to 11 districts and PETS initiatives are clear testimony to ongoing

collaborations with the government. In implementing the policies CSOs have practically

been involved in service delivery national wide to complement communities and

government efforts. These engagements include -construction of classrooms, teachers

houses, provision of teaching and learning materials, WASH facilities, supporting Teachers

Resource Centres (TRCs), provision of computers to schools and other IT gadgets.

2.1 ACHIEVEMENTS

Long persistent CSOs contribution in access, equity and quality education development

has influenced a general increasing education budget from 1.7 trillion in 2009/10 to 2.0

trillion in 2010/11. There has been an increase in enrolment at all levels, gender parity of

1:1 at primary level has been attained, more teachers were trained and posted to councils

with shortages. The shared information from CSOs across the country enabled the

government to address poor levels of performance across sector by improving resource

utilization across the sectors, CSOs interventions also supported the government to

improve teaching and learning environment including school/college infrastructure.

Furthermore there has been an improvement of adherence to policy, laws, regulations,

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norms and standards due to CSOs efforts on providing timely indicators for action to

improve education performance.

3.0 REMARKS ON EDUCATION SECTOR PERFORMANCE

There is clear evidence that education sector performance has been improving over years,

however CSOs have observed some issues that need attention in order to further improve

education sector performance. These issues include;

Effective provision of quality education; needs to be given further attention by

considering strategies for addressing emerging key issues like early child development,

inclusive education and harmonised inter-ministerial responsibilities among MoEVT,

MCDGC and PMO-RALG. Equity in distribution of resources needs also to be

reconsidered in terms of geographical diversities (Remoteness), economic (poverty) and

socio-cultural factors. Human and financial allocations should also reflect these factors.

Harmonization of education sector responsibilities; MoEVT responsibility for

education policy formulation, provision of regulations and guidelines need to be

complimented by efficient approval of the policy bills. For example the delay in approving

the Education Training Policy (ETP, 1995) has been a constraint to addressing different

training needs at different levels.

Participatory Monitoring and Evaluation mechanism; There is need for the Ministry

to broaden the education monitoring and evaluation to more participative approaches for

enhancement of the bottom and horizontal education partners’ participation to incorporate

effective physical and financial controls.

Utilization of research findings for improved education performance

There is recognition of quality teachers, adequate teaching/learning materials and

use of participatory student-centred teaching methods as ingredients for quality education,

but more is desired to ensure that the implementation is in line with policies and provisions.

Subjective evidence shows that some pupils complete primary education without knowing

how to read and write; some of these join secondary education. How do we address this

situation? Recently the Uwezo Project seeks to have provided some findings on learning

outputs in literacy and numeracy in children aged 5-16 years. These findings should

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enable stakeholders to develop intervention strategies focused on improved the learning

process.

Increased investment in education calls for;

• The government to commit allocating at least 20% allocation of government

budget to the education sector.

• The government to increase sector spending on pre-primary, complementary

basic education and training (COBET) and adult education.

• The government to review regional funding allocations and the capitation grant

formula to ensure more equitable distribution of education finances.

• The government to introduce more progressive taxes and strengthen national

revenue collection to ensure greater public funds available for education.

• The government to review teacher recruitment, remuneration and working

conditions to address teacher shortages across the sector.

Strengthening financial management calls for;

• Education finances disbursement and management be done by a single ministry

to ensure clear lines of accountability and effective management.

• Funding to be disbursed on time so that schools can buy the resources they need

for the academic year. To support this, the government should consider

transferring capitation grants directly to schools rather than through councils.

• Education standing and advisory committees to have a strengthened role in

managing education finances at local government level.

Improving governance and accountability mechanisms calls for;

• Civil society to have greater access to information on education budgets and

expenditure. Annual education budgets should be published in the media and

distributed in schools.

• Civil society to have greater participation in budgeting and planning processes at

national and local levels.

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• School management committees (SMCs), parents and teachers associations

(PTAs) to have a greater role in monitoring and scrutinizing education budgets

and expenditure within schools.

• The establishment of a national system of annual school inspections to monitoring

financial management practices and education expenditure in schools.

4.0 CHALLENGES OF CSOs PARTICIPATION IN ESR

• Low capacity of CSOs in lobbying and advocacy practices at local levels

• Limited space for CSOs participation in different education studies and field -

visits.

• Low coordination between CSOs and local government authorities in monitoring

and follow up.

5.0 RECOMMENDATIONS

• All education sector strategies should be well coordinated so that synergies are

identified for effective implementation

• Development Partners’ contribution to GBS should support government to raise

the education budget to at least 20% of the national budget and 6% of GDP

• The quest for good quality of education should start with the strengthening the

quality of teachers, through careful selection of candidate followed by appropriate

pre and regular in-service training.

• MoEVT should be in charge of ECD and make sure that there is a curriculum to

ensure children are prepared for further learning process

• Government to strengthen the inspectorate departments at LGAs for having

immediate and effective education results based M&E at local level.

• There is need to harmonize NECTA and TIE mandates in curricula and

examinations management particularly in examination assessments to

accommodate competent based curricula initiatives.

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• The Government should put more emphasis on Adult education interventions to

motivate effective community participation in children learning especially those

with special needs.

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Annex 4.5: Joint Statement from Government, DPs and CSOs

Introduction

The 2010 Joint Education Sector Review (JESR) technical working session set out to

review the education sector performance for the Financial Year 2009/10, to discuss the key

issues that support the achievement of improved service delivery in the education sector,

and to develop milestones for implementation in the current year and for 2011/12.

This joint statement from the Government of Tanzania, Development Partners and Civil

Society Organisations shows how much the dialogue has progressed in the sector. All key

stakeholders are working towards a common goal to improve the quality of education in

Tanzania.

We would like to acknowledge the serious participation and contribution from all of the 172

participants attending this technical working session, including key stakeholders such as

senior Government officials from Education related MDAs, including PMO-RALG, MOFEA,

and MCDGC and the inclusion of the allied institutions (such as HESLB, VETA, NACTE,

IAE, ADEM/TIE/NECTA), DPs and TENMET.

Review Process and Deliberations

The review involved three main processes: Field monitoring visits held in April/May 2010

and its accompanying report, the compilation of the education sector performance report

from July 2009 to end June 2010, and the preparation of thematic papers. All of these

processes and subsequent reports have informed the discussion of issues over the last 3

days and we have welcomed the chance, in particular, to have more in-depth discussions

around this year’s themes of inspections and quality assurance; and the relevance of

Technical and vocational education and training for market demands.

Also, the three day technical working session has allowed ample time for reflection on the

achievements and challenges in the sector, and to propose the actions to be taken

forward.

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Through our discussions, we have agreed that more research will be conducted in order to

have sufficient analysis to support an evidence-based decision making process, to

implement changes in service delivery and to address some of the key downward trends in

sector performance that were identified in the performance report.

It has also been agreed that there will be better coordination and harmonisation across

sectors, particularly for issues such as Early Childhood Development (ECD) and School

Water, Sanitation and Hygiene (SWASH), to solicit sufficient budgets within the relevant

ministries to implement these activities effectively.

With regard to the milestones, we have made great strides in improving our common

understanding of what constitutes a milestone and what needs to be done to make our

milestones “SMART” (that is specific, measurable, attainable, realistic and timely). Clearly

more work is required, particularly to develop and agree on the 2011/12 milestones

Way Forward

A lot of tasks have been outlined that require our concerted efforts to address them. In

order to take this work forward, we have therefore agreed to take the following four actions:

The Annual performance report will be finalised by mid-October 2010 as further

inputs are required. A team will be appointed to correct factual errors, to address

outstanding comments, to ensure that all necessary inputs are provided from

department heads and from PMO-RALG to fill in the gaps. This will ensure that the

final report will accurately represent the performance of all sub-sectors and

education related MDAs.

Recommendations from group work in the review sessions will be reviewed so

that a final list will then be prioritised by the TWGs and approved at the ESDC and

FEDC in December 2010, and subsequently incorporated into the planning and

budgeting process for implementation in 2011/12.

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The Ministries (MOEVT, PMO-RALG, MCDGC) will refine the specific actions of

each milestone being implemented in 2010/11, and develop specific actions for

the 2011/12 Milestones at the ESDC in December 2010 so as to allow sufficient

time for 2011/12 activities to have budget allocated for their implementation.

The finalised Annual Performance report, rating framework, Aide Memoire (which

includes the agreed Milestones for both 2010/11 and 2011/12) will be presented

for approval at the Education Sector Development Committee (ESDC) and Folk

Education Development Committee (FEDC). Consequently Aide Memoire will be

presented for endorsement at the high level meeting scheduled in November

2010.

We look forward to our continued close working relationship in the year ahead so that

together we can achieve the improvements to education quality for all Tanzanians.

30th September, 2010

Dar es Salaam.

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Annex 4.6: Closing Remarks

Mr Jumanne A. Sagini, DPS PMO-RALG

Permanent Secretaries, Regional Administrative Secretaries, Heads of Development

Cooperation, Directors and Heads of Institutions, Development Partners,

Distinguished Guests, Invited Participants, Ladies and Gentlemen.

I am honoured, to be given this opportunity to participate in this annual event and to

officially close this joint technical working session.


The Government of the United Republic of Tanzania recognizes the fact that provision of

quality education is key and effective way of accessing development opportunities directly

to people. Our education sector policies, programmes and strategies aim at attaining

quality education and realization of the national and international commitments such as

Tanzania Vision 2025, MKUKUTA, EFA targets and MDGs. In Tanzania therefore

education is always ranked high in our development priority agenda both at the central and

local government levels. I wish, therefore to strongly commend all the parties who

planned, prepared and facilitated the carryingout of this 3-day session, which I believe,

among other things, supports advancement of quality education for Tanzanian people.


I am aware that this JESR session was preceded by a number of undertakings including:

coordinating implementation reports from various implementing departments and agencies,

conducting joint monitoring visit and preparing respective reports. I am glad to learn that,

despite a few areas, the qualities of performance and field visits reports have been

improving over the years. I would like to urge all parties involved in providing inputs for

these reports to take note of all concerns and recommendations raised by stakeholders so

that the coming years’ reports become better in terms of relevance, reliability and

timeliness of data and information provided.

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The aim of joint monitoring was to get views and the actual situation of the performance at

that particular year. I believe that getting to the field gives us a true picture of

achievements and challenges of the undertakings and their possible implications on the

policies, programmes, strategies and implementation guidelines. However, organization of

joint monitoring visit appears to be costly in terms of time and financial resources on the

part of visiting teams and our hosts in the regions, councils and community levels. I feel

that more time and resources are needed to address the observed challenges and areas of

concerns. I would therefore urge to revisit the proposal raised last year of having two

monitoring visits per year so as to remain with the usual one which feeds into the yearly

report. And this should be conducted when all reports from implementing agencies shall

have been received and analysed so that field visits provided opportunity to verify the

relevance and reality of the data and information provided.


Over the last three days we had the privilege of listening to the opening remarks from the

guest of honour PS-PMO, Government Statements from PS-MoEVT and statements from

DPs’ and CSOs. We were also able to deliberate on the performance of the education

sector and discussed the way forward, guided by the following reports and expert papers:

(i) Annual Education Sector Performance Report 2010;

(ii) Joint Monitoring Visit Report;

(iii) CSOs Performance in Delivering Quality Education in Tanzania;

(iv) Management, inspection and supervision for effective delivery of quality

education;

(v) Relevance of Technical and Vocational Education and Training (TVET) in

market demands: Skills for Employability; and

(vi) Joint Education Sector Statement.

It is our expectation that the deliberations and recommendations on the various issues

raised are going to be documented by our facilitators in the JESR working session report to

guide preparation of the Aide Memoire. It is also my hope that crucial areas that need

attention for the coming year have been identified and prioritized with the view to bring

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about the desired impact in our education sector. My appeal is that, the Aide Memoire

2010 comes up with few focused and feasible recommendations that can be implemented

in the context of available Government resources as well as existing sector policies,

strategies and programmes.


As a tradition, after this forum there are going to be a couple of forums as per agreed

ESDP dialogue structure to discuss and finally endorse the draft JESR Aide Memoire

2010. May I take this opportunity to remind delegates that the results of consultative

meetings including this working session are ours and therefore we believe everybody will

be interested to ensure that the priorities that we agree upon are going to be implemented

for the success of the education sector and the respective beneficiaries.


Let me once again reiterate the Government’s commitment to the education sector

dialogue with partners in all educational aspects. I am delighted to note that Permanent

Secretaries of the Education Sector Ministries, Heads of cooperation and Non State Actors

representatives have attended this forum. I am sure that every one of us will be committed

to the deliberations made during this year’s review so that education priorities enshrined in

MKUKUTA, EFA and MDGs are attained for the benefit of the Tanzanian community.


I would like to assure you of the continued Government commitment to the Joint

Assistance Strategy for Tanzania (JAST) and agreed dialogue structures, both on macro

and micro policy issues, and that it will make use of all constructive opinions that can

contribute to the continuous improvement of the education sector in Tanzania.

Lastly, I congratulate your all for you active participation in this working session and I wish

all those traveling back to their work stations outside Dar es Salaam, a safe journey. And

please pass our sincere greetings to your family, colleagues and friends.

With these remarks, I now have the pleasure to declare the 2010 Education Sector Review

Working session officially closed.

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Annex 5: Executive Summary of Field Monitoring Visit

Executive Summary

1. Since 2006, joint monitoring visits have been carried out education

stakeholders, including Non-State Actors and Development Partners, as part of

preparations for the Joint Education Sector Review. The objectives of the visit are to

collect views on the implementation of education policies and programmes and specifically

to:

• Find out the implementation status in relation to quality, management and

governance, and cross cutting issues

• Track the sources of funds and their expenditure.

This year the visit took place to 11 Councils selected from across the different education

zones.

2. Key conclusions arising from the visits include the following:

According to the visit made and data obtained, effort is needed by all Education

stakeholders to improve the quality of Education. It has been observed that primary

schools are performing better than the secondary schools in terms of governance,

management, infrastructure and students support services.

FDCs, as the Non Formal education sub-sector, hardly receive attention from the Ministry

of Community Development, Gender and Children and suffers severely from inadequate

funding. Some councils have made major efforts to improve the primary and secondary

education within their councils, which have resulted in expanded access to education.

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Teaching and Learning Process

(i) Curriculum

• The curriculum is relevant to all learners at all levels, although it lacks practical aspects.

There are gaps in the teaching and learning process caused by the frequent changes of

curriculum. These gaps are inadequate preparation of the school teachers for the new

curricular and lack of teaching and learning facilities and materials.

(ii) Teachers’ Competence

• Teacher’s competency for teaching some subjects is adequate but in-service training is

necessary to facilitate smooth paradigm shift to participatory approach.

• However, some teachers lack enough knowledge to effectively teach some subjects like

sciences, mathematics and languages and ICT.

(iii) Teachers’ Morale

Teachers’ morale is high despite the adverse environment they are working in. They work

extra hours to conduct remedial classes to ensure that they cover the syllabi and are

committed to ensure that many students perform well in their examinations. However, poor

school infrastructure specifically in remote schools, low income for teachers, lack of

teachers’ incentives such as daily allowances, delayed salaries and allowances for

teachers and poor treatment by District education Officers resulting into low morale and

competent teachers opting for greener pastures or other opportunities.

(iv) Inspections

• Internal and external school inspections are conducted but the frequency of inspection

differs from one school to another depending on the location of the school, whether rural or

urban. For this reason there is insufficient number of inspections in rural schools.

• There is insufficient number of school inspectors and the budget allocated to conduct

inspection is low, as a result the quality of education suffers.

(v) Assessment

• Assessment is adhered to in most schools. The assessment of teaching and learning

processes is done during the lessons, weekly, monthly, mid term and terminal

examinations in all levels.

(vi) Pass Rates

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There is scope to improve pass rates in almost all areas, with the possible exception of

teacher training. Low rates can be attributed to:

Changes in Curriculum

• There are changes of curriculum at all levels. However, there is a mismatch between

implementation of the syllabus and the production of teaching and learning materials and

orientation of teachers on the new curriculum.

Availability of Teaching and Learning Materials

• There is insufficient teaching and learning materials (textbooks, apparatus, chemical and

equipments) in primary and secondary schools.

Availability of Adequate Trained Teachers

• There is a shortage of qualified teachers at all levels, especially in mathematics, sciences

and languages despite of increasing number of enrolment at all levels every year. Thus

schools hire untrained part time teachers to fill the gaps.

• There is high concentration of teachers in urban schools as compared to rural schools.

In-Service Training

• In-service training should go hand in hand with changes taking place in the curriculum.

However, some teachers have not been oriented to the new curriculum due to lack of

funds.

• There are teachers who have been teaching for more than 30 years without in-service

training due to lack of organized in-service programmes.

3.2 Infrastructure

(i) Classrooms, Teachers Houses and Other School Buildings

• There are insufficient classrooms, libraries, laboratories, teacher’s houses, workshops,

classrooms, dormitories, lecture rooms, and offices at all levels of education.

• Some infrastructure in all institutions is old and requires rehabilitation or reconstruction.

(ii) Toilet Facilities

• There is a shortage of latrine and sanitation facilities in all schools.

(iii)Access to Clean Water

• Most schools have insufficient water supply facilities.

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(iv) School Safety

• Security is a risk to many schools, as there is no fence to protect school facilities.

3.3 Cross Cutting Issues

(i) HIV and AIDS and Care and Support Services

• There is high level of awareness on HIV and AIDS in schools and colleges.

(ii) Gender

• There is high level of awareness on gender balance in schools and colleges. Gender

equality is promoted through equal enrollment, assessment, roles and responsibilities at all

levels of education.

(iii)Environmental Education

• There is a very high level of awareness on environmental conservation in schools and

colleges.

(iv) Students with Disabilities

• There is adequate awareness on issues of disability. Students with disabilities are

provided with special care although there are no enough funds and facilities for them.

• There is integration of disabled students into regular classes at all levels.

(v) Child Rights

• Human rights are considered important and practiced.

3 .4 Financial Management

(i)Adherence to Financial Regulations

• Most schools do not have sufficient financial management skills to maintain their books

of accounts.

(ii) Capacity of the Accounting Personnel

• Most primary schools had no qualify/trained financial accounting officers.

(iii) Planning and Budgeting

• School boards and committees are involved in prioritizing, procurement and monitoring

the flow of funds.

(iv) Level of Funding (Adequacy of Capitation Grant)

• Capitation grant is not sufficient to meet all needs at all levels of education.

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• Allocation of capitation grant on the basis of number of students affects schools with

small numbers of pupils/students even if they have greater needs.

(v) Predictability and Flow of Funding (Time Spent on Funding Disbursement)

• The flow of funds from centre to institution is inconsistence in many schools and

institutions.

(vi) Governance

All schools and institutions have School committees/boards which are involved the

management of schools/institutions.

The report makes detailed recommendations linked to each of the conclusions

above, and in addition raises the following points:

Changes in Education Policies should be based on technical analysis of issues.

Revisit entry qualifications for VET and other post primary and secondary

institutions and conduct analysis on selection of teacher trainees.

Audit department should be strengthened to enable monitoring of public funds.

Councils should deposit funds to all development accounts of primary schools so

that they are not closed

Measures should be taken to ensure that all funds in primary school accounts are

fully utilized.

Ensure needs of all learners are met including learners with disabilities.

Conduct needs assessment at community level, on adult, non-formal, and COBET

education, and education offered by FDCs, including some vocational training

and develop new curricula, and where necessary rationalize the provision of

education to each group.

Construct adequate number of hostels for girls to ensure girls safety.

Water and sanitation facilities in boarding schools and hostels should be improved

to benefit particularly girls.

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Expand scholarships to children from poor families, children with disabilities, and

orphans.

Capacitate the District Secondary Education Department to cope with the

decentralized secondary schools.

Institutions should include all income generating projects in their account book.

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