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PRIMARY EDUCATION PRIMARY EDUCATION DEVELOPMENT PROGRAMME DEVELOPMENT PROGRAMME

(PEDP II) 2007-2011(PEDP II) 2007-2011

Paper Prepared for Training of Leaders and Supervisors of PEDP II Implementers, ADEM, Bagamoyo March 2008

EDUCATION SECTOR DEVELOPMENT PROGRAMME (ESDP)

PEDP CoordinationPEDP CoordinationMinistry of Education and Ministry of Education and

Vocational Training &Vocational Training &Prime Minister’s Office Regional Prime Minister’s Office Regional

Administration and Local Administration and Local GovernmentGovernment

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PEDP II COMPONENTS, PEDP II COMPONENTS, TARGETS AND TARGETS AND

IMPLEMENTATION IMPLEMENTATION STRUCTURE AT STRUCTURE AT

NATIONAL, REGIONAL NATIONAL, REGIONAL COUNCIL AND COUNCIL AND

COMMUNITY LEVELSCOMMUNITY LEVELS

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This paper is divided into two main This paper is divided into two main sections. Section One provides a snapshot sections. Section One provides a snapshot of PEDP I where programme objectives, of PEDP I where programme objectives, key achievements and challenges are key achievements and challenges are provided. Section Two is about PEDP II provided. Section Two is about PEDP II 2007-2011. This section provides 2007-2011. This section provides participants with a summary of PEDP II participants with a summary of PEDP II policy context and the relationship between policy context and the relationship between PEDP II MKUKUTA, EFA and MDGs, PEDP II MKUKUTA, EFA and MDGs, strategic objectives, components and strategic objectives, components and implementation structures as well as implementation structures as well as programme costing structures.programme costing structures.

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SECTION ONE: PEDP I SECTION ONE: PEDP I (2002–2006) (2002–2006) 1.1. IntroductionIntroduction

The Ministry of Education and Vocational Training The Ministry of Education and Vocational Training is committed to ensuring provision of quality is committed to ensuring provision of quality primary education to all as this is the most reliable primary education to all as this is the most reliable process of putting opportunities directly into process of putting opportunities directly into people’s hands. In doing so MoEVT collaborates people’s hands. In doing so MoEVT collaborates with the PMORALG, which oversees the with the PMORALG, which oversees the decentralization of Education service delivery by decentralization of Education service delivery by Local Government Authorities (LGAs)Local Government Authorities (LGAs)

The Millennium Development Goals and the Education For The Millennium Development Goals and the Education For All targets require that by 2015, all boys and girls should All targets require that by 2015, all boys and girls should be able to complete a full course of Primary Education and be able to complete a full course of Primary Education and to eliminate gender disparity in Primary and Secondary to eliminate gender disparity in Primary and Secondary Education by 2005 and to all levels by 2015.Education by 2005 and to all levels by 2015.

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2.2. Main AchievementsMain Achievements

Schools from 20.3% in 2000 to 67.3% in 2006Schools from 20.3% in 2000 to 67.3% in 2006 Improved supply of textbooks from Book Pupil Ratio Increased Improved supply of textbooks from Book Pupil Ratio Increased

Primary School enrolment from 4,382,415 in 2000 to 7,959,884 in Primary School enrolment from 4,382,415 in 2000 to 7,959,884 in 2006;2006;

Improved Primary School Gross Enrolment Ratio (GER) and Net Improved Primary School Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) from 77.6% and 58.8% in 2000 to 112.7% Enrolment Ratio (NER) from 77.6% and 58.8% in 2000 to 112.7% and 96.1% in 2006 respectivelyand 96.1% in 2006 respectively

Increased number of primary schools from 11,873 in 2001 to Increased number of primary schools from 11,873 in 2001 to 14,700 in 200614,700 in 2006

The primary school curriculum was revised to include competency The primary school curriculum was revised to include competency based aspects and relevant to learners’ needs and global based aspects and relevant to learners’ needs and global challenges challenges

Improved Pass Rate at Primary School from 22% in 2000 to 70.5% Improved Pass Rate at Primary School from 22% in 2000 to 70.5% in 2006in 2006

Improved Transition Rate from Primary to Secondary of 1:20 in Improved Transition Rate from Primary to Secondary of 1:20 in 2000 to an average of 1:3 in 2006 as a result of the introduction of 2000 to an average of 1:3 in 2006 as a result of the introduction of capitation grant in Primary School. capitation grant in Primary School.

All primary schools (13,630 in 2004) supplied with Science kitsAll primary schools (13,630 in 2004) supplied with Science kits All primary schools supplied with 5 globes to facilitate the All primary schools supplied with 5 globes to facilitate the

teaching of Geography and related subjectsteaching of Geography and related subjects

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At least 42 remote district inspectorate offices provided with At least 42 remote district inspectorate offices provided with reliable transport; 30 offices rehabilitated and all district offices reliable transport; 30 offices rehabilitated and all district offices supplied with computer setssupplied with computer sets

A total of 36,641 classrooms constructed in the past five yearsA total of 36,641 classrooms constructed in the past five years A total number of 12,588 teachers’ houses of good quality A total number of 12,588 teachers’ houses of good quality

constructedconstructed Upgrading under-qualified 50,813 grade B/C primary school Upgrading under-qualified 50,813 grade B/C primary school

teachers to attain Grade IIIA which is the minimum qualification teachers to attain Grade IIIA which is the minimum qualification requirement.requirement.

Supplied the school inspectorate division with 42 4WD vehicles to Supplied the school inspectorate division with 42 4WD vehicles to enable them move to schools for inspection and supervision enable them move to schools for inspection and supervision purposes. The districts that benefited are those in difficult purposes. The districts that benefited are those in difficult working environmentworking environment

School committees and educational leaders at all levels were School committees and educational leaders at all levels were trained during PEDP I to enhance their capacities to manage trained during PEDP I to enhance their capacities to manage primary education deliveryprimary education delivery

The Government sincerely appreciates that the above The Government sincerely appreciates that the above achievements have been contributed by commitment achievements have been contributed by commitment and participation of members of the communities, and participation of members of the communities, Local Government Authorities (LGAs), Development Local Government Authorities (LGAs), Development Partners and Non State Actors.Partners and Non State Actors.

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i.i. Shortage of basic school infrastructure such as Shortage of basic school infrastructure such as classrooms, teachers’ houses, toilets, and desks as classrooms, teachers’ houses, toilets, and desks as a result of expanded enrolment, increased a result of expanded enrolment, increased recruitment of teachers and low motivation by recruitment of teachers and low motivation by some communities to participate in augmenting some communities to participate in augmenting Government contributionsGovernment contributions

ii.ii. Shortage of qualified teachers to effectively Shortage of qualified teachers to effectively manage the quality teaching and learning in manage the quality teaching and learning in classroom and schoolsclassroom and schools

iii.iii. Inadequate capacity to manage education delivery Inadequate capacity to manage education delivery as well as management of PEDP funds and as well as management of PEDP funds and procurement processes at school level: common procurement processes at school level: common audit related weaknesses include:audit related weaknesses include:

3.3. Key ChallengesKey Challenges

Non consolidation of quarterly financial statements from schools Non consolidation of quarterly financial statements from schools at councils at councils

Non-adherence to procurement procedures as per PEDP manualsNon-adherence to procurement procedures as per PEDP manuals

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Poor book keeping involving lack of maintaining Poor book keeping involving lack of maintaining cash book and other relevant books of accounts for cash book and other relevant books of accounts for record purpose record purpose

Huge variations in the in-flow of PEDP grants at Huge variations in the in-flow of PEDP grants at the school level per year from central level the school level per year from central level disbursements disbursements

CG not utilized according to agreed rates by CG not utilized according to agreed rates by schools schools

Books purchased by councils were not distributed Books purchased by councils were not distributed according to number of pupils according to number of pupils

Quality of buildings constructed not in line with Quality of buildings constructed not in line with specified standards specified standards

Construction work not supported by signed Construction work not supported by signed contracts or any other agreementscontracts or any other agreements

Cost of buildings constructed cannot be Cost of buildings constructed cannot be established as the community contributions were established as the community contributions were not quantified not quantified

Continued interference by LGAs with decision of Continued interference by LGAs with decision of school committees on matters of procurement of school committees on matters of procurement of goods and services.goods and services.

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Table I: PEDP Financial Requirements Versus Approved Budget 2002- 2006

Year Financial

Requirement*** Approved Budget

Difference

Tshs percent

2001/02 299,464,600,000 257,765,400,000 14,699,200,000 14

2002/03 358,943,111,111 289,718,000,000 69,255,111,111 19

2003/04 421,099,697,778 279,645,612,012 141,454,085,766 34

2004/05 405,888,368,889 322,135,966,155 83,752,402,734 21

2005/06 435,417,277,778 402,866,803,070 32,550,474,708 8

Total 1,920,813,055,556 1,552,131,781,237 341,711,274,319 19

Note:*** The Financial requirement column takes into account exchange rates for the Note:*** The Financial requirement column takes into account exchange rates for the

respective respective financial years.financial years.

vii.vii. Inadequate efforts to address crosscutting issues, Inadequate efforts to address crosscutting issues, especially, identification and provision of care and especially, identification and provision of care and support to teachers and pupils affected by HIV and support to teachers and pupils affected by HIV and AIDS.AIDS.

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These challenges posed a threat towards Tanzania’s realization These challenges posed a threat towards Tanzania’s realization of quality primary education and sub-sector targets enshrined in of quality primary education and sub-sector targets enshrined in the National Strategy for Growth and Reduction of Poverty the National Strategy for Growth and Reduction of Poverty (NSGRP) also known in Kiswahili as ‘Mkakati wa Kukuza Uchumi (NSGRP) also known in Kiswahili as ‘Mkakati wa Kukuza Uchumi na Kupunguza Umaskini Tanzania’ (MKUKUTA), Tanzania na Kupunguza Umaskini Tanzania’ (MKUKUTA), Tanzania Development Vision (2025), EFA (2015) targets and the MDGs. Development Vision (2025), EFA (2015) targets and the MDGs. As such, the Government, in consultation with stakeholders, As such, the Government, in consultation with stakeholders, prepared a follow-up second phase of the Primary Education prepared a follow-up second phase of the Primary Education Development Programme (PEDP II, 2007 – 2011) Development Programme (PEDP II, 2007 – 2011)

In addition to the funding gap between resource In addition to the funding gap between resource requirement and approved budget, the actual funds released requirement and approved budget, the actual funds released were less than the affirmed pledges by Development were less than the affirmed pledges by Development Partners as indicated in Table II.Partners as indicated in Table II.Table II: Financial Pledges Versus Released 2002 - 2006Year Pledges Released Funding Gap Percent

2001/2002 9,138,389,000 5,717,608,670 3,420,780,830 37

2002/2003 62,522,304,000 46,008,466,631 16,513,837,869 26

2003/2004 82,387,286,000 37,880,301,738 44,506,984,262 54

2004/2005 74,764,037,000 64,855,750,300 9,908,286,700 13

2005/2006 93,316,846,700 59,430,000,000 33,886,846,700 36

Total 322,128,862,700 213,892,127,339 108,236,736,361 34

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SECTION TWO: PEDP II (2007 SECTION TWO: PEDP II (2007 – 2011)– 2011)

Primary Education Development Programme, (PEDP II), Primary Education Development Programme, (PEDP II), is designed to address the critical challenges of the sub-is designed to address the critical challenges of the sub-sector with a focus of strengthening linkages within the sector with a focus of strengthening linkages within the basic education and education sector in general. PEDP II basic education and education sector in general. PEDP II aims at building on the existing opportunities and macro-aims at building on the existing opportunities and macro-and overarching Government reforms of Public Service and overarching Government reforms of Public Service Reform Programme (PSRP), Public Financial Reform Programme (PSRP), Public Financial Management Reform Programme (PFMRP) and Local Management Reform Programme (PFMRP) and Local Government Reform Programe (LGRP) just to mention a Government Reform Programe (LGRP) just to mention a few.few.

PEDP II is a medium term (5 years) programme that PEDP II is a medium term (5 years) programme that focuses on seven strategic components at pre-primary focuses on seven strategic components at pre-primary and primary sub-sector namely (a) Enrolment expansion and primary sub-sector namely (a) Enrolment expansion with focus on ensuring access and equity; (b) Quality with focus on ensuring access and equity; (b) Quality improvement; (c) Strengthening capacities; (d) improvement; (c) Strengthening capacities; (d) Addressing cross cutting issues; (e) Strengthening Addressing cross cutting issues; (e) Strengthening institutional arrangements; (f) Undertaking educational institutional arrangements; (f) Undertaking educational research, (g) Conducting educational Monitoring and research, (g) Conducting educational Monitoring and Evaluation.Evaluation.

4.1. Policy Context

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4.1.14.1.1 PEDP II and EFA TargetsPEDP II and EFA Targets expand and improve comprehensive early childhood expand and improve comprehensive early childhood

care and education, especially for the most vulnerable care and education, especially for the most vulnerable and disadvantaged children;and disadvantaged children;

ensure that by 2015 all children, particularly girls, ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free to ethnic minorities, have access to and complete free compulsory primary education of good quality;compulsory primary education of good quality;

ensure that the learning needs of young people and ensure that the learning needs of young people and adults are met through equitable access to appropriate adults are met through equitable access to appropriate learning and life skills programmes;learning and life skills programmes;

achieve a 50% improvement in levels of adult literacy by achieve a 50% improvement in levels of adult literacy by 2015, especially for women and equitable access to 2015, especially for women and equitable access to basic and continuing education for all adults;basic and continuing education for all adults;

eliminate gender disparities in primary and secondary eliminate gender disparities in primary and secondary education and achieve gender equality in education by education and achieve gender equality in education by 2015, with a focus on ensuring girls’ full and equal 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good access to and achievement in basic education of good quality;quality;

improve all aspects of the quality of education and improve all aspects of the quality of education and ensure excellence.ensure excellence.

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4.1.24.1.2 PEDP II and MKUKUTAPEDP II and MKUKUTA increase number of pre-primary children;increase number of pre-primary children; increase NER from 90.5% in 2004 to 99% in 2010;increase NER from 90.5% in 2004 to 99% in 2010; increase percentage of children with disabilities in schools increase percentage of children with disabilities in schools

from 0.1% in 2004 to 20% in 2010;from 0.1% in 2004 to 20% in 2010; increase percentage of orphans and vulnerable children in increase percentage of orphans and vulnerable children in

schools from 2% in 2000 to 30% in 2010;schools from 2% in 2000 to 30% in 2010; at least 75% of boys and girls pass Primary School Leaving at least 75% of boys and girls pass Primary School Leaving

Examinations (PSLE) by 2010;Examinations (PSLE) by 2010; achieve average daily attendance of at least 85%;achieve average daily attendance of at least 85%; improve learning environment of all children in schools with improve learning environment of all children in schools with

all educational institutions; safe, violence free, child friendly all educational institutions; safe, violence free, child friendly and gender sensitiveness;and gender sensitiveness;

effective HIV and AIDS education, environment and life skills effective HIV and AIDS education, environment and life skills programs offered in primary; secondary schools and teachers’ programs offered in primary; secondary schools and teachers’ colleges;colleges;

at least 80% of adults, especially women in rural areas are at least 80% of adults, especially women in rural areas are literate;literate;

reduced number of illiterate adults from 3.8 million in reduced number of illiterate adults from 3.8 million in 2004/05 to 1.5 million by 2007/08;2004/05 to 1.5 million by 2007/08;

reduced number of students in Complimentary Basic reduced number of students in Complimentary Basic Education in Tanzania (COBET) from 234,000 in 2004/05 to Education in Tanzania (COBET) from 234,000 in 2004/05 to 70,566 in 2007/08.70,566 in 2007/08.

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4.1.34.1.3 PEDP II and MDGsPEDP II and MDGs

PEDP II recognizes that, through implementation of programme component activities, Tanzania will attain Universal Primary Education (UPE) is reflected in the Millennium Development Goals (MDGs): attaining universal primary education in all countries by 2015, gender equality and empowerment of women

4.24.2 PEDP II Components and PEDP II Components and TargetsTargets

4.2.14.2.1 Enrolment Expansion (Access and Enrolment Expansion (Access and Equity)Equity)

Pre-Primary Enrolment Targets: 2007: 791,560

2008: 1,033,376

2009: 1,399,096

2010: 1,894,337

2011: 2,043,984

Pre-Primary Education Targets

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The Government will continue to implement compulsory The Government will continue to implement compulsory enrolment and attendance of all school-age children enrolment and attendance of all school-age children paying special attention to the aspect of equity to ensure paying special attention to the aspect of equity to ensure that orphans and Other Vulnerable Children (OVC) such that orphans and Other Vulnerable Children (OVC) such as street children, victims of child labour, the girl child, as street children, victims of child labour, the girl child, children with disabilities, children from poor families children with disabilities, children from poor families and from pastoralist and hunter-gatherer communities and from pastoralist and hunter-gatherer communities and those living in difficult and hard to reach areas and those living in difficult and hard to reach areas enroll, attend and complete primary education. enroll, attend and complete primary education.

Pre-Primary Classroom Construction Targets: 2007: -

2008: 5,732

2009: 5,732

2010: 5,732

2011: 688

Primary Education

Enrolment of Standard 1 Pupils Targets: 2007: 1,166,737

2008: 1,197,4592009: 1,232,5692010: 1,319,4782011: 1,383,752

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Since the beginning of PEDP in 2001, a total of 43,370 Since the beginning of PEDP in 2001, a total of 43,370 primary school teachers have been recruited. However, primary school teachers have been recruited. However, given enrolment surge and teacher attrition during this given enrolment surge and teacher attrition during this period, the TPR has not improved to reach the targeted period, the TPR has not improved to reach the targeted ratio of 1:40. So far the TPR is at 1:52. The Central ratio of 1:40. So far the TPR is at 1:52. The Central Government will, therefore, continue to train adequate Government will, therefore, continue to train adequate numbers of pre-service male and female teachers in numbers of pre-service male and female teachers in order to match with the pupils’ enrolment increase and order to match with the pupils’ enrolment increase and staff attrition as a result of such factors as retirement, staff attrition as a result of such factors as retirement, AIDS-related deaths and normal teacher mobility AIDS-related deaths and normal teacher mobility

Teachers’ Training, Recruitment and Deployment

Pre-service Teachers Training Targets: 2007: 7,335

2008: 14,750

2009: 15,783

2010: 13,642

2011: 9,700

Primary School Teachers Recruitment Targets: 2007: Nil

2008: 7,335

2009: 14,750

2010: 14,750

2011: 13,642

2012: 9,700

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Construction of classrooms for primary schools will be Construction of classrooms for primary schools will be given priority in order to make the school environment given priority in order to make the school environment conducive for effective learning and teaching by conducive for effective learning and teaching by reducing overcrowded classrooms and attaining a class reducing overcrowded classrooms and attaining a class size of 1:40size of 1:40

Construction of Primary School Classroom

Primary School Classrooms Construction Targets: 2007: 2,000

2008: 10,753

2009: 10,753

2010: 10,753

2011: 10,753

PEDP recognizes provision of teachers’ houses as an incentive for teachers in particular to those employed and deployed in the difficult and hard to reach and remote areas. This plan indicates that 50% of the new recruits will be provided with housing

Construction of Teachers’ Houses

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Pit latrines are essential facilities in order to maintain Pit latrines are essential facilities in order to maintain sanitation and hygiene in school. The Government in sanitation and hygiene in school. The Government in collaboration with the community will continue to collaboration with the community will continue to construct pit latrines required to attain the required construct pit latrines required to attain the required standards ratios of 1:20 for girls and 1:25 for boys;standards ratios of 1:20 for girls and 1:25 for boys;

Primary Schools Teachers’ Houses Targets: 2007: 2,000

2008: 21,936

2009: 21,936

2010: 21,936 2011: 21,936

Construction of Pit Latrines

Primary Schools Pit Latrines Construction Targets: 2007: 56,500

2008: 17,864

2009: 17,864

2010: 17,864

2011: 17,864

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Special Needs and InclusionSpecial Needs and InclusionThe concept of special needs arises from the difficulties The concept of special needs arises from the difficulties that children and young people experience in learning that children and young people experience in learning during their education career, both short-term and long-during their education career, both short-term and long-term. The concept of inclusive education focuses on term. The concept of inclusive education focuses on society’s willingness to meet the learning needs of all its society’s willingness to meet the learning needs of all its members in their locality. In practical terms, inclusive members in their locality. In practical terms, inclusive education relates to the opening up of all regular school education relates to the opening up of all regular school and out-of-school programmes to welcome accommodate and out-of-school programmes to welcome accommodate and meet the learning needs of all members of the local and meet the learning needs of all members of the local community.community.Adult and Non-Formal Education Adult and Non-Formal Education (AE/NFE)(AE/NFE)Adult and Non-Formal Education is a systematically organized, educational activity carried outside the framework of formal education system, intention being to improve the literacy level by 20% by 2008 and reduce the backlog of out-of-school children by mainstreaming the 11-13 years old of the targeted groups into the formal primary schools.

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4.2.24.2.2 Quality ImprovementQuality ImprovementImproved quality of teaching and learning; and Improved quality of teaching and learning; and provision of quality services will have a positive impact provision of quality services will have a positive impact on learning outcomes. Many factors and actors on learning outcomes. Many factors and actors determine quality of the process of teaching and determine quality of the process of teaching and learning such as training and upgrading of teachers, learning such as training and upgrading of teachers, adequate numbers and quality of human resources adequate numbers and quality of human resources required to manage, research, teach, monitor and required to manage, research, teach, monitor and evaluate education process. It further focuses on evaluate education process. It further focuses on ensuring the improvisation and availability of quality ensuring the improvisation and availability of quality gender responsive teaching and learning materials for gender responsive teaching and learning materials for quality learning outcomes. quality learning outcomes.

Throughout 2007 - 2011 PEDP II programmes for up-Throughout 2007 - 2011 PEDP II programmes for up-grading teachers’ qualifications will continue. Emphasis grading teachers’ qualifications will continue. Emphasis will be on the professional development of teachers, will be on the professional development of teachers, tutors, school inspectors, WECs/supervisors, school tutors, school inspectors, WECs/supervisors, school committees and other educational actors. Areas if committees and other educational actors. Areas if interest in addressing quality improvement component interest in addressing quality improvement component include:include:

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Curriculum Development and Curriculum Development and

ImplementationImplementation Examinations and AssessmentExaminations and Assessment School Inspection, Recruitment and Training of InspectorsSchool Inspectors Recruitment Targets:

2007: 1402008:

1352009:

1302010:

1252011:

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Pre-Service and In-Service Training (PRE-SET and IN-SET) 4.2.3 Capacity BuildingThe third priority in PEDP is to strengthen the capacity and competences of all education actors at all levels. This will enhance the desired efficiency in the provision of basic education. In order to undertake capacity building effectively and efficiently a Capacity Building Strategy for Basic Education will be developed in the context of ESDP by 2007 and Decentralization by Devolution (D by D). Areas of focus as part of development.

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Governance and Management Training.Governance and Management Training.Training in Monitoring and Evaluation Training in Monitoring and Evaluation including EMIS. including EMIS. Information, Education and Information, Education and CommunicationCommunication (IEC).(IEC).Financial Management Training.Financial Management Training.

HIV and AIDSHIV and AIDSThe Ministry of Health, through the National The Ministry of Health, through the National AIDS Control Programme (NACP), collaborated AIDS Control Programme (NACP), collaborated with the then Ministry of Education and Culture with the then Ministry of Education and Culture (MOEC) to design an educational response that (MOEC) to design an educational response that will reach children and youths in schools and will reach children and youths in schools and teachers’ colleges. These were included in a teachers’ colleges. These were included in a series of five year Mid-Term Plans (MTP) under series of five year Mid-Term Plans (MTP) under the auspices of the NACP. The current one is the the auspices of the NACP. The current one is the TACAIDS Multi - sectoral Strategic Plan (2003-TACAIDS Multi - sectoral Strategic Plan (2003-2007). 2007).

4.2.4 Cross Cutting Issues (CCIs)

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Environmental EducationEnvironmental EducationThe Ministry of Education and Vocational The Ministry of Education and Vocational Training have integrated and Environmental Training have integrated and Environmental Education (EE) and Education for Sustainable Education (EE) and Education for Sustainable Development (ESD) in curricular for pre-primary, Development (ESD) in curricular for pre-primary, primary, secondary schools, Teachers’ and primary, secondary schools, Teachers’ and Vocational Training Colleges.Vocational Training Colleges.

Gender EqualityMainstreaming gender issues in the policies, strategies and budgets of the Ministries is a human rights-based response to Tanzania’s commitment to provide quality education for all based on the National Strategy for Growth and Reduction of Poverty (NSGRP). Addressing gender issues across the education system makes an important contribution to the achievement of access, quality and equity to education which are the major goals of the Education and Training Policy.

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4.2.54.2.5 Educational ResearchEducational ResearchOver the years there has been a growing concern Over the years there has been a growing concern throughout the country that many pupils complete throughout the country that many pupils complete primary school without achieving satisfactory levels of primary school without achieving satisfactory levels of learning. There are also growing cases of dropout and learning. There are also growing cases of dropout and early pregnancies of school girls which have not been early pregnancies of school girls which have not been seriously worked on. These are some of the areas seriously worked on. These are some of the areas where research studies shall be carried.where research studies shall be carried.

4.2.64.2.6 Monitoring and EvaluationMonitoring and EvaluationMonitoring and Evaluation has a key role in ensuring effective implementation of PEDP II on line with the planned targets. M & E provides feedback to education agencies, managers, school owners and educational on how the programme is being implemented and whether the programme is on or off- track and take appropriate measures and . The analytical component of monitoring exercises will be given a prominent role to ensure the available data systematically feed into planning budgeting and policy design processes.

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4.2.74.2.7 Strengthening Institutional Strengthening Institutional ArrangementsArrangementsThis component focuses on the optimal use of This component focuses on the optimal use of human, material and financial resources within human, material and financial resources within the education system. To meet the human and the education system. To meet the human and material aspects of this goal, the Government’s material aspects of this goal, the Government’s decentralization by devolution policies will decentralization by devolution policies will underpin all the changes in institutional and underpin all the changes in institutional and individual roles and responsibilitiesindividual roles and responsibilities

Roles and ResponsibilitiesRoles and ResponsibilitiesThe Sector Ministry will continue building the capacities of regions and LGAs education officers to focus on policy and legislation formulation, quality assurance, setting standards, and monitoring and evaluation. Implementation roles will be devolved to LGAs and schools to enable them deliver primary education of good quality. The overall goal is to enable the community to ensure that all school age going boys and girls access quality primary education

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4.34.3 PEDP II Implementation PEDP II Implementation StructuresStructuresThe Government’s goal of broadening The Government’s goal of broadening democratic participation and democratic participation and accountability at school level demands accountability at school level demands increased involvement of the communities. increased involvement of the communities. Partnership between schools and Partnership between schools and communities will be developed in order to communities will be developed in order to strengthen school management. At the strengthen school management. At the school level, the School Committee will be school level, the School Committee will be accountable to the Village/Mtaa and accountable to the Village/Mtaa and Councils respectively. Councils respectively.

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4.3.14.3.1 Village/Mtaa LevelVillage/Mtaa Level

sensitise and involve all pupils, parents, sensitise and involve all pupils, parents, teachers, the community and Community teachers, the community and Community Based Organisations in the development of Based Organisations in the development of the school; the school;

oversee the day-to-day affairs of the school; oversee the day-to-day affairs of the school; approve Whole School Development Plans approve Whole School Development Plans

and budgets and submit them to relevant and budgets and submit them to relevant authorities for scrutiny, consolidation and authorities for scrutiny, consolidation and approval; approval;

The School Committee’s responsibilities will be to:

The Government will empower School Committees by providing them with financial and human resources for better management and development of the schools.

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operate bank accounts and efficiently and operate bank accounts and efficiently and effectively manage funds received for effectively manage funds received for implementation, while guaranteeing maximum implementation, while guaranteeing maximum accountability and transparency; accountability and transparency;

ensure safe custody of property acquired using ensure safe custody of property acquired using PEDP II funds; PEDP II funds;

prepare and submit accurate and timely physical prepare and submit accurate and timely physical and financial progress reports to LGAs through and financial progress reports to LGAs through Village/Mtaa authorities, Councils and Ward Village/Mtaa authorities, Councils and Ward Development Committees (WDCs);Development Committees (WDCs);

ensure systematic information of the community ensure systematic information of the community through publication of their through publication of their deliberations/decisions/school budget on public deliberations/decisions/school budget on public board/ bill-boards; andboard/ bill-boards; and

ensure compulsory enrolment and attendance of ensure compulsory enrolment and attendance of all school age children in the Village/all school age children in the Village/MtaaMtaa. .

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4.3.24.3.2 Ward LevelWard Level

ensure that all children of school age in the ensure that all children of school age in the ward are enrolled and that they attend ward are enrolled and that they attend school without dropping out; school without dropping out;

share information and facilitate the share information and facilitate the participation of all parents and the participation of all parents and the community in realising the PEDP II community in realising the PEDP II objectives; objectives;

help school committees in identifying their help school committees in identifying their priorities and assist them in developing priorities and assist them in developing medium term whole school plans; medium term whole school plans;

ensure that the implementation of PEDP II ensure that the implementation of PEDP II funded activities operate in a transparent funded activities operate in a transparent and accountable manner; andand accountable manner; and

professional and administrative support to professional and administrative support to schools.schools.

The WEC’s responsibilities will be to:

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4.3.3. Local Government Authority 4.3.3. Local Government Authority

(LGA) Level(LGA) Level involve the community and other stakeholders in involve the community and other stakeholders in

meaningful participation in planning, implementing meaningful participation in planning, implementing and monitoring processes; and monitoring processes;

involve the community and other stakeholders in the involve the community and other stakeholders in the preparation of three year and annual development preparation of three year and annual development plans for the councils’ pre-primary and primary plans for the councils’ pre-primary and primary education delivery; education delivery;

guide and enforce the proper use and accounting of guide and enforce the proper use and accounting of PEDP II funds by the School Committees; PEDP II funds by the School Committees;

prepare and submit physical and financial progress prepare and submit physical and financial progress reports timely and regularly to PMO-RALG and MOEVT reports timely and regularly to PMO-RALG and MOEVT through Regional Secretariat; through Regional Secretariat;

communicate effectively educational information to communicate effectively educational information to Village/Mtaa, schools and other relevant stakeholders; Village/Mtaa, schools and other relevant stakeholders; andand

provide technical support to schools and Village/Mtaa provide technical support to schools and Village/Mtaa committees in the tasks of procurement and proper committees in the tasks of procurement and proper utilization of PEDP II funds. utilization of PEDP II funds.

The LGAs responsibilities will be to:

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4.3.4. Regional Level4.3.4. Regional Level

carry out periodic internal audits in the LGAs carry out periodic internal audits in the LGAs and schools; and schools;

guide, coordinate and monitor the delivery of guide, coordinate and monitor the delivery of Pre-Primary and Primary Education by Pre-Primary and Primary Education by Councils; Councils;

provide technical support to council education provide technical support to council education offices; offices;

ensure that LGAs prepare consolidated three-ensure that LGAs prepare consolidated three-year and annual education development plans year and annual education development plans timely;timely;

consolidate LGAs’ pre-primary and primary consolidate LGAs’ pre-primary and primary education plans and budgets within the Region education plans and budgets within the Region and submit them to PMO-RALG and MOEVT to and submit them to PMO-RALG and MOEVT to facilitate sectoral education planning; facilitate sectoral education planning;

communicate effectively education information communicate effectively education information to councils and other relevant stakeholders. to councils and other relevant stakeholders.

The responsibilities of the Regional Education Office will be to:

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4.3.5. Central level4.3.5. Central level

set policies that ensure provision of quality set policies that ensure provision of quality education for all in Tanzania; education for all in Tanzania;

collaborate with PMO-RALG and all key collaborate with PMO-RALG and all key stakeholders to prepare action plans, guidelines stakeholders to prepare action plans, guidelines and manuals for PEDP implementation; and manuals for PEDP implementation;

collaborate with PMO-RALG on issues of collaborate with PMO-RALG on issues of planning, monitoring and evaluation; planning, monitoring and evaluation;

carryout reviews of PEDP II/ESDP carryout reviews of PEDP II/ESDP implementation jointly with other stakeholders;implementation jointly with other stakeholders;

The Ministry of Education and Vocational Training (MOEVT) The roles and functions of MOEVT will be formulation of policy and regulations, quality assurance, setting standards, planning, monitoring and evaluation.The Responsibilities of MOEVT will be to:

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support and build the technical and support and build the technical and professional capacity of Central, Regional professional capacity of Central, Regional and Council Education offices; and Council Education offices;

produce regular progress reports to be produce regular progress reports to be submitted to the BEDC and the Inter-submitted to the BEDC and the Inter-Ministerial Steering committee (IMSC); Ministerial Steering committee (IMSC);

collate and communicate education collate and communicate education information and data including HIV and information and data including HIV and AIDS – related data to all system levels AIDS – related data to all system levels supporting education institutions and supporting education institutions and interested stakeholders;interested stakeholders;

receive education information from all receive education information from all system levels and stakeholders; and system levels and stakeholders; and

carryout regular school inspection and carryout regular school inspection and provide support to teachers as well as provide support to teachers as well as feedback to all key stakeholders feedback to all key stakeholders

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Tanzania Institute of Education (TIE) which Tanzania Institute of Education (TIE) which has the role of developing curricula and has the role of developing curricula and production of teaching and learning materials. production of teaching and learning materials.

National Examinations Council of Tanzania National Examinations Council of Tanzania (NECTA) which sets Examinations and award (NECTA) which sets Examinations and award grades to all levels of basic education. grades to all levels of basic education.

Agency for Development of Education Agency for Development of Education Management (ADEM) for training education Management (ADEM) for training education managers and supervisors. Tanzania Library managers and supervisors. Tanzania Library Services (TLS) for training of library personnel Services (TLS) for training of library personnel and provide library service support. and provide library service support.

Institute of Adult Education (IAE) which trains Institute of Adult Education (IAE) which trains adult education specialists and coordinate adult education specialists and coordinate upgrading distance learning.upgrading distance learning.

There are five core support institutions which play important role in the delivery of quality education.The core institutions are:-

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supervise and oversee the delivery of pre-supervise and oversee the delivery of pre-primary and primary education by LGAs; primary and primary education by LGAs;

ensure LGAs prepare consolidated three-ensure LGAs prepare consolidated three-year and annual education development year and annual education development plans that conform to Government plans that conform to Government development goals and quality assurance development goals and quality assurance standards; standards;

Prime Minister’s Office – Regional Administration and Local Government (PMO-RALG) The roles and functions of PMO-RALG will be overseeing the decentralisation of Government functions to local levels including the delivery of pre-primary and primary education by Councils. The responsibilities of the Education Coordination Team will be to:-

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consolidate Regional plans and budgets consolidate Regional plans and budgets into National Plans of Action, which will into National Plans of Action, which will provide the basis for the approval and provide the basis for the approval and transfer of PEDP II funds from the transfer of PEDP II funds from the Treasury; Treasury;

collaborate with MOEVT in order to collaborate with MOEVT in order to monitor, evaluate and review PEDP II monitor, evaluate and review PEDP II implementation; implementation;

support and build the capacity of education support and build the capacity of education advisers in the regions and councils; advisers in the regions and councils;

communicate education information to all communicate education information to all system levels and stakeholders; system levels and stakeholders;

produce regular financial and physical produce regular financial and physical reports to the Treasury and MOEVT; and reports to the Treasury and MOEVT; and

to receive education information from all to receive education information from all system levels and stakeholders. system levels and stakeholders.

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ensure that basic education plans are in line with ensure that basic education plans are in line with Government policies; Government policies;

identify needs for technical and financial resources identify needs for technical and financial resources to support basic education, and PEDP II in to support basic education, and PEDP II in particular; particular;

Ministry of Finance (MOF)MOF will solicit and mobilize for availability of financial resources from different sources. It will also develop and provide guidelines and regulations on financial management and procurement for the implementation of PEDP II. The MOF in collaboration with MOEVT, PMO-RALG and CAG will take the lead to ensure timely auditing of PEDP funds.Basic Education Development Committee (BEDC) BEDC has 5 TWGs: EE,QI,RACEF,IA&CCI and the Task Force.The responsibilities of BEDC will be to:-

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advise the management on an effective multi-advise the management on an effective multi-media Information Education and media Information Education and Communication (IEC) programme; Communication (IEC) programme;

share expenditure of Education Programme share expenditure of Education Programme Fund (EPF) for planned and approved Fund (EPF) for planned and approved activities; activities;

relate to PEDP II plans budgets and relate to PEDP II plans budgets and expenditure reports and other basic education expenditure reports and other basic education sub- sector programmes; sub- sector programmes;

review PEDP targets annually in order to review PEDP targets annually in order to assess progress and to set targets for the assess progress and to set targets for the following year; following year;

ensure the participation of basic education ensure the participation of basic education stakeholders in the ESDP review process; andstakeholders in the ESDP review process; and

effectively collect, communicate and receive effectively collect, communicate and receive educational information among basic educational information among basic education stakeholders; education stakeholders;

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oversee and monitor implementation of ESDP; oversee and monitor implementation of ESDP; provide higher level inter-ministerial co-ordination; provide higher level inter-ministerial co-ordination; ensure ESDP consistency with broad Government ensure ESDP consistency with broad Government

policies; policies; Institute an annual joint stakeholder review process Institute an annual joint stakeholder review process

that operates in line with the Government’s that operates in line with the Government’s commitments to the Public Expenditure Review commitments to the Public Expenditure Review (PER), General Budget Support (GBS) and NSGRP (PER), General Budget Support (GBS) and NSGRP processes. processes.

Education Sector Development Programme (ESDP) Inter Ministerial Steering Committee (IMCS)The ESDP Steering Committee is an inter-ministerial organisation that co-ordinates and spearheads ESDP implementation. The committee oversees performance of three sub-sector development committees namely: BEDC,FEDC,THEDC and it is chaired by PS – PMO.

The roles of the IMSC will be to:

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harmonise donors and other funding agencies’ harmonise donors and other funding agencies’ plans and policies into the Government’s plans and policies into the Government’s policies; policies;

harmonise Government, donors’ and other harmonise Government, donors’ and other funding agencies’ policies and plans for the funding agencies’ policies and plans for the development and support of pre-primary and development and support of pre-primary and primary education; primary education;

participate as joint stakeholders in the ESDP participate as joint stakeholders in the ESDP review process; andreview process; and

effectively communicate information to the effectively communicate information to the sector ministries and to other relevant sector ministries and to other relevant stakeholders in a transparent manner. stakeholders in a transparent manner.

Government, Donors and other Funding AgenciesThe responsibilities of the Government, donors and other funding agencies will be to:-

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participate effectively in planning, implementing, participate effectively in planning, implementing, monitoring and evaluating activities at all levels that monitoring and evaluating activities at all levels that support the ESDP and PEDP objectives; support the ESDP and PEDP objectives;

participate as joint stakeholders in the ESDP review participate as joint stakeholders in the ESDP review process; process;

contribute their experiences, knowledge, human, contribute their experiences, knowledge, human, financial, technical and material resources to the financial, technical and material resources to the improvement and provision of quality basic education; improvement and provision of quality basic education;

share information and facilitate community share information and facilitate community participation in Basic Education; participation in Basic Education;

advocate and lobby for innovations in implementation advocate and lobby for innovations in implementation of PEDP II at various levels of PEDP II at various levels

effectively collect and communicate educational effectively collect and communicate educational information to and from all education stakeholders. information to and from all education stakeholders.

Non State Actors (NSAs)The responsibilities of NGOs, CBOs, Faith-Based and Civil Society Organisations will be to:

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The proposed PEDP II cost projections are The proposed PEDP II cost projections are largely based on the calculated unit costs largely based on the calculated unit costs and the enrolment projections between and the enrolment projections between 2007 and 2011. The unit costs used in 2007 and 2011. The unit costs used in attaining cost projections have been attaining cost projections have been calculated using the Primary Education calculated using the Primary Education Development Plan Action Plan for the FY Development Plan Action Plan for the FY 2005/06 and the 2006 BEST (Basic 2005/06 and the 2006 BEST (Basic Education Statistic of Tanzania) Education Statistic of Tanzania) document. document.

4.4 PEDP Cost Summary

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CONCLUSIONCONCLUSION

As indicated in this paper, through implementation As indicated in this paper, through implementation of PEDP I a number of achievements have been of PEDP I a number of achievements have been realized under each of the strategic priority areas realized under each of the strategic priority areas namely, Enrolment Expansion, Quality namely, Enrolment Expansion, Quality Improvement, Capacity Building and Institutional Improvement, Capacity Building and Institutional Arrangements. Generally, the overall performance Arrangements. Generally, the overall performance of all PEDP I components has been satisfactory. of all PEDP I components has been satisfactory. The achievements were due to the positive The achievements were due to the positive response of the community, Non-State Actors, response of the community, Non-State Actors, Agencies Development Partners and Private Agencies Development Partners and Private Institutions who complemented the Government Institutions who complemented the Government efforts.efforts.

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Despite the achievements, we have also Despite the achievements, we have also taken stock a number of challenges, which taken stock a number of challenges, which among others, have triggered the among others, have triggered the development of PEDP II. The proposed development of PEDP II. The proposed second phase of the Primary Education second phase of the Primary Education Development Programme (2007 – 2011) is Development Programme (2007 – 2011) is considered appropriate and clear strategy considered appropriate and clear strategy to realize sustainable improvement of to realize sustainable improvement of primary education development in Tanzania primary education development in Tanzania and eventually realize EFA, MDGs and and eventually realize EFA, MDGs and MKUKUTA goals and targets. The previous MKUKUTA goals and targets. The previous phase of PEDP has mainly.phase of PEDP has mainly.

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It is therefore strongly It is therefore strongly urged that let all urged that let all

stakeholders fulfil our stakeholders fulfil our obligations obligations

IT CAN BE DONEIT CAN BE DONE

THANK YOU FOR LISTENINGTHANK YOU FOR LISTENING