THE UNITED REPUBLIC OF TANZANIA

Education Sector Development Programme

Secondary Education Development Plan II (2010 – 2014)

( DRAFT)

Dar es Salaam

December, 2009

DRAFT SEDP

FOREWORD [By Minister of Education and Vocational Training]

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Table of Contents

Foreword

Table of Contents

Acronyms

Executive Summary

1.0 INTRODUCTION

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-

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2.0 THE SECONDARY EDUCATION DEVELOPMENT PLAN ( PHASE II)

3.0 IMPLEMENTATION OF THE PLAN

4.0 ANNEXES

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Acronyms

AIDS - Acquired Immunodeficiency Syndrome

A-Level - Advanced Level

BEST - Basic Education Statistics

B.Sc. - Bachelor of Science

CBOs - Community Based Organizations

CIS - Chief Inspector of Schools

CSS - Community Secondary Schools

D by D - Decentralisation by Devolution

DC - District Commissioner

DEO - District Education Officer

DSEO - District Secondary Education Officer

DPS (RALG) - Deputy Permanent Secretary (Regional Administration and Local

Government)

DPS (E) - Deputy Permanent Secretary (Education)

EMAC - Education Materials Approval Committee

EMIS - Education Management Information System

ESDC - Education Sector Development Committee

ESDP - Education Sector Development Program

GDP - Gross Domestic Product

GER - Gross Enrolment Ratio

Govt - Government

HIV - Human Immunodeficiency Virus

ICT - Information Communication Technology

IN-SET - In-Service Training

LGAs - Local Government Authorities

M & E - Monitoring and Evaluation

MKUKUTA - Mpango wa Kukuza Uchumi na Kupunguza Umaskini Tanzania

MoEVT - Ministry of Education and Vocational Training

NA - Not Available

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NER - Net Enrolment Ratio

NGOs - Non-Governmental Organizations

O-Level - Ordinary Level

PEDP - Primary Education Development Plan

PMORALG - Prime Minister’s Office, Regional Administration and Local

Government

RAS - Regional Administrative Secretary

REO - Regional Education Officer

SEDP I - Secondary Education Development Plan I

SEDP II - Secondary Education Development Plan II

STDs - Sexually Transmitted Diseases

TCs - Teachers’ Colleges

TIE - Tanzania Institute of Education

T/LM - Teaching/Learning Materials

TRCs - Teachers Resource Centers

TSC - Teachers Service Commission

‘TUSEME’ - “Let Us Speak Out”

WB - The World Bank

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EXECUTIVE SUMMARY

This Plan is a natural and logical sequel to SEDP – I. Which was complemented between 2004 and 2009 SEDP - II reminds again its readers the primegoal of Secondary education in Tanzania and the place of the many national reforms and statements regarding the Education sector which have been given in the last 15 years. Some of these documents include the Development vision, MKUKUTA, the Education and Training Policy of 1995, the Education Sector Development Programme, ESDP (2001) and the Millennium Development Goals. In this document, SEDP-I is revisited with some details of its initial objectives,

strategies and targets. The achievements and under achievements have been

given with some data.

A formative review of SEDP – I has shown how successful the Plan was

especially in the Improvement of access and Equity. Some of the highlights

include:

Form 1 to 4 enrolment increased from 401,598 (girls 189, 198) in 2004 to

1,401,559 (girls 627,041) in 2009 which is an increase of 249%. Girls

increased by 231%;

Form 5 and 6 enrolment increased from 31,001 in 2004 (girls 10,765) to

64,843 (girls 26,416) in 2009 which is an increase of 109%. Girls

increased by 145%;

Gross Enrolment Ratio increased from 9.4% in 2004 to 31.3% in 2009;

Net Enrolment Ratio increased from 5.9% in 2004 to 27.3% in 2009;

Transition rate from primary to secondary education improved from 36.1%

in 2004 to 67.5% in 2006; and dropped to 51.6% in 2009;

Number of secondary schools increased from 1,291 (government 828 and

463 non-government) in 2004 to 4,102 in 2009: (3,283 Government and

819 non-government);

The review has also shown areas where the targets were not realized and

areas posing some challenge to the development of secondary education.

Some of these challenge/issues are:

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Ensuring more places for those who pass well CSEE (there are only a

few places today hence many qualifiers are left out);

Providing scholarship grants to the growing number of needy pupils;

Providing competent and knowledgeable Heads of Schools;

Improving the pass rate at ‘O’ and ‘A’ levels.

Acute shortages of teachers, especially in the sciences and

mathematics, resulting in many students not able to do these subjects

at all.

Poor teaching approaches in the classroom, as it is of transmittal type,

with students relying heavily on the teacher and archaic notes, with

classroom time not being used efficiently and effectively for mental

engagement of the pupils.

Because of these challenges this second phase of the Secondary Education

Development Plan focuses on five main areas:

Quality and relevance of the Secondary Education offered and how it is

delivered,

More places to improve equitable access. Infrastructures that were

incomplete during SEDP-I should be completed now to assure the needed

places,

The teaching force and the classroom work,

Management Issues to improve efficiency and uphold good governance

and

Cross-cutting issues including HIV/AIDS

Objectives for each of the areas mentioned are given and for each general

objective, there are several specific objectives, strategies and targets. When

these objectives are fulfilled to the measure shown in the targets there in, SEDP

– II will have been delivered.

Chapter three of this document deals with the Institutional arrangement,

Monitoring and Evaluation of the Plan, flow of information and budget summary

SEDP – II will be operationalized by several stake holders including the Ministry

of Education and Vocational Training, MoEVT, the Prime Ministers Office –

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Regional Administration and Local Government, PMO – RALG, the Development

Partners, DPs, Schools Boards and Management Teams at school level and

NGOs. The roles of each stakeholder is identified.

This Plan is expected to cost some Tas 1,054,044 millions in the 5 years of its

execution/implementation. the money will come from the central government, the

LGAs, DPs and the Wananchi through financial contributions and physical

involvement in the implantation of the Plan.

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1.0 INTRODUCTION

1.1 The Strategic Importance of Secondary Education

Secondary education occupies a pivotal role in the functioning of the economy and

the education system itself. For a long time to come, the majority of the people in

both the private and public sectors are likely to be secondary education leavers. The

whole primary education system relies on teachers who are a product of the

secondary education system. Candidates of higher and tertiary education and

training are products of the secondary education system. This is the essence of

being pivotal, or the link pin.

Important externalities of secondary education are increasingly being recognized in

family planning, education of the off-springs, political participation and health.

Hence good quality secondary education is a prerequisite for good quality human

life, labour skills and economic productivity. Secondary education is thus a

necessary, though not sufficient, condition for poverty reduction in the entire

population. It is in effect, a robust secondary education that will create a vibrant and

viable middle class essential for the contemplated economic boost placing the

country among middle income countries.

1.2 Policy Context

The country has benefited from many policy directives and reforms which have

been in place for the last 15 years. These have shaped our thinking and guided even

our educational activities and programmes. Among them are the following:

1.2.1 Development Vision

(a) Tanzania Development Vision 2025

Tanzania Development Vision 2025 accords high priority to the education

sector which is considered to be pivotal in bringing about social and economic

transformation, as described in the following statement:

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Education should be treated as a strategic agent for mind-set

transformation and for the creation of a well-educated nation,

sufficiently equipped with the knowledge needed to competently and

competitively solve the development challenges which face the

Nation. In this light, the education system should be restructured and

transformed qualitatively with a focus on promoting creativity and

problems solving (URT 2000:19).

(b) Education Vision

In response to Development Vision 2025, its education component aims at

creating “a well-educated, knowledgeable and skilled Tanzanian able to

competently and competitively cope with political, social, cultural, economic

and technological development challenges at national and international

levels.”

The Government seeks to provide equitable quality education and vocational

skills to all. This is to ensure, among other factors, adequate and quality

teachers, conducive environment for stakeholders willing to participate in

providing education delivery and conducive learning/teaching environment for

students and teachers at all levels.

1.2.2 The Education and Training Policy (ETP 1995)

This Policy established three main purposes for secondary education namely to:

(a) consolidate and broaden the scope of ideas, knowledge, skills and

concepts already acquired at primary education level;

(b) prepare students for tertiary, higher, vocational, technical and professional

education and training; and

(c) prepare students for the world of work.

(The ETP-1995 document is presently being reviewed but this focus will

remain).

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1.2.3 Education Sector Development Programme (ESDP 1997)

Following the ETP (1995), the Education Sector Development Programme (ESDP)

as a strategy towards as Sector-Wide Approach (SWAp) to education development

was initiated in 1997. The main goal of SWAp was to achieve the long-term human

development and poverty reduction targets and to redress the problems of

fragmented interventions through projects so as to promote the collaboration and

partnership among all stakeholders, using pooled human, financial and material

resources. This collaboration is hinged on planning, implementing, monitoring and

evaluation of education delivery. ESDP objectives on secondary education sub-

sector are derived from the major objectives of ETP on improving the quality of the

education process; increasing and improving access and equity for all children;

devolving authority to local levels; and broadening the financial base for supporting

education. ESDP was reviewed in 2008 to incorporate MKUKUTA, key

programmes such as PEDP and SEDP and Joint Assistance Strategy for Tanzania

(JAST).

1.2.4 MKUKUTA

The Government launched the MKUKUTA in 2000 to address issues of economic

growth and poverty reduction. It was expected that the steady GDP growth should,

in the long run, succeed in reducing the severity and extent of poverty in the

country. Yet, this will require better management of the economy, equitable

distribution of economic gain, greater strategic investments, and improved

technological and labour productivity. The MKUKUTA squarely recognizes the

vital importance of the expansion and qualitative improvement of the whole

education system, and especially secondary education system. This is essential for

any acceleration in economic growth and productivity. All this is predicated on

having high quality labour force, which in turn is dependent on the quality of

education and skills imparted in the training system. There is no doubt today that,

all things being equal, education is the greatest equalizer of income disparities in all

countries.

1.2.5 Education For All (EFA)

1.2.6 Millenium Development Goals, MDGs

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1.3 The Secondary Education Development Plan Phase One (SEDP I)

1.3.1 The Secondary Education Development Plan launched in 2004 was a Plan intended

to be implemented in three phases of five years each. The Plan which was

developed within the context of the broad Education Sector Development

Programme (1997) and the Secondary Education Master Plan (2000) had the

following objectives:

(a) Improvement of Access

The goal was to reach 50% of cohort participation and transition rate from

primary to secondary education by 2010 through:

(i) optimum utilization of teachers, tutors and physical facilities;

(ii) expansion of school facilities especially in underserved areas;

(iii) support to the non-government sector;

(iv) expansion of Form Five and Six;

(v) expansion of Open and Distance learning;

(vi) reduction of dropout, repetition and failure rates at all levels; and

(vii) Improving affordability and reduction of household education costs.

(b) Improvement of Equity

The goal was to ensure equity of participation in underserved areas by

geographical locations, gender and income inequalities through:

(i) allocating more resources in education to underserved areas;

(ii) providing scholarships to pupils from poor families;

(iii) improvement of retention and performance of girls;

(iv) improvement of facilities in schools of children with disabilities;

(v) improvement of education provision for the marginalized social

groups; and

(vi) reduction of school fees for day students.

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(c) Improvement of Quality

The overall aim was to raise the pass rate of Div. I-III from 36% (2004) to 70%

(2009) through:

(i) in-service courses for up-grading and continuous professional

development of teachers;

(ii) curriculum review;

(iii) improvement of school libraries;

(iv) providing capitation grant for teaching and learning materials and

other charges;

(v) improvement of examination structure, type and quality;

(vi) expansion of production of Diploma and Degree teachers; and

(vii) sensitization and education on HIV and AIDS, gender and

environment.

(d) Management Reforms

The overall goal was to increase efficiency and responsiveness in the operation

of secondary education. This was to be achieved through Decentralisation by

Devolution (D by D) of authority and responsibilities to lower levels of

management.

(e) Improvement of Education Management System

The principal goal was to make sure that the Ministry becomes more efficient

in executing its core functions of policy formulation, monitoring and

evaluation, providing regulatory framework, coordination and optimization of

resource use. This was to be achieved through:

(i) strengthening the inspectorate and support mechanisms;

(ii) improving access to and use of EMIS;

(iii) management capacity building at all levels;

(iv) communication and publicity of the plan; and

(v) strengthening monitoring and evaluation.

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1.3.2 Implementation of the programme started in 2004/05 using Central

Government local funds, the World Bank Credit, Local Government,

ADF, Community contributions, other stakeholders including CSOs

and individuals. Development Partners contributed indirectly to the

programme through General Budget Support. A total of Tshs.

1,433,084 billion was estimated to be used for 5 years of operation.

A strong political will, an excellent public support and community

participation have enabled good performance in expanding access and

capacity building at various levels. However, more is wished to have

been observed in some of the programme components like

Improvement of equity, Improvement of quality and Cross cutting

issues. Assessment made in June 2009 shows the following trend:

a) With regard to improvement of access,

The transition rate from Primary to Secondary is 51.7%. This is above the target

set at 50% by 2010. The success in improvement of access is largely due to the

increase in the number of schools every where in the Country. The number of

Secondary Schools has increased from 1291 of 2004 to 4102 in 2009 (see annex

1) Must of these Schools have been built by “Wananchi” in their wards.

The transition rate from Form 4 to Form 5 has been fluctuating from 30% of

2004 to 39% of 2006 to 30% again in 2008. This is partly due to under

achievement in the pass rates at CSEE and also the fact that there are few places

for Form 5.

The Net and Gross Enrolment Ratios at Form 1 – 4 increased substantively

though they didn’t reach the targeted 50%. NER increased from 8.4% of 2004

to 29.1in 2009, while GER increased from 12.9% of 2004 to 43.6 in 2009.

These ratios are expected to rise further in the current and coming years.

A good number of learners enrolled with the Open and Distance Learning

(ODL) under the Institute of Adult Education. Reports at June 2009 showed an

increase from 16,801 learners in 2004 to 35,804 learners in 2009. This is below

the targeted number of 50,000 by 2010. However there are many learners who

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do their Secondary education privately (not through IAE) and their numbers are

not included in these statistics (see table ..here after)

Table1number of candidates registered for CSEE 2005 – 2009

2005 2006 2007 2008 2009

School

Candidates

87,930 127,993 166,443 254,206

Private

Candidates

59,679 71,290 75,029 95,534

Total 85,292 147,609 199,283 241,472 349,740

There has been big drop outs in certain areas of the country mainly due to

truancy. Reasons for truancy are many. With the devolution of powers to PMO

– RALG, this issue will be addressed with greater success.

b) Regarding Equity,

Secondary education places are still offered at 1:1 ratio for boys and girls.

All the community-built schools are supposed to admit equal numbers of

boys and girls. However there has been a big difference between boys and

girls joining Form 1 in government schools especially in the years 2008 and

2009 (BEST 2009). This is mostly because of poor performance of girls at

PSLE. As a result of this (and other factors leading to dropouts for girls) the

percentage of female enrolments at Forms 1 – 4 has dropped from 47.3 in

2005 to 44.7 in 2009 for girls. However the percentage has risen from 37.8

in 2005 to 41.5 in 2009 at Form 5 level. There are deliberate efforts to

avail more places for girls at this level.

We have also scored great successes in availing more secondary education

places in the (so-called) underserved areas. Country wise the number of

Secondary Schools has increased from 1291 (government 828) in 2004 to

4102 (government 3283) in 2009. Some districts in 2004 had less than 3

schools (example Ngorongoro, Kiteto) Today almost all wards have a

Secondary School. Those Regions with less than 50 Secondary Schools in

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2005, they all have more than 100 Schools in 2009. Some of those regions

are: Lindi 2 schools in 2005 to 117 Schools in 2009, Singida from 44 to

150, Tabora from 46 to 164, Rukwa from 46 to 103 Manyara from 46 to 123

and Mtwara from 50 to 136. Despite these successes, we face some

challenges, including:

- the quality of the infrastructures and School (site) plans,

- many “Schools” still have incomplete infrastructures,

- some parents do not take their children to School.

From January 2005 the School fees for Day students was reduced from Tsh.

40,000/= to 20,000/= (about USD 15) so that many parents would be able to

afford taking their children to School. This is still the fee today. The

government is expected to provide the topping up. In the same year (2005)

through SEDP the government was to sponsor 12,000 students joining

Secondary Schools each year and sustain that sponsorship for all the years

of their Secondary education.

The Government revenues collected through Schools fees is still on

the lower side because not all pupils are paying the due fees. Only about

75% of the expected fees is actually collected. Also the topping up has

not been done successfully. Schools have been forced to seek further

contributions from parents or go without certain school necessities.

Some schools have used this ‘gap’ as a chance to demand more from

parents through the students.

The scholarship programme has helped more than…….. Students. The

scholarship money however thinned out after the third Word Bank tranche and

from 2008 only Tsh……..was given for this fund.

Some successes have been registered in assisting students who have

disabilities (physical or mental). Facilities like braitie machines for the

blind were given to Schools. Albino students were given special

considerations on accommodation. Several Schools have started building

infrastructures which are friendly to those with physical disabilities.

However this work needs to be spread throughout all Schools. As many

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students with disabilities show up, more Schools for them (inclusive or

otherwise) have to be built and be placed strategically in the Country.

c) Regarding quality

Schools have been using improved syllabus for O-level since 2005 and, those

for A-levels started being used this School year (2009/10) We have also had

regular in service training for science and mathematics teachers. However

there are many challenges in this area including the following:

- Pass rate at CSEE of Division I – III is still under 40% after 5 years of SEDP. It

was anticipated to increase to 70% by 2010! (from 36% of 2004),

- In service training has touched only a small portion of the many teachers who

need it especially because the syllabi have changed,

- Tas ………….has been sent to Schools for Teaching and Learning materials but

there is still a big cry for books and laboratory apparati and chemicals. We have

also sent………books to Schools which were given by USAID: some Partners

have also donated books for libraries either straight to Schools or through the

Tanzania Libraries Service Board, TLSB. However many Schools do not have

libraries. Only………libraries have been built by 2009 out of

the………..libraries planned through SEDP – I,

- A total of 15,200 teachers have been recruited and posted to government

Schools between 2005 and 2008. Also places for Teacher trainees have

increased both at degree and diploma level. Whereas there were 6282 Diploma

Teacher trainees in 2005, there are……….such trainees in 2009. Similarly

where as there were only one University training teachers in 2005 and

had…………..students, there are………University students doing education

courses in 2009. The challenge however is there are more schools than the

teachers we are producing each year. There is also the challenge of many

teacher-graduates not reporting to rural schools when they are posted there. As

a result the TPR in government scholls has risen to 1:49 in 2009! It was 1:26 in

2005.

d) Regarding management, there has been some interventions even before the

beginning of SEDP – I. Heads of Schools and their assistants were given short

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trainings at the Agency for Development of Education Management ADEM. With

the opening of new Schools the number of Heads of Schools who have to be trained

on the ABC of school management has increased. Most of the schools lack these

leadership skills. The School boards like wise need to be capacity built.

Alongside activities to strengthen school leadership, the following areas were

also addressed to increase efficiency and responsiveness in the operation of

secondary education:

District Secondary Education Coordinators were appointed in 2007 to link

MoEVT and LGAs on Secondary Education issues. These officers worked

from the District Commissioners Office,

District/Council Secondary Education Officers, DSEO, were appointed in May

2009 to replace the Coordinators appointed in 2007. The office was further

strengthened by appointing one Senior Officer, the Academic Officer to work

with the DSEO on all issues regarding the operation of Secondary Schools in

each LGA,

A number of operational activities are now done by the LGAs. These include:

employment of teachers and their transfers, transfer of students, running of

schools, etc. However capacity needs to be strengthened at LGAs. MoEVT

head office also needs to strengthen their supervisory role.

The opening of many new Schools has also been a challenge to the Inspectorate

division of the Ministry. The number of Secondary Schools inspected per year

increased from……in 2005 to….in 2008. However this is only % of the total

number of Schools,

Efficient collection of data is the cornerstone of good planning. Secondary

education statistics are necessary for development at this level of education.

There has been great improvement in the collection of data however most data

are obtained with some difficulty hence the need to strengthen the MIS of the

Ministry

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1.4 Justification for SEDP II

The Government recognizes that if these challenges are not addressed, they will

hinder the delivery of equitable and quality secondary education and the attainment

of the National Strategy for Growth and Reduction of Poverty (NSGRP) targets,

MDGs and other national, regional and international commitments.

The demand for quality secondary education among Tanzanians is still high. There

is need to move forward to consolidate the gains of the first phase of SEDP and

plan for a next phase. Hence SEDP II.

2.0 The Secondary Education Development Plan Phase Two [2010 – 2014]

2.1The Highlights of the Secondary Education Development Plan (SEDP II)

The Secondary Education Development Plan Phase II (SEDP II) is a logical

and necessary sequel to SEDP I. It covers both levels of secondary

education the four year O-level cycle and the two year A-level cycle. It

captures strengths, weaknesses, challenges, and opportunities created by

SEDP I. It builds from ESDP, annual sector reviews, ongoing Local

Government Reforms, and consultative dialogues. It has five components,

which are:

a] The improvement of the Quality and Relevance of Secondary Education,

b] Enhancement of Access and Equity including consolidating what was planned

in SEDP-I in this area,

c] Improvement of the Teaching Force and Teaching Processes;

d] Improving Management Efficiency and Good Governance; and

e] Cross Cutting Issues.

The long term Development Objective of SEDP II is to build a high quality,

productive and adaptive labour force for the economy and the whole education

system in general that will contribute to the realization of the MKUKUTA goals.

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2.2 The Plan Objectives

2.2.1 Improvement of the Quality and Relevance of Secondary Education

It is quite clear that, there is no problem with the demand for secondary education

in Tanzania. The secondary education has been able to triple enrolments in a span

of four years, from 432,599 in 2004 to 1,466,402 in 2009. During the same period

enrolment in the open and distance learning have increased from 16,801 to 35,804.

The number of secondary schools (both Government and Non Government) has

also increased from 1,291 in 2004 to 4,102 in 2009.

However, it is becoming increasingly evident that demand for secondary education

which led to increase in the construction of schools and consequent increase in the

number of pupils has created a bigger constraint on the provision of quality

secondary education. While in practice access precedes quality and we should be

proud of what has been achieved in this area, it is crucial that the two should be

tackled together if one is to get value for money invested in education. Therefore, a

priority is given to the improvement of the quality and relevance of education

provided.

(A) The Main objective

Quality and relevance of Secondary Education improved.

(B) The Specific Objectives

Specific Objective 1

To intensify efforts to provide adequate and appropriate teaching and learning materials in

all subjects and at all levels including ODL by 2013.

Strategy 1

Mobilize resources for provision of adequate teaching and learning materials.

Targets

(a) Capitation Grant of Tsh 10,000 per pupil per year for teaching/learning materials

provided annually.

(b) A pupil text book ratio of 1:3 subject wise attained by 2013.

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(c) 800,000 copies of modules and learners manuals reprinted and distributed by 2011

(d) 90% of expected annual fees from students paid by 2012

Strategy 2

Strengthen capacity of the Education Resource Centre (ERC) to produce curriculum

support materials.

Target

ERC equipped with necessary tools and equipment by 2011.

Strategy 3

Establish functional laboratories in each school.

Target

Schools having functioning laboratories increased from 150 in 2009 to 2500 in 2014.

Strategy 4

Schools to have well stocked libraries

Target

Well stocked libraries present in 2500 schools by 2013 from the present …..

Strategy 5

Strengthen the use of ODL centres throughout the country

Target

One ODL centre in each region equipped with learning facilities by 2014

Specific Objective 2

To ensure that active learning is effectively practiced in schools and ODL centres by 2011.

Strategy 1

Ensure that every secondary school and teachers’ college is inspected frequently.

Targets

(a) All secondary schools and teachers colleges inspected, including self evaluation,

once per year by 2015

(b) Annual reports of inspection work being a regular agenda of MoEVT and PMO-

RALG meeting as from 2011

Strategy 2

Ensure Heads of Schools, WECs and Councils Education personnel are oriented on school

site supervision.

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Target

All heads of secondary schools, WECs and Council personnel oriented on school site

supervision by 2013.

Strategy 3

Optimize time-on-task of pupils in schools.

Targets

(a) Reading culture introduced in each school through reading of novels and other

supplementary materials for leisure by 2011.

(b) 90% of the allocated time for teaching is used effectively by 2011 from the present

……….%

(c) Daily attendance in classroom of teachers and students monitored effectively by

2011.

Strategy 4

Ensure availability and appropriateness of facilities, teaching and learning materials.

Targets

(a) Attain a Book pupil Ratio of 1:3 in all subjects by 2013

(b) Textbook based teaching and learning restored in the classroom by 2011.

(c) Establish a school textbook-book fund for each school by 2011

(d) Having stocked libraries in 2500 Schools by 2013

Strategy 5

Promote independent learning, analytical and critical thinking skills among students.

Target

(a) Performance in O-level improved to 50% in Division I - III by 2013.

(b) Each school to promote out of classroom activities encouraging analytical thinking

by 2011

(c) Each student to read at least one novel per week by 2012

(d) Students to write a project work each term by 2012

Strategy 6

Ensure availability of competent teachers in classrooms for all subjects

Targets

(a) Teachers in all subjects be in classrooms during the teaching session by 2011.

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(b) Daily monitoring of classroom teaching done by the School Management Team by

2011.

Specific Objective 3

To enhance and strengthen school inspection to adequately monitor the quality of education

Strategy 1

Recruit more school inspectors.

Target

A total of 550 Inspectors recruited and posted to zonal and district offices by 2014.

Strategy 2

Equip inspectorate offices appropriately and adequately.

Target

A total of 143 Zonal and District inspectorate offices equipped and re-tooled by 2013.

Strategy 3

Enhance technical competencies of school inspectors.

Target

800 inspectors given professional development training by 2014

Specific Objective 4

To accelerate the recruitment of library assistants and laboratory technicians in each

district by 2014

Strategy

Liaison with concerned parties to conduct special training programme for Laboratory

Technicians and Library Assistants

Target

(a) At least 3 institutions have facilities to train laboratory technicians by 2012

(b) The capacity of SLADS increased to train 20% more library assistants than they are

currently producing by 2013

(c) A total of 150 library assistant and 150 laboratory technicians recruited and

posted to schools and colleges by 2014.

Specific Objective 5

To improve the national examination assessment framework by 2013.

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Strategy 1

Undertake research on status and impact of current examination practices.

Target

Comprehensive situational analysis study conducted by 2011.

Strategy 2

Establish an appropriate assessment and examination system.

Targets

(a) Provision of necessary facilities for efficient execution of NECTA activities in

place by 2011.

(b) Assessment and examinations policies and practices reviewed by 2012.

(c) NECTA personnel trained on appropriate assessment system by 2012.

Specific Objective 6

To promote and incorporate e-learning in secondary education.

Strategy

Increase access and use of ICT in secondary schools and ODL centres.

Targets

(a) ICT facilities and Equipment-Maintenance-Plan in place and operational by

2011,

(b) Appropriate ICT facilities, equipment and teaching/learning materials availed to

3,000 schools and 21 IAE Regional centres by 2014.

(c) A total of 5,000 teachers trained in e-learning teaching by 2013.

(d) Information and Computer Studies (ICS) subject taught in 1000 secondary

schools by 2013.

Specific Objective 7

To continue providing Capitation Grant annually to eligible Non-Government schools for

teaching and learning materials at the rate of 50% of what Government schools are getting

up to 2014.

Strategy

Provide financial support to non-profit making Non-Government schools.

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Targets

(a) Eligible schools for Capitation Grants identified by November of each year.

(b) Capitation Grants to 50,000 pupils from eligible schools disbursed by September of

each year.

Specific Objective 8

To promote vocational skills for self employment and reliance by 2015.

Strategy

Introduce polytechnic education in the secondary education system.

Targets

(a) A study on introducing polytechnic education into secondary education system

conducted by 2011.

(b) polytechnic education introduced in secondary education by 2014.

2.2.2 Enhancement of Access and Equity

The most robust measures of access in education are the Gross Enrolment Ratio (GER) and

Net Enrolment Ratio (NER), basically assessing the proportion of those who want

secondary education that can get it irrespective of age, and then that of those of appropriate

age who can get secondary education. Tanzania has been able to improve participation

rates from GER of 11.7% and NER of 10.1% in 2005 to 31.3% and 27.8% in 2009

respectively. While these are still below regional and sub Saharan figures, the progress has

been quite significant. However, in both indices, girls are lagging behind.

Similarly, the gender parity ratio has been declining from about 48% girls and 52% boys in

2004 to about 45% and 55% in 2009 respectively. In addition, the general performance of

girls in almost all subjects has not matched with that of their brothers though there are

cases where girls have out-performed boys. This plan will strive for harmonious and

equitable development across, gender, geographical lines, economic disparities and cultural

groups.

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DRAFT SEDP

(A) The main Objective

Access to and equitable participation in secondary education ensured.

(B) The specific Objectives

Specific Objective 1

To increase the transition rate from ‘O’ Level to ‘A’ Level from 26% in 2009 to 35% by

2014.

Strategy 1

Increase A level places in existing Government schools.

Targets

(a) Each region to have at least one A level only school by 2012.

(b) Each district to have at least two ‘A’ level boarding school by 2013.

Strategy 2

Construct new ‘A’ level schools.

Target

Each region to construct at least two ‘A’ level boarding school by 2013.

Strategy 3

Provide solar power to rural government secondary school

Target

All rural government schools supplied with solar power by 2015

Strategy 4

Institute of Adult Education initiate A-level programmes through ODL

Target

A-Level integrated curriculum, study materials, tutors and learners manuals developed by

2012

Specific Objective 2

To reduce dropout rate at ‘O’ level from 4.1% in 2009 to 3% by 2014.

Strategy 1

Provide guidance and counselling to pupils and parents and conduct advocacy.

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DRAFT SEDP

Target

(a) 4,000 teachers/matrons/patrons trained on guidance and counselling by 2014.

(b) Peer guidance and counseling introduced in all schools by 2012

Strategy 2

Provide meals to day scholars by means of community contributions.

Target

(a) Communities sensitised and organized to contribute for their childrens’ meals by

2013

(b) 50% of all day schools provide at least one meal per day to their students by 2014

Strategy 3

Enhance extra-curricular activities including self-reliance activities, sports and games in

schools.

Target

Facilities for extra-curricular activities including sports and games provided to 50% of all

schools by 2013.

Strategy 4

Introduce e-learning to attract and retain pupils in schools.

Target

At least 10 schools in each district to have computer laboratory for sharing with cluster of

schools by 2014.

Specific Objectve 3

To consolidate the strategic expansion of Secondary Education places

Strategy 1

Complete unfinished structures started through SEDP I

Target

Report on number and status of unfinished structures be in place by June, 2010,

A plan for completing the structures to be in place by August, 2010,

70% of the incomplete structures to be completed by 2013.

Strategy 2

Complete the required main buildings in a school to make the school full functional.

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DRAFT SEDP

Target

2500 schools without laboratories to have these constructed, furnished and “re-

tooled” by 2014

2500 schools without libraries to have these constructed and furnished by 2014,

2000 schools without administration blocks to have these constructed and furnished

by 2014

3000 schools especially in the rural areas to have at least 2 staff houses by 2014,

All schools to have adequate toilet facilities by 2013

Specific Objective 4

To increase enrolment to Secondary Education through ODL programmes.

Strategy 1

Support IAE to successfully run ODL programmes.

Target

To have 60,000 (from 40,000) of 2008 youths and adults enrolled in the ODL programme

by 2014.

Strategy 2

IAE to provide improved learners support services to ODL learners

Target

Four ODL study centres coordinators from each region receive training on counseling skills

by 2014

Specific Objective 5

To provide scholarships to 100,000 from the present 43,000 secondary school pupils

annually from economically poor families by 2014

Strategy

Review and improve existing scheme so as to improve the level of support and number of

beneficiaries.

Targets

(a) Scheme reviewed by 2010.

(b) Eligible pupils identified by Mid-January each year.

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DRAFT SEDP

(c) 100,000 scholarships provided to eligible secondary school pupils annually starting

from 2012.

(d) Funds to eligible pupils disbursed by February of each year.

(e) Scholarship scheme monitored annually.

Specific Objective 6

To enhance equitable access for pupils from underserved areas by 2014.

Strategy

Increase and improve hostel facilities for schools in underserved areas.

Targets

(a) Needs assessment done by 2010

(b) A total of 10 hostels accommodating at least 60 pupils each constructed annually

(c) Communities encouraged and organized to build and run hostels for at least 5 of

their schools per Council by 2011

Specific Objective 7

To improve facilities in existing 18 Government schools accommodating pupils with

physical or mental disabilities by 2014.

Strategy

Enhance school facilities for pupils with special learning needs.

Targets

(a) Needs assessment survey carried out at the end of each year.

(b) Additional Capitation Grant to the tune of Tsh. 20,000.00 per pupil per year

disbursed by September of each year

(c) 50% of all government schools to have infrastructures friendly to pupils/people

with disabilities by 2014 .

Specific Objective 8

To promote retention of girls to reach 90 % by 2014

Strategies

i. Provide girl child friendly environment to schools.

ii. Construct girls’ hostels where required.

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DRAFT SEDP

iii. Empower girls through TUSEME activities.

iv. Recast school rules and regulations to clearly depict gender consideration.

v. Use media to sensitise all stakeholders to take their responsibilities on this issue

Targets

(a) A total of 50 Ablution blocks for girls in schools constructed annually.

(b) Guidance and counselling services to empower girls provided in every school from

2012.

(c) School rules and regulations reviewed by 2011.

(d) A total of 100 girls’ Hostels constructed by 2014.

(e) Special feature articles appearing on papers every week from 2012.

Specific Objective 9

To improve the pass rate at ‘O’ level for girls in science subjects from 46% in 2009 to 60%

in 2015 and from 16% in 2009 to 25% in 2015 in mathematics.

Strategies

i. Provide effective remedial tuition and mentorship to underperforming pupils

particularly girls.

ii. Staff schools appropriately observing the balance between science and arts

teachers, male and female teachers, academic and professional parity.

iii. Provide user friendly learning materials in science and mathematics.

iv. Scaling-up and operationalize science camps.

Targets

(a) All schools with girls to have effective remedial and mentorship programmes by

2014.

(b) Science camps for girls scaled-up and operationalized by 2014.

(c) Girl-child friendly learning materials provided to schools by 2014.

2.2.3 Improvement of the Teaching Force and Teaching Processes

Teachers and teaching holds key importance in any education system. Our schools need

teachers who have relevant knowledge and skills to pass on to the pupils what they know

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DRAFT SEDP

and who know how to impart it. We need Teachers who will inspire their pupils and be a

role model to their pupils in terms of knows-what, commitment to work and relationships.

These teachers should not only be available at school but be in the classrooms where the

students are.

The challenges facing the country today are that teachers are not available in the right

numbers, and that those who are available shy away from rural schools. Also there are

cases where teachers are in schools but, their classroom work (delivery, sharing and

relationship with learners) is not effective and efficient enough.

(A) The Main objective

To have an adequate number of highly competent teachers who will inspire and

correctly handle pupils for better performance.

(B) The Specific Objectives

Specific Objective 1

To accelerate training of diploma teachers for ‘O’ level according to subject needs by 2014.

Strategy 1

Increase the enrolment of Diploma Teacher Trainees in TCs.

Targets

(a) Existing 10 Diploma Teachers Colleges rehabilitated and expanded to accommodate

not less than 1000 students by 2014.

(b) A total of 30,000 diploma teachers trained between 2010 and 2014.

(c) Online teacher training courses initiated by 2012.

Strategy 2

Reintroduce the Concurrent A-Level and Diploma science and languages teacher training

model.

Target

A total of 3 TCs introducing the concurrent A-Level and Diploma teacher training by 2013.

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DRAFT SEDP

Specific Objective 2

To collaborate with other stakeholders in accelerating the supply of degree graduate

teachers for secondary schools by 2014.

Strategy 1

Implement scholarship program for excelling students especially in science subjects.

Target

Tied bursaries for science student teachers introduced by June 2010.

Strategy 2

Establish quotas for the training of teachers at all institutions producing diploma and

graduate teachers.

Target

7,000 teachers with degree graduate annually from 2010.

Strategy 3

Adopt and implement TDMS.

Target

TDMS start being complemented by 2010.

Specific Objective 3

To enhance professional competence of teachers and tutors by 2014.

Strategy 1

Carry out continuous professional development to the target groups.

Targets

(a) Training needs assessment conducted by 2010.

(c) In-service Training (INSET) programmes designed by 2010.

(d) A total of 8 TRCs institutionalized, expanded/increased and equipped with

appropriate facilities by 2012.

(e) TDMS operationalised by 2010.

Strategy 2

Assist Non-Government schools to have professionally competent teachers.

Target

Integrate teachers from the targeted Non-Government schools into the overall training of

teachers as from 2011.

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DRAFT SEDP

Strategy 3

Introduce and enforce textbook- based teacher instruction.

Target

Textbook-based teacher instruction introduced and enforced by 2012.

Strategy 4

Enforce attainment of standard in the language for teachers trainees

Target

(a) English language a compulsory subject at all Teachers College by 2012

(b) English oral exams carried out at all TC by 2012

Specific Objective 4

To provide incentives for greater retention of teachers.

Strategy 1

Provide housing units in community built secondary schools.

Target

2,000 housing units built every year through out the programme.

Every new school to have at least 2 staff houses before being registered starting

2010

Strategy 2

Institute regular and need based in-service training for all teachers.

Target

6,000 teachers receive short term training annually.

Every school to conduct in house training to cover its teachers every year

Strategy 3

Encourage exchange of teachers in clusters.

Target

Programme for exchange of teachers at cluster level to be in place December 2010.

Specific Objective 5

To ensure equitable distribution and full utilization of teachers for quality delivery of

instruction.

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DRAFT SEDP

Strategy

Strengthen Monitoring and evaluation (M & E) and deploy accordingly.

Target

Deployment of teachers current in the field carried out and sustained by 2012.

M&E carried out by MOEVT and PMO-RALG officials regularly from 2010

2.2.4 Improving Management Efficiency and Good Governance

A well- managed organisation should give better outputs. An education system is such an

investment that when properly handled, the result will be good education for the citizens .

The goodness of this education will be reflected in the kind of graduates coming out of the

system and in the long run, it will show its multiplying effect in the country’s development

(socio-economically). Good governance is the cornerstone for effective utilisation of

human capacities towards enhancing efficiency and effectiveness in the provision of

secondary education. This level of education still has many managerial challenges. We

need to look at our institutional arrangements, question some of the philosophies/policies

and operational structures we have today, check the ‘’managerial-competencies’’ of our

‘education managers’ and strengthen management at all levels.

(A) The Main Objective

Good governance and Management practices at all levels of education enhanced by 2014.

(B) The Specific Objectives

Specific Objective 1

To provide appropriate capacity building at all levels by 2011.

Strategy 1

Train Heads of Schools, School Board Members, School Management Teams, Managers

of Non-Government Schools, WECs, DSEOs, REOs and Ministry staff in Governance and

Management of secondary education.

Target

Capacity building strategy finalized and operationalized by 2010.

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DRAFT SEDP

Strategies 2

Strengthen monitoring and evaluation for SEDP implementation from centre to school

level.

Targets

(a) Monitoring and Evaluation Plan developed and operationalized by 2010.

(b) Monitoring exercises conducted and reports prepared half yearly.

(c) Diagnostic evaluation conducted and reports prepared as required.

(d) Financial resources for M &E increased by 20% each year from 2010

Strategy 3

Implement financial tracking recommendations from Public Expenditure Tracking Survey

(PETS) Report.

Target

PETS Report recommendations implemented by 2012.

Strategy 4

Ensure that SEDP funds are audited annually.

Target

External Audit done not later than six months after end of each financial year.

Strategy 5

Strengthen MOEVT – PMO RALG partnership on Secondary Education

Target

Guidelines on Secondary Schools operations being fully used by 2010,

Inter-Ministerial meetings conducted twice yearly from 2010,

Study on success of D by D carried out by 2012

Specific Objective 2

To improve access to and use of Education Management Information System (EMIS) at all

levels under the umbrella of ESMIS for use in decision making by 2015.

Strategy 1

Strengthen the implementation of MOEVT EMIS Plan and integrate with ESMIS.

Targets

(a) Procurement and installation of EMIS equipment up to Council level

completed by 2011.

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DRAFT SEDP

(b) Training on how to operate the equipment up to Council levels completed

by 2011.

(c) Capacity building on Data Base Management provided at all levels by 2012.

(d) Integrate and harmonise Education Sector Database at all levels.

Strategy

Strengthen IEC to ensure effective communication of information and transparency on

education with the public.

Targets

(a) IEC offices retooled by 2010.

(b) IEC personnel trained by 2010.

(c) SEDP activities publicized quarterly every year from 2011.

Specific Objective 3

To institutionalize the use of school plans as basis for giving School Heads the necessary

inputs for their performance by 2010.

Strategy

Institutionalize a culture of using School Plans as basis for budgeting and funding.

Target

Institutionalize the use of School Plans by 2010.

Specific Objective 4

To improve cost efficiency of operating School Boards by 2010.

Strategy

Downsize the School Boards to not more than seven members.

Target

(a) All School Boards downsized to seven or less members by 2010.

(b) Parents Association established in all schools by 2014.

2.2.5 Cross-Cutting Issues

Cross cutting issues that warrant a place in the national curriculum normally include

Gender (men and women relational issues); Human Rights as enshrined in the constitution

and other international conventions; Patriotism (obligation to the country) Rights of

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DRAFT SEDP

Children; the Environment; care and support services for the orphans and other vulnerable

children, fight against malaria, HIV and AIDS. While these are recurrent and dynamic

issues that need continuous follow up, they cannot be addressed independently and

separately from school subjects. These issues need to be addressed by SEDP in order to be

abreast with current national and global concerns as well as future demands.

(A) The Main Objective

To provide effective HIV and AIDS education including care and support programmes to

the affected and infected; an effective education on environment, human rights, gender and

life skills in all secondary schools, teachers colleges and work places by 2012.

(B) The Specific Objectives

Specific Objective 1

To continue with review and improvement of the curriculum in relation to HIV/AIDS by

2010.

Strategy 1

Continue with reviews and adoption of cross cutting issues in secondary, teacher education

and ODL curricula, teaching – learning materials, assessment and examination and school

inspection.

Targets

(a) Curricula reviewed and shared with stakeholders by 2012.

(b) Capacity for handling HIV/AIDS and life skill education of 16,000 teachers

strengthened up by 2014.

Strategy 2

Establish care and support programmes for pupils and personnel affected and infected with

HIV and AIDS.

Targets

(a) Needs assessment conducted by 2010.

(b) Networking with Ministries, Departments and Agencies (MDAs) and other

relevant CBOs and NGOs completed by 2010.

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DRAFT SEDP

(c) Special feeding programme for affected and infected pupils in place by 2010.

(d) Workplace intervention programmes (VCT and Skill based education) in

place by 2010.

(e) Health programmes for affected and infected pupils in place by 2014.

(f) Availability of water and sanitation in place by 2011.

Strategy 3

Provide school personnel and pupils with care and support annually.

Targets

(a) Voluntary counselling and testing services at schools and colleges strengthened by

2010.

(b) Home based care instituted and strengthened by 2010.

(c) Psychological services in place by 2011.

Specific Objective 2

To inculcate within the school community the appropriate appreciation and skills for

conservation of the environment by 2011.

Strategy 1

Review school rules and regulations to incorporate environmental issues and care.

Target

Guidelines for integration of environmental issues in teaching in all subjects developed and

disseminated by 2010.

Strategy 2

Institute forums and opportunities for open debates and discussion on environmental issues.

Target

Issues on environment in including rules and regulations incorporated into school time

tables by 2011.

Strategy 3

Carry out pertinent practical activities including solutions to challenges posed by the

immediate environment.

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DRAFT SEDP

Target

Out-of-class activities related to environmental appreciation and conservation including

greening of school environment, water, sanitation and cleanness incorporated into school

time-tables by 2011.

Strategy 4

Bring school water and sanitation to required standards in all schools

Target

70% of all schools having water and sanitation requirements by 2013

Specific Objective 3

To promote the existing efforts on gender equality among school and college communities

by 2010.

Strategy 1

Provide gender friendly facilities at secondary schools and Teachers colleges.

Targets

Gender friendly facilities incorporated in construction and rehabilitation plans by 2010.

Strategy 2

Involve students and school community in out-of-class activities that strengthen change in

attitude and behaviour.

Target

Time set aside for counselling and other gender related activities clearly indicated in

school/college timetables and operationalised by 2010.

Strategy 3

Intensify counselling and guidance sessions.

Target

Counselling and Guidance sessions strengthened at all levels by 2012.

3.0 Plan Implementation Strategies

3.1 The Decentralization of the Management of Secondary Schools

The main purpose of the decentralization of the management, administration, and

supervision of secondary schools is to increase efficiency and responsiveness in the

operation of secondary education through Decentralisation by Devolution (D by D) of

authority and responsibilities to lower levels of management entailing:

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DRAFT SEDP

i] decongesting activities in MoEVT Headquarters;

ii] increasing delegation of authority to regions, districts, councils, and schools;

iii] giving ownership mandates to Local Government Authorities;

iv] ensuring close and prompt supervision of service delivery; and

v] facilitate smooth and efficient management of resources.

3.2 Delineation of Roles of Different Levels and Actors

The roles, functions, lines of communication, and responsibilities are as follows:

3.2.1 Ministry of Education and Vocational Training (MOEVT)

The responsibility of MoEVT will continue:

a) to focus on policy development, quality assurance, setting national standards,

and monitoring and evaluation;

b) monitoring the implementation of the Education and Training Policy;

c) preparation of curriculum;

d) review and approve new curriculum, teaching and learning materials

e) coordinate research and evaluation;

f) coordination of in-service training;

g) preparation and management of national examinations;

h) management of schools of children with special needs;

i) registration on new secondary schools and teacher’ colleges;

j) selection of Form 5 students and diploma students;

k) inspection of schools;

l) receive inspection report and follow up their implementation;

m) monitor, harmonize, and equalize teacher deployment and cross-regional

transfers;

n) mobilization and allocation of resources;

o) establishment of National Minimum Standards for schools and colleges;

p) approval of educational materials for schools; and

q) issuing guidelines on the provision of education to students with special

needs.

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DRAFT SEDP

3.2.2 Regional Administration and Local Government Ministry (PMO-RALG)

The responsibilities of PMO-RALG in SEDP will be:

a) coordination of the implementation of SEDP in the LGAs;

b) monitoring and evaluation of secondary education projects in LGAs;

c) monitoring of transfers of teachers and non-teaching staff from one region to

another;

d) participation in the review of SEDP implementation;

e) coordination and mobilization of local resources for implementation of SEDP

II;

f) preparation of physical and financial reports on the implementation of SEDP II;

g) coordination of sports and games in the LGAs;

h) coordination of provision of the Government scholarship schemes for children

from poor families;

i) coordination of Form I and V selection in collaboration with MOEVT and

participation;

j) monitor the appointment of School Boards Members;

k) monitor the employment of new teachers and non-teaching staff in Regions and

LGAs;

l) monitor the appointments of Heads of Secondary Schools; and

m) monitor of capacity building for teachers and non-teaching staff.

3.2.3 Regional Office

(i) Coordinate Education Development Plans of their respective districts.

(ii) Supervise education developments in the region.

(iii) Process appeals of students.

(iv) Coordinate and supervise National Class VII, Form IV and VI examinations.

(v) Selection Form 1 students.

(vi) Deal with students’ repetitions and transfers.

(vii) Coordinate employment and transfers of teachers within districts in their

regions and inspection of schools.

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DRAFT SEDP

3.2.4 Local Government Authority

(i) Coordinate and advise DEO on the establishment of new schools.

(ii) Monitor construction of school buildings including maintenance of schools.

(iii) Coordinate requests from Wards on students to be supported under the

government scholarship scheme.

(iv) Hire and fire non-technical non-teaching staff in schools.

(v) Appoint School Board members.

(vi) Oversee employment and transfer of teachers within the district.

3.2.5 Ward Administration

(i) Identification of local areas for the construction of schools.

(ii) Mobilization of the communities for construction, enrolment, and retention of

students using school mapping guidelines.

(iii) Monitoring of school construction and provide feedback to the District.

(iv) Coordinate screenings, and consolidate requests from Village Governments of

students to be supported under government scholarship scheme.

3.2.6 School Boards

(i) Oversee implementation of School Development Plans.

(ii) Advise District Secondary Education Officer and on schools management.

(iii) Approve School Development Plans and Budgets.

(iv) Deal with disciplinary cases of students.

(v) Advise the District Education Officer and TSC on disciplinary cases of

teachers.

(vi) Demand, on regular basis, accountability for poor students’ performance.

3.2.7 The School Management Team

(i) Manage the day to day affairs of the school.

(ii) Prepare school development plans and budgets.

(iii) Supervise and ensure high quality teaching and learning.

(iv) Ensure proper implementation of the education and training policy.

(v) Ensure high quality for new constructions and school maintenance.

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DRAFT SEDP

(vi) Support village government in identifying children qualifying for Government

scholarship.

(vii) Ensure effective use of time on tasks for the entire school day.

3.2.8 Development Partners in Education

The Government recognizes the need for dialogue, collaboration and consultative

approaches in the implementation of the plan. In this context, the responsibilities of

development partners shall include:

(i) mainstream their support into Government Plans;

(ii) contribute funds in support of the Plan, and

(iii) participate as stakeholders in SEDP review process.

3.2.9 Non-Governmental Organization (NGOs) and Community Based

Organisations (CBOs)

NGOs and CBOs are expected to:

(i) continue to expand access and improve quality and equity in line with national

policy; and

(ii) collaborate with MoEVT, PMORALG, LGAs and other stakeholders in

achieving national targets in SEDP.

3.3 Monitoring and Evaluation of the Plan

There is evidence today that monitoring and regular evaluation episodes strengthens

dialogue between all concerned parties and enhance the quality of outcomes and speed of

completing each activity. It is therefore anticipated that there will be monitoring and

evaluation episodes as follows:

3.3.1 Six Monthly Reports

Tailor made evaluation instruments will be designed for self-evaluation and reports

avail on six monthly basis and shared in the ESDC forum.

3.3.2 Annual Evaluation

Each year Formative Evaluations of the Plan activities will be performed and results

to be shared in the ESDC forum.

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DRAFT SEDP

3.3.3 End of Plan Evaluation

At the end of the Plan period, a Summative Evaluation will be conducted to take

stock of achievements, missed opportunities, failures, and lessons learnt. These will

be presented in national workshops of all stakeholders.

3.4 Plan Management and Continuous Monitoring

The implementation of SEDP II will follow the existing management structures of MOEVT

and PMO-RALG as indicated in Figure 1. SEDP II management and coordination is

integrated in the Department of Secondary Education ((MOEVT), Department of

Education Coordination (PMO-RALG) and the District Secondary Education Department.

The lines of accountability and responsibility as well as roles for each level have been

delineated.

At Regional Level, the Regional Administrative Secretary (RAS) through the REO

coordinates the implementation of the Plan by monitoring the District Secondary Education

Officer (DSEO), WECs, and School Heads who oversee the implementation of the Plan at

their areas of jurisdiction. The Zonal Maintenance Engineers in collaboration with

Regional and District Engineers and School Inspectors will be facilitated to do the

supervision of the completion of unfinished structures and construction of new ones. They

will also be responsible to oversee the enforcement of standards of school layout plans as

well as assuring that the specified standards of construction are upheld.

At Ward and Village levels, there shall be a School Construction Committee, where a

School Board does not exist yet. It shall be responsible for overseeing the completion of

unfinished structures in existing schools and construction of new schools. School

Construction Committees report to School Boards, where they have been established. At

school level, a School Management Team will advise the Ward Committee and report to

the Headmaster/Headmistress and the School Board on the progress of construction works.

The Ward Executive Officer will be responsible for community resources mobilization.

Records shall be kept by the Chairperson of the School Management Team for proper

management of funds as well as being able to determine levels of funding by community,

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DRAFT SEDP

government and partners in education development. The flow of information for SEDP II

management is indicated in Figure 2.

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DRAFT SEDP

------------------------------------------------------------------------

Figure 1: Programme Management and Monitoring Framework

MINISTER[PMO-RALG]

MINISTER[MoEVT]

Deputy Minister

Deputy Ministers

Permanent Secretary [MOEVT]

Commissioner of Education

Permanent Secretary [PMO-RALG]

DPS (E)

DPS-RALG (RALG)

Director Education Coordination

Directors of

Institutions

Director Admin.

Director Secondary

Ed.

Director Higher Education

RASREO

DC

Director of Teacher

Education

Regional Education Officer Accountant (Regional)

District Secondary Education Officer

School Boards

DSEO

Village Government

Ward Executive Officers

Chief Accountant

Director Policy & Planning

Director of School Inspection

Sub treasury

Ward Education Officer

ESDC

Director Primary Ed.

Director Technical and

Voc. Ed.

Deputy Permanent Secretary

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DRAFT SEDP Figure 2: The flow of information for SEDP II management

39

Education Funds

MOF

MOEVT and other Institutions

School Board Suppliers

GENERAL MANAGEMENT

ASSESSMENT OF NEEDS AND PLANNING

MOEVT and PMO-RALG monitors the operation mode

of the school account

Regional Secretariat coordinate councils Education development plans

Regional Secretariat support and Consolidate councils data

Regional Secretariat Appraise council Education

plans

Councils give

support to school Education

development plans

Wards/schools formulate school Educationdevelopment plan & budgets

FINANCIAL MANAGEMENT

Treasury /PMORALG transfers the funds quarterly to the

school revenue account

Councils appraise school Education Development

plan

New schools are informed to start

New Schools open Revenue account

TECHNICAL MANAGEMENT

MOEVT/PMORALG provides technical support to Regions and councils

MONITORING

MOEVT and PMO-RALG Monitors and Prepares Half year reports

The schools account is supplied quarterly

Schools pay the contractor

Schools agree with

Technical staff on plan

Contractors provide

services to school

School implements the plan

Regional Sub- Treasury

Councils Prepare Plans for establishment of new schools

DRAFT SEDP

3.6 Budget Summary

The Government in collaboration with Development Partners, Non-State Actors and

communities will continue to mobilize resources to address the outlined SEDP II

components, strategies and targets. The Government reaffirms its commitment to

continue focusing resource allocation to secondary education sub sector which is one of

the national priority areas in MKUKUTA. As would be expected, quality improvement

and relevance takes the lion’s share, followed by the Access and Equity component.

Then comes improvement of the teaching force and processes.

The proposed SEDP cost projections are largely based on the calculated unit cost and

enrolment projections between 2010 and 2015.The projections have been calculated

using secondary school enrolment projections (BEST 2009), MTEF, tuition fees, direct

cost and personal emolument. The cost projections have been made taking into

consideration the following basic assumptions:

- The current domestic revenue collection of 15.9% of the GDP is

expected to increase to 18.3 % in 2011/12 and upward trend over

the plan period;

- Political will and stability will be maintained over the plan period;

- An inflation rate of 6.5% targeted in 2010 will be fluctuating but

remain in the single digit over the plan period;

- Selected national basic education sub-sector priorities will be fully

funded;

- The enrolment in secondary education is expected to increase up to

70% out of those passing PSLE by 2015;

- Though the GDP is expected to decline to 5.0% in 2009 due to

Global Economic Crisis but is expected to grow up to 7.5% in 2012

and continue to grow over the plan period;

- The Government commitment to allocate up to 25% of its overall

recurrent expenditure to Education Sector is met. Out of this total,

up to 15% has to be allocated to Basic Education;

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DRAFT SEDP

- The National Population growth rate of 2.9% (2002 census) is

constant over the plan period;

- The real exchange rate is expected to follow the purchasing power

parity in the medium and long terms;

- Construction costs for classrooms and teachers’ houses with solar

panels include community contributions;

- Exchange rate used is Tshs. 1,300 per USD; and

- For the sake of computing Teacher Needs for Secondary Schools;

pupil/teacher subject ratio has been used taking into consideration

that a secondary school teacher teaches 2 specialized subjects.

The total programme is expected to cost Tshs. 1,054,044 Millions. Table Presents a

summary of the budget by components. The detailed costing of the programme

components and targets is given in Annex 4.2

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DRAFT SEDP

TABLE 6 BUDGET SUMMARY AND COMPONENTS 2010 – 2014 ( Figures in Millions Tshs)

Programme Components ( YEAR GRAND

TOTAL2010 2011 2012 2013 2014I. Quality Improvement 169,547 177,552 140,581 140,752 29,052 657,484

II. Access and Equity 56,331 56,415 56,523 54,190 46,316 269,775

III. Teaching Forces and Teaching

Processes 9,315 10,670 11,059 11,045 11,472 53,561

IV. Management Efficiency and 10,987 10,935 11,482 12,056 12,659 58,118

V. Cross Cutting Issues 2,734 2,871 3,014 3,165 3,323 15,107

TOTAL 248,914 258,443 222,659 221,207 102,821 1,054,044

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DRAFT SEDP

Annex 4.1: Secondary Education Development Plan II Work Schedule

Programme Component 2010 2011 2012 2013 2014Provide capitation grant of Tshs 10,000 for teaching and learning materials per pupil per year          

Provide sufficient text books to attain a ratio of 1:3          Reprint and distribute 800,000 copies of modules and learners manual          Equip ERC with necessary tools          Build and equip Science Laboratories          Build and equip school libraries          Equip one ODL Centre in each region with learning facilities          Orient Heads of school, WECs and Council Personnel on school site visit          Provide School Novels          Stock in libraries in 2500 schools          Establish school textbook fund for each school          Recruit 550 inspectors          Equip and re-tooled Zonal and District offices          Provide professional development training to 800 schools' inspectors          Recruit and post 150 Laboratory Technicians to schools and collages          Recruit and post 150 Library assistants to schools and collages          Conduct comprehensive study on impact of current examination practices          Provide necessary facilities for efficient execution of NECTA activities          Train NECTA personnel on appropriate assessment system          Train 5,000 teachers in e-learning          Avail appropriate ICT facilities, equipment and teaching/learning materials to secondary schools           Provide capitation grants to pupils from eligible schools          

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DRAFT SEDP

Programme Component 2010 2011 2012 2013 2014Construct at least one A’ Level school to each region          Construct one A’ Level boarding school to each district          Provide solar power to all rural Government secondary schools          Train teachers/matrons/patrons on guidance and counseling          Provide at least one meal per day to day schools' students          Schools in districts to have computer laboratory for sharing with cluster of schools          To enroll 60,000 youths and adults in the ODL Programme          Provide training to 4 ODL study canters coordinator from each region on counseling skills.          Provide scholarships for 100,000 secondary school pupils from economically poor families          Conduct needs assessment for pupils from underserved areas          Construct 10 hostels accommodating 60 students annually          Conduct needs assessment for identifying pupils with disabilities          Rehabilitate schools for disabled pupils          Provide capitation grant to pupils with special learning needs          Construction of ablution blocks for girls schools constructed annually          Construction of 100 girls' hostels          Support science camps for girls          

Rehabilitate 10 existing diploma teachers colleges          

Provide scholarship for diploma teachers          Conduct needs assessment for competence of teachers and tutors          Design In Service (INSET) training programmes          Institutionalize, expand and equip 8 TRCs with appropriate facilities          Construction of 1,000 teachers houses in community secondary schools          Conduct short term teacher training annually          

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DRAFT SEDP

Programme Component 2010 2011 2012 2013 2014Finalize and operationalize capacity building strategy          Provide training to Heads of schools, School board members, Mangers of Non-Government schools,WECS,DSEOs, REOs,Ministry staff in Governance and Management of secondary education          Develop and Operationalize Monitoring and Evaluation Plan          

Conduct Monitoring and Evaluation half yearly          Procure and Install EMIS equipment up to council level          Provide training on how to operate the equipment up to council level          Provide capacity building to EMIS staff on Database Management          Retool IEC offices          Provide training to IEC Officers          Strength capacity for teachers for handling HIV/AIDS and life skill education          Conduct needs assessment for pupils and personnel affected and infected with HIV/AIDS          

Provide special feeding programme for infected pupils          

Implement Health programmes for affected pupils          Support environmental and sanitation          

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Annex 4.2: SEDP II Expenditure Projections

Programme Component and Objective 2010 2011 2012 2013 2014 TotalA. Quality and Relavance of Secondary Education improved            Provide capitation grant of Tshs 10,000 for teaching and learning materials per pupil per year 16,916 18,353 19,551 19,512 20,286 94,618

Provide sufficient text books to attain a ratio of 1:3 55,258 59,953 63,867 63,739 - 242,817 Reprint and distribute 800,000 copies of modules and learners manual 6,400 6,720 - - - 13,120

Equip ERC with necessary tools 5,000 5,250 - -   10,250 Build and equip Science Laboratories 30,313 30,313 30,313 30,313 - 121,250 Build and equip school libraries 4,938 4,938 4,938 4,938 - 19,750

Equip one ODL Centre in each region with learning facilities 273 287 301 316 332 1,508

Orient Heads of school, WECs and Council Personnel on school site visit 2,901 3,191 3,254 3,319   12,665

Provide School Novels 1,974 2,141 2,281 2,276 - 8,672 Stock in libraries in 2500 schools 2,118 2,329 2,562 2,818 - 9,827 Establish school textbook fund for each school 30,000 30,000 0 0 0 60,000 Recruit 550 inspectors 275 289 303 318 334 1,520 Equip and re-tooled Zonal and District offices 536 536 536 536 0 2,145 Provide professional development training to 800 schools' inspectors 572 629 692 761 837 3,492

Recruit and post 150 Laboratory Technicians to schools and collages 75 75 75 75 75 375

Recruit and post 150 Library assistants to schools and collages 75 75 75 75 75 375

Conduct comprehensive study on impact of current examination practices 450 495 0 0 0 945

Provide necessary facilities for efficient execution of NECTA activities 350 385 0 0 0 735

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Programme Component and Objective 2010 2011 2012 2013 2014 Total

Train NECTA personnel on appropriate assessment system 0 270 297 0 0 567

Train teachers in e-learning 4,875 4,875 4,875 4,875 0 19,500 Avail appropriate ICT facilities, equipment and teaching/learning materials to secondary schools 2,250 2,250 2,250 2,250 2,250 11,250

Provide capitation grants to pupils from eligible schools 4,000 4,200 4,410 4,631 4,862 22,103

Sub Total 169,547 177,552 140,581 140,752 29,052 657,484 B. Enhance Access and Equity            Construct at least one A’ Level school to each region 1,933 1,933 1,933 - - 5,800

Construct one A’ Level boarding school to each district 6,800 6,800 6,800 6,800 - 27,200

Provide solar power to all rural Government secondary schools 6,460 6,460 6,460 6,460 6,460 32,300

Train teachers/matrons/patrons on guidance and counseling 428 428 428 428 428 2,140

Provide at least one meal per day to day schools' students 27,135 27,135 27,135 27,135 27,135 135,675

Schools in districts to have computer laboratory for sharing with cluster of schools 1,596 1,596 1,596 1,596 1,596 7,980

To enroll 60,000 youths and adults in the ODL Programme 600 600 600 600 600 3,000

Provide training to 4 ODL study centres coordinator from each region on counseling skills. 45 49 54 60 66 274

Provide scholarships for 100,000 secondary school pupils from economically poor families 5,600 5,600 5,600 5,600 5,600 28,000

Conduct needs assessment for pupils from underserved areas 74 - - - - 74

Construct 10 hostels accommodating 60 students annually 461 507 558 614 675 2,814

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DRAFT SEDP

Programme Component and Objective 2010 2011 2012 2013 2014 Total

Conduct needs assessment for identifying pupils with disabilities 26 - - - - 26

Rehabilitate schools for disabled pupils 390 429 472 - - 1,291

Provide capitation grant to pupils with special learning needs 0 95 104 115 126 440

Construction of ablution blocks for girls schools constructed annually 1,230 1,230 1,230 1,230 1,230 6,150

Construction of 100 girls' hostels 1,153 1,153 1,153 1,153   4,610 Support science camps for girls 2,400 2,400 2,400 2,400 2,400 12,000 Sub Total 56,331 56,415 56,523 54,190 46,316 269,775 C.Teaching Forces and Teaching Processes            Rehabilitate 10 existing diploma teachers colleges - 1,125 1,125 1,125 1,125 4,500 Provide scholarship for diploma teachers 2,240 2,240 2,240 2,240 2,240 11,200

Conduct needs assessment for competence of teachers and tutors 48 - - - - 48

Design In Service (INSET) training programmes 77 - - - - 77

Institutionalize, expand and equip 8 TRCs with appropriate facilities 333 367 403 - - 1,103

Construction of 1,000 teachers houses in community secondary schools 3,407 3,407 3,407 3,407 3,407 17,035

Conduct short term teacher training annually 3,210 3,531 3,884 4,273 4,700 19,597 Sub Total 9,315 10,670 11,059 11,045 11,472 53,561 D. Management Efficiency and Good Governance            Finalize and operationalize capacity building strategy 293 0 0 0 0 293 Provide training to Heads of schools, School board members, Mangers of Non-Government schools,WECS,DSEOs, REOs,Ministry staff in Governance and Management of secondary education

8,724 9,161 9,619 10,100 10,605 48,208

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Programme Component and Objective 2010 2011 2012 2013 2014 Total

Develop and Operationalize Monitoring and Evaluation Plan 269         269

Conduct Monitoring and Evaluation half yearly 538 565 593 623 654 2,973

Procure and Install EMIS equipment up to council level 599 628 660 693 727 3,307

Provide training on how to operate the equipment up to council level 220 231 243 255 268 1,217

Provide capacity building to EMIS staff on Database Management 241 253 265 278 292 1,329

Retool IEC offices 12 - - - - 12 Provide training to IEC Officers 93 97 102 107 112 511 Sub Total 10,987 10,935 11,482 12,056 12,659 58,118 E. Cross Cutting Issues            Strength capacity for teachers for handling HIV/AIDS and life skill education 1,232 1,294 1,358 1,426 1,498 6,808

Conduct needs assessment for pupils and personnel affected and infected with HIV/AIDS 162 170 179 188 197 895

Provide special feeding programme for infected pupils 540 567 595 625 656 2,984 Implement Health programmes for affected pupils 670 704 739 776 814 3,702 Support environmental and sanitation 130 137 143 150 158 718 Sub Total 2,734 2,871 3,014 3,165 3,323 15,107 GRAND TOTAL 248,914 258,443 222,659 221,207 102,821 1 ,054,044

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Annex 4.3: SEDP II- Financing GapA: Resources  Resources 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15A1 Total Govt. Expenditure 9,513,685 9,231,724 10,460,135 10,983,142 11,532,299 12,108,914 A2 Recurrent Expenditure 6,688,254 6,588,812 7,408,954 7,779,402 8,168,372 8,576,790A3 Development Expenditure 2,825,431 2,642,912 3,051,181 3,203,740 3,363,927 3,532,123

A4 Total Education Expenditure 1,743,880 1,846,345 2,196,628 2,416,291 2,652,429 2,906,139 A5 Recurrent Expenditure 807,124 1,317,762 1,555,880 1,711,468 1,878,726 2,058,430A6 Development Expenditure 186,186 528,582 640,748 704,823 773,703 847,710A7 Total educ.as % of total Govt.expend 18.3% 20.0% 21.0% 22.0% 23.0% 24.0%               A8 Recurrent Expenditure 178,672 206,108 223,618 238,219 237,740 247,173A9 Development Expenditure 47,911 55,268 59,963 63,879 63,750 66,279

A10Percentage of increase in Secondary schools Enrollment   15.4% 8.5% 6.5% -0.2% 4.0%

B: SEDP II Cost Projections  B1 Total SEDP Cost   248,918 258,446 222,658 221,209 102,820B2 Recurrent Cost   179,119 187,124 156,424 157,694 82,950B3 Development Cost   69,799 71,322 66,234 63,515 19,870C: Financing Gap  

    2009/10 2010/11 2011/12 2012/13 2013/14 2014/15C1 Total Financing Gap   -12,458 -25,136 -79,440 -80,281 -210,632

C2 Recurrent Cost   (26,98

9) (36,494) (81,795

) (80,046

) (164,223)

C3 Development Cost   14,5

31 11,359 2,35

5 (235

) (46,409

)               C4 Total Financing Gap (in million USD)   -9 -19 -59 -59 -156

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DRAFT SEDP

Annex 4.4: Secondary School Enrolment Projections

Year   2009 2010 2011 2012 2013 2014 2015STD VII (Projections from BEST)   1,163,136 1,098,831 945,349 936,478 985,151 1,019,723 1,060,644Abscondment rate at VII   3.4% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0%Pass rate   60.0% 60.0% 65.0% 65.0% 65.0% 65.0% 60.0%Transition Rate (Std VII-Form I) for Government Enrolment 60.0% 65.0% 65.0% 70.0% 70.0% 70.0% 70.0%Transition Rate (Std VII-Form I) for Non-government Enrolment

4.3% 6.8% 6.8% 6.8% 6.8% 6.8% 6.8%

Transition Rate (Form IV-Form V) Government and Non-government

26.0% 28.0% 30.0% 30.0% 33.0% 34.0% 35.0%

School enrolment Form 1 524,784 433,481 459,175 427,959 453,465 477,034 493,774 Incremental annual enrolment   202,422 0 25,694 0 25,507 23,569 16,741   Form 2 344,515 529,307 451,613 471,966 442,883 465,914 490,130 Incremental annual enrolment   0 184,792 0 20,353 0 23,031 24,216   Form 3 330,844 311,786 479,022 408,710 427,129 400,809 421,652 Incremental annual enrolment   106,593 0 167,236 0 18,420 0 20,843   Form 4 201,416 322,573 303,991 467,047 398,492 416,451 390,789 Incremental annual enrolment   25,417 121,157 0 163,055 0 17,959 0   Total 1,401,559 1,597,146 1,693,802 1,775,681 1,721,969 1,760,208 1,796,345 Total incremental annual Form I - IV Enrolment   334,431 305,948 192,931 183,409 43,926 64,558 61,800   Form 5 43,052 52,368 90,320 91,197 140,114 131,502 141,593 Incremental annual enrolment   0 9,316 37,952 877 48,917 0 10,091   Form 6 21,791 42,062 51,164 88,243 89,100 136,891 128,478 Incremental annual enrolment   0 20,271 9,102 37,079 857 47,792 0   Total 64,843 94,430 141,484 179,440 229,214 268,394 270,071 Total incremental annual Form V and VI Enrolment

  0 29,587 47,054 37,956 49,773 47,792 10,091

Total enrolment   1,466,402 1,691,576 1,835,286 1,955,121 1,951,183 2,028,602 2,066,417

Annex 4.5: Secondary School Enrolment and Teachers Projections (2010 – 2015) - Higher Scenario

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      2009 2010 2011 2012 2013 2014 2015                   Total Enrolment     1,466,402 1,691,576 1,835,286 1,955,121 1,951,183 2,028,602 2,066,417 PTR Form I - IV     20 20 20 20 20 20 20                    Total Teacher Requirements     73,320 84,579 91,764 97,756 97,559 101,430 103,321 Diplomates 75%   54,990 63,434 68,823 73,317 73,169 76,073 77,491 Graduates 25%   18,330 15,859 17,206 18,329 18,292 19,018 19,373                    Teachers on post:                  Diplomates 75%   20,032 33,553 41,534 49,466 57,299 64,889 72,334 Graduates 25%   5,836 11,184 13,845 16,489 19,100 21,630 24,111 Licensee and others 0%   8,086 0 0 0 0 0 0 Total Teachers on post     33,954 44,738 55,379 65,954 76,399 86,519 96,446                    Teachers graduating from Colleges:                  Diplomates     7,000 7,070 7,141 7,069 6,716 6,380 6,061 Graduates     6,500 7,150 7,865 8,652 9,517 10,468 11,515       13,500 14,220 15,006 15,721 16,232 16,848 17,576                    Aggregate Teacher Attrition 8%   2,716 3,579 4,430 5,276 6,112 6,922 7,716                    Additional Teacher (Shortage)/Excess     (28,582) (29,200) (25,810) (21,358) (11,040) (4,984) 2,986

Annex 4.6: Secondary School Enrolment and Teachers Projections (2010 – 2015) – Medium Scenario

      2009 2010 2011 2012 2013 2014 2015

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                   Total Enrolment     1,466,402 1,691,576 1,835,286 1,955,121 1,951,183 2,028,602 2,066,417 PTR Form I - IV     24 24 24 24 24 24 24                    Total Teacher Requirements     61,100 70,482 76,470 81,463 81,299 84,525 86,101 Diplomates 75%   45,825 52,862 57,353 61,098 60,974 63,394 64,576 Graduates 25%   15,275 13,215 14,338 15,274 15,244 15,848 16,144                    Teachers on post:                  Diplomates 75%   20,032 33,553 41,534 49,466 57,299 64,889 72,334 Graduates 25%   5,836 11,184 13,845 16,489 19,100 21,630 24,111 Licencee and others 0%   8,086 0 0 0 0 0 0 Total Teachers on post     33,954 44,738 55,379 65,954 76,399 86,519 96,446                    Teachers graduating from Colleges:                  Diplomates     7,000 7,070 7,141 7,069 6,716 6,380 6,061 Graduates     6,500 7,150 7,865 8,652 9,517 10,468 11,515       13,500 14,220 15,006 15,721 16,232 16,848 17,576                    Aggregate Teacher Attrition 8%   2,716 3,579 4,430 5,276 6,112 6,922 7,716                    Additional Teacher (Shortage)/Excess     (16,362) (15,104) (10,516) (5,065) 5,220 11,921 20,206

Annex 4.7: Secondary School Enrolment and Teachers Projections (2010 – 2015) – Low Scenario

    2009 2010 2011 2012 2013 2014 2015

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                   Total Enrolment     1,466,402 1,691,576 1,835,286 1,955,121 1,951,183 2,028,602 2,066,417 PTR Form I - IV     30 30 30 30 30 30 30                    Total Teacher Requirements     48,880 56,386 61,176 65,171 65,039 67,620 68,881 Diplomates 75%   36,660 42,289 45,882 48,878 48,780 50,715 51,660 Graduates 25%   12,220 10,572 11,471 12,220 12,195 12,679 12,915                    Teachers on post:                  Diplomates 75%   20,032 33,553 41,534 49,466 57,299 64,889 72,334 Graduates 25%   5,836 11,184 13,845 16,489 19,100 21,630 24,111 Licencee and others 0%   8,086 0 0 0 0 0 0 Total Teachers on post     33,954 44,738 55,379 65,954 76,399 86,519 96,446                    Teachers graduating from Colleges:                  Diplomates     7,000 7,070 7,141 7,069 6,716 6,380 6,061 Graduates     6,500 7,150 7,865 8,652 9,517 10,468 11,515       13,500 14,220 15,006 15,721 16,232 16,848 17,576                    Aggregate Teacher Attrition 8%   2,716 3,579 4,430 5,276 6,112 6,922 7,716                    Additional Teacher (Shortage)/Excess     (4,142) (1,007) 4,778 11,228 21,480 28,826 37,426

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Annex 4.8A: Results Framework and MonitoringProgram Purpose Program Outcome

IndicatorUse of Outcome

DataThe program purpose will be to increase the overall quality of the labour force by strengthening the quality and mix of secondary education outputs Development Objectives: To develop --- Outcome indicators. Use of outcome

informationIntermediate Results to position --- Result indicators for

each componentUse of results in monitoring

1 Component 1: Quality Improvement1.1 To intensify efforts to provide adequate and appropriate teaching and learning materials in all subjects and at all levels including ODL by 2013.

1.2 To ensure that active learning is effectively practiced in schools and ODL centres by 2011.

1.3. To enhance and strengthen school inspection to adequately monitor the quality of education

1.4 To accelerate the recruitment of library assistants and laboratory technicians in each district by 2014.1.5 To improve the national examination assessment framework by 2013.1.6 To promote and incorporate e-learning in secondary education.

1.7 To continue providing Capitation Grant annually to eligible Non-Government schools for teaching and learning materials at the rate of 50% of that of Government schools up to 2014.

1.8 To promote vocational skills for self employment and reliance by 2015.

2 Component 2: Access and Equity2.1. To increase the transition rate from ‘O’ Level to ‘A’ Level from 26% in 2009 to 35% by 2014.

2.2. To reduce dropout rate at ‘O’ level from 4.1% in 2009 to 3% by 2014.

2.3.To increase enrolment to SecondaryEducation through ODL programmes.

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DRAFT SEDP

Program Purpose Program Outcome Indicator

Use of Outcome Data

2.4 To provide scholarships to 100,000 from the present 43,000 secondary school pupils annually from economically poor families by 2014.2.5. To enhance equitable access for pupils from underserved areas by 2014.

2.6 To improve facilities in existing 18 Government schools accommodating pupils with physical or mental disabilities by 2014.2.7 To promote retention of girls to reach 90 % by 2014.2.8 To improve the pass rate at ‘O’ level for girls in science subjects from 46% in 2009 to 60% in 2015 and from 16% in 2009 to 25% in 2015 in mathematics.

3 Component 3: Teaching Force3.1 To improve the pass rate at ‘O’ level for girls in science subjects from 46% in 2009 to 60% in 2015 and from 16% in 2009 to 25% in 2015 in mathematics.

3.2 To collaborate with other stakeholders in accelerating the supply of degree graduate teachers for secondary schools by 2014.

3.3 To enhance professional competence of teachers and tutors by 2014.

3.4 To provide incentives for greater retention of teachers.

3.5 To ensure equitable distribution and full utilization of teachers for quality delivery of instruction.

4 Component 5: Management5.1 To provide appropriate capacity building at all levels by 2011.

5.2 To improve access to and use of Education Management Information System (EMIS) at all levels under the umbrella of ESMIS for use in decision making by 2015.

5.3 To institutionalize the use of school plans as basis for giving School Heads the necessary inputs for their

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DRAFT SEDP

Program Purpose Program Outcome Indicator

Use of Outcome Dataperformance by 2010.

5.4 To improve cost efficiency of operating School Boards by 2010.

5 Component 6: Cross-Cutting Issues6.1 To continue with review and improvement of the curriculum in relation to HIV/AIDS by 2010.

6.2 To inculcate within the school community the appropriate appreciation and skills for conservation of the environment by 2011.

6.3 To promote the existing efforts on gender equality among school and college communities by 2010.

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Annex 4.8B: Results Monitoring Frame: Phase IOutcome

Indicators

2010

Baseline

Data

Target Values Data Collection and

Reporting

Responsibility

2010 2011 2012 2013 2014 Frequency Instrument

1.1. Component I

1.2. Component II

1.3. Component III

1.4. Component IV

1.5. Component V

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Annex 4.9: Tanzania Education Performance Indicators – 2009

C/N AREAS RATIOS1 PTR Lower Secondary

Upper1.381.30

2 Student Tutor Ration (TTC diploma) N.A3 GER Lower Secondary

Upper Secondary43.64.4

4 NER Lower Secondary Upper Secondary

29.11.5

5 Completion Rates Lower Secondary Upper Secondary

NA

6 Transition Rates Std VII – Form IForm IV – V

51.62.6

7 Dropout Rate Lower SecondaryUpper

4.1NA

8 Repetition Rates NA9 Form I Enrolments: Government

Non Government524 784 (2009)G

10 Promotion Rate: Lower SecondaryUpper Secondary

NANA

11 Book Pupil Ratio: Lower SecondaryUpper Secondary

UNKNOWN

12 Classroom -Pupil Ratio: Lower Secondary, Upper secondary 1:40:1-3013 Classroom size: Lower Secondary, Upper Secondary 64.8M2

14 Teaching Load: Lower Secondary, Upper Secondary 6PD 30 PW

15 Student Contact hours per week secondary:

Lower Secondary, Upper Secondary

16 Pass Rates Lower Secondary, Upper Secondary 83.394.4

17. Net Intake rate (NIR) Lower Secondary, Upper Secondary NA18 Apparent (Gross) intake rate Lower, Upper NA19 Shortage of Desks Lower, Upper NA20 Shortage of Staff Houses 30021 Shortage latrines Lower, upper NA22 Shortage of rapid water

supply Lower Upper

NA

23 Budgetary Allocations by percentages

Primary 75.1Secondary 2008Teacher Education 2.7Higher Education 21.6

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DRAFT SEDP

Preschool 0Other 0Ed Sector 18.3

Annex 4.10: Obtaining Adequate and Quality Teachers for the Implementing SEDP

II

Data on current staffing situation, as obtained from BEST, 2009 is as summarised in Table 7. Shortages were highlighted in Tables 3 and 4 earlier.

Table 7: Teacher Situation in Government and Private Secondary Schools (2009)

Graduates Diploma Licensed/other TotalGovernment 3357 16725 6350 26432Private Schools 2479 3307 1736 7522Total 5836 20032 8086 33954

Source: BEST (2009)

These figures give a ratio of 23:77 between degree and diploma holders or 17:83 between degree and the rest. This ratio is a variance with the requirement of the Education and Training Policy which called for diploma teachers to teach Form I and Form II, and degree holders to teach Forms III, IV, V and VI. The preponderance of diploma teachers in the system may indeed present ceiling effects on learning outcomes, and hence pass levels being mainly Division IV and Failures. Some countries today require that only graduates should teach in secondary schools, especially in key and technical subjects such as the sciences, mathematics, geography and foreign languages. The Tanzania situation is not going to help in the improvement of the quality of education. It has to change. It is therefore proposed that MoEVT workout a plan to reverse this situation using the TDMS model attached below. This plan has the following targets for correcting the imbalances:

End of Phase I in 2013. Achieve 25:75 Ratio (Degree and Diploma)In doing so, care will be taken of:-

(a) The move to make the Sciences compulsory for all O-Level pupils. The number of additional science periods need to be factored in.

(b) The expansion of A-Level, especially in the sciences will need more science teachers, and here, we could get those with Masters of Science degree for our big schools.

(c) In the socials, nature may take its course and rectify the imbalances and the shortages, due to the recent opening of more public and private teacher training institutions.

(d) As Diploma holders are phased out in upper forms, they could easily become primary school head teachers, which could boost academic leadership at that level greatly.

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PE O

F IN

FRA

STR

UC

TU

RE

STA

TUS

Region A

rush

a

DSM

Dod

oma

Irin

ga

Kag

era

Kig

oma

Knj

aro

Lin

di

Man

yara

Mar

a

Mbe

ya

Mor

o

Mtw

ara

Mw

anza

Pw

ani

Ruk

wa

Ruv

uma

SH

Y

Sin

gida

Tab

ora

Tan

ga

Gra

nd T

otal

Adm

inis

tratio

n B

lock

Ava

ilabl

e

63 76 76 101 75 65 100 24 55 101 192 78 271 134 44 43 95 129 44 63 98 1927

Nee

ded

108 143 168 203 193 107 250 79 103 138 234 145 255 229 81 74 133 214 120 134 245 3356

Sho

rtage

45 67 92 102 118 42 150 55 48 37 42 67 -16 95 37 31 38 85 76 71 147 1429

Agr

icul

ture

Lab

orat

ory

Ava

ilabl

e

7 3 4 7 3 1 4 2 5 2 10 5 5 4 3 1 3 6 5 5 7 92

Nee

ded

41 21 63 70 74 39 77 48 65 55 76 54 41 84 31 44 62 108 47 65 89 1254

Sho

rtage

34 18 59 63 71 38 73 46 60 53 66 49 36 80 28 43 59 102 42 60 82 1162

62

DRAFT SEDP A

udio

-Vis

io

Ava

ilabl

e

0   0 1 2 0 1         0 0   0 0     0 0   4

Nee

ded

5   2 1 2 1 2         2 1   2 1     2 1   22

Sho

rtage

5 0 2 0 0 1 1 0 0 0 0 2 1 0 2 1 0 0 2 1 0 18

Bio

logy

Lab

orat

ory

Ava

ilabl

e

32 46 26 51 31 12 66 10 21 20 37 23 16 34 20 9 22 28 17 18 27 566

Nee

ded

95 105 151 187 170 93 239 78 96 124 192 135 92 216 79 69 129 216 105 140 211 2922

Sho

rtage

63 59 125 136 139 81 173 68 75 104 155 112 76 182 59 60 107 188 88 122 184 2356

Ava

ilabl

e

29 20 16 40 16 8 44 6 12 11 102 12 13 24 9 7 19 21 11 16 23 459

63

DRAFT SEDP B

oys

Cou

nsel

ing

room

Nee

ded

91 93 155 180 170 91 260 76 97 125 259 133 86 213 74 72 121 221 108 146 212 2983

Sho

rtage

62 73 139 140 154 83 216 70 85 114 157 121 73 189 65 65 102 200 97 130 189 2524

Boy

s D

omito

ries

Ava

ilabl

e

83 29 92 192 102 25 273 19 32 56 141 35 18 100 60 18 45 35 29 34 63 1481

Nee

ded

174 119 281 469 341 202 457 185 211 237 355 196 170 437 220 124 245 366 197 252 364 5602

Sho

rtage

91 90 189 277 239 177 184 166 179 181 214 161 152 337 160 106 200 331 168 218 301 4121

Boy

s La

trine

s

Ava

ilabl

e

1003 838 717 1558 1002 546 1866 377 526 820 1500 718 437 1311 687 502 627 974 554 690 1042 18295

Nee

ded

1517 1484 1642 2435 1984 1066 2838 832 1151 1726 2553 1549 853 2863 963 837 1427 2103 1247 1463 2089 34622

64

DRAFT SEDP

Sho

rtage

514 646 925 877 982 520 972 455 625 906 1053 831 416 1552 276 335 800 1129 693 773 1047 16327

Che

mis

try L

abor

ator

y

Ava

ilabl

e

46 46 31 61 39 14 92 13 20 28 52 33 23 44 24 10 23 27 19 21 31 697

Nee

ded

100 112 157 191 167 90 258 78 97 130 193 137 95 229 76 70 130 220 106 144 212 2992

Sho

rtage

54 66 126 130 128 76 166 65 77 102 141 104 72 185 52 60 107 193 87 123 181 2295

Cla

ss ro

oms

Ava

ilabl

e

1194 1483 1466 2151 1534 900 2719 563 930 1231 2479 1302 1060 2374 941 612 1202 1654 1023 1066 1949 29833

Nee

ded

1544 2016 1991 2770 2305 1347 3367 921 1435 1914 2910 1839 1300 3362 1230 967 1627 2510 1594 1707 2839 41495

Sho

rtage

350 533 525 619 771 447 648 358 505 683 431 537 240 988 289 355 425 856 571 641 890 11662

65

DRAFT SEDP C

ompu

ter L

ab

Ava

ilabl

e

63 62 41 91 51 50 185 19 14 39 165 73 24 89 76 12 48 105 51 113 65 1436

Nee

ded

342 309 288 304 434 1066 568 167 239 364 505 391 200 710 232 136 272 704 295 392 806 8724

Sho

rtage

279 247 247 213 383 1016 383 148 225 325 340 318 176 621 156 124 224 599 244 279 741 7288

Com

pute

r roo

m

Ava

ilabl

e

4   3 3 1 1 5         4 1 2 0 1 1 3 2 3   34

Nee

ded

8   7 5 2 2 3         12 1 2 2 1 0 4 3 4   56

Sho

rtage

4 0 4 2 1 1 -2 0 0 0 0 8 0 0 2 0 -1 1 1 1 0 22

Din

ing

Hal

l

Ava

ilabl

e

38 24 18 56 35 17 82 6 18 23 49 26 18 30 23 7 20 17 22 19 42 590

66

DRAFT SEDP

Nee

ded

96 66 125 147 152 73 249 71 107 116 165 104 91 167 74 66 129 157 95 128 196 2574

Sho

rtage

58 42 107 91 117 56 167 65 89 93 116 78 73 137 51 59 109 140 73 109 154 1984

Dis

pens

ary

Ava

ilabl

e

30 18 12 24 9 8 47 4 6 10 24 15 10 14 11 4 9 12 6 12 24 309

Nee

ded

76 72 120 149 143 79 213 67 90 107 167 102 82 177 69 59 110 189 91 118 178 2458

Sho

rtage

46 54 108 125 134 71 166 63 84 97 143 87 72 163 58 55 101 177 85 106 154 2149

Dom

estic

Sci

ence A

vaila

ble

29 12 8 20 9 13 38 2 3 4 15 22 13 11 35 0 16 46 18 13 25 352

Nee

ded

41 40 106 111 87 45 183 51 38 89 149 61 73 150 66 51 72 174 121 105 169 1982

67

DRAFT SEDP

Sho

rtage

12 28 98 91 78 32 145 49 35 85 134 39 60 139 31 51 56 128 103 92 144 1630

Fem

ale

Sta

ff La

trine

s

Ava

ilabl

e

116 160 157 196 151 83 298 62 88 82 220 122 75 192 86 58 103 151 76 122 162 2760

Nee

ded

177 259 301 298 279 141 444 127 179 194 341 263 157 391 165 109 241 340 173 248 384 5211

Sho

rtage

61 99 144 102 128 58 146 65 91 112 121 141 82 199 79 51 138 189 97 126 222 2451

Geo

grap

hy L

abor

ator

y

Ava

ilabl

e

7 14 12 15 7 4 46 4 5 5 22 7 24 7 9 3 11 12 11 13 8 246

Nee

ded

71 88 140 153 154 82 260 76 87 101 180 127 98 188 68 61 128 189 115 148 192 2706

Sho

rtage

64 74 128 138 147 78 214 72 82 96 158 120 74 181 59 58 117 177 104 135 184 2460

68

DRAFT SEDP G

irls

Cou

nsel

ing

room

Ava

ilabl

e

29 20 13 41 14 10 41 5 20 11 33 11 13 19 6 7 13 13 11 17 23 370

Nee

ded

95 91 148 180 166 89 249 78 95 121 188 136 87 209 71 70 122 213 105 142 213 2868

Sho

rtage

66 71 135 139 152 79 208 73 75 110 155 125 74 190 65 63 109 200 94 125 190 2498

Girl

s D

omito

ries

Ava

ilabl

e

91 58 94 187 84 51 269 32 32 49 153 72 57 110 56 26 61 67 61 44 96 1750

Nee

ded

228 150 278 505 307 205 486 182 203 202 376 236 218 446 197 125 259 374 210 295 384 5866

Sho

rtage

137 92 184 318 223 154 217 150 171 153 223 164 161 336 141 99 198 307 149 251 288 4116

Girl

s La

trine

s

Ava

ilabl

e

801 765 746 1611 980 533 2018 341 554 657 1415 711 536 1322 647 403 687 1034 546 554 1106 17967

69

DRAFT SEDP

Nee

ded

1268 1460 1656 2366 1931 966 3112 760 1197 1303 2257 1442 907 2595 989 724 1366 1875 1107 1209 2222 32712

Sho

rtage

467 695 910 755 951 433 1094 419 643 646 842 731 371 1273 342 321 679 841 561 655 1116 14745

Girl

s ro

om

Ava

ilabl

e

18 22 13 54 12 8 31 2 8 7 41 19 41 36 17 15 27 28 13 11 27 450

Nee

ded

92 110 148 194 164 88 231 84 94 120 187 133 120 238 73 82 130 219 114 128 203 2952

Sho

rtage

74 88 135 140 152 80 200 82 86 113 146 114 79 202 56 67 103 191 101 117 176 2502

Kitc

hen

Ava

ilabl

e

57 21 23 62 36 16 105 5 23 25 59 23 15 34 21 10 33 20 21 22 47 678

Nee

ded

103 64 129 173 162 75 239 70 106 118 177 98 91 170 69 58 128 173 88 110 189 2590

70

DRAFT SEDP

Sho

rtage

46 43 106 111 126 59 134 65 83 93 118 75 76 136 48 48 95 153 67 88 142 1912

Labo

rato

ry

Ava

ilabl

e

4   3 2 1 0 6         2 2 0 0       2 2   24

Nee

ded

12   7 3 3 3 6         7 2 3 3       2 5   56

Sho

rtage

8 0 4 1 2 3 0 0 0 0 0 5 0 3 3 0 0 0 0 3 0 32

Libr

ary

Ava

ilabl

e

31 27 18 69 30 16 77 6 6 15 49 22 12 28 16 8 18 10 21 25 30 534

Nee

ded

94 96 150 181 177 88 253 78 100 128 208 136 87 217 75 66 130 214 107 138 211 2934

Sho

rtage

63 69 132 112 147 72 176 72 94 113 159 114 75 189 59 58 112 204 86 113 181 2400

71

DRAFT SEDP M

ale

Sta

ff La

trine

s

Ava

ilabl

e

179 226 193 330 232 110 381 76 98 161 311 152 96 296 101 95 160 195 114 131 233 3870

Nee

ded

227 296 323 466 397 177 557 151 217 312 428 291 174 530 174 168 309 426 210 310 533 6676

Sho

rtage

48 70 130 136 165 67 176 75 119 151 117 139 78 234 73 73 149 231 96 179 300 2806

Phy

sics

Lab

orat

ory

Ava

ilabl

e

41 57 30 53 36 14 94 11 22 25 46 28 39 38 23 11 25 29 19 21 34 696

Nee

ded

94 118 156 188 173 92 251 77 96 128 194 136 108 224 74 70 131 217 106 143 210 2986

Sho

rtage

53 61 126 135 137 78 157 66 74 103 148 108 69 186 51 59 106 188 87 122 176 2290

Sto

re

Ava

ilabl

e

82 60 47 121 55 42 172 19 23 50 143 68 35 168 46 25 50 49 68 43 94 1460

72

DRAFT SEDP

Nee

ded

170 158 234 317 264 147 464 115 159 230 353 204 151 470 137 100 231 315 176 202 356 4953

Sho

rtage

88 98 187 196 209 105 292 96 136 180 210 136 116 302 91 75 181 266 108 159 262 3493

Teac

hers

Hou

ses

Ava

ilabl

e

441 213 436 1020 580 445 880 236 346 528 739 467 329 801 517 339 369 578 354 383 521 10522

Nee

ded

1358 1531 1822 3062 2223 1393 2950 994 1236 2107 2790 2133 1270 3739 1255 1112 1679 2314 1449 1817 2399 40633

Sho

rtage

917 1318 1386 2042 1643 948 2070 758 890 1579 2051 1666 941 2938 738 773 1310 1736 1095 1434 1878 30111

Voc

atio

nal S

tudi

es

Labo

rato

ry

Ava

ilabl

e

4 3 3 10 1 1 19 1 6 2 6 1 7 14 1 0 1 6 6 6 11 109

Nee

ded

23 20 50 51 57 29 71 46 39 39 47 35 32 58 22 24 38 75 35 54 62 907

73

DRAFT SEDP

Sho

rtage

19 17 47 41 56 28 52 45 33 37 41 34 25 44 21 24 37 69 29 48 51 798

74

DRAFT SEDP

75