THE UNITED REPUBLIC OF TANZANIA

THE PRIME MINISTER’S OFFICE REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT

DRAFT CAPACITY BUILDING STRATEGY FOR BASIC EDUCATION

Support to the Prime Minister’s Office – Regional Administration and Local Government for the

Development of a

CAPACITY BUILDING STRATEGY FOR BASIC EDUCATION

July 2009

ACKNOWLEDGEMENTS

The consultants acknowledge the support and contributions of many individuals, Regional teams of education stakeholders and institutions who contributed immensely to the drafting of this Capacity Building Strategy. The team found the work very challenging and are contented that this output would not have been possible if it was not for the commitment shown by all stakeholders by giving information and comments. We would also be grateful for support provided by Regional education officers and staff during the field visits to Tanga, Morogoro, Dar es Salaam, Dodoma and Iringa, for organising group meetings and making it possible for us to conduct interviews, group discussions which provided a feel on the existing capacity gaps. The regional groups comprised of REOs, DEOs, Zonal & District Inspectorate, WECs, HTs, Teachers, Teacher Training College Principals, CSO representatives, Teachers’ Union representatives, School Committees and Boards members; LGAs-Social Services Committee

Specifically we would like to thank the Prime Minister’s Office – Regional Administration and Local Government (PMO-RALG) and the Ministry of Education and Vocational Training (MoEVT) and education institutions for their support during the consultancy. The team was closely supported by Ms. Beatrice N. Mkina as a focal point and coordinator and Ms Theodora Mollel provided overall oversight.

The team would like to thank IA-TWG for their support and suggestions during the Inception period.

We declare that, the findings in this report represent a synthesis of data and views of stakeholders by the consultants and the proposals presented in this draft report represent the views of the team and do not necessarily reflect those of PMO-RALG or those of education organisations and institutions.

The team consisted of: Mr.Joseph MmbandoMs Mary W Njoroge

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Table of ContentsPage No.

ACRONYMS AND ABBREVIATIONS

EXECUTIVE SUMMARY

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2

1. INTRODUCTION

1.1 Background

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2. THE STATUS REPORT ON INSTITUTIONAL AND ORGANIZATIONAL ANALYSIS

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3. POLICY FRAMEWORK 20

4. MANDATES AND RESPONSIBILITIES 25

5. CURRENT ORGANIZATIONAL STRUCTURES AND LINKAGES 51

6. ROLES AND RESPONSIBILITIES OF KEY ACTORS/BENEFICIARIES

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7. LINKAGES, ROLES AND COMMUNICATION 65

8. PROPOSAL OF APPROPRIATE INFRASTRUCTURAL ARRANGEMENT

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9. ANALYSIS OF CAPACITY BUILDING INITIATIVES

10. THE TRAINING CYCLE MODEL

11. THE CAPACITY BUILDING STRATEGY

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Appendix 1: Terms of Reference Structure

Appendix 2: References Appendix 3: List of ADEM training ModulesAppendix 4: List of Stakeholders; Interviews/FGDAppendix 5: PMO-RALG Organisation MoEVT Organisation Structure

Acronyms and Abbreviations

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ESDCCBCBS

Education Sector Development CommitteeCapacity BuildingCapacity Building Strategy

CPD Continuous Professional DevelopmentDEO District Education OfficersDUCE Dar es Salaam University College of EducationDP Development PartnerIA TWG Institutional Arrangements Technical Working GroupESDP Education Sector Development ProgrammeETP Education and Training PolicyHIV/AIDS Human Immune Virus and Acquired Immune Deficiency

SyndromeINSET In-Service Teacher EducationMoEVT Ministry of Education and Vocational TrainingNECTA National Examination Council of TanzaniaNGO Non Governmental OrganizationOUT Open University of TanzaniaPRESET Pre-Service Teacher EducationPMO-RALG

Prime Ministers’ Office Regional Administration and Local Government

QTWG Quality Technical Working GroupSEDP Secondary Education Development PlanTDMS Teacher Development and Management StrategyTIE Tanzania Institute of EducationTRC Teacher Resources CentreTTU Teachers Trade UnionTWG Technical Working GroupUDSM University of Dar es SalaamUNICEF United Nations Children’s FundUNESCO United Nations Education, Science and Culture Organisation

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EXECUTIVE SUMMMMARY

Background

The Prime Ministers’ Office Regional Administration and Local Government (PMO-RALG) commissioned a Consultancy company HTSPE Tanzania Limited to carry out the development of a Capacity Building Strategy for Basic Education in Tanzania. The strategy is to include pre-primary, primary, secondary, adult education and non-formal education, teacher education, vocational education and training, at national, zonal, regional, Local Government Authorities, Ward and school levels. Specifically, the strategy is expected to address issues of management, coordination, performance and assessment, capacity development, monitoring and evaluation

The development of the CB strategy is taking place at a time when the Education Sector that is Basic and Higher Education are under one Ministry. It is also at a time when Basic Education management has been consolidated under the PMO-RALG, with the exception of Teacher Training.

The development of the Teacher Development Management Strategy (TDMS), Minimum Education Standards for Primary Education, the recent initiative to develop an INSET Strategy with the collaboration between MoEVT and UNICEF; the on-going implementation of PEDP and SEDP in LGAs; and a number of interventions to try to raise the standards of teachers for example under the Teacher Training Initiative for Sub-Saharan Africa (TTISSA) under UNESCO; all of these offer a unique opportunity for the development of the Capacity Building Strategy. The consultants will use all the experiences gained in implementing the reforms initiatives to propose a Capacity Building Strategy (CBS) that is contextually bound and realistic to the current and perceived needs of the clients, one that can be operationalised in all LGAs and Institutions as indicated in the Scope of the Capacity Building Strategy.

As was observed from the field and documented stakeholders’ views, currently provision of Capacity Building is either lacking or is inadequate for teachers, tutors and education managers. Maintenance of buildings and replacement of worn out books and equipment is not done due to lack of funds. The desire to provide Capacity in all its forms and aspects as had its origins in various projects that eventually phase out without sustainability evidenced in all the policy documents has not been translated into a coherent strategy and has therefore remained ad-hoc, is not adequately co-ordinated, and is not comprehensive. There is an absence of any overall strategic plan. In all instances, capacity building has historically plans.

Purpose of the Draft Capacity Building Strategy Report:The Draft Capacity Building Strategy (CBS) is a step in the process OF developing an all inclusive CB S which would encompass the collective vision of all stakeholders. The Draft report provides the IA-TWG, stakeholders and the Education Sector Development Committee (ESDC) with an opportunity to contribute to the Final CB Strategy.

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Main Findings

Analysis of the context of education shows that there is a range of capacity challenges that comprise of administrative underperformance, infrastructural deficiencies, supply inadequacies, and non compliances to the D by D policy as well as the education minimum standards within the Basic education sub-sector. These contribute to the failure to achieve goals with regard to, standards of achieving quality in enrolment and quality outputs and overall ability to meet the individual expectations, National Poverty Reduction expectations and international targets. This far, the Nation’s desire to provide Capacity for the education sector as articulated and embodied in many Government policy documents has been eluded.

In many instances and situations, the gap between what is on paper and what happens in practice is still very wide. Motivation and enthusiasm among implementers and especially among the teaching force is very low as they struggle to do the best they can in very varied and difficult circumstances.

There is shortage and insufficient supply of infrastructure inputs in schools and elsewhere and in the various levels of the subsector such as administration offices, classrooms, staffrooms, desks, tables, chairs, workshops, storerooms, charts, models and books, teachers houses, working tools and Laboratories, toilets, water and electricity overall poor work conditions are major infrastructural capacity challenges.

Equally, there are vast human resource challenges; such as short supply Teachers in pre-primary, primary, secondary; tutors in TTCs, Instructors in Vocational Training, AE facilitators. As a consequence of poorly planned education expansion, remedial measures adopted have created a set of new problems such as the failures to deliver quality by engaging under qualified teachers, untrained teachers and Teachers trained in very short courses. Unfortunately, the possibility to redress is hampered by non provision of INSET, and inadequate support by school Inspectors.

The prevailing situation is a result of a huge financing gap in the entire Education Sector and in particular the Basic education sub-sector especially for the implementation of PEDP, SEDP and corresponding Teacher Training programmes.

There are some conflicting legislations with regard to education provision and those that institute the LGs and the D by D policy. Ministries operating under this context are therefore faced with the challenges that emanate from the Legal contradictions.

Main Conclusions

The need for Capacity building is clearly articulated in the Tanzanian Education and Training policy (ETP 1995), ESDP: PEDP and SEDP, The Tanzania Development Vision 2025, the National Strategy for Growth and Reduction of Poverty (NSGRP), the Teachers’ Development Strategy (TDMS) and the policy Education Minimum Standards.

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The situation analysis gives the full picture of needs for capacity building. Evidence we have obtained from the field has lead us to conclude that currently, capacity needs or gaps are huge and multifaceted. The gaps identified can be grouped generally into four main groupings of (i) Human Resources, (ii) Infrastructure, and (iii) Financial Resources (iv) Institutional Arrangements

Human Resources:(i) Teachers and Education Managers:

In order to achieve better quality education, the needs for better and more teachers, deployed according to requirements in rural and urban areas and in particular, specialist subject teachers with sufficient knowledge and who are motivated by a thirst for further knowledge cannot be overemphasised. Education delivery must be monitored and evaluated on behalf of the parents and Government by quality assurance agents that that support and promote quality improvements. Agents who promote accountability in an education system that also celebrates success and quality achievements. The problems those teachers and the schools face are real and immense.

Education managers in various offices must have job satisfaction, adequate skills for enhancing transformational leadership attributes of organizational commitment that demonstrate increased performance.

That Time has come for the Government to intervene so as to consolidate the recent gains which are a result of the bold measures it taken towards achieving EFA by 2015.

(ii) Infrastructure: The sub-sector also needs better and conducive learning/working environments in schools, Training colleges, and offices that are fit for the purposes, with adequate supply of work tools that are up-to-date, equipments, books, accommodation, and all inputs that strictly adhere to the prescribed quality standards.

(iii) Financing:The need for adequately financing for the education system, and in particular basic education is imperative, with budget levels that are adequate across the sub-sectors, with funds earmarked for the critical inputs at every level, one that ensures sustainability, is timely disbursed and predictable. Without a real commitment from the government to long-term realistic funding for an agreed strategy and / ensuring that the school and other levels funding are adequate the education situation will not improve.

(iv) Institutional Arrangements: The structures and hierarchies that are now in place to manage and support education provision must be harmonised. The LGAs disparities rural to urban, rural to rural, and urban to urban must be taken each on its own merit so that locally generated agenda takes the lead in decisions about capacity building interventions. It must be realised that generic capacity building interventions are unrealistic and more emphasis should be laid on ‘goodness to fit’

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and a move towards demand driven rather than rely on more traditional supply side factors. Thus, it is important that we do not adopt strategies that will make it even more difficult to cope with the problems that will be encountered in future. The strategies that we propose must enhance the embedding of the D by D policy

There conflicting legislations with regard to education provision and those that institute the LGs and the D by D policy must be harmonised.

For the education sector to operate optimally, the capacities have to be built in human resources, infrastructure, financing and Institutional arrangements.

Central to the CB Strategy is the creation of awareness of the environmental impacts of the various developmental actions, and ensure inclusion of gender focus and HIV/AIDS education within the schools/institutions and sector wide.

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1.0 INTRODUCTION

1.1 Background The Prime Ministers’ Office Regional Administration and Local Government (PMO-RALG) commissioned a Consultancy to carry out the development of a Capacity Building Strategy for Basic Education in Tanzania. The strategy is to examine the existing situation and strengthen the management, coordination, performance and assessment, capacity development, monitoring and evaluation of pre-primary, primary, secondary, adult education and non-formal education, teacher education, vocational education and training, at national, zonal, regional, Local Government Authorities, Ward and school levels.

The development of the CB strategy is taking place at a time when the Education Sector that is Basic and Higher Education are under one Ministry. It is also at a time when Basic Education management has been consolidated under the PMO-RALG, with the exception of School Inspection and Teacher Training.

The development of the Teacher Development Management Strategy (TDMS), Minimum Education Standards for Primary Education, the recent initiative to develop an INSET Strategy with the collaboration between MoEVT and UNICEF; the on-going implementation of PEDP and SEDP in LGAs; and a number of interventions to try to raise the standards of teachers for example under the Teacher Training Initiative for Sub-Saharan Africa (TTISSA) under UNESCO; all offer a unique opportunity for the development of the Capacity Building Strategy. The consultants will build on all the experiences gained in the reforms initiatives to propose a Capacity Building Strategy (CBS) that is contextually bound and realistic to the current and perceived needs of the clients, one that can be operationalised in all LGAs and Institutions as indicated in the Scope of the Capacity Building Strategy.

As observed and collated from stakeholders’ views in the field, currently, provision of Capacity Building is either lacking or is inadequate for teachers, tutors and education managers. Maintenance of buildings and replacement of worn out books and equipment is not done due to lack of funds. The desire to provide Capacity in all its forms and aspects as evidenced in all the policy documents has not been translated into a coherent strategy and has therefore remained ad-hoc, is not adequately co-ordinated, and is not comprehensive . There is an absence of any overall strategic plan. In all instances, capacity building has historically had its origins in various projects that eventually phase out without sustainability plans.

This Draft report provides a conceptual framework and a review of linkages, roles, responsibilities and perspectives which Capacity Building (CB) provision would play in supporting improvement of performance at the individual, institutional and sector level, based on an analysis of the current thinking on Capacity Building for educational development.

Particular attention has been paid to ensure broad stakeholder participation and to foster dialogue aimed at generating recommendations which are relevant and realistic in the diversity of situations in LGAs.

In the course of the development processes, the consultants reviewed key documents and researched available data in order to map out a conceptual understanding of the current needs

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for Capacity building. The education provision context has been established also through information generated from interviews with PMO-RALG, MoEVT; field visits to six Regions provided opportunity to capture views of REOs, DEOs, Inspectors, WECs, HTs, Teachers, Teacher Training College Principals, CSO representatives, Teachers’ Union representatives, School Committees and Boards members; LGAs-Social Services Committee, other national institutions; site visits undertaken to Primary and Secondary schools and Teacher Training Colleges.

1.2 The Development of a Draft Capacity Building Strategy The concept of Capacity:In most of the literature the concept of capacity is explained to comprise a tall order of issues. Morgan (2006) has attempted to unpack the term and says that there are different ways to understand the concept of capacity either as a development means or an end in itself. It has been therefore imperative to attempt to have an analytical framework for capacity so as to create a common understanding among education stakeholders.

Associated with the concept of capacity are a range of issues such as ownership, commitment, innovation, partnership, learning, institutional development, decentralization, change management, scaling up, sustainability, participation, training, accountability and performance improvement.

In this respect we have adopted four central characteristics of the concept of capacity that:(i) Capacity is about empowerment and identity, people acting together to take

control over their own lives in some fashion.(ii) Capacity has to do with collective ability, i.e. that combination of attributes

that enables a system to perform, deliver value, establish relationships and to renew itself.

(iii) Capacity is an emergent property or an interaction effect. It comes out of the dynamics involving a complex combination of attitudes, resources, strategies and skills, emerging from the positioning of a system within a particular context.

(iv)Capacity is about performance, execution and implementation or the result of the application or use of capacity; and so it requires the use of different approaches to its development, management, assessment and monitoring and it is about the creation of public value.

From the foregoing, it is hard to come up with a universally accepted definition of Capacity, and so equally for Capacity Building. In much of the literature Capacity Building is used interchangeably to also mean Capacity Development.

“The approaches, strategies and methodologies used by a Government/institution and stake-holders, to improve performance at the individual, organizational, sector or broader system level”.

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1.3 Rationale for Capacity Building:Major education reforms have taken place in Tanzania since 2000 after the development and adoption of the Education Sector Development Programme (ESDP). The launching and implementation of the Primary Education Development Plan (PEDP) and the Secondary Education Development Plan (SEDP,) resulted in rapid growth in primary and secondary education access. This has given rise to concerns about education quality. The increased community efforts towards each ward constructing several secondary schools since 2005 have likewise created huge challenges in secondary education provision. It should be noted that this community move was not in consonance with the SEDP plan. As a result teacher supply has become a major challenge. All these initiatives have set in motion major challenges and the expansion has had implications in the quality of the products.

Short-term steps have been taken and continue to be taken to solve emerging problems, especially on teacher supply. However, the Government this time has decided to take a holistic step to deal with the situation by the decision to develop this Capacity Building Strategy. This is the determined approach to dealing with the challenges of achieving quality in basic education and to rectify the current undesirable situation.

Capacity Building in this context should be taken to mean plugging all the administrative loopholes, infrastructural deficiencies, inadequacies, and shortfalls, non compliances to set minimum standards, legal frameworks, D by D, and institutional arrangements within the Basic education sub-sector. This is necessary in order to achieve goals with regard to enrolments, achieving quality outputs, and overall to meet the individual expectations, National Poverty Reduction expectations and international targets.

1.4 The Need for Capacity Building in Tanzania: Documentary evidence:The desire to provide Capacity for the education sector is clearly articulated and embodied in many Government policy documents a summary of which is provided below. 1.4.1 Education objective in Tanzania:The fundamental education objective in Tanzania is to:

“Guide and promote the development and improvement of personalities of the citizens of Tanzania, their human resources and effective utilization of those resources in bringing about individual and national development”

1.4.2 Tanzania Development Vision 2025The Tanzania Development Vision 2025 envisages the total elimination of poverty by 2025 and thus accords high priority to the education sector which as stated is considered ‘pivotal’ in bringing about social and economic transformation. It is expressly stated in the Vision 2025 document that:

“Education should be treated as a strategic agent for mindset transformation and for the creation of a well educated nation, sufficiently equipped with the knowledge needed to competently and competitively

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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 problem solving” (p.19).

1.4.3 The National Strategy for Growth and Reduction of Poverty (NSGRP):

This represents a broad consensus of commitment by government and development partners about priority actions towards poverty alleviation; that the key strategy is the development of human capital to boost economic growth and eliminate poverty.

1.4.4 Education and Training Policy:The consultants are convinced that Tanzania has a sound and articulate Education and Training Policy (ETP 1995). If it was to be implemented to the letter there is a list of necessary actions that should have been taken to create an enabling environment for it to produce the desired results. We acknowledge the steps now underway to review the policy but feel that as it stands the building blocks for the new Policy is embodied in the current policy. It should be born in mind that any policy pronunciation by Government must be accompanied by a commitment to finance its components.

In the current situation, there is evidence that education delivery faces serious challenges because the Education Policy components were not financed adequately. As a result there are enormous variances of implementation as guided by the Dakar Framework of Action to achieve Education for All (EFA) by 2015, as well as achieving the Millennium Development Goals (MDG). Moreover, in spite of the Policy there exists an overall lack of implementation capacity that has to be addressed urgently.

The consultants believe that the capacity building strategy that is needed now is one that should enhance quality in the education system and ultimately meet the Development Vision’s aspirations of a ‘well educated’ Nation.

1.4.5 The Education Sector Development Programme (ESDP) 2008-2017The Education Sector Development Programme (ESDP) 2008-2017 has many Capacity Building implications for primary and secondary school teachers who over the years have often been subjected to ever changing demands and requirements for up-grading and improving professionalism.

The ESDP was launched in 1997 and has been through several revisions (notably ESDP 1996/7-2001; ESDP 2001-2006 and now September 2008). The 2008 version covers the period 2008 through 2017 and reflects updated national priorities and a response to current educational conditions and requirements. Although EDSP builds on the content of previous documents, notably ESDP (2001-2006), the new EDSP not only is more comprehensive but reflects a human capital approach to education development. It is also a key part of the systemic public sector reform that is supporting the National Strategy for Growth and Reduction of Poverty (NSGRP).

The ESDP rightly emphasises that changes, reforms and interventions need ‘to be focused on improving learning outputs and outcomes, on teacher capability improvements, and on promoting a better teaching and learning environment resulting in increased achievement

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and competences by learners and teachers. This can only be achieved if governance and accountability are improved through output/outcome performance monitoring’ (p. viii).

For these changes, reforms and interventions to take place across the areas and operational levels, the ESDP requires sector-wide coordination, a coherent approach to investment and performance management, and seeing education as a life-long process. In this respect, MoEVT takes on the important role of coordination where coherence will be encouraged through MoEVT working closely with PMO-RALG, Ministry of Finance and Economic Affairs and Local Government Authorities (LGAs) to co-ordinate the flow of funds to local levels and institutions for all education sector activities.

A new departure is that ESDP (2008-2017) consists of four sub-sectors; basic, technical and vocational, higher and folk education. By advocating strengthening coherence and management and administration, the government explicitly states that each sub-sector is considered important and no sub-sector is expected to be marginalized. We should however point out that the Folk education is not part of the Terms of Reference (ToR) and will therefore not be part of this Strategy. The arrangements are meant to significantly upgrade both sector-wide and sub-sector planning and performance management. Importantly, each of the sub-sectors will develop its own plan related to the four outcome clusters and the five key results areas and associated performance management arrangements and agreed indicators will be objectively verifiable and outcome-based. ESDP outcome clusters are as follows:

Capabilities and Values; Conducive Teaching and Learning Environment; Micro-Macro Efficient Management; and Education Provision in order to increase enrolment at all levels.

The key result areas of ESDP are: Education Leadership; Students/Learners and Teachers’ Capabilities/Skills Values; Institutional/School Incentives Processes; Cost Effectiveness and Cost Efficiency of Outcomes’ Achievement; and Consultative Dialogue Machinery and Performance.

As clearly stated in the ESDP, the Examinations Council and the school inspectorate will focus on performance-oriented outcomes. As a long-term aim, all primary and secondary schools will be inspected at least twice a year. In the medium-term, taking full account of existing systems and available resources, effective site inspection will increasingly be conducted. These inspections will be conducted by qualified educational professionals with the inspectorate being responsible for systems design, training and quality assurance. To manage and achieve this, the capacity of school inspectorate and supervision capacity, covering the whole of basic education will be strengthened. In addition, heads of institutions now need to acquire skills on school site supervision and assessment of student learning outcomes in all subjects and grades.

ESDP also outlines selected key principles addressing education institutions and the teacher as follows: educational sector teaching and non-teaching staff are conscientious productive

workers, adhering to professional conventions, rules and regulations; the best available teaching talents are recruited, professionally developed and retained;

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human resources and skills are continuously developed to reflect current and emerging challenges;

teachers and other personnel are appraised, rewarded and sanctioned based on merit; a conducive work environment is created and maintained in schools/institutions; Teachers’ status, pay and other incentives are sufficient to motivate high quality

performance.

To achieve this ESDP advocates improved teaching and learning enhanced teacher motivation, significant improvements in capabilities as follows: improving the micro- and macro-management of educational institutions so as to have

functioning schools and other relevant institutions in the districts, regions, and communities and;

up-grading learning and teaching processes thus ensuring access to quality learning programmes with minimal wastage (p. 5).

teachers to be assisted through Professional Development Centres to enhance the quality of their teaching and rewarded for taking conscious efforts to gain more qualifications in teaching as part of a vanguard education reform movement;

open learning also made available to teachers so that they may develop their understanding and capabilities, allied with enhanced classroom practice;

teachers and educators assisted to embrace the belief and principle that children and adults can improve their school performance and practical training only if their teachers and educators are made to feel a sense of elevation and dignity, thus turning classrooms and adult centres into Centres of Excellence;

teachers assisted to embrace the principle that the school and teachers themselves cannot be improved from outside but rather, facilitated to reflect upon their roles as trainers, researchers and scholars to empower themselves to engage in clinical supervision and relevant preparatory practicum

For all these ESDP objectives to be met one needs to have a clearly articulated Capacity Development Strategy, with a bottom up approach, that takes account of actual needs at the place of work.

1.4.6 The Primary Education Development Plan (PEDP) & Secondary Education Development Plan (SEDP)

The Plans have four strategic priorities: enrolment expansion, quality improvement, capacity building, and optimising human, material and financial resource utilisation; strengthen the institutional capacity and competence of the central, LGAs and school levels

Governance and Management: Management training will be provided to head teachers, school committees, ward education co-ordinators, inspectors, and to LGAs, regional and national staff.

Improvement of Governance and Management:Good governance and Management practices are the cornerstone for effective utilization of human capacities towards enhancing efficiency and effectiveness in the provision of secondary education. This would be enhanced by providing appropriate capacity building to

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Heads of Schools, School Board members, School Management Teams, Managers of Non-Government Schools, WECs, DSECs, DEOs, REOs and Ministry staff in Governance and Management of secondary education.

1.4.7 Teachers’ Development and Management Strategy (TDMS)The ESDP outlines prioritised actions that focus mainly on implementing the Teachers’ Development Strategy (TDMS) through:

planned quality in-service training of the teaching force at all levels; strengthening of Teachers’ Resource Centres (TRCs) and establishing Professional Development Centres (PDCs) so that in-service upgrading

can be delivered nationwide; strengthening ICT in education institutions for open learning; taking measures to ensure the full realisation of the teacher management function; promoting investment for improving teaching, learning, and research providing libraries and science laboratories; providing relevant and adequate stocks of knowledge and professional skills to

teachers, educators, tutors/lecturers; improving school and institutional level leadership/management through provision

of professional development programmes and use of performance appraisals; improving central level leadership/management through in-service programmes and

on-the-job training;

1.4.8 Local Government Reform ProgrammeThe Local Government Reform Programme (LGRP) has been a fundamental part of the wider public sector reforms. It is the primary mechanism for the decentralisation and devolution of power to local levels.

1.4.9 Education Minimum Standards Document:

This document developed with the support of UNICEF provides the benchmarks to be adhered to by institutions to achieve quality education. For Examples: Class size, T/P Ratio, S/B Ratio, Qualification and Training by Levels, Approved subjects, approved staffing levels, teacher work load, types of rooms and workshops, furniture, types of equipment, chemicals and raw materials, School/vehicle ratio, Approved unit cost, Approved Capitation Grant and Development grants. These standards provide ideal infrastructure and learning/teaching framework for school capacity, if followed. They however require reliable and predictable financing from Government, Development partners, CSOs and from the community.

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2.0 THE STATUS REPORT ON INSTITUTIONAL AND ORGANIZATIONAL ANALYSIS.

2.1. LEGAL AND REGULATORY FRAMEWORK:The functions of the Ministry of Education and Vocational Training are guided by: (a) The Education Act No 25 of 1978 (b) The Education and Training Policy; (c) Vocational Training Policy; (d) Primary Education Development Programme 2009-2012 (e) Secondary Education Development Programme 2004 -2009 (f) Tanzania Development Vision 2025; (g) National Strategy for Growth and Reduction of Poverty (NSGRP).

In order to review the quality of education provided in all schools in the country, the Ministry inspects schools and administers national examinations for Std. IV; VII; Forms 2; 4; 6 and Teacher Education examinations.

2.1.1 THE EDUCATION ACT:PART II: A. Duties and Powers of Minister:

Much as the Education Act gives the Minister the

1.“responsibility for the promotion of the education for the people of Tanzania and the

progressive development of institutions devoted to that purpose, and for securing the

effective execution by the local authorities”;

2. “ensure that there is available and adequate supply of teachers and other skilled

personnel.......” the capacity gaps exist in

Ensuring access and establishment of appropriate learning environments built to

approved physical facilities specifications issued by MoEVT, Physical Planning

Unit of Jan 2007.

Issue: Current Legal ArrangementsFollowing the decentralization of primary education, the functions of MOEVT are confined to policy making (including designing and developing the curricula), capacity building, setting standards and quality assurance. PMO-RALG’s role and mandate is to oversee and coordinate the delivery of services by LGAs and, specifically for primary education, to be responsible for the grant-based components.

The Local Government Reform Programme of 1998 mandates them to deliver the services in collaboration with the communities and as stated in the PEDP, the councils should transfer to school accounts the capitation and development grants. This is a departure from previous practice where the capitation grant and the capacity building grant was administered at the council level (URT, 2001a); however, since January 2004 all the capitation grants including the book part is disbursed to schools and school committees have the mandated to purchase books. The problem is that, from the MoEVT point of view, this situation conflicts with the

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Education Act of 1978 in which the MoEVT is mandated with the responsibility for managing and delivering all Education.

Supplying well trained and adequate number of teachers for quality education in

adherence to approved pupil/teacher ratios as contained in Minimum standards

Document issued by MoEVT updated in 2008.

Issue: Currently the supply of teachers is inadequate.

The current shortage of for instance Finance assistants, IT specialists and

laboratory technicians, is contrary to the requirements of the Education Act with

regard to skilled personnel.

1. “After consulting with the Minister responsible for Regional administration,

modify and coordinate the development plans of local authorities.....and

incorporate those plans in the educational development plans for the whole of

Mainland Tanzania”.

Issue: In the operations of the LGAs overall Development Plans for 3 years are drafted in

accordance to the MTEF. In these general plans, there is an Education Plan component. The

LGAs’ Development plans are then sent to the Region where they are analysed and debated

in the Regional Consultative Committee. These are modified to meet the Budget ceilings that

are issued by the Treasury. These plans are sent to PMO-RALG. However, they are never

sent to MoEVT for ‘modification and incorporation into the educational development plans

for the whole country. This is an indication that the said “consultations” between the

Ministers for Education and LGRA is contrary to the requirements of the Education Act.

Part III LOCAL ADMINISTRATION OF LOCAL EDUCATION

AUTHORITY SCHOOLS (LEA)

A: Local Education Authorities

Paragraph 10 (1) (a) further states that every Local Education Authority shall

“submit to the Minister for his approval plan for the promotion and development of

education and to carry out the plans approved by the Minister.”

Issue: As explained above, the plans are never sent to MoEVT for approval by the Minister,

which is inconsistent with the requirements of the Education Act and there is no evidence that

the plans are within the approved specifications.

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Paragraph 10 (2) states that “..... a LEA may, in respect of the pupils in schools

for which it is the LEA, prescribe the school fees payable is respect of pupils in

those schools”

Issue: This provision of the Education Act has been superseded by the policy of abolishing

fees for primary education and the current provision of Capitation and Development grants to

primary and secondary schools by the Government. The additional contributions by parents

for financing secondary education are centrally ‘prescribed’ by MoEVT and not by the Local

Education Authority who are better placed to gage the level of income of the local people and

advice on the ability to pay.

Within the principle of democratic governance, it is necessary to dialogue on regional

differences before prescribing a blanket fees requirement. This will also allow decisions on

targeting support to the very needy.

Paragraph 11 states that” Every Local Authority shall establish an Education

Committee which shall advice that Authority on the performance of its functions

under this (Education) Act”

Likewise Para 75 (2) of the Local Government ( District Authorities) Act stated that

‘each standing committee for educational affairs established by a District Council

shall be deemed to be the Education Committee the establishment of which is referred

to in Section 11 of the Education Act’.

Issue: In practice, Local Government Authorities have established a Social Services

Committee to address issues of health, education and water. This is inconsistent with the both

the Education Act and Local Government (District Authorities) Act. Such a multi-sector

committee may not give priority to education or inadequate focus on educational

development issues. As expressed by many education stakeholders, many times education

deficiencies are not regarded a crisis especially because its impact cannot be felt visibly.

However, social-economic analysis indicates that un-sustained provision of quality education

results in loss of a generation’s contribution towards individual and national development.

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EDUCATION ACT PART IV

ESTABLISHMENT AND REGISTRATION OF SCHOOLS

B. Registration of Public Schools paragraphs 19 -22 and Registration of Private Schools paragraphs 23 – 29:

Issue: The conditions given for the registration of Public schools in paragraphs 19 -22 are not the same as those for registering Private schools in paragraphs 23 – 29. We see this as an anomaly and a double standard. The rigorous processes given to Private schools should also be applicable to Public schools since the Government seeks to provide equitable education for all the children of Tanzania. It is obvious that there are loopholes that exist in the Public school registration which have a bearing to the quality of facilities and teachers since minimum standards are ignored.

22-(1) (2) and (3)

Branches of government schools

22.- (1) “Where adult literacy classes are regularly conducted in premises other than a permanent or semi-permanent building or buildings, and the Minister considers that those premises qualify to be part a of school, he may, after consultation with the Local Education Authority concerned, direct that, subject to the continuation of the regular conduct of adult literacy classes in those premises, those premises be deemed to be a branch or branches of a particular government school or schools within the area of jurisdiction of that local education authority.

(2) Where the Minister makes a direction under subsection (1) in relation to any Government school, that government school shall be deemed to be providing adult education in the premises in respect of which the order is made in addition to the primary or secondary education or other category, nature or level of education which that government school provides.

(3) Where the Minister has made a direction under subsection (1) in relation to any Government school, that school shall be the centre responsible for the facilitation of the supply of teachers, books and other facilities for the conduct of adult literacy classes in the premises deemed to be a branch or branches of the government school”.

Issue: Due to expansion of enrolment and increased pupil/teacher ratio, it is no longer practical for any government school to facilitate the supply of teachers, books and other facilities for the conduct of adult literacy classes. In addition the said schools are facing serious shortages of staff, books and finances. It is therefore not practical to expect them provide this kind of assistance to adult literacy classes.

In addition, Pre-primary, primary and secondary teachers do not posses skills necessary for teaching adults such as andragogy and entrepreneurship required for functional literacy.

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PART V

MANAGEMENT AND CONTROL OF SCHOOLS

A. Category of SchoolsParagraph 31 should also include Technical and Vocational training institutions as one of the categories of schools.

B. Management of schoolsParagraph 33.-(1) states that “there shall be established for every district, municipality and township an Education and Training Board responsible for the management of all levels of education and training in its area of jurisdiction

Paragraph 34-(1) states “notwithstanding the provisions of section 33-

(a) The management of all local authority schools shall be vested in the local authority within whose area of jurisdiction they are situated and in accordance with such direction as it may from time to time give

Issue: The Education and Training Boards have not been established in any LGA and if established, the Education and Training Boards would be in confrontation with the Education Committees that are to be established under Paragraph 11 of this Act.

34 (2) ‘notwithstanding the provisions of section 33 and 34 the Regional Education Officer and the District Education Officer shall be the representative of the commissioner in their respective areas’.

Issue: Within the decentralisation by devolution policy, the REOs and DEOs are the representatives of the Commissioner for education and are therefore the custodians of the Education Act and they would be expected to promote adherence to its provisions. However, in practice and as indicated elsewhere in this report this is not the case. Forces beyond their control and external pressure make them bend the rules and not abide by the Act.

C. Control of Schools

35.-(I) ‘it shall be compulsory for every child who has reached the age of seven years to be enrolled for primary education’

36. ‘Every child not less than five years of age shall be eligible for enrolment for pre-primary education for a period of two years’

Issue: It has been noted that in spite of the Education Act and the Education and Training Policy (1995) provision for pre-primary and primary school children’s attendance to schools, the allocation of finances does not match the legal expectation for ensuring all children are in school especially at pre-primary level. The GER and NER for both levels, shown elsewhere in this report are low and a need for mobilization of financial resources for increasing facilities and teachers necessary to educate the many children currently out of schools is a matter of urgency.

38. (2) ‘The minister may after consultation with the Commissioner and with Local Education Authority, make regulations with respect to any school or, all category of schools, prescribing---

(a) the maximum number of pupils in any one class19

(b) the number and qualification of teachers required to teach at any one school or group of schools

(c) the minimum structural standards of school buildings

(d) the educational materials and equipment to be used in schools

Issue: Regulations for implementing these legal instruments are in place and minimum standards set for schools. The current education situation in most Government schools as reported elsewhere in this report does not match any of the conditions stated above

C. Inspection of Schools 42.-(1) The Commissioner shall cause every school to be inspected for the purpose of ensuring that school complies with this Act and of ascertaining whether that school is being properly and efficiently conducted

(2) Every inspector shall make a report to the Commissioner in respect of every school inspected and with regard to such matters as the Commissioner may require him to report upon

(3) ‘Where an inspector reports to the Commissioner on an inspection of a local education school made by him, he shall send a copy of that report to the manager of the school and to any other local authority responsible for the school’

(4) Subject to section 44, every inspector shall make appropriate recommendations to the head of school as to methods or ways of rectifying the observed problem during the inspection and after so doing make a follow up on the report.

(5) Subject to subsection (3), every Manager, or local authority to whom the copy of the report was sent, shall react appropriately to such a report.'';

Issue: Inspite of such clear and elaborate methods of monitoring and evaluating school standards and reporting mechanisms to ensure quality in the schools, these requirements of the Act are generally ignored and a bad situation is allowed to get worse.

Removal of manager, head teacher or principal through administrative instruments as directed by this Act in paragraph 44, does not rectify the anomalies which in most cases are a failure of the system rather that the negligence of the Head of the institution.

The capacity of school inspectors in terms of working tools and provision of transport have been identified as contributing to weak fulfilment of the requirements of the Education Act.

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2.2 LOCAL GOVERNMENT ACT 2000 Part V D: Powers of Minister:

Paragraph 70 (b)

‘For the purposes of discharging the responsibility in relation to Local government imposed on him by Section 4 of the Local Government Act, the Minister may in addition to all other power conferred on him by or under this Act

(b) “seek and secure modifications in the education or training and development plans of any institution so as to facilitate the proper education and training for the staffing of local authorities”

Issue: This provision is not clear as it implies changing Education Development plans of the

Minister for Local Government without consultation with the Minister for Education who is

supposed to approve the plan as provided for in the Education Act.

Paragraph 10 (1) (a) states that every LEA shall “submit to the Minister for his approval

plan for the promotion and development of education and to carry out the plans approved

by the Minister.”

Much as these plans are never submitted for that approval, the two Acts are in contradiction

to one another.

Local government Finances 10A.-(1)“There shall be paid annually to an urban authority by

way of block grants from the public revenue of the United Republic the following amounts,

for which payment there shall be no further authorization other than this section, such sums

as the Minster may after consultation with the Minister responsible for finance, determine as

being the cost to be incurred bt the urban authority for development and maintenance of

services particularly education, health, water, roads and agriculture”

Issue: We note here that financial modalities under PEDP and SEDP do not comply to this provision because:

1. Grants to local authorities do not give indication what specific vote heads are to be catered for in education and such funds may not be captured in the budget and cost of education by PMO-RALG and MoEVT,

2. Current practice is to send primary and secondary school Capitation and development grants direct to school Bank accounts, not to local authorities.

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Finally we have observed that both The Education Act and the Local Government Act are silent about the position, roles and responsibilities of the Ward Education Office which has to be legally established as part of the Decentralisation by Devolution Framework.

2.3 POLICY FRAMEWORK

The Government of Tanzania has been undertaking essential changes in the Education sector in the desire to improve the provision of education.

2.3.1 The Education and Training Policy (ETP)

The Tanzania Education and Training Policy (ETP 1995) is a sound and articulate document of intent to reform and develop education encompassing the entire education and training sector. It is guided by the Education Act 1978 amended by Act No 10 of 1995, the Local Government Act (revised 2000), Education for All” (EFA) targets, and the national desire to eradicate illiteracy, Poverty and disease.

The overall objectives of this policy are to achieve increased enrolments, equitable access, quality improvements, the expansion and optimum utilisation of facilities, and operational efficiency throughout the system. Other broad policy aims include:

enhancing partnerships in the delivery of education,

broadening the financial base and the cost effectiveness of education, and

streamlining education management structures through the devolution of authority to schools, local communities and LGAs.

We acknowledge the steps now underway to review the Education policy and believe that the building blocks for the new Policy will be embodied in the current policy.In the current situation, implementation is also guided by the Millennium Development Goals (MDG) whose emphasis is the development of basic education.

In order to implement the objectives of the ETP, the Education Sector Development Programme (ESDP) and adjoining sub-sector Plans; The Primary Education Development Plan (PEDP) and the Secondary Education Development Plan (SEDP) are being implemented. These plans have four strategic priorities:

enrolment expansion, quality improvement, capacity building, and optimising human, material and financial resource utilisation.

The Education Sector Development Programme (2008 – 2017 has incorporated the entire Education Sector comprising Basic, Technical and Vocational, Higher and Folk Education, consistent with the desired Sector wide coordination. In this respect, MoEVT is charged with the responsibility of coordination where a strong linkage with PMO-RALG and Local Government Authorities (LGAs) is critical.

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2.3.2 Vocational Education and TrainingAlthough Vocational Education and Training is covered in Chapter 7 of the ETP, its implementation is split between two governing bodies, i.e. The National Council for Technical Education (NACTE) by an established Act of Parliamentary in 1997 and Vocational Education and Training Authority (VETA) in 1995.

The multiplicity of managers and implementers in this sub-sector is a major challenge that requires streamlining and clear demarcation of roles and responsibilities before the subsector can deliver on its vital role of providing adequate skilled technical manpower needed in the labour industry.

2.3.3 Vision 2025The aspirations of Vision 2025 for ensuring a “well educated and learning society”, can only be achieved through a well managed and adequately resourced education system that instills positive values of good governance, peaceful co-existence, hard work, competitiveness and integrity.

The Vision however leaves room for every Sector to develop strategies and means for realising the objectives. The task at hand for the education sector is to develop and instill these values amongst the school system and the education management.

2.3.4 The National Strategy for Growth and Reduction of Poverty NSGRP (MKUKUTA)

The Strategy for Growth and Poverty Reduction (2004) further expects education to contribute to its realisation of :

enhancing the quality of life and the social well-being of the country

Facilitating economic growth and reduction of poverty by developing human capital with the requisite skills;

Enhancing good governance and accountability;

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2.3.5 Local Government Reform

Decentralisation:

The principle of decentralisation is based on the fact that control and management of resources for the provision of services are best attained at the level where they are consumed. However, it is of critical importance that clear mechanisms for devolving functions and resources are taken to the lower levels.

The Decentralisation by Devolution Model (D by D) of management of public service was adopted in 1998. The process consists of four main steps:1. Political Decentralisation: This is the establishment of a Council as local

political body and involves devolving decision making powers and rules setting to Local Council.

2. Fiscal Decentralisation: Provides Councils with discretionary powers to levy local taxes and to create a local

financial base for development. However the Central Government supports local governments by providing unconditional grants.

3. Local Councils are thereby empowered by the Local Government Finance Act 1982, to draft their own development plans, prioritise and spend monies generated from local levies and taxes as well as from the government Grants.

4. Administrative Decentralisation: Involves de-linking local authority staff from respective technical/parent ministries

and making them accountable to Councils. This is a concept that has not been understood clearly and the need for substantial capacity building is evident.

Local Councils are allowed to recruit their own personnel with appropriate technical skills, and

Operate as a body cooperate that may sue or be sued.

The implantation of decentralization by devolution is embedded in the Constitution of the United Republic. The process of decentralization is ongoing but embedded bureaucracies of parent/sectoral ministries do not easily relinquish power. The history of local governments in Tanzania and the suspicion that lower ranks of government have no capacity to deliver services, contribute negatively to this desire to decentralize. For decentralization to be effective the need to create human resource with governance, management, co-ordination, monitoring and evaluation, financial, technical, participatory planning and resource mobilization skills is a prerequisite. The implantation of decentralization by devolution is embedded in the Constitution of the United Republic. In addition capacity in Gender mainstreaming and awareness of other cross-cutting issues need to be enhanced.

In spite of the Government’s intention to devolve powers and functions to the Local Authorities, the LGRP implementation report (2008) has pointed out that the Education Act (1978) drastically curtailed such an attempt. The report further laments the Act’s “establishment of a centralized system of administration of schools in the country and a Local education Authority that is answerable to the Central Government”. The report also states that

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the MoEVT reforms have been half hearted and piecemeal. At the same time, it is noted that the LGRP has acknowledged poor levels of capacity available in PMO-RALG office to enforce Ministries to be D by D compliant.

We would like to note that despite the above disclaimer in the report, steps have now been taken to devolve the management of secondary schools to LGAs. A Deputy Permanent Secretary responsible for Primary and Secondary Education, and a Coordinator for secondary Education have been appointed to the PMO- RALG. Likewise DEOs – Secondary have been appointed and posted to LGAs. However, these steps do not constitute full devolution since management of Human and financial resources continue to be under the control of the Central Government institutions. If D by D policy is to be genuinely established, the current Education Act should be reviewed and replaced by a new Act that provides that the instruments for education be fully devolved to LGAs. A new structure of MoEVT should de-link the Departments of Primary, Secondary, Vocational and Technical Training and Adult and Non-Formal Education from MoEVT and place these at the PMO-RALG. This will provide the mechanisms of a full devolution of basic education.

In order to ensure effective integration of Vocational and Technical Training, the Deputy Permanent Secretary should not only be responsible for Primary and Secondary education but also for Vocational and Technical Training.

In the same vein, the Regional Education office which has no control over any school should be assigned a new role of Inspection. If this is done, the Inspectorate’s structure of HQ, Zone and District should be changed to HQ, Region and District. This will mean disbanding the current 11 zones and creating an Inspectorate unit in the REOs office. This will enhance the inspectorate’s capacity because currently the REO’s office has basic facilities.

The emphasis of the LGA as the centre of education management and administration has not come without distortions. The devolution should be from centre to region and region to LGA as stated in the Education Act as follows:

“Regional Education Officer'' means any government officer Appointed by the relevant authority to be in charge of education services in the region

''District Education Officer'' means any government Education officer appointed by the Minister to be in charge of education services in a district

The hierarchical positions of these two offices are clearly defined by law. Its interpretation in practice should abide by the Law. However in practice and indeed in recent trends the Local Government reform thrust has greatly undermined the authority of the REO.

First Stakeholders’ views revealed that there are major systemic contradictions especially with regard to pay levels to Regional Education Officers who are being paid lower salaries than DEOs. This has set off queries about their control and power to supervise. The REOs feel that the transfer of power and authority which should be backed by appropriate pay

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levels has not been streamlined. (For instance DEO TGS I while REO TGTS G –I.). It is imperative that this anomaly is rectifies or will have negative outcomes over time. The consultants have been assured that PMO-RALG has embarked on rectifying this anomaly.

Secondly the Regional Secretariats System has made Education, Water and Health one Cluster instead of separate Sections. In some cases the cluster is lead by an Officer from the Water sector – known as Assistant Administrative Secretary Social Services who is not conversant with education issues. This has become very frustrating and REOs may be de-motivated by this kind of administrative arrangement. It is proposed that this set up should be changed so that Education is recognised as a separate Section. If this administrative arrangement is the interpretation of any Act, then the said Act introducing these contradicting positions or incompatible parts of the system should be harmonised.

Thirdly, the staffing of the various levels of education management at School, Ward, LGA and Regional levels face either shortages or lack skills in governance, management, co-ordination, monitoring and evaluation, financial, professional, participatory planning, data collection and analysis.

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3.0 MANDATES AND RESPONSIBILITIES

3.1 The Prime Minister’s Office- Regional Administration and Local

Government (PMO-RALG)

Issue: In both the Broad Functions and Ministerial responsibilities of PMO-RALG, there is no

specific reference to the management and coordination of education as one of the

responsibilities or function. We feel that this is a serious omission and is in contradiction with

the realities on the ground.

The functions stated above are executed to a large degree through the 21 Regional Secretariats (RSs). The RSs are mandated to support the current 133 LGAs which report through them to PMO-RALG and other MDAs. There is a challenge of poor communication between PMO –RALG and MoEVT, which is often a result of the delays caused by the

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Broad Functions of PMO-RALG

Enabling LGAs to provide quality services;

Managing the critical interfaces with Ministries and LGAs;

Formulating policies;

Capacity Building,-

Providing sound advice to LGAs on policies, approaches, systems and planning

methodologies;

Providing quality information;

Providing legal support and advice to RALG and to LGAs,

Monitoring support provided to LGAs by Regional secretariats as well as regional

affairs.

Ministerial Responsibilities of PMO-RALG

Regional Administration, rural development management policy and Urban

development management policy, integration of the development of LGAs, and

the financial development of LGAs,

Development of Human Resources,

Extra –Ministerial departments, parastatal organisations and projects

Government agencies falling under the Office

reporting modality. This is inappropriate for coordination of Education provision among LGAs. For instance, PMO-RALG is required to submit to the Ministry of Finance and Economic Affairs draft education Budgets that have to originate from the LGAs. If the draft education are not aligned to activities as required in the MTEF or are delayed at the RAS it may result in failure to secure an appropriate budget for implementing the education plan. This is a big anomaly as it involves many schools and teachers as may delay the implementation of the ESDP objectives.

Considering that the ultimate objective of D by D is to make the LGA autonomous it is recommended that LGAs be strengthened and allowed to report to PMO-RALG.

In relation to PMO-RALG responsibility for Capacity Building in LGAs, it has been observed that there is still absence of vision and coherence with the needs of adequately implementing ESDP in this case the PEDP and SEDP. The location of PMO-RALG at Dodoma is geographically far from the location of MoEVT in Dar es Salaam and other key Ministries. This in effect means that the POM-RALG could be excluded from key decision making processes. The attempts to implement D by D have given rise to tensions between PMO-RALG and sector ministries such as MoEVT sometimes as a result of lack of a common understanding and consensus on what needs to be done cooperatively. There is also uncertainty about the new roles and responsibilities of MoEVT; general reluctance towards giving up existing powers and resources, scepticism and an overall lack of confidence on the ability of LGAs to manage. For instance teachers have expressed dissatisfaction on the ability of LGAs to manage their affairs and would prefer to deal with MoEVT directly.This is a systemic problem at every level; the Ministries do not trust the ability of LGAs and likewise LGAs do not trust the ability of Ward to deliver and also the ability of schools to be accountable.

In this regard, we recommend continued creation of public awareness by PMO-RALG on the objectives and benefits of D by D policy within education. This is a function that Regions should champion on behalf of PMO-RALG.

Among the skill required in both MoEVT and PMO-RALG include: benchmarking, strategic planning, and development of annual plans, budgets and staff appraisal. There is a need to develop a communication strategy in PMO-RALG in order to create awareness, information sharing and training of Ministerial staff on the D by D strategy especially for those involved in policy making and legislation preparation. This is to ensure that new policies and legislation are in harmony with D by D. PMO –RALG also needs to develop monitoring and evaluation instruments with indicators for embedding the D by D.

PMO-RALG has to create an enabling environment and capacity in all the Regions and LGAs to enable them plan, manage, budget and monitor education specific objectives of ESDP;

promoting a better teaching and learning environment for increased achievement of learners

Improving learning outputs and outcomes, teacher capability/competences improvements,

The PMO-RALG has four education specialist staff a Director and Assistant Director of Social Services. However during the course of this consultancy Deputy Permanent

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Secretary responsible for Primary and Secondary Education was appointed. Most of the time these staff work in Dodoma with occasional visits to MoEVT in Dar es Salaam for TWG meetings. This arrangement causes overwhelming communication problems. The staffing levels create a weak base for undertaking the huge managerial duties with regard to Primary and Secondary Education. The proposed establishment of an Assistant Director of Education is in the right direction of strengthening the education function in PMO-RALG. Such a position should have clear job descriptions and linkages that need to be actively maintained.

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3.2 The Ministry of Education and Vocational Training (MoEVT)

The semi autonomous institutions and Agencies under the Ministry that have specific roles in education are:

Tanzania Institute of Education (TIE) The Institute of Adult Education (IAE),

The National Examinations Council of Tanzania (NECTA),

Tanzania Library Services Board (TLSB),

The Agency for Development Education Management (ADEM).

In implementing these functions and responsibilities MoEVT is guided by: (a) The Education Act No 25 of 1978 (b) The Education and Training Policy; (c) ESDP, PEDP and SEDP, (d) Vocational Training Policy; (e) Tanzania Vision Development 2025; (f) National Strategy for Growth and Reduction of Poverty (NSGRP).

The functions of supervision and management of education as mentioned above are in conflict with the current process of D by D which has transferred most of these roles to the LGAs except for policy development, curriculum development, National examinations, Teacher education and school inspection. Ideally, if the D by D is taken to be the agenda for bringing services closer to the people, then all departments with roles pertaining to Pre-Primary, Primary, Secondary, Adult Education and Vocational Training should now be placed within the PMO-RALG which now has the responsibility to manage and supervise education services.

In implementing its functions it has been observed that within MoEVT there is very limited

interdepartmental or inter-institutional consultation and cooperation in decision making on

matters that may affect other departments or levels of education. There is no mechanism in

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Functions and Responsibilities are 1. to supervise and manage

Pre-Primary, Primary, Secondary, Adult Education, Vocational Training, Teacher Education, School Inspection and Planning and co-ordination of all educational plans.

2. Policy development

3. Formulation of national standards

4. Registration of schools,

place for the Assistant Directors within MoEVT to meet and take stock of issues, share

information and map out common strategies with regard to Development and Monitoring or

Management Support of the Basic education sub-sector. Likewise, there are no scheduled

meetings over the years between MoEVT and PMO-RALG Directors whose role would be to,

prepare and establish a two way communication that would allow rational participation in

decision making, constant flow of information and objective feedback. Regular inter

ministerial meeting involving officers at levels of Ministries, Permanent Secretaries,

Directors and Heads of Institutions should be instituted in order to bring together ideas and

make decisions on the best way forward in basic education management.

3.3 The Basic Education Situation Analysis: Mosha and Omari (2008) observe the situation as follows: ‘The problems of education in this country do not need a microscope to illuminate and uncover them. They are there and can be seen by even a naïve naked eye, and have been there for a long time. The problem has been that we have been behaving like the weather man. He observes and Reports, Period. He cannot change size, speed, and direction of, for instance, the hurricane or monsoon winds. That is not the case in education. Things can be changed for the better of humanity and the economy. At least we know that in Tanzania some few things are true as follows:

The system is underperforming The teaching force is skewed towards lower qualifications There are gross gender and location disparities Students are not doing well in math and science Even university graduates, after 16 years of experience with English, cannot speak or

write the language well. Teachers are not teaching well and are unhappy.What are lacking are the strategies for tackling these problems”.

A 2007 report by the MKUKUTA monitoring System gives a summary of “Views of the Children” on education as follows:

That most teaching in schools is top-down, heavily reliant on notes copied down from the blackboard, and on textbooks but teachers do not check understanding, as well teachers have poor handwriting,

A teacher should be someone who really wants to teach, likes children, makes an effort to make children understand,

Teachers fail to attend lessons, or carry a stick around the school, and give corporal punishment,

They felt that the best way to improve education is to increase inputs including infrastructure, teachers and school supplies. They also wanted better teachers and health services.

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A Baseline Study on the Quality of Teaching and Learning Processes in Tanzania (Hardman et al 2008 p39) shows what was actually observed in schools and classrooms: “Many teachers working in an environment of genuine constraints caused by poverty: schools lack electricity, learning resources and other facilities, and classrooms are often overcrowded. There are clearly limits on what teachers can do to change their teaching practice in such situations.”

The analysis of the situation is also backed by the views expressed by education stakeholders at all levels of Basic education during this study and on information contained in most recent education policy and assessments documents.

On Adult and Non-formal Education, Oxfam GB an International NGO and experienced in education interventions in its “National Change Strategy for Tanzania -2007-2017 assert that ‘women illiteracy rates (are relatively high (38%),…existing formal and functional education for all, and access to it is a huge problem.” Oxfam identifies the strategic propositions for changes in education which include:

1. Increased investment in the teachers, their training, support and ongoing development, will improve the quality of education.

2. Creating relevant education packages for marginalized communities embraces diversity and recognizes their contribution to national growth while affirming the education rights to all.

3. Functional literacy and education for adults in all areas will develop and strengthen existing livelihoods skills and options.

The Coalition of TRCs in a newsletter (2007) situation analysis of TRCs give a summary of critical findings: ‘most TRCs are forgotten institutions’; they lack recognition from government and LGAs. There is

No financial support, no resources, libraries and working tools and in some cases no such structure exists.

No guidelines for DEOs with regard to TRCs

No linkage with Teacher Training Colleges,

Lack of coordination between PMO-RALG and MoEVT,

TRC coordinators have no training skills, they act as Head Teachers.

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3.4 Situation Analysis by Levels

3.4.1 Pre-PrimaryVulnerability during early childhood was largely ignored in the previous Government’s Poverty Reduction Strategy, but in MKUKUTA/NSGRP early childhood development is included in Cluster II.

The UN/ Education for all(EFA) goal number one is provision of pre-primary education whose benefits have been recognised as essential for increasing child competencies and enhancing school readiness. Many children within our region grow within environments that do not promote their optimal growth and development. This is true of children in Tanzania many of whom have nutritional and school readiness deficiencies. The loss of developmental potential can be addressed through carefully designed pre-primary programmes that focus on children’s health monitoring, nutrition, care and early stimulation.

Pre-primary education demands knowledge on how children grow and develop which are aspects of child psychology. Unlike teachers in primary and secondary levels who operate within subjects, pre-primary teachers require understanding the unique nature of the pre-primary curriculum that specifies activity areas such as number work, pre-reading skills, social activities, environmental activities, creative activities, music and movement and life skills necessary for handling emerging and cross cutting issues. Within a capacity building strategy for basic education there is need of establishment of specialized colleges for pre-primary education or expansion of facilities and of facilities and training of tutors in existing colleges.

Unfortunately, there is little or no mention of levels of access and enrolment in several policy documents. However, MOEVT 2004-2008 Basic Education National Statistics analyse pre-primary level access, number of teachers and their qualifications as follows:

Table 1: Enrolment in Government and Non- government Per-primary schools

Year Government Pre-Primary

Non-government Pre-Primary

Pupils Teachers Pupils Teachers

2007 775,313 17,099 19,698 1,364

2008 805,407 14,763 68,574 1,834

Source: BEST 2004-2008

The number of teachers with specific qualifications appropriate to pre-school is low. In 2008 out of 16,597 teachers in pre-primary, only 1,426 are certified (8.6%) and 15,171 (91.4%) are not certified. This is a huge capacity gap which has direct impact on the outputs.

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Statistics also show that enrolment in 2008 is 38% of the (5-6) age population. The GER and NER for girls are slightly higher than for boys. The highest GER 65.1 and NER 63.3 were recorded in Manyara Region. The lowest GER was recorded in regions of Dar Es Salaam (20.6), Shinyanga (21.8) and Kigoma (21.8); the lowest NER were in Dar Es Salaam (16.3), Shinyanga (21.3) and Kigoma (20.7).

Of the 9,868 registered institutions in 2004/08, only 2810 (or 28.5%) were inspected, a lower percentage than at any other educational level.

This poor provision was confirmed in the Regions by stakeholders who stated that many primary schools have as yet to fulfil the requirement of establishing pre-primary classes in their schools.

There is also no indicative budget allocation set for this important level of basic education, thus revealing a major gap for this foundational level of the education ladder.

The first of the ‘Education for All’ (EFA) goals focuses on comprehensive early childhood care and education for children 0 – 6 years, at family and community levels, as the foundation of all other goals. The Education and Training Policy highlights that the MoEVT is specifically responsible for preschool education for 5-6 year olds, and pre-primary schooling is being provided as a basic right. The provision, as stated is inadequate.

At the same time, the Ministry of Community Development Gender and Children is responsible for education of children from 2 to 6 years under the Day Care Centre Act 1981, and Day Care centre Regulation 1982.

The duplication of responsibility for education of children between 2-6 years old has resulted in a certain degree of confusion amongst the implementers. The situation needs to be remedied by a clear definition of roles and responsibilities between the two Ministries. Moreover the responsibility for determining policies and programmes for children of 0-2 years also needs to be determined.

A number of African countries including Zanzibar have developed an Integrated Early Child Education and Development programmes which aim to have all children aged 4 – 6 enrolled in early childhood institutions. In Kenya for instance, nearly a third of 3-6 year olds are enrolled in pre-schools (UNESCO, 2005).

In Tanzania, there is no common understanding and consensus on Pre-Primary education as is seen from the various acts (Education Act 1995 and Day Care Centre Act 1981) which have to be harmonised and clearly state the age. Curriculum and content of pre-primary Teacher Training must be clearly articulated by MoEVT. Budgetary allocations for infrastructure and other inputs must appear at National and LGA levels so as to ensure implementation.

In order to address the conflict of roles and responsibilities between the Social Welfare Department and MOEVT there is need to harmonize them with other education programmes under PMO-RALG/ MOEVT. Other issues that require address include:

Consider lowering age of children in government pre-primary schools to 4-634

Review of ECD policy to specify collaboration with relevant ministries and agencies for implementation of an integrated ECD programmes for 0-2 and 3-4 year old children; and

ensure integrated services on issues of health, nutrition care and stimulation, parental and caregiver education are included in policy.

Quality can be improved through;

Training of school inspectors on the uniqueness of pre-primary education and how to inspect both their teachers and schools

Establish special pre-primary Teachers colleges and expand number of teachers being trained; ensuring that those trained are posted in government pre-primary classes

Provide guidelines on competency based standard One entry qualification that include social, communication, confidence and the 3Rs

Develop a community mobilization and awareness creation programme for parents and general public on benefits of pre-primary, their roles and responsibilities.

Clearly, the development of a policy would have to be accompanied with an appropriate budget allocation.

3.4.2 Primary Education

Background and Development since 2001The Education and Training Policy (1995), the Education Sector Development Programme (2001) and the Primary Education Development Plan (PEDP) are the corner stones for primary education reforms. The PEDP focuses on enrolment expansion, quality improvement, capacity building and optimizing human, material, and financial resource allocation.

Reviews of this sub-sector have shown huge increases enrolments, numbers of classrooms, teachers, books and improvements of pass levels in the Primary School Leaving Examinations (PSLE).

Table 2: Primary Education Situation 2004-2008

Year EnrolmentNumber of Teachers

Number of Schools

NERpupil/ Teacher Ratio

2004 7,083,063 121,548 13,689 90.5 1:58

2005 7,541,208 135,013 14,257 94.8 1:56

2006 7,959,884 151,882 14,700 96.1 1:53

2007 8,316,925 154,868 15,446 97.3 1:53

2008 8,410,094 154,895 15,673 97.2 1:54

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Overall there has been substantial school construction activity over the years. PEDP Audit reports acknowledge that whilst the speed of construction has been impressive, there are some cases where there was only limited supervision by the Council Engineer or anyone else, and the quality of construction is questionable.

Nationally the expansion has put strain on the capacity of the system to provide sufficient equipment: thus the pupil/classroom ratio had increased from 72 to 78, the pupil/desk ratio from 3 to 4, but the pupil/teacher ratio from 1 to 58 in 2004 to 1 to 54 in 2008 has continued to improve.

Enrolment ProblemsGiven that enrolment targets have nearly all been achieved the remaining issues of concern is efficiency: the difficulty of enrolling the remaining children, especially those hard to reach, and the relatively high dropout and repetition rates are issues that need to be addressed. Truancy remains the most significant cause of dropping out of school; in 2003 it accounted for 76.9%, 2004 - 77.6%, 2005 - 77.3%, 2006 – 77.6% and in 2007 66.6%.

The system must address issues of repetition and drop out; intensify remedial classes and identification of reasons for drop out

Special Educational NeedsThere are currently 3,508 children with disabilities enrolled in primary schools in the country and half of the pupils are girls.(BEST 2004-2008) By 2008, the number of schools and units had increased to 258. Although the policy of mainstreaming means that all schools have started enrolling children with disabilities, it is unclear how many schools are adequately equipped with facilities e.g. ramps for wheel chairs, special toilet facilities etc.; and there are only very small numbers in special units or schools.

Table 3: Numbers in Special Needs Schools and Units, 2008

Visually Impaired

Hearing Impaired

Mentally Handicapped

Physically Handicapped

Multi-Handicapped

Total

Boys 1713 2842 4296 8068 435 9144

Girls 1394 2268 2945 5768 280 7195

Percent girls 43.9% 50.2% 43.3% 38.3% 41.3% 44.0%

Number schools

31 25 110 4 3 182

Source: BEST, 2004-2008

Whilst it is sensible for as many schools as possible to be equipped with adequate facilities, what is required is a strategy for inclusive education.

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Quality Teaching in the classroom

The focus, while implementing the PEDP, has been on better conditions at school level and not so much on content or pedagogic capacities of the teacher. This was commented on in the PEDP Reviews of 2003 and 2004: and by others, e.g. ‘The teaching and learning process needs to be transformed to become participatory, interactive, gender-sensitive, child-focused in safe and supportive school environments’ (HakiElimu, 2005, p.19).

A Baseline Study on the Quality of Teaching and Learning Processes in Tanzania (Hardman et al 2008 p39) shows what was actually observed in schools and classrooms: “Many teachers working in an environment of genuine constraints caused by poverty: schools lack electricity, learning resources and other facilities, and classrooms are often overcrowded. There are clearly limits on what teachers can do to change their teaching practice in such situations.”

Living and working conditions of teachers

Teachers’ social environment, attitudes, and working conditions are inter-related in a complex way that need to be understood better if efforts to improve education in the country are to succeed. Sumra’s (2005) survey of the living and working conditions of teachers showed the importance teachers accord to housing, respect and an adequate salary paid on time, and how these have changed for the worse over the last 15 years. The study points to the low teaching load, issues of redeployment and the difficulty of attracting better-qualified students to be teachers. Given that the plans for expansion rely on the recruitment and retention of sufficient teachers this is important. The qualitative study by Lilliane (2005), who compared 50 working teachers with 6 who had left, also found that the two strongest factors to be the remuneration and the school environment.

The need for teacher motivation in improved facilities, competitive salaries and incentives is vital for restoring pride and confidence in the teaching career

Availability of materials and textbooks

Considerable efforts have been made to provide textbooks to schools. The pupil-to-book ratio has improved and parents were happy with the trend (URT: 2003, 43). This was certainly the case in two of the schools visited, but the PETS study found that ‘leakages’ of funds sent to Councils were largest for the purchase of books (REPOA et al., 2004: 55). There are also variations between and within districts (REPOA et al., 2004: 41-2), and other anecdotal evidence points to a shortfall in materials and textbooks. Hardman et al (2008) found out that teaching and learning resources were very scarce with pupil/textbook ratios of 11:1 at standard 3 and 7:1 in standard 6. Where textbooks were present in the classroom, they were often not well used by the teachers to promote active learning.

An evaluation report for the EQUIP project in Shinyanga Region being supported by OXFAM GB (2007) states:“In all the schools visited the following weaknesses and shortfalls, with far reaching effects on education quality were observed:

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Overall shortages of teachers, large classes because of shortage of Classrooms, shortage of toilet facilities, shortage of books and copybooks, very few teaching and learning materials and aids, there are no class libraries, shortage of teachers’ houses thus teachers accommodated very far from school, inadequate financial support for school activities as CG and DG releases are

unpredictable and insufficient, limitations caused by insufficient teaching time allocated with regard to

participatory methodologies introduced, syllabus demands are too heavy and examinations dictate the teaching process

adopted, orphans and vulnerable children are not fully supported, Many children with disabilities are not in school,

This is a situation not peculiar to Shinyanga but represents the situation in many LGAs

Institutional and Management IssuesThe major issue is still the relative responsibilities and roles of the MOEVT and PO-RALG in the delivery of primary education services. The D by D policy has not been fully implemented. However the recent shift of secondary education management to LGAs, the appointment of DEOs –secondary, a coordinator of secondary education at PMO-RALG HQ, the appointment of a Deputy Permanent Secretary responsible for Primary and Secondary are moves in the right direction. More changes are needed to finalise this.

Role of Supportive Supervision/Head Teachers: Internationally, the importance of head-teachers and inspectors is in education is emphasised. Whilst there have been many programmes of capacity building for head-teachers, piloted by NGOs and donor supported projects in the past, there has only been limited research on the effectiveness of those who have been trained. Whole School Inspection was shown to be effective in a small study (Mohammed, 2003). Anecdotal evidence however indicated system failure to orient or train newly appointed Head Teachers on this and other important roles and responsibilities.

Role of School Committees: The School committees have been found to work very well, where there deliberate efforts to empower them. It should be known that in real terms many communities have very little knowledge about the planning, financing and academic roles at of such committees in schools. In many cases their roles were given a narrow interpretation that their role is to construct school buildings. There is no strategy for making communities aware of their other roles of managing schools.

3.4.3 Secondary Education The secondary school subsystem has two levels, Forms 1-4 leading to a Certificate of Secondary Education (CSEE) qualification, and Forms 5 and 6 leading to an Advanced Certificate of Secondary Education Certificate (ACSE) qualification respectively. Selection to join both levels is highly competitive, via the PSLE and CSEE respectively. Both

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examinations therefore serve two purposes, that of certification and selection. Those who pass ACSE are eligible to join University and institutions of higher learning for degrees and advanced Diplomas.

The secondary education sector in Tanzania is one of the smallest in the Sub-Saharan Africa and constituted only 5.8% of the secondary school age group in 2001.(the equivalent figure in the rest of Sub-Saharan Africa is 25–30%). Transition rates from primary school to secondary school are around 25%, compared with 50–60% in the rest of Africa. The Gross Enrolment Ratio was also much lower in 2001 than in neighbouring countries. The goal of the Secondary Education Development Programme (SEDP) is to accelerate the development of the secondary sector to catch up with the rest of Africa, consistent with the objectives of MKUKUTA (several sub-goals in Cluster II, and Goal 1) and Vision 2025. This expansion is also seen to be a natural consequence of the expansion of the primary education sector through the Primary Education Development Plan (PEDP), and the increased pass rates in the Primary School Leaving Examination. Table below shows significant increase in the NER from 2006 to date as an outcome of SEDP implementation.

Table 4: Secondary Education NER by Sex 2006 – 2008: (Comparative with neighbours 2001)

Country 2006 2007 2008

Male Female Total Male Female Total Male Female Total

Tanzania 2001

5.8 12.4 14.3 13.4 20.0 21.5 20.7 24.5 24.3 24.4

Kenya 2001 32.0

Uganda 2001

16.8

Mozambique 2001

13.3

Zambia 2001

24.1

Sources: BEST 2004 – 2008 also UNESCO: Global Monitoring Report, 2005

The SEDP has five objectives: (a) Improvement of access: (b) Equity Improvement: (c) Quality Improvement: (d) Management Reforms and Devolution of Authority: (e) Education Management System Improvement. The funds/support for the expansion are from three sources. Government 2004/05 provided TSh42.0/- billion, World Bank TSh53.8/- billion and the community TS9.0/- billion, in the form of funds and labour. However, the pledged contributions from all the three sources were not fully met. Table below shows the pledged contributions and the actual contribution provided.

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Table 5: Share of Financial Contribution of Government, Donors, and the Community to SEDP 2004/05 (billions of Tanzanian shillings)

Contributor Amount Pledged or estimated

Actual Amount Provided

ShortfallGovernment 42.0 32.0 10.0

Donors (World Bank)

53.8 52.0 1.8

Community 9.0 1.0 8.0

Total 104.8 85.0 19.8

Source: MOEC: Department of Planning

Communities and parents contribute to secondary education in terms of labour, uniforms, and stationary, fares to and from school.

Table 6: Secondary Education Situation 2004-2008

Year EnrolmentNumber of Teachers

Number of Schools

pupil/ Teacher Ratio

2004 432,599 16,399 1,291 1:23

2005 524,325 18,754 1,745 1:22

2006 675,672 23,905 2,289 1:29

2007 1,020,510 23,252 3,485 1:34

2008 1,222,403 32,835 3,798 1:37

Source: BEST 2004 - 2008

With the inception of the Secondary Education Development Plan (SEDP) in 2004/05, there has been a steady increase of both the number of schools (from 1,291 in 2004 to 3,798 by June 2008) and a large increase in student enrolment to both levels (from 432,518 in 2004 to 1,222,403 in 2008). The increase in government schools has been larger with population of 1,035,873 students than for private schools with 186,530 students.

Dropout is still a huge problem mainly due to truancy and pregnancies which in 2007accounted for 33.3% and 21.9% respectively. The main cause is failure to pay the school fees, uniforms, stationary, fares to and from school, Identity Cards, and other items.

In the current situation, many of the new Ward secondary schools are incomplete and incapable of providing secondary education. Some of the deficiencies are shortage of classrooms, furniture, laboratories, equipment water, electricity, teachers, books, chemicals and finances to provide these important inputs. Their conditions, quality and state differ from one ward to another.

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Quality ImprovementOne of the SEDP objectives was to improve the quality of secondary education and particularly to reduce the poor performance in the national Form 4 and Form 6 examinations. The examination results over the last three years (2002 – 2004) suggest that there has been a slight improvement in student level of performance, although girls have a lower pass rate than boys (30.5% with Division I-III compared to 44.9%). Over four fifths of the girls who qualified for Form V in 2004 were selected compared to just over three fifths of boys (Table 25).

The quality and therefore effectiveness of a secondary school sub-sector is determined by a number of factors/inputs. These are:

Quality Teachers Availability of Classrooms and Desks and Teaching Learning materials Relevant Curricula Language proficiency In-service Training of Teachers

Teacher Quality, Demand and Supply The current shortage of teachers in some secondary schools, resulting partly from the sudden increase of secondary schools and increased student enrolments, defeats the SEDP objective of achieving quality education. Current steps taken by the government to fill the gap in the short run by training licensed teachers is poses new challenges. According to available MOEVT data indicate 1:37 average pupil/teacher ratio for both government and Non government secondary schools but deteriorates to 1:41 in government schools. SEDP has not realized its target of recruiting teachers for the expanding secondary education sub sector. There is a shortfall of 1,490 teachers in the system which translates to poor quality as existing teachers try to cope. MOEC has tried to fill the shortage of teachers by transferring some from relatively over-staffed schools and also transferred some Diploma teachers from primary schools to teach in secondary schools. These are seen as short-term stop-gap measures because it is recognised that taking teachers away from primary schools exacerbates the current shortage; and the lack of expertise and experience of the Diploma teachers who are actually primary school teachers puts at risk the quality objective.

There is therefore a felt need that Tanzania has to work to increase enrolments at secondary schools and achieve better quality education and for this to happen, it needs better and more teachers, deployed according to requirements in rural and urban areas and in particular specialist subject teachers with sufficient knowledge and a thirst for further knowledge. In appreciation of the fact that teachers are the most important factor in improving education quality, assist teachers in their every day classroom environment; provide them with the pedagogical strategies that fit their teaching context and the ability to continually assess the impact on learners. Further analysis of the shortage should be done to ascertain the actual shortage based on the increased but unplanned community secondary schools

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Language TeachingThe current situation, with Kiswahili used as the language medium in primary education, and English used in other parts of the formal system, has remained unchanged despite several research reports and studies showing the deleterious effects on learning and communicative competence. There is urgent need of steps to create a critical mass of language teachers due to its impact on the overall learning process.

In-Service Training of TeachersTo support the implementation of the curriculum and the move towards a more participatory teaching and learning process, there has been some in-service training for teachers. To date this has involved only a small number of teachers, and needs to be extended to all teachers in order to ensure their commitment to the change process and their ability to handle and teach well the new curriculum. The qualities of secondary education depend on how well teachers are refreshed and are constantly exposed to emerging pedagogical and new trends in various subjects through an INSET provision.

Secondary School Management Proper implementation of the SEDP is highly dependent on the quality of management at all levels, and especially at school level. Nearly all school heads have a diploma and are being trained in educational management and administration at ADEM and by other various management training providers. However, the pace of training has not kept pace with the new headship appointments implied by the expansion.

Over the last 5 years at ADEM, 904 heads of secondary schools have been trained for one month. According to the MOEVT, another 60 secondary school heads have been trained in general educational management and administration overseas. Others trained for SEDP implementation includes 20 District Engineers, and 1038 School building committees for the purpose of supervising construction of school buildings

In the context of decentralization, it is also important to train other stakeholders who are vital in the management process and the success of the SEDP, including; school boards, the deputy heads of schools and Heads of departments.

3.4.5 Adult Education and Non-Formal EducationAdult and Non-formal education is offered by many different providers, ministries, CSOs and NGO’s on local level and a wide variety of programmes which creates access and learning opportunities for various target groups. MOEVT, through LGAs organizes programmes for: primary school age children (11-13) who have been left out of the school system; youths of ages 14-18 who dropped out of school before completing primary school cycle; and illiterate adults. The government intention is to eventually enable the first two groups to re-enter formal education through the Complimentary Basic education in Tanzania (COBET) programme. Functional literacy is the objective of the adult basic education programmes.

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The main challenges in the provision of education for such groups are many including for instance, retrogressive cultural beliefs discourage children and youths especially girls out of schools. In 2008, there were 111,413 COBET learners country wide that were being facilitated by 9,203 facilitators of varied backgrounds and qualification. The most critical challenge is that LGAs lack adequate budgets to trained and pay the volunteer adult education facilitators. Of late, the enthusiasm for adult education has died off; the facilitators are hard to engage and retain because of the inability to pay honorarium. The belief that teachers can be engaged is misplaced because they already have too much to cope with in the primary school. Book and readers are in short supply and the economic hardships force people to struggle for their survival and education is marginalised for lack of time.

Despite these challenges the is ample supply of HR at LGA level who in effect are dysfunctional for reasons advanced above.

3.4.6 Technical and Vocational Education and Training

Policy contextAny developing economy needs Technical and Vocational Education and Training of good quality. The International Labour Organisation (ILO1997) recommends that the ratio of engineers, technicians and skilled persons should be about 1:5:25. However in Tanzania it was 1:2:14 (ILO, 1997), which shows an insufficient supply of technicians and skilled workers.

Structure and Functioning of the Sub-SectorIn essence, the sub-sector covers all forms of organised vocational education and training.

The Vocational Education and Training (VET) subsystem has 764 registered centres, owned and managed by a variety of providers, with NGO and commercial providers being the largest. The overall coordination body is the Vocational Education and Training Authority (VETA), is semi-autonomous and incorporates all key stakeholders: employers, trade unions, and government and private providers. VETA define Vocation Education and training as:“Education and training geared to impart skills, knowledge and attitudes according to the skills need of the labour market, both formal and informal in order to contribute to economic growth and poverty reduction”

In addition to its own 21 centres, VETA provides a number of essential support services in the field such as labour market analysis, profile, standards and curriculum development, registration and accreditation of centres and courses, quality assurance, instructor training, testing and assessment. The VET system should be demand driven so as to be responsive to the requirements of both the formal and informal sectors, cost effective, decentralized to the regions and promote short courses for addressing the demands of the in-service and those seeking alternative jobs.

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The National Council for Technical Education (NACTE) is a statutory body established by the National Council for Technical Education Act, 1997; to ensure that products from technical institutions are of high quality and respond to national needs and technological advancements. NACTE defines technical education as:“Education and training undertaken by students to equip them play roles requiring higher levels of skills, knowledge and understanding/attitudes and in which they take responsibility for their areas of specialization” (URT, 1997)

NACTE has within its scope all tertiary education institutions, other than universities and their affiliated colleges; and is empowered by its Act to approve curricula, examinations and awards for autonomous non-university institutions, and to conduct and set examinations for other non- university institutions. NACTE has, under its ambit more 203 institutions offering about 350 programmes in total.

The statutory obligations of NACTE are to:

ensure overall coordination of technical education and training;

establishing a national system of awards;

establish and institute systems of quality control and quality assurance;

ensure the relevance of technical education and training to labour market demands;

register and accredit both public and private technical education and training institutions capable of delivering courses;

register technical teachers and other qualified technicians; and

ensure the establishment of a central database on technical education and training.

NACTE Quality assurance mechanisms are functioning. Regular support is provided by NACTE to technical institutions. Competency based education and training is introduced in the field both by NACTE and by VETA. This brings the VET system up to international levels.

Thus, VETA and NACTE are multidisciplinary and multi-sectoral bodies empowered to oversee and coordinate the provision of technical and vocational education and training in Tanzania.

Funding VETA funds the VET institutes out of the Skills and Development training levy, from student’s fees and production activities in the VETA centres. Government contributes for development costs. VETA reserves 20% of its total budget to provide support to other providers (non VETA owned centres) for instructor training, procurement of tools and materials and renovations of facilities.

Challenges and IssuesThe TVET systems in Tanzania continue to face most of the following major challenges:TVET Coordination:

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There is lack of coordination due to absence of mechanism for integrating and coordinating work of the three regulatory bodies (VETA, NACTE and TCU). This may lead to unnecessary debate on what is TVET and its role and contribution in general education system. TVET is not recognized as a cross cutting system, even though it caters for all sectors of economic growth, such as Agriculture, Natural Resources, Management; Engineering, Health, Tourism etc.

Quality Assurance and Relevance:TVET institutions are faced with ageing equipment, machinery and tools in laboratories and workshops and inadequate of physical facilities, education and training facilities and equipment that hinder smooth provision education in TVET institutions. Lack of national qualifications framework (NQF) have caused the implementation of TVET framework comprising of NVTA and NTA under VETA and NACTE respectfully to face problems of recognition, understanding and acceptance in the field of qualifications’ chaos that is prevailing.

Information and Communication Technologies (ICT)Application of ICTs in delivery of TVET is still not a reality in the country, as more often than not it is not applied in teaching and learning. Indeed, many TVET institutions in the country have not yet developed well defined ICT policies. There are inadequate Information Communication Technology (ICT) facilities in TVET Institutions.

Implementation of Competence-Based TrainingCurrent TVET curricula in most TVET Institutions in the country are teacher-cantered rather than learner cantered. Students in TVET are therefore not able to benefit from application of this approach and this has reflected immensely on the quality of the graduates. Either, there is lack of constant review of curricula to meet new and emerging technologies and labour market needs. Both VETA and NACTE have to increase the pace of changing existing curricula.There are two critical gaps of updating and upgrading that seriously affect quality;

Many instructors have no skill and knowledge of recent technologies and techniques in their trade. A system for upgrading skills of instructors in various sectors is being built up by VETA. One element will be attachment and exchange of knowledge and experience with industry.

Many workshops (wherever located) only have outdated tools and machinery, which are no longer used in industry, so that what the learners learn cannot be applied.

3.4.7 Teacher Training:The Dakar framework of Action directs all countries to ‘Enhance the status, morale and professionalism of teachers’ because ‘Teachers are essential players in promoting quality education, as they are also advocates for, and catalysts of, change. Teachers at all levels of the education system should be respected and adequately remunerated; have access to training and ongoing professional development and support, Teachers must also accept their professional responsibilities and be accountable to both learners and communities. The warning is that “No education reform is likely to succeed without the active participation and ownership of teachers”

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The teacher has been found to be the one most important factor among all variables in the learning process (UNESCO 2007). The teacher must teach effectively; and if he/she teaches effectively, then facilities, teaching aids, textbooks, and well-furnished and stocked classrooms, will have an effect on students’ performance.

For this to happen, Teacher education must entail a process of selection of trainees with adequate academic qualification, balanced training that combines theory and practice and certification. Recruitment must also include induction and mentoring, and supportive supervision. The realization of high quality education is likely to be elusive if highly qualified, dedicated, hard working, well-motivated teachers are not in place. Teacher training has to produce adequate quantities of teachers to handle the expanding basic education. A critical analysis of teacher training in Tanzania shows that the situation is far from this ideal.

Teacher Demand and supplyThe implementation of PEDP and SEDP has created huge demands for teachers. The need for a holistic approach to teacher education has been evident. There is now a need to develop a TE programme to meet the identified shortages in primary and secondary schools.

Teacher Education Programmes: Pre-Primary educationThe ETP and PEDP state clearly that pre-primary is a necessary component of primary education. However in practice this has not been the case. There is a lack of funding for specialized pre-primary teachers as there is also weak implementation of the policy and plan. Training and development programs for teachers of pre-school education are provided mainly through private sector institutions. There is also minimal support for establishing and developing private pre-primary teachers colleges. The need for specialization of training of pre-primary tutors, preferably at the Universities is equally urgent as these would provide for well qualified tutors after years of field experience. For a start, short in service courses can be conducted in various aspects of the programme for practicing teachers. As a long term measure, pre-primary teacher training should be programmed alongside the recommendations of teacher education in TDMS document; a grading system developed, and a scheme of service introduced to attract and retain the teachers to this foundational level of learning. The current pre-primary provision is inadequate as it does not benefit all children that are eligible. Expanded demands in the future will be huge and this calls for preparedness in this respect.

Primary educationPrimary school teachers are currently trained in Teachers Colleges and are awarded a Grade A Teachers Certificate. Thereafter they undergo a probation period before they are certified as primary school teachers. However, many finish the probation period and are certified as teachers without sufficient professional support from college tutors, mentor teachers or inspectors. As already indicated above there are huge shortages of teachers much as training has been declining from 11.5% in 2004 to 11.0 in 2008. The reason is that some of the Teacher Training Colleges have been transformed to Universities and secondary schools. However there has been a rise in Non-government colleges as shown in the table below.

Table 7: Enrolment in Teachers’ Colleges

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Year

Total Enrolment Diploma Teachers

Grade A

Tutors in TTCs

GovtNon-Govt

2004 30,892 1,759 5,079 24,873 947

2005 24,015 2,209 6,282 16,758 1,009

2006 19,084 2,740 7,411 11,609 939

2007 18,754 3,763 5,959 9,557 943

2008 16,700 5,188 6,739 8,884 1,060

Source: BEST 2004 - 2008

Secondary Education Teachers for secondary education are being trained through four routes. First is the Diploma programme offered in public and private teacher training colleges. However there have been various diploma programmes in terms of duration and curriculum packages, with different emphases on content or pedagogy.

The second route is the university degree programme. These are concurrent degree programmes, which combine subject content and professional preparation. Subject content often overcrowds university teacher education programmes. Initially, this was a 3-year general degree programme before it was extended to a 4-year concurrent programme. The duration of the undergraduate programmes in education was, from September 2005, reduced from 4 to 3 years in order to speed up production of graduate teachers. The curricula have been reviewed, revised and consolidated. Each of these variants has had a component of 8 weeks of practical teaching attachment to schools for developing teachers’ practical skills. There have been some variations of the duration of the practical training , currently 6 weeks due to budgetary constraints, a factor that affects the quality of teachers produced.

The third route is the postgraduate diploma in education, for graduates with a general degree who aspire to join the teaching profession. This is the fastest way of training graduate teachers for schools. However, care needs to be taken to ensure that those selected have sufficient subject matter knowledge.

The fourth route is that of short-term training of ex-Form VI leavers with good passes in A-level Examinations, before licensing them to teach in lower forms (I&II) in secondary schools. The training is a four weeks crash programme offered in a diploma training institution.

Diploma Programmes. The UDSM, through the Dar es Salaam University College of Education have, with effect from the Financial Year 2005/06, started a two-year diploma programme comprised of 50%

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content and 50% professional training. This has been pilot tested at the Mtwara Affiliate College of Education, and will be replicated at all diploma colleges.

Teacher Education Targets Consistent with the ETP, the SEDP have re-emphasized the promotion of research in education and training institutions, and monitoring and evaluation with the aim of improving quality through pre-service training of teachers and tutors. It has also called for the expansion of teacher education and training opportunities, by involving the private sector and developing distance and out-of-college education programmes. Gains in these areas have been limited and, in order to realize the Government’s objectives of improving the quality, relevance and effective management of teacher education, a demand-driven and market responsive approach to training and developing high quality teachers/tutors/ facilitators for various levels is necessary.

The following targets have been set in various documents:

raising minimum qualifications for primary school teachers to Grade “A” by 2003, an objective that has not yet been accomplished

providing all schools and training institutions with adequate and appropriate instruction materials and standard physical infrastructure by 2010. Many institutions have poor facilities and do not have a maintenance plan or budget

establishing a nationwide Network of Teacher Resource Centres, Few or no TRCs exist and many have no skills of facilities to support their work

attain minimum standards of teacher/pupil ratios of 1:45 (Primary), 1:35 (Lower Secondary), 1:30 (Upper Secondary), 1:25 (Teacher Training Colleges). Many institutions do not maintain the minimum standards

It is noted that no targets were made for pre-primary education implying lack of integration of the programme in basic education.

Other targets that have been set in the past involve raising the minimum qualifications for Teacher College tutors to a university degree in education; for affiliate college tutors to a postgraduate degree; and to attain gender equity for teachers, lectures and researchers at all levels of education. Capacity building was to be promoted at all levels to keep abreast with technological changes. This is also far from being realized. In view of failure to meet the targets, this consultancy is under way between PMO-RALG/MOEVT and the consultants to formulating a comprehensive and holistic Capacity Building Strategy for Basic Education.

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Pre-Service Training of Teachers - Teacher Identification and Training

There have some attempts through MOEVT guidelines to improve in the process of identification and admission of better-qualified candidates for the teaching profession. Applicants for certificate programmes must have as a minimum, a pass of Division III in O’ Level exams, while diploma programmes are to only admit candidates with Division I–III passes only.

But overall, pre-service teacher education is does not enrol the best qualified candidates, is underfunded (TDMS 2008) and poorly staffed (see Table above).

Management of instructional time in TCs is inefficient, resulting in loss of valuable opportunities for teaching and learning.

Assessment of student teachers appears to focus too much on pencil and paper tests and less on practical tasks (interview from teachers and education implementers). The quality of teaching and learning Languages, Science and Mathematics is poor in teachers’ colleges and universities.

The modality of preparing teachers through a shorter pre-service followed by induction and mentoring by experienced practitioners and a variety of teaching methods at Certificate level is experiencing problems, because the system for induction and mentorship has not been institutionalised. Preparation of teachers to handle cross cutting issues such as STDs, HIV/AIDS, environmental sustainability and ICT education is inadequate. Inadequate effort has been made to introduce effective communication skills improvement programme in both English and Kiswahili for diploma and degree student teachers. As a result communication standards in Tanzania education have declined in general, although many people think it is only a problem of the medium of instruction.

Interview with officials in the TE Department and teachers in the districts also reveal that there is inadequate supervision of teachers during the probation period. Although interactive methods of teaching had been suggested, practicing teachers had limited knowledge on how to use interactive methods. They are mostly deficient in skills on effective use of the immediate environment as teaching aid, improvisation as well as making the teaching-learning environment inviting and learning enjoyable. There is also limited evidence of efforts to provide teachers, especially those working in remote stations, with any professional support by either school inspectors or TRCs.

Teacher Development/In-Service TrainingInterviews with TE Department officials, and implementers revealed that guidelines for teachers’/tutors’ continuous growth and development as expressed in the TDMS (2008) are yet to be institutionalised. The current INSET programmes are uncoordinated and unsynchronized - with programmes run by TIE, MOEVT, NGOs, donor agencies and institutions of higher education that do not have the desirable impact on the professional development of teachers and tutors. As a result many teachers and tutors in the primary, secondary, adult and vocational education institutions, have had limited opportunity for professional development since completing pre-service training and have not been re-oriented

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to teach effectively the new curricula. The situation is most serious for teachers in remote areas where professional support is hard to come by.

TRCs have been established but they are not been effectively supported to build the capacity at school and cluster levels for mentoring, peer support and meaningful in-service training at these. Many TRCs are poorly stocked with textbooks, manuals and other materials to support effective training. There is also concern on the identification and qualification of the TRC coordinators and facilitators and many teachers recommend appointment of experienced teachers in subject mastery and proven professionalism. Most of the stakeholders interviewed maintained that teachers are often upgraded on an ad-hoc basis or through personal initiative due to lack of coherent programme and incentives. This militates against maintaining standards in the system.

Teacher Training CurriculumIt is revealed that whilst there is a common curriculum, however there is low capacity at TIE for implementing MOEVT’s curriculum policies and change, as most of the curricula developers were mainly teachers, direct from colleges. Hence, there is need for a programme for their further specialized training for mastery in curriculum development to meet the current challenges.

Physical facilities, materials and equipment: Inadequate investment in the infrastructure of teacher training institutions (Colleges/ Faculties/ Schools of Education) has meant that the teaching and learning environment of some are in a very poor state. There are very few facilities for students with special education needs, few or no demonstration facilities, vehicles and communication facilities such as telephones. Many teacher training colleges are old and in a state of disrepair. The use of ICT in teachers colleges has improved as a result of implementing the ICT policy but much needs to be done to meet the current demands.

Teachers MotivationThere is evidence that teachers’ morale and motivation is very low. Some of the reasons cited by the teachers and other implementers include;

High pupil/teacher rations, average 1:56 (BEST 2004-2008) but can be much higher Low status (Sumra, 2004) of the teaching profession compared to other professions,

leading to low motivation and a ‘brain drain’ from the sector. Salaries for primary and secondary school teachers are often paid late, far away and at

a window from an office and not in banks. The morale and commitment of tutors is low due to low pay and incentive packages

for teachers generally. Fringe benefits - provision of soft loans, recognition of seniority, rewarding good

performance, provision of adequate facilities, better treatment of teachers, supporting activities such as seminars and workshops - would boost morale, commitment, motivation and innovation.

no effective strategies for attracting teachers to teach in remote and difficult rural areas, where the working and living conditions for teachers, especially in rural areas, are very poor

There is little motivation for teachers/tutors and faculty to participate in professional development activities

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It is recommended that the motivation of teachers be addressed by focusing on the identified welfare concerns in order to enhance their retention, dedication and nationalism. This Capacity Building Strategy intends to contribute to these issues and believes that it will give teachers in Tanzania a new impetus to provide quality education in the schools and colleges.

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4.0 CURRENT ORGANISATIONAL STRUCTURES AND LINKAGES

4.1 The Prime Minister’s Office- Regional Administration and Local Government:

The PMO-RALG has a typical Ministry structure (Appendix 1) and has seven Divisions

namely Regional Administration, Local Government, Sector Coordination, Management

Information Systems, Policy and Planning, Organisational Development, Legal Services, and

the proposed Education Coordination division. The various Sections in the divisions provide

the required setup to perform the designated Ministerial functions. The proposed Education

Division will provide adequate attention and capacity for education management,

coordination and administration. Complimentary to this is the appointment of a Deputy

Permanent Secretary for Primary and Secondary education.

In reference to the qualifications and experience of the Heads of Divisions we

acknowledge that these possess high qualifications, extensive field experience, and have

demonstrated competence and a vision for managing this important Ministry. However,

as it has been pointed out in recent capacity assessment study (PAI Ltd 2008) has

indicated the need to strengthen intra and inter divisional communication over and above

the current weekly management meeting under the PS. It was confirmed during

discussions with various officers at PMO-RALG that communication and information

sharing has improved greatly through the use of emails through internet services provided

to all LGAs. The offices have adequate space and facilities such as computers for every

officer. Computer use is evident and this has been a result of IT training that has been

performed under the guidance of the Management Information Systems division.

The Sector Coordination Division manages the critical interfaces with Sector Ministries

and LGAs. It is empowered to carry out the following tasks;

Contribute to policy formulation and review by representing LGA experience,

Receiving and analysing issues and /or inputs from LGAs,

Dissemination sector policies to LGAs,

Providing Sector Linkage between Ministries, RSs, and LGAs,

Promoting decentralisation by devolution in sector ministries.

As indicated linkages to the MoEVT have been through the Director of Sector

Coordination and are expected to improve after the new Education division is fully

operational. On matters of education policy and implementation, linkage has been 52

through the IA-TWG which is chaired by PMO-RALG. However, it has been observed

that this mechanism has not always been an effective link due to the fact that some

scheduled meetings are not held for various reasons. We note that this may be a source of

delays in decision making with regard to government business. As we understand, TWGs

were very useful during the development phase of PEDP and SEDP. At a time when

these two plans are fully operational and at a time when most of the funds from DPs come

through General Budget Support (GBS) the continued use of TWGs as consultative forum

should be re-examined.

On the issue of Institutional arrangements, planning, budgeting, coordination,

management and information sharing are hampered by the fact that PMO-RALG is

located in Dodoma - the Seat of Government and Parliament while most of the education

functionaries are centrally based in Dar es Salaam. This has implications on movement of

PMO-RALG directors in terms of efficiency in time management and travel costs.

Almost invariably, it is those officers in Dodoma that travel to Dar es Salaam and not the

reverse. This behaviour may be taken to mean that it is wrong to be in Dodoma and right

to be in Dar es Salaam. We have observed that the dual location of the two key Ministries

dealing with education has also resulted in having two centres of operations and

sometimes duplication of activities and running parallel agendas. Even the policy

frameworks that lead these ministries are in contradiction, where PMO-RALG is driven

by the D by D policy and MoEVT is still managing a centralised system. This is a

situation that needs firm decision by Government because the repercussions have far

reaching implication in education management and coordination. There is no reason for

the government order to move to Dodoma should not be implemented especially with

regard to all officers dealing with management of Basic Education. The only way to

create adequate capacity for overall education management and administration is to

establish in PMO-RALG the Education Division with education professionals now

manning the Departments of Primary, Secondary, Adult Education and Non-formal,

and Vocational education and training, which are at the moment located in MoEVT.

The inconsistency here is as we were informed that the new Division will not include

Vocational Education and Training a situation that should be examined and rectified. The

consultants acknowledge that inspite of PMO-RALG strategies and recent local

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government reforms, the move to have MoEVT, and indeed all other sectors, comply to

the demands of D by D may have to come from the highest office in the land.

This will be in line with the recommendations of RSs, LGA leaders and Senior

Executives on ‘effective management of primary education during a National training

workshop (2005) whose report pointed out the following:

“Participants noted that the speed towards decentralisation by devolution (D by D) leaves much to be desired. This is because the concept of D by D is only clearly stated in the Local Government laws (Acts 7 and 8 of 1982) which, among other things, also delineate the relationship between the Central Government and Local Government. That being the case, the Sector Ministries have tended to behave like ‘spectators’, ‘observers’, or ‘visitors’ thinking that the issue of D by D is legally none of their business on the grounds that LG laws cannot be above the laws that govern Sector Ministries. As such, most Ministries have tended to think that the issue of D by D is a matter better left to the Ministry responsible for LG. Thus, in respect to such confusion and misinterpretation, the participants strongly advised that the Government deliberately take quick steps to pass a special Act which will point out that the question of D by D is a National Policy issue which must be implemented by each and every Ministry in the Country”.

Although PMO-RALG has established a Video conferencing facility which can contribute to improved communication, MoEVT should be encouraged to decentralise in the manner proposed above and use this facility in order to improve dialogue with those departments that deal with policy formulation, regulation, setting standards, quality control and assurance that may still operate from Dar es Salaam for continued consultations.

In addition the use of emails as an everyday communication tool can greatly facilitate information sharing if a deliberate directive by the PSs were issued and implemented. It was noted that office accommodation in PMO-RALG is modern and spacious which should encourage transfer of more officers to Dodoma.

4.1.1 The Regional SecretariatThe approved organization structure consists of six Sections and three Units at Regional Offices and District Offices and would require 54 core staff, 64 support staff and 17 staff for the District Commissioner’s Office. The sections are:

Planning and Coordination Section Social Sector Section Economic and Productive Sectors Section Infrastructure Section Local Government Authorities Management Services Section Administration and Human Resources Management Section Finance and Accounts Unit Internal Audit Unit Procurement Management UnitObjectives of the Social Sector Section

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This section has the responsibility to facilitate the provision of health preventive and educational development services including administering of primary and secondary schools examinations and provide backstopping support during health epidemics in the region. The activities of the Section with regard to education are:-

Manage Central Government Secondary Schools in the region Coordinate establishment of Secondary School Teachers in the Region Manage Secondary School Teachers records in the region Coordinate the implementation of Education and Vocational Training Policy within

the Region and advise accordingly Coordinate supervision of various examinations in the Region Coordinate collection and compilation of Educational and Vocational Training data

within the Region Make follow up on the implementation of inspection reports Advise RAS on implementation of Culture and Sports Policy and coordinate sports

related activities in the region Perform advisory role on sports development to LGAs.

As it has been pointed out in many reports that RSs lack capacity within and are therefore unable to provide training to LGAs. It is therefore imperative that the PMO-RALG should create adequate human resource and institutional capacity at the Regional offices to ensure that this level performs as expected. In relation to D by D, the role of RSs is vital if this policy is to be effectively embedded in the 133 LGAs. As the capacity assessment confirmed, the RSs vary considerably in competence and effectiveness and a need to improve motivation is also expressed.

Recruitment of staff should be based not on paper qualifications only but should include field

experience. As the Capacity assessment report (2008) points out, “new graduates may be

valuable additions, providing needed ability and enthusiasm but they may not be fully

adjusted to the demands of their positions”

4.1.2 The Regional Education Office:The position of REO is one that has for a long time been a point of contention and disagreements and mixed views among education stakeholders. It has been noted during discussions at PMO-RALG that the issue of the responsibilities, authority and pay for REOs is being addressed and should be concluded soon so as to rectify current anomalies of low motivation and pay complaints. If devolution of power and functions to LGAs is to be firm and effective the redefining of the REO as Head of the Education Unit at the RS should be examined further.

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4.1.3 The Local Government Authority:The LGA has been the focus of LG reforms and it constitutes the hub for bringing about development. Decentralization demands the creation of real, multifunctional government at the local level. The powers to levy local taxes coupled with the obligation of the Central to provide LGA with resources are the necessary elements of effective decentralization. In return, the LGA itself has a responsibility to decentralise powers and functions, to localities so that citizens have a direct stake in local service delivery and are fully involved in the local democratic decision-making processes.

The DEOs – Primary and Secondary lead the professional team that undertake the coordination, management and administration of education. The anomaly here is that no provision has been made for Technical and Vocational education and Training.

4.1.4 The Ward and TRCs:

The ward remains the strategic unit for education development because it is nearest to all schools. We have noted that the Wards has however been neglected in the provision of facilities to enable them perform duties. The current capacity gap is due to the fact that there are no categorically set minimum qualifications of the WEC. Although many have been Head Teachers before appointment, this is not adequate enough to perform duties assigned.

The TRCs are normally found in most wards. This facility is identified in most reports and TDMS to be expected to assist and develop teachers professionally. In practice however, their state and functioning is contrary to expectations. Spot-checks conducted during past reviews revealed the following:

“Seven TRCs close to Dar es Salaam have shown that these TRCs are largely disappointing with none working as expected and many TRCs being largely under-utilised, even dysfunctional, sometimes neglected and sad areas to be in. We found no co-ordinator in place, a dismal collection of books collecting dust, generally no evidence of recent use by teachers although a few were used as private secondary classrooms where university students are being paid to teach classes. Importantly, our visits revealed that teachers cited that there was a lack of incentive and motivation to attend activities in the TRC since it cost them money and the expected returns were not worth it”.(Wort et al 2008) A rapid assessment study that looked at a selection of 27 TRCs ( MoEVT 2008) noted a catalogue of problems and highlighted the following challenges:

Lack of clarity of the TRC concept; Low levels of government funding; Long distances from schools in many of the rural locations; Poor/inadequate resources; Lack of training for coordinators and TRC committees; Lack of clarify on ownership

We believe that one issue that needs to be looked at closely with regard to future CB is the TRC. In the ward setting, it is easy to identify talented teachers that can be re-trained to undertake CB to eliminate the baseline deficiencies identified in the ward’s schools. It is these that can be identified to form the LGAs internal CB Teams as the consultants also

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believe that a plausible CB strategy initiative must build on local capacities; a broad-based participation, must enhance, or more effectively utilize, skills, abilities and resources existing within the locality.

4.2 The Ministry of Education and Vocational Training:The MoEVT has a typical Ministry structure (Appendix 2) and has seven Divisions namely Primary, Secondary, Teacher Education, Inspectorate, Adult & Non-Formal Education, Technical and Vocational Education and Higher education. These work under the Commissioner for Education. The cross-cutting education units are the Special Needs Education Unit, Education by Media, and School Registration.

In reference to the qualifications and experience of the Heads of Divisions and the Assistant Directors, we acknowledge that they possess high qualifications, have had extensive field experience at the time of appointment and have demonstrated competence in the functions assigned. We have noted however, that the position of Commissioner for Education has been vacant since 2008 and is under an Acting Commissioner. This has an impact on the ability of the acting to deliver on this central mandate especially in relation to regulation and control.

We have noted with concern that this is a serious omission because the powers of the Commissioner are given through the Education Act.

Section 8 (1). “the Commissioner shall be responsible for the general management and administration of all schools; and

8 (2) “non-government schools shall be managed and administered in accordance with directions of the Commissioner”

The other major concern rests on the fact that the departments that have professionals that deal with the management and administration of basic education are still located in MoEVT in Dar es Salaam. As stated earlier above we believe that the only way to create adequate capacity for overall education management and administration is to establish in PMO-RALG the Education Division with education professionals now manning the Departments of Primary, Secondary, Adult Education and Non-formal, and Vocational education and training in order to pursue compliance to the D by D. The relocation of these officers is a critical step to creating a TEAM of specialists in PMO-RALG under one leadership and one policy orientation.

In this case MoEVT will need re-organising and re-constituted to have those departments

whose functions have a direct bearing to: policy formulation,

regulation, setting standards, Teacher training quality control and assurance by:

carrying out school inspection, administering national examinations,

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developing curriculum, monitoring and undertaking education research, planning and coordinating education plans

4.2.1 The Inspectorate:The Inspectorate is the Government’s agent for ensuring that education standards are maintained and that education is properly conducted. It is the only Department established by law to verify education delivery in the classroom. As required by law, for every inspection conducted, Inspectors are required to write a report that summarises the inspectors’ findings. The report has up-to-date information on the state of the institutions as well as the situation on teaching and learning. They have invaluable information for the Managers of education to use in rectifying identified anomalies or shortfalls.

However, there is ample evidence that the inspectors’ recommendations are not taken on board and a bad situation is allowed to get worse. The main reason for not implementing the recommendations over the years is the lack of funds to pay for the costs of the anomaly – training, building more rooms, buying more books, building and equipping laboratories, deploying teachers to schools in need, provision of vehicles, computers and the list goes on.

Within the framework of the CBS, one readily available and reliable source of training needs or other capacity needs within the LGA is an analysis of Inspectors Reports, which will provide the items that will comprise the agenda or curriculum for the initial CB interventions. The consultants believe and advocate that any CB initiative must be based a locally driven agenda; and that the critical information is already available at the DEDs office, the said analysis would be cost effective and would pass the reliability test – as it will be based on realistic needs in the LGA.

4.2.1.1 Inspectorate’s Structure and Operations:We have received numerous views on how and what the inspectorate should and can do. In many ways stakeholders expressed frustrations that this facility has been ignored by the system and so its work does not contribute positively to education quality development. We are therefore proposing that the government should consider re-structuring and re-organising the Inspectorate. We see it as a department that should continue to be at MoEVT but should be changed to comprise four levels namely National at MoEVT, Regional, District and Ward which is different from the current structure of HQ, Zone and District.

First, we propose that a Regional Inspectorate Unit be introduced to replace the current Zonal Office. In this new set up the Regional inspectorate will act as the “education external auditor” of education in the LGAs. We propose this change because the current zones are not in the administrative structure of Government. Moreover the increase of schools has prompted MoEVT to re-divide the country from the original Seven Inspectorate Zones to eleven. We commend this step because it is an attempt to ‘bring the inspectorial service closer’ to the people as required by the D by D policy. However, we consider this to be a half measure that introduces more problems than it attempts to solve. We are aware that the ‘new’ zones face problems of accommodation, lack of transport and other facilities. The change we

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are proposing is a lasting solution to the current problems the Inspectorate is facing at District and Zonal levels as the benefits are many.

The benefits of this new structure are that the structure will be D by D compliant at the RSs which are official government structures. At the RS, the REO already has adequate infrastructure and the current HR will provide the critical personnel for the oversight tasks.

4.2.1.2 The Inspectorate at LGA Level: The District Inspectorate is managed from the MoEVT through the Zonal Inspectorate office. It is the case now that Inspectors work outside the staff in LGAs as they are managed centrally. Many reports and our interviews have revealed that the District Inspectorates have few resources and facilities and many times they have to be assisted by LGA in order to perform their duties. As it has been pointed above, D by D is the transformation of authority, functional responsibilities and resources (finance, people and equipment) from the Central Government to the Local Government Authorities which extend to the village level in district authorities and street level in urban authorities. The continued management of the District Inspectorate from the centre is contradictory to the D by D policy directive.

The second proposal we are advancing is that the District Inspectorate be detached from the centre’s management and be infused to the LGA structure where it shall work as the ‘education internal auditor’ that provides advice and recommendations for improving education delivery in the LGA. It should be given the status of a department in the LGA whose Head should continue to be called District Chief Inspector of Schools (DCIS). Corollary to this, we propose that their finances be part of the LGA budget instead of the current disbursements from MoEVT which have in the past been insufficient and hard to predict. We believe that because of the central position the inspectorate holds in providing professional support to teachers, adequate budgets and other resources would be allocated from within the LGA which is highly aware of and is eager to redress the state of education in its area of jurisdiction.

4.2.1.3 Teacher Training:The department of Teacher Training is responsible for training teachers that man the basic education sub- sector up to Ordinary level. Looking from the supply to the demand side it has a huge job to be done. Pre-service teacher training has been expanded to increase output for PEDP and SEDP implementation. However this has over stretched the available capacity and has resulted in overcrowding. One important omission are the current limited training opportunities for Pre-primary teachers whose training must be specialised, and also training of teachers for children with disabilities. Special colleges for such training must be enhanced.

One glaring omission is the absence of a well coordinated INSET programme thus leaving the teachers without regular re-tooling. The development of an INSET strategy (2008) in line with the TDMS is a commendable step. However more work needs to be done and resources allocated to make it operational. As recommended in the INSET strategy, one Section of the MoEVT should have an overall responsibility for INSET provision. It should also harmonise

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all the INSETs currently being provided by central government, LGAs, NGOs, CBOs and FBOs towards working within a national INSET framework.

Many stakeholders have expressed views that ideally, TTCs should not be regarded as part of Basic education although their role is to train qualified and adequate numbers of Grade A and Diploma Teachers. In the current situation, time has come to make TTCs affiliates of DUCE or UDSM and as part of Higher Education administratively. The Universities must come together to develop a Teacher training Curriculum that would create a continuum of training and career development in collaboration with MoEVT. It will therefore mean that Teacher Training will no longer be examinable under the NECTA but that Accreditation of teachers would be the responsibility of the Universities. An accreditation mechanism needs to be put in place, not only to assist in career development but also assure the quality of the courses that are put in place for teachers. Such an arrangement would facilitate educational research, utilisation of research outcomes and a systematic professional development.

It is recommended that the motivation of teachers be addressed by focusing on the identified welfare concerns in order to enhance their retention, dedication and nationalism. This Capacity Building Strategy intends to contribute to these issues and believes that it will give teachers in Tanzania a new impetus to provide quality education in the schools and colleges.

4.2.1.4 Duration of Training: The current one year is inadequate to provide pedagogy and practice. On the whole, Teachers’ colleges are not sufficiently equipped to perform their roles. Many reports have shown that they have poor residences for trainees, there is overcrowding in dormitories due to increased intake, classrooms and other buildings are not being maintained because many TTCs have very old structures. Furniture is also in short supply as well as T/Learning materials, Laboratories and Libraries. We have noted that MoEVT has an ICT policy and that all TTCs have Internet connectivity. This ongoing ICT provision is commendable but overrun by the need to ensure that Tutors and Trainees have access. This is due to the fact that computers are fewer than the actual needs. Provision of ICT should also facilitate micro- teaching as well as using the web as a source of information gathering and as a means of information sharing. There is evidence that this facility is not optimally utilised.

4.2.1.5 Tutors and Recruitment: Currently there is shortage of Tutors in TTCs and many have moved on to Administrative position after the recent changes of Secondary school management in LGAs.

Despite the shortage the direct recruitment of Tutors after University is undesirable and we propose that entry to Tutorship should be after attaining at least four years of service. Tutors must also be trained to be teacher trainers by the Universities through tailor made courses. This is a position that should be adopted within the framework of the Capacity Building Strategy – because the Tutors need skills that are different from the skills teachers have.

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5.0 ROLES AND RESPONSIBILITIES OF KEY ACTORS/BENEFICIARIES

The table below identifies the key actors and beneficiaries and also their roles and responsibilities with regard to education service delivery in line with the D by D policy. The Teachers and students are grouped together in order to show the partnerships that must be nurtured. One will note that while many reports and data show pupil truancy there is no data available showing teacher absenteeism in school or non attendance to teaching periods. It is emphasised here that this is an unfortunate omission and that teacher absenteeism may be the cause of some of the reported student truancy. Loss of such time will have a bearing on the time on tasks and overall student performance. The role of the WEC is therefore identified to ensure that schools are closely supervised in this regard. Table 8: Roles and Responsibilities of Key Actors/Beneficiaries:

Key Actors & Beneficiaries Roles and Responsibilities Expected outputs

MoEVT policy formulation, regulation, setting minimum standards, quality control and assurance monitoring and evaluation education research Registration of schools Teacher training and posting Inspection of schools Data processing Budgeting for PEDP including

pre-primary, primary, Non-formal, Adult education, Vocational education, Teacher training, and SEDP

Supervision and implementation of the Information and Communication Technology (ICT) Policy in Basic Education

Develop a Training Needs assessment Guide for LGAs, Regions Wards, Schools and Institutions

Develop an inventory of

Clear policy and regulatory framework for education articulated

Clear standards for education provision instituted

Clear curriculum frameworks instituted

Examinations set and administered

Clear quality indicators for education developed

Adequate number and well qualified teachers trained

Predictable Budget for Basic education provided

All schools inspected All operating schools

registered Use of ICT in Pre-

primary, Primary, Secondary and Teacher Education as well as Non-formal and Adult education, vocational& technical implemented

Correct data of current 61

education facilities, Complete the ESMIS

state of education facilities obtained,

ESMIS development completed

Data processing improved

PMO-RALG Budgeting for PEDP including pre-primary, primary, Non-formal, Adult education, Vocational education, Teacher training, and SEDP

Enabling LGAs to provide quality services;

Managing the critical interfaces with MoVET and LGAs;

Formulating policies; Capacity Building, Embedding D by D in LGAs

and MoEVT Providing advice to LGAs on

policies, approaches, systems and planning methodologies;

Providing quality information; Providing legal support and

advice to RALG and to LGAs, Monitoring support provided

to LGAs by Regional secretariats as well as regional affairs.

Management, administration and coordination of education provision as per D by D,

Collaborate with MoEVT in Developing a Training Needs assessment Guide for LGAs, Regions Wards, Schools and Institutions

Collaborate with MoEVT to Develop an inventory of education facilities

Embed the ESMIS in RSs and LGAs

Predictable Budget for Basic education provided

quality services provide in LGAs

Active collaboration with MoEVT and LGAs ensured ;

LG policies formulated; Capacity Building provided

for education , D by D embedded in LGAs

and MoEVT advice to LGAs on policies,

approaches, systems and planning methodologies provided;

quality information provided; Legal support and advice to

RALG and to LGAs provided, Monitoring support to LGAs

by Regional secretariats as well as regional affairs provided.

Management, administration and coordination of education implemented as per D by D,

Training Needs assessment Guide for LGAs, Regions Wards, Schools and Institutions developed collaboratively with MoEVT,

an inventory of education facilities developed,

ESMIS embedded the in RSs and LGAs

Regional Secretariat Supervise and coordinate education programme in the region,

Embedding D by D in LGAs

education programme in the region Supervised and coordinated

D by D embedded in LGAs

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Conduct an inventory of education facilities

Conduct regular Training needs assessment,

Lead implementation of CB in Region,

Provide leadership to LGAs to conduct CB,

Perform education Audit as school inspectors,

inventory of education facilities conducted

Training needs assessment conducted ,

CB in Region implemented,

leadership to LGAs to conduct CB provided,

education Audit undertaken,

Local Government Authorities: DEO, DCIS, TSD:

Implement PEDP & SEDP through appropriate and predictable budgets

Embed D by D in ward and schools

Inspect schools,

Prepare annual training needs CB curriculum and plan,

Provide CB to education staff, teachers, WECs, HT, HoS, TRCs, SC and SB,

Identify facilitators for CB,

Conduct training for the facilitators,

Develop and or identify suitable Training materials for CB,

Supervise preparation of schools development plans,

Establish data base of current state of education facilities

Establish data base of current teacher numbers, qualifications and current shortages

Prepare LGA’s education plan

PEDP & SEDP implemented D by D compliance to ward

and school ensured inspectors’ recommendation

implemented accountability improved education supervision,

monitoring & evaluation improved

Improved data collection data base of current state of

education facilities obtained, data base of current teacher

numbers, qualifications and current shortages obtained, Training needs identified

and prioritised Training materials for

Capacity building, identified and used

LGA’s education plan prepared

Ward: Provide CB to education staff, teachers, WECs, HT, HoS, TRCs, SC and SB,

Education quality enhanced

INSET provision

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facilitate the participation of all parents and the wider community

Institutionalise INSET provision

Coordinate CB implementation in the Ward

Improve capacity of TRCs

Supervise preparation of schools’ development plans,

Conduct close to school supervision.

institutionalised and improved

Quality schools development plans prepared,

Participation of community in education development ensured

CB initiatives coordinated TRCs capacities ties

improved Schools supervised to

ensure attendance of teachers and students.

Schools Preparation of Development plans

Involvement of School committee in school management

Identification of schools CB needs

HT provide curriculum leadership for whole-school development and assessment

Conduct in-house CB

HT to conduct school site supervision

Quality School Development plans prepared

School committee participate in school management improved

School’s CB needs identified

Curriculum leadership for whole-school development and assessment provided

In-house CB conducted School supervised to

ensure attendance of teachers and students

Teachers and students Attend school for 194 days

Participate in all school activities including extra-curricular activities

Develop appropriate work ethics, values and attitudes

Attendance improved, dropping out reduced,

Participation in school activities and extra-curricular activities improved

Work skills and life skills

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Develop individual competencies and positive mindset

Develop patriotism and nationalism,

ethics, values and attitude improved

Individual competencies in languages, reading, writing and arithmetic, science and technology improved

Positive mindsets developed

Patriotism and national identity developed

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6.0 LINKAGES, ROLES AND COMMUNICATIONFigure1

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PMO-RALG: Education and Sector Coordination

MoEVT: Commissioner for Education

Budgeting for PEDP including pre-primary, primary, Non-formal, Adult education, Vocational education, Teacher training, and SEDP

Management, administration and coordination of education provision

Formulating policies;

Capacity Building,

Embedding D by D in LGAs

Managing the critical interfaces with Ministries and LGAs;

policy formulation, regulation, setting standards, quality control and

assurance monitoring and

evaluation education research Registration of

schools Teacher training

and posting Inspection of

schools Data processing Budgeting

TIE: Curriculum Development

NECTA: Examinations

ADEM: Development of Educational Management

IAE: Adult Education by Distance (Teachers’ Upgrading)

RS: (i) Supervise and coordinate implementation of PEDP & SEDP

(ii) Embed D by D in LGAs

LGAs/Wards

implement PEDP & SEDP

Embed D by D in ward and school

Inspect schools,

Schools, TTCs, Technical and Vocational Institutions

VETA: Vocational & Tech. Ed

NGOs, CSOs, CBOs, FBOs

Key:

Lines of communication and feedback:

Strong Linkages - to be maintained

Weak Linkages - to be strengthened

Figure one above is a diagrammatic representation of linkages, roles and communication

shown above presents the current set up. It shows that there are some missing links that are

shown by dotted lines between TIE, ADEM, VETA and the IAE. The communication

between these education institutions is important in order to synchronise the functions they

perform, learn from and complement each other. Team building among education institutions

and within the LGA is critical while each one implements the mandates of the Acts that

provide for their establishment. The era of parallel agendas should be replaced by an era of

consolidated legal and institutional dialogue that support education delivery.

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7.0 PROPOSAL OF APPROPRIATE INFRASTRUCTURAL

ARRANGEMENTSThere is no doubt that a pre-primary or primary school, a secondary school, a teacher training College, a vocational or technical institute, and an education office needs adequate, fit for purpose infrastructure in order for it to perform its functions of delivering education service. In this regard the capacity of the schools, Colleges, institutions and offices is undermined if the infrastructure is inappropriate or insufficient.

Table 9: Appropriate infrastructural arrangements

Level Infrastructure:

1)Buildings:

Sufficient and appropriate school buildings for effective teaching and learning including Staff Houses.

Pre- primary Classroom size at least 6.0m x 8m internally and not exceeding 25 pupils including school feeding playgrounds and facilities for outdoor activities

(See specifications below)

Primary Classrooms size at least 6.0m x 8.0m internally and not exceeding 45 pupils, including school feeding and play grounds

Secondary and Teacher Training Colleges • Classrooms, Administration Offices, Library, , Dining Hall, Computer Rooms, Geography room, play grounds Buildings constructed using permanent

building materials with electrical light: Foundation (at least sand/cement blocks,

stones) Walls (at least sand/cement blocks,

stones, burnt clay bricks) Roof structure (treated soft wood timber,

hard wood timber) Roof covering (corrugated iron sheets

gauge 28/26, Aluminium sheets gauge 28).

All buildings provided with both steps and ramps to carter for pupils with disabilities

Dormitories (at least 2.4m2 per boarder), showers (at least 1 for 20 pupils), toilets (at least 1 pit for 20 girls and 1 pit for 25 boys).

Dining room (at least 1.0m2 per pupil)

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kitchen with energy saving cookers and chimney

Administrative buildings with offices in function for the existing posts (e.g head teacher, Deputy head teacher, accounts assistant and school secretary), School General store and staff room

Library with seating capacity reading area for at least 45 pupils, equipped with shelved books, reference books, novels, journals, periodicals, magazines and other printed materials.

Science Laboratories with equipment for Physics, Chemistry, Biology, Chemicals, water, Gas and Models.

At least 1 pitch where pupils can practice and play football, hand ball, netball, basketball, volleyball and athletics with related materials

Facilities for long jump, Javelin, discus, high jump, pole vault, hurdling

Recreational facilities for children with disabilities

2) Furniture:Adequate furniture for effective teaching and learning including those appropriate for pre-primary and for children with disabilities Low desks for pre-primary Desks (1 desk for 2 pupils in primary) One play mat for 4 pupils in the case of pre-

primary classes Cupboards and shelves to keep teaching and

learning materials and other key documents (at least 1 per administrative room)

1 chalk board size 1.2m x 3m and 1 pin board size 1.2 x 2.4m to front and rear of classes respectively.

Teachers’ tables and chairs in classrooms and staffrooms.

Library shelves and tables with chairs for 45 users

Availability of safe and clean drinking water at school.

Toilets (ventilated pit latrines) sufficient, clean, covered and separated according to sex at least 1 pit for 25 boys and 1 pit for 20 girls.

At least 2 pits for female staff members and 1 pit for male staff with urinal.

Urinals for boys (at least 1 for 50 boys) An incinerator Fire fighting equipment

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3) Textbook to Pupil Ratio

Pre-primary 1:1, Primary 1:2, 1:1 Secondary and Teacher Training

Special Needs Education 1:1, COBET 1:1

Syllabus to Subject Ratio 2:1

4) Supplementary Books

5 Copies of 5 different titles for each Subject 1:1 Secondary and Teacher Training) Slates to Pupil Ratio 1:1 (for Pre-Primary

School and Standard One, 5) Reference Books

5 Copies of every title of a reference. Atlas to Pupil Ratio 1:2 Dictionaries6) Readers Books

5 Copies of 5 Different Titles for each Subject

7) Non-textual Materials

Globe to School Ratio 5:1 Science Kit to School Ratio1:1 Wall map to School Ratio1:1 (for each title) Mathematical Sets to Pupil Ratio 1:18) Special Need Devices and Equipment:

Audio Meter to School Ratio 1:1 Speech Trainer Device to School Ratio 1:1 Perkins Braille to Pupil Ratio 1:1 Hearing Aid to Pupil Ratio 1:19) Classroom Boards

Chalk Board to Classroom Ratio 1:1 Pin Board to Classroom ratio 1:1 Duster to Classroom ratio 2:1 Exercise Book per subject to Pupil Ratio 1:1

Vocational Education and Training Centres Sufficient and appropriate buildings for effective teaching and learning.

Classrooms, Administration Offices, Library, Workshops for the biases, Dining Hall, Computer Rooms, play ground

Buildings constructed using permanent building materials with electrical light: Foundation (at least sand/cement blocks,

stones) Walls (at least sand/cement blocks,

stones, burnt clay bricks)

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Roof structure (treated soft wood timber, hard wood timber)

Roof covering (corrugated iron sheets gauge 28/26, Aluminium sheets gauge 28).

All buildings provided with both steps and ramps to carter for pupils with disabilities

Dormitories (at least 2.4m2 per boarder), showers (at least 1 for 20 pupils), toilets (at least 1 pit for 20 girls and 1 pit for 25 boys).

Availability of safe and clean drinking water at school.

Toilets (ventilated pit latrines) are sufficient, clean, covered and separated according to sex.

At least 2 pits for female staff members and 1 pit for male staff with urinal.

Urinals for boys An incinerator Fire fighting equipment

ICT Equitable access to ICT resources to students, teachers and administrators;Availability of ICT resources/facilities:

At least 1 radio per school

At least 1 TV set per school

At least 45 computers per school

LA Networking within RSs, LGA

Internet connection to Schools where possible,

LA Networking within PMO-RALG and MoEVT Divisions.

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8.0 ANALYSIS OF CAPACITY BUILDING INITIATIVES

8.1 BackgroundMany educationist, stakeholders and observers agree that the education system is known to be under-performing, both in learning outcomes which are narrow and poor, and in management where coordination and effective policy formulation and implementation is often lacking.

The numbers of officers with minimum degree qualifications required for education management are few, relative to the needs of Tanzania. Consequently, management at various levels is weak. Several examples have been cited during this study where many curriculum changes have been made without adequate preparation or prior analysis of implications of such changes to the sector and to implementers. It has also been revealed that sub-sectors do not work together, and Ministries do not always coordinate their activities. A recent study noted that there are many good intentions (in policy-documents and from individuals), but there seems to be a deeply rooted sense of bureaucratic thinking by managers and subordinates and recommended capacity building on three levels:

Development of analytical and technical skills for the analysis, planning, execution and monitoring of educational programmes. This is usually acquired through both formal education (normally after a first degree for all education managers, and class 12 for teachers) and focused recurrent training episodes.

Acquisition, application and use of technologies such as ICT and computers, for example to manage information more effectively (within and EMIS framework) which increases the productivity and efficiency of human capital.

Cultural capacities and orientations that make things happen efficiently and effectively in the work place. These orientations include:

Hard work, and over extended periods of time. Ability to hold down a job and obtain results. Skills at negotiating, resource mobilization, cooperation and Teamwork, with

mutuality in accountability and benefits. Connectivity and sharing of tasks, services, and responsibilities and also

information sharing

For example, in Tanzania, some sectors and offices have the required technology but inter departmental/ inter –sector mistrust and bureaucracy coupled with intellectual barriers prevent their full utilization. It is therefore important that a capacity building strategy has to address both the teachers on the ground who are responsible for fostering learning among learners, and the managers of the education system who have to make sure that the system delivers on its mandate.

This is especially relevant now when the education sector has become more complex and diversified with a wide variety of providers, including not only the state but also the private sector, NGOs, CBO and FBOs. Globalisation and liberalisation has also put more demands on the system. Analysis of enrolments and learner achievements, planning and developing

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instruments for pro-poor spending, financing mechanisms, and budgeting will require new capacities, skills and attitudes.

A strategy for development of capacity building needs to start with development of a holistic Capacity Building policy for both teachers and managers. Instead, there are sporadic courses, seminars and workshops, both abroad and locally, that attract individuals for training.

The CBS should categorise roles and responsibilities of the central and regional/ local levels with a view to identifying relevant capacities to be built for each. For instance,

Central---Policy formulation, financing, coordination, monitoring and evaluation and quality assurance

Regional/local level--- Accountability to committees and being supportive

8.2 The Capacity Building Initiatives

8.2.1 Training of Senior Officers

After universities and organisations abroad, UDSM, together with the Institute of Development Management (now Mzumbe University) and ESAMI, has always been the place for the capacity development of the senior officials of MoEVT.

The typical courses at the universities focus on general management theories and tools (planning, financing, monitoring) as they are applied to education. The consultants also note that the ToR for this capacity building strategy also focuses on planning, budgeting, management, monitoring and evaluation. These high level tools are evidently needed at higher levels in the system; but capacity building is also required for school committees, Head teachers, school Boards, Heads of schools, school inspectors, WECs TRC coordinators and subject teachers.

8.2.2 Training of head teachers, WEC’s and TRC’s in educational leadership:

The quality of the teaching-learning process is being changed to more participative teaching. This change to a new pedagogical style in the classroom is still a major challenge under the current conditions. The teachers will need support to change from ‘content to competence’; and the WECs and TRC coordinators could have a major role to play.

There is a danger that the future training of head teachers, WECs, and TRCs mainly focuses on typical management issues. In this case, Capacity Development would contribute only to extended bureaucracy and paper work on all levels. Even efforts to support schools in self-assessment could have that effect. The focus should instead be on educational and transformational leadership, designed appropriately for Tanzania, and on building relationships with communities and different interest groups.

8.2.3 Training of Education Managers

There have been varied capacity building initiatives for various Regional and District officials in Tanzania. There has not been however a systematic and professionally designed

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induction programmes for their tasks and responsibilities in the ongoing reforms in the education sector.

Since 1978 ADEM (Agency for the Development of Educational Management, formerly MANTEP) takes care of the training of educational managers mainly at middle and lower levels. Next to short courses ADEM offers a Certificate and a Diploma course.

Since 2000 ADEM however became an Executive Agency/ Semi Autonomous Government Agency and it participated in several international capacity development projects. The role of ADEM has changed towards being a developer of training materials and a trainer of trainers. It is planning to experiment with the use of Internet for some of its training courses. The training now includes elements of mentoring, networking - to exchange good practice and support in the workplace.. It is noted that ADEM has undertaken a Training needs Assessment for School Heads and that rather than centralising the training, ADEM works via the Teacher Training Colleges as satellite centres and LGA’s as facilitators to the training.

Next to the training of head teachers and heads of schools, ADEM has with support from JICA undertaken In-Country training for Education Administrators and Management for DAOs and SLOs and Management Training and School improvement programme that covered such topics as School Mapping and Micro planning for school committees. ADEM has aslo participated in initiatives of other organisations like Aga Khan Foundation in training on a rather large scale WECs, DEOs and principals of TTCs.

The trainings are in recognition of the increased roles of DEOs who, within the decentralized location at LGAs have become the link between schools, Wards, and community, the Regional office, MoEVT and PMO-RALG. With the increased role of supervision and monitoring the PEDP and SEDP programmes at district level, the DAOs and SLOs are the cog that supports academic and logistical issues of the two programmes. Consequently, ADEM, has developed training modules for the target groups. (See List of Modules, Appendix 3)

The number of officers trained so far are 458 and another 260 scheduled to be trained in the 2009/2010FY.

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9.0 THE TRAINING CYCLE MODEL9.1 Background

Training is one of many possible approaches to capacity building or any methodology which strengthens an individual’s ability to perform well and meet the objectives of the organisation. Otherwise, ‘capacity’ can be enhanced through a variety of means including better policy formulation, by working more transparently with stakeholders, through more efficient financial resourcing and management, providing appropriate infrastructure or through mentoring and coaching support. It follows, therefore that training is not always the answer to poor performance, but training represents an often valuable investment in people and can be an important way to build capacity for development. Within an organisational context, training focuses on ‘human resource development’ – to enable the organisation to function better. This is because training contributes not only to a constantly improving staff but also because it improves motivation and the sense of being valued.

9.2 Training Needs Assessment:A Training Needs Assessment (TNA) is a systematic investigation of the way things are and the way they should be. These “things” are usually associated with individuals or organisational performance. A TNA is conducted when an organisation has decided as part of its own policy that training should be provided for its staff members or may be a solution to some of its problems.

A TNA is the starting point for the decision about an intervention or investment in human resource development. A TNA is conducted to identify training goals – areas of knowledge or skills that training should accomplish with learners in order that they can meet organisational goals usually in terms of a performance standard. Usually this phase also includes identifying when training should occur, who should carry it out and who should attend.

It makes sense to carry out a TNA to ensure that costs directly associated with training plus costs due to loss of work time are justified. It is tempting to overlook this question of cost justification when money provided is done through a government grant. However, the questions of opportunity cost and loss of work time are very serious ones for organisations such as schools working with vulnerable people in development situations and so should never be dismissed lightly.

9.3 Methodology:The following are five basic steps in carrying out a TNA:Step One: Perform a gap analysisStep Two: Identify priorities and importanceStep Three: Identify causes of performance problems and/or opportunitiesStep Four: Identify possible solutions and development opportunitiesStep Five: Present findings

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There are some basic supporting factors that will assist the process of conducting a training needs assessment within any organisation and that will also enhance its outcome:

(i) clear organisational objectives(ii) clear organisational strategies and structure(iii) accurate job descriptions(iv)clear standards of performance(v) Training and development policy and senior level commitment to it; an

organisational culture that values learning and does not view training as an ‘extra’ incentive or reward as is often the case.

The first step in gap analysis is to check actual organisational performance against objectives. There are two parts to this:

(i) Current Situation – determine the current state of skills, knowledge and activities of staff members in the context of organisational goals and constraints normally established through organisational assessment;

(ii) Desired Situation – this analysis focuses on the necessary job tasks/standards as well as the skills, knowledge and abilities needed to accomplish these successfully. We must distinguish in this between actual and perceived needs. The “gap” between the current and desired situation will identify the organisational development needs. We must however be mindful of the fact that development needs are not necessarily met by training. You will need to distinguish between the 'gap' resulting from organisation’s design requirements and the gap that can be filled through training. Here we refer to the infrastructural inputs as indicated in table 9 above.

It is usually best to use multiple methods of training needs assessment to get a true picture of what is needed. There are several basic needs assessment techniques:· looking at the results of previous needs assessments· Direct observation in the working environment,· Questionnaires,· Consultation with persons in key positions and/or with specific knowledge,· Review of relevant literature,· Interviews,· Focus group discussions,· Tests,· Records (employee files or personnel records; job descriptions) and report studies and work samples.

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Figure 2: The Training Cycle

The training cycle should be broken down into what works in stages and should be constantly evaluated, to promote a continuous improvement. However, it depends entirely on the context of what we are trying to achieve. This is a process as a recurring loop, or cycle. It is necessary to pilot the training materials before scaling up their use. After each stage in the training cycle, as mentioned above, an evaluation must be performed.

9.4 Evaluate training outcomes:All training should be evaluated and records maintained. This has never been more important as it is in the developing training culture. However, measuring training performance has many benefits, including determining future needs. A major performance indicator is how well the learning has been transferred into the workplace activities of the trainee.

It should be apparent that each phase of the cycle is as important as the previous one. Therefore, all phases are equally important, as any change in one phase would have an

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1. TRAINING NEEDS

ASSESSMENT

2. TRAININGSESSION PLANNING

3. TRAININGMATERIALS DESIGNAND DEVELOPMENT

4. TRAINING DELIVERY

5. DESIGNING AND TESTING TRAINING

EVALUATION INSTRUMENTS

6. WRITING TRAINING REPORTS The Training

Cycle

7. EVALUATE TRAINING OUTCOMES

Piloting Training materials

(i) Perform a gap analysis

(ii) Identify priorities and importance

(iii) Identify causes of performance problems

(iv) Identify possible solutions

(v) Present findings

overall effect to the overall outcome. In conclusion, all stages of the training cycle can be, and should be, improved.

9.5 Qualifications, roles of trainers, facilitators:The criteria of selecting trainers, facilitators should be based on the qualification of individuals or Institutions/organisations. These can be individuals with appropriate experience that hold Diplomas, Post graduate Diplomas, Bachelors, Masters Degrees or Phds. They must have proven competency for carrying out the task at hand, field experience in education or otherwise determined by the specific requirement of the task.

If an Institution is considered to undertake capacity building, proof of previous experience in the field should be sought and academic qualifications through scrutiny of individuals’ CVs. Their roles would be to:

Carry out training needs assessment (TNA) and gap analysis

Plan for training sessions

Design and Develop training materials including pilot test training the materials

Conduct training

Develop and pilot test training evaluation instruments

Evaluate impact of training outcomes

Write training reports

9.6 The Agency for the Development of Education Management (ADEM)The desire to develop this Capacity Building strategy comes at a time when CB provision has been unsystematic. There have been a lot of actors, mainly providing for a Top – down model based on feelings that what might be needed is already known. However, there is a realisation that without systematising CB, its impact on education development would be negligible and even hard to measure. In our search for what actually exists, we have found that the Agency for the Development of Education Management (ADEM) in Bagamoyo has considerable experience of providing training to middle level education Managers. ADEM conducts a number of courses for District Academic Officers (DAO), District Logistics Officers (SLO), Head Teachers (HT) and Head of Secondary schools (HoS). These courses have been designed after conducting TNAs, established the skills gap, developed materials in the form of modules, piloted the materials and are now implementing the training. ADEM therefore, has had a lot of collaboration with MoEVT, PMO-RALG and LGAs and it is in possession of many training modules that can be adapted to suit future needs. All the trainings conducted have an ICT component.

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9.7 THE CAPACITY BUILDING STRATEGY

9.7.1 Introduction: Consolidating Education ProvisionThe overall objective of the CB Strategy should be to consolidate Basic education by turning the current weaknesses into opportunities for education development. Its implementation at this juncture will be expected to eliminate the existing threat of losing gains and what has been achieved. We commend the Government for the boldness it has demonstrated in introducing education reforms through PEDP and SEDP. We also acknowledge the contributions given by LGAs and communities in this respect. The construction of classrooms, teachers’ houses sanitary facilities and provision of furniture could not have been possible without that contribution. What already exists provides an opportunity for future growth, and whatever gaps there are stand as the challenges to be overcome by the CB Strategy. The Government, by intervening at this point in time, to complete the tasks will boost the morale of the communities. It would be seen by the communities to be a dependable partner in providing on the one hand, adequate infrastructural facilities and support for the education of the children of this land.

On the other hand, government should enhance efforts to train more teachers especially through pre-service in order to fill the insufficiency gaps; provide INSET to all teachers so as to enhance their teaching capacities in line with the competency based curriculum and participatory methods. While we acknowledge this to be a huge task, we propose that all existing facilities that the Government has, be utilised for this purpose. We propose for instance that the underutilized buildings of the FDCs spread all over the country, and others that formerly served as training colleges for agriculture and those for other trades be turned to TTCs. For this to happen there will definitely be higher demands for teacher trainers and so we propose hiring of retired education professionals of all levels who should be oriented through tailor made courses and given appropriate allowances. We understand that the Government has already called back those retirees willing to be re-engaged which is a step towards implementation of this proposal. As the late Mwalimu Julius Nyerere once said soon after “Uhuru”, “It can be done – play your part”. And recently also President Obama reiterated during his election campaigns that “Yes we can” and indeed the consultants also believe that the people of Tanzania can.

However, it is now clear to the consultants that the first major challenge would be to create awareness and understanding of the D by D policy. This will help to transform mindsets and be made to appreciate the rationale and benefits of this central policy. This must aim at turning all the threats into opportunities; reduce friction and apathy that is normally associated with fear for change; and indeed time for change is now. Relocation of services to the grassroots is the only credible means of our people to realize the benefits of ‘Uhuru’ that is, development.

9.7.2 The Draft Capacity Building Strategy: 9.7.2.1 Background and PurposeThe consultants understand the complexity of developing this CB Strategy and as explained elsewhere in this draft document. A lot of work remains to be done in the processes towards making it a reality. This strategy, as a plan of action, designed to achieve particular goals means that many decisions will have to be made and awareness created to put in place the enabling environment.

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This Draft Capacity Building Strategy (CBS) is a step in the process of developing an all inclusive CB Strategy, which will encompass the collective vision of all stakeholders. The Draft report provides the IA-TWG, stakeholders and the Education Sector Development Committee (ESDC) an opportunity to contribute ideas be considered to achieve the Final CB Strategy.

9.7.2.2: ContextIt is worth noting at this stage, some of the more obvious realities of the Tanzania Basic education. Analysis of the context of education shows that there is a range of capacity challenges that comprise of administrative underperformance, infrastructural deficiencies, supply inadequacies, and non compliances to the D by D policy as well as the education minimum standards within the Basic education sub-sector. These may contribute to the failure to achieve goals with regard to, standards of achieving quality in enrolment and quality outputs and overall ability to meet the individual expectations, National Poverty Reduction expectations and international targets. This far, the Nation’s desire to provide Capacity for the education sector as articulated and embodied in many Government policy documents has been eluded.

In many instances and situations, the gap between what is desired on paper and what happens in practice is still very wide. Motivation and enthusiasm among implementers and especially among the teaching force is low as they struggle to do the best they can in very varied and difficult circumstances.

There is shortage and insufficient supply of infrastructure inputs in schools and elsewhere and in the various levels of the subsector such as administration offices, classrooms, staffrooms, desks, tables, chairs, workshops, storerooms, charts, models and books, teachers houses, working tools and Laboratories, toilets, water and electricity overall poor work conditions are major infrastructural capacity challenges.

Equally, there are vast human resource challenges; such as short supply of teachers in pre-primary, primary, secondary; tutors in TTCs, Instructors in Vocational Training, AE facilitators. As a consequence of poorly planned education expansion, remedial measures adopted have created a set of new problems such as the failures to deliver quality by engaging under qualified teachers, untrained teachers and Teachers trained in very short courses. Unfortunately, the possibility to redress is hampered by non provision of INSET, and inadequate support by school Inspectors.

The prevailing situation is a result of a huge financing gap in the entire Education Sector and in particular the Basic education sub-sector especially for the implementation of PEDP, SEDP and corresponding Teacher Training programmes.

9.7.3: Guiding Principles, philosophy and assumptions:The CB strategy proposed in this draft adopts a number of Guiding Principles, a philosophy and an overall assumption that the Government is committed to create a long-term financial investment that will enable the implementation efforts.

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We are proposing a learner – focused capacity building strategy that should ensure and be guided by the following principles that:

It shall be implemented through a broad-based stakeholders participation; Whatever is to be done will be determined by a locally generated agenda; It shall ensure to build on available local capacities; It contributes to ongoing learning and adaptation since some capacities already exist;

Furthermore, the child –focused CB Strategy’s guiding philosophy would be to:

Adopt a bottom-up approach whereby schools benefit so as to ensure that the child’s educational welfare is the center of interventions,

enhance or more effectively utilize available skills, abilities and resources at every level and institution;

create an enabling environment for provision of good quality education by adhering to policy Minimum Standards

strengthen understandings and relationships between sub-sectors, levels and individuals;

address the issues of values, attitudes, motivations and conditions of work in order to support sustainable education development.

The situation has shown that the financing gap in education is the root cause of all emerging problems and the most critical input for the successful implementation of the CB strategy. For capacity building intervention to happen, we consider the following as the prerequisites:

A National commitment to long term investments in education to address realistic capacity needs for quality education provision;

Achieving a broad consensus among stakeholders and implementers on policies, programs and strategies; and

Eliminating any interference and goal displacements so that officers and structures created to manage education are given the opportunity to perform duties accorded to them by powers of the Education Act, Local Government Acts and relevant regulations.

The situation analysis gives the full picture of needs for capacity building. Evidence we have obtained from the field has lead us to conclude that currently, capacity needs or gaps are huge and multifaceted. The gaps identified can be grouped generally into four main groupings of (i) Human Resources, (ii) Infrastructure, and (iii) Financial Resources (iv) Institutional Arrangements.

Central to the CB Strategy is the creation of awareness of the environmental impacts of the various developmental actions, and ensure inclusion of ICT, gender focus and HIV/AIDS education within the schools/institutions and sector wide. The D by D policy provides the framework and enabling circumstance for success.

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The overall goals of the Capacity building Strategy should be to: Create a new sense of purpose and accountability in the basic education sub-sector; Develop strong communication lines to bring about broad understanding of what

the sub-sector will look like and the expected outcomes; Create greater ownership of the system, especially at the LGA and school level; Strengthen education leadership and accountability at all levels; Bring in all teachers and education functionaries so that they can benefit from

Capacity building through providing a variety of learning opportunities suited or matched to their needs and,

Create an enabling environment in education where all resources human, physical and financial are made available.

9.7.4 Overall Objective: The overall objective of the strategy is to have a systematic and coordinated training based on the identified skill gap, performance and adherence to democratic governance and sustainable capacity development at basic education. The strategic objective is to create awareness on D by D, and to strengthen core capacities in planning, budgeting, management, monitoring and evaluation at all levels from the National to the school level.

9.8 THE CAPACITY BUILDING STRATEGIES

9.8.1 Human Resources:

Process Actions: Identify target groups

Develop training materials

Identify facilitators, logistics

Identify outcome indicators

Evaluate

Outcomes:

A common understanding of the D by D across the sub-sector,

Increased commitment to embedding D by D at all levels

Creation of systems that will be D by D compliant.

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Objective 1: Create awareness and understanding of the D by D policy at all levels

Strategy 1: Conduct training for education managers, Heads of institutions and teachers on the D by D policy

Institutionalising democratic governance at all levels.

Process Actions:

Training Needs Assessment

Identify target groups

Develop training materials

Identify facilitators, logistics

Identify outcome indicators

Evaluate

Outcomes:

Enhanced skills in planning,

Improved budgeting

Democratic management in education

Purposeful monitoring and evaluation and measurement of training impact.

Process Actions:

Establish current shortages of teachers, tutors, Education Managers, technicians, Inspectors, Instructors and NF/EA facilitators Increase the number of Teacher training Colleges,

Identify suitable teachers and train to be tutors, Instructors and facilitators

Define suitable entry qualification to Teacher’ training.

Put in place an attractive pay packages and benefits for teachers retention,

Identify outcome indicators

Evaluate

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Objective3: Provide adequate number of teachers, tutors, Education Managers, technicians, Inspectors, Instructors and NF/EA facilitators, ensure gender balance.

Strategy 3: Train adequate numbers of teachers, tutors, Education Managers, technicians, Inspectors, Instructors and NF/EA facilitators,

Objective 2: Strengthen core capacities in planning, budgeting, management, policy development and analysis, monitoring and evaluation at all levels from the National to the school level

Strategy 2: Conduct training for education managers, Heads of institutions and teachers to strengthen capacities in planning, budgeting, management, policy development and analysis, monitoring and evaluation

Outcomes: Adequate supply of teachers, tutors, Education Managers, technicians, Inspectors,

Instructors and NF/EA facilitators

Increase the number of Teacher training Colleges,

Process Actions:

Establish current shortages of Education Managers: school level, Ward, LGA, RS, education Institutions and Ministries,

Determine suitable qualifications and experience,

Conduct induction courses,

Identify training institutions/ individuals

Identify outcome indicators

Evaluate

Outcomes:

Adequate supply of well qualified Education Managers: school level, Ward, LGA, RS, Institutions and Ministries

Efficient management of education at all levels

Process Actions:

Conduct TNA to determine professional and academic gaps for Teachers, tutors, Inspectors, DAOs, TRC coordinators, WECs, NF/AE facilitators

Develop training materials

Institutionalise INSET

Enhance TRCs capacity by identifying competent Coordinators,84

Objective 4: Provide adequate number of Education Managers: school level, Ward, LGA, RS, Institutions and Ministries,

Strategy 4: Recruitment and induction for Education Managers: school level, Ward, LGA, RS, education Institutions and Ministries ensure gender balance,

Objective 5: Enhance competencies of Teachers, tutors, Inspectors, DAOs, TRC coordinators, WECs in teaching subject methodology including Kiswahili and English languages, mathematics and science, ICT, CCI through In-service Training,

Strategy 5: Develop competencies of Teachers, tutors, Inspectors, DAOs, TRC coordinators, WECs in teaching subject methodology including Kiswahili and English languages, mathematics and science, ICT, CCI through In-service Training,

Identify facilitators, logistics

Identify outcome indicators

Evaluate

Outcomes: Enhanced competencies,

Improved learning outcomes

Purposeful assessment of education delivery.

Improved professional support to teachers,

Process Actions:

Deploy some Education Managers from MoEVT to PMO-RALG,

Recruit suitable officers.

Induct new officers and team build.

Identify outcome indicators

Evaluate

Outcomes: Enhanced competencies and capacity at PMO-RALG,

Improved management support at RS and LGA

Purposeful assessment of education delivery.

Improved professional support to RS and LGAs,

Process Actions:

Transfer and balance teachers within LGAs,

Build teachers Houses,

Provide incentives

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Objective 6: Enhance capacity of PMO-RALG in education management and administration

Strategy 6: Determine appropriate staffing levels and competencies of PMO-RALG education staff

Objective 7: Improve the supply of Teachers in Rural and disadvantaged areas Strategy 7: Determine appropriate staffing levels for Rural and disadvantaged areas

Identify outcome indicators

Evaluate

Outcomes:

Adequate supply of teachers in rural and disadvantaged areas,

Well balanced teaching force within LGAs

High motivation and retention

9.8.2: Infrastructure:

NB: All buildings must provide steps and ramps to carter for pupils, staff and clients with disabilities; (Refer to appropriate infrastructural arrangements table 9 above)

Process Actions:

Conduct an inventory of education facilities,

Build additional classrooms including those for pre-primary

Rehabilitate pre-primary, primary, secondary, Vocational centers, TRCs TTCs, including amenities toilets, water and electricity

Rehabilitate offices at ward, LGA and RS,

Identify outcome indicators

Evaluate

Outcomes: Adequate infrastructure provided at all levels

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Objective 1: Provide adequate infrastructure for Basic education: (Administrative offices, classrooms, laboratories, offices, Teachers Houses, dormitories, play grounds, Dining Halls, Computer Rooms, Libraries, Workshops, toilets)

Strategy 1: Build to completion all existing pre-primary, primary, secondary, Vocational centers Administrative offices, classrooms, laboratories, offices, Teachers Houses, dormitories, play grounds, Dining Halls, Computer Rooms, Libraries, Workshops, toilets

Process Actions:

Identify suitable locations and sites to achieve equitable distribution,

Identify underutilized government facilities

Negotiate with MDAs owning them

Develop guidelines and MoU with MDAs for transfer of facilities

Identify outcome indicators

Evaluate

Outcomes: Adequate infrastructure provided at all levels

(Refer to appropriate furniture table 9 above)

Process Actions:

Determine the shortages of furniture by conducting an inventory of needs,

Purchase adequate, appropriate and standard furniture for pre-primary, primary, secondary, Vocational,

Determine furniture life and put in place replacement plans.

Identify outcome indicators

Evaluate

Outcomes: Adequate provision of Administrative offices, classrooms, laboratories, offices,

Teachers Houses, dormitories, play grounds, Dining Halls, Computer Rooms, Libraries, Workshops,

Improved infrastructure capacity for Basic Education.

Adequate infrastructure provision for special groups87

Objective 2: Provide adequate number of schools, TTCs, TRCs, WECs’ and Inspectors’ offices,

Strategy 2: Build new schools, TTCs and Offices,

Covert underutilized FDCs and other government facilities to be TTCs

Objective 3: Provide adequate furniture, equipment, work tools, chemicals, raw materials, including for fire fighting for every level, including those for pre-primary and disability groups

Strategy 3: Identify appropriate furniture, equipment, work tools, chemicals, raw materials, including for fire fighting for every level, including those for pre-primary and disability groups.

(Refer to appropriate textbook ratios in table 9 above)

Process Actions:

Determine the shortages of textbooks, reference books, readers, dictionaries and other Teaching Learning materials at all levels by conducting an inventory of needs,

Purchase adequate, appropriate textbooks, reference books, readers, dictionaries and other Teaching Learning materials at all levels for pre-primary, primary, secondary, TTCs Vocational,

Determine book life and put in place replacement plans.

Identify outcome indicators

Evaluate

Outcomes: Adequate provision of textbooks, reference books, readers, dictionaries and other

Teaching Learning materials at all levels

Improved PB Ratios capacity for Basic Education.

Adequate T/L materials provision for special groups

Identify outcome indicators

Evaluate

9.8.3: Financing:

Process Actions:

Develop budget line for financing specific HR capacity development and Infrastructure objectives.

Review and develop education unit cost at current rates

Prioritise activities to be undertaken

Include and harmonise activities in the MTEF,

Develop annual work plans

Disburse Capitation and Development grants

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Objective 1: Provide adequate finances for Basic education

Strategy 1: Determine sufficient budget for the objectives of HR and Infrastructure as described above and IA below

Objective 4: Improve the supply of textbooks, reference books, readers, dictionaries and other Teaching Learning materials at all levels Strategy 4: Identify appropriate textbooks, reference books, readers, dictionaries and other Teaching Learning materials at all levels

Put in place an attractive pay packages, incentives for retention,

Identify outcome indicators

Evaluate

Outcomes:

Adequate provision of financial resources for Basic education

Improved financial capacity for Basic Education.

Improved working conditions, morale and education achievement.

Process actions:

Identify education as the number one pro-poor strategy for poverty reduction

Increase the overall Basic education budget’

Use internally generated resources to ensure sustainability

Outcomes:

Predictable and sustainable funding for basic education,

Full disbursement of Capitation and Development Grants

Increased Sub-sector capacity

Identify outcome indicators

Evaluate

9.8.4: Institutional Arrangements

Process Actions:

89

Objective 1: Establish appropriate institutional systems and framework for Basic education in line with D by D.

Strategy 1: Review Institutional arrangements systems and framework for Basic education in line with D by D.

Objective 2: Provide predictable budget for Basic educationStrategy 2: Ring-fence the Basic education budget

Harmonize Legal frameworks,

Strengthen Communication and feedback mechanisms between and within PMO-RALG and MoEVT ,

Enhance the efficiency of TWGs and re-examine their role in government business,

Re- structure the Inspectorate,

Strengthen the Education Division at PMO-RALG and the REO’s office

Enhance Communication and feedback mechanisms between LGAs, RS, PMO-RALG and MoEVT ,

Enhance Communication and feedback mechanisms between LGAs, Wards, TRCs and schools

Identify outcome indicators

Evaluate

Outcomes:

Adequately management, coordination and administration of Basic education

Clear communication channels and mechanisms established,

Clear roles and responsibilities for stakeholders defined

END NOTE:

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Identified Lead Institutions for Capacity Building:

During this consultancy, we have identified Hombolo Institute in Dodoma and ADEM in Bagamoyo to have considerable capacity and experience in training on the D by D model and Education Management respectively. We propose that these two institutions should be strengthened and be required to take a Leading role in moving the proposed strategy forward. However, it is more practical for most of the training to be undertaken close to the clientele.

10.0 LOGICAL FRAMEWORK PLANNING FORMAT:

Table 101 2 3 4 5 6 7 8 9

Overall

Goal

Short

term

goals

Strategies Outputs Indicators Activities HR Time Budget

91

11.0 ORGANOGRAM OF MDAs OF PLANNING, BUDGETING,

MONITORING, EVALUATION AND DATA MANAGEMENT.This figure gives the desired flow chart. As has been indicated elsewhere, these MDAs will

need enhanced capacity to perform these duties.

Figure 3

Appendix: 192

PMO-RALG:

M&E, PLANNING

BUDGETING, DATA MANAGEMENT

MOEVT –

BUDGETING, PLANNING, M&E, DATA MANAGEMENT (ESMIS –BEST)

RS: M&E, COLLATE DATA, BUDGETING, PLANNING

LGA: COLLATE DATA, M&E, PLAN & BUDGET OWN REVENUE

SCHOOLS: SCHOOL DEV. PLAN, DATA SOURCE

M&EINSPECTORATE

TIENECTA

Prime Minister’s Office

Regional Administration and Local Government

Terms of Reference

1. Background

The Government of Tanzania (GoT) formulated the Education Sector Development Programme (ESDP) in 1997 as a strategy to realize the goals and objectives of Education and /training Policy (ETP, 1995). The GoT launched a five-year Primary Education Development Plan 2002-2006 (PEDP) in January 2002 and Secondary Education Development Plan 2004 – 2009 in 2004 which aimed a translating the ESDP into primary and secondary sub-sector reforms focusing on five strategic components namely: expansion of enrolment and access, improvement of quality, strengthening institutional arrangements, capacity building and Cross Cutting Issues (CCIs). A number of manuals were prepared in line with sub-sector development plans in order to elaborate on the details on each strategic priority.

As for strengthening institutional capacity, interim activities such as the training of school committees were carried out to avail intended clients with skills and competence needed for effective plan implementations. The training was generally adhoc in nature as it was not based on integrated capacity building strategy so as to address the capacity issues holistically.

93

In view of the above, there was urgent need to develop a capacity building strategy that would strengthen core capacities (in planning, budgeting, management, monitoring and evaluation) at all levels from the national to the school level. The strategy shall be formulated on the basis of institutional and organizational analysis at basic education level (e.g. the status of co-ordination between the different institutions involved in basic education development). Given the other on-going reforms that also anticipate similar or related capacity building, it is equally important that this strategy is in line and in close co-ordination with the most significant strategies and programmes such as Public Service Reform Programme (PSRP), Public Finance Management Reform Programme (PFMRP) and Local Government Reform Programme (LGRP). The strategy must fit into the general context of the Sector Wide Approach (SWAp) and longer-term plans such as the Tanzania Development Vision 2025.

2. The Overall Objective

To develop Capacity Building Strategy for basic education in order to have a systematic and coordinated training based on the identified skill gap, performance and adherence to democratic governance and sustainable capacity development at basic education.

3. The Specific objectives94

The consultancy shall review the existing institutional arrangements and capacity building procedures in order to develop a comprehensive capacity building strategy for the basic education sub-sector. The consultant might wish to examine the existing functions and structures including the following:

ManagementCoordinationGovernancePerformance and AssessmentCapacity Development Monitoring and Evaluation

4. The Scope

The strategy will focus on Basic Education Sub-sector particularly at national, zonal, regional, Local government Authorities, ward and school levels. The Basic Education Sub sector includes pre-primary, primary, secondary, adult education and non-formal education, teacher education and vocational education and training.

5.Tasks

The following tasks are to be accomplished by the consultant in the course of developing the basic education capacity building strategy.

5.1 Organizational Analysis.

95

5.1.1 Review the legal, regulatory and policy frameworks (Education Act, Local government Act) and identify any inconsistencies.

5.1.2 Revisit mandates and responsibilities of MDAs involved in basic education management. Special reference should be made to planning, budgeting, management, monitoring, and evaluation process as well as information sharing in the overall framework of ESDP.

5.1.3 Map out the current organizational structures and the linkage among ministries and within those in the basic education delivery process in term of the planning, budgeting, management, monitoring, evaluation and information sharing.

5.1.4 Provide a critical analysis of the inconsistency or disagreement between the frameworks and their actual performances.

5.1.5 Examine the state of infrastructural aspects including, facilities, equipments and transportation and identify the obstacles for effective educational management.

5.1.6 Based on the analysis,: 5.1.6.1 Identify the roles and responsibilities of key

‘actors/beneficiaries; 5.1.6.2 Specify organizational capacities to be developed

or strengthened at each level, with clear, expected outputs.

5.1.6.3 Clearly show linkages, roles and communication (including communication feedback) lines between institutions

96

and organizations involved in the education delivery process and other stakeholders involved in basic education.

5.2 Review and analysis of the Capacity Building Initiatives

5.2.1 Review relevant capacity building activities for basic education management conducted by the Government, (MOEVT, PMORALG), ADEM, Private sector, CSOs and relevant bodies.

5.2.2 Provide a training cycle model. Specify the qualifications, roles of trainers, facilitators and others responsible for undertaking the capacity building exercises and organizational strengthening.

5.3 Formulation of the Capacity Building Strategy

5.3.1 Based on the analysis, prepare the draft Capacity building Strategy.

5.3.2 Outline the appropriate mechanisms and modalities for monitoring and assessing the implementation and outcomes of the strategy in accordance with institutional arrangements under Basis Education.

5.3.3 Revise and develop the draft through consultation process by including the inputs from stakeholders.

5.3.4 Finalize the draft strategy.

6. Expected Outputs

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6.1 A comprehensive and clearly defined strategy for organizational development and capacity building for effective management and delivery of basic education. This contains:

The Status Report on Institutional and Organizational analysis.

Capacity Building Strategy to include:6.2 Organ gram of MDA’s and the flow chart of planning,

budgeting, monitoring, evaluation and data management.

6.3 Logical framework planning format, which includes, goals, strategies, expected outputs, indicators, activities, human resources, timing assumption and budget.

7. The qualifications and skills required for consultants

Two consultants are required to complete the tasks. The consultants must have the following skills, knowledge and experiences.

1) One consultant must have: A minimum of Master Degree in education,

education Management. Policy Analysis, Human Resource Development or

related fields. Extensive work experiences in designing training

programmers for capacity building in developing countries.

98

Fluency in English and a good command of Kiswahili is added advantage.

Possession of computer knowledge and skills is essential.

Ability and experience in report writing and written analytical assessment will be an added advantage.

Consultant (S) should also familiarize with EMIS documentation. One of the key objectives is to build a capacity and a culture of the entire system from local to central level of the use of data so critical for planning and decision-making etc.

2) The other consultant must have: A minimum of Master’s Degree in Organizational

Management, Public service Management or related fields.

Knowledge of the education sector reform in Tanzania – particularly post-Education sector Review Development.

A good understanding of the on-going decentralized reform process in Tanzania will be an added advantage.

8. Timeframe

The assignment should be completed within eight weeks from the date of signing the contract, which includes the Terms of Reference. The Proposed major milestones:

Week 1: Meeting with IA- TWG members and presentation of the inception report

99

Week 2-5:Literature Review, Interviews, Field visit etc

Week 6: presentation of the First Draft at BEDC – TF through IA – TWG

Week 7: Presentation of the Second (Revised) Draft to BEDC – TF.

Week 8: Presentation of Final Report at BEDC Meeting

9. The Procurement Process

In principle, procuring process shall follow the Public Procurement Act 2004 and its Regulations

10. Roles and Responsibilities

10.1. BEDC

Managing, facilitating and guiding the consultancy process

To organize the stakeholders workshop to discuss the second draft report

Adopt and Approve the Capacity Building strategies for further action.

10.2. Institutional Arrangement TWG

Assist in selection and short listing, inform the BEDC – Taskforce meeting

After final selection and agreement at the BEDC, the BEDC Chairperson will sign contract with the consultants.

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10.3. The Consultants

The consultants will be responsible for meeting the requirements of these ToRs

The consultants should report to the BEDC under the guidance of the Chairperson of the BEDC Secretariat.

11.Selected ReferencesThe documents listed below are recommended for reference but not necessarily limited. Reviewing relevant documents in Kiswahili is also encouraged.

101

102

Appendix 2:

References:

1. ADEM (2003) Scholl Committee Training Handbook2. ADEM (2005) DEO Training programme Evaluation

Report3. ADEM and Aga Khan Foundation (2003) The AKF-STEPS

capacity building model and WEC modular training course

4. ESRF (2004) Education Sector Public Expenditure Review Draft Report,

5. Haki Elimu, Three years of PEDP Implementation: Key Findings from Government reviews Draft Final, April 2000

6. Institutional Strengthening Programme for Regional Secretariats

7. Joint Review Reports of PEDP, final reports, November 2003 and November 2004

8. Local Government Reform Programme documents (in particular Review 2002-2004) MOEC (2004a)

9. MOEC Strategic Plan for HIV/AIDS 2003-200710. MOEC (2004b) Guidelines and Checklists for

Mainstreaming Cross-cutting Issues at the Ministry of Education and Culture

11. MOEC (2004c) Education Sector Development Programme: Secondary Education Development Plan (SEDP) 2004-2009.

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12. Institutional Arrangement Guidelines for SEDP MOEC (2004e).

13. Education Sector Development programme: Secondary Education: Financial Management and Accounting Guidelines for SEDP

14. MOEC (2004f). Education Sector Development Programme: Secondary Education Guideline for Monitoring Construction under SEDP (MOEC (2004g),

15. Capacity Building for Decentralized Planning and Management of Adult and Non-Formal Education, introduction to Handbook and Module 1-4,MOEC (2005),

16. Education Sector Development Programme, Information and Communication Technology (ICT),

17. Education Management Information System (EMIS) Development Plan 2005-2008

18. MOEC and JICA (2003) Analysis of Education data user needs, Informative material for discussion, JICA Consultant Team for SM/MP 2, C/o Ministry of Education and Culture, June 2003

19. MOEC and JICA (2005), School Mapping ad Micro-Planning in primary Education (Phase 2) in the United Republic of Tanzania, Draft Final Report, International Development Centre of Japan (DCJ)

20. MOEC & PMORALG (2004). Education Sector Development Programme (ESDP): Joint Review of the Primary Education Development Plan (PEDP) Final Report. Dar es Salaam

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21. MOEC & PMORALG (2001b) Education Sector Development Programme (ESDP): Joint Review of the primary Education Development Plan (PEDP), Final Report. Dar es Salaam

22. MOEC & PORALG (2004c) ESDP Primary Education Development Plan (PEDP).

23. National Monitoring Report. July 2002 – March 2004. April 2004 Dar es Salaam and Dodoma: MOEC and PO-RALG.

24. MOEC & PORALG (20040 Joint Review of the Primary Education Development Plan (PEDP). Final Report October 2004.

25. MOEVT (2006) Annual Performance Report July 2006 26. PEDP, Audit report, 2001 – 200227. PEFAR (2006) Public Expenditure Review, Annual

Consultative Meeting, Local Government Fiduciary Assessment

28. PMO RALG (2007) Embedding decentralization by Devolution across Government: Main Assessment report and Assessment report for MoEVT.

29. PMO (or URT?) (2007) The Draft Revised Education Sector Development Programme with Coasted Plan PORALG (2005)

30. Local Government Reform programme, Medium Term Plan and Budget July 2005 – June 2008 June 2005

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31. PORALG, Proposed functions and organization structure of the president’s Office, Regional Administration and Local Government, February 2003

32. Public Service Reform Programme documents,33. Strengthening Institutional Arrangements document

of PEDP34. TENMET (year) School Committee Booklet.35. UNESCO (?) EDMID Documents36. UR (2000) ESDP document, August 200 (in particular

what has been written about strengthening management capacity and capacity building).

37. URT (2001a) Education Sector Development Programme: Primary Education Development Plan (2002 – 2006). Dar es Salaam.

38. URT (2006) Education Sector Development Programme: Primary Education Development Plan II (2007 – 2011)

39. URT (2001b) Poverty Monitoring Master Plan.40. URT (2006) Aide Memoire from Education Sector

Review 2006.41. VPO (2005) Presidents Office National Strategy for

Growth and Poverty Reduction (MKUKUTA).

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Appendix 3

Summary of the DAOs and SLOs Trainig Modules

The eight training modules that enhance the capacity of DAOs and SLOs to support schools and teachers comprise basic skills in management, leadership, supervision and monitoring. The following is summary of modules’ contents.

Module Arrangement

Module 1: Educational Reforms, Policy and Legislation

Unit 1: Educational Policy Reforms

Unit 2: Local Government Reform and Management of Education

Unit 3: The Role and Responsibilities of DAOs and SLOs in Education

Unit 4: PEDP II Structure and Implementation – MOEVT Perspective

Unit 5: PEDP and its Implementation at District level

Module 2: Education Management and Leadership

Unit 1: Management and Leadership

Unit 2: Office Record Management

Unit 3: Time Management

Unit 4: Public Relations and Communication

Unit 5: Teacher Service Commission (TSD)

Module 3: Financial and Procurement Management

Unit 1: Financial Management (PEDP)

Unit 2: Procurement Management (PEDP)

Unit 3: Financial Management (SEDP)

Unit 4: Procurement Procedure (SEDP)107

Unit 5: Audit and Audit Queries

Module 4: Data Management and School/District Development Planning

DEVELOPMENT PLANNING

Unit 1: Educational Data Management and ESMIS

Unit 2: School/District Mapping Development Planning

Unit 3: Project Write Up

Module 5: Management of Quality Education

Unit 1: The Current Curriculum Change and Management

Unit 2: Managing of the National Examinations

Unit 3: School Site Supervision

Unit 4: Managing of the Training Function

Unit 5: School Building Maintenance

Module 6: Cross Cutting issues

Unit 1: Guidance and Counseling

Unit 2: Special Education Needs

Unit 3: Adult and Non Formal Education

Unit 4: HIV/AIDS

Unit 5: Environmental Care

Unit 6: Education Development Partners

Module 7: Computer Training

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109

Appendix 4

STAKEHOLDERS PARTICIPATION IN INTERVIEWS AND FGD

PMO-RALG

1. Salok Musese- Ag. PS RALG( Director of Organizational Development)2. Monica Kwiluhya- Director of Sector Development3. M Mollel- Assistant Director social Services 4. Beatrice N. Mkina- Principal Education Officer5. Ramadhan Kailima- Assistant Director Regional Administration6. Mr. Bernadict A. Mtui- Principal Economist,DEDP coordinator7. Mr. Francis Liboi-Principle Education Officer8. Mr. S. Magotta- Principle Education Officer9. Mr. Laurence B. Madege- Senior Education Officer

MOEVT

1. Jumanne Sagini – Deputy PS – PMO- RALG

2. Rose Masenga – Director of Teacher Education

3. Ms. Wasena – Chief Inspector of Schoos

ADEM

1. Siston Masanja2. Simon G. Kullian3. Lameck M. Kagali4. Ms. Rhoda E. Samwepa5. Lazarus S. Mpondo6. Lucas J. Mzelela7. J. C. Mandia8. Z. Kayumba9. G. Mundogo10. Dr. Lawrence Kibatala11. Dr Sam Nguni –Ag CEO

STAKEHOLDERS FORUM, DAR-ES SALAAM

Name Institution

1. Tatu Kikwete Ilala Municipal council

2. Hassan A. Kalinga Kinondoni M.C

3. Gervas N. Sezulu Kinondoni M.C

4. Claude F. Bulie Ilala Minicipal

5. Mary C. Tenga Inspectorate Kinondoni

6. Bernadetha Kubetha Kinondoni M.C

7. Doreen Lutahanamilwa Kinondoni M.C

110

8. Karino A. Hocho CWT(W) Kinondoni

9. Goreth A. Malle Inspectorate, Temele

10. Hycintha Madinda SLO, Kinondoni

11. Hidaya Kaila WEC Mw/Nyamala, Kinondoni

12. Agnes Mutayoba WEC Hanasifu, Kinondoni

13. Marietha Kayombo SLO, Kinondoni

14. Frank Kadogo Ag. Katibu TSD Ilala

15. Honorina Mumba Temele M.C

16. Halima Sina Temele M.C

17. Erasto M.Gwimile Vingunguti Sec. School(Ilala)

18. Zainabu R.M. Mbiro Twiga Sec. School( Kinondoni)

19.Anna I. Makundi Naibu Mkaguzi, kanda ya DSM

20. Phoibe Ileta Mratibu Elimu Kata, zinza, Kinondoni

21. Subira Mwakibete KatibuTSD, Temele

22. Emanuel S. Mnyawami Mwalimu mkuu Ali H. Mwinyi

23. Theophil Ndeka M/Mkuu Rutihinda

24. Florida E. Nzuku H/M Salma Kikwete

25. Odas E. Bambaza M/Mkuu Mwananyamalt’B’

26.Anna. D. Kimathi M/Mkuu Msaidizi, Kisutu pri

27. Esther F. Mweta Mwl.Taalumu Kisutu

28.Marthin Mzava Mwl S/Msingi, Kisutu

29. Thecla V. Kasege Mwl.S/Msingi Kisutu

30. Tatu Ally Mwl S/Msingi Kisutu

31. InyasiJ. Fissoo H/M Mwanagati

32Frank J. Makingi Temeke M.C

33. Cathrine Sewando MEK-Azimio

34. Lissy E. Kaluvya H/T Sokoine p/s

35. Alexander Robert H/T Tandika p/s

36. Beatrice Nyangu A/E/Kata-Tandika

37. Erasto K. Muchwampaka H/T M/Situ sec sch

38. George W. Parapara CWT/M111

39. Seraphina Mdamu MEK-Gererezani

40. Janeth Nsunza MEK-Kipara

41. Festus N. Mitimingi CWT/M Ilala

42. Juliana Mlay AET-Temeke

43. Salum H. Kabeth MEK-Upanga Magharibi

44. Yusuph Mshana H/T Mtendendeni

45. Mercy Mtei H/T Boma

46. Aswile Lugano H/T Olympio

47. Joyce M. Senkoro AET Zanaki

48. Gaudentia M.L.P.N. Kimoni H/T Kambangwa SS

49. Nancy Kwayu H/T Zanaki

50. Annamargaret Cheyo H/T Myambani

51. Yassini Shabani H/T Sandali

52. Abdul Haji AET Sandali

53.Hellen Peter AET Ufundi-Ilala

54. Bernard M. Makali REO-DSM

Stakeholder attendance list Dodoma

S/n Name Grade Institution

1. Hamisi Kisome Mratibu Elimu Kata Chamwino

2. Hellina Kadebe Mwalimu Mkuu Mlimwa

3. Emmanuel Manzi Mwalimu Taaluma D/ Mlimani

4. Christina Philemon Mwalimu Viwadani

5. Kevin. F. Nchimbi Mkaguzi Ukaguzi

6. Raphael V. Kelesa Ae/ Ewu Chamwino

7. Fedasto Habali Tahossa Balh Kigwess

8. Ben S. Moshi M/Kiti SM Makole Makole

9. Michael igola Afisa Taaluma(W) Chamwino

10.James Ngene MEK Mwitikira

11. Almas Omari Mwalimu Mundemu

12. Hosea M. Mapessi M/Mkuu Bahi Misheni

13. Stephen L. Mavunde M/Mkuu Mlezi112

14. Reuben Kwayu AE, W(W) Hw/Bahi

15. Issa S. Nchullah AET H/W/Bahi

16. Isaack A. Malolela SLO H/W Bahi

17. Blandina Paul AEM Manispaa

18. Eliud I. Njogellah AET Dodoma

19. Stanslaus Kobero CO Manispaa

20. Sr. Opportuna Jory SLO Manispaa

21. Mary A. Mathew DEO Bahi

22. Scolla Kapinga DEO Chamwino

23. Christopher Legonda AET Dodoma/ M

24. Antipas Moshi CWT Chamwino

25.Joseph Mbilinyi Mwalimu Kisasa SS

26. Halima S. Mjema Mwalimu Mkapa

27. Denis A. Tozili M/Kiti Chamwino

28. Goodluck J. Uronu Mwalimu Uguzi

29. Halifa A. Iddi MEK Buigiri

30. Eraustos Mtega TSD Chamwino

31. Jafari M. Maganga TSD Bahi Dodoma

32. Grace D. Komba TSD Manispaa

33. Sebastian Awet EOC Chisalu Mpwapwa

34. Remigius Ntyama REO DODOMA

STAKEHOLDERS ATTENDANCE LIST: MOROGORO

S/N NAME INSTITUTION

1. F. Kilimia REO Morogoro

2. M. Njoroge Consultant

3. J. Mmhando Consultant

4. E. Mshiu T.A-ED(RS) Morogoro

5. M.S.Nkinda AET “

6. Crispin Makalla M/Mkuu Mvomero

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7. Rehema Nyoka AET Mvomero

8. E. Buchuma DEO Mvomero

9. E. Mwambanga DCIS Mvomero

10. E. Machenje MIC Manispaa

11. N. A. S Chiduo KTSDM Morogoro

12. E. R. K imoleta KTSD W “

13. Ponsiana Tarmo M/M kuu ”

14. Konsesa Mroso Officer Elimu Taaluma Manispaa

15. Geoffrey Chanja Makamu mkuu wa shule Manispaa

16. Rashid Chayeka AET Kilosa

17. Werner John MaMasako

M/M Msaidizi ( S/ Msingi)

Manispaa

18. Idrissa Athumani M/M Msaidizi Mwembesonga

Manispaa

19. Frank W. Maeda DDCIS Morogoro

20. Elias Mbando AET Mvomero

21. Momela Mnzeru Mratibu Sultan Area

22. Zibia Malundo Mratibu Moromjini

23. Anna Massawe M/Mkuu Mjimkuu

24. Mmbaga N. E. C Mjube wa Bodi Shule Sumaye

Moro mjini

25. Francis M. Maembo KITSD Manispaa

26. Pearson Lengem A.E.WW Manispaa

27. Bakari K. Hamed SLO Manispaa

29. Lulu Nchiha Mkaguzi mkuu wa shule Kilosa

30. Rehema Adam Mkaguzi mkuu wa shule M/manispaa

31. J. M. Shumbusho Taaluma Morogoro Manispaa

32. Duncan L. Kilibe M/Kiti kamati/ Manispaa

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shuleMchikichiro

33. Lipyana A. Kissiya M/ Mkuu Mgeta-SS Mvomero

34. James Manyama Kaimu Katibu CWT Morogoro

35. Obed C. Mwakasege M/Mkuu shule/msingi Morogoro

36. Tabia S. Sallehe SLO Morogoro(V)

37. Camilius Lyimo Mratibu E. Kata Morogoro

Attendance List for Stakeholders: Iringa

IRINGA

Michael Mzimba M/Mkuu

Amani N. Mkeremy Mjube/Kamati Shule Kibwabwa

William Kyando M/Mkuu Gangilonga

Richard N. Mwegoha Mratibu Elimu Kata Mtwivila

Christopher Mwasomola M/Mkuu Idodi

Peter Njugolo Mwalimu Idodi Secondary

Redempta Kibola Kaimu Mkuu S/ Miyomboni Kitanzini

Hudson Luhunda Mkuu wa shule Kihesa Secondary

T.M.Kapama Mkuu wa chuo Klerruu TTC

M.Y.Mwawalinga M/Mkuu IR/MJ/Ukombozi

Antony M. Mpefu Mratibu Elimu Kata Mdabulo

Consolata Mkambira M/Mkuu S/M Itamba

Jeremia B. Mbata M/Mkuu S/M Kipera

Joachim Sailes M/Mkuu Mladege

Peter Mosha Mratibu Elimu Kata Ilolompya

Stephen Kigahe Mratibu Elimu Kata Maboga

Maria Msovela Mjube wa Bodi Ifunda Girls

Nzanike Makwela M/Mkuu S/Msingi Manispaa

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Cosmas Cozo onzo M/MkuuS/Msingi Mgama gama

Ambrose M. Msuva Mratibu Elimu Kata Kalenga

Abdi A. Bukutu Mwalimu S/ Msingi/ Kibwabwa

Devotha Mwalimu Muhwana Secondary

Ernest M. Ndahani M/Mkuu Luhota Secondary

Stephene A.Kavindi M/Mkuu S/Msingi/Magunga

Nasibu A. Mungele AEWW Iringa

Wilbert S. Gwivaha M/kiti Bodi Furahia Secondary

Saudia A. Mheluka Mkaguzi Mkuu Manispaa

Thomas L. Charles Kaimu Mkuu Lugalo Secondary

Pendo Mgeni Mkufunzi Klerruu TTC

Ngalalikwa M. A Mkufunzi Klerruu TTC

Mathias Maluli Mratibu Elimu Kata Magulilwa

Mvilli P.A Katibu cwt Manispaa

David A. Ngonyani M/Mkuu S/M Chamndind

Joseph Njalika Mjube Kamati Shule S/M Chamndind

Michael Pasipanofu Afisa Elimu Taaluma Mufindi

Emgu Eomino Mwalimu Highlands prim. Sch

Witto Mdegela M/Mkuu Lupembelwasenga

Aujenus Mtuya Mwalimu Kibena

Said J. Kondo DAO Kilolo

Emerensiana Kaseka AESK Kilolo

Saidi Mdotta M/Kuu Mlandege

Pascal Ngenzi M/kiti Mlandege

Alphonce Mgulunde M/Kiti Ipogolo P.S Ruaha

Boniface Mbungu M/Kiti Kibwabwa S/M Iringa

B.C. Mgeni H/M St. Michael Kilolo

J. Kalinga Mwalimu Taaluma Miyomboni Secondary

Nganyagwa M.S Second master Iringa Girls secondary

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Obedi Chaula Mkuu wa Shule Limuli S.S

Nicolus I. Ngasi M/Mkuu Muungaano Primary

Paul Msilimo Makamu Mkuu wa shule Kitwiru Secondary

Pardon K. Mwakipesile M/Mkuu Kilolo

Amani P. Kisinini MEK-NZIHI Iringa

Leonard P. Ndale M/Mkuu Mawelewele

Jomo P. Mtewele M/Kiti Mawelewele

M. Mkwawa M/Kiti Mladege

Renatus T. Madiga MEK Lumuli Lumuli

William S. Kaguo Mkuu wa shule Ifinda Tech Sch

Alex Mwakiyanga M/Mkuu Lipuuli secondary

Siamini Ludeligo Mwakilishi wa M/MKUU Kidamali Secondary

Faines Mteleka Mjumbe Kamati ya shule Usolanga s/m

Demetrion K. Ngewi Mkaguzi wa shule Iringa

Mary S. Kitosi S.L.O. Iringa

William W. Mkangwa DEO Secondary Iringa

Frank D. Lupeke M/Mkuu Nyumbatatu S/M

Simeon M. Lihuluku Mkuu wa Shule Furaha S.S

Sebastian Mahembe M/Mkuu Makadupa S/M

Adelia Mveyange M/Mkuu Kilolo

Martha W. Mgato Mkaguzi Kanda Iringa

Sairis N. Kivelege S.L.O. Mfindi

Ditrick Marunda DEO Murindi

Linus Paul Ag. Headmaster Mseke Secondary

Argentina Myovelah M/Mkuu WAB Dabaga

Vallence Kihwaga M/Mkuu Udzungwa

Baltazar Mbwale Mkuu wa shule Usolanza

Hamis Msasa M/Mkuu Ndiwili

Elizabeth Petro M/Mkuu Iringa

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Demira M. Lameck M/Mkuu Iringa(V)

Hongera S.Swenya M/Mkuu Ihongole

Gaspaky Lusasi M/Kiti Mgama

Piucy Kadinde Mwalimu Lyandembela S.S

Samson Chadewa Mwenyekiti S/M Nyitatu

Tusipage E. Sanga Mwenyekiti Mtumila

Jane Maiseli Mwalimu Kwakilosa secondary

Asiah Farijallah MEK Ilala

Rehema Nyalusi Mkaguzi Kilolo

Elly Yohana Nyagawa Mwenyekiti Iringa

Michael Challo Muneja Mwalimu Ifinda Tech Sch

Dismas Liyenza M/Kiti wa shule Ingubilo

Mathew B.Mwakigwele M/Mkuu Iringa

Florin Maganga M/Mkuu Igumbilo S/M

Idd H. Khanju M/Mkuu Mwangali S/M

Golden Sanga M/Mkuu Mufindi-Nzivi

Rose a. Kyusa MEK Gangilonga Manispaa

Nelson A. Mwamlaga MEK Mwangata Manispaa

Viscarl Kipopele Makamu wa shule Lipuuli secondary

Moses P. Mpandama Afisa Elimu wa zamani Manispaa

Mfuroy P. Kayuki M/Mkuu Ihalimba secondary

Andrew M.Kauta M/Mkuu Ogowole secondary

Venance Mramba Mratibu Elimu Kata Mahuninga

Regina E. Nguda M/Mkuu Nzihi S/M

Greyson S. Mbwambo Mratibu Elimu Kata Mgama

Tulalumba K. Mawala Mwalimu Kibena S/M

Jully Suka MEK Izazi

Stephene Likunga Programme manger S.E.E.D

Fauustin Mhapa AE(W) Mufindi

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Monica E. Mpokotsa Mkaguzu wa shule(w) Mufindi

Margareth A. Mbwilo Afisa Elimu Sek. Mufindi

Emil S. Wagofya Katibu TSD(W) Mufindi

Edward Mnkande MEK Malenga makau Iringa(v)

Karimu Simbili Mwalimu Kipera

Frank Mahenge M/Mkuu Pawaga secondary

Agaipa Mwanyi M/Mkuu Nyangoro

Person Lugalamila MEK(W) Iringa

Anderw J. Ntahena Mratibu Elimu Kata Itunundu

Georgina S. Chumi Mratibu Elimu Kata Ruaha

Paul Msilimo Second master Kitwiru secondary

Elias G. Ngailo M/Mkuu Kitwiru Secondary

Lidia Kitule Mwenyekiti Ndiwili

Eva Yeronimo M/Mkuu Lyandembela S.S

Bruno E.J. Ngonyani M/Mkuu Mnyigumba secondary

Privatus K. Lwabulala Mwalimu Taaluma Kidamali Secondary

Marcus Nyagawa TRC-Wilaya Kalenga

Sostern O. Nyakunga Mwalimu Isimila secondary

Nicholas P. Kowa Mwalimu Kalenga secondary

Saleth A. Mita M/Mkuu Ulete secondary

Sifael A. Merere Mratibu G/Kata Ulanda

Charles Msenga Mwalimu Kidamali S/M

Masangula C Makamu M/Mkuu Isimani secondary

J. I. Mange AET Manispaa

Lewis Mahembe Mtaaluma Ifunda Girls

Abbas R. Namote Mratibu Elimu Kata Mseke

P.G. Kikoti Mtaaluma Pawala secondary

Benny Angetile M/Mkuu Mgama secondary

Elia Mbeyale Makamu M/Mkuu Mgama secondary

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Ahmed Mbatta Makamu M/Mkuu Mwembetogwa secondary

Shabani Sululu Mtaaluma Siptoo Eng. Medium

Musa Mulindwa M/ Mkuu Ummu Salama

Alex E. Lukungu Mwalimu Kiwere secondary

Dainess Mjalla M/Shule Mlandege secondary

Stanslaus T. Mhongole M/Mkuu Ihumbu Kilolo

Alberto Kadege M/Kiti Kamati Mlolo S/M

Njoroge Francis M/MkuuSouthern Highlands school

Zacharia Gilbert Mjumbe Kiboni-Ifunda

Donald R. Kilando M/Shule Lyasa

Remen R. Swai M/Mkuu Magubike S/M

Maduhu M.P. Saum REO Iringa

STAKEHOLDERS - TANGA

NO. NAME CHEO/INSTITUTION

1. ABDI MHINA

2. CATHERINE LUKANGA M/MKUU/ UKOMBOZI

3. SAID JENGO M/KITI/NG/MALI

4. WEMA A. AMRANI ACADEMIC/MKWAKWANI S.S

5. ABDALLAH S. MLENGA ACADEMIC/USAGARA S.S

6. WALTER M. MUSSA M/SHULE .MKWAKWANI S.S

7. YOHANA MICHAEL MWL.M/MSAIDIZI

8. BERTHA P. SAWANI MWALIMU CHANGA ENG. MEDIUM

9. GELDART MSONDE MWALIMU S/M KANA

10. OMARI MASUIGUZI MWL.MKUU MASIWANI

11. MOHAMED KOMBORA KIONGOZI WA DINI

12. ELIAS CHAULA MKUU WA CHUO (TANZANIA COLLEGE OF EARLY EDUACTION)

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13. SAMWEL NDAUKA MKUU WA SHULE LOLEDO S.S

14. RICHARD CHALAMILA M/M/KT DONGE

15. MARY ELIAS MWALIMU S/M DARAJANI

16. HURUMA KANZA MKUFUNZI TEWW

17. MOHAMED SAID M/MKUU

18. HERMING SHIRIMA

19. CHRISTOPHER KANGOYE M/KITI

20. BENEDICT MMBAGA MWL.MKUU BOMBO P/S

21. OMARY MUSTAFA MEK-CENTRAL

22. HABIBA MNGOYA

23. BASIL MRUTU MWL.GALANOS

24. BENJAMIN MADOYA

25. SAID SAADAN

26. SAMWEL IRIRA MWAKILISHI KOROGWE

27. ROBERT JOSEPH MWL.MKUU

28. RAMADHAN MVUGALO AFISA ELIMU TANGA

29. DAMAS D.KIFANGA AFISA ELIMU TAALUMA

30. NAIMA ABTWALIB KATIBU TSB TANGA

31. MECTILAIS KAPINGA KATIBU TSD (MKOA)

32. GADRICK MARUCHU MWL.MKUU

33. JOHN MLEMBA MWENYEKITI

34. EMMANUEL ALLAN REO

35. EVA MASASI PERSONAL SECRETARY/REO

36. MARIA MAKALA ELIMU YA WATU WAZIMA

37. SENGASU K. MACECHU S.S

39. IDD Y. SHEKALAGE TSD

40. VERENA DAVID MKAGUZI MKUU WA SHULE

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41. MARIANE MADIWA MKAGUZI MKUU WA SHULE

42. PETER MNKONDO MKAGUZI MKUU WA SHULE

43. CAROLINE MATOLA MKAGUZI WA SHULE

44. L.A. MNZAVA ASSISTANT DIRECTOR

45. SAID AMHARI COMMITTEE MEMBER

46. SAUMU KIHIYO ELIMU S/KIMU

47. WILLIAM MAPUNDA Ag. DEO

48. OMARI KOMBO BOARD MEMBER

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Appendix 5

Organisational Structures – MoEVT & PMO-RALG

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