THE UNITED REPUBLIC OF TANZANIA
EDUCATION SECTOR DEVELOPMENT PROGRAMME (ESDP)
EDUCATION SECTOR PERFORMANCE REPORT 2009/2010
Education Sector Development Committee
August, 2010
i
Page
TABLE OF CONTENTS
TABLE OF CONTENTS ..................................................................................ii
LIST OF ANNEXES ........................................................................................vi
LIST OF ABBREVIATIONS ........................................................................... vii
PREFACE ...................................................................................................... x
STATEMENT BY THE MINISTER FOR EDUCATION AND VOCATIONAL
TRAINING ......................................................................................... x
STATEMENT BY THE PERMANENT SECRETARY ................................... xvi
1.0
INTRODUCTION .................................................................................. 1
2.0
2.1
EDUCATION SECTOR PRIORITIES FOR 2009/10 ............................. 3
Overall Priorities and Expected Outcomes ........................................... 3
2.1.1 Education Sector Priorities for FY 2009/10 .................................. 3
Education Sub-Sector Priorities for FY 2009/10.................................... 7
2.2.1 Basic Education ..................................................................................... 7
2.2.1.1 Pre-Primary ................................................................... 7
2.2.1.2 Primary .......................................................................... 1
2.2.1.3 Secondary ..................................................................... 1
2.2.1.4 Teacher Education ........................................................ 2
2.2.1.5 Inspectorate .................................................................. 2
2.2.1.6 Adult and Non-Formal Education .................................. 3
2.2.2 Higher Education ..................................................................... 3
2.2.3 Technical and Vocational Education and Training ................... 4
2.2.4 Folk Education ......................................................................... 5
2.2.5 Human Resources ................................................................... 5
Priorities and expected outcomes for Cross-Cutting Issues: ................. 6
2.3.1 Gender Issues.......................................................................... 6
2.3.2 HIV and AIDS in Education ...................................................... 6
2.3.3 Environmental Education ......................................................... 6
2.3.4 Human Rights .......................................................................... 7
2.3.5 ESMIS ...................................................................................... 7
2.3.6 IEC ........................................................................................... 7
2.2
2.3
3.0
3.1
OVERALL PERFORMANCE................................................................. 8
Progress Towards Overall Priorities and Expected Outcomes ............. 8
3.1.1 Demographics .......................................................................... 8
3.1.2 Enrolment............................................................................... 11
3.1.3 Equity ..................................................................................... 12
3.1.4 Internal Efficiency ................................................................... 13
3.1.5 Quality .................................................................................... 13
ii
3.2
3.3
4.0
4.1
4.2
3.1.6 Cost and Financing ................................................................ 14
3.1.7 External Efficiency ................................................................. 14
3.1.8 The education Management Information System (ESMIS) .... 14
Evaluation and Review ....................................................................... 15
3.2.1 Folk Education ......................... Error! Bookmark not defined.
3.2.2 Issues and Challenges ........................................................... 16
3.2.3 Demographics .......................... Error! Bookmark not defined.
3.2.4 Enrolment................................. Error! Bookmark not defined.
3.2.5 Equity ....................................... Error! Bookmark not defined.
3.2.6 Internal Efficiency ..................... Error! Bookmark not defined.
3.2.7 Quality ...................................... Error! Bookmark not defined.
3.2.8 Cost and Financing .................. Error! Bookmark not defined.
3.2.9 External Efficiency ................... Error! Bookmark not defined.
Education Sector Management Information Systems (ESMIS) ..... Error!
Bookmark not defined.
4.4
ACHIEVEMENT OF ANNUAL TARGETS ........................................... 16
Overall Achievement of Targets within the Education Sector.............. 17
Achievement of Targets by Sub-Sector .............................................. 24
4.2.1 Basic Education ..................................................................... 29
4.2.2 Pre-primary and Primary Education ....................................... 29
4.2.3 Pre-Primary ............................................................................ 29
4.2.4 Primary Education .................................................................. 31
4.2.5 Secondary Education ............................................................. 47
4.2.6 Teacher Education ................................................................. 55
4.2.7 School Inspection ................................................................... 58
4.2.8 Adult and Non-Formal Education ........................................... 63
4.2.9 Higher Education ................................................................... 72
4.2.10 Technical and Vocational Education and Training ................. 78
4.2.11 Vocational Education ............................................................. 78
4.2.12 Technical Education and Training .......................................... 83
4.2.13 Folk Education ....................................................................... 89
Achievement of Targets within Cross-Cutting Issues (CCI) ................ 92
4.3.1 Gender ................................................................................... 92
4.3.2 HIV and AIDS in Education .................................................... 94
4.3.3 Environmental Education ....................................................... 96
4.3.4 Human Rights in Education.................................................... 98
4.3.5 Education Sector Management Information System (ESMIS)101
4.3.6 Information Education and Communication (IEC) ................... 102
Targets at Risk............................................... Error! Bookmark not defined.
5.0
5.1
5.2
5.3
5.4
FINANCIAL PERFORMANCE.................................................................. 104
Allocation ........................................................ Error! Bookmark not defined.
Expenditure .................................................... Error! Bookmark not defined.
Revenue.......................................................... Error! Bookmark not defined.
Challenges.................................................................................................... 109
6.0
6.1
6.2
ADMINISTRATION AND HUMAN RESOURCES ................................. 110
Overview of Human Resource Situation in the Education Sector ....... 110
Achievements .............................................................................................. 110
4.3
iii
6.3
6.4
6.5
6.6
Capacity Building......................................................................................... 112
Management ................................................................................................ 112
Challenges.................................................................................................... 113
Way Forward ................................................................................................ 113
7.0
7.1
SECTOR DIALOGUE AND ACCOUNTABILITY .................................. 114
Dialogue with Development Partners....................................................... 115
7.1.1 Rating Framework ........................................................................ 115
Dialogue with Domestic Actors ................................................................. 117
Milestones .................................................................................................... 117
7.3.1 List of Activities Carried Forward to 2010/11 ........................... 118
7.2
7.3
8.0
8.1
8.2
WAY FORWARD ........................................................................................ 119
Overall Education Sector Priority Actions for 2010/11 .......................... 119
Education Sub-Sector Priority Actions for 2010/11 ............................... 120
8.2.1 Basic Education FY 2010/11....................................................... 120
8.2.2 Higher Education .......................................................................... 121
8.2.3 Folk Education............................................................................... 121
8.2.4 Technical and Vocational Education and Training (TVET) .... 122
8.2.5 Human Resources ........................................................................ 122
iv
LIST OF TABLES
Table 1: The Overall Achievement from 2007/08 to 2009/10 ...................................... 19
Table 2: Enrolment of Pre-Primary Pupils 2008 - 2010 ................................................. 30
Table 3: Primary Schools Enrolment by Age in Standard I, 2008-2010 ................... 31
Table 4: Std I – VII Enrolment by Age 2008 - 2010 ........................................................ 32
Table 5: Primary Schools Enrolment Std 1 and Std I–VII, 2008-2010 ...................... 32
Table 6: COBET Learners Enrolment (Cohort I) by Sex, 2008- 2010....................... 35
Table 7: Funds Utilized for Construction of School Infrastructure and Fabrication
of Desks – 2009/2010 .............................................................................................. 37
Table 8: Pupils with Special Needs by Type of Disability, 2008 – 2010 ................... 37
Table 9: Primary School Leaving Examination Results, 2006-2009 ......................... 40
Table 10: PSLE Assessment January, 2010 .................................................................... 40
Table 11: Standard IV Examination Results 2008-2009 ............................................... 41
Table 12: Number of Institutions Inspected During FY 2009/10 ................................. 59
Table 13: Inspectorate Budget for F/Y 2009/10 ............................................................... 61
Table 14: Enrollment in Public and Private Universities and its Colleges
2009/2010 ........................................................................ Error! Bookmark not defined.
Table 15: Pass Rates for Year 2007-2009 ........................................................................ 80
Table 16: Registration Status of Technical Institutions as at 30th June 2010 ........ 83
Table 17: Summary of Enrolment in Technical Education Institution ........................ 83
Table 18: Accreditation Status of Technical Institutions as at 25th June 2010 ...... 84
Table 19: Average Teacher - Students Ratio as at June 2010 ................................... 85
Table 20: Targets at Risk and Mitigation Strategies ........... Error! Bookmark not defined.
v
LIST OF ANNEXES
vi
LIST OF ABBREVIATIONS
ACCC
Association of Canadian Community Colleges
ADEM
Agency for Development of Education Management
ATC
Arusha Technical College
AE/NFE
Adult and Non-Formal Education
CBET
Competence Based Education and Training
CBOs
Community Based Organizations
CDOs
Community Development Officers
CG
Capitation Grant
COBET
Complementary Basic Education in Tanzania
CSOs
Civil Society Organizations
DFID
Department for International Development
DG
Development Grant
DPs
Development Partners
ECD
Early Childhood Development
EE
EETWG
Enrolment Expansion Technical Working Group
ESD
ESDP
Education Sector Development Programme
ESMIS
Education Sector Management Information System
ETP
Education and Training Policy
FBO
Faith Based Organization
FDC
Folk Development College
FDC
Folk Development College
FEDC
Folk Education Development Committee
FEDP
Folk Education Development Programme
GBS
General Budget Support
FY
Financial Year
GER
Gross Enrolment Ratio
GoT
Government of Tanzania
GPI
Gender Parity Index
vii
HKMU
Hurbert Kairuki Memorial University
HLM
High Level Meeting
IAE
Institute of Adult Education
IMSC
Inter Ministerial Steering Committee
IMTU
International Medical Technical University
JESWG
Joint Education Sector Working Group
KCMC
Kilimanjaro Christian Medical Centre
LGAs
Local Government Authorities
LL-MIS
Life Long Learning Management Information System
LLTT
Life Long Learning Technical Team
MCDGC
Ministry of Community Development Gender and Children
MIS
Management Information System
MDAs
Ministries Department and Agencies
MNMA
Mwalimu Nyerere Memorial Academy
MoEVT
Ministry of Education and Vocational Training
MoU
Memorandum of Understanding
MTEF
Medium Term Expenditure Framework
MUHAS
Muhimbili University of Health and Allied Sciences
NACTE
National Council for Technical Education
NER
Net Enrolment Ratio
NGO
Non-Governmental Organization
NMSH
National Multi-Sectoral Framework
PEDP
Primary Education Development Programme
PER
Public Expenditure Review
PGDE
Post Graduate Diploma in Education
PLWHAs
People Living With HIV/AIDS
PMO-RALG Prime Minister’s Office - Regional Administration and Local
Government
PSLE
Primary School Leaving Examinations
PTBR
Pupil Text Book Ratio
QITWG
Quality Improvement Technical Working Group
RVTSCs
Regional Vocational and Training Service Centres
SIDA
Swedish International Development Agency
TC
Teachers’ Colleges
viii
TCU
Tanzania Commission for Universities
ToR
Terms of Reference
TPR
Teacher Pupil Ratio
TRC
Teacher Resource Centres
TVET
Technical and Vocational Education and Training
TWGs
Technical Working Groups
UDSM
University of Dar es Salaam
UN
United Nations
UNESCO
United Nations’ Educational, Scientific and Cultural Organization
UNFPA
United Nations Funds for Population Agencies
UNICEF
United Nations Children’s Fund
VET
Vocational Education and Training
VETA
Vocational Education and Training Authority
VTC
Vocational Training Centre
WBUCHS
Weill Bugando University College of Health Sciences
WEC
Ward Education Coordinator
ix
PREFACE
STATEMENT BY THE MINISTER FOR EDUCATION AND VOCATIONAL
TRAINING
The provision of quality education in Tanzania is the mandate of the Government
under the management of the Education Sector. The major role is to provide
equitable quality education and training at all levels and provision of a conducive
environment for stakeholders to participate actively in its delivery process. On the
other hand, the Government gives high priority to provision of quality education to
all Tanzanians because of its fundamental role in bringing about the Nation’s
social and economic development as emphasized in the National Strategy for
Growth and Reduction of Poverty (NSGRP/MKUKUTA).
In the process of
provision of quality education, the Education Sector is sub-divided into four subsectors namely: Basic Education (Pre-Primary and Primary, Secondary, Teacher
and Adult and Non-Formal Education); Folk Education, Higher Education, and
Technical and Vocational Training. All sub-sectors fall under the parent Ministry,
the Ministry of Education and Vocational Training (MoEVT) except for the Folk
Education sub-sector which falls under the Ministry of Community Development,
Gender and Children (MCDGC). The Prime Minister’s Office Regional
Administration and Local Government (PMORALG) oversee the supervision,
administration and management of Pre-Primary, Primary, Adult and Non-Formal
and Secondary Education performed by Local Government Authorities (LGAs).
Core Functions
The MoEVT is responsible for education policy formulation, provision of
regulations and guidelines, setting standards, quality control and assurance,
assessment, curriculum development and teachers education. The Ministry also
conducts monitoring and evaluation of the Basic, Technical, Vocational and Higher
Education performance, undertaking educational research, planning, coordinating
education programmes and capacity building of education managers and
practitioners for quality education delivery.
x
The Ministry has alternative post primary and secondary education and training
opportunities available, which lead to careers as skilled workers, technicians and
professionals develop skills to be able to work in different sectors of the economy.
Other forms of alternative approaches to education are overseen by the MoEVT in
collaboration with the Institute for Adult Education.
The delivery of Pre-Primary, Primary, Secondary, Adult and Non Formal
Education falls under the LGAs accountable to the PMO-RALG, who oversees the
implementation.
On the other hand, the MCDGC is responsible for policy formulation, inspection,
curriculum development, monitoring and evaluation of Folk Education. Folk
Education focuses on the development and advancement of adult knowledge,
skills and abilities to enable citizens to participate in democratic, economic and
cooperative endeavors such as agriculture, handcraft, domestic science,
business, market, entrepreneurship, credit referral and other income generating
activities in order to prepare adults for self employment.
Policies Guiding the Education Sector
The key policies which guide the provision of education are National Macropolicies, sectoral education policies and programmes. The macro-policies include
the Tanzania Development Vision (2025) and the National Strategy for Growth
and Reduction of Poverty (NSGRP), popularly known in Kiswahili MKUKUTA. The
sectoral policies and programmes include the Education Sector Development
Programme (1997) revised in 2001 and 2008, the Education and Training Policy
(1995) which is currently under review, the Technical Education and Training
Policy (1996) and the Higher Education Policy (1997).
The main focus of sectoral policies and ESDP which support MKUKUTA, is
transforming the education sector into an efficient, effective, outcome-based
system that will facilitate the achievement of the educational goals expressed in
the Development Vision 2025. Specifically, the objectives are to:-
xi
(i)
address poor levels of performance across the sector, thus improving
resource utilization and bringing better targeting of resources toward
sub-sectors;
(ii)
achieve properly managed, better performing and a more motivated
teaching force as key catalyst to attain quality outcomes;
(iii)
ensure out of school children, and adults access basic learning
opportunities;
(iv)
ensure the youth, adults, out of school children and vulnerable groups
(including both men and women) access knowledge, folk and
vocational skills;
(v)
promote teaching and learning of science , mathematics and
languages at all levels;
(vi)
improve teaching and learning environment including school/college
infrastructure;
(vii) ensure adherence to policy, laws, regulations, norms and standards in
the provision of quality education at all levels;
(viii) ensure training of qualified teachers to cater for all levels of education;
and
(ix)
ensure quality assurance in the whole process of administration,
supervision, governance and management of education.
The sector continues to implement the following programmes and strategies under
the guidance of the stated policies:
(i)
Primary Education Development Programme (PEDP II) 2007-2011;
(ii)
Secondary Education Development Programme (SEDP II) 20102014;
(iii)
Teacher Development and Management Strategy (TDMS) 2007;
(iv)
Folk Education Development Programme (FEDP) 2007;
(v)
Adult Education and Non-formal Education Strategy; 2003/4-2007/8;
(vi)
Higher Education Development Programme (HEDP) 2009-2013;
(vii)
Technical and Vocational Education Development Programme
(TVEDP) (under way); and
(viii)
Technical and Higher Education Sub Master Plan, 2003–2018.
(ix)
Gender Strategic Plan (2010 - ?)
xii
(x)
HIV/AID Strategic Plan (2009 - ?)
(xi)
Environmental Education Strategic Plan (2010 - ?)
As stated in the ESDP, Education Sector Programmes, the Ministries Strategic
Plans, Education Sector Budget Guidelines, Education Sector Performance
Report 2008/09, and Education Sector Review Milestones the agreed priority
actions for FY 2009/2010 were to:
(i)
strengthen supply of qualified teachers across the country through
construction of teachers houses in difficult environments and to
expedite training and recruiting more teachers and tutors;
(ii)
strengthen the quality of and capacity in education through
strengthened
TRCs,
and
implementation
of
the
Teacher
Development and Management Strategy (TDMS); conducting
regular and inclusive in service teacher training in Mathematics,
Science and English Language subjects and promote reading
culture among students, teachers and adult learners;
(iii)
improve the supply of textual and non-textual teaching and learning
materials for regular students and students with learning disabilities,
through the full provision of relevant financial resources including
capitation grants at all levels;
(iv)
improve the teaching and learning environment at all levels through
construction/rehabilitation of necessary learning infrastructure such
as classrooms, libraries, laboratories, lecture theatres and sports
facilities for both education and vocational and technical institutions;
(v)
strengthen data gathering, analysis and performance reporting
through implementation of the Education Sector Management
Information System (ESMIS) plan and capacity building on the
same;
(vi)
strengthen education planning, budgeting monitoring and evaluation
and tracking of disbursements, expenditures and results including
undertaking financial audit and conducting regular finance tracking
surveys and capacity building of key players at all levels;
(vii)
improve quality assurance and strengthening the inspectorate
department to enhance quality control measures;
xiii
(viii)
(ix)
address Cross-Cutting Issues at all levels of education;
address vulnerability including financial support to needy students of
higher learning;
(x)
expand enrolment with focus on ensuring access and equity at all
levels of education; and
(xi)
strengthen research and development;
Remarkable achievements have been noticed in areas of access, equity, capacity
building,
Information
and
Communication
Technology
(ICT),
education
management and inter- and intra- sector dialogue at development committee
levels. However, there are still challenges that need to be addressed. The critical
focus over the coming years will be on quality improvement especially in the
Sciences, Mathematics, ICT Languages, Skills Development and e-Learning.
Challenges are poor performance in Primary School Leaving Examination (PSLE)
especially for girls. In 2009, the average pass rate in PSLE was 49.4%, the pass
rate for girls was 43.2% while that of boys was 55.6% which was above the
average. Also, there was a great variations of PSLE performance across the
regions, whereby, the first region (Dar es salaam) scored a pass rate of 69.8%,
and the lowest (Shinyanga) scored a pass rate of 31.9%.
Other challenges
include absorption of the number of graduates at different levels of education
(Primary and Secondary) into vocational training colleges in order to prepare them
for self employment. In addition, the low participation of A-Level graduates into
higher learning institutions particularly in Mathematics, Sciences and Languages
in order to promote high level personnel in various careers posses as another
challenge.
Another area was to improve the provision of quality education to cope with the
expanded enrollment. This requires training of more teachers, trainers, instructors,
lectures and employing them, especially Science, Mathematics and Language
teachers. Also there is a need of provision of professional development of
teachers at all levels and provision of teaching learning materials and assistive
devices.
xiv
Hon. Prof. Jumanne A. Maghembe (MP)
MINISTER FOR EDUCATION AND VOCATIONAL TRAINING
xv
STATEMENT BY THE PERMANENT SECRETARY
The quality of life style of Tanzanians depends on the type and quality of
education provided. Therefore, the education sector has the role of improving the
provision of education by ensuring good learning outcomes whereby learner’s
performance should be observable and measurable. The Tanzania Development
Vision 2025 and MKUKUTA policies consider education as a strategic tool for
changing Tanzanians through equipping them with knowledge, skills, values and
attitudes, which will enable them to competently and competitively cope with the
national and international challenges posed by globalization, and hence improve
quality of life style. This has clearly been observed by our learners participation in
inter regional essay competition, Africa inter university competition and Cabridge
examination where some of Tanzanians have emerged winners.
The successful provision of quality education is achieved by collaborative efforts
of all education stakeholders, which include the Government Ministries (local,
regional and central), Development Partners (DPs), Civil Society Organizations
(CSOs), Faith Based Organizations (FBOs), the private sector and communities.
The performance of the education sector has improved because of the
contribution by the Government of Tanzania (GoT) complemented by other
education stakeholders. The Government appreciates their contribution and the
support of all Development Partners and urges them to continue supporting the
education sector.
In the financial year 2009/10, the education sector budget was Tshs.1,743,880
Million which was used to finance various expenditures including salaries, higher
learning student loans, teaching and learning materials, school inspection, student
meals, rehabilitation and maintenance of infrastructures. As compared to the total
national budget of Tshs.9,513,685 Million the share of education sector was equal
to 18.3% of the total budget compared to 19.8% of FY 2008/09, which was a
decrease of 1.5% of the sector budget. In the financial year 2010/11, the
education sector budget is Tshs.2,045,400 Million equal to 17.6% of the total
xvi
National budget of Tshs,11,609,557 Million of 2010/11 showing a decrease of
0.7% from 18.3% in 2009/10. As reported in the last review, this persistent
decreasing trend will therefore jeopardize the attainment of the national, regional
and international targets and policies. As agreed by SADC member states, the
aim is to increase the share of the education sector allocations to 25% of the total
national budget.
Various achievements have been realized on areas of access, equity and capacity
development in the FY 2009/10, as was envisioned in the Sector Plans and
Programmes and the Aide Memoire of 2009. This report provides a detailed
summary of achievements in the relevant sections.
Despite the above-mentioned achievements, the education sector still faces some
challenges to realize the intended outputs and outcomes. Among the challenges
include the decreasing trends in enrolment and pass rate of Primary School
Leaving Examination (PSLE) in primary schools as well as completion rates.
Another area of concern is inadequacy of teaching and learning materials,
equipment and shortage of teachers especially science, mathematics and
language subjects.
In the FY 2009/10, sector Ministries in collaboration with other education
stakeholders addressed some of these challenges by (a) providing teaching and
learning materials at all levels of education including special needs materials for
children with disabilities; (b) expanding the facilities in Teacher Training Colleges,;
(c) constructing and rehabilitating schools’ and colleges’ infrastructures; and (d)
providing loans to needy students. All education stakeholders are urged to join
efforts in supporting the implementation of the planned activities relating to
education.
The Government of Tanzania will continue to collaborate with education
stakeholders to ensure that quality education is delivered at all levels of education
so as achieve the intended goals for MDGs, EFA, Tanzania Vision 2025, and
MKUKUTA.
xvii
Hamisi O. Dihenga
PERMANENT SECRETARY
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
xviii
1.0 INTRODUCTION
Provision of education falls under Cluster 2 of MKUKUTA. The Cluster 2
MKUKUTA goals, specifically 1 and 5, address equitable access to
primary and secondary education, universal literacy within the community
and expansion of technical, vocational, and higher education.
Since 2005 the GoT have been collaborating with education stakeholders
such as Non-State Actors and DPs supporting the education sector to
carry out reviews on a yearly basis. This year’s review aims at assessing
the overall performance of the sector against agreed milestones and
sector wide performance indicators for 2009/10 in the context of the
National
Strategy
for
Growth
and
Reduction
of
Poverty
(NSGRP/MKUKUTA), Education for All (EFA) targets and Millennium
Development Goals and the Education Sector Development Programme II
(ESDP II)
In 2010, a three day technical sector review meeting will be conducted to
present, discuss and assess findings of the annual education sector
performance report which is one of the important elements of the review
processes.
Other elements include (a) collection and presentation of
public views from Councils visited during the joint monitoring visits in April
and May, 2010; (b) preparation, presentation and discussion of thematic
papers on agreed areas; (c) resource flow and expenditure in budget and
audit reports; (d) priorities of the coming year; (e) preparation of JESR
Aide Memoire 2010; and (f) the High Level Meeting (HLM). The HLM
draws on Ministers and Permanent Secretaries from Sectors of Social
Services and MOFEA; Heads of Cooperation and Non State Actors, It is
chaired by the Minister of Education and Vocational Training. The meeting
will approve the Aide Memoire and the outcome of the sector rating that
feeds into the General Budget Support (GBS) annual review process.
1
As a key element in the review process, the annual education sector
performance report is a result of sub-sectors performance reports which
also report against the agreed benchmarks and the set targets for the year
2009/10. These targets are derived from the sub-sector Budget
Guidelines, Ministries Strategic Plans, Education Sector Programmes, the
agreed priority actions in the JESR Aide Memoire 2009 and from the
agreed Education Sector Wide Monitoring Tool. The Performance report
also incorporate targets from MKUKUTA, MDGs, EFA, Ruling Party
Manifesto and the GBS Performance Assessment Framework (PAF).
The report addresses the sector performance in relation to (i) Education
Priorities for FY 2009/10 (ii) Overall Performance; (iii) Achievement of
Annual Targets; (iv) Financial Performance; (v) Human Resources
recruitment, deployment, retention and performance; and (vi) Sector
Dialogue and Accountability. It then lays out the way forward for the
coming year..
2
2.0 EDUCATION SECTOR PRIORITIES FOR 2009/10
2.1
Overall Priorities and Expected Outcomes
The overall priorities were based on the priority areas identified in
the ESDP II, Ministries strategic plans, Sector budget guidelines,
Education sector review milestones and Sub-sector Programmes. It
was assumed that the resources both from local, foreign and
community would be budgeted, allocated, released and expended to
attain the agreed sector priorities.
2.1.1 Education Sector Priorities for FY 2009/10
(i)
To strengthen supply of qualified teachers across the
country through construction of teachers houses in
difficult environments and to expedite training and
recruiting more teachers and tutors;
Rationale: There is acute shortage of teachers at all levels
especially in rural and hard to reach areas.
Expected Outcome: Learning outcomes improved with
more qualified teachers especially in remote areas
hence improved pupil teacher ratio.
(ii)
To strengthen the quality and capacity in education
through strengthened TRCs, and implement the
Teacher Development and Management Strategy
(TDMS); conduct regular and inclusive in-service
teacher training in Mathematics, Science and English
Language subjects and promote reading culture
among teachers and adult learners;
3
Rationale: There have been curriculum and technological
change, globalization and change of knowledge which
calls for updating of teachers.
Expected Outcome: Functional TRCs for professional
development of teachers in place hence teachers are
better equipped to teach mathematics, sciences and
English language subjects, promote reading culture
among teachers and adult learners leading to improved
perfomance of learners and teachers.
(iii)
To improve the supply of textual and non-textual
teaching and learning materials for regular students
and students with learning disabilities, through the full
provision of relevant financial resources including
capitation grants at all levels;
Rationale: There is acute shortage of textual and nontextual teaching and learning materials for regular
students and students with learning disabilities.
Expected Outcome: Improved book pupil ratio hence
students perform better
(iv)
To improve the teaching and learning environment at
all
levels
through
construction/rehabilitation
of
necessary learning infrastructure such as classrooms,
libraries, laboratories, lecture theatres and sports
facilities for both education and vocational and
technical institutions;
Rationale: There is shortage of infrastructure and in some
areas the infrastructure needs rehabilitation.
Expected Outcome: Better learning environment in place to
accommodate expanded enrolment, improved teaching
4
and learning methodology, increased attendance of
students and teachers and improved survival rates.
(v)
To
Strengthen
data
gathering,
analysis
and
performance reporting through implementation of the
Education Sector Management Information System
(ESMIS) plan and capacity building on the same;
Rationale:
There
is
problem
in
data
collection,
dissemination and scattered sources of information.
Expected outcomes: Improved data quality hence leading
to evidence based planning and decision making.
(vi)
To strengthen education planning and budgeting,
monitoring
and
evaluation
and
tracking
of
disbursements, expenditures and results including
undertaking financial audit and conducting regular
finance tracking surveys and capacity building of key
players at all levels;
Rationale: There is problem in predictability of flow of funds,
accountability, reporting and capacity especially at
school level
Expected Outcomes: Planning and budgeting, flow of
resources,
accountability,
adherence
to
financial
regulations and capacity of personnel strengthened.
(vii) Improve
quality
assurance
and
strengthen
the
inspectorate department to enhance quality control
measures in the provision of quality education at all
levels;
5
Rationale: There is shortage of school inspectors and
resources, absence of school site supervision and
enhance effectiveness of quality assurance.
Expected Outcomes: Increased number of inspectors and
resoucres leading to effective school inspection, school
site and close to school surpevision for improved
teaching and learning hence improved performance.
(viii) Address Cross-Cutting Issues at all levels of education;
Rationale: Cross-Cutting Issues is a day to day agenda of
the nation.
Expected Outcomes: Care and support services, inclusive
education, environmental education, guidance and
counseling services, child and human rights, disaster
management and gender equity improved at all level
hence increased attendance and performance.
(ix)
Address vulnerability including financial support to
needy students of higher learning;
Rationale: To improve access of all disadvantaged groups.
Expected Outcomes: Improved equity of schooling for all
boys and girls and disadvantaged groups.
(x)
Expand enrolment with focus on ensuring access and
equity at all levels of education;
Rationale: Low enrolment at some levels and increased
number of graduates in primary and lower secondary
schools.
Expected Outcomes: Increased enrolment including more
girls and disabled students to ordinary and advanced
level secondary education, TVET, Folk and higher
education.
6
(xi)
Strengthen research and development.
Rationale: To strengthen decision making, planning and
budgeting.
Expected Outcomes: Better evidence of impact of activities,
methodologies,
teaching
and
learning
materials
available to all key stakeholders. Also better value for
money achieved by follow up and action taken on
recommendations of robust research.
2.2
Education Sub-Sector Priorities for FY 2009/10
Education sub-sectors priorities for the year 2009/10 as derived from the
Education Sector priorities are as follows:
2.2.1 Basic Education
The prioritized actions for the Basic Education Sub-sector that were
identified for implementation in FY 2009/10 as derived from sector
priorities were:
2.2.1.1 Pre-Primary
(i)
Develop the Early Childhood Development (ECD) Policy and
Management Guidelines;
(ii)
Promote ECD education through community sensitization;
(iii)
Implement the Joint Integrated Early Childhood
Development Service Delivery initiative for eight (8) councils;
(iv)
Orient Regional and District Education Officers on new Early
Childhood Development guidelines;
(v)
Ensure the participation of all actors in provision of preprimary education by enrolling 1,399,096 pre-primary pupils
by 2009.
(vi)
Implementation of Joint Integrated Early-Childhood
Development Service Delivery Initiatives in 9 Local
Government Authorities (LGAs);
7
2.2.1.2
(i)
Primary
Provide Development Grant to support community efforts in
the construction of 5,732 primary classrooms;
(ii)
Provide Development Grants for Construction of 21,936
primary school teacher’s houses and construction of 726
secondary school teachers’ houses;
(iii)
Purchase and distribute teaching and learning materials and
other assistive gadgets to 234 primary schools for special
needs learners;
(iv)
Monitor and evaluate expenditure of Capitation and
Development Grants;
(v)
Ensure maximum utilization of existing primary school
facilities to accommodate all eligible primary school children
by enrolling 1,232,569;
(vi)
Collaborate with Local Authorities to construct 10,753
classrooms in order to reduce overcrowding;
(vii) Rehabilitate the existing classrooms in collaboration with
communities and other actors;
(viii) Provide Development Grant to support community efforts in
the construction of 5,732 primary classrooms;
(ix)
Provide Development Grants for Construction of 21,936
primary school teacher’s houses;
(x)
Provide sufficient funds to construct 17,864 pit latrines with
adequate facilities for female pupils; and
(xi)
Collaborate with communities to replace furniture for
teachers and pupils including chairs, tables and desks.
2.2.1.3
(i)
Secondary
Provide Development Grants for Construction of 726
secondary school teachers’ houses;
1
(ii)
Construction of 200 classrooms for A level;
(iii)
Construction and equipping of 46 laboratories;
(iv)
Purchase and distribute teaching and learning materials and
other assistive gadgets to 29 secondary schools for special
needs learners.
(v)
Monitor and evaluate
expenditure of
Capitation
and
Development Grants;
2.2.1.4 Teacher Education
(vi)
Provide training to 21,846 pre-service and in-service
teachers, for primary schools, 3,000 secondary schools
licensed teachers and 308 teachers in special needs
education; and
(vii)
Upgrading of 400 Grade B/C teachers to grade A through
modules.
(viii)
Conduct in-service training for primary and secondary school
teachers in science, mathematics, and English Language
subjects;
(ix)
Procure and distribute teaching and learning materials and
other assistive gadgets to 1 TC (Patandi) for special needs
learners.
(x)
Expansion of facilities in Teacher Training Colleges to cater
for expanded enrolment of student teachers;
(xi)
Sustain
and
maintain
Communication
provision
Technology
(ICT)
of
Information
services
in
and
34
Government Teacher’s Colleges; and
(xii)
Train 316 tutors in CISCO essentials and one (1) tutor in
ODL and basic skills in Information and Communication
Technology (ICT).
2.2.1.5 Inspectorate
(i)
Rehabilitate 20 inspectorate school offices;
2
(ii)
Inspect and provide professional and academic support
services to 24,585 educational institutions;
(iii)
Train 150 newly appointed school inspectors;
(iv)
Supervise National Form Two Examinations;
(v)
Facilitate provision of book allowances to school inspectors
studying at Open University of Tanzania;
(vi)
Conduct workshop to orient heads of schools, Ward
Education Co-coordinators and school inspectors from the
Learning
Districts
on
School
Supervision
Guidelines,
reviewed School Inspector’s Hand Book And Whole School
Inspection Checklist;
(vii)
Make a follow up on implementation of inspection targets in
the districts and zones;
(viii)
Strengthen inspectorate offices through purchasing of 27
vehicles and procurement of furniture.
2.2.1.6
Adult and Non-Formal Education
Monitor and evaluate implementation of life-long learning
Management Information Systems in 12 pilot districts and A-NFE
programmes including the Yes I Can Model;
2.2.2 Higher Education
(i)
Provision of financial support to 14 Higher Education
institutions;
(ii)
Sponsorship of 1,561 Medical Doctors (MD) students
studying at Muhimbili University of Health and Allied
Sciences (MUHAS), Hubert Kairuki Memorial University
(HKM), Kilimanjaro Christian Medical College (KCMC), Weil
Bugando University College of Health Sciences (WBUCHS),
and International Medical Training University (IMTU);
(iii)
Provision of higher education loan to 60,000 students in local
institutions and abroad;
3
(iv)
Sponsor 90 exchange programme students through Inter
University Council for East Africa (IUCEA);
(v)
Sponsor 5 students from China as implementation of
Tanzania-China Cultural agreement
(vi)
Co-ordinate utilization of 150 scholarships from Algeria,
China, Cuba, Russia, Poland, New Zealand and the United
Kingdom (UK);
(vii)
Sponsor 80 academicians of public higher education
institutions; and
(viii)
Provide financial support to cater for basic and applied
research.
2.2.3 Technical and Vocational Education and Training
(i)
To Strengthen data gathering, analysis and performance
reporting through implementation of the Education Sector
Management Information System (ESMIS) plan and capacity
building on the same;
(ii)
Sponsorship of ordinary diploma in engineering students at
Technical and Vocational Institutions;
(iii)
To rehabilitate VET centres and commerce the construction
of 25 District VET centres;
(iv)
Preparation of Technical and Vocational Education and
Training Development Programme (TVETDP);
(v)
Facilitate Regional Vocational Training Services Centres in
provision
of
Ordinary Diploma
programmes
(National
Technical Awards-NTAs) and to institute bridging courses;
(vi)
Carry out needs assessment on existing VET centres in 12
councils to identify skills which are responsive to the market
needs;
4
(vii)
Develop a curriculum/Bridging Programme that will enable
VETA graduates proceed with Training at Technician Levels;
and
(viii)
Rehabilitation and expansion of
physical facilities in
Technical Education Institutions to accommodate increased
enrolment.
2.2.4 Folk Education
i)
facilitate residential, short and outreach training for 30,000
participants; Train 100 FDC’s staff on various professional
skills and refresher courses;
ii)
rehabilitate 15 FDCs and improve infrastructure to be
friendly to participants with disabilities.
iii)
improve ICT equipment and accessories to 30 FDCs;
iv)
facilitate training on crosscutting issues-gender, HIV and
AIDS, Environment and guidance and counseling;
v)
develop
and
install
a
harmonized
Education
Sector
Monitoring System; and
vi)
equip 53 FDC’s with teaching and learning materials and
transport facilities.
2.2.5 Human Resources
i)
Recruit --- primary teachers --- secondary teachers, ---tutors
and --- lecturers.
ii)
Recruit 472 employees, approve 800 permits for foreign
experts, confirm 150 employees and coordinate and promote
906 employees.
iii)
Completion and execution of reviewed Client Service
Charter and harmonization of OPRAS for teaching staff and
non teaching staff.
5
iv)
Operationalize the new Organization Structure of the
Ministry of Education and Vocation Training.
v)
Put into action new service scheme for teaching staff and
non teaching staff.
vi)
Pay Staff outstanding debts and plan for an approach that
will enable prompt payments.
vii)
Coordinate discussion towards establishing of a common
organ
to
take
care
of
teacher’s
recruitment
and
remunerations.
viii)
Coordinate preparations for proposed establishment of
Teachers Professional Boards.
2.3
Priorities and expected outcomes for Cross-Cutting Issues:
2.3.1 Gender Issues
i)
Develop guidelines for re-entry of pregnant school girls and
ii)
Develop Gender Strategic Plan;
2.3.2 HIV and AIDS in Education
i)
Develop HIV and AIDS Strategic Plan;
ii)
Develop Care and Support Strategy; and
iii)
Develop National Life Skills Framework.
2.3.3 Environmental Education
i)
Organize training for teachers on the use of the Guideline for
Teaching Environmental Education and Education for
Sustainable development in primary schools;
ii)
Prepare Guideline for Teaching Environmental Education in
Secondary schools;
6
iii)
Arrange training sessions for teachers on the use of
research in the teaching and learning science subjects and
mathematics;
iv)
Prepare climate change adaptation training manual and
materials;
v)
Prepare training for teachers on the use of climate change
adaptation training manual and materials; and
vi)
Prepare Environmental Education Strategic Plan.
2.3.4 Human Rights
Strategic Plan on Human Rights
2.3.5 Education Sector Management and Information System
i)
Production of Education Sector Basic Education Statistics;
ii)
Capacity Development of Sub-sector Focal Persons in
implementing
sub-sector
MIS
cycles
(data
collection,
processing, querying and reporting, analysis for evidencebased planning);
iii)
Centralization of sub-sectors database; and
iv)
Monitoring and Evaluation of Decentralized Pilot Districts
2.3.6 Information Education Communication
i)
Prepare and broadcast educational and sensitization TV and
radio programmes;
ii)
Prepare, publish and distribute “EdSDP” Newsletter to
sensitize the public on the implementation of ESDP
programmes; and
iii)
Develop MoEVT Communication Strategy
7
3.0 OVERALL PERFORMANCE
The overall performance of the education sector is reflected in the aspects
of access, equity, quality and quality assurance, capacity building,
research and development, Cross-Cutting Issues, ESMIS, planning,
budgeting and financing and monitoring and evaluation. Political will and
community commitment and awareness have resulted into increased
enrolment and improved infrastructure at all levels of education. However,
improved quality education delivered across all sub-sectors is an issue to
be addressed.
3.1
Progress Towards Overall Priorities and Expected Outcomes
The Education Sector has made some improvement over the last year
towards the achievement of its overall priorities and expected outcomes
as reflected below:
3.1.1 Demographics
Enrolment rates have increased at all levels of education except for
primary level where Net Enrolment Ratio (NER) and Gross
Enrolment Ratio (GER) have decreased in 2010. While the Primary
sub sector has shown a capacity to absorb the emerging school
age population, there is demographic pressure to other education
subsectors. For example, the population of primary school age
population (7- 13) in 2010 is 7,911,584 while the total enrolment is
8,419,305 pupils giving the NER of 95.4% and GER of 106.4%.
This implies that the sub-sector have 6.4% more places in Primary
schools in 2010.
While the demographic pressure on education is currently not an
issue in Primary, the status is different in Pre-Primary, Lower &
Upper Secondary and Higher Education. For example, the Pre8
primary school age population (5-6 year old), for Tanzania
mainland in 2010 is 2,344,242 while the enrolment is 925,465
pupils giving the NER and GER of 37.5% and 39.5% respectively.
This implies that the sub-sector should have in place at least 153%
more places in Pre-primary schools in 2010 in order to absorb the
available school age population.
In regard to secondary where the school age population (14-17 and
18- 19 year old) are 3,309,454 and 1,514,314 for Lower and Upper
secondary respectively, the enrolment are 1,566,685 and 72,014.
The NER and GER for Lower secondary is 30.8% and 47.3%
respectively while that of Upper secondary are 1.9% and 4.9%.
This implies that there should be at least 111% more places in
Lower secondary and 2000% more places in upper secondary if
secondary education is to be compulsory in the two levels in 2010.
The MKUKUTA Targets for GER for lower and upper secondary
schools is 50% and 25% respectively. Given the 2010 school age
population, in order to attain the targets, there should be at least
5.6% and 425% more places in Lower and upper secondary
education respectively.
Regarding to Higher and Technical education where the school age
population (20 - 23 year old) is 3,194,356 the enrolment is 169,124
giving the GER of 5.3%. If this population was to access Higher &
Technical education in 2010, at least 1700% more places are to be
in place. The MKUKUTA GER Targets for tertiary education is
12.5%, this implies that in order to attain MKUKUTA Targets for
tertiary education there should be at least 136% more places.
Apart from population, there are also several socioeconomic
constraints adding to this demographic pressure. These include the
9
persistent increase number of orphans and infected population. For
example in 2010, 629,279 pupils from primary schools and 138,823
students from secondary schools lost one of their parents while
240,462 pupils and 94,919 students lost both parents in Primary
and Secondary schools respectively. It is clear that the demand for
education for these orphans is very fragile despite of free primary
education. This goes beyond sharing guardians’ resources in
education among the orphans as some of them are forced to drop
from schools so as to take care of younger kids. In 2009, 3,153
pupils from primary schools and 3,923 students from secondary
schools dropped from schools for lack of schools needs.
HIV/AIDS is another social issue that posses another demographic
pressure. Since the infection rate among the adult population in the
country is 6.2% (NBS Survey, 2007) it is likely to affect the supply
and the demand for education services. Regarding the demand
side, children of infected parents are likely to become orphans in
need of new caretakers. When a guardian takes care of an orphan,
his/her resources must be spread hence the required needs for
education expenditures become higher. In general, in families
affected with HIV/AIDS, children are more likely to drop out of
school for instance because of the need to stay at home to take
care for sick parents/guardian. In 2009, 615 pupils from primary
schools and 350 students from secondary schools dropped from
schools in order to take care for parents/guardians illness. Also
1,453 pupils from primary schools and 1,540 students from
secondary schools dropped from schools as a result of illness.
Regarding the supply side, teachers are also at risk of being
infected by HIV/AIDS as part of population. For example, given the
current number of teachers of 165,856 in primary and 40,517
10
teachers in secondary education, and if we assume that about
6.2% of them are HIV/AIDS infected in relative terms, it implies that
10,283 teachers are infected in primary and 2,512 teachers in
secondary schools. These posses the need for care and support
services to these teachers whose attendance to school is irregular
due to sickness hence affecting the quality of education. This has
been addressed by work place interventions in all institutions where
by personnel who identify themselves as being HIV/AIDS infected
or affected are given care and support as per Government circular
No --- of 2008??
In 2009, death contributed 26% (648) of total teacher attrition in
primary education and 9.4% (143) in secondary schools. This calls
for extra need of teachers by training, recruiting and training more
teachers in order to account for the expected high attrition rate
among the teaching force.
There has been an increased number of both girls and boys
enrolling at all levels except for primary education which has
decreased in 2010. However, the proportion of girls falls as they
move up the education ladder. For example, in 2010, the population
of girls at Universities is 35.3% while at primary level the population
of girls is 50.1%. The vulnerability of girls to cultural beliefs and
customs, early pregnancies and sexual abuse remains a challenge
towards their participation in schools and colleges.
3.1.2 Enrolment
Enrolment rates have increased at all levels of education except for
primary level where Net Enrolment Ratio (NER) and Gross
Enrolment Ratio (GER) have decreased in 2010. Survival Rate for
higher learning and teacher colleges is high except for primary
11
schools which is 69.3% and for secondary schools which is 72.9%
to Form 4 and 78.2 % to Form 6. The transition rate from primary to
secondary schools is 43.9% (2009) as compared to 51.6% of 2008
while the transition rate from O-level to A-level is 15.4% in 2009
compared to 26.4% in 2008. Both The transition rates recorded a
downward
trend
as
compared
to
previous
year.
Detailed
information regarding enrolment is reflected in the sub-sector in
section 4 of this document.
3.1.3 Equity
When one considers equity in education the perspective has to
consider it in terms of access, learning environment and
achievement of results. In regard to equity in access, there have
been a greater improvement of females participation in education at
all levels of education. However, equity has been affected in
transition rate from one level to the other. For example 198,810
girls and 240,017 boys were enrolled in Form 1 in 2010. While
Gender Parity in secondary schools and higher education has been
improving gradually (1: 0.8 for secondary and 1: 0.5 for higher
education in 2010), Gender Parity in primary schools is 1:1.
Accessing loans for needy students/learners has been increased in
all levels. For example in secondary education, the government has
been providing capitation grant to students from poor families in
both rural and urban areas.
In regard to learning environment, the number of learners with
Disabilities have been provided with assistive devices and their
learning environment are improved time to time.
Detailed
information regarding equity is reflected under relevant sub-sector.
12
3.1.4 Internal Efficiency
The internal efficiency refers to how education system is effective
and efficient in retaining enrolled pupils/students. In order to
measure internal efficiency indicators of Repetition Rate, Promotion
rate, Dropout rate and Pass rate per level are used. It also includes
learners educators’ ratio at all levels as well as Learners Books
Ratio and Qualified educators.
Generally, there is good progress across the sub-sectors. The
dropout rate in primary decreased from 3.7% in 2009 to 2.6% in
2010 while that of secondary decreased from 4.1% to3.4%.
Repletion Rates in secondary schools decreased from 1.9% in
2009 to 1.5% in 2010. However, that of primary increased from
2.5% to 2.8%. The Promotion Rate has almost remained the same
in primary education while that of secondary has increased from
94.0% in 2009 to 95.1% in 2010.
Pupil/ Qualified Teacher Ratio in primary education has improved
from 1:60 in 2009 to 1:54 in 2010. In regard to secondary
education, the Pupil/ qualified teacher ratio has improved from 1:57
in 2009 to 1:51 in 2010 mostly because of Government’s priority
and effective implementation in the recruiting and posting of
teachers especially in rural areas, though the Pupil/ Qualified
Teacher inequalities among regions remain.
3.1.5 Quality
There have been efforts to improve the quality of education by
increasing numbers of qualified teachers and construction of
classrooms. However, the quality of education needs to be
sustained by continued recruitment of qualified teachers, provision
of In-service Training, quality assurance and provision of teaching
13
and learning materials. The main challenge is to raise the morale of
teachers and retain them, particularly in hard to reach areas.
Detailed information regarding quality is reflected in the sub-sector
in section 4 of this document.
3.1.6 Cost and Financing
For purposes of financing, the MoEVT has prepared a unit cost
table for the sector of which the budget is prepared according to
sub-sector priorities. For example, unit cost of student/learner per
level in Government School/institutions and Cost of Training
students/learners
by
discipline
Trade/stream
and
Cost
of
infrastructures. Detailed information regarding financing is reflected
under relevant sub-sector.
3.1.7 External Efficiency
External efficiency refers to benefits society gains from investiment
in education. These can be either in social/economic terms,
individual/collective terms or each level of education as compared
to other levels. In 2009/10, the education sector undertook a needs
assessment for market demand to find out the opportunities for
absorbing the FDCs graduates in Social and economic activities in
their localities. So far the FDCs graduates are marketable in their
fields of trade which has contributed largely in the economic returns
by rising self employment rate.
3.1.8 The Education Management Information System (ESMIS)
The MoEVT has established the Education Sector Management
Information System (ESMIS) to capture necessary information on
the number of school/institutions, enrolments, infrastructure and
number of Teachers/educators available at all levels. Furthermore,
14
the data in BEST, 2010 incorporated all sub sectors hence
harmonized.
The specific targets and performance indicators for the Sector, including each
Sub-sector, are highlighted in Section 4.0 of this report, which also assesses
which target are likely to be met and mitigation strategies for those that are at risk
3.2
Evaluation and Review
During the FY 2009/10, the education sector undertook some
studies aimed at providing strategies for improving the delivery of
quality education and training services to its clients. The studies
include:
1)
Public Expenditure Tracking Survey for Primary and
Secondary schools
2)
The impact of Folk Education to the target group.
3)
Evaluation of whether FDCs can provide both Folk
Education and Vocation Education.
Findings and recommendations for studies undertaken in 2009/10
are attached in Annexes ………..
Also in 2009/2010, the following documents were reviewed or
issued deliberately to its users for implementation that changed the
delivery of education services in one way or another:
1) Education Circular Number 2 of 2010 on Selection of Textbooks
for Primary Schools Std 1-V (Issued).
2) Education Training Policy 1995 (The review process is
progress);
For the year 2009/2010 the office of the Commissioner for
Education issued 13 educational circulars deliberately on various
issues. However, only one needs to be mentioned in this document
15
and reasons for its issue stated. The circular is Education Circular
No.2 of 2010 : “Selection of Textbooks for Primary Schools”.
The reason for issuing the circular was because School
Committees and Head teachers were faced with the problem of
selecting relevant textbooks for use in their schools. Moreover,
teachers and pupils were facing the same problem and in addition,
they faced a problem on how to use content from different
textbooks of the same level. In some cases, the use of different
terminologies referring to the same item thus confuses them. The
selection of two textbooks for use in primary school (Std I – V)
addressed these problem in order to create uniformity in terms of
knowledge and what to be addressed.
3.3
Issues and Challenges
Apart from the evaluation given above, the education sector faced a number
of challenges. The challenges are centered in the effective provision of
quality education due to enrolment expansion at all levels, low completion
rates for primary, secondary pupils and VET students, and declining pass
rates, particularly for girls as well as provision of higher education students
loans. For istance there is shortage of qualified teaching staff, inadequate
teaching and learning materials, equipment and Assistive Devices for pupils
with special needs.
Other challenges include:
(i)
Provision of incentive packages for teachers at all levels especially
housing and decent working environment in hard to reach areas;
(ii) Management of rapid expansion at all levels from a financial and
budgeting perspective as well as ensure adequate funding of
education sector due to increasing demand for resources across the
board;
16
(iii) Setting of realistic achievable projections for the key targets in the
sector, taking into account the MKUKUTA and the ESDP priorities;
(iv) Facilitation of Research and Development at all levels of education
and adequately monitor and evaluate the performance (including
impact) of the education programmes at all levels of education;
(v) Developing capacity in governance, management, monitoring and
evaluation and address cross-cutting issues;
(vi) Financing of Education sector programmes and strategies SEDP,PEDP, FEDP, TDMS and HEDP; and
(vii) Improvement of the teaching of science, mathematics and language
subjects across the education sector.
4.0 ACHIEVEMENT OF ANNUAL TARGETS
4.1
Overall Achievement of Targets within the Education Sector
There has been good achievement in the education sector during
the last three years with increased enrolment of both girls and boys
at all levels although the proportion of girls falls as they move up in
education ladder. However, short supply of qualified teachers as
well as teaching and learning materials poses challenges to the
quality of education against the rapid expansion of the education
sector.
The achievements in terms of increased enrolment rates, numbers
of teachers and classrooms have been impressive. However, gains
in access need to be sustained with on-going investment in the
quality of education. The main constraint to provision of quality
education is inadequate human resources especially in rural and
underserved areas.
17
The progress against agreed targets in the education sector is
indicated in Table 1, along with further trend analysis.
18
Table 1: The Overall Achievement from 2007/08 to 2009/10
Objective
Indicator Name
and Description
Baseline Baseline
Date
Indicator
Value
Pre-Primary Education
Net Pre-Primary
2004
school enrollment
Access,
equity and
quality of
education
improved
by
2009/10
Total number of
teachers
preprimary
24.60%
Indicator Values
Indicator Target
2009/10
P
R
√
√
√
BEST
On
Track
upward trend
BEST
At
risk
–
Downward trend
√
BEST
At
risk
–
Downward trend
√
√
BEST
On track
Upward trend
60%
√
√
BEST
At
risk
and
downward trend
50%
√
√
BEST
At
risk
Downward trend
BEST
On Track
Improving
BEST
On track
Upward Trend
BEST
On Track
Stable
2008/09
Total=36.8%
(m=36.7,
f=36.9)
Total=16,597
m= 9,911
f= 6,686
Total=24.4%
m=24.3%
f= 24.4%
Total=17,176
(m=10,477,
f=6699)
Total 37.5% A
(m=37.4.%
f=37.7%)
Total=16,534
(m=7,650,
f=8,884)
√
Total=95.9%
(m=95.84,
f=95.96)
Total=62.4%
(m=61.2,
f=63.6)
Total=49.4%
(m=55.6,
f=43.2)
51.6%
Total=95.4%
(m=95.2%,
f=95.6%)
Total=69.3%
(m=66.6%,
f=72.1%)
Not yet
available
√
99%
√
√
90%
√
√
10,365
2000
59%
Survival Rate to
Standard VII
2000
70%
Standard VII exam
pass rate
2000
22%
Transition
rate
from standard VII
to Form I (m/f not
available)
Primary
dropout
rate
(m/f
not
available)
Proportion
of
children
with
disability attending
primary
school
(Based on GER)
Percentage
of
OVC enrolled in
primary school
2000
21.0%
Total=97.2%
(m=97.5,f=97.
0)
Total=65%
(m=64.5,
f=66.2)
Total=52.7%
(m=59.7,
f=45.4)
56.7%
2003
3.80%
3.10%
3.70%
2.6%
2006
0.24%
Total=0.41%
(m=0.47,
f=0.35)
Total=0.32%
(m=0.38
f=0.27)
Total=0.35%
(m=0.40%
f=0.29%)
2006
8.6%
10.9%
(m=10.9=83,
f=10.94)
Total=10.34% Total=10.33%
(m=10.34%
(m=10.27%
f=10.35%)
f=10.39%)
Primary Education
Net
Primary
school enrollment
M
2007/08
2004
19
43.9%
S MDG
Data Source/
Means of
Verification
A
√
20%
20%
√
√
Comments or
Target Status
-
Objective
Indicator Name
and Description
Primary
Pupil/Teacher
ratio
Primary
pupil/classroom
ratio
Primary
pupil/textbook
ratio
Primary repetition
rate
(m/f
not
available)
Total number of
Primary
School
teachers
Primary qualified
teacher (grade A
+
above)/pupil
ratio
Pupil/
toilet(pit
latrine) ratio for
primary schools
Baseline Baseline
Date
Indicator
Value
2000
1:46
Indicator Values
Indicator Target
2007/08
1:54
2008/09
1:54
2009/10
1:51
S MDG M
√
1:45
P
√
R
y
Data Source/
Means of
Verification
BEST
Comments or
Target Status
On
track
Improving
-
BEST
On
Track
Improving
-
Monitoring
report
At
Risk
–
Downward Trend
2006
1:92
1:77
1:109
1:72
2001
1:20
1:5 - 1:12
1:3
1: 5
2003
5.30%
4.90%
2.5%
2.8%
BEST
At risk
2003
113,980
154,895
On Track
Upward trend
1:106
1:63
Total=165,85
6
M=82,170
F= 83,686
1:54
BEST
2003
Total=157,1
85
M=80,066
F= 77,119
1:60
BEST
On track
Improving
2005
1:60
m= 1:62
f= 1:59
Total 1:89
m= 1:92
f= 1:86
Total 1:56
m= 1:57
f= 1:56
Total=24.4%
m=24.5
f=24.3
Total=1.4%
m=1.6
f=1.3)
44.70%
Total=29.1%
m=29.7
f=28.5
Total=1.5%
m=1.4
f=1.5
44.6%
Total=30.8%
m=31.8
f=29.9
Total=1.9%
m=2.1
f=1.8
45.30%
Total=86.1%
m=96.2,
f=75.2)
Total=84.95%
(m=93.3,
f=76.5)
Total=72.9%
(m=75.2,
f=70.3)
Secondary Education
Net
Secondary
2002
Enrolment % form
1-4
Net
Secondary
2002
Enrolment % form
1-4
%
of
female
2003
enrolment in Form
I
Survival
Rate
2003
Secondary Form 1
to Form 4
6.00%
0.40%
48.20%
91.00%
20
1:1
1:62
On track
Improving
√
50%
√
√
BEST
At risk
slow progress
25%
BEST
At risk
slow progress
50%
BEST
At risk
slow progress
BEST
At risk
downward trend
Objective
Indicator Name
and Description
Survival
Rate
Secondary Form 5
to Form 6
Division I-III in
Form
4
examinations pass
rate
(f/m
not
available)
Secondary
dropout rate
Secondary
repetition
rate
form 1-4
Total number of
secondary school
teachers
Secondary
qualified teacher
(diploma+ above)
/pupil ratio
% of secondary
students provided
with scholarship
Teacher Education
%
of
primary
school
teachers
with
relevant
qualifications
(grade A+ above)
% of secondary
school
teaches
with
relevant
qualifications
(diploma + above)
Total intake per
year
(college
Baseline Baseline
Date
Indicator
Value
2004
90.1%
Indicator Values
2000
25.80%
2007/08
Total=98.9%
(m=105.0,
f=89.8)
26.7%
2003
6.60%
2.70%
3.29%
2003
3.40%
3.00%
1.7%
2003
16,399
2006
1:33
Total=32,835
M=23,122
F=9,713
1:50
2003
6,019
2003
2003
2005
Indicator Target
2008/09
Total=103.4%
(m=111.2,
f=92.6)
17.9%
2009/10
Total=78.2%
(m=80.9,
f=74.4)
Not yet
available
S MDG
M
70%
P
R
Data Source/
Means of
Verification
BEST
Comments or
Target Status
At risk
downward trend
BEST
At risk
decline for this
year
3.4%
BEST
1.5%
BEST
At risk
increase on last
year
On track
Total =33,954 Total =40,517
M= 22,972
M= 27,821
F=10,982
F=12,696
1:57
1:51
BEST
On Track
Upward trend
On track
Upward Trend
42,211
(3.4%)
11,895
(0.81%)
53.89%
Total=85.6%
(m=83.9,
f=87.3)
91.2%
Total=94.5%
(m=,
f=)
90%
BEST
On track
Upward
Trend
above target
86.57%
Total=73.4%
(m=71.0,
f=79.1)
Total=76.2%
M= 73.5,
F= 81.8
Total=79.2%
(m=
f=)
90%
BEST
At risk
Upward Trend
22,517
21,888
(2009/10=
36,648
BEST
Upward trend
26,224
21
BEST
Objective
Indicator Name
and Description
Baseline Baseline
Date
Indicator
Value
Indicator Values
2004
36.4%
S MDG
M
P
R
Data Source/
Means of
Verification
Comments or
Target Status
2007/08
2008/09
35,371)
2009/10
42%
63.6%
95.4%
BEST
Upward trend
111,413
47,091
72,799
BEST
At Risk
1,059,128
957,289
924,893
BEST
Downward trend
120,644
114,399
116,613
45%
47%
46.8%
capacity)
% of tutor in
teachers' colleges
with
relevant
qualifications
(degree + above)
Indicator Target
Adult and Non-Formal Education
COBET enrolment
2005
221,479
Enrolment
in
ICBAE Centers
2005
1,668,503
Vocational Education and Training
Vocational
2005
35,797
Education
enrolment
% of Female in
2005
45%
VET
Upward Trend
A
√
Completion rate
2005
85.7%
85.7
86.3%
N/A
√
VET exam pass
rate
2005
63.2%
76.4%
80.2%
N/A
√
47,079
49,185
50,173
44.70%
43.20%
40.8%
Technical Education and Training
2006
Total enrolment in
40,059
Technical
Education
%
of
female
2003
48.20%
enrolment
in
technical
education
institutions
22
50%
80%
50%
√
√
BEST/
VETA
Downward Trend
√
√
VETA
Upward Trend
√
√
VETA
Upward Trend
NACTE/
BEST
Upward trend
NACTE/
BEST
At risk
downward trend
Objective
Indicator Name
and Description
Higher Education
GER
Higher
Education
Total
Higher
Education student
Enrollment
Percentage
of
Females in Higher
Education
Number of higher
education
students provided
with loan (f/m not
available)
Folk Education
FDC enrolment
Baseline Baseline
Date
Indicator
Value
Indicator Values
Indicator Target
S MDG
M
P
R
Data Source/
Means of
Verification
√
2%
√
√
HEST
2007/08
2008/09
2009/10
0.27
1.23%
2.5%
5.3%
40,993
82,428
95,525
118,951
Upward trend
2005/0
6
32.5%
31.4%
33.3%
35.3%
Upward trend
2005/0
6
42,729
55, 687
58,481
74,498
HESLB
Upward trend
31,039
(48.3%
Female)
MCDGC
Upward Trend
2005/0
6
2005/0
6
2004
24,580
31,462
29,557 (48.7%
(81.9%) (43% Female)
female)
√
Macro Economic Resources
GDP Growth rate
Share
of
expenditure
allocated
to
education as % of
total budget
Share of GDP
allocated
to
education
Comments or
Target Status
2003
2003
6.90%
18.70%
7.10%
18.3%
7.4%
19.8%
6.0%
17.6%
NBS
BEST
2003
4.00%
5.30%
5.80%
6.2%
BEST
Note: MDGs - Millennium Development Goals; M=Mkukuta; P=PAF; R=Ruling Party Manifesto; S= Sector Monitoring tool (A=active, m=male, f= female)
23
Upward trend
4.2
Targets at Risk
Of the annual targets listed in Table 1 (Section 4.1) above, a number of
targets were not met or were found to be at risk as of June 30, 2010. Table
2 identifies the targets at risk and indicates the mitigating actions that have
been undertaken within the Education Sector in order to improve
performance in these areas.
Table 2: Targets at Risk and Mitigation Strategies
Targets at Risk (date)
Primary pupil/textbook ratio
Decreasing Completion rate
Actions taken by
Government in 2009/10 to
improve performance
Actions to be undertaken
in 2010/11 to improve
performance
 Introduction of the Circular No. 2 of  To go on allocating capitation
2010 whereby only two textbooks
grants
for
purchasing
were identified for each subject from
learning
Std 1-V.
materials including books.
and
of
teaching
 Government declared no repetition  Continued improving school
of VET students
for failures of STD IV Examination
environment including urging
but to be provided remedial classes.
communities to provide meals
 Improving
environment
Continued improving school
including urging communities to
environment including urging
provide meals Continued improving
communities to provide meals;
school
school environment including urging  Continue to provide remedial
classes for STD IV failures.
communities to provide meals.
% of female enrolment in
 provided
technical education
access  Continue providing pre entry
pre-entry
programmes at DIT, MIST and ACT
access programmes
 Conduct
institutions decreased
campaigns
in
secondary schools to sensitize
girls to take science and opt
for further technical education
Net
Primary
school  Continued
enrollment
environment
improving
including
school
urging
To
enforce
enrolment
and
regulations.
compulsory
attendance
communities to provide meals.
To determine reasons
for
changes in NER (Primary)
through regular and quarterly

24
Targets at Risk (date)
Actions taken by
Government in 2009/10 to
improve performance
Actions to be undertaken
in 2010/11 to improve
performance
 Enforced compulsory enrolment and M&E.
attendance regulations.
 Monitor
closely
enrolment
in
age
line
specific
with
primary
school enrolment guideline issued
Continue
improving
school
environment including urging
communities to provide meals.
 Monitor closely age specific
enrolment in line with primary
by MoEVT.
school
enrolment
guideline
issued by MoEVT.
Standard VII exam pass

rate





Rationalization of the existing
teachers
Improving
teaching
and
learning environment
Improving teachers welfare
including provision of regular
in-service training
Provision
of
orientation
course to the expert teachers
in
Mathematics
and
Languages who in turn will
assist their fellow teachers to
improve their skills.
Improving
school
based
management
Education
research
conducted to assess causes
for poor performance in
PSLE results
 Strengthen
school
inspection,
and
Provide INSET especially for
science,
mathematics
and
English teachers
Expand pre-service training of
science,
mathematics
and
English teachers
 Continue to strengthen school
supervision and provision of
professional
support
to
teachers..
supervision,
provision
of
professional support to teachers.
Transition
rate
from  Expansion of secondary education
standard VII to Form I (m/f
by
not available)
secondary school in every ward.
constructing
at
least
on
Provide
training
In
service
teacher
Provision of adequate teaching
and learning materials.
 Focus is on improving quality for FY Enhance
08/9
through
in-service
teacher
training and provision of teaching
and learning materials.
training
and
recruitment of qualified teachers
 Conduct regular monitoring
and ensure implementation of
monitoring recommendations.
25
Targets at Risk (date)
Primary repetition rate (m/f
Actions taken by
Government in 2009/10 to
improve performance
Actions to be undertaken
in 2010/11 to improve
performance
 Government declared no repetition  Continued improving school
not available)
for failures of STD IV Examination
environment including urging
but to be provided remedial classes.
communities to provide meals
 Improving
environment
Continued improving school
including urging communities to
environment including urging
provide meals Continued improving
communities to provide meals;
school
school environment including urging  Continue to provide remedial
classes for STD IV failures.
communities to provide meals.

Net Secondary Enrolment
% form 1-4
The Government to sustain efforts of
enrolling age specific children at
primary schools.
Sustain efforts of enrolling age
specific children at primary
schools.
 To ensure compulsory attendance Increase pass rate at PSLE
of enrolled pupils at primary and
 Ensure
secondary school levels.
compulsory
attendance of enrolled pupils
at
primary
and
secondary
school levels.
% of female enrolment in

Provision of remedial classes
especially for girls
Provision of science and math
camps for girls, particularly in
standard 6 and 7
Form 1
Promote
mass
programmes
media
Provide more safe, secure and
furnished hostels places for
girls,
Provide
encourage
effectively
process
counseling
to
girls
participate
in the learning

Survival Rate
Form 1 to Form 4
Secondary
Implement remedial class policy
whereby pupils failing Form II
undergo remedial classes instead of
repeating the grade
Enforcement of remedial class
policy and sensitize teachers to
carry out remedial class
Increase teacher incentives for
underserved areas

26
Targets at Risk (date)
Actions taken by
Government in 2009/10 to
improve performance
Actions to be undertaken
in 2010/11 to improve
performance
Improve school environments
including urging communities to
provide meals
Ensure full amount of capitation
grant allocated is provided to
each secondary school.

Survival
Rate
Secondary

Improve
incentive
package
including establishment of pay
policy as mechanism to retain
teachers especially I rural and
hard to reach areas
Form 5 to Form 6

Division I-III in Form 4
examinations pass rate (f/m
not available)
Provision of capitation grant.
Strengthen school supervision and
provision of professional support to
teachers.
Strengthen school inspection
and continuous Monitoring from
secondary
department
and
DEOs offices
Provide laboratory equipment
and chemicals to all schools
 Implement TDMS.
Deploy more qualified teachers,
especially to rural schools
 Make this as an objective for
SEDP II
Secondary dropout rate

Improving school environments
Activate
guidance
and
counseling units in schools
Recruit and deploy more
qualified teachers especially in
hard to reach areas.
Provision of adequate teaching
and learning materials.
Provision of adequate water and
sanitation facilities in all new
schools constructed
Increase the number of safe,
secure and furnished boarding
places are available for students
who live at more than 5
kilometres from the school.
27
Targets at Risk (date)
Actions taken by
Government in 2009/10 to
improve performance
Actions to be undertaken
in 2010/11 to improve
performance
 Strengthen
Monitoring
and
evaluation
% of female enrolment in

Provision of remedial classes
especially for girls
Provision of science and math
camps for girls, particularly in
standard 6 and 7
Form I
Promote
mass
programmes
media
Provide more safe, secure and
furnished hostels places for
girls,
Provide
encourage
effectively
process
%
of
secondary
teaches
with
qualifications
school

Expansion of teacher education
in diploma and higher learning
institutions
including
encouraging all Universities to
offer education degrees
Expand advanced secondary
education intake
relevant
(diploma
counseling
to
girls
participate
in the learning
+
above)
Explore the option of providing
incentives for new graduates to
teach science and mathematics
in secondary schools
 Encourage more students in
science
and
mathematics
majors in Higher Education
Institutions.
COBET enrolment


% of female enrolment in

 Continue providing pre entry
technical education
access programmes
institutions
28
4.3
Achievement of Targets by Sub-Sector
This section gives the analysis of the achievements for the year 2009/10
from all education sub-sectors namely: Basic Education, Higher Education,
Folk Education and the Technical and Vocational Education and Training
sub sectors. The analysis covers areas of: Access; Equity, Quality
Improvement, Capacity Building, Management, (Planning and Budgeting,
Institutional Arrangement and Monitoring and Evaluation); and Challenges.
4.3.1 Basic Education
4.2.1.1
Pre-primary and Primary Education
The Government through PEDP II enrolment guidelines continues to
emphasize and insist all PEDP II stakeholders on the urgent need to
establish pre-primary classes in each primary school as a preparatory
measure to join primary education
The distribution of PEDP II guidelines including enrolment guideline to all
LGAs and schools continued during the financial year 2009/2010. These
were prior undertakings to enable smooth enrolment in all schools which
started from January through March, 2010. The status of enrolment for the
FY 2009/2010 was as follows:-
Pre-Primary
A:
Access
The target for FY 2010 was to enroll 1,894,337 pupils. The actual
enrolment was 925,465 pupils (1,771 were children with special needs) of
whom 461,628 were males and 463,837 females. This was an increase of
3.3 % when compared to 896,146 pupils enrolled in 2009 (see Table 2 &
Chart 1).
29
Table 2: Enrolment of Pre-Primary Pupils 2008 - 2010
Year
2008
2009
2010
Target
1,033,376
1,399,096
1,894,337
Enrolment
873,981
896,146
925,465
GER
37.2%
38.3%
39.5
NER
36.2%
37.2%
37.5
Source: BEST 2010; PEDP II 2007 - 2011
Chart 1: Enrolment Target, Actual Enrolment, GER and NER in Pre - Primary
,
Schools, 2008 - 2010
45
40
35
Ratio
30
25
20
15
,
10
5
0
Enrolment 873,981
Target1,033,376
Year 2008
Enrolment 896,146
Target1,399,096
Year 2009
Enrolment 925,465
Tartget1,894,337
Year 2010
GER
38.1
39.0
39.5
NER
36.2
37.2
37.5
However, the PEDP target was not met since it was less by 51% of the
target. Contributing factors to failure to reach the target include lack of
proper census which is done each year and inadequate sensitization of the
community and parents on the importance of enrolling children in school at
the right age. Another factor is that some children who were supposed to
be in pre-primary classes were enrolled in standard I. For instance, in 2010
a total of 206,083 (15.2%) who were less than 7 years of age were enrolled
in Standard I [(see Table 3 for details]. Other contributing factors might
include indirect contributions the parents/community had to pay for when
enrolling their children in pre-primary classes. The indirect contributions
include porridge, uniforms, teaching and learning materials. There were
also unfriendly environment to children with disabilities.
30
The GER improved slightly from 39.0% in 2009 to 39.5% in 2010.
However, the NER increased from 37.2% in 2009 to 37.5% in 2010. The
increase in enrolment was partly due to an increased sensitization of the
community on the importance of enrolling their children in pre-primary
classes.
The enrolment target for Standard I in 2010 was 1,319,478. The actual
enrolment was 1,356,574 which were above the target set in PEDP II by
2.7%. The enrolment was over and above the target because the target set
for standard I enrolment included all children without considering the
specific school age which is 7 years old. However, when considering those
of 7 years old, was only 61.9% of the total enrolment; where as 22.9%
were overage and 15.2% were underage.
Primary Education
Number of primary schools increased from 15,727 in 2009 to 15,816 in
2010. The target for Standard I enrolment in 2010 was 1,319,478. The
actual enrolment was 1,356,574 which were above the target set in PEDP
II by 2.7%. The enrolment was over and above the target because the
target set for standard I enrolment included all children without considering
the specific school age which is 7 years old. However, when considering
those of 7 years old, was only 61.9% of the total enrolment; where as
22.9% were overage and 15.2% were underage.
Table 3: Primary Schools Enrolment by Age in Standard I, 2008-2010
Age
<7
7
8+
Total
2008
2009
Enrolment
% of
Enrolment
27,632
999,926
352,632
1,380,190
2.0
72.4
25.5
100.0
2010
Enrolment
% of
Enrolment
Enrolment
% of
Enrolment
32,145
1,001,550
325,095
1,358,790
2.4
73.7
23.9
100.0
206,083
839,572
310,919
1,356,574
15.2
61.9
22.9
100.0
Source: BEST 2010
31
As can be depicted in Table 4 and 5 and Chart 2.2 the total enrolment in
primary schools (Std I – VII) stands at 8,419,305 (4,203,269 boys and
4,216,036 girls) in 2010. This includes 29,287 pupils with special needs
education. Compared with 2009, where 8,441,553 pupils were enrolled
with decrease of (0.3%). The low decrease may be due to the fact that
census of the school age children which is normally done each year was
not properly done. Other significant factors were that, in 2009 enrollment
had big number of under age 33,293 (0.4%) and overage of 654,022
(7.7%) compared to enrolment of 2010 where underage was 207,448
(2.5%) and overage was 664,051 (7.9%).
Table 4: Std I – VII Enrolment by Age 2008 - 2010
Enrolment Standard I - VII
2008
2009
Age
<7
7
7-13
>13
Total
Enrolment
% of
Enrolment
39,025
1,002,695
7,284,331
1,086,738
8,410,094
0.5
11.9
86.6
12.9
100.0
2010
Enrolment
% of
Enrolment
Enrolment
% of
Enrolment
33,293
1,043,796
7,754,238
654,022
8,441,553
0.4
12.4
91.9
7.7
100.0
207,448
889,623
7,547,806
664,051
8,419,305
2.5
10.6
89.6
7.9
100.0
Source: BEST, 2010
Table 5: Primary Schools Enrolment STD 1 and STD I–VII, 2008-2010
Year
2008
2009
2010
Enrolment STD I
Enrolment STD I – VII
Male
Female
Total
Male
Female
Total
700,524
684,388
681983
679,666
674,402
674591
1,380,190
1,358,790
1356574
4,261,831
4,248,764
4203269
4,148,263
4,192,789
4216036
8,410,094
8,441,553
8419305
Source: BEST, 2010
Chart 2.2 Gross and Net Enrolment Ratio (%) (GER, NER), for Primary
Schools, 2006 - 2010
32
-
120.0
115.0
GER & 110.0
NER 105.0
100.0
95.0
90.0
85.0
2006
2007
2008
2009
2010
7,959,884
8,316,925
8,410,094
8,441,553
8,419,305
7,063,362
7,271,198
7,490,693
7,637,813
7,911,584
7,061,448
7,075,899
7,284,331
7,324,848
7,547,806
NER
100.0
97.3
97.2
95.9
95.4
GER
112.7
114.4
112.3
110.5
106.4
Source: BEST 2010
The GER for the years 2009 and 2010 was 110.5% and 106.4%
respectively. The decrease in the GER indicates that the number of
children who are beyond eligible school age (7-13 years) is decreasing
meaning that the Government is achieving her target of phasing out all
over-aged children through giving them primary education by 2010.
The NER however, shows a slight decrease by 0.5% from 95.9% in 2009
to 95.4% in 2010. The draft concept note has been prepared and shared in
the Enrolment Expansion Technical Working Group (EETWG) and will be
also shared in other Education Sector Development Committee forums
once completed and before the commencement of the study.
At regional level, there are some significant disparities across regions in
NER; it ranges from as low as 88.7% in Tabora to as high as 99.8% in
Tanga. This implies that Tanga is on track as it has already surpassed the
MKUKUTA target of 99% in this year 2010. Other regions which have
surpassed MKUKUTA target are Iringa (99.4%) and Lindi (99.3%). The
achievement gained may be due to awareness among the community
members on the importance of enrolling their children to school at the right
33
age. The study which is planned to be carried out to determine decrease
in NER nationally will also look at factors contributing to high and low NER
trends regionally. For instance in 2009 Mtwara was high by 99.8%, where
as in 2010 dropped to 97.7% and Tanga rose to 99.8% while in 2009 it was
99.2%.
Pupil’s dropout rate has significantly improved from 3.7% in 2008/2009 to
2.6% in 2009/2010. This improvement may probably resulted from the
improvement of schools infrastructure such as classrooms, toilets as it has
been evidenced by the improved Pupil Classrom and Pupil Toilet Ratio.
Gross Enrolment Completion rate in Government and Non Government
schools is 95.1% and 53.0% respectively. If the retention of the official age
enrolled pupils is enhanced the Net Completion rate will improve. In order
to promote attendance and retention of pupils in schools the Government
has continued to expand School Feeding Programme. The Ministry
cooperated with WFP to expand the School Feeding Project from 13
Councils (Bahi, Longido, Iramba, Manyoni, Kondoa, Chamwino, Karatu,
Simanjiro, Kiteto, Ngorongoro, Mpwapwa, Singida (R) na Monduli to 16
including Kishapu, Shinyanga (R) and Meatu. Generally, the scope of the
National Feeding Programme reaches 600,000 pupils in 1,000 schools in
16 drought-prone and pastoralist Councils located in 5 regions namely
Singida, Dodoma, Manyara, Dodoma and Arusha. The evaluation made in
the 16 Councils showed an increase in school attendance and reduction of
dropouts.
Enrolment of COBET Learners 2009/10
The Government has continued to emphasize the enrolment of out of
school children through the Complementary Basic Education in Tanzania
(COBET). The Government’s target is to ensure that all out of school
children and youth are phased out by providing them formal basic
education. COBET enrolment includes Cohort 1 which covers ages 11 - 13
and cohort II which covers ages 14-18. During the period under review, the
enrolment of COBET learners (Cohort I) stood at 49,321 (male 26,646 and
34
female 22,675) compared to 2009 where enrolment was 53,093 learners
(male 29,713 and female 23,380). Table 5 3 give more details on the trend
and extent of enrolment.
Table 6: COBET Learners Enrolment (Cohort I) by Sex, 20082010
Year
2008
2009
2010
Enrolment
Male
Female
38,799
30,446
29,713
23,380
26,646
22,675
Total
69,205
53,093
49,321
Source: BEST 2010
The decrease in enrolment of COBET learners is a positive trend, which
implies that the Government is on the track of clearing the backlog of out of
school children of age 11 - 13 by mainstreaming them into Formal
Education system. However, the challenges behind these achievements is
the 2.6% dropouts from the primary school in 2009/10, which at any point
in time will join the group of out of school children and that might change
the declining trend leading to delays in achieving the EFA targets. Thus,
this issue needs to be looked into critically.
The recruitment and deployment of teachers is the main requirement
towards achieving access in primary education. During FY 2009/10 a total
of 12,305 Grade IIIA teachers graduated from different Teachers’ Colleges
in Tanzania main land whereby 9,111 were posted to work stations in
September, 2010. TPR improved from 1:54 in 2009 to 1:51 in 2010.
Number of teachers increased from 157,185 in 2009 to 165,856 (83,686
female) teachers in 2010.
The availability of adequate number of classrooms, teachers’ houses, pit
latrines and furniture is a very crucial parameter in addressing access and
equity in primary education. During the Fiscal Year 2009/2010, a total of
35
510 classrooms, 293 teachers’ houses and 117 pit latrines were
constructed and 6,502 desks were fabricated.
Pupil Classroom Ratio has improved from an average of 1:109 in 2009 to
1:73 in 2010 (the national standard is 1:40). This is a significant change on
the previous year, and bring it close to the levels of 2007/8. The reason for
this change is that the Ministry (what was done? State it here).
The Pupil Toilets Ratio for primary schools has also significantly improved
from a total of 1:89 (male 1:92 and female 1:86) in 2009 to a total of 1: 56
(male 1:57 and female 1:56) in 2010 (with the national standard and target
of 1:20 for male and 1:25 for female). This improvement was a result of
joint effort of both Government and community in construction of new
toilets. However, there is still a huge shortage of both classrooms and
toilets, and there are large regional disparities with Kigoma having the
lowest Pupil Classroom Ratio of 44.7 compared to Mwanza with the
highest PCR of _93.1. . Provision of safe child-friendly school environment
is one of the elements of ensuring quality service provision.
The construction activities were carried out using Development Grant (DG)
funds amounting to TShs.3,955,261,090.24 budgeted for the FY
2009/2010 and Tshs.4,115,813,609.31 carried forward from the FY
2008/2009 as well as community contributions. The actual expenditure was
Tshs.2,028,835,660.48. In addition, through the Local Government Capital
Development Grant (LGCDG), some Local Government Authorities
disbursed funds for construction of school infrastructure in primary schools
to accommodate more pupils who were enrolled in the primary schools.
The status of construction, fabrication and expenditure is outlined in Table
7.
36
Table 7: Funds Utilized for Construction of School Infrastructure and
Fabrication of Desks – 2009/2010
BALANCES 2008/2009
ITEM
Classrooms
T/Houses
Pit Latrines
Physical
712
624
660
TOTAL
Desks
GRAND
TOTAL
B:
12,498
ALLOCATION 2009/2010
ACTUAL IMPL/EXPENDITURE
Funds
Physical
1,564,924,958.36
428
1,758,949,761.08
223
82,324,771.80
1,002
Funds
Physical
2,342,161,087.51
510
1,409,116,616.73
293
44,097,957.00
117
Funds
123,612,143.72
1,682,269,814.88
10,870,303.66
3,406,199,491.24
3,795,375,661.24
1,816,752,262.26
709,614,118.07
5,860
4,115,813,609.31
159,885,429.00
6,502
3,955,261,090.24
212,083,398.22
2,028,835,660.48
Equity
Gender Parity Index (GPI)
The Gender Parity Index (GPI) for primary education has virtually been
achieved at a ratio of 1:1, meaning that boys and girls are equally enrolled
in primary schools. This indicates that Tanzania is on-track to realize EFA
targets and MDGs by eliminating gender disparity at primary education
level by 2015.
The enrolment of children with disabilities increased from 27,422 in 2009,
of whom, 14,663 (41.1%) were girls to 29,287 in 2010 of whom 12,353
(42.2%) were girls as indicated in Table 8.
Autism
527
715
2009 2,441 1,197
5,064
432 10,336
5,532
581
518 1096 2,139 27,422
2010 1566
4716
45
6024
67
706
2381
13782
Total
Others
Mentally
Impaired
7,241
Mute
Physically
Impaired
13,851
2008
Multiply
Impaired
Hearing
Impaired
5,110
Albino
3,107
Year
Visually
impaired
Deaf Blind
Table 8: Pupils with Special Needs by Type of Disability, 2008 – 2010
3,508 34,661
29,287
Source: BEST 2010
Note: Others include behavioral disordered, Learning Difficulties’ and speech
problems
37
Comparing with enrolment of 2009 there was an increase of pupils with
disabilities by 6.3% in 2010. An increase still remains a challenges for the
education sector to achieve MKUKUTA I target of 20% by 2010; hence
recommended for a change of the same target in MKUKUTA II.
The
increase is partly attributed to the awareness among parents and
sensitization of the community through radio and TV programmes which
motivated parents to sent children with disabilities to schools.
With this slight increase, there is an inherent need to continue with
sensitization of the community in order to ensure that all children with
special needs are identified at the right age, and the eligible ones are
enrolled. The Government will continue to address these issues by
allocating more resources to purchase assistive devices, teaching and
learning materials, classroom modifications and to implement the Inclusive
Education strategy which was approved by the ESDC meeting of 25 th
March, 2010 for implementation.
C: Quality Improvement
Quality improvement is the major component in PEDP II focusing mainly on
improved teaching approaches and methods in classrooms, ensuring the
availability of quality teaching and learning resources and the necessary
support for maintaining educational standards. In the year under review
the following quality components were implemented.
During the period under review, Capitation Grant (CG) amounting to
Tshs.80,029,920,000 was budgeted. However, only Tsh. 39,893,815,800
was disbursed from Treasury to the LGAs. The LGAs disbursed the same
amount to schools for purchasing of textbooks, other teaching and learning
materials, school rehabilitation, internal examination and administration.
Besides that there were also Tshs. 6,885,107,032 carried forward from the
FY 2008/2009 for aforementioned activities. In that regard the average total
CG per pupil per year for 2009/2010 was Tshs. 4,738.00
38
The national average Book Pupil Ratio (BPR) in the period under review
varied from school to school and from LGA to LGA.
The monitoring
exercise carried out in the 15 regions of Tanzania mainland found that, in
almost all surveyed LGAs and schools the textbook situation was alarming.
The range across subjects was between 1:5 and 1:67. This is a set back
towards attaining the national target of BPR of 1:1 by 2010.
The contributing factors including, implementation of the Circular No. 2 of
2010 whereby only two textbooks were identified for each subject from Std
1-V. This has left aside a number of the existing textbooks not to be used
as textbooks but rather as reference books. The Commissioner for
Education had issued a circular letter to elaborate on the use of Circular
No. 2 of 2010.
A guideline for the distribution of textbooks was also
issued. On the other side, the distribution of teaching and learning
materials to children with special needs was also done to 272 primary
schools.
In-service teacher training in PEDP II has been given emphasis since it is
an essential tool for enforcing qualitative improvement in the teaching and
learning processes.
During the period under review the Ministry of
Education and Vocational Training provided in-service training to 270
expert teachers in Mathematics and Science. These expert teachers were
prepared as TOTs who at the end carried the role of assisting other
teachers to improve their skills in Mathematics and Sciences.
In Tanzania examinations are considered as both a tool of assessment of
learners’ achievements and for selection to other levels of education. In
Primary School Leaving Examination (PSLE) which took place in
September 2009, a total of 999,070 pupils (496,946 boys and 502,524
girls) sat for the examination. Out of these 493,333 (276,083 boys and
217,250 girls) passed their examinations. Out of those who passed, a total
of 382,207 (213,262 boys and 168,945 girls) joined Government
Secondary Schools.
However, the pass rate for 2009 was 49.4%
39
compared with 52.7% in 2008. The pass rate was therefore, less than the
previous year by 3.3% as indicated in Table 5 and Chart 4.
Some of the reasons that could be cited as contributing factors for the
decrease in pass rate include poor remedial teaching, shortage of
teachers, inadequate textbooks, lack of regular inspection, insufficient
supervision and lack of mid-day meal in most primary schools. Since the
trend of the percentage of pupils passing the PSLE depicted a downward
trend from 2007; the challenge for the education sector is how to improve
the quality of provision of primary education and hence increase PSLE
pass rate.
Table 9: Primary School Leaving Examination Results, 2006-2009
Year
2006
2007
2008
2009
Candidates Sat
Males Females Total
337271
326992 664263
396944
376609 773573
514106
503759 1017865
496446
502624 999070
Candidates Passed
Males
Females Total
257334 210945 468279
248215 170921 419136
307196 229476 536672
276083 217250 493333
Percent Passed
Males Females Total
76.3
64.5
70.5
62.5
45.4
54.2
59.8
45.6
52.7
55.6
43.2
49.4
Source: BEST 2010
In 2009, assessment of PSLE exams by subject showed that students
passed more than 50% in Kiswahili, Social Studies and Science; whereas
they performed poorly in Mathematics and English with the pass rate of
between 20.95% and 35.44% respectively as shown in Table 10.
Table 10: PSLE Assessment January, 2010
Subject
Kiswahili
Life Skills
Science
English
Mathematics
Pupils
Attempted
998,804
Passed
% Passed
Failed
% Failed
689,607
69.08
309,197
30.92
998.767
998,094
998,742
998,813
593,489
533,125
353,702
209,092
59.46
53.41
35.44
20.95
405,278
464,969
645,040
789,721
40.54
46.59
64.56
79.05
Source: NECTA: 2009
40
The information in Table 10 shows that there is a serious problem in
teaching / learning of Mathematics and English subjects. As one of the
steps towards solving these problems, MOEVT in collaboration with PMORALG organized a National Education stakeholders working session in
Dodoma to discuss and deliberate on the declining trend of the 2009 PSLE
pass rate.
Some of the recommendations raised which are being
implemented to alleviate the situation include:

Rationalization of the existing teachers

improving teaching and learning environment

improving teachers welfare including provision of regular inservice training

Provision of orientation course to the expert teachers in
Mathematics and Languages who in turn will assist their fellow
teachers to improve their skills.

improving school based management
At standard IV level examination, a total of 1,005,809 pupils (493,060
males and 512,749 females) sat for the examination. Out of this, 953,539
(471,022 males and 482,517 females) passed which is equivalent to 94.8%
as indicated Table 6 and chart 5. However, with effect from year 2008 the
Standard IV examination has been used as a means for identifying pupils
with difficulties in specific subjects so as to give those remedial classes to
bridge the academic gap that exists.
Table 11: Standard IV Examination Results 2008-2009
Year
Candidate sat
Females
Males
Candidate passed
Total
Females
Males
Total
2007
578,681
568,493
1,147,174 449,088
448,115 897,203
2008
589,516
574,405
1,163,921 447, 707 489,862 987,569
2009
512,749
493,060
1,005,809 482,517
471,022 953,539
%
Passed
78.2
84
94.8
Source: BEST 2009
41
Also, in terms of academic performance of COBET learners, during the
period under review, a total of 10,114 learners sat for the Grade IV
examination and 8,564 (84.7%) passed and were mainstreamed into
formal school education.
D:
Capacity Building
One of the priorities of PEDP II is to strengthen the capacity and
competency of all education actors at all levels. In-service training of
teachers particularly is considered to be the main instrument for bringing
about qualitative improvement in teaching and learning. Provision of cost
effective In–Service teacher is geared towards sensitivity and developing
pedagogical skills among teachers.
During the period under review, teachers were trained on the competence
based curriculum implementation.
These teachers were drawn from 9
Councils namely Masasi, Newala, Same, Bunda, Ukerewe, Musoma (R),
Magu, Meatu and Kishapu.
The training was carried out by Tanzania
Institute of Education and a total of Tshs.250million was used. The training
on curriculum imparted the teachers with skills for better implementation of
the curriculum which ultimately improved teaching and learning in their
respective schools through cascade model.
All education managers including Council Executive Directors (CEDs),
District Education Officers (DEOs), Regional Education Officers (REOs),
Zonal School Inspectors (ZSIs) and District School Inspectors (DSIs), high
level leadership of the MoEVT and PMO-RALG met in Dodoma on
February 2010 to discuss share experience and deliberate strategies which
will help to raise the standards of sciences subjects, Mathematics and
English in Primary Schools. The strategies were prepared and the
Commissioner for Education wrote a circular letter directing all heads of
schools to ensure that, the strategies are implemented.
A total of 52 officers and 11 higher level leaders from the Ministry of
Education and Vocational Training attended different courses outside the
42
country. The programmes include Education Management for effective
service delivery In addition, a total of 494 Primary Education Development
Programme (PEDP) Implementers including District Education Officers,
Ward Education Officers and Head teachers attended management course
at the Agency for the Development of Educational Management (ADEM). It
is evident that the skills and knowledge gained improved their daily
practices.
The Ministry coordinated training of 270 expert teachers on the teaching
methodology of mathematics and science subjects. Capacity building of
100 IT teachers 17 school inspectors and 17 facilitators on how to
implement Bridge IT Project was conducted. A total of 417 video tapes for
teaching science and mathematics for Std V and VI was prepared whereby
60,000 pupils benefited.
The Councils are responsible for ensuring that all stakeholders and
providers of primary education from Councils to grassroots level are aware
of their roles and responsibilities so as to successfully implement PEDP
activities. Various interventions including School Committee meetings to
discuss budgets and endorse expenditures at school levels were
conducted. Moreover, Ward Educational Coordinators (WECs) in all
Councils were involved in monitoring and supervision, as well as
coordinating Schools Development Plans.
Regions, on the other hand, are responsible for monitoring and supervision
of PEDP implementation in Councils to ensure that the activities are carried
out according to laid down standards and policy directives. The centre
(MoEVT and PMO–RALG) continues to provide policy and technical
guidance to regions and councils regarding effective implementation of
PEDP.
In addition, a total of 2,625 PEDP II guidelines prepared and
distributed to all Councils and Regions. The guidelines are Procurement
Manual,
Construction
Manual,
Institutional
Arrangement
Guideline,
Financial Management Guideline and Monitoring and Evaluation Guideline.
43
One of the priorities of PEDP II is to strengthen the capacity and
competency of all education actors at all levels. In-service training of
teachers particularly is considered to be the main instrument for bringing
about qualitative improvement in teaching and learning. Provision of cost
effective in –service teacher is geared towards sensitivity and developing
pedagogical skills among teachers.
E:
Management
1)
Planning and Budgeting
During FY 2009/10 the primary education sub-sector was allocated Tshs
830,702million for the implementation of its activities. Tshs …….. were
received and Tshs …………… were actually expended.
2)
Institutional Arrangements
The Councils are responsible for ensuring that all stakeholders and
providers of primary education from Councils to grassroots level are aware
of their roles and responsibilities so as to successfully implement PEDP
activities. Various interventions including School Committee meetings to
discuss budgets and endorse expenditures at school levels were
conducted. Moreover, Ward Educational Coordinators (WECs) in all
Councils were involved in monitoring and supervision, as well as
coordinating Schools Development Plans.
Regions, on the other hand, are responsible for monitoring and supervision
of PEDP implementation in Councils to ensure that the activities are carried
out according to laid down standards and policy directives. The centre
(PMO–RALG and MoEVT) continues to provide policy and technical
guidance to regions and councils regarding effective implementation of
PEDP.
3)
Monitoring, Evaluation and Educational Research
44
During the period under review monitoring exercise was conducted twice.
The first Phase covered 12 regions and all their respective LGAs and 4
selected schools per each LGA. The second Phase covered 15 regions,
55 LGAs and 3 schools per each LGA. Table 10 indicates regions, visited
for both phase.
The major focus was on (i) enrolment of pre-primary,
primary schools and COBET centres and post primary vocational centres,
(ii) availability of pre-primary and primary teachers, (iii) availability and use
of teaching and learning materials, availability of school infrastructures,
disbursement and management of Capitation Grant (CG) and Development
Grant (DG), availability of basic social services, availability of PEDP II
guidelines and advocacy materials.
Findings from both monitoring phase I and II indicated that, enrolment of
standard one pupil was encouraging. The overall average of enrolment of
standard I in the surveyed regions in Phase I was 85% and Phase II was
as high as 102%. The shortage of classrooms of pre-primary was pointed
out as one of the factors contributing to low enrollment of 40% of the target.
Shortage teachers’ houses ranged between 80% -100% and pit latrines
shortage which ranges between 40%-100%. For example the councils of
Shinyanga the shortage ranged from 70 to 100%. Desks shortage still
persists in almost all Councils for example in Kibaha TC the shortage was
93%.
Schools have been receiving CGs and DGs, but the complaints have been
the insufficient CG and irregular disbursement of DG. It is important that
follow up and supervision visits to councils and schools be carried regularly
as they increase accountability and commitment by different actors at the
grass root level.
PEDP Financial Audit 2008/09
During the year under review, audit of PEDP accounts at the Ministry level
(MoEVT, PMO – RALG), LGAs and Schools, was undertaken by M/s
MEKONSULT and reports for the Ministry and Local Government
45
Authorities was produced. The audit was for the period ending 30th June,
2009.
The purpose of audit exercise was to follow up the proper use of the
allocated funds in schools, LGAs and Central Ministries. A total of 31 Local
Government Authorities including 5% of the Councils audited in the FY
2009/10 (year ended June, 2009) were audited. These are: Bagamoyo DC,
Bahi DC, Bukoba DC, Chato DC, Chunya DC, Handeni DC, Igunga DC,
Kahama DC, Kibondo MC, Kilindi DC, Kilolo DC, Kishapu DC, Kongwa DC,
Kyela DC, Lindi DC, Longido DC, Manyoni DC, Moshi DC, Mpwapwa DC,
Mufindi DC, Mvomero DC, Mwanza MC, Namtumbo DC, Nanyumbu DC,
Nkasi DC, Siha DC, Serengeti DC, Simanjiro DC, Tarime DC, Temeke DC
and Ukerewe DC. The tracking of funds from Central to Councils and
schools was also observed.
Some of the findings from Audited Exercise include Missing payment
voucher/journal voucher, Delay in distribution of the teaching and learning
materials, Poor recording keeping and filling of the records, Inadequate
supporting documents and Non- Compliance with procurement procedure.
F:
Challenges
The key challenges include:(i)
Improving the declining trend in NER in primary education;
(ii)
Improving textbooks Pupils ratio (BPR) and assisted devices;
(iii)
Availability of qualified pre-primary teachers;
(iv)
Improving
pass
rate
in
Mathematics,
Sciences
and
Languages;
(v)
Availability and accessible key school infrastructures and
facilities
such as teachers houses, classrooms and toilet
facilities; and
(vi)
Continue Strengthening the existing TRCs and construction
where they don’t exist.
(vii)
Availability of adequate teaching and learning materials and
assistive devices;
46
(viii)
Provision of adequate capitation grants;
(ix)
Availability of adequate qualified teachers including teachers
for special education; Pre-primary and
(x)
Availability of adequate and accessible teachers houses,
classrooms and toilet facilities.
4.2.1.2
A:
Secondary Education
Access
Since last year, achievements of Secondary Education include increased
enrolment in schools. Enrolment in Form 1 – 4 increased from 1,401,559
(627,041 girls) in 2009 to 1,566,685 (699,951 girls) in 2010 which is an
increase of 165,126 pupils equivalent to 11.8%. Girls increased by 11.6%.
Enrolment in Form 5 – 6 increased from 64,843 (26,416 girls) in 2009 to
72,014 (28,577 girls) which is an increase of 11% whereas girls increased
by 8.2%. In addition, the total enrolment (Form 1 – 6) increased from
1,466,402 (653,457 girls) in 2009 to 1,638,699 (728,528 girls) in 2010
which is an increase of 172,297 (11.7%) whereas girls increased by 11.5%.
The percentage increase of girls’ enrolment in all levels of secondary
education means that efforts towards gender balance in education
participation are beginning to show change. However, the increase in
enrolment in 2010 was relatively lower than that of 2009 for both boys and
girls.
GER in all grades (form 1 -6) increased from 31.3% in 2009 to 34.0%, in
2010 while NER increased from 27.8% in 2009 to 29.9 in 2010. The
increase of GER and NER is attributed to the increased number of
secondary schools constructed by communities and the private sector. It is
also worth noting here that NER in all grades has been increasing every
year since the inception of SEDP in 2004, when NER was 5.9% implying
that over the five year period (2004-2009) the rate of enrolled students at
the official age has improved.
47
The number of students selected to join Form 1 decreased from 524,784 in
2009 to 438,827 in 2010 equivalent to a decrease of 85,957 pupils
(16.4%). Similarly the Transition rate from Primary to Secondary level
decreased from 51.6% in 2009 to 43.9% in 2010.
The reason behind a decrease in absolute number of pupils selected to
Form I in 2010 is lower performance in PSLE Examinations than 2009.
The lower performance whereby, girls are disproportionately affected on the
other hand could partly be attributed to strong measures undertaken by the
National Examinations Council to strengthen supervision of the entire
examination system in the country. Other reasons could be inadequate
number of qualified teachers aggravated by a massive increase in the
enrolment following the achievements of PEDP. There is a regional
variation of Pupil Qualified Teacher Ratio in primary schools with the
highest being Tabora (1:72) and lowest in Kilimanjaro (1:36). However, the
Government calls for significant improvement in increasing the number of
teachers; providing professional support to teachers; improving the quality
of service delivery; provision of adequate teaching and learning materials
and generally making the school environment more conducive for teaching
and learning.
The number of students selected to join upper secondary education (Form
5) in public schools decreased from 31,201 in 2009 to 26,065 in 2010
representing a decrease of 16.5% while the number of pupils proceeding to
A Level in Government and Non Government schools decreased from
43,052 in 2009 to 38,334 in 2010. However, figures on students selected to
join upper secondary education in government schools in second selection
phase were not included. In this regard there is a need for significant
improvement in providing for adequate qualified professional teachers,
teaching and learning materials and creation of supportive environment
required for improved performance such as procurement of adequate
teaching and learning materials, furniture and construction of missing
essential buildings like laboratories, libraries, and staff houses.
48
The number of registered secondary schools has increased from 4,102
(3,283 Government and 819 Non-Government) in 2009 to 4,266 (3,397
Government and 869 Non-Government schools) in 2010. This is an
increase of 164 schools (4.0%) while the number of government secondary
schools which offer ‘A’-Level Secondary education also increased from 159
in 2009 to 177 in 2010 representing an increase of (11.3%). Generally,
overall performance in the “improvement of access” component was
encouraging.
B:
Equity
In order to ensure that girls and disadvantaged groups have equal
opportunity to Secondary Education a number of strategies were
implemented. Such strategies include: A 1:1 ratio enrolment of students
(boys and girls) at all levels of education. As compared to 2009 there is a
marked increase in enrolment of girls at all levels of education.
Other strategies include mobilization of communities through their Councils
to construct hostels particularly in secondary schools located in
underserved areas. With regard to the provision of scholarship grants to
students from low income household and fee-subsidies, the responsibility
has been decentralized to Local Government Authorities with effect from
July, 2009. Support to students from low income households is also
provided by many other NGOs and CBOs. Some of these organizations
support a particular group of students like orphans. As regards to fee
subsidies, findings reveal that it had a significant contribution to retention of
pupils at schools and improved operational activities at school level.
In improving retention and performance of secondary school for girls in
science, a total of 1,000 girls attended science camps and 200 female
science teachers attended TOT training to enable them facilitate camps
annually. Similarly, the TUSEME programme coordinated by Department of
Secondary Education - MoEVT was institutionalized into 300 schools by
training 600 teachers and conducting TUSEME festival for 800 students
49
from schools already mainstreamed TUSEME. The camps and TUSEME
programme aimed at building their confidence and interest to learn science
and mathematics.
In addition monitoring and supervision of form one students selection in 21
regions, and form five selection were successfully done to ensure equitable
enrolment of students in terms of gender, socio-economic and cultural
status. As far as improvement of Equity is concerned the general
performance was satisfactory.
C:
Quality Improvement
The curriculum has been streamlined to have a focus on competence as
opposed to content in order to address development of analytical and
market demand oriented skills. However, despite the efforts to improve the
quality of education, the performance of students in CSE and ACSE
Examinations is still low. For example, the pass rate in CSEE was 72.5% in
2009 compared to 83.6% in 2008 while in ACSEE it was 93.8% in 2010
compared to 94.4% in 2009. A decrease in the pass rate, in both cases,
could be explained from the fact that, performance is a multifactor and the
fruits of the inputs cannot be realized through examination of a single
parameter. However, possible contributing factors could be stern measures
undertaken recently by the National Examination Council of Tanzania to
control cheating and fraud in Examinations. Others could be: Acute
shortage of teachers in particular science teachers and inadequate
teaching and learning materials.
Apart from the apparent decrease in performance a number of efforts have
been made to improve the quality of education. One of the efforts was to
place 4,610 out of 5,539 Diploma and 3,849 out of 5,331 Degree teachers
required by the needy schools and LGAs. Monitoring and evaluation of the
provision of quality of secondary education was done in all 21regions and
133 councils. The aim was to ascertain the extent with which the education
50
guidelines and circulars are adhered to by the heads of schools in order to
ensure quality of education delivery in the country.
The Government officially launched the project of e-learning, literally known
as “Tanzania Beyond Tomorrow - TBT” which will be piloted in 500
schools in the first phase. The project is expected to strengthen the
teaching and learning in secondary schools with a view to alleviate the
problem of acute shortage of teachers.
In ensuring students’ creative thinking and discovery, East Africa and
SADC Essays writing competitions were facilitated. The winners were
awarded prizes at a ceremony held at Kinshasa, Democratic Republic of
Congo (DRC). Tanzania won the First, Second and Third prize in E.A.C
In enhancing the reading culture heads of schools were mobilized to
collaborate with their respective LGAs, School Boards, Parents and
communities to ensure construction of libraries in their schools.
D:
Capacity Building
A total number of forty, 3rd year student teachers of Bachelor of Science in
Mathematics were sponsored for their studies at the Tumaini University. In
addition, 60 National Facilitators and 336 Regional facilitators were trained
in order to develop practical Guide for Secondary School Teachers. Two
officers from MoEVT HQ were sponsored for PGDE at the University of
Dar-es Salaam and 26 officers were sponsored for management course at
ESAMI with a view to improve efficiency and the quality of service delivery.
E:
Management
1)
Planning and Budgeting
During FY 2009/10 the Secondary education sub-sector was allocated
Tshs.2,300,000,000 as Other Charges (OC) and Tshs.13,902,660,341 as
Development
fund
for
the
implementation
of
its
activities.
51
Tshs.2,300,000,000 were expended for other charges such as: Supervision
of Form 1 and 5 selection, monitoring and evaluation of secondary
education provision, coordinating students’ Essays competition, building
the
capacity
of
MoEVT
employees
through
training,
Equipping
departmental offices with the essential working tools. On the other hand,
Tshs.13,384,541,341 was used for the facilitation of Development
activities. Such development activities include: Monitoring and evaluation
of SEDP activities, acquisition of 2 motor vehicles, facilitation of NECTA
operations, settlement of claims, training of 132 Council Education Officers
(CEOs) and 131 Council Academic Officers (CAOs), facilitation of
construction of a secondary school at Miono and conducting girls science
camps as well as TUSEME.
However, the budget allocated as OC for FY 2009/10 was only 16.4% of
the budget allocated in FY 2008/ 09 and the preceding years. This was due
to the fact that all the activities related to management and administration
of schools was decentralized to LGAs. LGAs began a fully fledged
responsibility on July, 2009, thus, the funds corresponding to the
decentralized activities were incorporated in the LGAs’ budgets for the FY
2009/ 2010.
In order to meet the Departmental targets, given limited financial
resources, much emphasis of the budget allocation was directed towards
quality assurance and capacity building which are part of the core functions
of the department.
2)
Institutional Arrangements
The Government finalized the process of decentralization of management
and administration of secondary schools to LGAs on June, 2009. This
means, LGAs assumed full responsibilities in carrying out duties of
management and administration of secondary schools with effect from
July, 2009. MOEVT, in collaboration with PMO-RALG, have finalized the
process of transferring the supervision of secondary schools from the
central Government to the Local Government Authorities (LGAs). Under
52
the new structure of work Heads of schools are answerable to the City/
Municipal/ Town and Council Directors (LGAs) who in turn are directly
answerable to the Permanent Secretary PMO-RALG. MoEVT, on the other
hand, will work in collaboration with PMO-RALG on matters pertaining to
technical guidance, quality assurance and related policy issues.
Regions, are responsible for monitoring and supervision of SEDP
implementation in councils to ensure that the activities are carried out in
accordance with the laid down standards and policy directives.
The Councils, on the other hand, are responsible for ensuring that all
stakeholders and providers of secondary education from Councils to the
grass root level are aware of their roles and responsibilities so as to
successfully implement SEDP activities. Various Guidelines and Circulars
for the implementation of SEDP II and other managerial and administrative
duties have been finalized and handed over to LGAs for that purpose.
So far the following tasks have been accomplished:
(i)
Finalization of Circulars and guidelines related to the routine
work, such as, students’ and teachers’ transfers, teachers’
professional development, and appointment of Heads of
schools;
(ii)
Finalization of SEDP II documents and the corresponding
guidelines; and
(iii)
Capacity building for Council Education Officers, (CEOs),
Council Planning Officers (CPOs), Council treasurers (CTs)
and Council Procurement Officers (CPOs) respectively.
As far as the management reform and decentralization of secondary
education is concerned, it was satisfactorily done.
3)
Monitoring, Evaluation and Educational Research
Secondary education has enjoyed the continual Monitoring by many
stakeholders including LGAs, Ministry officials, DPS and CSOs. Reports
have been written on construction work, classroom work, managerial
53
capacities from which some interventions were made and others are in the
pipeline. The expansion of the decentralized Basic Education Management
Information System (BE-MIS), to include secondary as well as primary
education through a pilot and subsequent scale-up phases (2011-14), will
strengthen the monitoring and evaluation of SEDP.
F:
Challenges
In the course of implementation a number of challenges and outcomes
were experienced. These include:
(i)
Mobilizing financial resources to ensure that SEDP Financing
Gap is bridged,
(ii)
Improving
operational
effectiveness
and
efficiency
of
provision of secondary education through implementing
Government policy of Decentralization by Devolution;
(iii)
Providing appropriate and sufficient teaching and learning
materials;
(iv)
Improving the pass rate at ‘O’ and ‘A’ levels;
(v)
Absorbing the increasing number of pupils passing the
Primary School Leaving Examination (PSLE) into secondary
schools and ensuring completion of secondary education
cycle;
(vi)
Training adequate number of teachers to match the
expanded student enrolment and retaining them especially in
the rural areas and A level schools;
(vii)
Expanding support to Non-Government schools;
(viii)
Providing in-service training and continuous professional
development for teachers and non-teaching staff;
(ix)
Providing care and support to education staff and students
affected and infected with HIV and AIDS and addressing
other cross-cutting issues like environmental degradation,
gender and drug abuse;
(x)
Increasing the number of secondary school places for pupils
with special learning needs; and
54
(xi)
Providing
support
for
construction
of
laboratories
in
government secondary schools to improve the teaching and
learning in science subjects and construction of Hostels in
schools located in underserved areas to ensure maximum
participation, retention and completion rate.
4.2.1.3
A:
Teacher Education
Access
During the year 2009/10, a total of 9,022 (4,734 females, 4,288 males)
Teacher trainee Grade IIIA were enrolled. This is 23% of the projected
target of 7,335. This achievement was attributed to utilization of unfilled
spaces in diploma teachers colleges by filling Grade IIIA students. On the
other hand, 11,028 (4,047 females, 6,981 males) Diploma teacher trainees
were enrolled. This is 43.8% less than the projected requirements of
25,183, the main reason being inadequate Form Six leavers with required
qualifications. As regards training for special needs education, 301 (131
females, 170 males) students were enrolled. Apparently, this figure is not
adequate to meet the national requirements for teachers for Special Needs
Education. However, the national strategy on inclusive education once is
approved and operationalized can help to bridge the gap.
B:
Equity
The guiding policy on teacher education is to have a ratio of 1:1 for female
and male enrolments. Generally, there is no gender imbalance in Grade
IIIA enrollments. However, the gender imbalance is significantly higher at
Diploma level where the female participation stands at 43%. To address
regional inequalities, the department has given priorities to areas with
acute shortage of teachers during selection and posting of new teachers
particularly for science and mathematics.
C:
Quality Improvement
Efforts to improve the quality of teacher education included; review of the
curricula, provision of teaching and learning materials and development of
55
INSET strategy. Curriculum for both Grade IIIA and Diploma pre-service
courses were reviewed during the FY 2009/10 so as to be in line with the
shift from knowledge based to competency based curriculum. Furthermore,
the Diploma curriculum was reviewed to encompass both academic and
pedagogy aspects and make it a two year college based program instead
of the two-tier system. The two year college based program includes Block
Teaching Practice (BTP) which is conducted for 8 weeks each year.
Teaching and learning materials were procured and distributed to colleges
to enhance effective teaching and learning process. These include ICT
facilities for computer laboratories for Dakawa and Shinyanga Teachers
Colleges. Also training in provision of quality pre-primary education for 140
teachers from seven pilot LGAs namely Mtwara (R), Makete, Bagamoyo,
Temeke Municipality, Hai, Siha and Magu was conducted.
The Department with support from UNICEF carried forward a process to
formulate a systematic and well coordinated INSET strategy that intends to
enhance the capacity of primary school teachers to improve their
effectiveness in the classroom practices.
D:
Capacity Building
INSET on diagnostic teaching techniques was provided to 105 tutors; while
285 tutors were financially supported for up-grading themselves in various
universities in the country (235 undergraduates and 50 Masters). Also,
capacity building for 308 tutors on ICT was done through Sida support.
Capacity
building
on
Accountability,
Governance
and
Quality
of
Decentralized Education in Africa was done to two officers through the
World Bank Institute. Also fifteen officers comprising of both management
and tutors attended internal and outside the country capacity building
sessions including training on HIV and AIDS through IN-WENT and
UNESCO.
56
Capacity building training for tutors is being coordinated by Morogoro
Teachers College and provided to college tutors through semi-ODL and
mentoring in zonal college centers. Accreditation of the program is done by
the Open University of Tanzania (OUT). In the FY 2009/10, 280 tutors
graduated and were awarded a Teacher Education Certificate from the
Open University of Tanzania.
E:
1)
Management
Planning and Budgeting
During the financial year 2009/10 Teacher Education Department was
allocated funds worth TShs.49.43billion for recurrent budget and 533.4
million development budget for the implementation of its activities including
ICT. TShs.49.38billion were received and spent. Also funds received from
development budget were TShs.437million was received and spent
according to the set ICT activities. It is also important to note that the
recurrent budget was raised to accommodate training allowances of
second year Diploma teacher trainees to manage their long teaching
practices.
2)
Institutional Arrangements
The department is currently managing 34 Government teacher colleges
and provides policy guidance to 59 non-government teacher colleges. The
colleges offer pre-service and In-Service training to both Grade IIIA and
Diploma Teachers in education. The department has a plan for providing
school-based INSET in the year 2009/10 through UNICEF support.
3)
Monitoring, Evaluation and Educational Research
In the FY 2009/10, a follow-up of the Diploma two-tier system was
conducted during the block teaching practice. The findings revealed that
the teacher trainees did not receive mentorship support from the
experienced teachers as planned. It was also revealed that many
stakeholders preferred regular training of two years in the college.
Furthermore the two- tier system was found to be very expensive than the
college based training.
In this regard the two year training was re57
introduced in the financial year 2010/11. Through UNESCO support, a
follow-up of the teaching and learning of HIV and AIDS in TCs was
conducted. Among others it was revealed that teaching HIV and AIDS
through career subjects was not effective. In addition through UNICEF
support, a study on class room student teacher interaction was conducted
with a view of informing on the INSET demands for primary school
teachers. Emphasis is put on diagnostic teaching techniques which
encourage and teacher/students interactions. The Study also revealed that
the majority of teachers had not received appropriate In-service training
opportunities to improve their teaching skills. Issues on management and
administration were dealt with through follow-up visits and inspectorate
reports.
F:
Challenges
The main challenges facing Teacher Education are:
(i)
Improving capacity of teachers colleges to meet increasing
demands for teachers at all levels;
(ii)
Improving the supply of adequate number of
diploma
teachers;
(iii)
Retaining teachers posted in disadvantaged areas;
(iv)
Improving pass rates in teacher education; and
(v)
Improving capacity to provide INSET training to match with
demands.
4.2.1.4
School Inspection
The school inspectorate in Tanzania Mainland is charged with the duty of
inspecting schools and providing professional support and guidance as a
means of assuring education quality. The school inspector is therefore
mandated to work and provide professional support to Pre-Primary,
Primary and Secondary Schools, Post Primary Vocational Training
Centres, Adult and Non-formal Education Centres and Teachers’ Colleges.
58
In addition, School Inspectors are responsible for ensuring that at all
instances and circumstances; the education provided meets the needs of
the child, as well as the expectations and aspirations of parents,
communities and the nation.
A:
Access
During the F/Y 2009/10 a total number of 9,960 educational institutions
were inspected and professional support provided to these institutions.
This was equivalent to 49.56% of the 20,094 targeted institutions. Key
issues raised during the inspection were; most of teachers did not employ
participatory approaches in teaching and learning and had difficulty in
preparation of lesson plans in accordance with competence based
curriculum. Professional assistance was given to teachers on how best
they could prepare lessons to enhance teaching and learning. Table 1
summarizes the number and type of institutions inspected.
Table 12: Number of Institutions Inspected During FY 2009/10
No of Targeted
Institutions
Pre- primary/class
5,137
Primary Schools
6,763
Secondary Schools
1,664
Adult Education Centres
6,187
Special Education schools/units
115
Post Primary Technical Centres
151
Teachers’ Colleges
77
Total
20,094
Source: (Inspection Reports 2009/10)
Type of Institution
Inspected
Institutions
2,570
3,406
1258
2588
56
55
27
9,960
%
50.0
50.4
75.6
41.8
48.7
36.4
35.1
49.6
The table 1 above indicated that only 49.6% of the targeted institutions
were inspected.
A system of grouping schools using School Evaluation Forms (SEF) was
introduced. This categorized 14,831 schools according to their strengths
and weaknesses. In this regard 126 schools were regarded as outstanding,
760, very good, 3,422 good, 5,068 satisfactory and 5,456 as unsatisfactory
59
schools. .These underperforming schools will be re-inspected and be given
more support frequently to ensure that they have improved.
C:
Quality Improvement
The inspectorate offices continued to provide in-house training to school
inspectors in order to improve the quality of performance in providing
supervision and support to schools. In addition the Department organized
and conducted a workshop to orient 67 School Inspectors, 129 Ward
Education Coordinators and 677 Head teachers from Learning Districts on
School Supervision Guidelines, reviewed School Inspector’s Handbook,
and Whole School Inspection Checklists. These documents would assist
them in conducting effective supervision in order to enhance school
performance and ensuring quality education delivery at school level. The
school based seminars were conducted to tackle difficult topics especially
in Science, English and Mathematics; this was done in inspected
institutions to empower schools to be more responsible for managing
administrative and pedagogical issues that promote quality education.
The department conducted the National Form Two Examination 2009 in
3,726 centres. A total of 364,957 candidates sat for the examination. The
candidates who passed the examinations were 238,267(65.3%) of these
girls were 95,576 and boys 142, 691. School Inspectors in collaboration
with heads of schools continued to monitor the provision of remedial
classes for underperformers.
D:
Capacity Building
Working environment of school inspectors in the districts and zones were
improved by rehabilitating 20 district offices, procurement of furniture and
27 vehicles.
A total of 150 school teachers were appointed as school inspectors.
Following this, an induction course on school inspection activities was
conducted at Zonal and District offices.
60
In this FY 2009/10, 39 School inspectors were financially supported in
upgrading themselves through Open University of Tanzania. Out of this
support programme 20 school Inspectors graduated in Bachelor degrees.
In this regard more schools will be inspected and teachers be supported to
make school inspection more effective and efficient.
E:
Management
1)
Planning and Budgeting
During the FY 2009/2010 School Inspectorate
8,399,668,820.00
for
the
planned
was
allocated
Tshs.
activities.
However,
Tshs.
5,161,279,862.12 was received. Table 2 summarizes the budget and
expenditure for the department in F/Y 2009/10.
Table 13: Inspectorate Budget for F/Y 2009/10
S/N
1
2
3
Source of
fund
Other Charges
(OC)
Development
UNICEF
TOTAL
Approved
budget
Fund
disbursed
%
Expenditure
6,911,899,820.00 3,707,145,862.12 53.6
3,707,145,862.12
1,276,500,000.00 1,276,500,000.00 100
211,269,000.00 177,634,000.00 84.1
8,399,668,820.00 5,161,279,862.12 61.4
1,276,500,000.00
177,634,000.00
5,161,279,862.12
2) Institutional Arrangement
The inspection activities are managed at 131districts; 11 zonal offices and
headquarters. The District Chief Inspectors of schools are accountable to
the zonal Chief Inspectors of Schools and the latter reports to the Chief
Inspector of schools. School inspectors at the district level inspect pre
primary, primary schools, adult education, special education and post
primary vocational training centres whereas zonal school inspectors
concentrate on secondary schools and teachers colleges. School
inspectors at all levels work together with school owners, managers,
administrators from MoEVT and PMO RALG and other education
stakeholders to ensure that educational standards are adhered to.
61
3) Monitoring and Evaluation
During the period under review, monitoring exercise was conducted in 30
district inspectorate offices. The main focus was on the status of
rehabilitation of inspectorate offices, categorization of schools and financial
tracking. The monitoring findings indicated there were some discrepancy
and delays in posting funds in sub treasuries for various activities; these
were sorted out to meet the intended targets.
Another monitoring exercise was conducted in Dar es Salaam region to
make a follow up on institutions offering pre- primary, primary and
secondary education illegally. In this exercise 830 institutions were found to
operate without proper registration, of these 203 institutions after
evaluation were advised to follow proper procedures for registration. 627
institutions were found to operate in unsuitable buildings/premises such as
bars, garage, residential houses and the Commissioner for Education was
advised to prohibit the institutions from providing education services
immediately.
School inspectorate system has been conducting continuous Monitoring
through
inspection
of
schools
to
ensure
effective
curriculum
implementation. Reports have been written and sent to various
stakeholders including PMO LGAs and Ministry officials.
Additionally, plans are underway in 2011 to establish in a management
information system (MIS) for the School Inspectorate which will be
integrated into the overall sector EMIS.
F.
Challenges
In implementing its goals and objectives the inspectorate department faced
the following challenges;
(i)
To ensure that all inspectorate offices are adequate and resourced
with furniture and reliable transport to access hard to reach areas
throughout the year
62
(ii)
Timely dissemination of inspection reports to all stakeholders by
making use of ICT facilities.
(iii)
Continued Provision of professional and academic development to
school inspectors; and
(iv)
To ensure that there are adequate number of qualified schools
inspectors as per establishment.
4.2.1.5
Adult and Non-Formal Education
The provision of Adult and Non Formal Education has been an important
aspect of the government’s educational policy to combat poverty,
ignorance and disease in Tanzania. In 2009/2001 the issues of access and
equity of children, youth and adult learners have been given attention to
ensure that the Education for All goals and UN-Universal Declaration of
Human Rights could be achieved. This is to make the target group access
to quality education learning opportunities, especially girls, women,
disadvantaged groups and nomads, with a view of improving the literacy
rate.
A.
Access
Adult Education Learners Enrolment
The concept of Adult education is very broad and not narrow as some
people think. It is very diverse and cuts across different sub-sectors
beyond the education sector such as agriculture, natural resources, health
and community development. Adult basic literacy is one component of the
adult education. Adult aged 19+ are enrolled in basic Adult literacy Centres
under ICBAE programme and the related provided by NGOs.
In year 2009/10 the enrolment of adult learners under ICBAE programme
for both functional and post-literacy was 924,893 (male 451,108 and
female 473,785). The number of functional literacy learners was 573,174 of
which male were 272,314 and female were 300,860. The enrolment of
Post-literacy learners was 351,719 of which 178,794 were male and 172,
925 being female.
63
Non- Formal Learners Enrolment
The enrolment of all out-of-school Children in NFE centres was linked to
primary schools, with a view to achieve EFA, the PRSP targets and expand
basic learning opportunities. To accommodate out-of-school children,
learning facilities were provided by schools, communities and local
authorities.
In 2010 the enrolment of out-of-school under COBET programme for both
Cohorts was 72,799 of which 39,503 were boys and 72,799 being girls.
Learners enrolled under COBET cohort I (11-13 years) were 49,321 (boys
26,646 and girls 22,675). COBET cohort II (14-18) were 23,478 (boys
12,857 and girls 10,621).
COBET Learners Mainstreamed
Learners who complete COBET Cohort I and pass STD IV examinations
are mainstreamed into standard V in formal primary education. In 2010 the
total number of learners mainstreamed into STD IV was 5,149 (boys 5,950
and girls 4,164). COBET learners mainstreamed into STD V were 8,564 of
which 5,149 were boys and 3,415 being girls.
COBET cohort II learners who passed PSLE are selected to join secondary
education. In 2010 were 4,566 (boys 3,026 and girls 1,540).
B.
Equity
Enhancement of equity is to ensure that there is a balance participation in
education provision taking into consideration of gender, disadvantaged
groups, income levels of household, geographical location and boundaries.
In 2010 the total enrolment under ICBAE for both functional and postliteracy was 51.2% for female and 48.8% for male learners.
The enrolment of female is relatively higher in ICBAE than in COBET
programme with more females being engaged in the programme. It has
64
been observed that the adult learners are keen for the ICBAE programme
since they see immediate tangible returns.
Taking into consideration the reflection of the statistics at national level, the
number of enrolment for female learners under COBET was a little bit
lower as compared with the male learners for both cohorts.
Some factors
which contributed to that effect were such as poor realization of education
to female children in some communities especially pastoralists and mobile
communities.
Plans are underway to map out people with disabilities all over the country.
To effect that, the situation analysis was conducted in Misungwi, Kilindi,
Rungwe, Mufindi, Masasi and Mtwara Mikindani councils.to identify out-ofschool children, youth and adults with disabilities.
C.
Quality Improvement
Increasing enrolment at AE/NFE centres is crucial, but in itself is not
adequate except a positive impact on learning outcome. To achieve this it
depends much on an improved quality of teaching and learning; and the
provision of quality services. This is enhanced by the availability of
adequate, competent facilitators, teaching/learning resources, good
learning environment and facilitation of relevant curriculum which caters for
the desired learning needs of the targeted beneficiaries
The curriculum framework is prepared at the national level to enable the
facilitators design the curriculum at the local level basing on the consensus
with the learners in consideration of their local needs, flexible time tabling
and has a direct link to their socio-economic development. The ICBAE
centres have established membership to Savings and Credit Cooperative
Societies (SACCOS) for loaning funds within the shortest time possible.
This as an impact of raising the quality and increased productivity from the
ICBAE centres in order to make the learners more competitive and capture
a bigger marketing place. This in turn contributes to poverty eradication.
65
ICBAE Teaching Methodology
In order to ensure relevance to the beneficiaries the adapted REFLECT
methodology
(Regenerated
Community Techniques)
is
Freirean
being
Literacy
used
in
through
ICBAE
Empowering
classes.
This
methodology is a structured participatory learning process that empowers
people to critically analyse their environment, identify their problems,
discuss and analyse them and come up with practical solutions for
sustainable development.
The COBET curriculum is a competence based
enriched with life and
vocational skills with the aim of preparing COBET learners to be
mainstreamed into the formal education system. The curriculum based on
six subjects namely communication skills (English and Kiswahili, General
knowledge (Maarifa), Vocational Skills (Stadi za kazi), Personality
Development (Ujenzi wa Haiba) and Mathematics (Hisabati). Both COBET
(Cohort I and II) subjects are the same expect they differ in content quality,
level of simplicity/complexity, time allocation and approaches.
The strategies used in order to attain quality include:

Retraining of COBET facilitators in Mwanza City and Bukoba Rural
Councils

Provision of COBET textbooks for learners in Mwanza City and
Bukoba Rural Councils

D.
Retraining of facilitators done by the district council.
Capacity Building
Capacity building to the target group is very important as to equip them
with the required knowledge and skills for effective management and
delivery of educational services. It also helped in developing interpersonal
trust and thus contributing to their aggregate participation towards
achieving the prime goals of implementation of AE/NFE at national,
regional, district, ward and centre levels.
66
Management Capacity Enhancement and Development
The training needs were identified and designed into training programmes
consultatively involving educational institutions such as UNESCO, the
Institute of Adult Education (IAE), Tanzania Institute of Education (TIE) and
LGAs.
Among
the
training
programmes
included
management,
participatory planning, monitoring and evaluation, HIV/AIDs, and Lifelong
learning Management Information System (LL-MIS).
The capacity building had been conducted through training workshops as
follows:

The training on management included participatory planning,
monitoring and evaluation, Management Information System to
District Adult Education Coordinators and Audio Visual Officers in
Dar es Salaam.

Capacity building realization of the importance of educating people
with disabilities at all levels was conducted in Rungwe and Mufindi
Districts.

Management of COBET programme by the District management
team including the councillors in Mwanza City and Bukoba District
Councils.

Management of Adult and Non-Formal Education activities by Adult
Education
Coordinators,
Audio
Visual
Officers
and
Home
Economics and Health Coordinators at district level conducted in
Morogoro.

Capacity development of the district team officials on the
management of Lifelong Learning Management Information System.
E.
1)
Management
Planning and Budgeting
Proper planning and budgeting remain to be crucial and essential to
perfect utilization of the available scarce resources. Planning always
67
entails setting of priorities selected from sub-sector’s functions
chiefly depending on the accessibility of resources.
Allocation of adequate funds to AE/NFE programmes at all levels is
of education will more often than not account for a paramount
importance to enable sustainability of AE/NFE for out school and
other literacy programmes.
In 2009/2010 the major priorities of AE/NFE department were to
prepare scripts for developing films (TV and Radio) for Yes I Can
Programme, monitor the implementation of ICBAE, COBET, Mambo
Elimu and lifelong management information system.
The department managed to plan the activities according to MTEF
as it was directed by the Ministry of Finance. The total amount funds
allocated to the Department was 1,299,203,000/= out of which
823,904,000/= was Recurrent Budget and 475,299,000 was
Development Budget. However, the budget was insufficient in areas
like capacity building, Yes I Can programme facilitation and
monitoring due to lower ceiling provided.
In The department different strategies were outlined as to effect a
systematic implementation of AE/NFE including the funding for the
out-of- children and youth being under the PEDP funding
arrangements, community contributions towards establishing and
maintenance of the centres.
2)
Institutional Arrangements
The Department of Adult Education and Non-Formal Education
works in collaboration with all partners in adult and non-formal
education including PMO-RALG, MCDGC, and the development
partners,
CSOs,
Education
Institutions
and
International
Organizations to harness resources necessary for the effective
implementation of the AE/NFE programmes. In order to achieve the
68
AE/NFE priorities the department work hand in hand with different
stakeholders through consultative meetings in making decisions and
implement the agreed resolutions.
Some of the aspects which the department has collaborated with
other institutions in 2009/2010 include:

The department worked with school inspectors and LGAs to
train COBET facilitators and monitor the implementation of
AE/NFE programmes at centre level

The department in close cooperation with the PMO-RALG
has reviewed and revised the job descriptions for Regional
and District Adult Education Officers.
There is a good
linkage, coordination and accountability with the local
government authorities.

The department collaborates with LGAs to monitor the
implementation
of
Adult Education and
Non-Formal
Education activities at district, ward and centre levels

The department works with MCDGC (FDC) and VETA
through consultative meeting on AE/NFE and capacity
building on LL-MIS.

UNESCO in collaboration with the Dakar Regional Bureau for
Education (BREDA) and the Institute for Lifelong Learning
(UIL) extended its financial and technical support to facilitate
capacity building for LL-MIS, evaluation of the AE/NFE
Strategy 2003/ 04-2007/08 and Human Rights Education
under UN Joint Programme.

UNICEF has supported the government’s commitment
towards achieving the EFA and MDGs through the COBET
programme, provided financial and technical support for the
non-formal Integrated Post Primary Education Programme
(IPPE) done by IAE training of facilitators’ provision of
69
teaching and learning materials in Bukoba and Mwanza
Districts Councils.

USA supported the Education Development Centres (EDC)Mambo Elimu using self-powered lifeline radios to support
basic education programmes in literacy, mathematics and life
skills through MP3 to help young children in Tanzania escape
poverty and avoid the worst forms of child labour.
The
programme has proven to be successful in reaching the
marginalized groups in Ngorongoro, kiteto, Loliondo, Lindi
Rural, Mtwara Urban and Rural councils.

Cuba offers technical supports the piloting of a programme
termed “YES I CAN” a model that was used to eradicate
illiteracy in Cuba. A team of film actor crew from Tanzania is
currently developing film for the “Yes I Can” lessons in Cuba.

Tanzania Education Network-Mtandao wa Elimu Tanzania
(TENMET) represents the CSOs/NGOs at all the ESDP
meetings and is engaged in various policy debates on
education.

Action Aid Tanzania provided AE/NFE to the out-of-school
children using the innovative approach termed ACCESS. In
Liwale Action Aid has supported in paying honoraria to the
facilitators of AE/NFE.
The department recognizes the roles and responsibilities of various
players in the sub- sector of Adult Education and Non-formal
Education.
The department therefore, has established well
grounded partnership with other government ministries and
departments, Education Institutions, International Organizations and
CSOs who are engaged in supporting her national and international
commitments within the education sector.
3)
Monitoring, Evaluation and Educational Research
The monitoring and evaluation focuses on what happens at the
centre level and the influences to the communities around. The
70
inspectors of schools, district adult education coordinators, regional
and officials from PMO-RALG, MoEVT, MCDGC (FDCs), TIE, IAE,
ward education coordinators, head-teachers and members of the
CSOs/NGOs are all involved in the monitoring and evaluation of the
programmes.
To ensure timely correction of data, Lifelong learning Management
Information System (LL-MIS) has been institutionalised. Its purpose
was to develop a conceptual framework for mapping and monitoring
LL-MIS; guidelines for establishing an institutional framework for the
development of sub-national database, sample data collection tools
and guidelines for analyzing data, producing and disseminating,
guidelines for planning, implementing and monitoring a pilot project
and to test the prototype LL-MIS methodology.
F.
Challenges
The major challenges included:

Inadequate resources to cater for increasing illiteracy rate in
the country

Poor teaching and learning environment at center level

The low and irregular payments of honoraria to the classroom
facilitators by councils.

Lack of AE/NFE coordination and monitoring linkage at the
regional level.

Failure to include COBET pupils integrated in the formal
education system to be awarded the capitation grant thus
denying them the right towards achieving the Education for
All (EFA).

Inadequate budget funding of AE/NFE at all levels.

The number of COBET learners mainstreamed is minimal
leaving the majority in the field unattended.

The FDC curriculum does not match to the ODL approach.
71

Lack of an adult education and non-formal education subsector policy to guide the critical roles of implementation
across the various sectors.

Lack of regular literacy survey to assess continuous progress
and the level of illiteracy in the country

Lack of political will has made the sensitization on the
implementation of AE/NFE get ineffective support.

Inadequate teaching and learning materials at the centers.

Truancy and drop-out of school pupils which contribute to
people who do no know how to read and write

Lack of reliable AE/NFE data at lower levels.

Ineffective AE/NFE Committees at all levels.
4.3.2 Higher Education
A. Access
The Government continued to encourage private sector to establish and
run higher education institutions to support the Government’s effort in
providing higher education. In the year 2009/2010 the Government also
encouraged private universities to start education programmes whereby 10
private universities and colleges offered these programmes including:i)
University College of Education - Zanzibar ;
ii)
Tumaini University – Makumira College.
iii)
Muslim University - Morogoro.
iv)
Mwenge University College
v)
St. Augustine University of Tanzania,
vi)
St. John’s University
vii)
Sebastian Kolowa University College,
viii) Tumaini University – Iringa College,
ix)
Teofilo Kisanji University,
x)
University of Arusha
72
Also, universities have expanded access by introducing new academic
programmes to some of the higher learning institution, to mention a few
such as:
1. University of Dar es Salaam:

Bachelor of Science Actuarial Sciences; and

Bachelor of Science Molecular Biology and Biotechnology.
2.
Sokoine University of Agriculture:

Bachelor of Science Education

Bachelor of Tourism and Hospitality and Management; and

Bachelor of Large Management.
3.
Mzumbe University

Bachelor
of
Information
and
\communication
Technology
Management

Bachelor in Production and Operations Management.
In 2009/10, a total of 118,911 students were enrolled in 32 existing
Universities and university Colleges. This is an increase of 25% from
2008/09 enrolment. Out of 118,911 students enrolled in the in public and
private universities, 24,740 students were enrolled in 20 private universities
as shown in Table 14.
Table 14: Enrollment in Public and Private Universities and its Colleges
2009/2010
No.
Female
Male
Total
1.
Public
27,997
55,831
83,828
2.
Private
14,269
20,814
35,083
3.
Grand Total
42,266
76,645
*(118,911)
4.
Percentages
35.54
64.46
100
* The Number in the Budget Speech is 118,978
73
Also, during the financial year 2009/2010, 130,050 students in both public
and private higher learning institutions in country were given loans. The
Government in 2009/10 continued to provide grants to 1,603 Medical
Doctor (MD) students of whom 69 were Dental Doctors and 48 Veterinary
Doctors.
These
were
provided
with
grants
amounting
to
Tshs
4,272,327,786 out of budget of Tshs. 4,274,346.800. The students were
enrolled in the following Universities and University Colleges:(i)
Muhimbili University of Health and allied Sciences – MUHAS;
(ii)
Hubert Kairuki Memorial University- HKMU;
(iii)
Weill Bugando University College of Health Science WBUCHS;
(iv)
International Medical Technical University – IMTU.
(v)
Sokoine University of Agriculture -SUA.
(vi)
Kilimanjaro Christian Medical College – KCMC; and
(vii)
University of Dodoma - UDOM
(viii) Coordinated 193 scholarships offered to our country by different
friendly countries.
The Government conducted awareness campaign to the public regarding
cost-sharing on higher education and opportunities whereby 50 secondary
schools in Arusha, Kigoma, Mara, Manyara and Singida regions and a total
of 7,481 students attended.
The first phase of construction of the
University of Dodoma was completed, whereby dormitories, lecture rooms,
seminar rooms, dispensary at the Colllege of Humanities and Social
Sciences, College of Education, College of Informatics and Virtual
Education and College of Health and Allied Sciences have facilities which
can accommodate a total of 15,000 students.
B. Equity
As shown in Table 14 above, there were 42,266 female students
equivalent to 35.5% enrolled in 32 existing Universities and University
Colleges. This is an increase of 36.3% from 2008/2009 enrolment. Out of
42,266 female students enrolled in the higher learning institutions, 14,289
female students were enrolled in 20 private higher learning institutions.
74
University continue to evolve measures such as expanding re-entry
programmes both Male and female lowering cut-off points for sciences
programmes so as to allow more female students be enrolled.
C. Quality Improvement
The Tanzania Education Authority (TEA) was established with the aim of
promoting education development at all levels in terms of rehabilitation and
construction of infrastructure, purchase of books and laboratory equipment,
hostels and promotion of gender balance. Up to March, 2009 TEA had
already disbursed a total of Tshs. 15,538,882,698 Billion to projects aimed
at addressing the quality of education sector.
The Tanzania Commission for Universities (TCU) regulates quality of
facilities, programmes and courses offered in Universities, students
admitted, staff teaching at these Universities. The Tanzania Commission
for Universities (TCU) had the following achievements in 2009/2010:(i)
Assessed 25 degree programmes from various in universities;
(ii)
250 certificates were assessed and accreditation;
(iii)
It coordinated 5 experiments on quality assurance of
programmes at five
universities:
St.
John’s University,
University of Dodoma, State University of Zanzibar, Dar es
Salaam University College of Education, and Muslim University
of Morogoro.
(iv)
Coordinated admission of 2010/2011 first year students under
the newly established Central Admission System.
A total of 80 teaching staff from 10 public universities were sponsored by
the
Government
in
collaboration
with
DAAD
Germany
to
study
postgraduate programmes at Masters and Doctorate levels aiming at
reducing the scarcity of lecturers at higher learning institutions.
75
The Government has coordinated and facilitated 131 employees from 8
institutions to join postgraduate programmes under Science and
Technology and Higher Education Project (STHEP) with assistance from
the World Bank credit. The project aims at increasing quantity and quality
of higher education graduates, with special emphasis on science,
technology and education through an improved learning environment in our
institutions whereby 5 programmes have been reviewed and improved.
D. Management
1) Planning and Budgeting
During FY 2009/2010 the higher education sub-sector was allocated
Tshs.291,367,298,796billion for the implementation of its activities. A
total of Tshs.291,357,018,531billion was disbursed and expended
2) Institutional Arrangements
All Higher education institutions are quasi autonomous and are all
governed by their respective councils. During the period under review,
a number of meetings were held between the Ministry Officials and the
Management of these institutions and student leaders. Ministry officials
attended HEI Councils, Senate and Governing Board meetings while
the Minister paid visits to a number of HEIs. Also a stakeholders
meeting to harmonize higher education system at establishing NQF
was held. A draft report has been produced.
During the year 2009/2010, after incorporating comments and inputs
from MOEVT Management, stakeholders, Government Ministries and
DP on the Higher Education Development Programme (HEDP), the
HEDP has been approved and ready for launching in the year
2010/2011.
3) Monitoring, Evaluation and Educational Research
76
The Government through TCU is responsible for quality assurance and
control. In 2009/2010, TCU coordinated admission of students,
inspected and evaluated the plans of either starting of new or review
seven universities in order to offer them an appropriate certificate. It
completed draft write-up of the National Qualification Framework
(NQF) and it is now in the process of preparing operational regulations.
It has established Centralized Admission System (CAS) in order to
check/control multiple admissions, minimizing/removing use forged
certificates and minimizing costs of application fees to institutions.
During the year 2009/2010, Higher Education Institutions (HEIs)
continued to undertake number of research activities as part of their
mission. Most of the research outputs have been published in
reference Journals and some have led to production of end product
which have been patented or granted Intellectual Property Rights.
These publications besides being used for ranking institutions in the
world of academics, research outputs have also been used in
reviewing Government policies in different sectors. The main
challenges facing HEIs is lack of enough research funds and skilled
manpower to undertake more demand driven researches/projects
aimed at alleviating poverty amongst the population.
E. Challenges
The challenges include:
(i)
Provision of adequate infrastructure in higher education
institutions to accommodate the increasing number of
students;
(ii)
Availability of adequate textbooks, reference books, journals
and laboratory equipment;
(iii)
Improving the supply of teaching staff in higher education
institutions especially expanding the capacity for teacher
preparation
particularly
in
sciences,
mathematics
and
languages;
77
(iv)
Improving budgetary allocation for implementation of Higher
Education Development Programme;
(v)
Improving development budget and institutions others
charges whereby most of allocated budget fall below 50% of
the actual budget;
(vi)
Enhancing the use of ICT in teaching and learning;
(vii)
Addressing the problem of ageing profile of senior academic
staff in higher education institutions by ensuring staff
recruitment, training and retention; and
(viii)
Institutionalizing of alternative modes means of financing
higher educations.
4.3.3 Technical and Vocational Education and Training
Technical and Vocational Education and Training (TVET) is delivered
through 903 registered TVET institutions owned by over fifteen
organizations
including
Ministries,
Private
and
Faith
Based
Organizations (FBOs). The Ministry of Education and Vocational and
Training (MoEVT) owns only twenty five of them. MOEVT is responsible
for quality control and Assurance through National Accreditation Council
for Technical Education (NACTE) and Vocational Education Training
Authority (VETA). In addition, MoEVT is responsible for policy
formulation, planning and coordination of educational programmes.
Vocational Education
A. Access
During the period under review the rehabilitation and expansion works
covering Mpanda, Ulyankulu, Singida, Njiro VTCs and Tabora RVTSCs
were completed thus creating extra capacity for 2,600 students.
Construction works for new VTCs in Lindi, Pwani, Manyara, Makete and
Dar es Salaam were progressing. A labour market skills survey was
conducted in 15 districts that had neither public nor private VET Centres.
The
districts
are
Tandahimba,
Nanyumbu,
Ruangwa,
Liwale,
78
Sumbawanga, Nkasi, Manyoni, Hanang, Mkuranga, Kyela, Magu,
Serengeti, Rorya, and Kongwa.
The student enrolment decreased from 114,399 in 2008 to 72,938 in
2009. In 2010 total of 116,613 students have been enrolled for training
different skills in both public and non public institutions. In 2009, a total
of 40,643 students were enrolled in public VET institutions which are
owned by VETA, MCDGC and LGAs while 42,319 students were
enrolled in Private owned institutions including FBOs and Non
Government Organizations (NGOs). A total of 54,185 students attended
and completed long and short courses in various skills in 2009
representing a drop out of 34.7%. In 2009, VTCs owned by VETA
enrolled 29.5%, Central Government 20.5%, FBOs 19%, NGOs 14.6%
and other private owners enrolled 16.4% of the total students.
B. Equity
The enrolment of female students decreased from 53,291 in 2008 to
32,634 in 2009 and then increased to 54,605 in 2010. . In 2009 a total of
21,735 girls attended and completed long and short courses in various
skills compared to 43,341 who completed similar courses in 2008. The
percentage of female students enrolled in VET decreased from 47% in
2007 to 44.7% in 2009 and then increased to 46.8% in 2010. However
the dropout rate for female students increased substantially from 18.7%
in 2008 to 33.4% in 2009.
C. Quality Improvement
During 2007, a total of 34 687 candidates sat for vocational trade
examinations were attempted by and 26,518 (76.4%) of them passed as
shown in table 14. A total of 9,351 leavers undergoing training in both
public and non public VTC attempted competence Based Assessment
where by 7,689 (82%) passed. In 2008 fewer students (31,331)
attempted examinations however the pass rate improved to 80.2%. In
2009 21895 students attempted examinations and only 17363 students
equivalent to 79.3% passed
79
Table 15: Pass Rates for Year 2007-2009
Year
2007
2008
2009
Finalists Registered Attempted
125986
92821
54,185
Source: VETA
36085
32792
22576
34687
31331
21895
Passed
26518
25137
17363
Pass Rate
76.4
80.2
79.3
D. Capacity Building
In 2009, a total of 287 vocational teachers attended vocational
instructor certificate courses at Morogoro Vocational Instruction
Training College while 37 attended vocational instructor diploma
courses. A total of 542 learners attended short term training at
Morogoro Vocational Instruction Training College while 70 instructors
attended short term training abroad as follows: 16 in Canada, 3 China,
1 Malasyia, 2 Japan and 48 Korea.
In the F/Y 2009/10, modern equipment and tools were supplied, installed
and commissioned at Mpanda, Shinyanga, Tabora, Ulyankulu, Singida
and Njiro Vocational Training Centres. In addition a total of Tshs.
382,604,164 was given by VETA to other VET private providers in order
to improve the quality of VET provision. In addition, two VTC centres,
Mwanza and Moshi RVTSCs received modern equipment worth 500,000
and 1,300,000$ respectively through donated by Cambrian College and
Tanzania Chamber of Minerals as part of the implementation of the
partnership projects. However, there remains a substantial number of
Government owned institutions that have outdated equipment, in need
of repairs, obsolete or insufficient thus affecting the quality of VET
provision.
E. Management
In 2009 there were 96 registered public VET centres and 585 centres
owned by FBOs, NGOs and other private owners. The public VTCS
80
were managed by the following MDAs; MCDGC 53, LGAs 22, and VETA
21.
1)
Planning and Budgeting
Planning and budgeting for each VTC is administered by the respective
parent MDA. Within the LGA, planning for VET is administered by DEO
for Primary Education. Within VETA the administration of VET is within
nine Zones. The VET Regional Boards oversee training provision in the
zone as a whole. They set regional training priorities and supervise
budget preparation for those priorities for forwarding to the national VET
Board for consolidation and approval.
In 2009, a total of Tshs.58,794,395,782 was budgeted for Development
and Recurrent expenditure. However only 46,554,248,612 was realized
by VETA from the following sources of funding: Skills & Development
levy
Tshs.30,813,967,793,
Income
generated
funds
Tshs.6,723,030,424 and Government grants Tshs.9,017,250,395.00.
The budget allocation to 75 public VET centres operating under central
and Local Government Authorities have not been captured. A total of
Tshs.35,730,428,006
was
expended
as
follows:
OC
and
PE
Tshs.25,138,192,908, Capital/Development Tshs.10,592,235,097, and
support to other providers Tshs.346,427,106.00. The expenditure of
Tshs.10,023,820,607 was shelved so as to accommodate purchase of
equipment for NTA level 4 programmes planned to be introduced in the
near future.
2)
Institutional Arrangements
The MDAs are responsible for the management of the public VTCs
under their jurisdiction. MOEVT provides coordination and policy
guidance to all providers and is responsible for ensuring quality in the
provision of training through VETA. One stakeholder’s workshop was
organized and conducted for each VET zone, and one stakeholder’s
workshop was organized and conducted at National level
81
3)
Monitoring, Evaluation and Educational Research
The VET Regional Boards oversee training provision in the zone as a
whole. They also have the responsibility of ensuring inspection of
vocational training centres by VTC Coordinators. VET has enjoyed the
continual Monitoring by VTC Coordinators. Reports have been written
and scrutinized by VET Regional Boards from which some interventions
were made and others are in the pipeline. Joint monitoring visits by
education stakeholders were conducted in April/May 2010. A total of 11
public VTCs were visited and reports have been prepared for sharing in
the joint education sector review workshop.
A VET-MIS has been established to generate extensive data on VET
provided by both VETA and FDCs (MCDGC). All Zonal VETA Labour
Market Analysts and FDC coordinators have been trained in collecting
and processing the data as well as in data querying and reporting. The
database is housed under EMIS and in VETA, as an important
component of the sector-wide ESMIS database.
F. Challenges
The major challenges facing the Vocational Education and Training
among others include the following:
(i)
Mobilizing adequate resources to facilitate rehabilitation and
expansion of facilities in the existing VTCs and establishment
of 28 district vocational centres;
(ii)
Acquiring adequate and modern equipment, tools and
teaching materials that match with modern technologies so
as to equip graduates with skills and capability to compete in
the job market;
(iii)
Developing a mechanism for vertical progression to higher
levels of education and training;
(iv)
Attracting more students to join VET programmes and
retaining students to complete of training programmes;
(v)
Attracting more students to register for and attempt national
examinations; and
82
(vi)
Establish a clear mechanism to capture and report on
allocation and expenditure of VTCs managed by LGAs.
Technical Education and Training
A:
Access
During the period under review a total of 24 technical education institutions
were registered as follows: 12 were awarded full registration status, 11
were awarded provisional registration status and 1 institution was awarded
preparatory registration status thus making a total of 223 registered
institutions by 30th June 2010. Table 16 shows the number and status of
registration per areas of specialization (Subject Boards).
Table 16: Registration Status of Technical Institutions as at 30th June 2010
No
Subject Board
Agriculture, Natural
Resources
and
Environment
and
2. Business
Management
3. Engineering and
Other Sciences
4. Health and Allied
Sciences
and
5. Planning
Welfare
TOTAL:
Institution
s per
Board
Registration Stage
Provision
Full
Preparatory
al
No
%
No
%
No
%
Registered
(Full &
Provisional)
Total
%
1.
25
21
23
20
39
28
101
34
222
84
91
72
86
85
24
71
179
81
2
8
3
13
0
0
23
100
10
25
1
3
38
97
11
11
3
3
97
96
10
29
0
0
34
100
36
16
8
2
6
3
92
23
215
97
Source; NACTE 2010
In 2009/10 a total of 50,173 students were enrolled in technical education
representing an increase of 2.0% over the previous year. Out of those,
29,324 (58%) students were enrolled in certificate and Diploma
programmes. A total of 18,882 (37.6%) students were enrolled in
undergraduate programmes (degree and advanced diploma) and 2,060
(4%) students in postgraduate programmes thus contributing to the higher
education student population. A total of 43,399 (86.5%) students were
83
enrolled in public technical education institutions while the remaining
students were enrolled in private technical education institutions.
B: Equity
The enrolment of female students apparently decreased from 24,405 in
2008/09 to 20,493 in 2009/10. The decrease is attributed to a number of
health institutes that did not return the data forms. As a consequence,
percentage of female students in Health and Allied Sciences decreased
from 65.7% in 2008/9 to 59.0% in 1009/10 while the overall percentage of
female slightly decreased from 43.19% in 2008/09 to 40.8% in 2009/10.
The participation rate of female students in other categories improved .The
target is to achieve a participation rate of 50%
C: Quality Improvement
A total of 28 technical education Institutions were inspected for
accreditation of which 18 were given full accreditation status; 08
preparatory accreditation status and 02 were directed to address identified
deficiencies. As shown in Table vvv, a total of 79 institutions have been
accredited to offer competence based programmes.
Table 17: Accreditation Status of Technical Institutions as at 25th June
2010
No
Subject Board
Institutio
n Per
Board
Agriculture,
Natural
Resources and
Environment
2
Business
and
Management
3
Engineering and
Other Sciences
4
Health and Allied
Sciences
5
Planning
and
Welfare
TOTAL
Source: NACTE June 2010
Full
Accreditation Stage
Provisio Candida
nal
cy
Total
1
25
23
39
101
34
222
13
3
2
16
12
3
4
15
14
6
2
20
13
14
28
27
8
5
6
13
60
31
42
91
84
Auditing the Qualification of 200 teaching staff was conducted in 2009/10.
In the exercise 128 teachers were awarded with full registration status and
40 provisional registration status bringing to a total number of 1742
In 2009, a total of 3,696 teachers were engaged in the provision of
technical education and training resulting into a net STR as shown in table
18. Business and Management category had the highest STR of 1:27,
followed by Planning and welfare 1;14, Health and Allied Sciences 1:14,
Engineering and Other Sciences 1:14 and lastly Agriculture with 1:9. The
above STRs fall in acceptable range of respective Subject Board.
Table 18: Average Teacher - Students Ratio as at June 2010
Subject Board
Agriculture, Natural
Resources &
Environment
Business and
Management
Engineering and Other
Sciences
Health and Allied
Sciences
Planning and
Welfare
TOTAL:
Institutions Per
Subject Board
Number of Staff Per
Subject Board
Number of Students
Per Subject Board
Average
Teacher/Student
s Ratio
27
524
4,534
1:9
22
978
23,457
1:24
40
981
7,799
1:8
101
500
5,701
1:11
33
713
8,682
1:12
223
3,696
50,173
1:14
Source: NACTE June 2010
D: Capacity Building
For public institutions, capacity building is being funded through budgetary
allocation by respective parent Ministry Departments and Agencies. There
were initiatives at national level as follows.
In 2009/10, short term training was provided to instructors from twenty
training institutions on modern techniques of delivery of curriculum using a
CBET approach. Implementation of the education for Employment project
took off on 2009/10. The purpose of the project is to ensure that the TVET
85
system in Tanzania meets the needs of the labour market by increasing the
capacity of technical and vocational institutions to prepare better qualified
graduates who can obtain or create employment in the target sectors –
agriculture, mining and tourism.
As part of the implementation of the
project, twelve institutional partnerships have been established involving
Tanzanian TVET institutions and Canadian Community Colleges and
Institutes. The partnership is intended among others to provide capacity
building to Tanzania TVET institutions for conducting occupational analysis
involving employers and small entrepreneurs in identifying competencies
required for specific employment areas; developing short courses and
curriculum to support target sectors; and training teachers to develop and
deliver a curriculum using a CBET approach.
Within MOEVT, a total of 56 teaching staff from Arusha Technical College,
Mwalimu Nyerere Memorial Academy, ADEM, Institute of Adult Education
and Tanzania School of Library and Documentation Studies attended long
term training at masters and Phd. levels while 15 teaching staff were
provided with short term training ranging from two weeks to four weeks.
E:
Management
1)
Planning and Budgeting
For public institutions, planning and budgeting is coordinated by respective
parent Ministry Departments and Agencies. Autonomous institutions
budget estimates are usually subjected to the Board for approval and then
submitted to the Ministry for consolidation. For non autonomous
institutions, the parent MDA is responsible for planning, budgeting and
budget implementation.
Key budget items for in 2009/10 include: Preparation of Technical and
Vocational Education and Training Development Programme (TVETDP);
Facilitate Regional Vocational Training Services Centres in provision of
Ordinary Diploma programmes (National Technical Awards-NTAs) and to
institute bridging courses; and Rehabilitation and expansion of physical
86
facilities in Technical Education Institutions to accommodate increased
enrolment. These items did not receive adequate funding. In 2010/11 in
addition to the above mentioned, the budget focuses on introduction of a
degree programme in Civil and Irrigation Engineering at Arusha technical
College.
2)
Institutional Arrangements
Technical Education is delivered through 222 Post Secondary Education
Training Institution. Among these 128 are owned by MDAs while 94 are
owned by private and faith based organizations. The MDAs are responsible
for the management of the public training institutions under their
jurisdiction. MOEVT provides policy guidance to all providers and is
responsible for ensuring quality in the provision of training through the
National Council for Technical Education.
3)
Monitoring, Evaluation and Educational Research
Monitoring of budget implementation is the responsibility of parent MDAs.
MoEVT through NACTE is responsible Monitoring and evaluation of all
matters pertaining to quality in the provision of technical education and
training. During the period under review, a total of 16 institutions were
visited. These are Wildlife Training Institute Pasiansi; Nyegezi Freshwater
Fisheries Institute; Ministry of Agriculture Training Institute Ukiriguru;
Zanzibar Institute of Financial Administration; Karume Technical College;
Ministry of Agriculture Training Institute Mlingano; Mweka College of
African Wildlife Management – Moshi; Forest Industries Training Institute –
Moshil; JR and Acharya Polytechnic; Forestry Training Institute Olmotonyi ;
Primary Health Care Institute; Rungemba Community Development
Training Institute – Mufindi
The followings are cross cutting issues noted across all 12 institutions:
a)
Most of the institutions lack adequacy financial resources which
hinder proper implementation of learning activities and provision of
required physical resources
87
b)
CBET is still applicable in small percentage like 30% to 40%, this is
because of the resources constraints and instructors lack CBET
pedagogical skills.
c)
Most of Institutions do not have proper quality assurance systems,
for those institutions which have the Quality Management Plan and
Quality Assurance Policies and submitted to NACTE during
accreditation they have never implemented it.
d)
Institutions which are directly coordinated by the ministries (they are
non autonomous) have substantial shortage of teaching and
learning resources and their teachers are demoralized due to low
salaries and lack of incentives.
e)
Some institutions have not adhered to the laid down procedures for
developing and approving new or revised curriculums, some
institutions
were
noted
to
have
started
implementing
new
curriculums before being validated by NACTE.
F:
Challenges
The major challenges facing the Technical Education and Training among
others include the following;
(i)
Mobilizing adequate resources to facilitate expansion of
infrastructure and physical facilities;
(ii)
Improving the participation rate of female students in science
programmes;
(iii)
Acquiring adequate and modern equipment, tools and
teaching materials that match with modern technologies so
as to equip graduates with skills and capability to compete in
the job market;
(iv)
Increasing enrolment so as to produce a critical mass of
middle level technical personnel required to man the
economy; and
(v)
Enhancing capacity for Reviewing and development of
curricula that are market driven and responsive to new
technological development.
88
4.3.4 Folk Education
A:
Access
The Ministry of Community Development Gender and Children had
planned to provide training to 30,000 students in 2009/2010 through long,
short and outreach course. Apparently 31,039 students were enrolled in
FDCs in 2009/2010 in different skills including Carpentry, Masonry,
Electrical installation, Mechanics and Computer. Also the students were
offered with income Generating Support Skills namely Business,
Entrepreneurship, Market and credit referral skills.
The training also
covered 311 people with disabilities and 49 young mothers. The income
generating support skills intended to enhance productive abilities of the
clients. The enrollment was an increase of 3.5% compared to the planned
enrollment and 5% increase compared to 29,557 students enrolled in
2008/2009.
To be able to promote further access to FDCs clients, the sub sector
continued with major rehabilitation of 21 FDCs and minor rehabilitation of
11 FDCs. This work is still in progress and a follow up and inspection was
done to all rehabilitated buildings and infrastructure. Also a solar power
was installed in 3 FDCs.
B:
Equity
Inclusive education continued to be practiced in 5 FDCs namely
Arnatouglu, Ilula, Kisarawe, Bigwa and Sengerema. 311 Students with
disabilities (Physical, mental, Albino, sight and hearing impaired) were
enrolled. More students with disabilities were enrolled this year as
compared to FY 2008/2009. Also 49 young mothers were provided with
training in Mamtukuna, Ulembwe and Njombe FDCs.
C:
Quality Improvement
In order to improve the quality of Folk Education provision in FDCs, the
process of reviewing FDCs curriculum was started in 2009/2010. So far a
number of activities have been accomplished in view of reviewing the
same. The activities include:

Conducting training needs assessment in 53 FDCs;
89

Reviewing related policies (Community Development, Education and
Training, VETA and Agriculture policies), programmes- (PEDP,SEDP,
FEDP) and curricula-FDCs, VETA, Agriculture and Adult education.;

Conducting curricula development expert meeting to provide inputs on
findings from training needs assessments, reviewed documents and
suggest way forward.
The move to review the curriculum was responding to the education sector
concern that the FDCs curriculum that was reviewed in 2002 was out of
date. Also the sub sector performed other activities were as follows:

Providing training to 86 trainers from 43 FDCs with skills o application
of appropriate technology namely power tillers, fuel conserving stoves,
push cats, plough, electricity generated by milling machine and fruits
preserving machines. The trainers will in turn train their fellow staff and
communities surrounding the colleges;

Facilitating 53 FDCs to purchase teaching and learning materials and
assistive devices; and

Facilitating 16 staff to acquire professional skills from short and long
training sessions.
D:
Capacity Building
Capacity building involved the following:

Training of 28 FDCs tutors and technicians from Kigoma FDCs
(Kihinga, Kasulu & Kibondo) on modern trades; and

Training of 16 tutors on professional development.
The training was planned and there after implemented successfully.
E:
1)
Management
Planning and Budgeting
Planning in the Folk education sub sector started by identifying FDCs
priorities. All FDCs managed to send their priorities for the year 2009/2010
through quarterly reports. It is out of their priorities, MKUKUTA and the
90
education sector priorities we were able to select few priorities to
implement. The priorities include capacity building, improvement of
teaching and learning environment, strengthening crosscutting issues,
monitoring and evaluation etc. The main challenge was limited resources
against diverse priorities.
The resources allocated to the sub sector were disbursed according to set
priorities.
TShs.869,058,509.60 out of TShs.1,305,609,000 (71%) was
disbursed to finance Folk Education in 53 FDCs as recurrent expenditure
while Tshs.1,200,000,000 out of Th.Shs.2,735,777,000 (43.9%) was
disbursed to carry out development activities. As indicated, less amount of
money was received from the treasury. This had negative effects on the
implementation of the planned activities both recurrent and development.
In the year 2010/2011 the sub sector will focus more on the FDCs priorities
in order to ensure the implementation is demand driven. Also the Ministry
will lease with the treasury to ensure the allocated funds are timely
received so as to finance the planned activities.
2)
Institutional Arrangements
The Ministry managed to make decisions through education sector fora.
The Folk Education Development Committee meetings including the 3
FEDC, 4 FEDC task force and 4 Technical working groups meetings met
as planned.
The meeting particularly the FEDC and FEDC task force
meetings involved member from MOEVT, PMO-RALG, CSOs and DPs.
The members were able to share education sector pertinent issues and
made decisions accordingly. The only challenge was time constraint given
a diverse activities performed by partners. It is proposed that the education
sector meetings timetable should be harmonize to avoid corrosion of
meeting dates.
3)
Monitoring, Evaluation and Educational Research
In the year 2009/2010 the Folk Education sub sector managed to inspect
all 53 FDCs. Also the sub sector managed to conduct 2 studies namely
91
“The Impact of Folk Education to FDCs target Groups” and “Assessment of
the Possibility of FDCs to Provide both Folk Education and Vocation
Education” Interestingly it was found out that Folk education has significant
impact on FDCs target groups and that FDCs can provide both Folk
Education and Vocation education provided they are well resourced as
detailed in section 3.2
F:
Challenges
A number of challenges confronted the implementation of Folk education
activities. The main ones were:

Availability of adequate and timely disbursement of recurrent and
development funds; and

Effective implementation of Folk Education Development programme
activities.
4.4
Achievement of Targets within Cross-Cutting Issues (CCI)
4.4.1 Gender
A:
Access
Access for both boys and girls is dealt with in all primary and
secondary schools. The enrolment of boys and girls is at a ratio of 1:1.
Gender disparity in enrolment is noticed in higher education where
there are more male than female students. Efforts are under way to
empower female students to study hard and bridge the gap existing
between them and male students. More about enrolment is being
taken care of by primary, secondary, teacher education and higher
education departments.
B:
Equity
Efforts are underway to ensure that there is equity between male and
female pupils/students. The gender section has made efforts of
convincing the government to readmit impregnated school girls back to
92
school after they deliver their babies. The component of readmission
has been incorporated in the education and Training Policy which is
currently under review. Our aim is to make sure that impregnated are
not expelled from the education system and thus denied their right for
education. Readmission guideline have been prepared and are waiting
to be implemented once the Education and Training Policy is
approved. Other equity issues are taken care of by the respective
departments.
C:
Quality Improvement
The strategic plan for gender mainstreaming in the education sector
has been prepared and approved for implementation
D:
E:
1)
Capacity Building
Management
Planning and Budgeting
The planning process involved all the focal point persons from the
MoEVT departments, agencies and its affiliated Institutions. These
persons structurally are known as Technical Gender Committee
members.
In year 2009/2010, the main focus was on workplace interventions.
The plan was to develop gender mainstreaming guidelines, finalise the
strategic Plan for Gender Mainstreaming and the Readmission of
impregnated school girls guidelines. Another intervention was to
conduct a comparative study on two regions of Kilimanjaro and Mtwara
on the issue of school girls pregnancies.
2)
Institutional Arrangements
In regard Gender, Ministries like MoEVT, MCDGC, PMO – RALG,
MOHSW; and Development Partners such as UNICEF, CIDA,
UNESCO work together; for example in developing Strategic Plan for
Gender Mainstreaming 2010/11
–
2014/15;
and
Readmission
Guidelines.
The way in which the actors work together in the past year has not
changed.
Adjustments to the
institutional arrangements
are
93
recommended for future years. Gender is a policy issue which will
work much better under the department of Policy and Planning these
changes will facilitate the achievement of priorities within the subSector by ensuring that all policy matters are engendered.
3)
Monitoring, Evaluation and Educational Research
The comparative study of school girls pregnancies in Kilimanjaro (with
fewer pregnancy cases) and Mtwara (with many cases) was
successfully done and the findings were disseminated in 8 educational
zones.
F:
Challenges

Inadequate fund is the major challenge which hinders the
implementation of the set priorities.

School girls’ pregnancies hinder achievement of EFA goals. How
to reduce and or eliminate them remains a big challenge.
4.4.2 HIV and AIDS in Education
C:
Quality Improvement
The 2nd Education Sector Strategic Plan on HIV/AIDS 2008 – 2012
was developed and endorsed for use.
However the agenda for
Higher learning institutions and, VETA was directed to be included
and mainstreamed in the next review process.
D:
Capacity Building
In year 2009/2010 no fund was given to the AIDS UNIT
E:
1)
Management
Planning and Budgeting
The planning process involves all the focal point persons from the
MoEVT departments and its affiliated Institutions.
These persons
structurally are known as Technical AIDS Committee members.
In year 2009/2010, the main focus was on workplace interventions.
The plan was to provide Voluntary Counseling and Testing for
94
employee at the MoEVT HQ and its Institutions and develop a more
informed plan and providing care and support for employees and scale
up for teachers at all levels.
Priorities are set before budget allocation. However inadequate budget
allocation effects the implementation of the priorities. More focus was
on prevention issues, specifically on developing life skills education for
in school youth; strengthening peer education and counseling services
in schools.
In year 2009/2010; HIV/AIDS Unit was allocated 25 million Tanzania
shillings to implement the set priorities. However no fund was given to
the Unit throughout the year. HIV/AIDS Unit planned to sensitize the
management and budget officers to see the need of going priority to
HIV and AIDS interventions.
The Unit in collaboration with other development partners and
stakeholders like TACAIDS are writing proposals to seek funds from
the Global fund round 10; PEPFARL and UNJP3. Each department
and Institution to mainstream HIV and AIDS and allocate funds for
implementing the set priorities. HIV and AIDS do the coordinating role.
2)
Institutional Arrangements
In regard to HIV and AIDS, Ministries like MoEVT, PMO – RALG,
MCDGC, MOHSW; do work together; for instance in developing
strategic plans like:
The 2nd HIV/AIDS Strategic plan 2008 – 2012;

The National Life Skills Education framework for in and out of
school youths;

Development of Teaching and Learning materials, eg.
Training manuals and Peer education guides.
95
Working together with bonus actors has increased performance for
example; we are made to share the interventions for the out of school
youth and the need to engage the parents and the school community.
These complement with the in school programes/interventions like the
peer and counseling service.
Well, there are; for instance we large the partners in the Education
Section
to
follow
the
Ministry’s
guidelines
implementing AIDS Education in schools.
and
directives
in
Sometimes, there are
challenges on issues like the use condom for in school youths. The
MOEVT don’t allow, other activities insist the youth to be allowed and
distribution for such contraceptives be allowed in schools.
3)
Monitoring, Evaluation and Educational Research
There is a need to strengthen the M & E tool in order to capture more
meaningful information for effective decision making.
Educational
Research is highly recommended.
F:
Challenges

Strengthening PRESET teacher education curriculum through
intensive training of tutors and teacher trainees.

Provision of adequate counseling and Peer education in schools.

Development of appropriate and adequate learning and teaching
materials.

Provision of quality Life Skills Education to the learners.

Voluntary Counseling and Testing for workers including
teachers, in order to access care and support.
4.4.3 Environmental Education
D:
Capacity Building
Training for 50 Primary and Secondary school teachers and 10
Inspectors was conducted.
96
1)
Planning and Budgeting

The planning process involves all the focal point persons
from the Crosscutting Issues. These persons are known as
Crosscutting Technical Working Groups (CTWG) members.

In the year 2009/2010, the main focus was on holding training
sessions with primary and secondary school teachers about
the EE, ESD and the Implementation of Environment
Management Act 2004 and Globe Protocols.

We allocate budget after setting the, priorities. However the
implementation of priorities is affected by insufficient budget
allocation.

More focus was on training the ToTs on Environmental
Education and Education for Sustainable Development,
Implementation of EMA, 2004 with Globe Protocols.
In year 2009/2010 Environment Unit was allocated 97, 995,515
millions Tanzanian shillings to implement the set priorities.
2)
Institutional Arrangements
Environmental Education section collaborates with MoEVT, PMO –
RALG, MCDGC MOHSW, VPO and PMO in:i.
Preparation and conducting training sessions for primary
and secondary teachers on EE, ESD, EMA – 2004 and
GLOBE Protocols.
3)
ii.
School wash and Sanitation and its implementation.
iii.
Disaster Risk Reeducation in schools.
iv.
Monitoring and Evaluation.
Monitoring, Evaluation and Educational Research
No M & E and Educational Research conducted.
F:
Challenges
97
Inadequate fund is our major challenge which hinders the
implementation of the set priorities.
4.4.4 Human Rights in Education
A:
Access
Human rights education is any learning, education, training and
information efforts aimed at building a universal culture of human rights.
It fosters the attitudes and behaviors needed to uphold human rights for
all members of society. On access, a strategy has been developed to
ensure that human rights information and education is available and
widely accessible to all people regardless of age, gender or socioeconomic situation.
B:
Equity
Human rights education caters for all people including poor and people
with special needs, such as people with disabilities, vulnerable and
marginalized and those who are difficult to reach. On how it is going to
happen is clearly stipulated in the Medium Term Strategic plan for
Human Rights Education in Tanzania tenable 2010/11 to 2014/15.
C:
Quality Improvement
The international as well as national standards in terms of learning and
teaching conditions and making linkages between teachers education
and school inspectors training will be observes in the delivery system.
In the teaching and learning process, learning materials and
methodology synergy will be linked with human rights and teachers
training, school inspectors training and work with other agencies
including civil societies Organization.
D:
Capacity Building
Capacity development will be done to the duty bearers to respect,
protect and fulfill Human Rights. These will be teachers and tutors from
98
higher education and they will be identified on the basis of the role,
interest and commitment to human rights education.
E:
Management
1)
Planning and Budgeting
Planning always entails setting of priorities selected from subsector’s functions chiefly depending on the accessibility of
resources.
The funding of human rights education is under the existing
arrangement within MoEVT in the Adult Education Department. The
department managed to plan the activities according to MTEF as it
was directed by the Ministry of Finance. The total amount funds
allocated to the Department was 1,299,203,000/= out of which
823,904,000/= was Recurrent Budget and 475,299,000 was
Development Budget. However, the budget was insufficient in areas
like capacity building, Yes I Can programme facilitation, Human
Rights Education and monitoring due to lower ceiling provided.
In The department different strategies were outlined as to effect a
systematic implementation of human rights education including
soliciting funds from UNESCO that were used for conducting desk
study
and development of the Medium Term Strategic plan for
Human Rights strategic Plan.
2)
Institutional Arrangements
The Department of Adult Education and Non-Formal Education
works in collaboration with all partners in adult and non-formal
education including PMO-RALG, MCDGC, and the development
partners,
CSOs,
Education
Institutions
and
International
Organizations to harness resources necessary for the effective
implementation of the Human Rights Education. In order to achieve
the planned actions the department work hand in hand with different
99
stakeholders through consultative meetings in making decisions and
implement the agreed resolutions.
Some of the aspects which the department has collaborated with
other institutions in 2009/2010 include:

The department worked with HRE stakeholders through focus
group discussion with pre primary school pupils and school
pupils and Secondary School in Mwanza and Arusha. Adult
learners in ICBAE centers of Temeke, Mwanza and Arusha.

The Department collaborated with the National Literacy
Cenntre Mwanza to conduct the study that covered district
councils of Bariadi, Bukoba, Rorya, Sengerema, Serengeti and
Tarime.

UNESCO has supported the government commitment towards
the initiation of the human rights education in Tanzania.
3)
Monitoring, Evaluation and Educational Research
The monitoring and evaluation focuses on what happens at the centre
level and the influences to the communities around. To ensure efficient
and effective monitoring and evaluation system to facilitate the learning
process and for performance of the Human right education programme,
capacity building for key staff school inspectors, facilitators and other
education stakeholders for monitoring and evaluation will be enhanced.
F:
Challenges
The major challenges included:

Inadequate resources to finalize the Medium Term Strategic Plan for
Human Rights Education in Tanzania 2010/11 -2014/15.

Limited knowledge on human rights education that calls for advocacy
at all levels

Very little inclusion of human rights issues in the adult and non-formal
education

Lack of by-laws to prevent the violation of human rights
100
 Lack of good governance.
4.4.5 Education Sector Management Information System (ESMIS)
A:
Access
One of the major rule of ESMIS Programe in 2009/10 was to scale up
decentralization EMIS Data base to council level. But due to lack of funds,
there was no new scaling up Out of 133 councils in only 28 councils are
decentralized
with
EMIS
Database.
However,
the
following
were
accomplished in year 2009/10:
(i)
Folk/Vocational
Education
and
Training
Education-MIS
was
developed and tested in 2009. It is currently housed in both VETA
and EMIS, MoEVT and in the coming year will also be housed in
MCDGC.
(ii)
Higher and Technical Education (HTE)-MIS was developed and
tested in 2009.
B:
Equity
In regard to equity, the pilot decentralization of EMIS Database was
implemented in 28 Councils in 14 regions of which 13 districts are
supported by WFP also capture monthly school report data at district level;
and of which 12 districts are also included in the LL-MIS pilot project. The
regions and councils under pilot decentralization are: Arusha (Karatu,
Ngorongoro, Longido and Monduli); Dar es salaam ( Ilala and Temeke),
Dodoma (Bahi, Chamwino, Mpwapwa, Kondoa); Iringa (Makete); Kigoma
(Kigoma Rural), Kilimanjaro (Hai, Rombo, Siha); Manyara (Kiteto, Simanjiro,
Mbulu); Morogoro (Mvomero); Mtwara (Mtwara Rural and Mtwara Urban);
Mwanza (Magu); Shinyanga (Shinyanga Rural); Pwani (Bagamoyo); Rukwa
(Sumbawanga Rural) and Singida (Singida Rural, Iramba and Manyoni).
C:
Quality Improvement
Following the capacity building provided by ESMIS Programme focal persons from all
education sub-sectors, data quality has improved and more new education indicators
have been reported in BEST, 210. All sub sector database have been harmonized and
are centrally supervised by EMIS
D:
Capacity Building
101
A Part from developed harmonized ESMIS Database, the programe also
provided capacity building to focal persons from all education sub sector for
data analysis were conducted for the sake of data quality and management.
F:
Challenges
Key challenges are as follows:
(i)
Non response or delay of summiting questionnaire from
secondary schools particularly Non-Government secondary
schools.
(ii)
The VET statistics were designed to be collected under two
separate systems namely the VET/FDC MIS for long courses
and the LL-MIS for short courses The LL-MIS was not
scaled-up thus making it difficult to capture data on short and
outreach programmes for the year 2009/10. For nation-wide
data to be available on short-courses, the pilot LL-MIS need
to be scaled up.
(iii)
Several ministries use different questionnaires to collect data
from technical education institutions under their ambit. In
such cases officers responsible for statistics feel overworked
and might not recognize the importance of this exercise. New
strategy need to be developed to ensure that all institutions
participate in data collection.
(iv)
TCU, NACTE and EMIS are required to ensure that timely and
reliable Higher and Technical Education data are available for
publication in BEST 2011.
4.4.6 Information Education and Communication (IEC)
A:
Access
There has been a multimedia information education and communication strategy
focusing on strategic messages to the specified audience.
B:
Equity
102
The multimedia information education and communication strategy focusing on
strategic messages to the specified audience have been focusing on equity
including gender and vulnerability.
C:
Quality Improvement
In regard to quality improvement, the IEC unit concentrated on specified strategic
communication issues which had a greater impact in the education sector.
E:
Management
1)
Planning and Budgeting
a.
The budget was allocated for message creation and
airing of Television programs.
b.
The budget was not sufficient for buying space in the
print media, air time buying in radio, Tv stations and
capacity building for communication practitioners.
2)
Institutional Arrangements
a.
MoEVT and PMO-RALG together have prepared
communication strategy on decentralization of
management of secondary schools to PMO RALG.
b.
The communication strategy prepared has not yet
implemented.
c.
Lack of funds affects the implementation of
communication strategy.
d.
Formation of education sector communication technical
working group. The group will be able to communicate
proactively and contribute to the flow of information and
enhance feedback mechanism.
3)
Monitoring, Evaluation and Educational Research
The impact of the MoEVT communication strategy 2006/07- 2008/09
was evaluated in which four regions (Tanga, Ruvuma, Pwani and
Singida) were involved in the study to represent the other 17
regions.
F:
Challenges
103



5.0
Insufficient funds to implement communication activities.
Insufficient use of communication professionals in the dissemination
and distribution of information to the public.
Lack of funds on capacity building.
FINANCIAL PERFORMANCE
In the financial year 2009/10, the share of the education sector was 18.3% of the total
national budget of Tshs.9, 513,685million. There is a decrease of 1.5% of budget share
as compared to 19.8% of FY 2008/09. Though there is a decrease in budget share in
terms of percentage, there is an increase of Tshs 313,528million in items of volume from
Tshs.1, 743,880million in 2009/10 to Tshs. 1,430,372 million in 2008/09. In financial year
2010/11 the education sector budget is Tshs.2,045,400million equal to 17.6% of the total
National budget of Tshs,11,609,557 of 2010/11 showing a decrease of 0.7% from 18.3%
in 2009/10. The trend of budget allocated to education sector has been fluctuating from
one year to another showing up and downward trend as indicated on Table 22. The
fluctuating trend prohibits the achievement of the Education Sector Programmes,
MKUKUTA targets, MDGs and EFA goals. The Government should therefore strive to
increase the share of the education sector allocations to 25% of the total national budget
as proposed and agreed by all SADC member states.
Table 22:
Trends of Budgetary Funding of Education Sector by Level in Millions
2007/08
2008/09
Primary Education
544,220
638,035
Revised
2008/09
666,419
Secondary Education
174,227
133,058
Vocational Training
18,978
8,007
Sub sector
2009/10
2010/11
830,702
968,729
140,196
197,483
414,704
8,007
8,370
8,692
Other Basic Education
49,661
69,630
69,630
829
983
Teacher Education – MoEVT
19,257
25,250
25,250
47,053
28,895
Inspectorate – MoEVT
4,800
5,901
5,900
12,096
11,969
Chief Education Officer - MoEVT
6,651
5,703
5,702
7,235
8,785
Administration – MoEVT
14,673
28,592
26,867
38,752
40,177
Culture & Nat. Languages - MoEVT
0
0
UNESCO Commission - MoEVT
0
381
381
968
931
Public Serv. Comm.(Teachers Service)
4,281
3,804
3,700
4,281
4,405
Folk Development
3,132
5,386
5,386
5,133
10,043
Total Basic and Folk Education
790,219
854,116
957,438
1,152,902
1,498,313
University Education
264,343
335,635
335,746
413,771
525,464
104
Technical Education
14,289
14,796
14,796
Other Higher Education
38,586
69,342
69,342
Other Tertiary
29,343
69,342
UNESCO Commission - MoHEST
381
0
Science & Technology - MoHEST
5,134
0
Administration – MoHEST
3,729
0
Total Higher Education
317,218
419,773
16,888
17,309
53,050
62,803
154,872
472,934
493,462
697,646
Development Fund to Local
Government
97,516
Total Education
1,107,437
1,273,889
1,430,372
1,743,880
2,195,960
Total Govt. Budget
6,066,800
7,215,631
7,215,631
9,513,685
11,609,557
Education to Total Govt. Budget
18.3%
17.7%
19.8%
18.3%
18.9%
(Note: Figures in this table will slightly change after the harmonization of education
sector budget as one can see the total budget for education sector reads Tshs
2,195,960milion instead of Tshsmilion 2,045,400).
The budget for education sector cuts across different ministries. However, the analysis
of the budget indicated in this report focuses on three ministries, namely: Ministry of
Education and Vocational Training, Ministry of Community Development Gender and
Children and Prime Ministers’ Office-Regional Administration and Local Government.
During the financial year 2009/10, the three ministries had a budget of Tsh ----- mil
equivalent to --% of the education sector budget. The remaining share of ---% went to
other Ministries which are not included in this analysis. In 2010/11, the three ministries
had a budget of Tsh ------- million equivalent to --% of the education sector budget. The
allocations of funds for the ministries are as follows:
i.
Ministry of Education and Vocational Training (MOEVT - Vote 46) Tshs --- Million;
ii.
Prime Minister Office – Regional Administration and Local Government Authority
(PMO-RALG - Vote 79 -89 &95) Tsh ----- Million; and
iii.
Ministry of Community Development, Gender and Children (MCDGC - Vote 53)
Tshs 4,041 Million.
In regard to the total three sub-sectors budget, the MoEVT, PMO-RALG and MCDGC
budgets constitute ---%, ---% and ---% respectively. This distribution of funds can also
be disaggregated into main sub-sector component as follows; Primary Education had a
105
budget total of Tshs ---- million, Secondary Education Tshs ---- Million, Teacher
Education Tshs --- Million, Higher Education Tshs ----- Million, Technical and Vocational
Education Tshs ----- Million and Folk Education had a total budget of Tshs --- Million as
indicated in table 24
Though there is a decrease of education sector budget as a whole in terms of
percentage, the budget of some sub-sector has shown a tremendous increase. For
instance the budget of secondary education sub sector has increased from Tshs
197,483million in 2009/10 to Tshs 414,704million in 2010/11 an increase of 110%. As a
percentage of total education sector budget, the budget for secondary education has
increased from 11.3% in 2009/10 to 20.3% in 2010/11.
Other subsectors which
recorded a percentage increase in budget allocation as compared to total budget of
education sector includes: Folk education from 0.3% in 2009/10 to 0.5% in 2010/11;
Universities and other tertiary from 23.7% and 3.6% in 2009/10 to 25.7% and 7.6% in
2010/11 respectively. This portray that secondary, higher education, folk and other
tertiary are the priority for 2010/11.
The rest of education sub sectors recorded a downward trend in terms of percentage as
compared to total budget of education sector. Table 23 provides a clear picture of other
sub-sector trends of their budget share.
(Note: This analysis will slightly changes after the harmonization of education
sector budget as one can see the total budget for education sector reads Tshs
2,195,960milion instead of Tshsmilion 2,045,400).
Table 23: Trends of Budget Allocation by Sub-sector
Primary Education
Secondary Education
Vocational Training
Teacher Education - MoEVT
Administration
Folk Development
University Education
Technical Education
Other Tertiary
UNESCO Commission - MoHEST
Science & Technology - MoHEST
Administration – MoHEST
Percent of Total Govt. Budget
2006/07
53.9%
13.2%
1.2%
1.1%
5.0%
0.3%
19.9%
1.6%
2.4%
0.0%
0.6%
0.8%
18.8%
2007/08
49.1%
15.7%
1.7%
1.7%
2.7%
0.3%
23.9%
1.3%
2.6%
0.0%
0.5%
0.3%
18.3%
2008/09
46.6%
9.8%
0.6%
1.8%
1.9%
0.4%
23.5%
1.0%
3.7%
%
%
%
19.8%
2009/10
47.6%
11.3%
0.5%
2.7%
2.2%
0.3%
23.7%
1.0%
3.6%
%
%
%
18.3%
2010/11
47.4%
20.3%
0.4%
1.4%
0.5%
27.5%
0.8%
7.6%
106
Source:
Note:
MoFEA budget speech Education, Sectors budgets books and LGA –SBAS
(Note: Figures in this table will slightly change after the harmonization of education
sector budget as one can see the total budget for education sector reads Tshs
2,195,960milion instead of Tshsmilion 2,045,400).
5.1
Revenue
During the FY 2009/10, MOEVT collected a total of Tshs 6.864Billion as revenue from
school and college as fees as well as other financial sources compared to the approved
estimated of Tshs 4,511Bilion which is 52% above the target. As Compared to 2008/09,
where Tshs 16.202Billion was collected as revenue, there was sharp decrease in
revenue collection in 2009/10. This is attributed to the implementation of the D by D
policy whereby administration and management of secondary schools have been
devolved to LGAs hence secondary schools fees are now collected at LGAs. While Tshs
5.048Billion have been approved for FY 2010/11.
5.2
Expenditure
In year 2009/10, the expenditure for the three ministries amounted to Tsh ------ mil,
equivalent to ---% of its total budget as indicated in Table 8. Funds released to MOEVT
were Tsh ----mil out of Tsh --- which is equivalent to ---% of the approved budget. The
total expenditure for MOEVT was Tsh 566,804mil equivalent to ---% of the total fund
released. The total budget approved to PMO-RALG was ----mil for education whereas
the released amount was Tsh. ----mil which is equivalent to ---% of the approved budget.
This is an increase of ---% which is attributed to increase in personal emoluments
particularly salaries.
Total expenditure amounted to Tsh ----mil which is equivalent to ---% of the funds
released. The budget allocated to MCDGC was Tsh ---mil, released funds was Tsh ---mil which is ---% of funds approved and spent Tsh ---mil of the released funds. The
decreased amounts of released funds compared to those allocated were due to financial
constraints.
107
The Budget for personal emoluments in 2009/10 amounted to Tsh --- equivalent to --%
of the total budget for the three sub-sectors. The amount released for PE was Tshs ---mil being over the budget approved by --% which was attributed to increase in personal
emoluments. The MoEVT personal emoluments was Tshs ----mil which accounted about
--% of it’s total annual budget, the amount released in 2009/10 was ----mil above the
budget approved by --% and the expenditure was Tshs ----mil of funds released.
Personal emoluments allocated for education under PMO-RALG was Tshs -----mil and
the release was Tshs ---mil which was above the budget approved by --% and the
reason behind being the increase in personal emoluments specifically salaries. Total
expenditure was Tshs ----mil which is ---% of the fund released. MCDGC personal
emoluments were Tshs ---mil in Tshs 2008/09, the amount released amounted to Tshs --mil and the expenditure was ---% of the fund released.
In the same year, 2009/10 the total budget for development expenditure was Tshs ---mil, where foreign development fund was ---- being ----% of the total development budget
approved. Total release for development activities was Tshs -----mil while only ----% of
fund released were from Development Partners and remaining was from the
Government as development local budget. This percentage does not include the overall
DPs contributions through GBS.
The expenditure for the three ministries stood at Tshs -----mil equivalent to -----% of the
fund released. MoEVT had a total of Tshs ------mil of the total budget approved for
development activities which was equivalent to ---% of the budget approved for the three
ministries. Funds released to MoEVT was Tshs -----mil equivalent to ----% of the budget
approved for development expenditure and out of that Tshs ----- million was spent being
equivalent to ----% of the fund released.
The MCDGC had a budget approved Tshs -----mil for development activities and fund
release was Tshs ---- equivalents to ---% of the budget approved. The expenditure for
development funds was --% of fund released.
108
5.3
Challenges
Untimely release of fund as per action plan. There is a minimum flow of fund during the
first quarter of the year and more flow of fund during the last quarter. This make delay
of implementation of some activities or even fore gone of other activities.
109

ADMINISTRATION AND HUMAN RESOURCES
5.4
Overview of Human Resource Situation in the Education Sector
Competent and dedicated human resources with varied skills that are
efficiently developed regularly to cope with dynamism of the science and
technology are a prerequisite to successful implementation of education
sector priority activities. Thus, training and recruiting of both teaching and
non-teaching staff turn out to be an on-going practice.
Tanzania has achieved quick enrollment increase in primary education
which resulted to rapid expansion of secondary as well as tertiary
education. The rapid enrolment growth is projected to continue, causing a
significant scarcity of human resources.
especially for
teaching
staff
and
The shortage is more severe
School
Inspectors
in
Science,
Mathematics and English Language Subjects.
The increase of public secondary schools also increases a demand of nonteaching staff such as Accountants, Librarians, Supplies Officers,
laboratory technicians, Personal Secretaries and Office Assistants.
In
order to promote efficiency and effectiveness, an optimal number of both
teaching and non teaching staff is a prerequisite.
The Government of
Tanzania has introduced different strategies against this critical shortage of
human resources and has been increasing the training and employment at
all levels. All these happen and run accordingly through Policies, Acts,
Regulations and establishment circular which govern human resources.
5.5

Priorities
Recruit 472 employees, approve 800 permits for foreign experts, confirm
150 employees and coordinate and promote 906 employees.

Completion and execution of reviewed Client Service Charter and
harmonization of OPRAS for teaching staff and non teaching staff.
110

Operationalize the new Organization Structure of the Ministry of Education
and Vocation Training.

Put into action new service scheme for teaching staff and non teaching staff.

Pay Staff outstanding debts and plan for an approach that will enable
prompt payments.

Coordinate discussion towards establishing of a common organ to take care
of teacher’s recruitment and remunerations.

Coordinate
preparations
for
proposed
establishment
of
Teachers
Professional Boards
5.6
Achievements
1)
TORs for Human Resource Situational Analysis has been set,
Selection of two Consultants for Human Resource Specialist and
Education Specialist and contract procedures have been finalized by
the Government with collaboration with CIDA
2)
A total of 17,795 teaching staffs were employed including 4,790
Graduates, 3,894 Diploma holders and 9,111 Grade IIIA certificate
teachers
3)
The MoEVT Client Service Charter is still under review and the draft is
in place for sharing among departments. Harmonization of OPRAS
form for teachers is yet to be done, though almost all staff at
headquarter have been trained on OPRAS for non teaching staff.
4)
Following the Government decentralization by devolution of the
secondary schools, the MoEVT new organization structure is under
review.
5)
Drafts of new schemes of service for school laboratory technicians,
teacher’s college tutors and school inspectors have been prepared
and the approval process is in progress;
6)
Claims amounting to Tshs.22,779,602,062 from 25,440 employees
have been made for salary arrears, Medical, Leave, studies and
official traveling cost were processed in collaboration with Controller
111
and Auditor General. A total of Tshs.5,321,096,409.22 was accepted
for payments.
7)
The idea to establish a common organ to take care of teachers’
recruitments and remuneration could not due to the amendment made
to the Public Service Act which transformed Public Service
Commission to a Regulatory Authority. Due to that amendment was
advised to establish a Teachers’ Professional Board which shall deal
with all matters pertaining to teachers’ recruitment and remuneration.
5.7
Capacity Building
A total of …… employees attended various Capacity building programmes
for skills improvement, acquisition of new knowledge and skills and for
career development, short term courses ….. and long term course …. A
draft of training programme for the ministry is in place for sharing among
departments.
5.8
Management
5.8.1 Planning and Budgeting
Planning and budgeting was done in line with MTEF using budget
guidelines and Ministry’s strategic plan and priorities.
allocated subject to budget ceiling and activity priorities.
A budget was
Training and
leave are areas with insufficient budget whereby only 40% of the actual
requirement was allocated.
5.8.2 Institutional Arrangements
Participatory approach and sharing of information through official
communications, meetings, task teams, education sector dialogue
structure etc., on decision making and implementation of cross cutting
issues among key actors ease the achievement of the sub sector priorities.
The existing institutional structures within PMO-RALG, POPSM, MCDGC,
112
MOFEA , MOEVT and other education stakeholder are effectively used to
implement education sector activities and priorities.
5.8.3 Monitoring and Evaluation
Monitoring and evaluation to ensure proper achievement of the Education
Sector objectives was conducted through coordination and analysis of
performance reports against action plan.
5.9
Challenges
(i)
To ensure sufficient budget ceiling is provided to enable
implementation of planned activities;
(ii)
To ensure consistent disbursement of funds from treasury; and
(iii)
How to overcome increased demand of human resources and
facilities in different geographical inequalities;
(iv)
How to retain personnel especially teachers in remote and hard to
reach areas;
(v)
5.10
How to address teachers’ absenteeism as identified by PETS.
Way Forward
Administration and Human Resource Management Departments will ensure effective use of the
scarce recourses allocated to maximize attainment of its set objectives and address the identified
challenges.
113
6.0
SECTOR DIALOGUE AND ACCOUNTABILITY
In order to have an effective management and leadership of the Sector, the
Education Sector has prioritized effective Sector Dialogue and Accountability
among all actors as pointed out in the Joint Assistance Strategy in Tanzania. This
has been done through collaborative efforts among the GoT, CSOs, DPs, other
educational professionals, and the community at large.
As reflected in ESDP dialogue structure, the Education Sector members were
engaged in the dialogue through ESDC for MoEVT & PMO-RALG and FEDC for
MCDGC. The Development Partners and CSOs participated in the Education
Development Committees, Task Force meetings and Technical Working Groups.
In 2009/2010 three ESDC and FEDC meetings were held in two ministries
MoEVT and MCDGC. A total of 3 ESDC and 4 FEDC Task Force meetings were
also held. The Government officers, DPs and CSOs participated in Technical
Working Groups namely Resource Allocation Cost Efficiency and Financing,
Quality Improvement, Monitoring and Evaluation, Institutional Arrangement,
Crosscutting Issues and Enrollment Expansion. In addition members participated
in Higher Education and Technical and Vocational Education and Training TWGs.
Each TWG is to meet at least 4 times per year. This was accomplished whereby
TWGs such as QI, EE, RACEF and M&E met as per required schedule. Technical
advice and recommendations from the TWGs have been important in the sector
dialogue process before being approved by higher ESDP fora for implementation.
The effective participation of members in the sector dialogues made possible
making of important decisions.
The main challenges observed were:
1. Non- adherence of meetings schedule due to diverse members
activities and time constraints. As a result some important meetings
namely Joint Education Sector TWG and Inter-Ministerial Steering
Committee reflected in the ESDP structure were not conducted.
114
2. Timing of TWGs was sometimes close to the ESDC Task Force
meetings, which didn’t always allow for full discussion of the issues
and some delay in implementation and decision making.
The Joint Education Sector Review (JESR), which is attended by GoT, DPs,
NSAs and wider community representatives, is the culmination of the on-going
sector dialogue that takes place throughout the year. The key output of the JESR
is an Aide Memoire, which sets specific, jointly-agreed milestones to be achieved
in the sector before the next review. The Aide Memoire is endorsed by a High
Level Meeting, chaired by the Minister of Education.
The Aide Memoire
milestones form the basis of the annual roadmap (or work plan) that is jointly
developed by GoT, CSOs and DPs, and monitored through the sector dialogue
structure throughout the course of the year.
6.1
Dialogue with Development Partners
There is a formal agreed dialogue structure within the education sector that
follows the structure laid out in Annex E of the Education Sector
Development Programme (ESDP) document for 2008-2017. This structure
provides for participation by relevant MDAs, as well as DPs and CSOs
representatives at all levels of the dialogue structure. On the GoT side, the
MOEVT co-chair with PMO-RALG and MCDGC is a key partner in the
sector.
6.1.1 Rating Framework
Every year after the JESR, the MoEVT, PMO-RALG, MCGDC government
officers and DPs assess the performance of the Education Sector to feed
into the GBS Review Assessment. The assessment is done using the
Rating Framework. This Framework was jointly developed and approved
by the ESDC in 2008. It was revised in May 2010 to expand the scope and
to ensure that what is being assessed is the responsibility of the sector.
Normally, the Ministries Managements and DPG representatives meet
separately to assess the Education Sector Performance using the
115
Framework. In October 2009, representatives of the relevant Ministries and
DPG met together jointly to assess the Education Sector Performance
using the same Framework. The framework is divided into three main
areas:
a)
Financing/budgeting;
b)
Progress on agreed targets and Results; and
c)
Accountability.
The final assessment is then computed and the results are rated as
Satisfactory or Unsatisfactory.
After the finalization of the rating
process, the progress report of the Cluster Working Group 2 against the
Performance Assessment Framework (PAF) for GBS Annual Review is
prepared and submitted to MoFEA as a sector requirement. This was
completed on time for FY 2009/10.
The PAF progress report also includes 3 main areas namely:
(i)
Underlying Process;
(ii)
Temporary Process Actions; and
(iii)
Outcome Indicators.
The underlying Process for 2009/10 is the Joint Education Sector Review
Working Session. The Temporary Process Action for 2009/10 is the
Education Sector Human Resources Situational Analysis carried out
according to the agreed ToR and first draft finalized by August 2010. It
was revised and jointly agreed to adjust the TPA and divide it into two
parts. The TPA now reads “Education Sector Human Resources
Situational Analysis carried out according to the agreed TOR with the data
collection initiated by June 2010 and first draft finalized by November
2010”. The dates has been adjusted further are now have been jointly
agreed to be by August 2010 for data collection initiation and first draft
finalized by end February, 2011.
116
The outcome indicators are as indicated in Chapter 2 Table 1 and reflected
in the respective subsectors. In the year 2008/09 the education sector was
rated satisfactory.
6.2
Dialogue with Domestic Actors
In the year 2009/10, the involvement of stakeholders in the education
sector was good. There has been active participation of Civil Societies
(represented by TEN/MET) in all TWGs and ESDC meetings. However, the
participation of TEN/MET in 2009/10 was relatively down compared to
2008/09. Also, there has been participation of TEN/MET in specific issues
like Review of Education and Training Policy, Finalization of Gender
Strategy, HIV and AIDS Strategic Plan, Care and Support Strategy,
National Life Skills Framework, Preparation of Inclusive Education
Strategy, Minimum Standards for Primary Schools, Environmental
Education Strategy, and Public Expenditure Tracking Survey (PETS).
6.3
Milestones
As stated in the ESR Aide Memoire, 2009 a review of the 2009/10 milestones at
mid-year was conducted in March and June 2010. The intention of the mid-year
review was to keep track of the implementation of the specific activities, so as to
identify strengths and weaknesses, finalize activities before the end of the FY, and
hence establish the way forward. The status of implementation of these milestones
is as shown in the attached Annex
6.3.1 Progress on Milestone for 2009/10
In response to discussions during the JESR 2009, two sets of milestone one for
2009/10 and another for 2010/11 were developed, in order to align and better
inform the planning and budgeting process and ensure that the milestones for
2009/10 had budget attached to them or had additional funding. For the year
2009/10 eight milestones were developed. The reviews of implementation of
milestones were conducted in March and June, 2010. The milestones for the year
2009/10 had a total of 26 activities of which 18 (69%) activities were completed
117
and the list of milestones including activities and the detailed status is shown in
Annex ……... However, major challenges in adequate flow of funds did not allow
timely implementation of all activities.
The 2010/11 milestones, were developed to allow the activities proposed and
agreed, to be included in the planning and budgeting cycle of the education sub
sectors for FY 2010/11. The specific activities established from the carry over of
2009/10 Milestones were included in the relevant issues in the matrix for 2010/11
milestones. In 2010/11, ---- milestones have been allocated funds though not
enough due to Government financial constraints.
6.3.2 Milestones achievements/success
The midterm review was conducted in the ESDC fora of March and June 2010 in order to review
the milestone status of implementation. The status are summarized in Table--6.3.3 List of Activities Carried Forward to 2010/11
A total of eight specific activities from the 2009/10 milestones were not
accomplished. These will be included under the relevant issues in the matrix for
2010/11 milestones to ensure that they are implemented. The activities include:
1.
Conduct Situational Analysis
2.
Discuss and approve findings in ESDC by June 2010
3.
Integrate the planned activities in the MTEF
4.
Develop a three year costed plan
5.
Discuss and approve operational plan in ESDC
6.
Discus and approve the unit cost analysis report in the ESDC Fora
7.
Undertake analysis of unit cost
8.
Update education statistics on MOEVT website
118
7.0
WAY FORWARD
The budget for 2010/11 is guided by Budget Guidelines on the priority areas
identified from the ESDP, Education Sector Programmes, the Ministries Strategic
Plans, and Education Sector Review Milestones. The resource from local, foreign
and community sources will be mobilized to improve and sustain the
achievements of the previous year.
7.1
Overall Education Sector Priority Actions for 2010/11
The Government will continue to improve education service delivery
through implementation of Education Sector Programmes. The focus will
be on the following areas:(i)
Strengthening supervision and monitoring of PEDP and SEDP in
councils;
(ii)
Promoting information and communication technologies in schools;
(iii)
Addressing issues of education service deliveries in under-served
areas; Providing teaching and learning facilities at all levels and
adequate qualified teachers;
(iv)
Promoting sciences including petroleum and nuclear engineering
and Mathematic subjects;
(v)
Mainstreaming sports development and related policies at schools,
wards, districts, regions and national levels in collaboration with
various stakeholders.
(vi)
Expansion of facilities in Teacher Training Colleges to cater for
expanded enrolment of student teachers;
(vii)
Construction of teachers houses for both primary and secondary
schools;
(viii)
Construction of classrooms for primary and secondary schools and
laboratories for secondary schools;
(ix)
Facilitation of training of adequate teachers, tutors and lecturers;
(x)
Provision of loans to needy students;
119
(xi)
Rehabilitation and expansion of facilities in existing institutions both,
vocational, technical and higher learning institutions;
7.2
(xii)
Construction and refurbishment of community libraries and;
(xiii)
Update school register and consolidated in the Database and;
Education Sub-Sector Priority Actions for 2010/11
7.2.1 Basic Education FY 2010/11
The following are priorities for Basic Education sub sector in FY 2010/11:
(vi)
Provision of teaching and learning materials and other assistive
gadgets to primary schools, secondary schools and Teachers
Colleges.
(vii)
Implementation of Joint Integrated Early-Childhood Development
Service Delivery Initiatives in Local Government Authorities (LGAs);
(viii)
Provide Development Grant to support community efforts in the
construction of primary and secondary classrooms and teachers
houses;
(ix)
Construction of classrooms for A-Level
(x)
Construction and equipping of laboratories;
(xi)
Provision of pre-service and in-service training to teachers through
TDMS and IN-SET Strategy for primary, secondary schools and
teachers for special needs education;
(xii)
Conduct in-service training for primary and secondary school
teachers in science, mathematics, and English Language subjects;
(xiii)
Rehabilitate school inspectorate offices;
(xiv)
Improve
quality
assurance
in
schools
and
colleges
by
strengthening school site and close to school supervision;
(xv)
Strengthening supervision and monitoring of PEDP and SEDP in
councils;
(xvi)
Monitor
and
Management
evaluate
Information
implementation
Systems
in
of
life-long
Councils
and
learning
A-NFE
programmes including the Yes I Can Model.
120
(xvii)
Implement Inclusive Education Strategy, HIV and AIDS Strategic
Plan, Environmental Education Strategy and Gender Strategy.
7.2.2 Higher Education
The following are priorities for Higher education sub sector in FY 2010/11:
(i)
Promoting sciences including petroleum and nuclear engineering
and Mathematic subjects; and
(ii)
Provide financial support to cater for basic and applied research.
(iii)
Provision of financial support to Higher Education institutions;
(iv)
Sponsorship of Medical Doctors (MD) students studying at Muhimbili
University of Health and Allied Sciences (MUHAS), Hubert Kairuki
Memorial University (HKM), Kilimanjaro Christian Medical College
(KCMC), Weil Bugando University College of Health Sciences
(WBUCHS), and International Medical Training University (IMTU);
(v)
Provision of higher education loan to needy students in local
institutions and abroad;
(vi)
Sponsor exchange programme students through Inter University
Council for East Africa (IUCEA);
(vii)
Sponsor students from China as implementation of Tanzania-China
Cultural agreement;
(viii)
Co-ordinate utilization of scholarships from Algeria, China, Cuba,
Russia, Poland, New Zealand and the United Kingdom (UK); and
(ix)
Sponsor academicians of public higher education institutions;
7.2.3 Folk Education
The following are priorities for Folk education sub sector in FY 2010/11:
(i)
Facilitate residential, short and outreach training participants;
(ii)
Train FDC’s staff on various professional skills and refresher
courses;
(iii)
Rehabilitate
FDCs
buildings
and
teaching
and
learning
infrastructure;
(iv)
Improve ICT equipment and accessories to FDCs;
121
(v)
Facilitate training on crosscutting issues-gender, HIV and AIDS,
Environment and guidance and counseling;
(vi)
Equip FDC’s with teaching learning materials and transport facilities;
and
(vii)
Recruit teaching and non teaching staff.
7.2.4 Technical and Vocational Education and Training (TVET)
The following are priorities for TVET sub sector in FY 2010/11:
(i)
Preparation of Technical and Vocational Education and Training
Development Programme (TVETDP);
(ii)
Sponsorship of ordinary diploma in engineering students at
Technical and Vocational Institutions;
(iii)
Rehabilitate VET centres and commerce the construction of District
VET centres;
(iv)
Facilitate Regional Vocational Training Services Centres in provision
of Ordinary Diploma programmes (National Technical AwardsNTAs) and to institute bridging courses;
(v)
Carry out needs assessment in councils without VET centres to
identify skills which are responsive to the market needs;
(vi)
Develop a curriculum/Bridging Programmes that will enable VETA
graduates proceed with Training at Technician Level; and
(vii)
Rehabilitation and expansion of physical facilities in Technical
Education Institutions to accommodate increased enrolment.
7.2.5 Human Resources
The following are priorities for Human Resource sub sector in FY 2010/11:
(i)
Verify and facilitate prompt attendance to various claims of staff and
service providers within education sector;
(ii)
Coordinate staff training as per sub sector training programmes;
(iii)
Conduct Situational Analysis for Human Resources;
122
(iv)
Fast track the posting of teachers in schools immediately after
completion of their teaching course and ensure their salaries are
available in time and;
(v)
Address teachers absenteeism.
ANNEX 1
UPDATE ON STATUS OF 2009/10 MILESTONES
S/No.
1
ISSUE
HUMAN
RESOURCES
MILESTONE
SPECIFIC ACTION
Education Sector
Human
Resources
situation Analysis
carried out
according to the
agreed TOR with
the data
collection
initiated by June
2010 and first
draft finalized by
November 2010.
1) Develop and
finalise the TOR
for the situational
analysis for
Human
Resources in
education sector
by February
2010.
2) Procurement
of consultancy
services to
conduct HR
Situation Analysis
by May 2010
3) Human
Resources Data
collection from
June to August
2010.
2
STRENGTHEN
PLANNING AND
BUDGETING
Develop a 3 year
costed education
sector
operational plan
that includes
priorities from:
MTSP, HEDP,
TVEDP, SEDP,
4) Finalize
Human Resource
Situational
Analysis and
report by
November, 2010.
1) Develop ToR
including
a
template
for
developing a 3
year
costed
education sector
operational plan
by March, 2010.
Status as of Mid-Term
Review (March 25th,
2010)
STATUS AS OF 30TH JUNE
2010
Draft TOR and
budget to be
presented at ESDC
for approval on
March 25th, 2010.
TOR and budget finalised
and approved by ESDC
on March 25th, 2010.
Draft TOR was
submitted to HOPS
on 19th March 2010
for initiation of
procurement process
following ESDC Task
Force meeting of 18th
March 2010m at
which the TORs were
endorsed.
To be reviewed in
June 2010.
Jointly agreed to procure
Consultancy services
using DPs procedures.
Potential candidates
shortlisted and
interviewed. Consultant to
be in place by 30th July
2010.
To be reviewed in
June 2010.
Draft TOR and
template was
presented at RACEF
meeting on March 16,
2010, and members
will provide
comments by March
31, 2010. The status
Jointly agreed data
collection to be initiated by
August, 2010. Agreement
approved by Cluster II
TWG and GBS
Secretariat.
To be reviewed in
September 2010.
Draft TOR and template
was presented at RACEF
meeting on March 16,
2010, and members
required ESDC to provide
comments by July, 2010.
123
S/No.
ISSUE
MILESTONE
SPECIFIC ACTION
PEDP, FEDP.
MCDGC and
PMO-RALG
3
IMPROVE
EFFICIECY AND
EFFECTIVENES
S ON PUBLIC
EXPENDITURE
Improve the
public
Expenditure
Review
processes by
disseminating
primary and
secondary PETS
and undertaking
analysis of unit
cost including
community
contributions.
Status as of Mid-Term
Review (March 25th,
2010)
STATUS AS OF 30TH JUNE
2010
was also presented
at the ESDC Task
Force for
endorsement and
agreed to be
forwarded to the
ESDC for approval.
2) Hold working
sessions with
task team to draft
the 3 year costed
framework by
May 2010 in
conjunction with
MTEF 2010/11.
3) Discuss and
approveoperation
al plan in ESDC
by June 2010.
1) Finalize PETS
report
by
February 2010.
To be reviewed in
June 2010.
To be reviewed in August,
2010.
To be reviewed in
June 2010.
To be reviewed in August,
2010.
Final report received
from consultants on
February 8th, 2010.
Distributed to
members, endorsed
by ESDC Task Force
of 18th March 2010
and submitted to
ESDC for approval
on March 25th, 2010.
Final report received from
consultants on February
8th, 2010.
2)
Conduct
working session
to review the
findings
and
recommendation
s, and develop a
budgeted action
plan
for
implementation
by
February,
2010.
3) Submit Final
PETS report and
budgeted action
plan to ESDC for
approval
by
March 2010
PETS sub-committee
reviewed findings and
recommendations on
March 15th, 2010.
Specific
recommendations
and actions for
implementation to be
submitted to ESDC
for approval on
March 25th, 2010.
On ESDC Agenda for
March 25th, 2010.
PETS sub-committee
reviewed findings and
recommendations on
March 15th, 2010.
Budgeted PETS action
plan for specific
recommendations and
actions developed.
Final PETS report and
budgeted action plan
approved by ESDC on
25th March, 2010.
124
S/No.
ISSUE
MILESTONE
SPECIFIC ACTION
4) Print and
distribute copies
of approved final
PETS report to
education
stakeholders by
June 2010
4
INCREASE
ACCESS TO
AND QUALITY
OF DUCATION
SERVICES
Improve access
for
girls
and
children
with
different
backgrounds and
diverse abilities
by Finalising the
inclusive
education
strategy
and
guidelines for reentry
pregnant
girls
after
delivery.
Status as of Mid-Term
Review (March 25th,
2010)
STATUS AS OF 30TH JUNE
2010
Printing and
dissemination action
plan discussed by
RACEF on March
16th, 2010.
600 spiral bind copies
distributed to Council
officers (CSEOs, CPLOs,
CTs & CPOs) during
PETS dissemination
workshop held at ADEM
from 5th- 17th July, 201 0.
Printing process to start
after Mid July 2010.
A RACEF Sub-Committee
was appointed to complete
this task by July 30th,
2010.
5) Develop and
share TOR for
analysis of unit
cost including
community
contributions by
March 2010.
A RACEF SubCommittee has been
appointed to
complete this task by
June 30th, 2010.
6)
Undertake
analysis of unit
cost and submit
draft report by
November, 2010.
7) Discuss and
approve the unit
cost
analysis
report
in
the
ESDC Fora by
December, 2010.
1) Finalize the
Inclusive
Education
Strategy
and
submit to ESDC
for approval by
March 2010.
2) Ensure that
each department
has budgeted for
specific Inclusive
Education
activities in MTEF
2010/11 by May
2010.
To be reviewed in
June 2010.
To be reviewed in August
2010.
To be reviewed in
June 2010.
To be reviewed in August
2010.
To be submitted to
ESDC for approval
on March 25th, 2010.
Finalised and approved by
ESDC on March 25th,
2010.
To be discussed at
ESDC March 25th,
2010, following
approval of strategy.
Specific Inclusive
Education activities
budgeted for in MTEF
2010/11 and reported at
ESDC of 25th March 2010.
3)
Finalize
guidelines for reentry of pregnant
girls after delivery
and submit to
ESDC
for
approval
by
March 2010.
Guidelines Were
submitted to ESDC
and approved
awaiting for
implementation
pending approval of
ETP.
Guidelines finalised and
approved by ESDC of
March 25th, 2010.
125
S/No.
ISSUE
Implement
priority activities
in
Teacher
Development and
Management
Strategy at all
levels
5
6
MILESTONE
STRENGTHEN
EDUCATION
SECTOR
COORDINATION
AND REVIEW
PROCESS
Strengthen
sector wide
dialogue
mechanism and
implementation
SPECIFIC ACTION
Status as of Mid-Term
Review (March 25th,
2010)
STATUS AS OF 30TH JUNE
2010
4)Disseminate
approved
guidelines for re
entry of pregnant
girls to all schools
by June 2010.
1) Finalize INSET
Strategy
and
submit to ESDC
for approval by
March 2010.
2) Ensure that
each department
has
included
INSET activities
in
the
MTEF
2010/11 by May
2010.
1) Prepare draft
roadmap by 31st
December 2009
and finalise by
february 2010.
To be reviewed in
June 2010.
Not done. Pending
approval of the ETP.
To be submitted to
ESDC for approval
on March 25th, 2010.
Finalised and approved by
ESDC of March 25th,
2010.
To be discussed at
ESDC March 25th,
2010, following
approval of strategy.
INSET activities budgeted
for in MTEF 2010/11 and
reported at ESDC of 25th
March 2010.
Roadmap and
Specific Actions for
2009/10 completed
and circulated to all
TWGs in February
2010.
Roadmap and Specific
Actions for 2009/10
finalised and circulated to
all TWGs in February
2010.
2) Share the
Road Map in the
ESDC fora for
approval
by
March 2010
3) Conduct four
TWG
meetings
for each TWG
(EE, QI, RACEF,
IA, CCI, M&E,
FEDC and HE)
per year.
To be submitted to
ESDC for approval
on March 25th, 2010.
Roadmapp approved by
ESDC on March 25th,
2010.
TWGs have met as
indicated below.
Status of what was
discussed and
agreed in each TWG
and endorsed by
ESDC Task Force for
approval in the ESDC
are presented.
ESDC Task Force
met 2 times from July
2009 to March 25,
2010. The first
meeting was held on
30th September 2009
and 18th March 2010.
ESDC meet 2 times
during the period
starting July 2009 to
March 25, 2010. The
first meeting was on
29th October 2009
Meetings done as
scheduled.
4) Conduct four
regular
ESDC
Task
Force
meetings
per
year.
5) Conduct four
ESDC meetings
per year.
Three ESDC TF meetings
conducted for the year
2009/10 with 4 Extra
Ordinary Meetings.
Three ESDC meetings
conducted for the year
2009/10.
126
S/No.
ISSUE
MILESTONE
SPECIFIC ACTION
6)Conduct Joint
Education Sector
Field Monitoring
Visits by April
2010
Status as of Mid-Term
Review (March 25th,
2010)
and the next on 25th
March 2010.
TORs and
Questionnaire for
field visits to be
approved at ESDC
meeting March 25th,
2010.
STATUS AS OF 30TH JUNE
2010
Joint Education Sector
Field Monitoring Visits
conducted in April and
May 2010
7) Conduct two
JESTWG
meetings
per
year.
No JESTWG meeting
was held in 2009.
These meetings to
take place in 2010 as
scheduled.
To be reviewed in
September 2010.
8) Conduct two
IMSC meetings.
No IMSC meeting
was held in 2009.
These meetings to
take place in 2010 as
scheduled.
To be reviewed in
September 2010.
9) Have a
complete ESR
performance
report, agenda
and invitations for
ESR distributed
by the 2nd week
of September
2010.
To be reviewed in
June 2010.
JESR Performance Report
template approved by
ESDC of 28th June 2010
and circulated to sub
sectors for report writing.
List of participants for the
review has been done as
part of the JESR TOR.
10) Conduct Joint
ESR
Working
Session by 4th
week
of
September 2010.
To be reviewed in
June 2010.
11) Conduct HLM
by October 2010.
Timing of HLM to be
reviewed in June
2010.
Finalisation of Aide
Memoire and
Performance Report
for 2009 has been
delayed pending data
verification. Printing
and dissemination to
be completed by April
2010.
12)Finalise the
approved
2009/10 Aide
Memoire
including
Milestones and
the Annual
Performance
Report by Feb
2010 and
disseminate by
March 2010
JESR Themes have been
prepared as part of the
Agenda.
Dates agreed (28th to 30th
September 2010) and
approved by ESDC of 28th
June 2010.
Timing of HLM to be
reviewed in August 2010.
Finalisation of Aide
Memoire and Performance
Report for 2009 has been
has been completed.
Dissemination done,
printing of booklets to be
completed by Mid August
2010.
127
S/No.
7
ISSUE
STRENGTHEN
DATA AND
PERFORMANCE
REPORT
STRENGTHEN
IMPLEMENTATI
ON OF CROSS
CUTTING
ISSUES
8
MILESTONE
Education sector
data enhanced
and functioning in
all sub-sectors
Finalise strategic
plans for Cross
Cutting
Issues:
gender,
environmental,HI
V and AIDS and
Human Rights.
SPECIFIC ACTION
Status as of Mid-Term
Review (March 25th,
2010)
STATUS AS OF 30TH JUNE
2010
13) Finalise the
approved 2010
Aide Memoire
including
Milestones and
the Annual
Performance
Report by
December 2010
and disseminate
by February
2011.
1) Finalize the
establishment of
the ESMIS
database for all
sub sectors by
June 2010.
To be reviewed in
October 2010.
To be reviewed in October
2010.
ESMIS data base
which includes all
subsectors is in
place. To be
reviewed in June
2010 after being
shared by
Management and
ESDC Fora.
ESMIS database for all
sub sectors established
and BEST 2010 extracted
data from all education
sub sector database.
2) Finalize the
gender
disaggregation
for Higher
Education by
December 2009.
3) Update the
MOEVT website
on
education
statistics by June
2010.
4) Utilize the
ESMIS data in
developing and
analyzing
education sector
performance
report
by
September,
2010.
1)
Finalise
gender,
environmental
education,
HIV
and AIDS and
Human
Rights
strategic plans by
February
2010
and submit to
ESDC
for
approval
by
March 2010
2)Ensure
each
Done and submitted
to GBS Review.
Done and submitted to the
GBS Secretariat
To be reviewed in
June 2010.
To be reviewed by 30th
July 2010.
To be reviewed in
June 2010.
To be reviewed by August
2010.
Documents submitted
to ESDC for approval
on March 25th, 2010
under number 6.
The gender, environmental
education, HIV and AIDS
Strategies finalised and
approved by ESDC of
March 25th, 2010.
National Human Rights
Strategic Plan for
Education is being
developed. To be
reviewed in August 2010.
Documents submitted
CCI activities budgeted for
128
S/No.
ISSUE
MILESTONE
SPECIFIC ACTION
department has
included relevant
CCI activities in
MTEF
2010/11
by May 2010.
Status as of Mid-Term
Review (March 25th,
2010)
to ESDC for approval
on March 25th, 2010
under number 6.
STATUS AS OF 30TH JUNE
2010
in MTEF 2010/11 and
reported at ESDC of 25th
March 2010.
129
130
ANNEX 2
JOINT EDUCATION SECTOR REVIEW 2009 AIDE MEMOIRE ROAD MAP (2010-2011)
SPECIFIC ACTION
S/N
o.
1
ISSUE
IMPROVE
EFFICIENC
Y AND
EFFECTIVE
NESS ON
PUBLIC
EXPENDIT
URE
MILEST
ONE
Conduc
t Higher
Educati
on
PETS
J
1) Develop and
share TOR for
PETS by July
2010
2)
Procure
consultant
by
July 2010
3)
Conduct
stakeholders
working session
to
sensitize
relevant
stakeholders to
the
PETS
process by July
2010
4)Conduct the
PETS as per
TOR and have
the draft
for
review
by
management by
September
2010
TWG
TIME FRAME
A
S
O
N
D
J
F
M
A
M
J
J
A
S
O
N
D
RESPONSIBLE
ACTOR
OUTPUT
RESP
ONSI
BLE
TOR
for
Higher
Educatio
n PETS
Consul
tant
HE
Worki
ng
session
report
HE
DHE
Revie
wed
PETS
draft
report
HE
DHE
HE
DHE, DPP
DHE, HOPS
131
Simplify
and
rationali
se
educati
on
funding
mechan
isms for
LGAs
5 Finalise the
PETS
and
disseminate the
pleliminary
findings
by
November 2010
6)
Conduct
stakeholders
working session
on the final draft
of PETS report
by
February
2011
6) Agree on
PETS
recommendatio
ns and prepare
plan of action by
March 2011
1)
Conduct
working session
to review and
simplify grants
formula system
for
allocating
funds
to
Councils
including clear
directions
in
budget
guidelines and
amount
transfered
to
schools
by
September
2010
Final
PETS
Report
Worki
HE
DHE
HE
DHE
HE
DHE
ng
session
report
Appro
ved
Action
Plan
Worki
ng
session
report
RAC
EF
PMO RALG,
MOFEA
132
2) Utilise the
formular
for
disbursement of
funds
by
November 2010
2
Increase
Access to
and Quality
of
Education
Services
Improv
e
access
to girls
and
children
with
differen
t
backgro
unds
and
diverse
abilities
•
Implem
enting
the
inclusiv
3)Monitor
the
functioning
of
the formular and
ensure:adheren
ce of financial
regulations
timely release
and
disbursement of
funds by March
2011
1) Conduct 5
days
working
session
to
capacitate 100
District Special
Needs
Education
Coordinators on
their
resposibilities.b
y
September
2010
2).Conduct TOT
for 10 Regular
Teacher
College Tutors
on
Inclusive
Education for 14
days by January
Simpli
fied
Funding
Mechanis
m to
Councils
Monito
ring
Report
Worki
RAC
EF
PMO RALG,
MOFEA
RAC
EF,
M&E
DPP MoEVT,
PMO RALG and
MOFEA
CCIs
CEO,
PMORALG
CCIs
CEO,
PMORALG
ng
session
report
ToT
Report
133
e
educati
on
strategy
•
Implem
ent
Guideli
nes for
re-entry
of
pregna
nt girls.
Implem
ent
priority
activitie
s
in
Teache
r
Develo
pment
and
Manag
ement
Strateg
y
(TDMS)
at
all
levels
2011
3). Procure and
distribute
specialized
material
equipment and
assistive
devices by June
2011
1) Identify INSET and other
TDMS activities
in the MTEF for
2010/11
by
August 2010
2)
Implement
IN-SET
and
other
TDMS
activities in the
MTEF
for
2010/11
by
June 2011
3) Monitor the
implementation
of IN-SET and
other
TDMS
activities in the
MTEF
for
2010/11
by
June 2011
Special
ized
materials
and
assistive
devices
CCIs
List of
IN-SET
activities
in the
MTEF
for
2010/11
Imple
mentatio
n report
QI
DTE, DSE, DPE
QI
DTE, DSE, DPE
Monito
ring
Report
QI
DTE, DSE, DPE
CEO,
PMORALG
134
Strengt
hen
quality
assuran
ce
system(
s)
to
improve
provisio
n
of
quality
educati
on at all
levels
Continu
e
progres
s
towards
Implem
entation
of ECD
and
pre-
1)
Identify
quality
assurance
activities
in
MTEF
for
2010/11,
prepare
and
share
action
plan
for
implementation
by August 2010
2)
Implement
quality
assurance
activities
by
June 2011
3) Monitor the
implementation
ofquality
assurance
activities
by
June 2011 by
June 2011
1) Identify ECD
and pre-primary
activities
in
MTEF
for
2010/11,
prepare
and
share
action
plan
for
implementation
by August 2010
Action
Plan
QI
Inspectorate,
DHE and
DTVET
Imple
mentatio
n report
QI
Inspectorate,
DHE and
DTVET
Monito
ring
Report
QI
Inspectorate,
DHE and
DTVET, DCD
Action
Plan
E
DPE, PMORALG
E
135
primary
Strengt
hen the
effectiv
eness
of
languag
e
(Kiswah
ili and
English
) at all
levels
2)
Implement
ECD and preprimary
activities
by
June 2011
3) Monitor the
implementation
of ECD and preprimary
activities
by
June 2011 by
June 2011
1. Conduct a
National
Workshop
to
draw language
experts
from
different fields
to
identfy
challenges and
propose
way
forward
by
October 2011.
2.
Prepare
Action Plan to
take on board
the
recommendatio
ns by October
2011
3.Implement the
recommended
actions
By
June, 2011.
Imple
mentatio
n report
E
DPE, PMORALG
Monito
E
ring
E
Report
DPE, PMORALG
Worki
ng
Session
Report
QI
DPE,DSE,
DTE and
PMORALG
Action
Plan
QI
DPE,DSE,
DTE and
PMORALG&
MCDGC
Imple
mentatio
n report
QI
DPE,DSE,
DTE and
PMORALG
E
136
3
4
HUMAN
RESOURC
ES
STRENGTH
EN
EDUCATIO
N SECTOR
COORDINA
TION AND
REVIEW
PROCESS
Implem
ent the
Situatio
nal
Analysi
s for
Human
Resour
ce in
the
Educati
on
Sector
at all
levels.
Strengt
hen
sectorw
ide
dialogu
e
mechan
ism and
implem
4.
Monitor
implementation
of
the
recommended
actions
1)
Conduct
National
Stakeholders
workshop
by
January 2011
2) Agree on HR
situational
analysis report
recommendatio
s and prepare
budgeted action
plan
by
February 2011
Monito
QI
ring
,
Report
M&
E
worksh
IA
op report
DPE,DSE,
DTE and
PMORALG and
MCDGC
PMO-RALG,
DAHR
Action
Plan
IA
PMO-RALG,
DAHR
3) Print and
distribute
800
copies by June
2011
1) Prepare
roadmap by
31st July 2010.
2) Share the
Road Map in
the ESDC fora
for approval by
July 2010 .
Copies
distribute
d
IA
PMO-RALG,
DAHR
Draft
Roadmap
Appro
ved
Roadmap
DPP
E
SDC
Secr
etari
at
DPP
137
entation
3) Conduct four
TWG meetings
for each TWG
(EE,
QI,
RACEF,
IA,
CCI, M&E and
HE) per year.
Meetin
g reports
4) Conduct four
ESDC
and
FEDC
Task
Force meetings
per year.
Meetin
g reports
5) Conduct four
ESDC
and
FEDC meetings
per year.
Meetin
g reports
6) Conduct two
JESTWG
meetings
per
year.
Meetin
g reports
7) Conduct two
IMSC meetings.
Meetin
g reports
E
SDC
and
FDC
s
Secr
etari
at
E
SDC
and
FDC
s
Secr
etari
at
E
SDC
Secr
etari
at
E
SDC
Secr
etari
at
E
SDC
Secr
etari
at
DPP-MOEVT
and MCDGC
DPP-MOEVT
and MCDGC
DPP
DPP
DPP
138
5
STRENGTH
EN DATA
AND
PERFORM
ANCE
REPORTIN
G
Educati
on
Sector
Data
enhanc
ed and
function
ing in
all
subsect
ors
8) Have a
complete ESR
performance
report, agenda
and invitations
for ESR
distributed by
the 2nd week of
September
2011.
9) Conduct Joint
ESR
Working
Session by 4th
week
of
September
2011.
10) Conduct
HLM by October
2011.
List of
agenda,
signed
invitation
letters
E
SDC
Secr
etari
at
DPP
Meetin
g reports
DPP
Utilize
the
ESMIS data in
developing and
analyzing
education
sector
performance
report
by
September,
2010.
Analyi
zed
Educatio
n Sector
Performa
nce
Report
E
SDC
Secr
etari
at
E
SDC
Secr
etari
at
M
&E
Meetin
g reports
DPP
DPP
139
STRENGTH
EN
IMPLEMEN
TATION OF
CROSSCUTTING
ISSUES
6
Implem
ent
strategi
c plans
for
CCIs:
gender,
environ
mental
educati
on, HIV
and
AIDS,
and
Human
Rights
1) Identify CCI
activities in the
MTEF
for
2010/11and
prepare action
plan
for
implementation
by August 2010
Plan of
C
Action
CI
CE
2)
Implement
CCI activities in
the MTEF for
2010/11
by
June 2011
3) Monitor the
implementation
of CCI activities
in the MTEF for
2010/11
by
June 2011
Imple
mentatio
n Report
C
CI
CE
Monito
C
ring
CI
Report
CE
140