THE UNITED REPUBLIC OF TANZANIA

EDUCATION SECTOR DEVELOPMENT PROGRAMME (ESDP)

EDUCATION SECTOR PERFORMANCE REPORT 2010/11

Education Sector Development Committee

25TH OCTOBER 2011

TABLE OF CONTENTSTABLE OF CONTENTS......................................................................................ii

LIST OF TABLE.................................................................................................iv

ABBREVIATIONS AND ACRONYMS................................................................ii

STATEMENTS..................................................................................................... i

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

2.0 EDUCATION SECTOR PRIORITIES FOR 2010/11...................................2

2.1. Overall Priorities and Expected Outcomes.........................................22.2 Education Sub-Sector Priorities for FY 2010/11.................................5

2.2.1 Basic Education FY 2010/11.....................................................62.2.1.1 Pre-Primary...............................................................62.2.1.2 Primary.....................................................................62.2.1.3 Secondary................................................................72.2.1.4 Teacher Education....................................................82.2.1.5 School Inspection.....................................................82.2.1.6 Adult and Non-Formal Education..............................9

2.2.2 Higher Education......................................................................92.2.3 Technical and Vocational Education and Training..................102.2.4 Folk Education........................................................................102.2.5 Human Resources..................................................................112.2.6 Priorities for Cross-Cutting Issues..........................................11

2.2.6.1 Special Needs Education........................................112.2.6.2 Gender Issues........................................................122.2.6.3 HIV and AIDS in Education.....................................122.2.6.4 Environmental EducationPriorities:.........................122.2.6.5 Human Rights.........................................................132.2.6.6 Education Sector Management Information System

(ESMIS)..................................................................132.2.6.7 Information, Education and Communication (IEC)..13

3.0. OVERALL PERFORMANCE....................................................................14

3.1 Progress Towards Overall Priorities and Expected Outcomes..........143.1.1. Demographic Data..................................................................14

3.1.1.1. School population and Enrolment trends................143.1.2. Staff Deployment and Attrition in Education Sector................183.1.3 Equity......................................................................................193.1.4 Internal Efficiency...................................................................213.1.5 Quality.....................................................................................223.1.6 Cost and Financing.................................................................243.1.7 External Efficiency..................................................................253.1.8 The Education Sector Management Information System

(ESMIS)..................................................................................253.2 Evaluation and Review......................................................................253.1 Issues and Challenges......................................................................27

4.0. ACHIEVEMENT OF ANNUAL TARGETS...............................................29

4.1. Overall Achievement of Targets within the Education Sector............29

ii

4.3. Achievement of Targets by Sub—sector...........................................384.3.1. Basic Education......................................................................38

4.3.1.1 Pre-Primary and Primary Education.......................384.3.1.2 Secondary Education..............................................534.3.1.3 Teacher Education..................................................634.3.1.4 School Inspection...................................................664.3.1.5 Adult and Non Formal Education............................72

4.3.2 Higher Education....................................................................784.3.3 Technical and Vocational Education and Training..................84

4.3.3.1 Vocational Education and Training.........................844.3.3.2 Technical Education and Training..........................91

4.3.4 Folk Education........................................................................994.4 Achievement of targets within cross-cutting issues.........................104

4.4.1 Special Needs Education......................................................1054.4.2 Gender Issues......................................................................1074.4.3 HIV and AIDS in Education...................................................1084.4.4 Environmental Education (EE)..............................................1094.4.5 Human Rights.......................................................................1104.4.6 Education Sector Management Information System (ESMIS)

..............................................................................................1114.4.7 Information Education and Communication (IEC)................1124.4.8 Education and Training Policy..............................................113

5.0 Financial Performance............................................................................114

6.0 Human Resources..................................................................................121

6.1 Overview of Human Resource Situation in the Education Sector....1216.2 Achievements..................................................................................1226.3 Capacity Building.............................................................................1236.4 Challenges.......................................................................................124

7.0 SECTOR DIALOGUE AND ACCOUNTABILITY.....................................125

7.1 Dialogue with Development Partners..............................................1287.1.1 Sector Input for the GBS Annual Review..............................128

7.2 Dialogue with Domestic Actors........................................................1307.3 Milestones.......................................................................................131

8.0 WAY FORWARD....................................................................................132

8.1 Overall Education Sector Priority Actions for 2011/12.....................1328.2 Education Sub-Sector Priority Actions for 2011/12..........................132

8.2.1 Basic Education FY 2011/12.................................................1328.2.2 Higher Education FY 2011/12...............................................1358.2.3 Folk Education FY 2011/12...................................................1358.2.4 Technical and Vocational Education and Training FY 2011/12

..............................................................................................1362.5 Human Resources FY 2011/2012...................................................136

8.2.6 Sector Planning and Management........................................1378.2.7 Cross Cutting Issues.............................................................138

ANNEXES......................................................................................................139

iii

LIST OF TABLE Table 1: Overall Performance.......................................................................30

Table 2: Targets at Risk and Mitigation Strategies.......................................36

Table 3: Enrolment of Pre-Primary Pupils 2007- 2011..................................39

Table 4 (a): Primary Schools Enrolment by Age in Standard I, 2007 - 2011......40

Table 4 (b): STD I – VII Enrolment by Age, 2007 - 2011....................................41

Table 4 (c): Primary Schools Enrolment STD 1 and STD I – VII, 2008-2010.....41

Table 5: COBET Learners Enrolment (Cohort I) by Sex, 2007- 2011...........43

Table 6 Number of Infrastructures Constructed and Desk Fabricated during

the 5 years of PEDP II implementation...........................................45

Table 7: Pupils with Special Needs by Type of Disability, 2008 – 2011........45

Table 8: Amount of Capitation Grant Disbursed to Schools through LGAs

2006/2007 – 2010/2011..................................................................47

Table 9: Primary School Leaving Examination Results, 2007-2010.............48

Table 10: Standard IV Examination Results 2007-2010.................................49

Table 11: Status of Budget Implementation for Secondary Education............59

Table 12: Enrolment and Gender Parity in Teachers’ Colleges......................63

Table 13: Summary of the Number of Institutions Inspected FY 2010/11......67

Table 14: Budget and Expenditure for the FY 2010/2011...............................71

Table 15: Enrolment of Learners in ICBAE Centres 2010/11.........................73

Table 16: Enrolment of learners in COBET Centres.......................................73

Table 17: COBET Learners Mainstreamed in Formal Education....................74

Table 18: Enrollment in Public and Private Universities and its Colleges

2010/2011.......................................................................................80

Table19: Number of VTCs by Ownership......................................................85

Table20: Enrolment Trend by Ownership Category 2006..............................86

iv

Table 21: VET Enrolment, Completion and Dropout, 2006-2010....................86

Table 22: Pass Rates for Year 2007-2010......................................................87

Table 23: Registration Status of Technical Institutions as at 30th June 2011.92

Table 24: Summary of Enrolment in Technical Education Institution..............93

Table 25: Students sponsorship by field of study...........................................94

Table 26: Accreditation Status of Technical Institutions as at 25th June 2011. .95

Table 27: Average Teacher - Students Ratio as at June 2011.......................96

Table 28: New Modern and Traditional Skills Identified by FDCs Stakeholders

......................................................................................................101

Table 29: The budget Trend for the Education Sector (in Million).................116

Table 30: Trends of Budget Allocation by Sub-sector...................................117

Table 31: Funds Released and Actual Expenditure by Three Ministries,

2010/11 (Tsh. million)...................................................................119

Table 32: Staffing Levels for Education Sector with Respect to Teaching Staff

by Sub-Sector for FY 2010/11......................................................124

i

ABBREVIATIONS AND ACRONYMSACCC 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 Enrolment Expansion

EETWG Enrolment Expansion Technical Working Group

ESDC Education Sector Development Committee

ESDP Education Sector Development Programme

ESMIS Education Sector Management Information System

ETP Education and Training Policy

FBO Faith Based Organization

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

HKMU Hubert Kairuki Memorial University

HLM High Level Meeting

ii

IAE Institute of Adult Education

IMSC Inter Ministerial Steering Committee

IMTU International Medical Technical University

JESR Joint Education Sector Review

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

OPRAS Open Performance Review and Appraisal System

NMSH National Multi-Sectoral Framework

PE Personal Emoluments

PEDP Primary Education Development Programme

PER Public Expenditure Review

PGDE Post Graduate Diploma in Education

PLWHAs People Living With HIV and 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

SBS Sector Budget Support

iii

SIDA Swedish International Development Agency

TC Teachers’ Colleges

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

iv

STATEMENT BY THE MINISTER FOR EDUCATION AND VOCATIONAL TRAINING

One of the major tasks of the Government of Tanzania through the

management of the Education Sector is to provide quality education. It has to

facilitate the provision of equitable quality education and training at all levels. It

has also to collaborate with educational stakeholders so that they participate

actively in the provision of education. The Government gives high priority to the

provision of quality education to all Tanzanians because of its fundamental role

in bringing about the Nation’s social, culture and economic development as

emphasized in the National Strategy for Growth and Reduction of Poverty

(NSGRP/MKUKUTA), the Tanzania Development Vision 2025, the Election

Manifesto 2010, Millennium Development Goals (MDGs) as well as Education

for All (EFA) goals and other international commitments.

In the process of provision of quality education, the Education Sector is sub-

divided into four sub-sectors namely: Basic Education (Pre-Primary, Primary,

Secondary, Teacher and Adult and Non-Formal Education); Folk Education,

Higher Education, and Technical and Vocational Education and Training. All

sub-sectors fall under the parent Ministry that is, 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).

Core FunctionsThe MoEVT is responsible for education policy formulation, provision of

regulations and guidelines, setting standards, quality control and assurance,

assessment, curriculum development and teacher education. The MoEVT also

conducts monitoring and evaluation of the Basic, Technical, Vocational and

Higher Education performance. It undertakes educational research, planning,

coordination of education programmes and capacity building for education

managers and practitioners for quality education delivery.

i

Alternatively the Ministry has other approaches to education provision such as

post primary and secondary education training opportunities and skills

development required for working in different sectors of the economy. The

opportunities lead to careers as skilled workers, technicians and professionals.

In addition, the Institute of Adult Education (IAE), Tanzania Library Services

Board (TLSB), the Agency for Development of Educational Management

(ADEM) also provides other forms of alternative approaches to education.

Following Decentralization by Devolution PMO RALG has a role to oversee the

supervision, administration and management of Pre-Primary, Primary,

Secondary, Adult and Non-Formal Education as performed by the Local

Government Authorities. In this regard the new organization structures for

MoEVT and PMO-RALG had been approved by Honorable President Jakaya

Mrisho Kikwete in June, 2011. As such the two Ministries are in the process of

implementing the new structures.

The MCDGC is responsible for policy formulation, inspection, curriculum

development, facilitation of Folk Education provision and monitoring and

evaluation. Folk Education focuses on solving community immediate problems

through provision of technical knowledge and skills on one hand; and

development and advancement of adult knowledge, skills and abilities on the

other, which enable communities to participate in, social, political, economic and

cooperative endeavors in the areas of agriculture, carpentry, masonry,

mechanics, handcraft, domestic science, business, market, entrepreneurship,

credit referrals and other income generating activities. These activities prepare

communities for self employment and national development.

Policies Guiding the Education SectorThe provision of education in Tanzania is guided by: National Macro-policies,

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/MKUKUTA). The National policies are

supplemented by sectoral policies and programmes which include the

Education Sector Development Programme (1997) revised in 2001 and 2008,

ii

the Education and Training Policy (1995) which is currently under review, the

Technical Education and Training Policy (1996) and the Higher Education Policy

(1999). Other policies include the Community Development Policy (1996)

currently under review focuses on measures which enable people to recognize

their own abilities, identify their problems and use the available resources to

earn, increase income and build better life for themselves. The Child

Development Policy (1996) aimed at educating communities on the basic rights

of the child and providing direction and guidance on child survival protection and

development.

The main focus of sectoral policies and ESDP is to transform the education

sector into an efficient, effective, outcome-based system which would facilitate

the achievement of the educational goals as delineated in the Tanzania

Development Vision 2025. Specifically, the objectives are to:-

(i) address poor levels of performance across the sector, thus

improving resource utilization and bringing better targeting of resources

in the 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 the basic learning

opportunities;

(iv) ensure the youth, adults, out of school children and vulnerable groups

(both men and women) access 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 entire system of administration,

supervision, governance and management of education.

iii

Guided by the stated policies, the sector continues to implement the following

programmes and strategies so as to ensure efficiency and effective

achievement of educational goals:

(i) Primary Education Development Programme (PEDP II) 2007-

2011;

(ii) Secondary Education Development Programme (SEDP II)

2010-2014;

(iii) Teacher Development and Management Strategy (TDMS)

2007 -2012;

(iv) Folk Education Development Programme (FEDP) 2007 - 2012;

(v) Adult Education and Non-formal Education Strategy; 2003/4-

2007/8;

(vi) Higher Education Development Programme (HEDP) 2010-

2015;

(vii) Technical and Vocational Education Development Programme

- TVEDP (under way);

(viii) Technical and Higher Education Sub Master Plan, 2003–2018;

(ix) Gender Strategic Plan (2010/11 – 2014/15);

(x) HIV/AID Strategic Plan (2008/09 – 2011/12); and

(xi) Environmental Education Strategy (2010-2014).

As indicated in the ESDP, Education Sector Programmes, the Ministries

Strategic Plans, Education Sector Budget Guidelines, Education Sector

Performance Report 2009/10 and Education Sector Review Milestones, the

following were the agreed priority actions for FY 2010/2011:

(i) Improving the quality of Basic Education ;

(ii) Addressing geographic inequalities in allocation of resources in support

of education service delivery;

(iii) Expanding access and enrolment in Higher, Technical, Folk and

Vocational Education;

(iv) Strengthening science and technology education at all levels;

(v) Strengthening sector-wide planning, management, monitoring and

evaluation and sector dialogue;

iv

(vi) Strengthening Research and Development and dissemination of

research findings; and

(vii) Addressing Cross-Cutting Issues, including Gender, HIV and AIDS in

Education, Environmental Education, Human Rights in Education and

Guidance and Counseling;

Areas of access, equity, capacity building, Information and Communication

Technology (ICT), education management and inter- and intra- sector dialogue

at development committee levels have shown commendable achievements.

These achievements have been as a result of collaborative functions of Central

Ministries including PO-PSM, MOF, MoEVT, PMO-RALG and MCDGC.

Notwithstanding the achievements, there are still challenges that need to be

dealt with. These include consistence poor performance in Primary School

Leaving Examination (PSLE) especially for girls. In 2010, the average pass rate

in PSLE was 53.5% whereas the pass rate for girls was 48.3% and for boys was

59.0% which was above the average pass rate. A great variation of PSLE

performance is observed across the regions, whereby, some regions perform

better than others for example the first region was Arusha which scored a pass

rate of 70.7% whereas Singida scored the lowest pass rate of 39.3%. Certificate

for Secondary Education Examination (CSEE) 2010 results were undoubtly the

worst since many years. The Government conducted a research from which it

was observed that, the big challenges were in the following areas: lack of

teachers in some schools, lack of teaching and learning materials, and teachers’

attendance in classrooms management of schools among others. Another

challenge is to increase the capacity to absorb graduates from different levels of

education (Primary and Secondary) into folk and technical and vocational

institutions in order to prepare them for self employment. Moreover, there is

limited space to absorb A-Level graduates into higher learning institutions

particularly in the field of Mathematics, Sciences and Languages which is a

bottleneck in promoting high level technical personnel in various careers.

Students’ enrollment in higher education continues to expand gradually due to

increased number of students accessing loans. While demands for loans keep

increasing, the resources or funds set aside for this purpose have not matched

v

the number of students seeking loans. This has put pressure on the

Government to look for alternative sources of financing higher education. It is for

this reason that, in this financial year, the Government engaged a Consultant to

assess the sustainability of the current Higher Education Students’ Loans Board

and come up with recommendations on ways and means of improving the

issuing and repayment of student loans. In the same period, the President

formed a Presidential team to study the existing student loans scheme and

come up with recommendations on alternative ways to finance, issue and

recovery of students’ loans. The inputs from the two reports have been used in

issuing and recovering loans in the academic year 2011/12.

Last but not least amongst the challenges is the improvement for the provision

of quality education to cope with the expanded enrollment which required

training and employment of more teachers, trainers, instructors and lecturers,

especially for the subject of Science, Mathematics and Languages. Provision of

professional development of teachers at all levels and provision of quality

teaching and learning materials and assistive devices especially for learners

with special needs is also a need to be fulfilled. The critical focus over the

coming years therefore, will be on implementation of first Five Years

Development Plan 2011/12-2015/16 which will operationalise the Tanzania

Development Vision 2025. Specific areas of focus will be to overcome the

critical shortage of teachers at all levels of education, quality improvement

especially in the Sciences, Mathematics, ICT, Languages, Skills Development

and e-Learning.

Hon. Dr. Shukuru Jumanne Kawambwa (MP)MINISTER FOR EDUCATION AND VOCATIONAL TRAINING

vi

STATEMENT BY THE PERMANENT SECRETARYThe improved lives of Tanzanians depend on the type and quality of education

provided. Thus, the education sector has the mandate and role of providing

quality education through the provision of enabling environment that will ensure

good learning outcomes which have to be demonstrated by visible and

measurable learner’s behavioral change. In order to achieve this 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.

Successful provision of quality education has been achieved in Tanzania

through collaborative efforts of 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 Government has continuously

appreciated their contribution and support of all and urges them to continually

support the education sector.

In the financial year 2010/11, the education sector budget was Tsh 2, 195,960

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 Tsh. 11,609,895 Million the share of

education sector was equal to 18.90% of the total budget compared as opposed

to 19.30% of FY 2009/10, which was an increase of 0.6% of the sector budget.

In the financial year 2011/12, the education sector budget is Tsh. 2,415,211

Million equal to 17.86% of the total National budget of Tsh. 13,525,895 Million

This shows a decrease of 1.04% from 18.9% in 2010/11.

As indicated in the Sector Plans and Programmes and the Aide Memoire of

2010 various achievements have been realized on areas of access, equity,

vii

quality and capacity building in the FY 2010/11. This report provides a detailed

summary of achievements in the education sector. Despite the achievements

highlighted, the education sector still faces some challenges to realize the

intended outputs and outcomes as well. Amongst the challenges include the

decreasing trends in Net Enrolment, Completion Rates, in primary schools as

well as poor performance in CSEE. Another area of concern is inadequate fund

for Higher Education Students Loans , dilapidated infrastructure, inadequacy of

teaching and learning materials and equipment, and shortage of

teachers/lecturers especially science, mathematics and language subjects at all

levels.

In the FY 2010/11, Sector Ministries in collaboration with Civil Society

Organizations, Development Partners, communities and 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 special needs; (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 hands in supporting the implementation of the

planned activities related to education as indicated in the education

programmes and strategies.

viii

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 to achieve the intended goals for Millennium Development

Goals, Education for All, Tanzania Vision 2025, and MKUKUTA.

Hamisi O. DihengaPERMANENT SECRETARY

ix

1.0. INTRODUCTION

The Education Sector has been conducting successful annual reviews with the

aim of assessing the overall performance of the sector in the context of the

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

Education for All (EFA) targets. These reviews have taken place in 2006, 2007,

2008, 2009 and 2010.

Similar to previous reviews, the 2011 review will involve representatives from all

education stakeholders namely Government, Non State Actors (NSA) (including

private sector, CSOs, FBOs, etc), Development Partners (DPs) and the

community at large.

The 2011 Joint Education Sector Review (JESR) like the previous ones aims at

assessing the performance of the sector against agreed milestones and sector

wide performance indicators for 2010/11.

The Education Sector Review will have a variety of elements and activities

including the following:

a) On-going sector dialogue through the ESDC fora.

b) Joint Field Monitoring Visits and analysis of the field visits reports from the

eleven Councils visited;

c) Preparation of key reports (ESPR, BEST data, Milestones, Aide Memoire).

d) A JESR technical working session to discuss and deliberate on the

outputs and outcomes of the year’s performance (including the budget and

priorities of the coming year); discussions on the agreed milestones and

specific actions for 2011/12 and propose milestones for 2012/13;

discussions on agreed thematic issues, ; and the preparation of the JESR

Aide Memoire 2011;

e) A High Level meeting to ratify the results of the JESR technical working

session and the rating framework assessment.

The HLM members are Ministers and Permanent Secretaries from Social Service

Ministries and the Ministry of Finance (MOF), as well as 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

1

sector rating that feeds into the General Budget Support (GBS) annual review

process.

The Education Sector Technical Working Session is intended to discuss and

assess the annual education sector performance by each sub-sector, financial

performance as well as administration and human resources. This is one of the

important elements of the review processes. Other elements include:

a) share and discuss key findings of the JESR Joint Monitoring Field

Report

b) presentation and discussion of thematic papers on agreed areas;

c) discussion on the agreed milestones and specific actions for 2011/12 and

propose milestones for 2012/13 to be included in the Aide Memoire,

As a key element in the technical working session, 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 2010/11.

These targets are derived from the sub-sector Budget Guidelines, Ministries

Strategic Plans’, Education Sector Programmes and the agreed priority actions in

the JESR Aide Memoire 2010. The Performance Report also incorporates targets

from MKUKUTA, MDGs, EFA, the Ruling Party Manifesto and the GBS

Performance Assessment Framework (PAF).

The report addresses the sector performance in relation to (i) Education Priorities

for FY 2010/11 (ii) Overall Performance; (iii) Achievement of Annual Targets; (iv)

Financial Performance; (v) Administration and Human Resources (vi) Sector

Dialogue and Accountability; and (vii) Way Forward

2.0 EDUCATION SECTOR PRIORITIES FOR 2010/11

2.1. Overall Priorities and Expected OutcomesThe overall priorities for 2010/11 emanated from the priority areas in the ESDP II,

Ministries’ Strategic Plans, Sub-sector Programmes, budget guidelines and the

agreed milestones agreed at the JESR 2010. It was expected that local

resources including those from non-state actors and community as well as

2

foreign resources would be mobilized, budgeted, allocated, released and

expended to facilitate attainment of the agreed sector priorities.

The priorities for Education Sector in 2010/11 are:

a. Improving the quality of Basic Education

Rationale: There is acute shortage of educational materials,

infrastructures, qualified teachers and low quality of education

delivery.

Expected Outcomes Improved learning environment at all levels;

Increased number of qualified teachers;

Increased number of skilled education key players;

Improved pupil qualified teacher ratio;

Increased teaching and learning materials and assistive

devices ; and

Improved quality of education delivery.

b. Addressing geographical inequalities in the allocation of resources

to support education service delivery. .

Rationale: There are inequalities of resource allocation to support

education service delivery.

Expected Outcomes Improved and equitable resource allocation according to

geographical needs;

Improved education service delivery in difficulty and hard to

reach areas;

Scaled-up adult and non-formal programmes.

c. Expanding access and enrolment in Higher, Technical, Folk and

Vocational Education

Rationale: There is low capacity in higher, folk, technical and

vocational education institutions to accommodate qualified

students as well as inadequate funds for students’ loans.

3

4

Expected Outcomes Increased number of students in Higher, Folk, Technical

and Vocational Education Institutions;

Increased expertise in various cadres;

Improved and increased number of learning institutions

d. Strengthened science and technology education at all levels.

Rationale: There are inadequate competent teachers in science

and mathematics, low level usage of Information and

Communication Technology, shortage of mathematics, science

and technology experts as well as financial resources for

scholarships and for carrying out basic and applied research.

Expected Outcomes Increased number of competent mathematics, science and

technology teachers and experts;

Increased level of the usage of information and

communication technology;

Improved physical and financial resources to promote

sciences and technology and cater for basic and applied

researches ; and

Increased number of science and technological practioners.

e. Strengthening sector-wide planning, management, monitoring and

evaluation and sector dialogue

Rationale: There is ineffective planning and public expenditure

management as well as performance monitoring.

Expected Outcomes Improved accountability and transparency;

Improved performance monitoring and evaluation

5

f. Strengthening Research and Development and dissemination of

research findings

Rationale: Inadequate dissemination of research findings and

use for decision making planning and budgeting

Expected Outcomes Evidence based decision making

Effective planning and budgeting

g. Addressing Cross-Cutting Issues, including Gender, HIV and AIDS

in Education, Environmental Education, Human Rights in Education

and Guidance and Counseling

Rationale: Crosscutting issues are currently not adequately

addressed in the education sector

Expected Outcomes Improved care and support services to HIV and AIDS

affected and infected staff and students

Improved environmental and inclusive education

Improved child rights

Improved gender equity at all levels

Improved guidance and counseling services in education

institutions

2.2 Education Sub-Sector Priorities for FY 2010/11In the year 2010/11 the education sub-sectors priorities have been

obtained from the Education Sector priorities from the Education Sector

Performance Report 2009/10, milestones agreed at the JESR 2010 and

budget guidelines, and targets in sub-sector programmes. The specific

actions that were not fully implemented in previous years as well as

generic ones have been carried forward as priorities for 2010/11.

6

2.2.1 Basic Education FY 2010/11The Basic Education Sub-sector priority areas that were identified for

implementation in FY 2010/11 were as follows:

2.2.1.1 Pre-Primaryi. Implement Joint Integrated Early Childhood Development Service

Delivery Initiatives in LGAs

ii. Address geographical inequalities in allocation of resources in

support of education service delivery through improved teacher

learner ratio for pre primary education

iii. Collaborate with key IECD stakeholders to develop the integrated

Early Childhood Development Policy and IECD minimum standards

and operational guidelines and IECD In-service training modules and

guidelines;

iv. Promote ECD education through community sensitization;

v. Orient Regional and District Education Officers on new integrated

Early Childhood Development operational guidelines and minimum

standards;

vi. Ensure the participation of all actors in the provision of pre-primary

education by increasing pre-primary enrolment in 2011; and,

vii. Support community efforts in the construction of pre-primary

classrooms (PEDP II target: 5,732 per year).

2.2.1.2 Primaryi Provide Development Grants for Construction of primary school

teacher’s houses (PEDP II target: 21,936 per year);

i. Purchase teaching and learning materials and other assistive devices

for special needs learners and distribute them to primary schools

accordingly;

ii. Monitor and evaluate expenditure of Capitation and Development

Grants;

iii. Ensure maximum utilization of existing primary school facilities to

accommodate all eligible primary school children including those with

special needs;

7

iv. Collaborate with Local Government Authorities to construct

classrooms (PEDP II target: 10,753 per year) in order to reduce

overcrowding;

v. Rehabilitate existing classrooms in collaboration with communities

and other actors;

vi. Provide sufficient funds to construct pit latrines (PEDP II target:

17,684 per year) with adequate facilities; and

vii. Collaborate with communities to increase and replace old furniture for

teachers and pupils, including chairs, tables and desks.

2.2.1.3 Secondaryi. Improving teaching and learning of science and mathematics

subjects in secondary schools by training 60 National Facilitators,

336 Regional facilitators and 2250 science teachers in order to

develop practical skills and teaching methods.

ii. Placement of 4920 degree and 4306 diploma teachers in secondary

schools.

iii. Conducting Girls science camps for 1000 Form 3 and 4 Girls at Zonal

level and TOT for 200 female science teachers who will facilitate

Camps annually.

iv. Institutionalizing TUSEME into 300 schools by training 600 teachers,

2 from each school, and to conduct TUSEME FESTIVALS for 800

students from schools implementing the project

v. Monitoring and evaluating the provision of secondary education in

133 Councils.

vi. Coordinating one East Africa and one SADC students Essays writing

competition annually.

vii. Building the capacity of MoEVT employees through training of 26

staff.

viii. Coordination of SEDP II activities

ix. Establishment of science teachers’ practical guide for natural science

subjects in secondary school and its associated DVD.

x. Establishment of teacher Regional INSET centre for Mathematics

and natural Science subjects in 25 secondary schools.

xi. Developing School Boards Training Manuals.

xii. Training School Boards

8

2.2.1.4 Teacher Educationi. Provide pre-service training to 14,501 primary school Teachers and

7,084 secondary school teachers including teachers for children with

special needs;

ii. Enhance qualifications of pre-primary, primary, secondary school

teachers and teacher educators to improve classroom practices

especially in science, mathematics, and English language subjects;

iii. Procure teaching and learning materials and other assistive devices

for special needs learners at Patandi Teachers’ College;

iv. Support college 265 tutors to pursue further studies;

v. Expand facilities in 34 Teachers Colleges to cater for expanded

enrolment of student teachers; and

vi. Sustain and maintain provision of Information and Communication

Technology (ICT) services in 34 Government Teachers’ Colleges.

2.2.1.5 School Inspectioni. Inspect and provide professional and academic support services to

20,045 Educational Institutions;

ii. Train 214 Newly appointed School Inspectors;

iii. Coordinate National Form Two Examinations;

iv. Facilitate provision of book allowance to school 100 inspectors

studying at Open University of Tanzania;

v. Develop Training Manual for School Supervisions;

vi. Review and translate from English to Kiswahili language the Training

Manual for School Inspectors and supervisors;

vii. Conduct training on Report Writing to 187 Primary School

Inspectors;

viii. Organize training course on Management Skills to13 Zonal School

Inspectors and 02 Ministry officials at Eastern and Southern

Management Institute (ESAMI) in Arusha;

ix. Coordinate and organize orientation on Management and

Administration short courses to 967 Heads of Secondary Schools

whose candidates Performed Poorly in 2010 Form 4 National

Examinations;

9

2.2.1.6 Adult and Non-Formal EducationPiloting the implementation of the ‘’Yes I Can’’ programme in 9 districts;

i. Monitor and review performance of Adult and Non-Formal Education

Programmes including ICBAE, COBET, Mambo Elimu and lifelong

learning management information system in 133 districts councils;

ii. Appointing 19 Regional Adult Education Officers to Regional

Secretariats;

iii. Developing Life Long Learning Qualifications Framework (LLQF);

iv. Prepare AE/NFE Strategic Plan 2011/12-2015/16;

v. Conduct training to 19 newly appointed Regional Adult Education

Officers; and

vi. Print 100,000 copies of educational publications to South and Lake

Zones and distribute to 45 surrounding district councils.

2.2.2 Higher Educationi. Participate in the final review of National Education Training Policy

which incorporates the revised policies on Higher Education.

ii. Monitor and coordinate the review of Higher Education Policies,

Laws and Guidelines.

iii. Coordinate the implementation of Higher Education Development

Programme (HEDP);

iv. Provide grants to medical students studying in 5 Medical

Institutions in the country;

v. Coordinate student exchange programmes and scholarships given

to Tanzanian students to study abroad and foreign students to

study in Tanzania;

vi. Support academic staff in Public Universities for further studies

locally and abroad;

vii. Promote and facilitate International Cooperation through payment

of annual subscriptions, participation in Regional and International

meetings

viii. Monitor and review performance of Science and Technology

Higher Education Programme;

ix. Coordinating studies on “Unit Cost and PETS” in higher education;

x. Strengthening the central application and admission system for

higher education students;

10

xi. Improve loan application, means testing and loans recovery; and

xii. Prepare Terms of Reference for alternative sources of financing

higher education.

2.2.3 Technical and Vocational Education and Trainingi. Preparation of Technical and Vocational Education and Training

Development Programme (TVETDP);

ii. Provide sponsorship grant to students undertaking ordinary

Diploma programmes in public Technical and Vocational

Institutions;

iii. Rehabilitate 3 VET centres and commence on the construction of 2

VET centres;

iv. Facilitate 4 Regional Vocational Training Services Centres for the

provision of Ordinary Diploma programmes (National Technical

Awards-NTAs).

v. Carry out needs assessment in 15 councils without VET centres to

identify skills which are responsive to the market needs;

vi. Develop 2 Curriculum/Bridging Programmes that will enable VET

graduates proceed with Training at Technician Level;

vii. Rehabilitate and expand physical facilities in Technical Education

Institutions so as to accommodate increased enrolment;

viii. Conduct tracer study of VET graduates

ix. Review the qualifications and competencies of 400 TVET

instructors for registration purposes; and

x. Inspect 20 TVET institutions for registration and accreditation

purposes.

2.2.4 Folk EducationThe following were priorities for Folk Education sub sector in FY 2010/11:

(i) Improving quality through:

a. Rehabilitation of FDCs buildings and teaching and

learning infrastructure in 20 FDCs;

b. Equipping 55 FDC’s with teaching learning materials

and transport facilities;

c. Recruiting teaching and non teaching staff;

11

d. Training 100 FDC’s staff on various professional skills

and refresher courses; and,

e. Facilitating training to all participants on cross-cutting

issues, including gender, HIV and AIDS, Environmental Education, and

guidance and counseling.

(ii) Expanding access and enrolment through:

a. Facilitation of residential, short and outreach training

to 30,000 participants;

(iii) Strengthening science and technology education through:

a. Improving ICT equipment and accessories at 55 FDCs.

2.2.5 Human Resourcesi. Recruit new employees and coordinate the promotion of eligible staff

and confirmations into public service;

ii. Review the organizational structure of the MoEVT in order to increase

productivity and improve effectiveness;

iii. Payment of the outstanding arrears to the staff members;

iv. Develop a client service charter;

v. Revise Open Performance Review and Appraisal System (OPRAS)

Format in a way that can effectively assess the performance of

teaching staff;

vi. Provide care and support to the staff who are living with HIV and

AIDS; and

vii. Establish a computerized system for keeping personnel data of all

workers of the Ministry of Education.

2.2.6 Priorities for Cross-Cutting Issues

2.2.6.1 Special Needs Educationi. Provide specialized learning/teaching materials, equipment and

assistive devices to primary and secondary level students.

ii. Provide In-Service training on Inclusive Education for regular Primary

school teachers and tutors.

iii. Monitor and evaluate provision of special and Inclusive Education in

councils.

iv. Establish Inclusive Education in Teachers’ colleges.

12

2.2.6.2 Gender Issuesi. Develop Gender Guidelines and Checklists.

ii. Design gender sensitization materials;

and

iii. Mainstream gender issues at Higher

Education and TVET levels and ensure incorporation of these levels

in the Medium Term Strategic Plan for Gender 2011 – 2015

2.2.6.3 HIV and AIDS in Educationi. Strengthen capacity of Primary School teachers in delivering and

teaching of Sexual Reproductive Health (SRH), HIV and AIDS, Life

Skills (LS) and provision of counseling services in schools.

ii. Strengthen Monitoring and Evaluation system of HIV

and AIDS Workplace program.

iii. Prepare addendum to existing strategic plan so as to

include TVET and Higher Education

2.2.6.4 Environmental Education Priorities:i. Train District Education Teams on emergencies preparedness and

response;

ii. Review Environment Education Strategy

to integrate Climate Change Adaptation (CCA) issues;

iii. Conduct baseline survey on Climate

Change Adaptation, emergencies preparedness and response at

Primary, Secondary schools and Teachers’ Colleges;

iv. Review School Inspector Checklist and

improve checklist for School Wash and School Health (SWASH)

programme;

v. Develop National School WASH Policy

and Strategy;

vi. Establish National Coordinating

Mechanism for School WASH Technical Working Group; and

vii. Train (20) National School, Water,

Sanitation and Hygiene (SWASH) facilitators.

13

2.2.6.5 Human RightsFinalize Human Rights Education Strategic Plan and begin budgeting for

implementation.

2.2.6.6 Education Sector Management Information System (ESMIS)i. Decentralize Basic Education Management Information System (BE-

MIS) to additional 40 councils;

ii. Review Questionnaires for education subsectors so as to

accommodate more indicators;

iii. Production of sector-wide Basic Education Statistics for

Tanzania (BEST) both National and Regional booklet;

iv. Capacity development of sub-sector focal persons in

implementing sub-sector MIS cycles for evidence-based planning

and decision making ;

v. Review and updating of the MOEVT website; and,

vi. Finalize ESA report and share it through ESDP consultative

fora

2.2.6.7 Information, Education and Communication (IEC)i. Prepare and broadcast educational programmes for Television and

Radio

ii. Prepare, publish and distribute EdSDP Newsletter in order to

sensitize Education Sector Development Programmes.

iii. Develop MoEVT Communication Strategy Outcomes

14

3.0. OVERALL PERFORMANCE

This section provides an overview of the performance in the education sector in

2010/11. The progress toward implementation of priorities is detailed under the

relevant sub-sectors in Chapter 4:

3.1Progress Towards Overall Priorities and Expected Outcomes The Education sector has made some improvements over the last year towards

the achievement of its overall priorities and expected outcomes in the following

areas.

3.1.1. Demographic Data The main sources of demographic data in Tanzania include: population census,

demographic and health survey, population studies and from civil authorities.

Tanzania has so far undertaken four population censuses since independence.

The first censer was conducted in 1967 where population was 12.3 million and

the next censer was conducted in 1978 where the population was 17.5 million.

The third one was conducted in 1988 where the population was 23.1 million. The

fourth census was planned to be conducted in 1998, but due to financial

constraints the later was conducted in 2002 where the population was 34.4

million. The population growth rate has been fluctuating from year 1967 (2.6),

1978 (3.2), 1988 (2.8) and 2002 (2.9). The current projected population of

Tanzania is about 40 million. The demographic data in Tanzania are provided by

gender and per single age from National to district level. Regarding the context of

education sector the demographic data described in this section include the

school or institutional population (enrolment trends) and some aspects of staff

deployment and attrition.

3.1.1.1. School Population and Enrolment Trends School population is indicated by the enrolment of pupils or students by

considering the age groups in respective levels of particular sub-sector. In

regard to pre-primary school age population ranges from 5-6 years,

primary 7-13 year old, secondary school age is 14-19 year old and 20

years plus for post secondary education and tertiary institutions.

15

Pre - Primary and Primary Education At the Pre- Primary level the enrolment for the year 2011 was 1,069,208

pupils of whom 538,478 were boys and 530,730 girls; this includes 2,170

children with special needs. This is an increase of 15.5% when compared

to 925,465 pupils enrolled in 2010

The GER improved slightly from 39.5% in 2010 to 44.5% in 2011,

whereas, the NER has also increased from 37.5% in 2010 to 42.4% in

2011. The total primary school age population of 7-13 years old in the year

2011 is 8,143,175. The enrolment of 7-13 year olds was 7,653,502 in

2010 while the pupils enrolled; irrespective of corresponding school age

population is 8,363,386 for 2011. This gives the NER of 94.0% and GER

of 102.7%. The GER exceed 100% and this implies that there were about

2.7% of over or under age pupils in the primary education cycle while NER

shows 6.0% of official primary school age population not enrolled in 2011.

The trends revealed that the GER decreased from 106.4% to 102.7%

while NER shows a slight decrease by 1.4% from 95.4% in 2010 to 94.0%

in 2011. The decline in GER means that the number of the average

children who are beyond eligible school age (7-13 years) is decreasing

which is a sign of improvement, however; the decrease of NER is contrary

to the expectation of attaining NER of 99% by 2010.The enrolment of

COBET learners Cohort I (age 11 – 13) in year 2011 stood at 55,889 and

cohort II (14-18) is 26,570 compared to 49,321 and 23478 learners

respectively in 2010.The increase of 6568 Cohort I and 3092 Cohort II

learners is reflected by the decrease of NER in primary education cycle.

This implies an existence of out of school children which is contrary to the

planed COBET programme.

In year 2011 the total enrolment of ICBAE learners for both functional and

post-literacy is 1,050,517 (male 499,898 and female 550,344) compared

to the 924,893 (male 451,108 and female 473,785) in year 2010. The

increase of 125624 shows that community awareness and participation

in adult education programmes reduced illiteracy rate in the country

16

Secondary Education. Enrolment of Form 1 – 4 students increased from 1,566,685 (699,951

girls) in 2010 to 1,711,109 (775,106 girls) in 2011 which is an increase of

144,424 students equivalent to 8.4% and 10.7% for Girls. Enrolment of

Form 5 – 6 students increased from 74059 (28,604 girls) in 2010 to 78438

(27,448 girls) in 2011 which is an increase of 5.5 % pupils whereas girls’

declined by (1,156) 4.0%. The, total enrolment of form 1 – 6 increased

from 1,638,699 (728,528 girls) in 2010 to 1,789,547 (802,554 girls) in

2011 which is an increase of 150,848 (9.2%), and 10.2%.for girls.

The GER in Form 1 -6 increased from 34.0 % in 2010 to 36.1%, in 2011

while NER increased from 29.9 to 32.1 %. The increase of enrolment rates

is a result of an increased number of secondary schools constructed by

communities and the private sector. This is a reflection of better

implementation of Public-Private Partnership regarding to expansion of

secondary education in Tanzania

Teacher EducationDuring the year 2010/11, a total of 37,698 (17,313 females, 20,385 males)

teacher trainees were enrolled in both 69 Government and 34 Non-

Government Teacher Colleges (TCs). Out of these, 11,582 were pre-

service Diploma, 1,622 Diploma in-service, 24,042 Grade A and 452

certificate in special education. This is an increase of 2.9% compared to

enrolment of 36,648 teacher trainees in 2009/10. The increase of

enrolment was contributed by additional of 11 Non-Government TCs.

However, the numbers of Government TCs remain the same (34) while

enrolment decreased by 1,571 and that of Non-Government TCs

increased by 2,621 from 2010 to 2011. The decrease of enrollment in

Government TCs was due to Government budget sealing.

17

Higher EducationIn 2010/2011 a total of 139,638 students of whom 104,129 were enrolled

in 11 Government and 35,509 in 21 Non-Government Universities and

University Colleges. This is an increase of 17.4% from 2009/2010

enrolment of 118,951 students (83,828 Government and 35,123 Non-

Government). This implies that the Government Universities and

University Colleges constitute only 34.4% of all Universities and University

Colleges which enrolled more students (74.6%) compared to (65.6%)

Non-Government institutions with fewer students (25.4%) in 2010/2011.

Therefore, it is urged for Non-Government Universities and University

Colleges to increase the capacity of enrolling more students.

Vocational Education and TrainingThe student enrolment increased from 82,962 in 2009 to 104,840 in 2010

of whom 90,752 (89.5%) were for long courses and 12,088 (11.5%) for

short courses. Enrolment in public VET institutions decreased from 40,643

in 2009 to 23,123 in 2010. The decrease of enrolment by 40.1% in public

VET is mainly attributed to elongation of the programme duration two

years for VET NVA Level I which necessitated reducing the intake.

The enrolment in non-Government institutions increased from 42,319 in

2009 to 81,717 in 2010. This is an increase of 93.1% which shows a

significant contribution of private sector in VET subsector.

A total of 78,132 students attended and completed long and short

courses in various skills in 2010 showing a drop out of 25.5% as

compared to 34.7% in 2009. The slight decrease in drop out revealed the

improvement of internal efficiency in VET institutions.

Technical Education

In 2010/11 Student enrolment increased from 57,286 (2009/10) to 85,040

(48.5%).of whom 60,279 (70.9%) were in certificate and Diploma, 8,227

(9.7%) in para professional (Higher and Advanced Diploma) and 16,534

(19.4%) in degree programmes The Business Management field of study

recorded the highest percentage increase of 54.5%, followed by Planning

and Welfare (48.5%); Agriculture, Natural Resources and Environment

18

(45.3%); Health and Allied Sciences (44.4%) and Engineering and Other

Sciences (35.7%). In 2010/2011 a total of 69,506 (81.7%) students were

enrolled in public technical education as compared to 49,536 (86.5%)

students in 2009/10. In 2010/11,a total of 16,534 students were enrolled in

degree programmes.

Folk EducationIn 2010/2011, the FDCs projected to enroll 30,000 students but actual

enrolment stood at 31,877 students in different skills including; Carpentry,

Masonry, Mechanics, Tailoring, Cookery, Income Generating Support

Skills (Business, Entrepreneurship, Market, Credit Referral skills) etc

intended to enhance productive abilities of the clients. The enrollment

increased by 6.3 % which is positive remark in FDCs

3.1.2. Staff Deployment and Attrition in Education Sector.The total teaching force in primary education is 175,449 categorized as grade

IIIA Certificate and above. There is challenge in deploying and retaining teachers

in rural and remote areas (hard to reach areas). The teacher attrition in primary

level contributed by termination/dismissal (13.1%), followed by retirement

(53.2%) and death (23.6%).

Regarding ANFE, there are 4,641 facilitators for COBET comprised of the

following 148 (48 females) Grade IIIA, 2,362 (799 females) form four, 1,504 (586

females) form six, 627 (205 females) others categorized includes certificate,

diploma, degree and retired teachers. ICBAE facilitators are recruited within the

community which comprised of the following 16499 (6,823 females) Grade IIIA,

200 (50 females) Diploma, 2,352 (639 females) Extension Officers 11,858 (4649

females) others making total of 30,909 (12161 female). Generally, the

recruitment of COBET and ICBAE facilitators is still facing some challenges

because most of them are not qualified to facilitate ANFE programmes.

A total of 4,920 Degree holders and 4,306 Diploma teachers were employed and

posted to 132 Councils in 2010. All Councils were directed to post these teachers

to the most needy areas. The exact number of who reported where will come out

19

in the next round of reporting. There are still many challenges regarding posting

of teachers which should be addressed in the agenda for Rural Development.

In 2011 there are 52,146 teachers in secondary schools of whom 39,993 (76.6%)

are deployed in Government schools and 12, 212 (23.4%) are in non

Government schools. The number of teachers increased from 40,517 in 2010 to

52,146 in 2011, an increase of 28.7%. The number of secondary schools

increased from 4,266 in 2010 to 4,367 in 2011. Teacher attrition is contributed by

retirement, death and termination in the service. The main causes of termination

are dismissal, change of employment, illness and resignation. The termination

constitute (70.9%), followed by retirement (20.6%) and death (8.5%).

3.1.3 EquityThe concept of equity in education should be considered under three

perspectives: equity in terms of access to education; equity in terms of learning

environment and equity in terms of achievement of education results. The

number of schools is spread out equitably between regions. Many “educationally

underserved” areas have more schools with few students than the “well served”

ones.

With regard to equity in terms of access to education there are has been a great

improvement in female participation at all levels of education. At Primary School

level, enrolment of girls and boys has remained constantly the same having a

Gender Parity Index (GP1) of 1:1. As regards to enrolment of pupils with

disabilities there was a decrease of 16.8% from 36,585 in 2010 of whom 15,312

(41.9%) were girls to 30,433 in 2011 of whom 11,414 (43.2%) were girls.

Regarding the issue of equity in terms of achievement of education results the

pass rate for the Primary School Leaving Examination for 2010 is still lower for

girls 48.3% compared to 59.0% for boys. As a result a transition rate from

primary to secondary education is higher for boys 986,993 compared to 802,554

for girls in 2011.

As regards Adult and Non Formal Education, enrolment of female students is

relatively higher 53% than male students 47%, while in COBET enrolment of

female is lower (49%) compared to that of males (54.1%). In 2010, out of 4,518

COBET cohort II students (2606 boys and 1912 girls) who sat for PSLE, 2776

20

(61%) passed the examination out of which 1718 (66%) were boys while 1058

(55%) were girls.

At secondary level gender GP1 has consistently remained at 1:0.8. In Teacher

Education, while there was no gender imbalance at Grade III A it is significantly

higher at Diploma level with the female participation rate of 43%. Generally for

both Grade III A and Diploma students the GPI for 2011 is 1: 0.8.

As regards the issue of equity in terms of learning environment at primary level

the Government ensures that teaching and learning materials including assistive

devices are provided as well as ensuring friendly learning environment to attract

children with disabilities.

At secondary level, scholarship grants to low income households and fee

subsidies were established. Again communities through their councils have been

mobilized to construct hostels especially in underserved areas

As regards the issues of completion rate for secondary Form 4 students, Gross

completion rate for male students increased to (40.7%) in 2011 compared to

39.0% in 2010 while that of the female students decreased from 36.1% in 2010

to 30.9%. In addition, the Annual Science camps for girls have been enhanced

by training more facilitators. The programme now covers also Form 3 and 4 girls.

On the other hand Net completion rate for male students increased from 5.7% in

2010 to 7.3% in 2011 while that of female increased just by 0.4% meaning 7.3%

2010 to 7.7% in 2011. Regarding the issue of pass rates at Form 6 level, boys

have a higher rate in science subjects while girls performed better in some arts

subjects.

At teacher education level, the department has given priority to subject with

challenges in teaching and acute shortage of teachers especially science,

mathematics and English teachers during selection and postings of new

teachers. At Higher education level in 2010/2011 female enrolment has risen to

34,915 (35.5%) making an increase of 36.3% compared to 2009/2010. However

the Gender Parity Index has consistently remained at 1:0.5.

21

With regard to Technical and Vocational Education Training (TVET) enrolment of

female students in VET increased from 32,634 (39.3%) in 2009 to 52,154

(49.7%) in 2010. In 2010 a total number of 39,170 girls attended and completed

various courses. As regards to Technical Education enrolment of female

students increased from 24,387 in 2009/10 to 38,698 in 2010/11 indicating an

increase of 58.7%. The percentage of female students also increased from

40.9% in 2009 to 45.6 in 2010. There was a limited participation of students with

disabilities to the tune of 0.03% in 2010. With regard to Folk Education, 328

students with disabilities were enrolled in various institutions.

FDCs promote enrolment of female participants particularly in short and outreach

courses. In 2010/2011, 14,995 female (48.3 percent) participants were enrolled

in FDCs. Also FDCs were encouraged to enroll people with disabilities whereby

328 adults with disabilities were enrolled and provided with skills.

Detailed information regarding equity is reflected under the relevant sub-sectors

in Section 4 of this document.

3.1.4 Internal EfficiencyThe effectiveness and efficiency of the system in retaining the enrolled

pupils/students is referred to as the internal efficiency. The indicators commonly

used in measuring internal efficiency are repetition rate, promotion rate, pass rate

and dropout rate. This also includes education learner ratio at all levels as well

as book learner ratio and number of qualified educators.

The performance against each indicator is generally satisfactory across all sub

sectors. However; performance in some of the indicators in some subsectors has

not been good. For example, the dropout rate in primary education increased

from 2.6% in 2010 to 3.4% in 2011 while that of secondary education improved

from 3.4% in 2010 to 2.6% in 2011. The attributing factors to such a situation

were truancy, pregnancies, deaths, illness and others. Records show that in

primary education, truancy accounted for 74.9% of pupils dropout in 2011

pregnancies (1.4%), deaths (3.1%) illness (2.1%), inability to meet basic needs

(6.0%), students’ taking care of sick relatives (1.1%), and other reasons (11.1%).

22

In secondary education the attributing factors of dropout with percentages are

truancy (72.7%), pregnancies (8.1%), deaths (1.4%), students unable to meet

basic needs (13.8%), illness (1.8%), parental illness (0.4%), misbehaviour (2.4%)

and other factors (0.4%) in year 2011.

Repetition rates in secondary education decreased from 1.5% in 2010 to 0% in

2011. The reason behind this is the abandonment of the previous rule which

require all failure students in Form 2 examination to repeat the class. However,

the repetition rates under primary education have remained constant at 2.8% for

year 2010 and 2011. The repetition rate in primary education has remained

almost the same at 93.8% for year 2010 and 2011, while that of secondary

education has decreased from 98.0% in 2010 to 96.8% in 2011.

3.1.5 QualityThe quality of learning/teaching in pre-primary education has been addressed by

developing the integrated ECD modules and guides for in-service training for

teachers who did not get training in pre-primary education.

Quality improvement has been a major focus especially in addressing areas of

teaching approaches and methods, ensuring availability of quality teaching and

learning materials, assessment, and support for maintaining educational

standards. The book pupil ratio nationally for Primary Mathematics, Science and

English language is ranging from 1:3 to 1:13. The Government is implementing a

multi textbook policy whereby two core textbooks for Primary Schools Level I to

VII have been selected to create uniformity on what the learners learn and on

what they have to be examined. The other approved textbooks remain in the

market for use as textbooks for primary schools. In order to reduce these

problems there are remarkable efforts of using e-learning platform in schools, for

example the establishment of the Science Teachers Practical Guide which uses

DVDs for secondary schools. These initiatives are reflected in Tanzania Beyond

Tomorrow (TBT) e-learning Programme for Basic Education. In addition, a total

of 800,000 textbooks and 36,000 secondary schools Teachers’ Guide have been

distributed to over 1,000 schools across the country. Science Practical Guides

have also been printed and distributed to all secondary schools including Non-

Government Schools. Also 2,052 primary school teachers are engaged in the

23

School-Based INSET program to enhance classroom teaching and learning

practices. TIE has called for Councils to support their teachers to attend

orientation courses.

As for assessment, the pass rate for Std IV Exams decreased from 94.8% in

2009 to 84.2% in 2010 and for Standard VII PSLE there was a slight increase

from 49.4 to 53.5% respectively.. On the other hand, the performance of students

in Form 4 CSEE in 2010 dropped from 72.5% in 2009 to 50.4% in 2010. The

performance for ACSEE Form 6 Examinations dropped slightly from 93.2% in

2010 to 92.1% in 2011. Teachers college national examinations are for Diploma

and certificate levels. The pass rates dropped slightly as follows: Diploma –

70.3% in 2009 and 66.9 in 2010 and Certificate- 97.5% in 2009 and 95.1 in 2010.

The implementation of a systematic and continuous INSET programs for primary

school teachers to enhance teacher effectiveness is in progress. As for adult and

Non- formal education with increasing enrolment, the national curriculum

framework is being prepared to enable the design of locally and learner based

curriculum. The curriculum for Folk Development colleges is being revised and

has identified 45 new skills of which 27 of them have already been integrated in

the curriculum.

Higher learning institutions had made achievements in the areas of use of ICT in

collection and delivery of course content, assessment of degree programmes

and accreditation. University teaching staff had pursued long term courses within

the country and overseas in order to gain higher qualifications

To ensure quality provision of Folk Education three main activities were

performed. The activities include:

Providing training to 93 trainers from 48 FDCs with skills on

application of appropriate technology namely power tillers, fuel conserving

stoves, push carts, oxen and plough, incubator, brick pressing machine and

fruits and vegetables preserving machines. The trainers in turn trained 356

staff in FDCs and 5,786 participants from communities surrounding the

colleges;

24

Reviewing FDCs curriculum to ensure it has demand driven skills

by continuing with the exercise of integrating new modules in the revised

curriculum; and

Facilitating 53 FDCs to purchase teaching and learning materials

and assistive devices.

The main challenge is to raise the morale of teachers in all levels and therefore

improve student academic performance. Detailed information regarding the

quality of education is reflected in the relevant sub-sectors in section 4 of this

document.

3.1.6 Cost and Financing

During the period under review, the three education sector ministries together

with LGAs were allocated Tsh 1,925,237 million for implementation of their

activities. However, the funds were not disbursed as expected. Tsh 539,084.30

million was allocated for MOEVT recurrent expenditure of which Tsh 504,110.10

million was received and expended. Out of Tsh 139631.9 million budgeted for

development, only Tsh 82,675.5 million was received and expended by MOEVT

while PMO-RALG received and expended Tsh 8,770.0 million out of Tsh

10,127.0 million allocated. The LGAs received a total of Tsh 1,077,543.0 million

out of Tsh 1,159,056 budgeted for recurrent. Also the LGAs received Tsh 33,097

million out of Tsh 73,651.0 million budgeted for development.

Tanzanian Shillings 601,986,671 out of 1,113,241,571 which was (54.1%) was

disbursed to finance Folk Education in 55 FDCs while Tshs 514, 343,506.91out

2,573,417,304 which was (19.95%) 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.

Detailed information regarding budgeting and planning is reflected under the

relevant sub-sectors in Section 4 of this document. In addition, Section 5 of this

document addresses issues of financing.

25

3.1.7 External EfficiencyExternal efficiency refers to benefits the society gains from investing in

education. These can be either in social/economic terms, individual/collective

terms, or in terms of each level of education as compared to other levels. The

education sector undertook a needs assessment for market demand to find out

the opportunities for absorbing the graduates from different levels of education in

social and economic activities in their localities. For example in 2010/11

education sector did studies to find out whether or not Folk Development

Education roles and responsibilities should be decentralized to Local

Government Authorities. This shall cultivate the need to review the FDCs

curriculum so as to ensure that FDCs graduates are marketable and employable

in their fields of trade.

3.1.8 The Education Sector Management Information System (ESMIS)The established Education Sector Management Information System (ESMIS) in

MoEVT aims of collecting and publishing basic education statistics which

includes the number of school, institutions, enrolments, infrastructure and

number of teachers/educators available at all levels. The education data and

performance indicators in annually publication namely BEST are useful for

planning and budgeting. 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 targets which are likely to be met and mitigation

strategies for those that are at risk.

3.2 Evaluation and ReviewThe education sector during 2010/11 conducted some studies with the aim of

improving delivery of quality education and training services. These studies

include:

1) Folk Education sub sector conducted a study namely Decentralization of

Folk Development Colleges Roles and Responsibilities to Local

Government Authorities. The findings are still pending for public use

2) Research was conducted through instructional survey on gender

mainstreaming in the selected universities and vocational training centers. It

was found out that there were gender inequalities in the administrative

positions, access in vocational training and degree programmes,

inadequate accommodation.

26

3) Assessment of the status of TVET in Tanzania. The draft report was shared

in the TVET stakeholders workshop held on 2nd November,2010

4) Survey on the level of implementation of CBET in TVET sub sector in

Tanzania. The findings have shown that CBET in TVET implementation is

progressing well in Tanzania However it is facing a number of challenges as

highlighted in chapter 4

5) Tracer study of VET graduates. The findings of the survey indicate that

there is a strong connection between VET training programmes and

graduates’ chances for employment. The average rate of employment for

VET graduate is close to 85%

6) Survey on human resource situational analysis for the education sector has

started as part of the implementation of the milestones agreed at the 2010

JESR workshop.

7) Research on the poor performance of CSEE 2010 was conducted to

determine the contributing factors so that measures could be taken to

improve performance .The research findings were shared by MoEVT and

PMO-RALG managements for input to the final report which was handed

over to the MoEVT Permanent Secretary for further action.

8) Education Sector Analysis (ESA): In the course of improving data quality

and reporting for evidence-based planning and decision making, capacity

building through theoretical and practical training has been provided to 35

staff from various institutions under the Education Sector. As the output of

practical training, Sub sectors Focal Persons were involved in writing and

providing inputs in all ESA Chapters. The ESA final report is in place after

incorporating inputs from various education stakeholders and is waiting to

be disseminated through ESDC fora.

9) Engagement of a Consultant through World Bank Support Project (STHEP)

to assess the sustainability of Higher Education Students Loan Scheme and

improvement of the current issuing and recovery of students’ loans. The

report used in designing new means testing procedures and loans recovery.

10) Engagement of the Presidential Team to study the challenges facing the

Loans Board and suggest alternative ways of financing, issuing and

recovery of students’ loans. The report was used in designing new

application procedures, issuing and recovery of loans for academic year

2011/12.

27

3.3 Issues and Challenges

While the Education Sector Report for 2010/11.indicates remarkable

achievements, the sector is still faced with a number of challenges. These

challenges are centered around the effective provision of quality education in the

context of enrolment expansion and sustainable professional development

programs to teachers at all levels., These are evidenced in declining pass rates

(particularly for girls), low completion rates for primary, secondary and vocational

sub-sectors, and as the increased demand for provision of higher education

students loans. These challenges are compounded by a shortage of qualified

teaching staff at all levels, and inadequate teaching and learning materials in

general, as well as shortage of assistive devices specifically .for learners with

special needs.

28

Other challenges include: (i) Provision of incentive packages for

teachers at all levels, especially housing, transportation facilities 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 ensuring

adequate funding of education sector due to increasing demand for

resources at all levels

(iii) Setting of realistic and 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, as well as adequate monitoring and

evaluation of the performance (including impact) of education programmes

at all levels;

(v) Developing capacity in governance,

management, monitoring and evaluation,

(vi) Financing of Education sector

programmes and strategies, including Secondary Education Development

Programme (SEDP), Primary Education Development Programme (PEDP),

Folk Education Development Programme (FEDP), Teacher Development

and Management Strategy (TDMS), Higher Education Development

Programme (HEDP); and Adult and Non- Formal Education strategy

(vii) Improvement of the teaching of

science, mathematics and language subjects across the education sector.

(viii) Improving operational effectiveness

and efficiency of provision of secondary education through implementing the

policy of decentralization by devolution

(ix) Addressing cross-cutting issues like,

environmental education, gender, drug abuse ,human rights and road

safety

(x) Providing care and support to

education staff and students affected and infected with HIV/AIDS.

(xi) Timely disbursement of funds from the

Ministry of Finance.

29

(xii) Improvement of supply/acquisition of

ICT facilities across all educational levels

30

4.0. ACHIEVEMENT OF ANNUAL TARGETS

4.1. Overall Achievement of Targets within the Education SectorAchievement in the education sector in the last three years has been reasonably

found to be good with increased enrolment of both girls and boys at all levels,

although the proportion of girls falls as they move up in the education ladder.

However, short supply of qualified teachers, as well as teaching and learning

materials, poses challenges to the quality of education in the context of the

current rapid expansion of the education sector, globalization and technological

advancement.

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 education. On of the major constraint to

provision of quality education is inadequate human resources, especially in rural

and underserved areas.

The progress against agreed targets in the education sector is indicated in Table

1, along with further trend analysis.

31

Table 1: Overall Performance Period: Projected Results Covering the Period from Financial Year 2007/08 to financial Year 2010/11

Objective and Code

Indicator Name and Description

BASELINEINDICATOR TARGET VALUES (as per SP)

Indicator Type DATA SOURCE/ MEANS OF

VARIFICATIONCOMMENTBaseline

DateIndicator

Value S MDG M II PR

2007/08 2008/09 2009/10 2010/11Access,

equity and quality of education improved

by 2009/10

Pre-Primary

Net Pre-Primary school enrollment 2004 24.60%

36.8% (m=36.7, f=36.9)

Total=37.2%

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

Total 42.5% (m=42.7% f=42.1%)

A √ √ √ √ BEST Improving trend

Total number of teachers pre-primary 2004 10,365

16,597m=9,911f=6,686

Total=17,176

(m=10,477,

f=6,699)

Total=14,779 (m=7,094,

f=7,880)

Total 10,899 (m=5,221 f=5,678)

BEST Decreasing Trend

Primary Education

Net Primary school enrolment 2000 59%

Total=97.2%

(GPI=0.99) (m=97.5, f=97.0)

Total=95.9%

(m=95.84, f=95.96)

Total=95.4%

(m=95.2%, f=95.6%)

Total=94.0%

(m=93.7%, f=94.2%)

A √ 99% √ √ BEST

Decreasing TrendMkukuta target not achieved

Survival Rate to Standard VII 2000 70%

65% (m=64.5, f=66.2)

Total=62.4%

(m=61.2, f=63.6)

Total=69.3%

(m=66.6%, f=72.1%)

Total=69.3%

(m=66.6%, f=72.1%)

√ 90% √ √ BEST On track Stable

PSLE pass rate 2000 22%

Total=52.7%

(m=59.7%, f=45.4%)

Total=49.4%

(m=55.6%,

f=43.2%):

Total=53.5%

(m=59.0%, f=48.3%):

Not yet available √ 60% √ √ BEST Increased

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

2000 21.0% 56.7% 51.6% 43.9% 52.2% √ 50% √ √ BESTMkukuta target Achieved

Primary dropout rate (m/f not available) 2003 3.80% 3.10% 3.70% 2.6% 3.4% BEST Increasing

At riskProportion of children with disability attending

2006 0.24% Total=0.41% (m=0.47,

Total=0.32%

Total=0.35%

Total=0.36%

√ √ √ BEST Increasing

32

Objective and Code

Indicator Name and Description

BASELINEINDICATOR TARGET VALUES (as per SP)

Indicator Type DATA SOURCE/ MEANS OF

VARIFICATIONCOMMENTBaseline

DateIndicator

Value S MDG M II PR

2007/08 2008/09 2009/10 2010/11primary school (Based on GER) f=0.35) (m=0.38

f=0.27)(m=0.40% f=0.29%)

(m=0.40% f=0.33%)

Percentage of OVC enrolled in primary school

2006 8.6%

Total=10.9%

(m=10.83f=10.94)

Total=10.34%

(m=10.34%

f=10.35%)

Total=10.33%

(m=10.27% f=10.39%)

Total=10.26%

(m=10.33% f=10.19%)

20% BEST Slight Decreasing

Primary pupil / teacher ratio 2000 1:46 1:54 1:54 1:51 1:48 √ 1:45 √ y BEST Improving

Primary pupil/classroom ratio 2006 1:92 1.77 1:109 1:72 1:66 BEST Improving

Primary pupil/textbook ratio 2001 1:20 1:5 - 1:12 1:3 1: 5 1: 5 1:1 Stable

Primary repetition rate (m/f not available)

2003 5.30% 4.90% 2.5% 2.8% 2.6% BEST Slight Decreased

Total number of Primary School teachers

2003 113,980 154,895

Total=157,185

(m=80,066f=

77,119)

Total=165,856

m=82,170f= 83,686)

Total=175,449

(m=86,098f=89,351)

BEST Increasing Trend

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

2003 1:106 1:63 1:60 1:54 1:49 1:62 BEST Improving

Percentage of primary school teaches with relevant qualifications (grade A+ above)

2003 53.89%85.6%

(m=83.9, f=87.3)

91.2% Total = 94.5%

(m=93.3%,f=95.7%)

Total=96.5%

(m=95.6%f=97.3%)

90% BEST Improving

Pupil/ toilet(pit latrine) ratio for primary schools

2005 1:60Male=1:62Female =

1:59

Total 1:89

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

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

Total 1:53(m= 1:54f= 1:51)

BEST Improving

SecondaryNet Enrolment Ratio 2002 6.00% Total 24.4% Total=29. Total=30.8 Total=34.5 √ 50% √ √ BEST Improving

33

Objective and Code

Indicator Name and Description

BASELINEINDICATOR TARGET VALUES (as per SP)

Indicator Type DATA SOURCE/ MEANS OF

VARIFICATIONCOMMENTBaseline

DateIndicator

Value S MDG M II PR

2007/08 2008/09 2009/10 2010/11

(%) Form 1-4 (m=24.5)f=24.3)

1%(m=29.7),

f=28.5)

%(m=31.8), (f=29.9)

%(m=35.4, f=33.7)

Net Enrolment Ratio (%) Form 5-6 2002 0.40%

Total1.4%

(m = 1.6)(f=1.3)

Total1.5%

(m = 1.4)(f=1.5)

Total1.9%

(m = 2.1)(f=1.8)

Total2.0%

(m = 2.5)(f=1.6)

BEST Improving

% of female enrolment in Form I 2003 48.20% 44.70% 44.6% 45.30% 47.24% 50% BEST Improving

Survival Rate Secondary Form 1-4 2003 91.00%

Total=86.1%

m=96.2f=75.5

Total=84.95%

m=93.3f=76.5

Total=72.9%

m=75.2f=70.3

78.1%m=77.6f=78.4

BEST Upward Trend

Survival Rate Secondary Form 5-6 2004 90.1%

Total=98.9%

m=105.0f=89.8

Total=103.4%

m=111.2f=92.6

Total=78.2%

m=80.9f=74.4

Total=.96.7%

m=103.7f=86.3

BEST Upward Trend

Division 1-III in Form 4 examinations pass rate (f/m not available)

2000 25.80% 26.7% 17.9% 17.9% 11.4% 70% BEST Decreasing Trend

Secondary dropout rate Form 1-4 2003 6.60% 2.7% 3.29% 3.4% 2.6% % BEST Decreasing

Trend Secondary repetition rate Form 1-4 2003 3.40% 3.0% 1.7% 1.5% 1.7% BEST Increased

Total number of secondary school teachers

2003 16,399

Total=32,835

m=23,122f=9,713

Total=33,954

m=22,972

f=10,982

Total=40,517

m=27,821f=12,696

Total = 52,146m=36,357f=15,789

BEST Increasing trend

Secondary qualified teacher (diploma+ above) /pupil ratio

2006 1:33 1:50 1:57 1:51 1:40 BEST Improving

Percentage of secondary students provided with

2003 6,019 42,211 (3.4%)

Total =11,895(0.81%)

BEST Increasing

34

Objective and Code

Indicator Name and Description

BASELINEINDICATOR TARGET VALUES (as per SP)

Indicator Type DATA SOURCE/ MEANS OF

VARIFICATIONCOMMENTBaseline

DateIndicator

Value S MDG M II PR

2007/08 2008/09 2009/10 2010/11scholarship

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

2003 53.89% Total=85.6% (m=83.9,

f=87.3)

91.2% Total=94.5%

(m=93.3%,f=95.7%)

Total=96.5%

(m=95.6%f=97.3%)

BESTUpward Trend

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

2003 86.57% Total=73.4% (m=71.0,

f=79.1)

Total=76.2%

M= 73.5,F= 81.8

Total=79.2%

(m=76.7%f=84.9%)

Total=84.7%

(m=82.9%f=88.9%)

√

BESTUpward Trend

Total intake per year (college capacity) 2005 26,224

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

35,371(m=18,21

8;f=17,139)

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

37,698(m=20,385;f=17,313)

√ BEST Increasing Trend

Percentage of tutor in teachers' colleges with relevant qualifications (degree + above)

2004 36.4% 42% 63.6% 95.4% 97% √ BEST Increasing trend

Adult and Non-Formal Education

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

T=82,459M=44,626F= 37,833

BEST Increasing Trend

Enrolment in ICBAE Centres 2005 1,668,503 1,059,128 957,289

924,893F=451,108M= 473,785

1,050,517M=499,899 F=550,619

BEST Increasing trend

Vocational EducationVocational Education Enrolment 2005 35,797 114,399 120,644 82,962 104,840 BEST Increased

% of Female in VET 2005 45% 45% 47% 39.3% 49.7% A √ 50% √ √ BEST/VETA Increased

Completion rate 2005 85.7% 85.7 86.3% 65.3% 76.6% √ √ √ VETA Increased

35

Objective and Code

Indicator Name and Description

BASELINEINDICATOR TARGET VALUES (as per SP)

Indicator Type DATA SOURCE/ MEANS OF

VARIFICATIONCOMMENTBaseline

DateIndicator

Value S MDG M II PR

2007/08 2008/09 2009/10 2010/11VET examination pass rate 2005 63.2% 76.4% 80.2% 76% 77% √ 80% √ √ VETA Increased

Technical EducationTotal enrolment in Technical Education 2006 40,059 47,079 49,185 50,173 85,040 √ NACTE/

BESTUpward trend

% of female enrolment in technical education institutions

2006 44.70% 43.20% 40.8% 45.5% √ 50% NACTE/ BEST

Upward trend

% of Government sponsored students in Technical Education

2010/11 19.9% 19.9% √ BEST

Higher EducationGER Higher Education 2005/06 0.27 1.23% 2.5% 5.3% 5.3% √ 2%

√ √HEST

Mkukuta Target Achieved

Total Higher Education student Enrollment 2005/06 40,993 82,428 95,525 118,951 139,638 BEST Upward

TrendPercentage of Females in Higher Education

2005/06 32.5% 31.4% 33.3% 35.3% 35.8% √ BESTMkukuta Target achieved

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

2005/06 42,729 55, 687 58,798 72,035 91,568 √ HSLB/BEST Increased

Folk Education

FDC enrolment 2004 24,580 (81.9%)

31,462(43%

Female)

29,557(48.7% Female)

31,039(48.3% Female)

31,877(48.3% Female)

MCDGC Upward trend

Percentage of Female in Folk Education

2007- 2008

43% 43% 43% 48.3%48.3% √ MCDGC Stable

Number of staff receiving in-service training

2005 - 2006

43 58 25 (f=9) 23 93 MCDGC Upward trend

36

Objective and Code

Indicator Name and Description

BASELINEINDICATOR TARGET VALUES (as per SP)

Indicator Type DATA SOURCE/ MEANS OF

VARIFICATIONCOMMENTBaseline

DateIndicator

Value S MDG M II PR

2007/08 2008/09 2009/10 2010/11Number of people trained in entrepreneurship

2005 - 2006

18,116 27,926 31,462 31,03931,877 MCDGC Upward

trend

Macro Economic ResourcesGDP Growth rate 2003 6.90% 7.10% 7.4% 6.0% 7.0 NBS ?

Share of expenditure allocated to education as % of total budget

2003 18.70% 18.3% 19.8% 18.3% 17.6 √ BEST Decreasing

Share of GDP allocated to education 2003 4.00% 5.30% 5.8% 6.2% 6.3 √ BEST Increasing

Share of GDP allocated to Technical education

2010/11 0.4 0.4 BEST ?

Share of GDP allocated to VET 2008/9 0.19 0.19 0.17 0.16 Decreasing

Note: MDG - Millennium Development goals; M=MKUKUTA; P=PAF; R=Ruling Party Manifesto; S= sector Monitoring tool (a=active, f=future use)

37

4.2. Targets at Risk to be insertedIn the annual targets listed in Table 1 (Section 4.1) above, eight (8) targets were not

met or were found to be at risk as of June 30, 2011. The targets at risk include:

Total number of teachers at pre-primary; Net Enrolment Ratio (Primary), Primary

dropout rate; Percentage of OVC enrolled in Primary schools; Secondary repetition

rate Form 1-4; Division I-III in Form 4 examinations pass rate; Completion rate of

VET students; and Share of VET Expenditure.

Table 2 identifies the targets at risk and indicates the mitigating actions that have

been and/or will be undertaken within the Education Sector in order to improve

performance in these areas.

Table 2: Targets at Risk and Mitigation StrategiesTargets at Risk

(date)Actions taken by Government in 2010/11 to improve performance

Actions to be undertaken in 2011/12 to improve performance

Total number of teachers pre-primary

Ensure teachers for STD I-VII will also be assigned pre primary classes

Councils were instructed to allocate teachers to teach Pre- Primary classes in their jurisdictions

Continue to ensure teachers for STD I-VII will also be assigned pre primary classes

Government to increase number of Pre-service teachers for Pre-Primary classes

Sensitize form four leavers to undertake Pre-Primary course in Teacher Colleges

Net Enrolment Ratio (Primary)

Continued improving school environment, including urging communities to provide meals.

Enforced compulsory enrolment and attendance regulations.

Monitored closely age specific enrolment in line with primary school enrolment guideline issued by MoEVT.

Determine reasons for changes in NER (Primary) through regular and quarterly M&E.

Continue improving school environment, including urging communities to provide meals.

Continue to enforce compulsory enrolment and attendance regulations.

Continue to monitor closely age specific enrolment in line with primary school enrolment guideline issued by MoEVT.

Conduct study on downward trend on NER

Primary dropout rate

Enforcement of Government order on no repetition for failures of Std IV Examinations, but required remedial classes provided.

Improving school environment, including urging communities to provide meals.

Government leaders at District and Council level have been urging community to make a follow up attendance of their pupils at school

School Committees/School Heads summons parents whose pupils do not attend school frequently

Continue to provide remedial classes for Std IV failures and monitored by WECs and DEOs.

Continue to improve school environment, including urging communities to provide meals.

Villages/Councils institute bylaws to enforce attendance

Percentage of OVC enrolled in Primary schools

None Sensitize community to enroll OVC

Continue to enforce compulsory enrolment and

attendance regulation

Secondary repetition rate Form 1-4

Government declared no repetition for failures but required remedial

Mobilize communities and LGAs to build hostels in schools with large catchment areas

38

Targets at Risk (date)

Actions taken by Government in 2010/11 to improve performance

Actions to be undertaken in 2011/12 to improve performance

classes to be provided. Continue to provide remedial

classes for failures. Continue to improve school

environment, including urging communities to provide meals.

Urge Heads of schools and LGAs to formulate bylaws which will be enacted to control truancy

See to it that LGAs sensitize communities on the importance of education to their children

Division I-III in Form 4 examinations pass rate

Conduct school inspection and continuous monitoring from MOEVT, PMORALG and DSEOs offices.

Awareness and capacity building to Educational Management officers including 945 Heads of Schools, 132 Council Education officers and 21 Regional Academic officers conducted.

Provide laboratory equipment and chemicals to all schools

Deploy 9,226 (4,920 Degree and 4,306 Diploma holders) qualified teachers, especially to rural schools

Conduct study on 2010 form four examination results

Training on the use of Micro Science Kits to secondary school teachers.

Provide In-service Training especially to Science and Mathematics teachers.

160 schools in 8 regions were allocated Micro Science Kits donated by UNESCO for teaching and learning science subjects.

1,000 schools received 800,000 Science and Mathematics books funded by USAID.

Conduct Annual Science Camps for Form 3 and 4 teachers and students

Parents and guardians were sensitized to provide meals to students

Inspectorate Division has conducted seminars to Heads of schools and teachers for those whose schools performed worse in Form IV examinations

Continue to strengthen school inspection and continuous monitoring from MOEVT and PMORALG and DSEOs offices.

Continue to provide laboratory equipment and chemicals to all schools

Continue to deploy more qualified teachers, especially to rural schools

Implement agreed priority recommendations from the study

Continue training on the use of Micro Science Kits to secondary school teachers

Distribute Micro Science Kits to secondary schools. Continue to provide In-service Training especially to

Science and Mathematics teachers. Strengthening the mechanism for the delivery of

Capitation Grant to schools. To distribute 720,000 textbooks to 1,500 schools. Continue to conduct Annual Science Camps for Form 3

and 4 teachers and students Government to continue employing more teachers Schools to be required to purchase more textbooks

using capitation grants and put them in classrooms Continue sensitizing parents to provide afternoon meals

to students at school

Completion rate of VET students

None Conduct research on the problem to identify the route cause and take affirmative action

Share of VET Expenditure

None Lobby for increased allocation of funds to VETA

39

4.3. Achievement of Targets by Sub—sector

4.3.1. Basic Education

4.3.1.1 Pre-Primary and Primary EducationA: Access

The Ministry of Education and Vocational Training continued with her role to

distribute the enrolment guidelines to all LGAs and schools during the financial

year 2010/2011. The distribution was done in October/November 2010 and

these were prior undertakings for the enrolment of all school age children both

pre-primary and primary schools in January 2011. The status of enrolment of

pre-primary, primary and COBET learners cohort I (ages 11-13) was as

follows:-

At the Pre- Primary level the enrolment for the year 2011 was 1,069,208 pupils

of whom 538,478 were boys and 530,730 girls, this include 2,170 children

(588) with special needs. This was an increase of 15.5% when compared to

925,465 pupils enrolled in 2010 (Table 3 & Chart 1). The increase may indicate

increased community awareness on the importance of early intervention for

their children. However, this was below the targeted enrolment of 2,043,983

pupils for that year. That is the PEDP target which was not met since

enrolment was less by 51% of the target. This target was not realized due to

the fact that not all primary schools have pre-primary classes.

Looking at the trends of enrolment in pre-primary as depicted in table I and

chart I, it shows that, the enrolment has been increasing slightly since PEDP II

implementation began in 2007, but it has not reached the target. This shows

that, though sensitization of community and parents on the importance of

enrolling their children in pre-primary at the right age of 5-6 years has

continued throughout the period of PEDP II, still there is need for concerted

efforts to realize the target.. On the other hand, trend has shown that, some

parents opted to enroll their children in STD I before the age of 7, for instance

in 2011 a total of 202,599 (14.6%) who were less than 7 year old were enrolled

in STD I. (See table 4a for detailed information).

40

Table 3: Enrolment of Pre-Primary Pupils 2007- 2011

Year Target Enrolment GER NER2007 791,560 825465 39.5 37.52008 1,033,376 873,981 38.1% 36.2%2009 1,399,096 896,146 39.0% 24.4%2010 1,894,337 925,465 39.5% 37.5%2011 2043984 1069208 44.5% 42.4%

Source: BEST 2011; PEDP II 2007 – 2011

Chart 1:Enrolment Target, Actual Enrolment, GER and NER in Pre - Primary schools , 2007 - 2011

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

Year

GER

& N

ER

GER 35.20% 38.10% 39.00% 39.50% 44.50%

NER 33.10% 36.20% 24.40% 37.50% 42.40%

795011 873981 896146 925465 1069208

791560 1033376 1399096 1894337 2043984

2007 2008 2009 2010 2011Target

Enrolment

The indirect cost such as teaching and learning materials and uniforms which

parents/communities had to pay in pre primary classes might be an indirect

factor that might also

contribute to the

failure of realizing the

target of enrolment in

pre primary classes.

This explains the

competing

opportunity cost in

enrolment between pre-and primary education among most of the

communities.

The GER improved slightly from 39.5% in 2010 to 44.5% in 2011, whereas, the

NER has also increased from 37.5% in 2010 to 42.4% in 2011. The trend

shows that, both GER and NER have continued to improve slightly throughout

the 5 years of PEDP implementation. The slight increasing trends signify that

there are still a big number of un-captured children who are eligible for being

enrolled in pre-primary classes. The PEDP II evaluation planned to be carried

out in early August, 2011 is expected to come up with recommendations which

will help to inform the preparation of PEDP III and specifically in the area of

pre-primary education.

41

During the period under review, the integrated ECD operational guidelines, and

minimum standards were completed and approved by the Inter-ministerial

Technical Team which included Directors and Commissioners of Social

Welfare. The guideline has been approved by the Inter-ministerial ECD

Steering Committee.

Primary level, the Standard I enrolment for the year 2011 stood at 1,388,216

which is above the target of 1,383,752 by 0.3%. The enrolment was over and

above the target because it included all children without considering the

specific school age of 7 years old only. However, as it can be depicted in table

2(a) those of 7 years old, were 62.9% of the total enrolment, where as 22.5%

were over aged and 14.6% were under-aged. In addition, the number of

primary schools increased from 15,816 in 2010 to 16,001 in 2011.

Table 4 (a): Primary Schools Enrolment by Age in Standard I, 2007 - 2011

Age2007 2008 2009 2010 2011

Enrolment

% of Enrolm

entEnrolm

ent% of

Enrolment

Enrolment

% of Enrolm

entEnrolm

ent% of

Enrolment

Enrolment

% of Enrolm

ent< 7 189765 13.8 27,632 2 32,145 2.4 206,083 15.2 202599 14.67 721926 52.3 999,926 72.4 1,001,550 73.7 839,572 61.9 873141 62.9

8+ 467602 33.9 352,632 25.5 325,095 23.9 310,919 22.9 312476 22.5Total 1379293 100 1,380,190 100 1,358,790 100 1,356,574 100 1388216 100

Source: BEST 2011

Table 4(b) indicates the total enrolment in primary schools (STD I – VII)

in year 2011 which was 8,363,386 of whom 4,159,740 are boys and

4,203,646 are girls. This includes 30,433 pupils with special needs.

Compared with 2010, where 8,419,305 pupils were enrolled, this is a

decrease of (0.7%). The decrease may be caused partly by the 3.3%

drop outs compared to the year 2010 where drop outs were 2.6%. In

addition, the overall enrolment 7-13 years STD I-VII in year 2011 was

91.5% compared to the year 2010 where enrolment was 89.6%. Hence

an increase of 1.9% and thus an improvement.

42

Table 4 (b): STD I – VII Enrolment by Age, 2007 - 2011

Age2007 2008 2009 2010 2011

Enrolment% of

Enrolment

Enrolment

% of Enrolm

entEnrolment

% of Enrolment

Enrolment

% of Enrolm

entEnrolment

% of Enrolm

ent< 7 30,090 0.4 39,025 0.5 33,293 0.4 207,448 2.5 2047,69 2.5

7 1,030,026 12.4 1,002,695 11.9 1,043,796 12.4 889,623 10.6 913,633 10.9

7 - 13 7,07 6,899 89.6 7,284,331 86.6 7,754,238 91.9 7,547,806 89.6 7,653,502 91.5

>13 836,481 10.06 1,086,738 12.9 654,022 7.7 664,051 7.9 505,115 6

 Total 8,316,925 100 8,410,094 100 8,441,553 100 8,419,305 100 8,363,386 100

Source: BEST 2011

Table 4c: Primary Schools Enrolment STD 1 and STD I – VII, 2008-2010

Year Enrolment STD I Enrolment STD I – VIIBoys Girls Total Boys Girls Total

2007 699,255 680,038 1,379,293 4,215,171 4,101,754, 8,316,9252008 700,524 679,666 1,380,190 4,261,831 4,148,263 8,410,0942009 684,388 674,402 1,358,790 4,248,764 4,192,789 8,441,5532010 681,983 674,591 1,356,574 4,203,269 4,216,036 8,419,305 2011 699,483 688,733 1,388,216 4,159,740 4,203,646 8,363,386 Source: BEST 2011

The GER for the years 2010 and 2011 was 106.4% and 102.7%

respectively. The decrease in the GER is a notable improvement as it

indicates that the number of children who are beyond eligible school age

(7-13 years) are decreasing. This means that, the target of phasing out

all over-aged children through primary education provision by 2011 is

being achieved.

The NER however, shows a slight decrease of 1.4% from 95.4% in 2010

to 94.0% in 2011. The efforts to follow up on this to determine the

reasons for this decrease are in place and the Terms of Reference for

the study to determine the downward trends in NER Nationally and

Regionally has been approved in the Education Sector Development

Committee held on May, 2011. At regional level, there are some

significant disparities across regions in NER; it ranges from as low as

87.3% in Manyara to as high as 99.3% in Mwanza. Looking at the trends

of the NER Regionally, throughout the period of the 5 years of PEDP II

implementation there has been no stability for those regions with high

NER. The trends showed that there has been variation each year. For

instance in year 2011 the regions with high NER were Mwanza (99.3%)

43

and Pwani (98.2%), whereas in 2010 the regions with high NER were

Tanga 99.8%, Iringa 99.4% and Lindi 99.3%. In 2009 Mtwara was high

by 99.8%. Thus, the study which is expected to be carried out in early

August, 2011, will critically find out the reasons, for these

fluctuations/variations.

Pupil’s dropout rate in the year 2011 stood at 3.3% while the same in

year 2010 was 2.6%. The trend has shown that in 2009 the drop out

reached 3.7%, where in 2010 it dropped to 2.6% and in 2011 increased

and reached 3.3%. This is a setback trend to the improvements gained

in 2010.

In order to promote retention and attendance of pupils in schools, the

Government has continued to sensitize parents and other stakeholders

to address various challenges including contribution to school meals. At

the moment the Government in cooperation with WFP is supporting 16

drought – prove and pastoralist councils in 5 regions. Other schools

especially those in agricultural zones provide meals during harvest

periods. The Government plan is to ensure that, school meals are

provided to all schools throughout the school calendar year.

Enrolment of COBET Learners includes Cohort I which covers ages 11

- 13 and cohort II which covers ages 14-18. Cohort I (age 11 – 13) is

under Primary Education. During the period under review, the

enrolment of COBET learners (Cohort I) stood at 55,889 (male 30,165

and female 25,724) compared to 2010 where enrolment was 49,321

learners (male 26,646 and female 22,675). Table 5 and Chart 2 indicate

the trends and extent of enrolment for the 5 years of PEDP

implementation.

44

Table 5: COBET Learners Enrolment (Cohort I) by Sex, 2007- 2011

YearEnrolment

TotalMale Female2007 61,898 47,572 109,4702008 38,799 30,446 69,2052009 29,713 23,380 53,0932010 26,646 22,675 49,3212011 30165 25724 55889

Source: BEST 2011

Chart 2: COBET Learners Enrolment (Cohort I) by Sex, 2007- 2011

0

20,000

40,000

60,000

80,000

100,000

120,000

Year

Enro

lmen

t

Enrolment Male 61,898 38,799 29,713 26646 30,165

Enrolment Female 47,572 30,446 23,380 22675 25,724

Enrolment Total 109,470 69,205 53,093 49321 55,889

2007 2008 2009 2010 2011

The increase in enrolment of COBET learners between the year 2010

and 2011 as shown in Table 5 and Chart 2 is a negative trend which is a

setback to the Government efforts towards clearing the backlog of out of

school children of age 11 - 13 by mainstreaming them into Formal

Education system. Factors that contributed to the increase of COBET

learners may include, drop outs from the school system and lucky

enough they join COBET classes for the acquisition of basic skills.

These challenges need to be looked upon critically in order to ensure

that, the efforts of Government to provide quality basic education to all

children and youth is achieved. In terms of academic performance of

COBET learners, during the period under review, a total of 8,214

learners sat for the Grade IV examination and 7,192 (87.6%) passed

and were mainstreamed into formal education system

45

The recruitment and deployment of teachers is one of the main

requirements towards achieving Access and Equity in primary

education. During the year under review a total of 11,379 Grade A

teachers graduated from different Teachers’ Colleges in Tanzania

mainland and will be posted to work stations in September, 2011 after

the release of the examination results. However, the number of those

who graduated is subject for change since those who will fail the

examination will be deleted from the list. TPR improved from 1:51 in

2010 to 1:48 in 2011. The number of teachers increased from 165,856

in 2010 to 175,449 (89,351 female) teachers in 2011.

The availability of adequate and friendly classrooms, pit latrines,

furniture and teachers’ houses, is a very necessary requirement in

addressing access and equity in primary education. During the year

under review a total of 965 classrooms were constructed and 720 were

under construction. Also a total of 12,588 desks were fabricated. During

the same period a total of 502 teachers’ houses and 492 pit latrines

were constructed. The construction activities and fabrication of desks

were carried out using Development Grant (DG) funds amounting to Tsh

10,410,634,292.98 which were disbursed to schools from the councils,

as well as community contributions.

Pupil Classroom ratio has improved from an average of 1:73 in 2010 to

1:66 in 2011 (the national standard is 1:40). The Pupil Toilets Ratio for

primary schools has also improved from 1:56 (male 1:57and female

1:56) in 2010 1: 53 (male 1:54 and female 1:51) in 2011 (the national

standard is 1:25 for male and 1:20 for female). The trends in shortage

of classrooms, latrines and teachers houses indicate that in all period of

PEDP II have not managed to achieve the target and therefore these will

required more attention during implementation of PEDP III 2012 - 2016.

Table 6: give more details by indicating number of infrastructures

against the target which were constructed and desks fabricated in the

period of 5 year of PEDP II implementation.

46

Table 6: Number of Infrastructures Constructed and Desk Fabricated during the 5 years of PEDP II implementation

Year

Classroom T/houses Pit latrines Desks

Targ

et

Com

plet

ed

Und

er

cons

truc

tion

Targ

et

Com

plet

ed

Und

er

cons

truc

tion

Targ

et

Com

plet

ed

Und

er

cons

truc

ting

Fabr

icat

ed

2007 2,303 3,176 2,183 2,961 56,500 929 22,058

2008 10,753 1,263 21,936 277 17,864 939 21,485

2009 10,753 929 21,936 709 17,864 716 42,806

2010 10,753 510 21,936 293 17,864 117 6,502

2011 10,753 965 720 21,936 502 1,077 17,864 492 979 12,588

TOTAL 6,843 4,742 3,193 105,439

B: EquityThe 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 decreased from 36,585 in

2010, of whom, 15,312 (41.9%) were girls to 30,433 in 2011 of whom

11,414 (43.2%) were girls as indicated in Table 7 and chart 3.

Table 7: Pupils with Special Needs by Type of Disability, 2008 – 2011

Year

Alb

ino

Visu

ally

im

paire

d

Hea

ring

Impa

ired

Dea

f B

lind

Phys

ical

ly

Impa

ired

Men

tally

Im

paire

d

Aut

ism

Mul

tiply

Im

paire

d

Mut

e

Oth

ers

Tota

l

2008 3,107 5,110 13,851 7,241 527 715 3,508 34,661

2009 2,441 1,197 5,064 432 10,336 5,532 581 518 1096 2,139 27,422

2010 2416 1615 4748 1345 13936 7936 557 706 - 3326 36585

2011 2045 1423 4496 613 12880 7839 1137 - - - 30433

Source: BEST 2011

Note: Others include behavioral disordered, Learning Difficulties’ and speech problems

In comparison with the year 2010 there was a decrease of 16.8% in

enrolment of pupils with disabilities in 2011. The decrease still remains

47

a challenge for the education sector and thus more efforts are required

to ensure that the MKUKUTA II Target of 20% is achieved by 2013.

Therefore, the Government will be required 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 ensuring that

teaching and learning materials, including assistive devices, are

provided and learning environment is made friendly to attract children

with disabilities to attend and learn.

Chart 3:Total number of Pupils with Disability and sex in Primary Schools, 2008 - 2011

05000

10000150002000025000300003500040000

Male 19998 16165 16934 17363

Female 14663 11257 12353 13070

Total 34661 27422 29287 30433

2008 2009 2010 2011

In addition, the Ministry of Education through Special Need Education

Unit carried out Form one selection for students with disabilities where

306 were selected for secondary education.

C: Quality ImprovementIn PEDP II, quality improvement is the major component which focuses

on improved teaching approaches and methods in classrooms. It

ensures the availability of quality teaching and learning materials and

the necessary support for maintaining educational standards. In the

Fiscal year 2010/11 quality components were addressed.

During the period under review, Capitation Grant (CG) amounting to

Tsh. 80,029,920,000 was budgeted. However, only Tsh. 23,161,111,184

was disbursed from Treasury to the LGAs. The LGAs disbursed the

48

same amount to schools for purchasing of textbooks, other teaching and

learning materials, school rehabilitation, internal examination and

administration. In that regard the average total CG per pupil per year for

2010/2011 was Tsh.2, 769/=. Table 8 indicates the trends and extent of

CG disbursed to schools through LGAs for the period of 5 years of

PEDP II implementation.

Table 8: Amount of Capitation Grant Disbursed to Schools through LGAs 2006/2007 – 2010/2011

Year 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011Budgeted 80,029,920,000 80,029,920,000 80,029,920,000 80,029,920,000 80,029,920,000Allocated 45,507,836,450 53,507,800,000 47,529,275,000 45,559,566,300 23,161,111,184Average CG per pupil (Shs)

5,471 6,362 5,630 5,411 2,769

The national average Book Pupil Ratio (BPR) in the year 2010/11 varied

from school to school and from one LGA to another. The monitoring

exercise carried out in the 10 regions of Tanzania mainland indicated

that ratio of Mathematics, Science and English textbooks ranged

between 1.3 and 1.13 for STD I, III and V. The national target is for

every pupil to have a book BPR (1:1). The variation was also across

schools. For instance Mafulala Primary school in Sumbawanga (M) the

ratio was 1:224 for the same subjects and same classes and Mazizi

Primary school Morogoro the ratio was 1:55.

The trends for the 5 years of PEDP II implementation has shown that,

the target for Textbook provision has not been achieved. Thus, this

should feature as one of the main priorities to be addressed more

seriously during the implementation of PEDP III 2012-2016.

In-service teacher training is an essential requirement for enforcing

qualitative improvement in the teaching and learning processes. During

the Fiscal year 2010/11 the Ministry of Education and Vocational

Training provided in-service training to 212 expert teachers in

Mathematics, Science, English and 3RS. These expert teachers were

prepared as TOTs who at the end carried the role of assisting other

teachers to improve their skills in the same subjects in their schools.

49

The teachers trained were drawn from 15 Councils namely, Iramba,

Manyoni, Kondoa, Newala, Bagamoyo, Mkuranga, Songea, Mbarali,

Sumbawanga (R), Mpanda (R), Chunya, Kigoma (R), Shinyanga (R),

Tarime and Musoma.

Examinations in Tanzania are considered as both a tool of assessment

of learners’ achievements and for selection to other levels of education.

In 2010 , a total of 895,013 pupils (435,124 boys and 459,889 girls) sat

for PSLE. Out of these 478,912 (256,818 boys and 222,094 girls)

passed. The pass rate for 2010 was 53.5% compared with 52.7% in

2009. Table 9 shows the trends in pass rate for the 4 years of PEDP II

implementation. The trends showed that there has been fluctuation in

pass rate since 2007, where it depicted a down ward trends until 2010

when it raised slightly. This is a challenge to education sector which

require more efforts to be directed to the improvement of quality of the

primary education provision which ultimately will lead to the increase in

PSLE pass rate.

Provision of adequate teachers and attendance, strengthening regular

inspection and remedial teaching, the provision of adequate textbooks

and mid-day meal are challenges in PEDP II and also essential

components contributing to quality improvements, thus, these issues will

require more emphasize during implementation of PEDP III 2012-2016.

Table 9: Primary School Leaving Examination Results, 2007-2010

Year Candidates Sat Candidates Passed Percent PassedBoys Girls Total Boys Girls Total Boys Girls Total

2007 396,944 376,609 773,573 248,215 170,921 419,136 32.09 22.10 54.20%2008 514,106 503,759 1,017,865 307,196 229,476 536,672 30.18 22.54 52.73%2009 496,446 502,624 999,070 276,083 217,250 493,333 55.6 43.2 49.40%2010 435,124 459,889 895,013 256,818 222,094 478,912 59.0 48.3 53.50%

Source: BEST 2011

In Standard IV level examination administered in October 2010, a total

of 1,010,227 pupils (496,456) boys and 513,771 girls) sat for the

examination. Out of this, 850,277 (420,806) boys and (429,471) girls

passed which is equivalent to 84.2% The trends in Standard IV

50

examination pass rate as indicated in table 10 and chart 4 shows that,

there had been progressive improvement since 2007 when pass rate

was 78.2% until 2009 where it was 94.8% and in 2010 depicted a down

ward trend and stood at 84.2%. Inadequate textbooks, remedial classes,

poor implementation of the inspection report and lack of mid-day meal

provision to the number of school may be among the contributing factors

for the downward trend experienced in the pass rate of 2010 Standard

IV examination. However, the Government has noted this issue and

already there is a clause in the Education and Training Policy which is

under review emphasizing and also pointing out strategies for the

provision of school meals.

The Government is also following up the issues of textbooks provision

and the use of inspection reports very closely. These once addressed

will help to improve the quality of education provision and ultimately will

lead to improvement in pass rate in STD IV examination.

Table 10: Standard IV Examination Results 2007-2010

Year Candidate sat Candidate passed

Perc

enta

ge

(%)F

emal

es

Pass

ed

Perc

enta

ge

(%) M

ales

Pa

ssed

Tota

l Pe

rcen

t pa

ssed

Girls Boys Total Girls Boys Total Girls Boys Total 2007 578, 681 568,493 1,147,174 449,088 448,115 897,203 39.1 39.1 78.22008 589,516 574,405 1,163,921 447,707 489,862 937,569 38.5 42.1 80.62009 512,749 493,060 1,005,809 482,517 471,022 953,539 48.0 46.8 94.82010 496,479 513,771 1,010,150 429,471 420,806 850,277 42.5 41.7 84.2

Source: BEST 2011

51

Chart 4: Standard IV Examination Results Percentage Passed, 2007 - 2010

0.010.020.030.040.050.060.070.080.090.0

100.0

Year

Perc

enta

ge P

asse

d

Percentage FemalesPassed (%) Girls

39.1 38.5 48.0 42.5

Percentage Males Passed(%) Boys

39.1 42.1 46.8 41.7

Total Percentage passed(%) Total

78.2 80.6 94.8 84.2

2007 2008 2009 2010

D. Capacity BuildingStrengthen the capacity and competency of teachers and education

officials at all levels is the necessary requirement in improving the

effectiveness and efficiencies in service delivery. In the financial year

2010/11, 635 expert teachers in Sciences, Mathematics, English and

3RS were provided with orientation training in the mentioned subject.

They were also oriented on how to use the prepared modules for the

same subjects geared for in-service training under INSET strategy.

The councils evolved were Iramba, Manyoni, Kondoa, Newala,

Bagamoyo, Mkuranga, Songea, Mbarali, Sumbawanga (R), Mpanda (R),

Chunya, Kigoma (R), Shinyanga (R), Tarime, Musoma, Magu, Makete,

Temeke, Siha, Bagamoyo, Mtwara (R) and Hai. A total of 2,052

teachers from these councils are engaged in the school-based In-

Service program using self-study and evaluative modules.

A total of 285 Education Officers at Regional and Council levels

attended training workshop at Agency for the Development of

Educational Management (ADEM) in March, 2011. These were 21

Regional Education Officers, and 264 Council Education Officers (132

Primary and 132 Secondary). The content of the training included the

following:

(i) Roles and Responsibilities of REOs and DEOs;

(ii) Financial management;

52

(iii) Procurement procedures;

(iv) Report writing; and

(v)The role and importance of quality data in education planning.

A total of 7 Regional and 17 District Education Officers, 7 Regional and

17 District Academic Officers, 34 Councils School Inspectors and 150

School Committee members from councils implementing Bridge It were

trained on ICT which is integrated in the process of teaching and

learning of Science, Mathematics and Life Skills for Standard V and VI.

The councils are; Mtwara (U), Lindi (U), Lindi (R), Kilwa, Kinondoni,

Ilala, Temeke, Bagamoyo, Kibaha, Tanga (U), Muheza, Korogwe, Hai,

Moshi (U), Mwanga, Dodoma (U) and Chamwino.

E: Management(i) Planning and BudgetingIn the FY 2010/11, the budget allocated for MOEVT primary

education recurrent was Tsh 1,354.9 million. A total of Tsh 767.2

million was released and expended as recurrent expenditure. A

total of Tsh 7,709.1 million was allocated for development. Out of

these, Tsh 4,896.9 was released and expended.

(ii) 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. In addition, WECs were provided with skills on close to

school inspection and are expected to carry the role of inspection,

advisory and support in their areas. 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

53

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.

(iii) Monitoring, Evaluation and Education ResearchIn the fiscal year 2011 monitoring exercise was conducted once. The

exercise covered 10 (48%) regions in which 3 councils and 4

selected primary schools were visited. The major focus was on (a)

the census for identifying the eligible children for pre-primary (b)

enrolment of primary schools children and COBET cohort I learners

and post primary vocational centers, (c) availability of school

infrastructures, (d) availability of pre-primary and primary teachers,

(e) availability and use of teaching and learning materials, (vi)

availability of basic social services, availability of PEDP II guidelines

and advocacy materials.

Findings from monitoring exercise indicated that, enrolment for pre-

primary was 68.6% while for Standard 1 pupil was 87%. The

shortage of classrooms for pre-primary was pointed out as one of the

factors contributing to low enrollment at that level. Shortage of

teachers’ houses ranged between 71%-89% and pit latrines shortage

ranges between 41%-72%. For example Shinyanga had a big

shortage of 72.2%. Desks shortage is still a problem to almost all

councils, for example Morogoro Municipal had a big shortage of

desks of about 53.7% refer monitoring report (March, 2011) for more

details. The regions which were evolved in the monitoring exercise

in the Fiscal year 2010/2011 were Kagera, Mara, Mbeya, Morogoro,

Pwani, Rukwa, Shinyanga, Singida, Tabora, and Tanga.

Consequently, there was a need to make a follow up on the issues

raised from the PEDP Financial Audit for the period ending 30 th June

2010. Hence during the period of 2009/10, the PEDP accounts at the

Ministry level (MoEVT, PMO-RALG), LGAs and schools were

undertaken by M/S MEKONSULT. A total of 31 councils were

audited including 5% of the previous audited councils in FY 2008/09.

54

In all councils audited there were a number of issues which were

raised and the PMO-RALG wrote a letter directing them to produce

written responses on the actions taken regarding the issues raised.

Already, 10 councils had responded and the rest are expected to do

the same.

F: ChallengesThe challenges include:

(i) Availability of adequate teaching and learning materials and

assistive devices;

(ii) Provision of adequate capitation grants;

(iii) Improving low enrolment of pupils in pre-primary classes;

(iv) Improving the declining trend in primary education NER;

(v) Improving pass rate in Mathematics, Sciences, and English;

(vi) Availability of key school infrastructures and facilities

(teachers houses, classrooms and toilets);

(vii) Reducing the increasing dropout rate in primary schools;

(viii) Availability of adequate qualified teachers including teachers

for special education, pre-primary and primary.

(ix) Improving teacher attendance in classrooms

4.3.1.2 Secondary EducationA: AccessAchievements of Secondary Education include increased enrolment.

Enrolment at Form 1 – 4 increased from 1,566,685 (699,951 girls) in

2010 to 1,711,109 (775, 106 girls) in 2011 which is an increase of

144,424 pupils equivalent to 8.4%. Girls increased by 10.7%.

Enrolment at Form 5 – 6 increased from 74059 (28,604 girls) in 2010 to

78438 (27,448 girls) in 2011 which is an increase of 5.5 % pupils

whereas girls’ declined by (1,156) 4.0%. In addition, total enrolment

(Form 1 – 6) increased from 1,638,699 (728,528 girls) in 2010 to

1,789,547 (802,554 girls) in 2011 which is an increase of 150,848

(9.2%), whereas girls increased by 10.2%. The percentage increase of

girls’ enrolment in all levels of secondary education means that efforts

55

towards gender balance in education participation has reflected

changes. However, the increase in enrolment in 2011 was relatively

lower than that of 2010 for both boys and girls.

GER in all grades (Form 1 -6) increased from 34.0 % in 2010 to 36.1%,

in 2011 while NER increased from 29.9 % in 2010 to 32.1 % in 2011.

The increase of GER and NER is a result of the increased number of

secondary schools constructed by communities and the private sector. It

is also worth noting 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 years period (2004-2011) the rate of enrolled students

at the official age is improving.

The number of students selected to join Form 1 increased from 438,827

in 2010 to 467,155 in 2011 equivalent to an increase of 28,328 pupils

(6.4%) following an improvement in the pass rates from 49.4% of 2009

to 53.5% of 2010. Similarly, the Transition rate from Primary to

Secondary level increased from 43.9% in 2009 to 52.2% in 2010. This

improvement is commendable following strong measures undertaken by

the National Examinations Council of Tanzania to strengthen

supervision of the entire examination system in the country. The

Government, however, calls for significant improvement in increasing

the number of teachers; providing professional support to practicing

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 registered secondary schools has increased by 2.4 %

from 4,266 (3,397 Government and 869 Non-Government schools) in

2010 to 4367 (3,425 Government and 942 Non-Government schools) in

2011. While the number of government secondary schools which offer

‘A’-Level Secondary education also increased from 177 in 2010 to 205

in 2011 representing an increase of 15.8%. Overall performance in the

“improvement of access” component was encouraging.

56

B: EquityIn order to ensure that girls and disadvantaged groups have equal

opportunity to Secondary Education a number of strategies were being

made. Such strategies include: 1:1 ratio enrolment of students (boys

and girls) at ordinary secondary level. As compared to 2010 there is a

marked increase in enrolment of girls at this level of education.

Other strategies include mobilization of communities through their

Councils to construct hostels particularly in secondary schools located in

underserved areas. Another strategy was to put in place mechanism for

the provision of scholarship grants to secondary school students from

low income household. This is done by Local Government Authorities

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

and improved operational activities in the schools.

In improving retention and performance of girls’ students in science

subjects in secondary schools, a total of 1,000 girls attended science

camps and 200 female science teachers attended TOT training to

enable them to facilitate camps annually. Similarly, the TUSEME

programme was mainstreamed into 300 secondary schools by training

600 teachers and conducting TUSEME festival for 800 students from

TUSEME based secondary schools. The camps and TUSEME

programme aimed at building their confidence and interest to learn

science and mathematics.

In addition monitoring and supervision of Form 1 student’s selection in

21 regions, and Form 5 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 very good.

57

C: Quality ImprovementThe curriculum has been streamlined to focus on the development of

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 CSEE is still low. For example, the pass rate in CSEE was 50.4% in

2010 compared to 72.5% in 2009. In ACSEE the pass rates decreased

slightly to 92.1% in 2011 compared to 93.2% in 2010. Pass rates in

CSEE has been fluctuating from year to year whereby the highest was

in 2004 (91.5%) and the lowest in 2010 (50.4%).

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 4,920 Diploma and 4,306 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 132

councils. The aim was to ascertain the extent with which the education

guidelines and circulars are adhered to by the heads of schools in order

to ensure quality of education delivery in the country.

The MoEVT has planned to reduce digital device in schools by starting

ICT project in 30 schools as pilot project. The project is expected to

strengthen the teaching and learning of all subjects in secondary

schools with a view to alleviate the problem of acute shortage of

teachers as well as teaching and learning materials.

In order to promote discovery creativity and critical thinking among the

secondary schools students, East African Community and SADC Essay

writing Competition were facilitated. For SADC Essay Writing

Competitions prizes were given during the Summit meeting of Heads of

State which was held in Windhoek Namibia from 14 – 17 th August, 2010.

Tanzania won the third prize for the best three regional essays and also

got position four and five for the best ten SADC essays.

58

On the other hand, Tanzania won the first prize for the EAC Regional

Essay Writing Competitions. The prizes were given during the Summit

meeting of Heads of State which was held in Arusha Tanzania from 2nd -

3rd December, 2010.

The launching of Science Teachers Practical Guide with associated

DVDs was done in Dodoma on 21/07/2011. The aim of establishing the

guides for natural science subject is to assist teachers who had no

practical orientation in their school life to teach both theory and practical

effectively and efficiently to improve the understanding and performance

of students in that area.

D: Capacity BuildingA total of 60 National Facilitators and 336 Regional facilitators were

trained in order to develop INSET programme content and facilitate the

same to all science and Mathematics teachers in the country. Two

officers from MoEVT HQ were sponsored in 2010 for PGDE at the

University of Dar-es Salaam and 26 officers were sponsored for

management course at Insight Communication Institute in Arusha with a

view to improve efficiency and the quality of service delivery. 338

science teachers from Tanga, Kagera, Mbeya, Mwanza, Dodoma,

Kigoma, Morogoro, Shinyanga, and Kilimanjaro regions were trained on

how to use the micro-science kits. In addition 160 micro-science kits

have been delivered to schools in the said 8 regions. 2259 SCIENCE

Teachers from Arusha, Dar-es Salaam, Iringa, Kagera, Lindi, Manyara,

Mbeya, Morogoro, Mtwara, Mwanza, Pwani, Rukwa, Ruvuma,

Shinyanga, Singida and Tabora were trained on practical skills and

teaching methods. Regional INSET Centres for Science and

Mathematics teachers has been established in 40 secondary schools.

In addition, training have been given to all DSEOs and Councils’

Academic Officers to build their capacity on Monitoring and Evaluation

issues and follow up on implementation of SEDP II activities.

59

E: Management i) Planning and Budgeting

During FY 2010/11 the Secondary education sub-sector was allocated

Tshs 1,405,550,000 as Other Charges (OC) and Tsh. 11,780,000,000

as Development fund for the implementation of its activities. The

amount released for the implementation of the programme activities was

Tsh 13,113,550,000. The variance was Tsh 0 which is 100 percent of

the budget. The summary of the key components and their respective

levels of funding are shown in the Table 11.

60

Table 11 Status of Budget Implementation for Secondary Education

S/N Strategic Area Component Activity Code Budget Tshs Released Tshs % Variance Tshs %

1 Access and Equity in Education and Training Improved

Up-grading existing Schools

To carry out needs assessment and conditional survey 150,000,000 150,000,000 100 NIL NIL

Ensuring adequate financing to secondary schools and improving utilization of resources

To build capacity of department of secondary (MoEVT) & PMO-RALG) in Governance and Management of Secondary Education

375,000,000 375,000,000 100 NIL NIL

To regularly monitor and evaluate effective use of resources allocate to all levels 275,000,000 275,000,000 100 NIL NIL

Total 800,000,000 800,000,000 100 NIL NIL2 Quality

Improvement Teacher distribution and quality of teaching

To conduct capacity building for science, mathematics, language and ICT teachers 2,600,000,000 2,600,000,000 100 NIL NIL

To provide bridging course for new entrants to training program for science teachers 1,200,000,000 1,200,000,000 100 NIL NIL

To provide in-service training (continuous professional development) for Teachers and Management training of heads for public schools

3,200,000,000 3,200,000,000 100 NIL NIL

Total 7,000,000,000 7,000,000,000 100 NIL NIL3 Quality

Improvement Capacity building To procure and install EMIS equipment at

40 councils 456,500,000 456,500,000 100 NIL NIL

To build capacity on database management for 80 staff from 40 councils 563,500,000 563,500,000 100 NIL NIL

To build capacity on database management to Ministry Staff 260,000,000 260,000,000 100 NIL NIL

To computerized Form 5 selection 100,000,000 100,000,000 100 NIL NILTotal 1,380,000,000 1,380,000,000 100 NIL NIL

3 Quality Improvement

Capacity building To support NECTA on provision of quality Basic Education 600,000,000 600,000,000 100 NIL NIL

To support TIE on provision of quality Basic Education 550,000,000 550,000,000 100 NIL NIL

To support ADEM on provision of quality Basic Education 450,000,000 450,000,000 100 NIL NIL

To support EMAC on provision of quality Basic Education 300,000,000 300,000,000 100 NIL NIL

To support school inspectors on provision of quality Basic Education 250,000,000 250,000,000 100 NIL NIL

To support IAE in provision of A-level education 200,000,000 200,000,000 100 NIL NIL

Total 2,350,000,000 2,350,000,000 100 NIL NIL

61

4 Operating Cost Administration To provide support on operating costs to MoEVT and PMO-RALG 3,780,000,000 3,780,000,000 100 NIL NIL

Grand Total 11,780,000,000 11,780,000,000 100 NIL NIL

62

1) Institutional ArrangementsThe Government finalized the process of decentralization of

management and administration of secondary schools to LGAs in

June, 2009. This means that, 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 the new structure of work

Heads of schools are answerable to the City/ Municipal/ Town/ District

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. The

DSEOs are Heads of Secondary Education Department in the

Councils. They are appointed by MoEVT and are under close

supervision of the Council but overseen by PMO – RALG.

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

63

(iii) Capacity building for Council Education Officers, (CEOs), Council

Planning Officers (CPLOs), 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.

2) 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 capacities from which some interventions were made and

others are in the pipeline.

F: ChallengesIn 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;

64

(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) Shortage of Mathematics, Science and Language teachers;

(xi) Increasing the number of secondary school places for pupils with

special learning needs; and

(xii)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.

4.3.1.3 Teacher Education

During the year 2010/11, a total of 37,698 (17,313 females, 20,385

males) teacher trainees were enrolled in both Government and Non-

Government colleges. Out of these 11,582 are pre-service Diploma,

1,622 Diploma in-service training, 24,042 Grade A and 452 certificate

in special education. This is an increase of 2.9% compared to

enrolment in 2010 as shown in table 12.

Table: 12: Enrolment and Gender Parity in Teachers’ Colleges

2010 2011%

Increase/Decrease

GPI for 2011

M F T M F T    Grand Total Enrolment 20051 16597 36648 20385 17313 37698 2.9 0.8

Diploma Pre-Service 8695 5982 14677 7222 4360 11582 -21.1 0.6

Diploma In-Service 1873 1191 3064 1071 551 1622 -47.1 0.5Grade A 9145 9296 18441 11905 12137 24042 30.4 1.0Certificate Special Education 338 128 466 187 265 452 -3.0 1.4

In-Service Grade B/C – A 0 0 0 0 0 0 - -

Source: BEST, 2011

65

B. EquityEnhancement of equity is ensured through provision of equitable

access and taking into consideration gender balance. The guiding

policy on teacher education is to have a ratio of 1:1 for female and

male enrolments.

In 2011 there were 17,313 female students in all courses, equivalent to

45.9% enrolled in existing 112 government and non-government

teachers’ Colleges. The gender imbalance in Grade IIIA enrollments

(11,905) in 2011 was 49.5% in both government and non government

colleges. However, the gender imbalance is significantly higher at

Diploma level (both pre-service and in-service) where the female

participation stands at 37.1%. In general terms, gender parity index is

1:0.8, meaning there are more males enrolled than females.

C: Quality ImprovementA number of activities were implemented as part of the efforts to

improve the quality of teaching and teacher education system. These

included provision of teaching and learning materials to 34 TCs. The

Department, with support from UNICEF, is pilot-testing a school-based

open and distance INSET program for 2052 primary school teachers.

The goal is to enhance the qualifications of primary school teachers to

improve their effectiveness in the classroom practices. The program

uses self-instructional and evaluative study materials (modules) both

for primary school subjects and teaching methodology. Currently

Mathematics and English subjects are piloted in 7 LGAs that are

Makete, Hai, Siha, Magu, Mtwara (R), Temeke and Bagamoyo.

The two year college-based programme for Diploma and Certificate

were conducted. Training 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 processes.

66

Training of primary education was conducted for 2,052 teachers from

seven pilot LGAs namely Mtwara (R), Makete, Bagamoyo, Temeke

Municipality, Hai, Siha and Magu.

D. Capacity Building295 tutors were financially supported to upgrade themselves in various

universities in the country. Also capacity building for 103 tutors on ICT

use in teaching and learning was conducted by Open University of

Tanzania.

E: Management1) Planning and Budgeting

During the financial year 2010/11 Teacher Education Department was

allocated funds worth Tsh 34,061.5 million for recurrent budget and

Tsh 1,531.8 million for development budget for the implementation of

its activities including ICT. Tsh. 33,492.1 million were received and

expenditure was 33,461.2million. Also Tsh1,531.8 million was received

from development budget and was spent according to the set ICT

activities.

2) Institutional ArrangementsThe department is currently managing 34 Government teacher training

colleges and provides policy guidance to 69 non-government teachers’

colleges. The colleges offer pre-service and in-service training to both

Grade IIIA and Diploma Teachers in education. The department

continues to provide school-based INSET for primary school teachers in

the year 2011/12 through UNICEF support.

3) Monitoring, Evaluation and Educational ResearchIn the FY 2010/11, a follow-up of the Diploma student-teachers was

conducted during the block teaching practice. The findings revealed that

the student- teachers still require more support on effective use of

teaching methodologies.

67

F: ChallengesThe 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, science and mathematics in particular;

(iii) Improving pass rates in teacher education;

(iv) Improving capacity to provide INSET training to match with

demands; and

(v) Improving supply/acquisition of ICT facilities

4.3.1.4 School InspectionQuality control for basic education is a major issue empowered to the

Department of School Inspectorate via the Educational Act of 1978

Section 25 (Cap.353) as amended from time to time. The department

performs various duties on behalf of the Commissioner for Education.

This includes (but not limited to), inspecting schools, provide academic

and professional support to teachers, provide advisory services to

school owners who are in the process of registering schools and

communicate with educational stake holders in educational matters.

A. AccessThe department targeted 20,024 educational institutions to be

inspected in the FY 2010/2011, but managed to inspect only 9,528

(48%) of the target. A total number of 47,640 teachers were provided

with both academic and professional support (an average of 5 teachers

in every inspected school).

Main issues which were observed during school inspection were;

i) More than 50% of the teachers were using non- participatory

teaching methods and only 45% of them prepared good lesson

plans.

ii) More than 36% of the inspected schools needed major

rehabilitation, while the remaining needed minor rehabilitation.

iii) Teacher pupil ratio was better in the town peripheries with an

average of 1: 45, while in town centres, classrooms were over

crowded and went up as far as 1: 90 in some schools.

68

iv) Pupil Book ratio was seen to be 1: 3 and in some areas with an

average of 1: 5. National average target is 1:1

Table 13: Summary of the Number of Institutions Inspected FY 2010/11Type of

InstitutionNo. of

Institutions available as of June 2011

No of TargetedInstitutions for

Inspection as of 2010

Actual Inspected

Institutions

% of Institutions Inspected as per

Target

Pre-primary streams 40,730 5,450 2,473 45.4

Primary Schools 16,001 3,375 1,276 37.8

Post primary Vocational Centers

358 170 55 32.4

Special Education 354 140 40 28.6

Adult Educ. Centres 1,8557 4,328 1,296 29.9

Secondary Schools 4,367 1430 (32%) 1035 72.4

Teachers Colleges 103 93 40 43.0

Total 80,470 14,986 6,215Source: Inspection Reports 2010/2011

It could be observed from table 12 that, the inspected institutions were

below 50% (except for secondary schools). This is highly attributed to

the non availability of school inspection funds and transport to some 57

districts. For secondary schools, the targeted schools were only 32%

due to financial constraints and other factors.

B: EquityThe department of school Inspectorate had designed a new system of

inspecting schools by grouping the schools using School Evaluation

Forms (SEF). Schools are categorized according to their strengths and

weaknesses.

Schools are categorized into five groups namely:

Group A (91-100%):Outstanding schools

Group B (90-81%):Very Good

Group C (71-80%): Good

Group D (61-70%): Satisfactory

Group E (00-60%): Unsatisfactory.

Group A and B whole school inspection is conducted once after four

years and one visit in a year, Group C, whole school inspection is

69

conducted after three years and two visits and a follow up inspection in

each year. While Group D and E, Whole school inspection, two visits

and a follow up inspection should be done in each year.

The underperformed schools will be re-inspected and be given more

support frequently to ensure that they have improved. This new

approach of inspecting schools is fair to all schools since the frequency

of inspecting schools will be determined by strengths and weaknesses

of the particular school.

On other hand the mode of appointing new school inspectors considers

gender balance. In the year 2010/2011, 214 newly appointed school

Inspectors were trained among them 110 were females and 104 were

males.

C. Qualify ImprovementMore than 90% of the teachers joining the school inspectorate

department had few or no in-service training. Survey taken during the

training of newly appointed school inspectors in Bagamoyo in the year

2009 revealed that, of the 214 would be School Inspectors; only 21 had

some kind of in-service training. This had been the reason why the

Zonal and District Chief Inspector of School are advised by the

department to provide in-house training for the newly appointed school

inspectors before they are provided with school inspectorate tasks.

The Department with assistance from UNICEF is currently reviewing

the School Inspectorate Training Manual so as to accommodate

educational changes taking place in the country. It did so by conducting

a workshop to orient 120 school inspectors, 29 Ward Education

Coordinators and 677 Head teachers from the UNICEF Learning

Districts on School Inspection and Supervision. After the training, the

Ward Education Officers and Head teachers were expected to conduct

supervision in their respective schools as one way of owning the

teaching and learning process rather than waiting for the school

inspectors. Their reports would be part of the information required by

70

school inspectors in categorization of schools into groups of

educational quality performance ranking and other school inspectorate

purposes.

One of the major tasks of the department is to conduct the National

Form Two Examination. In the FY 2010, there were 3,991 examination

centres, all over Tanzania Mainland with a total number of 448,640

candidates who sat for the examination. Those who passed the exam

were 277,190 (61.78%) out of which 113,003 were girls and 164,187

were boys. Those who failed were 38.22 %. The major reasons

attributed to this higher failure rate were lack of enough teachers and

other teaching and learning materials.

During the FY 2010/11, the department targeted to procure 50

computers for the districts and renovate 20 school inspectorate offices,

but due to financial constraints, this target was not achieved.

D. Capacity BuildingCapacity building to school inspectors is central to the Zonal and

District Chief Inspector of Schools so that they successfully manage

human, finance and material resources as most of them were selected

into their positions with no prior training. Through SEDP II funds, the

Department was able to train 11 Zonal Chief Inspector of Schools, two

zonal school inspectors and two officers from the MoEVT

Headquarters. The training was done at ESAMI in Arusha and was

able to empower them in the following areas; Managing change,

Performance Management, Report writing Skills, Paradigm shift in

Human Resource Management and Issues of Ethics , Measuring

Human Resource Management performance and Ethics, Leadership

and Management, Finance for Non- Finance Managers and Managing

Conflicts. All the topics were pertinent to management and

administration.

The department also conducted workshops/ training to;

71

Heads of Secondary Schools numbering 967 from all the regions.

Zonal Inspector of School Heads organized the training through

SEDP II funds. These Heads of schools came from the schools

whose National Form Four 2010 examination performance were

poor. The training was meant for management and administration

of those schools as Heads of Schools are selected without any

prior management training.

A total of 187 school inspectors were trained on Report Writing

Skills. This was a long time concern of educational stake holders

who saw that school inspectors and especially those from the

districts needed the report writing skills.

A total of 15 School Inspectors from the zones including two

officials from MoEVT HQ attended a short course in Management

and Administration at ESAMI Arusha.

The department continued to encourage school inspectors to pursue

further education and especially through Open University. The

department had a goal of supporting 100 school inspectors, but due to

financial constraints, no candidate was supported.

E. Management 1) Planning and Budgeting

It is expected that when departmental activities are budgeted and funds

obtained, efficient implementation of activities will be a resultant. But if

funds are not obtained, implementation of activities will be derailed.

This was evident through Table 14. For example during the FY

2010/11, the department was allocated Tsh. 13,220.3 million for its

planned activities and sh. 8,824.3 million was received and 8,767.6

million was spent. More than 50% of the earmarked schools were not

inspected during the FY 2010/11 because of resources constraints.

72

Table 14: Budget and Expenditure for the FY 2010/2011.S/No. Source of

FundApproved Budget Funds Disbursed % Expenditure

1. Other Charges (OC)

11,969,000,000.00

8,172,169,543.83 68.3 8,052,195,400.19

2. Development 1,251,334,000.00 651,334,000.00 52.1 651,334,000.00Total 13,220,334,000.0

0 8,824,275,000.00 66.7 8,767,624,000.00

2) Institutional ArrangementSchool Inspectorate activities are centrally managed and assisted by

11 school inspectorate zones and 132 districts. Information flow from

the district passes through the zones. If the information from the

districts is to be compiled, the zonal offices play their roles by

consolidating them and forward them to the MoEVT HQ. Feed back

from the MoEVT HQ passes through the same route to the zones and

lastly to the districts.

3) Monitoring, Evaluation and Educational Research One of the major activities done by the department is to monitor and

evaluate the implementation of educational standards in schools and

school inspectorate offices so as to provide advice to educational stake

holders accordingly. Starting from the school inspectorate offices,

during the FY 2010/11 there were 30 offices which were under

rehabilitation all over the country and they were at various stages of

completion. It was found that, apart from non availability of funds

timely, some offices had problems with Sub-Treasury offices that it took

a lot of time before the funds were ready for disbursement. This was

also accounted for the fact that, district school inspectorate offices do

not have accountants.

Progress is under way with assistance from UNICEF to establish

School Inspection Management Information System (MIS). This will

enable the 18 UNICEF learning districts where the school inspectorate

offices are located to be under the pilot project. A consultant has

already been procured. The project will help in the development of

school inspectorate data base.

73

F. Challenges As observed earlier, one of the major challenges facing the department

is the perpetual constraint of funds. This has far reaching implications.

For example:

Lack of transport. For the time being, 57 district inspectorate offices

do not have vehicles.

More than 60% of the district inspectorate offices need major

rehabilitation,

More than 40 % of the offices do not have computers or if they

have, they are not working.

Unsustainable in-service training for school inspectors.

Two other challenges facing the department are:

Shortage of science subject inspectors in the Zonal offices.

Currently the department has only 40 Science School Inspectors as

against the required number of 92 for the combinations of

mathematics, Physics, Chemistry and Biology subjects.

Some education stakeholders do not implement the

recommendations made by the School Inspectors.

4.3.1.5 Adult and Non Formal EducationAdult and Non Formal Education is an important aspect of the

government’s policy to combat poverty, ignorance and diseases in

Tanzania. It aims at providing equitable access to quality learning

opportunities, especially for girls, women, disadvantaged groups and

nomads, with a view of improving the literacy rate.

A. AccessAdult Education

In year 2010/11, as shown in Table 15 the total enrolment of adult

learners in the ICBAE programme for both functional and post-literacy

was 1,050,517 (males 499,898 and females 550,619). The number of

functional literacy learners was 640,264 of which males were 292,989

and females were 347,275. The enrolment of Post-literacy learners

was 410,253 of which 206,909 were males and 203,344 being females.

74

Table 15: Enrolment of Learners in ICBAE Centres 2010/11

Programme Male % Female % TotalFunctional literacy 292,989 46 347,275 54 640,264Post-literacy 206,909 51 203,344 49 410,253Total (Functional &Post-Literacy)

499,898 48 550,619 52 1,050,517

Source: BEST, (2011)

Non- Formal Education Non-Formal Education (NFE) is any organized, systematic, educational

activity carried outside the framework of the formal education system to

provide selected types of learning to particular sub-groups in the

population including adults as well as children and youth.

Complimentary Basic Education in Tanzania (COBET) is among of the

programme for out of school children. The enrolment of all out-of-

school children in NFE centres was linked to primary schools, with a

view to achieve Universal Primary Education as outlined in EFA,

MKUKUTA targets and expanding basic learning opportunities.

Learning facilities to accommodate out-of-school children were

provided by primary schools, communities and local authorities.

In 2011 the enrolment of out-of-school in the COBET programme for

both Cohorts I and II was 82,459 of which 44,626 (54.1%) were boys

and 37,833 (45.9%) girls. Learners enrolled under COBET cohort I (11-

13 years) were 55,889 (boys 30,165 and girls 25,724). COBET cohort

II (14-18) were 26,570 (boys 14,461 and girls 12,109).

Table 16: Enrolment of learners in COBET CentresCohorts Boys % Girls % TotalCohort I (11-13) 30,165 54.0 25,724 46.0 55,889Cohort II (14-18) 14,461 54.4 12,109 45.6 26,570Total 44,626 54.1 37,833 45.9 82,459

Source: BEST, (2011)

COBET Learners Mainstreamed in Formal EducationLearners who complete COBET Cohort I and pass STD IV

examinations are mainstreamed into Standard V in formal primary

education. Those who do not pass Standard IV examination are

mainstreamed in standard IV. In January 2011 a total number of

learners who were mainstreamed into STD IV were 8,214 (boys 4,656

75

and girls 3,558). COBET learners mainstreamed into STD V were

7,192 of which 4,068 were boys and 3,124 girls.

COBET Cohort II learners who pass Primary School Leaving

Certificates (PSLE) are selected to join secondary education. In 2010,

COBET Cohort II learners who sat for PSLE were 4,518 (boys 2,606

and girls 1,912) and passed 2,776 (61%) whereby, boys were 1,718

(61.8%) and girls 1,058(38.2%).

Table 17: COBET Learners Mainstreamed in Formal Education

learners mainstreamed into

STD IV

mainstreamed into STD V

Learners who sat for PSLE

Passed PSLE and joined secondary

educationBoys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total4656 3558 8214 4068 3124 7192 2606 1912 4518 1718 1058 2776

Source: BEST, (2011)

EquityEnhancement of equity is to ensure that there is a balance participation

in education taking into consideration of gender, income levels of

households, geographical location and boundaries. In 2011 the total

enrolment in centres ICBAE for both functional and post-literacy was

53% for female and 47% for male learners.

The enrolment of female is relatively higher in ICBAE than males in the

programme. It has been observed that female 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 in the COBET programme

was a little bit lower (45.9%) as compared with the male (54.1%)

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.

Concerning provision of education to youth and adults with disabilities,

mobilization was conducted in Singida Municipality to identify out-of-

76

school children, youth and adults with disabilities in order to join with

ODL programme.

During the year under review, Education Development Centres’ (EDC)-

Mambo Elimu enhanced the use of self-powered lifeline radios to

support basic education programmes in literacy, Mathematics and life

skills through MP3 so as to help young children in Tanzania to acquire

basic literacy education and avoid the worst forms of child labour. The

programme has proved to be successful in reaching the marginalized

groups in Ngorongoro, Kiteto, Longido, Lindi Rural, Mtwara Urban and

Rural Councils.

B. Quality ImprovementThe improvement of quality education is enhanced by the availability of

adequate and 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 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 has an impact of raising the

quality and increased productivity from the ICBAE centres. This in turn

contributes to poverty eradication.

The strategy used in order to attain quality include, retraining of

facilitators done by the district councils depending on availability of

funds.

C. Capacity Building

Capacity building was conducted through training of 19 newly

appointed Regional Adult Education Officers. The training was

77

conducted for three days with the aim of equipping them with

knowledge and skills on implementation of A/NFE, organizing

Meetings, monitor and Evaluate AE/NFE programmes, provision of

education to prisoners and community sensitization.

D. Management1) Planning and Budgeting

In 2010/2011, the department managed to plan the activities according

to MTEF as it was directed by the Ministry of Finance. The major

priorities of AE/NFE Department were to pilot the implementation of the

Yes I Can programme and monitor its implementation, monitor ICBAE,

COBET, Mambo Elimu programmes and lifelong learning management

information system.

The total amount of funds allocated to the Department was Tsh

1,181,659,000/= out of which Tsh 653 million was Recurrent Budget

and Tsh 475.3million was Development Budget. However, the budget

was insufficient in areas like capacity building; Yes I Can programme

facilitation and monitoring. Still the funds allocated for Development

activities were disbursed later in June such that the department could

not implement the planned activities in time.

2) Institutional Arrangements

In 2010/2011, the department in close cooperation with the PMO-

RALG reviewed and revised the job descriptions for Regional Adult

Education Officers. MoEVT has appointed and posted 19 Regional

Adult Education Officers to Regional Secretariats. The department

collaborated with LGAs to monitor the implementation of Adult

Education and Non-Formal Education activities at district, ward and

centre levels.

The department worked with MCDGC (FDC), IAE and VETA through

consultative meetings to develop Lifelong Learning Qualifications

Framework (LLQF). The LLQF will enhance the quality of Lifelong

Learning and create bridges, synergies as well as spell out assessment

78

and certification mechanisms. UNESCO under UN Joint programme

supported the preparation of AE/NFE Strategic Plan 2011/12- 2015/16

and Human Rights Education Strategic Plan 2011/12- 2015/16.

UNICEF has supported the Government’s commitment towards

achieving the EFA and MDGs through the COBET programme,

provided financial and technical support for the Integrated Post Primary

Education Programme (IPPE) under IAE by supporting the preparation

of facilitators’ guide and pupils teaching and learning materials.

3) Monitoring, Evaluation and Educational ResearchIn 2010/2011 Monitoring and Evaluation of the 12 LL-MIS pilot councils

was conducted for the purpose of assessing the awareness of the

council officials, availability and use of the LL-MIS soft ware. It was

observed that all council officials were aware of LL-MIS and thus a

need for scaling up the programme. The same year, Monitoring and

Evaluation for implementation of AE/NFE programmes was conducted

in Mwanza City, Dodoma, and Songea Municipality, Ngorongoro,

Kigoma, Mkuranga, Kiteto and Kilindi District Councils.

D. ChallengesThe major challenges in this sub-sector include:

Providing adequate teaching and learning materials and improving

learning environment at COBET centers;

Providing adequate and regular payments of honoraria to the

classroom facilitators by councils;

Ensuring integration of COBET pupils in the formal education

system in order to be awarded the capitation grant short of which

denies them the right towards getting quality education as their

basic rights;

Increasing the number of children and youth reached by COBET so

as to minimize the number of unattended;

Harmonizing the FDC curriculum with adult education and Open

and Distance Learning curriculum; and

79

Ensuring regular literacy survey to assess continuous progress and

the level of illiteracy in the country.

4.3.2 Higher EducationA. AccessThe Government continued to provide higher education in 24

Universities (9 public and 15 private) and 16 University Colleges (3

public and 13 private). It also encourages the private sector to

establish and run higher education institutions to support the

Government’s effort in providing higher education. In the year

2010/2011 the Government also continued to encouraged private

universities to start education programmes whereby 10 private

universities and colleges offered these programmes including:-

University College of Education - Zanzibar;

i) Tumaini University – Makumira College;

ii) Muslim University – Morogoro;

iii) Mwenge University College;

iv) St. Augustine University of Tanzania-Mihayo College, Tabora;

v) St. John’s University-(St.Mark Centre);

vi) Sebastian Kolowa University College;

vii) Tumaini University – Iringa College;

viii) Teofilo Kisanji University; and

ix) University of Arusha.

Universities also have expanded access by introducing new academic

programmes. For example:

(i) University of Dar es Salaam:

Bachelor of Arts in Kiswahili and three Masters Programmes;

Masters in Integrated Sanitation Management, Msc, in

Biodiversity and Conservation and Masters in International

Trade. Also, Ph D, by Coursework and Dissertation in Political

Science and Public Administration.

(ii) Sokoine University of Agriculture:

Bsc.in Human Nutrition;

Bsc. in Family and Consumer Sciences;

Bsc. in Irrigation and Water Resources

Bsc in Bioprocess and Post- harvest Engineering

80

Bsc. in Applied Agricultural Extension

Sokoine University has also started Diploma programmes in

Records, Archives and Management and Diploma in

Tropical Animal Health and Diploma in Laboratory

Technology Science:

(iii) Ardhi University:

Bsc. in Civil Engineering

Bsc. in Finance and Accounting

During the year under review many researches in various areas were

conducted. These include among others the following:

The role of Cooperatives in Regional Economy:

SACCOS’ Loan Recovery in Cooperative Development in

Tanga;

Role of Product Marketing Groups in Poverty Alleviation;

Improving Crop Markets and Marketing Information Systems of

Oil Seed Crops: The Case of Groundnuts in Dodoma Region;

Research in Clinical Trial of HIV Vaccine; and

Prenatal mortality

In 2010/2011 a total of 139,638 students were enrolled in 32 existing

Universities and University Colleges. This is an increase of 25% from

2009/2010 enrolment. Out of 139,638 students enrolled in the public

and private universities, 35,509 students were enrolled in 21 private

universities as shown in Table 14.

Table 18: Enrollment in Public and Private Universities and its Colleges 2010/2011

No. Female Male Total % Female

1. Public 34,915 69,215 104,130 33.5

2. Private 15,045 20,464 35,509 42.4

3. Grand Total 49,960 89,679 139,639 35.8

4. Percentages 35.8 64.2 100 35.8

Source: BEST MOEVT JULY 2011

Also, during 2010/2011, 91,568 students in both public and private

higher learning institutions in the country were given loans. The

Government in 2010/2011 continued to provide grants to 1,750 Medical

Doctor (MD) students including 80 Dental Doctors and 70 Veterinary

81

Doctors. These were provided with grants amounting to Tsh 3.8 billion.

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.

The Ministry of Education and Vocational Training also coordinated

234 scholarships offered to our country by different friendly countries.

The Government conducted awareness campaign to the public

regarding cost-sharing policy on higher education and opportunities for

study. A total of 50 secondary schools in Rukwa, Kagera, Tabora na

Shinyanga regions were visited where a total of 8,467 students

attended.

The second phase of construction of the University of Dodoma College

of Humanities and Social Sciences was completed with the capacity to

accommodate 20,000 students. 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. EquityAs shown in Table 18, there were 49,959 female students equivalent to

35.8% enrolled in 40 existing Universities and University Colleges. This

is an increase of 17.42% from 2009/2010 enrolment. Out of 49,959

female students enrolled in the higher learning institutions, 15,045

female students were enrolled in 28 private higher learning institutions.

Universities continued to promote equity by conducting pre-entry

programmes for female students and lowering cut-off points for

82

sciences programmes so as to allow more female students to be

enrolled. Further, the Government offered special assistance to

students with disabilities in some of public universities and university

colleges namely; UDSM, MUCCOBS, SUA MZUMBE and DUCE.

C. Quality ImprovementThe Tanzania Commission for Universities (TCU) regulates quality of

facilities, programmes and courses offered in Universities, students

admitted, and staff teaching in Universities. The Tanzania Commission

for Universities (TCU) had the following achievements in 2010/2011:-

(i) Assessed 140 degree programmes from various universities

and university colleges;

(ii) Assessed and accredited 300 degree certificates from foreign

universities;

(iii) Coordinated and assessed the project on quality control on

university programmes in five universities implementing the

Inter-University Council for East Africa project;

(iv) Finalized the 1st Draft of National Qualification Framework.

(v) Coordinated admission of 2011/2012 first year students under

the newly established Central Admission System in which 53

public and private higher learning institutions were involved.

A total of 80 teaching staff from 10 public universities were sponsored

by the Government to study postgraduate programmes at Master and

Doctorate levels aiming at reducing the scarcity of lecturers at higher

learning institutions. Also, 20 PhD Staff went to Germany under

DAAD/Tanzania Agreement on cost sharing.

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 credit from the

World Bank. 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

83

universities, whereby five programmes have been reviewed and

improved.

D. Management1) Planning and Budgeting

During FY 2010/11 the Higher Education sub-sector was allocated

Tsh.437151.5 million for recurrent expenditure and 92,509.2 million for

development expenditure. The release for recurrent expenditure was

407,645.4 million and 407,618.0million was spent. For the development

budget, 48247.5 million was released and 48247.5 was spent

2) Institutional Arrangements

All Higher Education Institutions (HEIs) are quasi autonomous and are

all governed by their respective Councils through respective Charters.

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 Boards’ meetings, while the Minister paid visits to a

number of HEIs. Also, a Higher Education Forum and Stakeholders

meeting to harmonize higher education system including establishing

National Qualification Framework (NQF) was held. A draft NQF report

has been produced and submitted to the Ministry.

During the year 2010/2011 the Ministry appointed a Taskforce

comprising mainly DVCs to develop projects to be funded under Higher

Education Development Programme (HEDP) priority areas. The Team

submitted the Report in early October. 2011

3) Monitoring, Evaluation and Educational Research

The Government through the Tanzania Commission for Universities

(TCU) is responsible for quality assurance and control. In 2010/2011

TCU coordinated admission of students through Centralized Admission

System (CAS) in order to control multiple admission minimizing use of

84

forged certificates and minimizing cost of application fees to institutions

inspected and evaluated the new plans and reviewed eight universities

in order to offer them an appropriate certificate.

During the year 2010/2011, Higher Education Institutions (HEIs)

continued to undertake a 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 products which

have been patented or granted Intellectual Property Rights. A total of

25 books and 290 journal papers were disseminated as the research

results conducted in diverse areas, Among them include

entrepreneurship, energy, tourism, informal sector, natural and applied

sciences, engineering, climatic change, infrastructure, language, good

governance and democracy. Also, higher learning institutions provided

community service to the public in various fields and areas such as

educating villagers in the rural areas on the importance of planting

trees, bee keeping and increasing application of agricultural

implements. These were done under the Programme for Agriculture

and Natural Resources Transformation for Improved Livelihood

(PANTIL) by Sokoine University. The outputs of these publications,

besides being used for ranking institutions in the world of academics,

they have also been used in reviewing Government policies in different

sectors.

F. ChallengesThe challenges facing the higher education sub sector include:

(i) Provision of adequate infrastructure in higher education

institutions to accommodate the increasing number of students;

(ii) Improving availability of adequate textbooks, reference books,

journals and laboratory equipment;

(iii) Improving recruitment and retention of teaching staff in higher

education institutions particularly in sciences, mathematics and

languages;

85

(iv) Improving budgetary allocation for implementation of Higher

Education Development Programme;

(v) Improving development budget and institutions’ other 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.;

(viii) Inadequate research funds and skilled manpower to undertake

more demand driven researches/projects aimed at alleviating

poverty amongst the population;

(ix) Institutionalizing of alternative modes/means of financing higher

education; and

(x) Provision of sign language interpreters for deaf students at

higher education.

4.3.3 Technical and Vocational Education and TrainingThere has been good achievement in the TVET subsector over last year, with

increased enrolment of both girls and boys at all levels. During the period

under review, the subsector embarked on developing a TVET development

plan. The Terms of Reference for consultancy services for development of

TVETDP were developed, and a consultant contracted. The actual

development exercise is expected to be completed in 2011/12. The objective

is to put in place a system for planning, management and monitoring to

facilitate development of a competent and competitive skilled workforce for

both formal and non-formal sectors by improving the supply (quantity and

quality) of TVET graduates in order to boost economic growth and alleviate

poverty in Tanzania.

The progress against other agreed targets in the sub sector is as indicated in

Table 1, along with the following analysis.

4.3.3.1 Vocational Education and TrainingA. Access During the period under review the construction of Hotels and Tourism

Training Institute (HTTI) owned by VETA was completed. Construction

works for new VTCs in Lindi, Pwani, Manyara, Makete and Dar es

86

Salaam were progressing well. The centers are expected to commence

operations in early January 2012 .Two Regional Vocational Training

and Services Centres, namely Mwanza and Kihonda RVTSCs were

rehabilitated.

As shown in table 19, there were a total of 672 registered centres in

2010 as compared to 681 in the year 2009. Among them, VETA owns

21 centres with remaining being owned by Central/Local Government

128, Faith Based Organizations 207, NGOs 81 and private owners

235. The number of public VTCs increased from 96 in 2009 to 149 in

2010. However the number of private VTCs decreased from 585 in

2009 to 523 in 2010 due to failure to comply to set standards.

Table19: Number of VTCs by Ownership

YEARPUBLIC PRIVATE

VETA CENTRAL and LGAs FBO OTHER

PRIVATE NGO TOTAL

2005 20 131 237 303 151 8422006 20 143 212 312 132 8192007 21 147 270 337 163 9382008 21 138 138 385 67 8892009 21 75 198 341 46 6812010 21 128 207 235 81 672

Source: VETA/BEST 2011

The student enrolment increased from 82,962 in 2009 to 104,840 in

2010 of whom 92,752 (88.5%) students were enrolled in long courses

and 12,088 (11.5%) in short courses. Enrolment in public VET

institutions which are owned by VETA, MCDGC and LGAs decreased

from 40,643 in 2009 to 23123 in 2010. This is attributed to the

introduction of CBET in VETA owned institutions which has

necessitated extension of programme duration for Level I to two years.

The enrolment in Private owned institutions including FBOs and Non

Government Organizations (NGOs) increased from 42,319 in 2009 to

81717 in 2010. In 2010, a total of 78,132 students attended and

completed long and short courses in various skills representing a drop

out of 25.5% as compared to 34.7% in 2009.

Table20: Enrolment Trend by Ownership Category 2006-2010

YEAR VETA GOVT FBO NGO PRIVATE TOTAL

87

2006 13,497 15,268 16,018 11,162 11,052 66,997

2007 22,907 22,055 21,504 15,751 13,549 95,766

2008 18,953 13,315 15,773 9,301 8,456 65,798

2009 23,612 17,031 15,782 12,947 13,590 82,962

2010 10,523 12,600 17,235 6,699 57,783 104,840Source: VETA/BEST 2011

Table 21: VET Enrolment, Completion and Dropout, 2006-2010

YearEnrolment Graduates(Finalists) Dropout

Male Female Total MaleFemale Total

MaleFemale Total

2006 38640 28357 66997 34377 24441 58818 426311.03%

391613.81%

817912.21%

2007 49153 46613 95766 42713 38406 81119 644013.10%

820717.61%

1464715.29%

2008 37,639 30,863 68,502 29,873 23,945 53,818 7,76620.63%

6,91822.42%

14,68421.44%

2009 47633 35329 82962 32450 21735 541851518331.9%

1359438.45

2877734.7%

2010 52686 5215410484

0 38962 39170 7813213724 26.0%

12984 24.9%

26708 25.5%

Source: VET Data Hand Book 2007/BEST 2009/10/11

During the year under review a skills enhancement programme was

piloted whereby 235 workers from Tanga Cement Company, Morogoro

Tobacco Company, Aluminium Africa, Chemi-Cortex Tanzania Planting

Company Moshi and Moven Peak Hotel received work related training.

B. Equity In 2010 a total of 39170 girls attended and completed long and short

courses in various skills compared to 21,735 who completed similar

courses in 2009. The percentage of female students enrolled in VET

increased from 44.7% in 2009 to 50.1% in 2010. However the dropout

rate for female students decreased substantially from 38.5% in 2009 to

24.9% in 2010.

C. Quality ImprovementDuring 2010, 17,039 candidates sat for vocational trade examinations

and 13,055 (77%) of them passed as shown in Table 22. In 2009,

18,939 students attempted examinations and only 14,379 students’

equivalent to 76% passed. A total of 6847 candidates attempted CBET

88

examination in 2010 as compared to 7228 candidates in 2009. Out of

6,847 candidates who attempted CBET examination in 2010

candidates passed were 5,835 equivalent to (85.6%).

Table 22: Pass Rates for Year 2007-2010Year Finalists Registered Attempted Passed Pass Rate %

2007 125,986 36,085 34,687 26,518 76.42008 92,821 32,792 31,331 25,137 80.22009 54,185 22,576 21,895 17,363 79.32010 78,132 17,827 17,039 13,055 81`

Source: :VETA

D. Capacity BuildingIn 2010, a total of 127 vocational teachers attended vocational

instructor certificate courses at Morogoro Vocational Teachers Training

College as compared to 287 in 2009. A total of 45 vocational teachers

attended vocational instructor diploma courses in 2010 as compared to

37 in 2009. A total of 141 vocational teachers /instructors received

short term training in areas of CBET programme delivery,

entrepreneurship, and career guidance and counseling. Capacity

building was also provided to 60 VET instructors from Zanzibar on

CBET delivery as well as on entrepreneurship to 21 VET instructors.

The Education for Employment project which took off in March 2009

progressed well. The purpose of the project is to ensure that the TVET

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 targeted sectors i.e agriculture, mining and tourism.

Capacity building through the Education for Employment project had

the following achievements:

Twenty-nine participants from VETA, NACTE, MNRT, MLEYD,

MAFC, MEM. MOEVT, NBS, NTC, DIT, ATC, MRI and SIDO

received training on Labour Market Information and Analysis

(LMI/LMA) with the purpose to strengthen participants’ ability to

source labour market information, apply this information in the

development of occupational standards and subsequently develop

program learning objectives and content.

89

30 participants from MOEVT, VETA, NACTE, MAFC, MEM and

MNRT received training CBET principles and best practices as well

how to put these into practice.

151 teaching staff received training on CBET curriculum

development and CBET programme delivery.

30 officers from project participating ministries and institutions

received training on management of TVET institutions in an

entrepreneurial environment.

In the F/Y 2010/11, modern equipment and tools were supplied,

installed and commissioned at the Dar es Salaam Regional Training

and Service Centre. In addition a total of Tshs 455,000,000 was

disbursed by VETA to VET private providers in order to improve the

quality of VET provision in respective institutions.

Five VTC centres, Moshi, Dodoma, Kihonda, Mikumi and Mpanda

VTCs which are participating in the EFE project received modern

equipment donated by Canadian Community Colleges and Institutes as

part of the implementation of the institutional partnership. However,

there remains a substantial number of Government owned institutions

that have outdated equipment, in need of repairs or insufficient thus

affecting the quality of VET provision.

90

E. Management

Planning and Budgeting

Planning and budgeting for each VTC is administered by respective

parent MDAs. Within the LGA, planning for VET is administered by

DEO for Primary Education. Within VETA, a total of

Tshs.75,025,000,000 was budgeted for Development and Recurrent

expenditure in 2010/11,. However only Tshs.47,827,000,000 was

realized by VETA from the following sources of funding: Skills and

Development Levy - Tshs.28,383,000,000; income-generated funds -

Tshs.7,081,000,000; and, Government grants - Tshs.12,363,000,000.

The budget allocation to 128 public VET centres operating under

central and Local Government Authorities have not been captured. A

total of Tshs. 47,786,000,000 was expended as follows: OC and PE -

Tshs. 24,253,000,000; Capital/Development - Tshs.23,078,000,000,

and support to other providers - Tshs. 455,000,000.

Institutional Arrangements

The MDAs and LGAs 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.

The administration of VET is done through nine Zones. The VET

Regional Boards oversee training provision in the zone as a whole.

They have the responsibility of carrying out inspection of vocational

training centres. In the period under review each Regional Board

conducted two meetings. The Regional Board meetings made

recommendations which were forwarded to the VETA Board for

information and decision making. One stakeholder’s workshop was

organized and conducted for each VET zone, and one stakeholder’s

workshop was organized and conducted at National level

91

Monitoring, Evaluation and Educational Research

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. A tracer study was conducted in April 2010 by VETA, on

former VET graduates of up to 2009. A total of 4,569 VET graduates

were surveyed, 34 percent of which were girls. Almost 90 percent of

surveyed graduates were aged between 18 and 29 years, and 95

percent had graduated over the 2005-08 period.

The findings of the survey indicate that, there is a strong connection

between VET training and graduates’ employment. The average

employment rate of VET graduates is close to 85 percent; the

likelihood of finding permanent employment is slightly higher. About 87

percent of cases, those who were employed indicated that, there was a

direct connection between their training and their jobs.

The unemployment rate for VET graduates is close to 15 percent. This

figure is probably overestimated given the fact that some graduates

prefer not to work than to work and earn excessively low salaries. The

main causes of unemployment are: (i) a mismatch between the training

followed and the availability of related jobs; and (ii) the lack of capital to

start self-employed activities.

In general, the income of VET graduates compares favorably with that

of self-employed individuals with primary education or O-Level.

However, graduates with clothing and textile as well as hospitality and

tourism sector skills appear to earn at best the same amount as

primary school leavers in general, which is worthy of more detailed

analysis. On the other hand, VET courses have provided significant

added value for electrical, agriculture and food processing graduates.

The above situation calls for both supply-side (improving the relevance

and professionalism of training for selected sectors) and demand-side

(assisting graduates in mobilizing the required resources and assets)

92

policies to reduce VET graduate unemployment rates. With respect to

demand-side policies, the possibility of devoting a share of the skill

development levy to business start-up funds should be instituted.

F. Challenges:(i) Mobilizing adequate resources to facilitate rehabilitation and

expansion of facilities in the existing 3 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) Retaining more students to complete training programmes;

(iv) Attracting more students to register for and attempt national

examinations; and

(v)Addressing the perception of the community of VET as a career

path for non performing students;

(vi) Increasing the allocation of SDL funds to cater for increased

expected increase of students at newly constructed VTCs.

4.3.3.2 Technical Education and TrainingA. Access During the period under review, a total of 20 technical

education institutions were registered as follows: 4 were

awarded full registration status, 11 were awarded provisional

registration status and 5 institutions were awarded preparatory

registration status thus making a total of 240 registered

institutions by 30th June 2011. The number of institutions

allowed to enroll students (With full and provisional

registration) increased from 215 in 2010 to 232 in 2011 as

shown in Table 23.

93

Table 23: Registration Status of Technical Institutions as at 30th June 2011

No Subject BoardInstitutio

ns per Board

Registration Stage Registered (Full &

Provisional)Full Provisional Preparatory

No % No % No % Total %1. Agriculture, Natural

Resources and Environment

29 22 76 5 17 2 7 27 93

2. Business and Management 28 22 79 5 23 1 4 27 96

3. Engineering and Other Sciences 39 29 74 10 26 0 0 39 100

4. Health and Allied Sciences 107 87 81 16 14 4 4 103 96

5. Planning and Welfare 37 24 65 12 32 1 3 36 97

TOTAL: 240 184 77 48 20 8 3 232 97Source; NACTE 2010

Four Regional Vocational Training and Services Centres (RVTSCs)

have been approved by the National Council for Technical Education to

deliver ordinary diploma programmes as follows: Mtwara RVTSC

Science Laboratory Technology and Civil Engineering; Moshi RVTSC

Mechanical Engineering and Electrical Engineering; Dar es Salaam

RVTSC Mechanical Engineering and Science Laboratory Technology;

Tanga RVTSC in Electrical Engineering and Civil Engineering.

Bridging programmes modules for electrical engineering, mechanical

engineering and crosscutting subjects were developed. The

programmes are intended to equip VET graduates with prerequisite

sound background knowledge to successfully pursue technician

training. Implementation of the programmes is expected to be piloted in

the year 2011/12.

As shown in table 24, student enrolment increased from 57,286 in

2009/10 to 85040 (555 repeaters) in 2010/11 equivalent to an increase

of 48.4%. The Business Management fields recorded the highest

percentage increase of 54.5%, followed by Planning and Welfare at

48.5%; Agriculture, Natural Resources Environment at 45.3%; Health

and Allied Sciences at 44.4%; and lastly Engineering and Others

Sciences at 35.7%. Out of 85,040, a total of 60,279 (70.9%) students

were enrolled in technician (certificate and Diploma) programmes as

compared to 35,394 (61.7%) in 2009/10. A total of 8,227 (9.7%)

94

students were enrolled in para professional (Higher and Advanced

Diploma) programmes and 16,534 (19.4%) students in degree

programmes. A total of 69506 (81.7%) students were enrolled in public

technical education as compared to 49536 (86.5%) students in 2010

B. EquityThe enrolment of female students increased from 24387 in 2009/10 to

38698 in 2010/11. The participation rate of female students in all

categories improved except for the BMG private institutions where it

dropped from 50.6% in 2009/10 to 37.5% in 2010/11. The participation

of male students in the HAS and PWF categories which were already

below 50% in 2009/10 deteriorated further. The target is to achieve a

participation rate of 50%. A total of 27 students with disabilities were

enrolled in 2010 representing 0.03% of the student population.

Table 24: Summary of Enrolment in Technical Education Institution

NoSubje

ct Board

2006 Enrollment

2009/10 Enrollment 2010/11 EnrollmentM F T %F M F T %F

1. ANEPublic 2697 1024 3721   3826 1817 5643 32.2Private 411 402 813   430 517 947 54.6S/Total 3108 1426 4534 31.5 4256 2334 6590 35.4

2.BMG

Public 14548 11426 25974   19580 17157 36737 46.7Private 162 166 328   2437 1465 3902 37.5S/Total 14710 11592 26302 44.1 22017 18622 40639 45.8

3. EOSPublic 5769 1023 6792   6143 1285 7428 17.3Private 1991 418 2409   3955 1104 5059 21.8S/Total 7760 1441 9201 15.7 10098 2389 12487 19.1

4. HAS Public 1913 1688 3601   2423 3122 5545 56.3Private 1015 2528 3543   1279 3493 4772 73.2S/Total 2928 4216 7144 59 3702 6615 10317 64.1

5.PWF

Public 14054 5394 9448   5863 8290 14153 58.6Private 315 341 657   406 448 854 52.5S/Total 14369 5735 10105 56.8 6269 8738 15007 58.2

TOTAL Public 28981 20555 49536   37835 31671 69506 45.6Private 3895 3832 7727   8507 7027 15534 45.2

Grand/Total 32876 24410 57286 42.6 46342 38698 85040 45.5%Public        

Source: BEST 2011

95

In 2010/11, a total of 16,130 (19.9%) students received Government

grants. Out of these, agriculture had the largest share of 30% followed

by health and welfare 23%, social sciences 20%, engineering and

manufacturing 19% etc. A total of 8,413 (9.9%) students received

loans. The share of loans beneficiaries per field of study was social

sciences 38%, sciences 34%, engineering and manufacturing 20%.

The majority of students, 59,446 equivalent to 69.9% were privately

sponsored of whom 30,275 were females. The majority of privately

sponsored students were in social sciences with 74% followed by

health and welfare 12%, sciences 7%, services 2%, agriculture 2%,

engineering and manufacturing 2%.

Table 25: Students sponsorship by field of study

Field of StudySPONSORSHIP

GOVT GRANTS LOANS NGO PRIVATE OTHERS T0TAL

Agriculture 4798 0 13 1158 1 5970Education 72 281 36 421 0 810Engineering, Manufacturing and Construction 3016 1706 1120 2 5844Health and Welfare 3769 331 235 7007 8 11350Humanities and Arts 39 0 0 186 0 225Science 823 2863 3926 73 7685Services 385 22 3 1355 4 1769Social Sciences, Business and Law 3228 3210 326 44273 350 51387Grand Total 16130 8413 613 59446 438 85040

C. Quality ImprovementA total of 24 technical education Institutions were inspected for

accreditation of which, 12 were given full accreditation status; 02

provisional accreditation status and 10 were awarded candidacy status.

As shown in Table 19, a total of 98 institutions with full and provisional

accreditation status are allowed to offer competence based

programmes as compared to 91 in 2009/10.

96

Table 26: Accreditation Status of Technical Institutions as at 25th June 2011

No Subject Board Institution Per Board

Accreditation Stage Full Provisional Candidacy Total

1 Agriculture, Natural Resources and Environment

29 16 0 3 16

2 Business and Management

28 13 3 4 16

3 Engineering and Other Sciences

39 15 5 2 20

4 Health and Allied Sciences

107 17 14 28 31

5 Planning and Welfare 37 9 6 8 15TOTAL 240 70 28 45 98

Source: NACTE June 2011

Auditing the Qualifications of 400 teaching staff was conducted in

2010/11. In the exercise, 264 teachers were awarded with full

registration status and 118 provisional registration status.

In 2010/11, a total of 3,754 teachers of which 2120 are registered,

were engaged in the provision of technical education and training

resulting into a net STR as shown in table 20. Business and

Management category had the highest STR of 1:52, followed by

Planning and welfare 1:23, Health and Allied Sciences 1:13,

Engineering and Other Sciences 1:13 and Agriculture with 1:13. The

above STRs fall in acceptable range of respective Subject Board

except for Business and Management category. This is attributed to the

increase of students from 26,302 to 40, 639 while the number of

teaching staff dropped from 978 to 786. There is a need to undertake a

Institutional based analysis to determine Institutions with higher teacher

student ratio and take appropriate action.

97

Table 27: Average Teacher - Students Ratio as at June 2011

Year 2009/10 2010/11

Subject BoardStaff Per Subject Board

Students Per

Subject Board

Average Teacher/Students

Ratio

Staff Per

Subject Board

Students Per

Subject Board

Average Teacher/Students

RatioAgriculture, Natural Resources & Environment

524 4,534 1:9 511 6590 1:13

Business and Management 978 26,302 1:27 786 40639 1:52

Engineering and Other Sciences 981 9,201 1:10 985 12487 1:13

Health and Allied Sciences 500 7,144 1:14 818 10317 1:13

Planning and Welfare 713 10,105 1:14 654 15007 1:23

TOTAL: 3,696 57,286 3754 85040Source: BEST 2011

D. Capacity BuildingFor public institutions, capacity building is being funded through

budgetary allocation by respective parent Ministry, Departments and

Agencies. Within MOEVT, a total of 56 teaching staff from Arusha

Technical College, Mwalimu Nyerere Memorial Academy, ADEM,

Institute of Adult Education and the 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.

There were also initiatives at national level coordinated by NACTE as

follows:

Training on managing the shift towards CBET approach was delivered

to 71 Rector/Principals. Training of trainers on CBET facilitation was

provided to 20 instructors. 60 instructors from National Institute of

Transport received training on Training on CBET Concept, Situational

and Occupational analysis, and DACUM Chart. Also 438 instructors

from 14 technical institutions received training on modern delivery

techniques of curriculum using a CBET approach. The institutions

include: Institute of Tax Administration; Police Academy Kurasini Dar;

Tanzania Regional Immigration Training Academy Moshi; Police

Academy – Moshi; Police Academy- Zanzibar; Primary Health Care

98

InstituteIringa Iringa; Public Health Nursing School Morogoro; East

Africa Statistical Training College Kibaha; Centre for Foreign Relations;

Mwarimu Nyerere Memorial Academy ; Institute of Social Welfare;

Mweka College of Wild life; Media Council of Tanzania; and Institute of

Accountancy Arusha.

D. Managementi) 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 2010/11 include: Preparation of Technical

and Vocational Education and Training Development

Programme (TVETDP); Facilitate Regional Vocational Training

Service Centres in provision of Ordinary Diploma programmes

(National Technical Awards-NTAs) and to institute bridging

courses; Rehabilitation and expansion of physical facilities in

Technical Education Institutions to accommodate increased

enrolment.

ii) Institutional ArrangementsBy June 2011, there were 240 registered Post Secondary

Education Training Institutions. Among these 139 were owned

by MDAs while 101 were 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. (NACTE)

99

E. Monitoring, Evaluation and Educational Research During the period under review, a total of 28 institutions were visited to

monitor accreditation compliance. The institutions 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; Forest Industries Training Institute; JR and Acharya

Polytechnic; Forestry Training Institute Olmotonyi; Primary Health Care

Institute; Rungemba Community Development Training Institute; Dar

es Salaam Maritime Institute; Mwalimu Nyerere Memorial Academy;

Water Development and Management Institute; National Institute of

Transport; Taasisi ya Sanaa na Utamaduni Bagamoyo; Mbeya Institute

of Science and Technology; College of Business Education Dodoma;

Arusha Technical College; Dar es Salaam institute of Technology;

National College of Tourism; Tanzania institute of Accountancy-Mbeya

Campus; Ministry of Agriculture Training Institute –Uyole; Shukrani

International College of Business Management; Institute of Tax

Administration; St. Joseph College of Engineering & Technology; and

Institute of Adult Education.

Four (4) institutions were also visited to monitor Compliance to

examinations regulations as guided by NACTE. These are Mwalimu

Nyerere Memorial Academy; Institute of Financial Management;

Tanzania Public Service College; and School of Library, Archives and

Documentation Studies.

A study on situation of TVET in Tanzania was conducted as part of

SADC & UNESCO assessment and review of technical and vocational

education and training (TVET) in the SADC region. The draft report

was shared in the TVET stakeholders workshop held on 2nd November

2010 at Court yard Hotel. The report was consolidated in the SADC

region report which was used to develop a monitoring tool for

evaluating TVET in the region

100

F. Challenges The major challenges facing the Technical and Vocational Education

and Training among others include the following;

(i) Improving coordination among ministries so as to develop and

implement national strategy for TVET delivery and development.

(ii) Mobilizing adequate resources to facilitate expansion of

infrastructure and physical facilities;

(iii) Improving the participation rate of female students in agriculture

and engineering programmes especially in government

institutions;

(iv) Improving the participation rate of male students in health and

allied sciences programmes;

(v) 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;

(vi) Increasing enrolment so as to produce a critical mass of middle

level technical personnel required to man the economy; and

(vii) Addressing/Improving the perception of Community on

Technical Education and Training as a career path for non

performing Students.

(viii) Making the Skill Development Levy funds available to support

Technical institutions

4.3.4 Folk EducationA. 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, 31,877 students were

enrolled in FDCs in 2010/2011 in different skills including Tailoring,

Cookery, Agriculture, Horticulture, Power tiller utilization, Food

conservation, 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 328 people with disabilities

and 51 young mothers. The income generating support skills intended

to enhance productive abilities of the clients. The enrollment was an

101

increase of 6.3 percent compared to the planned enrollment and 6.1

percent increase compared to 31,039 students enrolled in 2009/2010

All participants who were reached by Folk education programmes

received training on compulsory module. The modules include HIV and

AIDS, environmental management, Gender and development and

Income generating support skills (Business, Entrepreneurship, Market

and Credit referral skills) Therefore 31,877 participants who when

provided training by FDCs got a dose of the compulsory modules.

To be able to promote further access to FDCs clients, the sub sector

continued with major rehabilitation of 5 FDCs and minor rehabilitation

of 15 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. EquityA total of 15,397 female learners were enrolled in FDCs which is

equivalent to 48.3% of the entire learners’ population. Inclusive

education continued to be practised in 5 FDCs namely, Arnatouglu,

Ilula, Kisarawe, Bigwa and Sengerema. 328 Students with disabilities

(Physical, mental, Albino, sight and hearing impaired) were also

enrolled. More students with disabilities were enrolled this year as

compared to FY 2009/2010. Also 51 young mothers were provided with

training in Mamtukuna, Ulembwe and Njombe FDCs.

102

C. Quality ImprovementIn 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

55 FDCs. The stakeholders identified 45 new skills to be integrated in

the curriculum. The new skills identified are as indicated in Table 2

Table 28: New Modern and Traditional Skills Identified by FDCs Stakeholders

S/N Name of the skill Traditional skill

Modern skill

Skills integrated in the curriculum

1 Welding X X2 Painting X X3 Secretarial X4 Alternative energy X X5 Electronics X X6 Crop processing X X7 Food processing X X8 Mining X X9 Refrigeration X10 Decoration X X11 Guidance and

counseling X X

12 Agro-mechanics X X13 Cleanliness X14 Knitting X15 Metal fabrication X X16 Fruit farming X X17 Hotel Management X18 Solar energy X X19 Road construction X X20 Catering X21 Fishery X X22 Boat making X23 Food Vending X24 Braille X X25 Shoe making X X26 Computer

maintenanceX X

27 ICT X X28 Food preservation X X29 Technical drawing X X30 Bee keeping X X31 Fitter Mechanics X32 Drama X X33 Weaving X34 Batik X35 Quarrying X36 Tourism

managementX

37 Bicycle repair X X38 Flower management X X39 Drawing X40 Sign language X X

103

S/N Name of the skill Traditional skill

Modern skill

Skills integrated in the curriculum

41 Incubator design X42 Push carts X43 Fuel conserving

stovesX

44 Negotiation skills X45 Child Rights X

16 29 27Source: MCDGC, 2011

So far all identified skills have been integrated in the FDCs curriculum..

Other activities to be performed after integrating the skills in the

curriculum will be to conduct the orientation session to FDCs

coordinator of studies so as to orient them on the reviewed curriculum

with the view to enabling them know what is exactly in the curriculum

so that in turn could disseminate the information to the FDCs tutors.

Also the 45 teaching manual to guide tutors will be prepared to ease

teaching learning process in FDCs. The main challenge so far is

availability of funds.

D. Capacity Building The plan was to train 100 FDCs staff on various professional skills. On

job training was provided to 93 staff in various professional skills. Also,

the sub sector performed other activities as follows:

Providing training to 95 trainers from 48 FDCs with skills on

application of appropriate technology namely, power tillers, fuel

conserving stoves, push carts, oxen and plough, incubators, bricks

pressing machines and fruits and vegetables preserving

machines. The trainers will in turn train their fellow staff and

communities surrounding the colleges; and

Facilitating 55 FDCs to purchase teaching and learning

materials and assistive devices.

E. Management1. Planning and BudgetingPlanning in the Folk Education Sub - Sector started by identifying

FDCs priorities. All FDCs managed to send their priorities for the

year 2010/2011 through quarterly reports. It is out of their

priorities, MKUKUTA and the education sector priorities we were

104

able to select few priorities to implement. The priorities include

rehabilitation of FDCs buildings and teaching and learning

infrastructure equipping FDC’s with teaching learning materials

and transport facilities recruiting teaching and non teaching staff,

training FDC’s staff on various professional skills and refresher

courses and facilitating training on cross-cutting issues, including

gender, HIV and AIDS, Environmental Education, and Guidance

and Counseling expanding access and enrolment through,

facilitation of residential, short and outreach training of

participants, strengthening science and technology education

through improving ICT equipment and accessories at FDCs etc.

The main challenge was limited resources against diverse

priorities.

The resources allocated to the sub sector were disbursed

according to set priorities. Tanzanian Shillings 601,986,671 was

disbursed to finance Folk Education in 55 FDCs as recurrent

expenditure while Tsh. 514,343,506.91 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 2011/2012 the sub sector will focus more on the

identified FDCs priorities from the respective FDCs in order to

ensure the implementation is demand driven. Also, the Ministry

will liaise with the treasury to ensure the budgeted funds are

timely received so as to finance the planned activities.

2. Institutional ArrangementsThe Ministry managed to make decisions through education

sector fora. The Folk Education Development Committee

meetings including the 2 FEDC, FEDC Task Force and 4

Technical Working Groups meetings met as planned. The

meeting particularly the FEDC and FEDC Task Force meetings

105

involved members from MOEVT, 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. Also, some of

the decisions made could not be implemented due to financial

constraints and limited attention of some education sector

stakeholders to Folk Education sub sector activities. It is

proposed that the education sector meetings timetable should be

harmonized to avoid collision of meeting dates.

3. Monitoring, Evaluation and Educational Research In the year 2010/2011 the Folk Education sub sector managed to

inspect 32 FDCs. Also, the sub sector managed to conduct one

study namely, “Decentralization of FDCs Roles and

Responsibilities to Local Government Authorities” The main

challenge was that the recommendations made after conducting

the study in 2010/2011 have not been implemented so far.

F. ChallengesA number of challenges confronted the implementation of Folk

education activities. The main ones were:

Failure to implement the recommendations put forward after

the two studies conducted in 2009/2010 and 2010/2011;

Availability of budgeted 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 issuesA number of activities were implemented in relation to cross cutting issues as

follows:

106

4.4.1 Special Needs EducationA. Access Access for learners with Special needs is encouraged in all types of

disabilities. A total 1,771 learners with Special needs at Pre-Primary

level were enrolled in 2010, whereas the enrolment for 2011 was 588.

In 2010 the number of learners with disabilities enrolled at Primary

level was 32,595, whereas the number of enrollment recorded in 2011

is 30,433.

The number of learners with disabilities enrolled at Secondary level in

2010 was 5265. In 2011 the enrollment of learners with disabilities at

Secondary level was 5008.

B. EquityAt primary and secondary levels, learners with disabilities both girls

and boys are encouraged to enroll. Efforts are being made to increase

the number of learners with disabilities at all levels of Education

In 2010 the number of girls with Special needs enrolled at Primary level

was 15,312, whereas the enrollment for boys Special needs with was

21,273. In the year 2011 a total of 13,070 girls were enrolled at Primary

level, whereas the number of boys enrolled was 17,363.

At secondary level year the number of females enrolled in 2010 was

2,076, while the number of males who enrolled was 3,189. In 2011,

female enrollment at secondary level was 1,947, whereas the number

of male students who enrolled reached 3,061.

C. Quality improvementSpecialized Teaching/Learning Materials for Primary and Secondary

level were procured and distributed to relevant institutions for

enhancing effective teaching and learning processes.

107

D. Capacity Building (i) Training for 45 tutors from Kasulu and Kabanga Colleges

on Inclusive Education was carried

(ii) Training tutors on Braille and Sign Language

Communication Skills to 12 tutors.

(ii) Provision of specialized teaching/learning materials,

equipment and assistive devices.

E. Management1. Planning and Budgeting for Financial year 2010/2011Planning was done by the officer in-charge from the Unit. Budget

funds were provided through the office of the Commissioner for

Education Department and Development Partners which

amounted to Tshs 860,000,000.

During the financial year 2010/2011 a total of 394,250,000/=was

spent on procurement of Learning/Teaching Materials, equipment

and assistive devices for learners with special needs, whereas the

expenditure on Monitoring and evaluation of provision of special

Needs Education/Inclusive Education that was carried out in 16

Councils amounted to 11,160,000/=. The expenditure for

Conducting form one Selection for children with disabilities during

the financial year 2010/11 was 18,900,000/=.

2. Institutional Arrangement The Unit is headed by an Assistant Director and other officers who

provide advisory services to other departments. The unit over see

the functions of the Braille Printing Press, where Tactile Books

and diagrams for visually impaired are printed. The unit also

monitors the Audio logical section which is responsible for ear

testing, hearing aids maintenance and repair as well as ear mould

making. At Council level there are Special Needs Education

Officers who are responsible for coordination and advising

education authorities at council level on Primary and Secondary

Education. Specialist teachers are posted to Special and

108

Integrated Schools to work with learners who have special

educational needs. Patandi Teacher’s College offers certificate

and diploma in Special Needs Education in the areas of the Deaf,

Mental Retardation, and Visual impairment. There is a need to

form a multi-ministerial technical working group to provide

collective efforts in the provision of Special Needs Education.

F. Monitoring, Evaluation and Educational Research Quarterly reports from Councils are received from Special Needs

Education Officers. During the 2010/11 period, Educational

Researches were conducted by University (Special Education)

students. The students were given permission to collect data, but the

results of their studies have not been submitted to the Special Needs

Education Unit yet.

G. Challenges (i) Proposed budget was cut down.

(ii) Children are enrolled without undergoing thorough

Educational Assessment.

(iii) Shortage of specialized teachers.

(iv) Inadequate supply of Learning/Teaching materials and assistive devices.

4.4.2 Gender IssuesA. Achievement Gender issues in education, targets all learners at all levels of

education. Gender issues have been integrated in the school curricula

at all levels of basic education. Gender and Development is

compulsory course provided by 55 FDCs in the country. Therefore in

2010/2011 Gender and development course was provided to 31,877

students. In addition there has been improved enrolment of girls and

reduced gender gaps specifically at primary, secondary education

levels as well as in FE and TVET.

Education research was done through institutional survey on gender

mainstreaming in the selected universities and vocational centers as

part of the development of an addendum for TVET and higher

109

education. Gender inequalities in the administrative positions, access

in vocational training and degree programmes and inadequate

accommodation were observed. The addendum for TVET and Higher

education was developed and shared in the CCI TWG in August 2011.

The document has been endorsed for approval by the ESDC.

B. ChallengesThe major challenge facing the Gender unit is on mobilizing adequate

resources including transport to squarely address gender issue. Others

include overcoming bureaucratic procedures in transfer of funds from

UNICEF as well as conflicts of roles among invited participants for the

working sessions;

4.4.3 HIV and AIDS in Education

A. Achievement HIV and AIDS Education in education target group include Pre-

Primary, Primary, Secondary, and Teacher Education, TVET, HLI, FE

and non formal education learners. In Folk Education, HIV and AIDS is

compulsory course provided by 55 FDCs in the country. Therefore in

2010/2011 HIV and AIDS course was provided to 31,877 students.

Within MOEVT, there is a HIV and AIDS Steering Committee which is

headed by the Permanent Secretary. Institutions affiliated to the

MoEVT are represented by their HIV and AIDS focal persons in the

committee and all the Directors are members of the committee. The

SRH, HIV and AIDS and Life Skills is integrated in the curriculum,

hence is accessible by all learners.

During the period under review the following documents were

developed and approved for use.

1)The National Life Skills Education Framework for in and out of school

youth.

2)The National Care and Support Strategy for learners in schools.

3)The MoEVT – Strategic plan for TVET and Higher learning

Institutions.

110

A total of 160 Primary School teachers from selected primary schools

in Kahama and Ukerewe Districts were trained in delivering and

teaching of Sexual Reproductive Health (SRH), HIV and AIDS, Life

Skills (LS) and provision of counseling services in schools. In addition

training was delivered to 50 ToT on HIV and AIDS workplace program.

Finally Monitoring and Evaluation indicators for HIV and AIDS, SRH

and Life Skills were developed. These indicators covering Pre-Primary,

Primary, Secondary, Teacher Education, TVET and Higher Education

levels will be included in the MoEVT ESMIS in the near future.

B. ChallengesMost of funds are donor driven, hence, implementation also follow

donor interests. The challenge is on mobilizing adequate domestic

resources in order to address the shortage of teaching and learning

materials on SRH/LS/Peer education at all levels as well as scaling up

SRH/LS/Peer education in all schools especially Higher Education

Learning Institutions.

4.4.4 Environmental Education (EE)A. Achievement Environmental Education in schools target group at present include

Primary, Secondary and Teacher Education Learners. Plan to include

TVET, HLI and non formal education learners affiliated to the MoEVT is

underway.

Environmental Education has been integrated in the basic education

curriculum hence is accessible by all learners. Also in Folk Education,

HIV and AIDS is compulsory course provided by 55 FDCs in the

country.

Initiatives undertaken in 2010/11 include:

Conducting stakeholders meeting to review environmental Education

Strategy so as to include CCA issues:

111

Conducting baseline survey on CCA, emergencies preparedness

and response at Primary, Secondary schools and Teachers’

Colleges;

Review School Inspector Checklist and improve checklist for School

Wash and School Health (SWASH) programme;

Training of school inspectors so as to improve quality of school

inspection process in relation to EE issues.

Signing of the Memorandum of Understanding for coordinating

School WASH programme in schools between the Ministry of

Education and Vocational Training, Ministry of Health and Social

Welfare (MoHSW), Prime ministers’ Office – Regional

Administration and Local Government (PMO – RALG) and Ministry

of Water (MoW);

Training of school inspectors in Kibondo, Birahamulo, Kahama,

Ngara and Shinyanga (U) districts in EE issues;

Conducting awareness creation workshops on CCA issues were

conducted for MoEVT officials, Central and Eastern Zone officials.

B. ChallengesMost of funds are donor driven, hence, implementation also follow

donor interests. The challenge is on mobilizing adequate domestic

resources in order to address the shortage of Teaching and Learning

materials on environmental education.

4.4.5 Human RightsA. Achievement Human rights education is any learning, 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. In 2010/11 the Human Rights Education Strategic Plan

(HRESP) was developed in collaboration with UNESCO and shared

with other education stakeholders.

B. ChallengesThe major challenges include:

112

i) Inadequate resources to finalize the Strategic Plan for Human

Rights Education in Tanzania 2011/12 – 2015/16;

ii) Limited knowledge on human rights education that calls for

advocacy at all levels; and

iii) Lack of by-laws to prevent the violation of human rights;,

4.4.6 Education Sector Management Information System (ESMIS)A. Achievement As stipulated in the ESMIS programme, one of the activities for

2010/11 was to scale up decentralization EMIS Database up to council

level. From the lesson and challenges learned in 28 councils under

pilot and due to lack of funds, there was no scaling up in 2010/11.

However 40 councils for decentralization of EMIS Database were

identified in collaboration with PMO-RALG, for scaling up in 2011/12

through SEDP II.

The sector wide EMIS has been established and is fully operational.

The questionnaires for all levels were reviewed in early 2011. A list of

indicators was circulated to members of the Monitoring and Evaluation

technical Working Group in May 2011. All data reported in BEST, 2011

for all sub sectors were extracted from the ESMIS database which is

being housed at MOEVT- HQ.

There has been a great improvement of data quality following the

capacity building provided under ESMIS Programme. The response

rate from schools/Institutions has also improved as compared to

previous years. For example in 2011, out of 4367 secondary schools,

4173 (96%) schools submitted the questionnaires provide to them

whereby in 2010, the response rate from secondary schools was 92%.

In regard to Higher education, the number of institutions submitted the

data as per distributed questionnaires improved from 12 in 2010 to 27

institutions in 2011 while that of Technical education increased from

167 to 215 institutions in the same period.

The ESA report was shared at a stakeholders workshop held in Dar es

salaam in March 2011. the report has been finalized and the executive

113

summary would be shared in the JESR 2011. During the process of

finalizing the Education Sector Analysis study in the fi9rst and second

quarter of 2010/11, ESMIS focal persons from all education sub

sectors were involved for providing inputs in all ESA chapters as part of

capacity building their capacities.

During the year under review, the MOEVT website was updated. The

website now has online BEST 2010, and BEST 2011 which contains

statistics on all sub sectors including Folk education as well as other

documents, information and adverts.

B. ChallengesKey challenges are as follows:

(i) Shortage of EMIS Staff. The section of EMIS running the chronic

shortage of staff, this is the result of frequent staff retirement

without replacement. As the result the few available staffs are

overburden.

(ii) Still there are non responses or delay of submitting questionnaire

from some secondary schools particularly Non-Government

secondary schools as well as from higher learning institutions.

4.4.7 Information Education and Communication (IEC)A. Achievement The Information, Education and Communication Unit (IEC) provide to

the Ministry expertise and service in information, communication and

dialogue with public and media.

The IEC produce and disseminate documents such as brochures,

articles, news letters etc to inform the Public on Policies, Programmes,

activities and Reforms undertaken by the Ministry, engage in dialogue

with the Public as well as media on issues concerning the Ministry,

promote ministerial activities programs and policies and up-date

sectoral and ministerial information in the MOEVT website.

During the year under review, the IEC unit concentrated on Brief

overview of the MOEVT website in which the web site will provide a

114

“virtual window” on the education system status and will give access to

a number of services for education users and stakeholders (students,

teachers, parents, NGOs, technical and financial partners). The review

of the MOEVT website is on progress and expected to be completed in

the second quarter of 2011/2012.

In the same period, the IEC unit prepared IEC materials such as

brochures, articles, 2,000 Ed-SDP news letters, 17,500 calendars and

2,000 diaries to inform the Public on Policies, Programmes, activities

and reforms undertaken by the Ministry and were distributed during

Public Service Week, Nane Nane and during exhibitions to cerebrate

50 years of independence of Tanzania Mainland in the education

sector held on 6th – 9th September, 2011. The IEC unit also prepared

and aired 4 radio and 6 Television programs during the cerebrations.

B. Challenges1) Ineffective Communication and Information flow within the

Ministry and education sector as a whole;

2) There is Inadequate funds for implementation of the

communication plan for the ministry; and

3) Inadequate multimedia equipment for collection and

dissemination of information to the public.

4.4.8 Education and Training Policy The review of the Education and Training Policy is in final stage after

incorporating stakeholders’ views and recommendations. The

stakeholders consulted include Development Partners, Members of

Parliament for Social Services Committee, Members of Committee of

Vice-Chancellors and Principals in Tanzania (CVCPT) and

representatives of Tanzania Commission for Universities. Their views

and comments provided were valuable input that enabled the Ministry

to produce a second Draft of Education and Training Policy.

115

The next stage is to present the Draft Policy to the Members of

Parliament for their views prior submission of reviewed Policy to the

Cabinet for approval.

F: ChallengesDelay in finalizing the Education and Training Policy due to delay in

receiving views from stakeholders.

5.0 Financial PerformanceDuring the financial year 2010/11, the share of the education sector was

18.90% of the total national budget of Tsh. 11,609,557 million. This

represented an increase of 0.60% of budget share for the sector, as

compared to 18.30% of FY 2009/10.

In FY 2011/12 the funds allocated to education increased by 10%, despite its

decrease in share of the total national budget by 1.38% from 18.9% in

2010/11 to 17.86 in 2011/12

The budget trends analysis in this report focuses only to three Ministries

although the education sector cuts across different ministries. The focused

ministries are; Ministry of Education and Vocational Training (MOEVT),

Ministry of Community Development Gender and Children (MCDGC) and

Prime Ministers’ Office-Regional Administration and Local Government (PMO-

RALG). Funds allocated to this three ministries accounts to more than 90% of

the total education sector budget.

During the financial year 2010/11, the three ministries had the budget of sh

1,925,237 million equivalent to 92.3% of the education sector budget. The

remaining share of 7.7% went to other Ministries which are not included in this

analysis for instance Ministry of Science and Technology, Ministry of Lands

Housing and Human Settlement Development, Ministry of Finance and

Ministry of Natural Resources and Tourism.

116

In 2011/12, the budget for the three ministries amounts to sh. 2,223,247

million equivalent to 93.8% % of the education sector budget. The allocation

of funds between the three Ministries is as follows:

i. Ministry of Education and Vocational Training (MOEVT -

Vote 46) Tsh 733,563.00 Million (equivalent to 30.9% of total budget of

the education sector);

ii. Prime Minister Office – Regional Administration and Local

Government Authority (PMO-RALG – Vote 56, 79 -89 &95) Tsh

1,482,469.00 Million (equivalent to 62.6% of total budget of the

education sector ). Budgets under PMO – RALG Vote 56 is 39,343.6

million and LGAs budgets is 1,443,126.0 million

iii. Ministry of Community Development, Gender and Children

(MCDGC - Vote 53) Tsh 7,348.00 Million (equivalent to 0.3% of total

budget of the education sector).

117

Table 29: The budget Trend for the Education Sector (in Million) Trends of Budgetary Funding of Education Sector by Level in MillionSub sector 2007/08 2008/09 2009/10 2010/11 2011/12Primary Education 544,220 666,419 830,702 968,729 961,462Secondary Education 174,227 140,196 197,483 414,704 494,250Vocational Training 18,978 8,007 8,370 8,692 45,879Other Basic Education 49,661 69,630 829 983 816Teacher Education – MoEVT 19,257 25,250 47,053 28,895 35,892Inspectorate – MoEVT 4,800 5,900 12,096 11,969 17,806Commissioner For Education -– MoEVT 6,651 5,702 7,235 8,785 9,316Administration – MoEVT 14,673 26,867 38,752 40,177 36,224UNESCO Commission -– MoEVT 0 381 968 931 732

Public Serv. Comm.(Teachers Service) 4,281 3,700 4,281 4,405 4,761Folk Development 3,132 5,386 5,133 10,043 7,348Total Basic and Folk Education 839,880 957,438 1,152,902 1,498,313 1,614,486

University Education 264,343 335,746 413,771 525,464 602,780

Technical Education 14,289 14,796 16,888 17,309 9,726

Other Higher Education 38,586 69,342 N/A N/A  0Other Tertiary(Other Training Institutions) 29,343 53,050 62,803 154,872

129,123

Science & Technology -– MoHEST 5,134 N/A N/A N/A   Administration – MoHEST 3,729 N/A N/A N/A   Total Higher Education 355,424 472,934 493,462 697,645 741,629Development Fund to Local Government     97,516    

Salary Adjustment         59,09

6

Total Education 1,107,437 1,430,372  1,743,880 2,195,960 2,415,21

1

Total Govt. Budget 6,066,800 7,215,631 9,513,685 11,609,557 13,525,89

5 Education to Total Govt. Budget 18.30% 19.80% 18.30% 18.90% 17.86%Note: This figures includes additional funds to HESLB which its budgeted is under vote 21(Part of Skills Development Levy), also it includes a 1/3 share of SDL allocated to VETA .

The distribution of the education sector budget can also be disaggregated into

main sub-sector components as indicated in Table 30.

118

Table 30: Trends of Budget Allocation by Sub-sector

Trends of Budget Allocation by Sub-Component Sub-Sector 2007/08 2008/09 2009/10 2010/11 2011/12Primary Education 49.10% 46.60% 47.6% 44.1% 40.0%Secondary Education 15.70% 9.80% 11.3% 18.9% 20.5%Vocational Training 1.70% 0.60% 0.5% 0.4% 1.9%Teacher Education - MoEVT 1.70% 1.80% 2.7% 1.3% 1.5%Administration 2.70% 1.90% 2.2% 1.8% 1.5%Folk Development 0.30% 0.40% 0.3% 0.5% 0.3%University Education 23.90% 23.50% 23.7% 23.9% 25.0%Technical Education 1.30% 1.00% 1.0% 0.8% 0.4%Other Tertiary 2.60% 3.70% 3.6% 7.1% 5.4%UNESCO Commission – MoHEST/MOEVT 0.03% 0.03% 0.1% 0.0% 0.0%Science & Technology – MoHEST 0.50% N/A N/A N/A N/AAdministration – MoHEST 0.30% N/A N/A N/A N/APercent of Total Govt. Budget 18.30% 19.80% 18.3% 18.9% 17.86%Source: MoFEA Education budget speech, Sectors budgets books and LGA Note: ………….

The budget for secondary education has increased from 18.9% in 2010/11 to

20.5% in 2011/12. Higher education sub-sector also recorded a percentage

increase in budget allocation from 23.9% in 2010/11 to 25.00% in 2011/12;

The budget allocation to Teacher Education increased by 0.21% from 1.30%

in 2010/11 to 0.51% in 2011/12. The rest of the education sub-sectors

recorded a downward trend in terms of percentage. For instance, the budget

of primary education sub-sector has decreased from sh 968,729 million in

2010/11 to Tsh 961,462 million in 2011/12 a decrease of 4.1%.

RevenueIn the Financial year 2010/11, The Ministry of Educational and Vocational

Training approved to collect Shs. 5,048,000,000 through its various sources of

Revenue. However up to 30th June, 2011 the Ministry managed to collect

revenue amounting to Shs. 4,382,465,119.05 being 86.81% of its total

revenue budget.

119

ExpenditureDuring the financial year 2010/111, a total of 1,674.2 million was released to

the three ministries to finance education activities. This is equivalent to 87% of

its total approved budget and 76.3% of the approved sector budget. The

expenditure was Tsh 1,673.4 million equivalent to 99.9% of the total funds

released.

In FY 2010/11, development budget was allocated Tsh 255,984.0 mill and the

sector received a total of Tsh 125,056.80 million for development activities

which is equivalent to 55.3 of the budget allocation while expenditure was

100% of funds released. The released funds from development local was Tsh

70,536.1 million which is 52% of its budget and foreign development funds

released was Tsh 124,493 million equivalent to 61.5% of its budget.

Budgets approved to MoEVT for both recurrent and development in 2010/11

was Tsh 678,716.6 million and the release amounted to 586,786.0 million

equal to 86.5% of the approved budgets and its actual expenditure was

585,929.0 mill equivalent to 99.99% of the total funds released.

Approved budget estimates to PMO-RALG was 10,127.2 million, the release

amounted to 8,770.0 million equal to 86.6% of its approved budget. The

expenditure was sh 8.770.0 million which is 100% of the total funds released.

In 2010/11, Funds allocated to LGAs was 1,232,707.0 million while funds

released was 1,077, 543.0 million which is equivalent to 87.4% of the

approved budget and the expenditure amounted to 1,077,543.0 million of the

funds released equivalent to 100% of the released funds.

120

Table 31: Funds Released and Actual Expenditure by Three Ministries, 2010/11 (Tsh. million)

Funds Released and Actual Expenditure by Education Sector Ministries, 2010/11VOTES BUDGET % of

total budget

RELEASE % released/ budget

% of total relea

se

EXPENDITURE

% exp

/released

46 MOEVTC 678,716.2   586,785.7 86.5   585,929.0  PE 32,216.3 4.7 32,215.7 100.0 5.5 32,213.31 100OC 506,868.0 74.7 471,894.4 93.1 80.4 471,165.4 100foreign dev 83,919.5 12.4 49,750.7 59.3 8.5 49,681.6 100Local dev 55,712.4 8.2 32,924.8 59.1 5.6 32,868.7 100

56 PMO-RALG(PEDP)

10,127,2   8,770.0     8,770.0  

Local Dev(PEDP)Foreign Dev (PEDP)

1,357.2 0.2 0 0 - 0  

Local Dev(SEDP) 4,000.0 0.6 4,000.0 100 - 4,000.0 100 

Foreign Dev (SEDP)

4,770.0 0.7 4,770.0 100 4,770.0 100

70 – 89 & 95

LGAs 1,232,707.0   1,077,543.0     1,077,543.0  PE 911,742.0 74.0 875,194.6 96 81 875,194.6 100OC 247,314.0 20.1 169,251.4 68 16 169,251.4 100Dev. Funds 73,651.0 6.0 33,097.0 45 3 33,097.0 100

53 MCDGC 3,686.6   1,116.3     1,116.3  PE              OC 1,113.2   602.0 54 54 602.0 100Foreign dev

             

Local dev 2,573.4   514.3 20 46 514.3 100TOTAL

SECTOR BUDGET

PER COMPON

ENT

PE 943,958.1 49 907,410.3 96 54 907,408.0 100OC 755,295.0 39 641,747.8 85 38 641,018.8 100Foreign dev

90,047.0 5 54,520.7 61 3 54,451.6 100

Local dev 135,937.0 7 70,536.1 52 4 70,480.0 100

TOTAL 1,925,237.0   1,674,214.9     1,673,358.4  

Note: The budget for the three ministries was reduced from Tsh 2,045,942 to tsh 1,925,237

The three ministries’ budget for PE in 2010/11, was 943,958.0 million of which

sh 907,410.3 equivalent to 96% of the approved budget was released and the

expenditure amounted to sh 907,407.7 million equal to 100% of funds

released.

The approved budget for development activities amounted to 225,983.8

million of which 90,046.7 was foreign development funds and 135,937.0

million was local development funds. The total release for development funds

121

was 125,056.8 million equivalents to 55% of the approved development

budget. The release of local development funds amounted to 70,536.1 million

equivalent to 1.5% of its approved budget, while the released of foreign funds

was 54,521.0 million equivalent to 60.5% of the approved foreign

development funds.

For the development budget, MoEVT had a budget total of 139,632.0 million

which was 61% of the three ministries development budget, the release of the

funds to MoEVT amounted to 82,672.6 million equals to 59.2% of the

approved budget. Foreign development funds released to MoEVT summed to

49,750.7 which was 59.2 % of its approved development budget while its

expenditure account to 49,681.6 million of fund released. The release of local

development fund was 32,924.8million equivalent to 59.1 of the approved

local development funds, the expenditure of local development fund

amounted to 32 868.7 which equals to 99.9 % of its fund released.

Budget approved to PMO-RALG for development activities was 10,127.2

million, where the allocation for PEDP activities under PMO-RALG was

5,357.2 million and foreign development funds was 1,357.2 million and local

development was 4,000.0 million. The release for PEDP amounted to 4,000.0

million, being local development which was 100% spent funds. SEDP

development budget was 4,770.0 million under PMO-RALG, the release was

100% of the budget allocated and 100% was spent.

The budget approved for Development budget to LGAs amounted to 73,651.2

million, the release of development budget to LGA was 33,097.0 million,

which was 100% spent.

The Ministry of Community Development Gender and Children in 2010/11 had

a budget of 3,686.7. The released funds amounted to 1,116.33 equivalents to

30% of the approved budget. The released fund was 100% spent.

Challenges1. Increase in education demands compared the available resources.

2. Increase in requirement of teaching and learning of science and

technology to develop human capital for sound economic development.

122

Way Forward1. To increase the level of using the available resources efficiently and

effectively so as to reduce the cost of education provision.

2. To increase access to teaching and learning of science and technology

at all levels of education.

3. Improve the quality of education at all levels to meet social and

economical demands

6.0 Human Resources6.1 Overview of Human Resource Situation in the Education SectorThe provision of quality education depends very much on the quality and

quantity of human resource available especially the teaching staff at all levels

of education including as well TVET, Folk education as well as adult and Non

Formal Education. The Ministry of Community Development Gender and

Children has the mandate to administer staff recruitment and deployment for

the Folk Education subsector upon approval by Presidents Office – Public

Service Management. The Ministry of Education and Vocational Training has

the mandate of administering the same for the remaining part of the sector

with the exception of TVET institutions under the ambit of other ministries.

In recent years the education sector has been experiencing immense

pressures to increase the teaching workforce in order to cope with the

increase of students’ enrolment almost at all levels. The demand for increased

number of teaching staff has been going hand in hand with increased demand

for non teaching staff like School Inspectors, Accountants, Librarians,

Supplies Officers, Laboratory Technicians Personal Secretaries and Office

Attendants.

The Government has adopted a number of strategies to address the demand

for increased personnel. The results have been positive resulting into an

increase of human resource at all levels. The data collected by the Ministry of

education and Vocational Training and published in a statistics booklet titled

“Basic Education Statistics in Tanzania(BEST)” version of 2011 indicate that

the Pre-primary education teaching staff dropped from 16,349 teachers in

2010 to 10,899 teachers by 2011 while the primary education ,the secondary

123

education and teacher education teaching staff rose from 165,856 primary

school teachers, 40,517 secondary school teachers and 1,745 tutors in 2010

to 175,449 primary school teachers, 52,146 secondary school teachers and

1,833 tutors respectively by 2011. Also, there are 1,185 school inspectors,

3,083 academic staff in Higher education, 3,754 academic staff in Technical

education, 4,641 facilitators in the Adult and Non-Formal Education and 369

teaching staff in folk development centers.

6.2 AchievementsThe key achievements for the year 2010/11 among others include:

i) A total of 351 new employees were hired into public service and

also 722 work permits to foreign experts to work in the education

sector through MOEVT while 152 employees were recruited by

MCDGC;

ii) Provided on job training to 95 and professional training to 30 Folk

education staff which was 100 % of the planned staff to be

trained;

iii) 214 school Inspectors recruited enhancing School Inspection

department.

iv) The Human Resources Situational Analysis was initiated. The

draft report on data collection has been submitted and verification

of data and analysis is on progress. An interim report is expected

to be shared in the JESR 2011.

v) Following the decentralization by devolution, The MOEVT

organizational structure was approved by the Presidential in June,

2011. A new Organization Structure for PMO RALG was also

approved in June 2011, whereby a Directorate of Basic Education

was formulated:

vi) Following the decentralization of administration of secondary

education to LGAs, the Education Department under the Regional

Secretariat had been separated from the Social Cluster to stand

alone as a cluster.

vii) Claims amounting to 1,133,858,103 made by 1,334 employees

were processed.

124

viii) The Open Performance Review and Appraisal System was

successfully revised and approved by the President Office -

Public Service Management and is due for operationalization in

2011/2012;

ix) A computerized system for keeping personnel data was

established;

x) A total of 9 Officers had been transferred to PMO RALG to

strengthen the Department of Education; and

xi) A total of 12,523 grade IIIA teachers were recruited by LGAs

while 9,226 Diploma and Degree holders were also recruited by

LGAs;

6.3 Capacity Building(i) 600 Education officers were trained on Diploma in Education

Management, Administration and Management.

(ii) 86 Academic Officers and Statistics and Logistics Education

Officers were trained on Education Management, Administration

and Management at ADEM.

(iii) 1,000 Heads of schools were trained at certificate level in

Education Management, Administration and Management.

(iv) 240 School Inspectors received training on management and

administration;

(v) 1,622 grade A teachers were trained for up grading to

Diploma;

(vi) 102 teachers trainers were trained on transparent teaching

techniques;

(vii) 80 teacher trainer were pre trained on Communication and

Information Technology (TEHAMA);

(viii) A total of 264 District Secondary and Primary Education Officers

were provided with training on management and administration

of education at ADEM; and

(ix) All 21 Regional Education Officers were oriented on monitoring

and evaluation of education at their regions;

Despite the above reported achievements, the sector is still experiencing a

shortage of staff at all levels. The situation appears to be critical at secondary

125

education level followed by folk education as the subsector gears up for

provision of VET programmes.

The shortage of staff at all levels is shown on Table 32

Table 32: Staffing Levels for Education Sector with Respect to Teaching Staff by Sub-Sector for FY 2010/11

Sub - SectorTotal No.

of students

Recommended PTR

Required number of Teaching

staff2010/11

Current number of teachers 2010/11

Deficit for 2010/11

Pre-primary 1, 069, 208 25:1 42,769, 10,899 31,870

Primary 8, 363,386 45:1 185, 584 175,499 10,085

Secondary 1, 789, 547 20:1 By subject 89,478 52,146 32,332

Teacher education 37,698 20:1 1,885 1,833 52

Technical Education and Training

85,040 1:15 Sc!:30 Arts 4,313 3,754 559

Inspectorate - - 1,481 1,185 296

Folk Education 31, 8177 - 1,476 369 1,107

Higher Education 139,638

20:1 Arts10:1 science

5,979 4,798 1,181

Source: Reports from MOEVT, PMO-RALG, MCDGC, 2010/11

6.4 Challenges1. Deploying and retaining teachers to difficult and underserved

areas ;

2. Addressing squarely the shortage of teachers, particularly at pre-

primary, Folk, science teachers for secondary and tertiary levels.;

3. Payment of the outstanding arrears and allowances to existing

personnel;

4. Delay in promotion of teachers hence lowering their morale;

5. Addressing Education Sector personnel and students infected

with HIV/AIDS;

126

6. Provision of adequate housing facilities for teachers particularly in

underserved areas.

7.0 SECTOR DIALOGUE AND ACCOUNTABILITYThe Education Sector has been promoting effective Sector Dialogue and

Accountability among all actors as agreed in the Joint Assistance Strategy in

Tanzania for successful sector management and leadership. Collaborative

efforts among the GoT, CSOs, DPs, other educational professionals, and the

community at large have facilitated effective management and leadership in

the sector.

The basic structure for the Education Sector dialogue is outlined in the

Education Sector Development Programme, 2008-2017. This structure may

be considered to have two main parts: 1) an on-going dialogue process,

which takes place through the year; and, 2) an annual review process, which

is the culmination of the on-going dialogue process on an annual basis.

The annual review process, known as the Joint Education Sector Review

(JESR), provides an opportunity for all stakeholders to participate in Joint

Field Monitoring Visits, JESR Working Sessions and a High Level Meeting.

Inputs to the JESR Working Sessions and the High Level Meeting are

reviewed and endorsed by Government Education Sector Thematic Working

Group (GESTWG), the Joint Education Sector Thematic Working Group

(JESTWG) and the Inter-Ministerial Steering Committee (IMSC).

The on-going dialogue process is further divided into two sub-categories: 1)

the Education Sector Development Committee (ESDC), which is co-chaired

by MOEVT and PMO-RALG, and covers Basic, Technical and Vocational, and

Higher Education; and, 2) the Folk Education Development Committee

(FEDC), which is chaired by MCDGC and focuses on Folk Education. Both

the ESDC and the FEDC are supported by a Task Force and a series of

Technical Working Groups (TWGs). These are Enrolment Expansion, Quality

Improvement, Cross Cutting issues, Institutional Arrangement, Resource

Allocation Cost Efficiency and Financing and Monitoring and Evaluation.

ESDC is also supported by Technical and Vocational Education and Training

and Higher Education Technical Working Groups.

127

Within the ESDC dialogue structure in 2010/11, four ESDC meetings were

held, on 22nd July, 2010; 14th September, 2010; 8th November, 2010 and 17th

May, 2011. The meetings were preceded by six ESDC Task Force meetings

conducted on 20th July, 2010, 7th September, 2010, 4th November 2010, 3rd

March, 2011, 5th April, 2011 and 12th May, 2011. ESDC TWGs meetings were

held in order to prepare the ESDC Task Force meetings. Each TWG has to

meet at least four times per year. This was accomplished by all ESDC TWGs

which met as scheduled except Higher Education and RACEF.

Within the FEDC dialogue structure in 2010/11, two FEDC meetings were

held, on 11th February, 2011 and 16th April, 2011. These were preceded by

three FEDC Task Force meetings of 10 th August, 2010, 31st January, 2011

and 29th April, 2011. In preparation for these meetings, the FEDC TWGs held

their meetings as planned.

In the sector dialogue process technical advice and recommendations from

the TWGs have been playing an important role. Issues such as CCIs Strategic

Plans and research on decentralization on the roles of FDCs to LGAs as well

as how FDCs can provide both Folk Education and Vocational Education

were jointly discussed and debated by Government DPs and CSO

representatives, who combined their technical expertise and thereby made

joint recommendations for consideration by the respective Task Forces,

before being presented to the ESDC or FEDC for approval and

implementation.

IMSC, JESTWG, GESTWG meetings were held on 22nd September and 23rd

September, 2010, 10th November, 2010 and 9th November, 2010 respectively.

These meetings were to be conducted twice a year but for the year 2010 they

were conducted only once because of General Election. The situation had

also affected High Level Meeting which is chaired by Hon. Minister for

Education and Vocational training who had not been appointed by then.

The key outputs of the JESR Working Sessions are presented in the JESR

Aide Memoire 2010. These include thirteen (13) jointly-agreed milestones to

be achieved in the sector in FY 2010/11, as well as four “graduating”

128

milestones, to be monitored through the TWGs in 2010/11. In addition, a total

of seven milestones were also identified for 2011/12.

The JESR Aide Memoire is normally approved by a High Level Meeting,

chaired by the Minister of Education and Vocational Training. In 2010,

however, it was not possible to hold an HLM for the JESR, as this meeting

should have taken place in early November 2010, at which time the new

Cabinet had not yet been appointed following the General Elections held on

31 October 2010. In lieu of the HLM, the 2010 JESR Aide Memoire was

approved by the ESDC and the JESTWG, which met on 08 and 10

November, 2010, respectively. There was no need to hold a second IMSC in

2010, as the primary purpose of this meeting is to prepare Ministers and other

senior Ministry officials for the HLM.

Following approval of the Aide Memoire, it is the responsibility of the sector

Ministries to implement the milestones and other decisions arising from the

JESR. This implementation is monitored by the ESDC and the FEDC, and

supported through the TWGs and the Task Forces throughout the year.

Status of implementation of the 2010/11 milestones, as well as plans for

implementation of the 2011/12 milestones, will be discussed in the JESR

Working Sessions for 2011 and reported in the corresponding Aide Memoire.

Generally, effective participation of all stakeholders in the transparent and

timely sector dialogue facilitated communication and decision-making on

important education sector issues. The issues included assessing

performance in implementing sector policies, programmes, strategies and its

link to the MKUKUTA. Outputs of Education Sector Dialogue fed into Cluster 2

and national processes which included MKUKUTA, PER, and GBS Reviews.

In the course of implementing Sector Dialogue various challenges were

observed including:

(i) Non-adherence of meetings

schedule due to diverse member commitments and time constraints;

(ii) Some delays in approval of various

technical documents caused by non-adherence of meeting schedules;

129

(iii) Issues for discussion to emanate

from Technical Working Groups.

(iv) Difficulty of ensuring adequate

regular PMO-RALG participation, particularly in TWGs;

(v) Limited participation by CSOs in

most TWGs, TF and ESDC meetings;

7.1 Dialogue with Development PartnersThe dialogue with Development Partners takes place according to the

structure outlined in Section 7.0. In order to facilitate harmonization, the DPs

that are signatories to the JAST are organized in an Education Development

Partners’ Group (ED-DPG from January to October 2010, UK (DFID) was the

Chair of the ED-DPG, with Canada (CIDA) as the Deputy Chair. Since

November 2010, Canada (CIDA) has been the Chair of the ED-DPG, with UK

(DFID) as Deputy Chair. Other active members of the ED-DPG are: African

Development Bank (AfDB), France, Sweden (SIDA), UNESCO, UNICEF,

United States (USAID), World Bank and World Food Programme (WFP).

Apart from the ED DPG, the GoT has a number of other education partners

who also support in the provision of quality education in Tanzania. Dialogue

with these partners takes place in bilateral fora, rather than in the broader,

sector dialogue structure outlined in Section 7.0.

7.1.1 Sector Input for the GBS Annual Review

After the JESR, the Government (MoEVT, PMO-RALG and MCGDC) officers

and the ED-DPG assess the performance of the Education Sector to feed into

the GBS Annual Review every year. In 2010 the assessment was done using

the agreed Rating Framework which was jointly developed and approved by

the ESDC in 2008 and revised in May 2010 to expand the scope; and to

ensure that what had been assessed was the responsibility of the sector. The

framework was approved on 8th November, 2010. The framework was divided

into three main areas:

a) Financing/budgeting;

b) Progress on agreed targets and Results; and

130

c) Accountability.

During the assessment representatives from the responsible Ministries and

the ED-DPG met separately to assess the Education Sector Performance

using the Framework; then the two parties came together to agree on the joint

assessment of the Education Sector Performance for the year 2009/10 using

the same Framework. The final assessment was then computed and the

results were jointly rated as Satisfactory with a score of 77.5%.

The sector performance rating is then submitted to Cluster Working Group

Two (CWG2), which brings together the ratings for all of the social sectors

and prepares a progress report for the Cluster against the Performance

Assessment Framework (PAF) for GBS Annual Review. The PAF progress

report includes three main areas, namely:

(i) Underlying Process;

(ii) Temporary Process Actions; and

(iii) Outcome Indicators.

The 2010 PAF included an Underlying Process, one Temporary Process

Action and seven Outcome Indicators for the Education Sector:

(i) Underlying Process: This requirement was fulfilled by the JESR

2010 and the Education Sector Performance Rating for 2009/10.

(ii) Temporary Process Action: The TPA committed the Education

Sector to conduct a Human Resource Situational Analysis. This

study was already in progress at the time of time of the 2010

GBS Review, so the TPA was considered to be achieved.

(iii) Outcome Indicators: The eight OIs highlighted in PAF 2010 were

among the key indicators for the Education Sector, which are

monitored through the JESR, as well as the PAF. In 2010, the

Education Sector was able to report that 5 of the PAF OIs -

those related to primary, secondary and higher education - were

“on track/exceeding targets”, while the remaining 3 of the PAF

OIs – those related to primary and secondary education - were

“at risk/demonstrating downward trends”.

131

This comprised the Education Sector input to the 2010 GBS Annual

Review, which was held in December 2010.

The 2011 PAF includes an Underlying Process, one Temporary Process

Action and three Outcome Indicators for the Education Sector.

(i) Underlying Process: This requirement will be fulfilled by the JESR

2011 and the Education Sector Performance Rating for 2010/11,

both of which are expected to be completed in early November

2011.

(ii) Temporary Process Action: The TPA committed the Education

Sector to deliver annual capitation grants of Tsh 25,000 per student

to all Government secondary schools to facilitate purchase of

textbooks and other learning materials by June 2011. Up to 30th

June 2011 a total of Tsh 41,101,901,100 for 1,638,699 secondary

school students was disbursed to schools. This represents an

average allocation of Tsh 25,082 per student, which means that the

secondary school capitation grants were fully disbursed, in line with

SEDP II and this TPA, in 2010/11. The Government is planning to

conduct monitoring to verify the status.

Outcome Indicators: The three OIs highlighted in PAF 2011 are

among the key indicators for the Education Sector, which are

monitored through the JESR, as well as the PAF, and are indicated

in Chapter 2 – Table 1 in this report. In 2011, the Education Sector

will be able to report that four of the PAF OIs of which two related to

primary and higher education – are “on track/exceeding targets”,

while the remaining two PAF OI related to secondary education are

“at risk/demonstrating a downward trend”. This will comprise the

Education Sector input to the 2011 GBS Annual Review, which is

expected to be held in late November 2011.

7.2 Dialogue with Domestic ActorsThe involvement of domestic stakeholders in the education sector was

satisfactory throughout the year. There has been an active participation of

Civil Society Organizations, under the umbrella of TEN/MET, through TWGs

132

and ESDC meetings. CSOs in collaboration with GoT and DPs had been

involved in specific sector issues and achievements in 2010/11, including:

preparation of addendum for Gender Strategy, HIV and AIDS Strategic Plans,

Environmental Education Strategy, and development of Human Rights

Strategy.

7.3 MilestonesFor the year 2010/11, 13 milestones were developed. The detailed road map

for these milestones included 75 specific actions. Reviews of implementation

of milestones and specific actions were conducted at mid-year (17th May,

2011). 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 fiscal year, and hence

establish the way forward.

However, during the mid year review it was noted that most of the specific

actions in the 2010/11 milestones had not yet been achieved due to various

reasons

After discussion it was jointly agreed that the timeframe for completion of the

milestones be 30th September, 2011.

The status of implementation of the 2010/11 milestones, as at September 30 th

2011, is shown in Annex 3. The specific actions from the 2010/11 milestones

that will be carried forward to 2011/12 will be discussed and agreed in the

ESDC fora.

Major constraints faced in implementation of agreed milestones include:

Inadequate budget allocations, late receipt of funds which lead to delay in

implementation;

Large number of specific actions which lead into partial implementation of

milestones.

Procurement processes require significant amounts of time, which is not

always taken into account in the proposed timeframe for implementation of

the milestones (i.e. Milestones no. 5: HR SITAN and no. 7: TVETDP).

133

Agreed milestones are not necessarily the same as the Government’s

priorities.

Some milestones or specific actions are not clearly worded or well

understood by all parties.

JESR 2010 also developed a list of seven milestones for 2011/12, which is

included in the Annex 4. The purpose of developing these milestones nearly

one year in advance is to ensure that relevant departments will have sufficient

time to determine the necessary specific actions and include these in the work

plans, budget requests and other planning processes, including procurement

plans, for the following year.

8.0 WAY FORWARDThe budget for 2011/12 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 Government

will continue to mobilization resources from all stakeholders in order to

improve and sustain the achievements gained.

8.1 Overall Education Sector Priority Actions for 2011/12The focus for 2011/12 is on the following key areas:

(i) Improving the quality of education at all levels especially

availability of textbooks, laboratories and school desks.

Emphasis should also focus on people with disabilities;

(ii) Improving the education and training policy and its strategies

including skills development;

(iii) Strengthening the financing of Higher Education; and

(iv) Improving Teachers’ services including housing and incentives.

8.2 Education Sub-Sector Priority Actions for 2011/128.2.1 Basic Education FY 2011/12

The following are priorities for Basic Education sub-sector in 2011/12:

(i) Improving the quality of Basic Education through:

Construction of education infrastructure,

including classrooms, laboratories, latrines and teachers’

134

houses for pre-primary, primary and secondary education, as

per annual targets set out in PEDP II and SEDP II;

Provision of teaching and learning materials,

including assistive devices for special needs learners and

laboratory equipment, for primary schools, secondary

schools and Teachers Colleges;

Implementation of Joint Integrated Early-

Childhood Development Service Delivery Initiatives in Local

Government Authorities (LGAs);

Finalize preparation of PEDP III;

Expansion of facilities in Teachers’ Colleges to

cater for expanded enrolment of student;

Provision of in-service training to 24,600

teachers through TDMS and IN-SET Strategy for primary,

secondary schools and teachers for special needs education;

Conducting in-service training for 2052 primary

and secondary school teachers in Mathematics, Science and

English subjects; and,

Improving quality assurance in schools and

colleges by inspecting 20,045 education institutions,

strengthening school site and close to school supervision,

strengthening supervision and monitoring of PEDP and

SEDP in councils.

(ii) Addressing geographic inequalities in allocation of resources in

support of education service delivery through:

Conducting study so as to establish literacy

and numeracy levels in all councils;

Scaling-up the Yes I Can! program for Adult

and Non-Formal Education to the National level; and

Improvement of Learners :Teacher Ratios for

pre-primary, primary and secondary education; and,

Other key activities for 2011/12 include:

Promotion of information and communication

technologies in schools;

135

Finalization of a Human Rights Education

Strategy, and

Implementation of Strategies for Inclusive

Education; HIV and AIDS; Environmental Education; and,

Gender.

136

8.2.2 Higher Education FY 2011/12The following are priorities for Higher education sub sector in FY

2011/2012

i) Undertake students unit cost and PETS studies in Higher

Education;

ii) Provision of Higher Education loans to needy students in

local institutions and abroad; and,

iii) Co-ordination of scholarships for IUCEA students, Algeria,

China, Cuba, Russia, Poland, New Zealand and the United

Kingdom (UK). and Mozambique

iv) Supporting 120 academic staff for higher studies;

v) Sponsor 1,900 Medical Doctors (MD) students at MUHAS,

KCMC, HKMU, IMTU and WBUCH;

vi) Coordinate the implementation of Higher Education

Development Programme (HEDP) by completing

preparation of implementable projects in areas of;

Rehabilitation and Construction of Infrastructure in public

universities, Research in areas identified in Five Years

Development Plan, Staff Development and ICT Application;

and

vii) Continue implementing Science and Technology Higher

Education Programme (STHEP) in the areas of civil works

and staff development

8.2.3 Folk Education FY 2011/12In the year 2011/2012 the following are the priorities:

i) Train 30 staff on professional training;

ii) Provide work related services to 300 FDCs staff;

iii) Recruit 175 teaching and non teaching staff;

iv) Provide teaching learning materials to 55 FDCs;

v) Provide both VET and Folk Education in 25 selected FDCs;

vi) Facilitate long, short and outreach programmes; and

vii) Integrate skills and appropriate technology.

137

8.2.4 Technical and Vocational Education and Training FY 2011/12The following are priorities for TVET sub sector in FY 2011/12:

(i) Finalize preparation of Technical and Vocational

Education and Training Development Programme

(TVETDP);

(ii) Review of the draft TVET policy;

(iii) Rehabilitate 3 VET centres and construct 2 District VET

centres;

(iv) Facilitate 4 Regional Vocational Training Services

Centres in provision of Ordinary Diploma programmes

(National Technical Awards-NTAs) and to institute

bridging courses;

(v) Develop 2 curriculum/Bridging Programmes that will

enable VETA graduates proceed with Training at

Technician Level;

(vi) Conduct capacity building on CBET delivery for 20 TVET

institutions;

(vii) Modernization of 4 Vocational Training Centers;

(viii) Conduct TVET labour market survey and assessment to

determine labour market needs and investors’ needs;

(ix) Review Qualifications and competences of 400 TVET

teachers for registration purposes; and

(x) Assess readiness of 20 TET Institutions for registration

and accreditation purposes.

2.5 Human Resources FY 2011/2012(i) In service training of personnel in order to improve their

competences and increase productivity.

(ii) Application of computerized system of keeping/storing

records of human resources. The system is known as

“Human Resource Capital Information system and will

help not only in avoiding delays in promoting employees

but also effecting salaries of new hires.

(iii) To implement organizational new structure of the Ministry

which has been approved by the President on June,

138

(iv) To operationalize the Open Performance Review and

Appraisal System (OPRAS) with effect from July,2011

(v) To recruit 833 employees, promote 917 workers confirm

351 workers and issue work permits to 800 foreign

experts in the education sector.

8.2.6 Sector Planning and ManagementIn FY 2011/12 the priority is strengthening sector-wide planning,

management, monitoring and evaluation through:

(i) Finalizing development of a three-year costed education

sector operational plan;

(ii) Conducting an analysis of unit costs, including community

contributions for basic education;

(iii) Implementing priority recommendations from the PETS

for Primary and Secondary Education;

(iv) Strengthening data collection and performance

monitoring and reporting; Strengthening education sector

coordination;

(v) Finalization of ETP; and

(vi) Finalization of Addendum for TVET and Higher Education

in HIV and AIDS and Gender Strategic Plans;

139

8.2.7 Cross Cutting Issues In FY 2011/12 the priorities are to strengthen CCIs through:

i) Increase enrollment for learners with disabilities

i) Procure and distribute learning/teaching materials and

assistive devices for learners with disabilities.

ii) Train 300 teachers at certificate level for Primary schools

and 150 teachers of diploma for Secondary school

teachers’ through Patandi Teachers College for Special

Needs Education.

iii) Monitor Cross Cutting Issues activities

iv) Finalization of Gender Strategic Plan, Guidelines and

Checklists.

v) Finalize preparation of addendum to existing Strategic

Plan so as to include TVET and Higher Education

vi) Review Environment Education Strategy to integrate

Climate Change Adaptation (CCA) issues;

(xii) Develop National School WASH Strategy;

Finalize Human Rights Education Strategic Plan and

begin budgeting for implementation.

(xiii) Develop MoEVT Communication Strategy

140

ANNEXESAnnex -I

UPDATED ON STATUS OF 2010/2011 MILESTONESS/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE

TWGSTATUS AS OF SEPTEMBER 30TH

2011

Issue: STRENGTHEN PLANNING AND BUDGETING1  

Develop a 3-year, education sector-wide, costed, operational plan, including priorities from: ESDP; Medium-Term Strategic Plans for Education MDAs; and, sub-sector development programs

1. Develop ToR, including a template, for developing a 3-year, sector-wide, costed, operational plan by December 2010.

RACEF The TOR and template were developed, circulated and discussed in the RACEF TWG meeting of 25th August, 2011.

The final draft of TOR and template were approved by ESDC of 20th

October, 20112. Hold working sessions with task

team to draft the 3 year costed framework by March 2011 in conjunction with MTEF 2011/12.

RACEF Not done pending to approval of the TOR and template.

3. Discuss and approve operational plan in ESDC by June 2011.

RACEF Not done waiting for ESDC meeting.

Issue: IMPROVE EFFICIENCY AND EFFECTIVENESS ON PUBLIC EXPENDITURE

2 Complete dissemination of PETS for primary and secondary education and implementation of three key recommendations

1. Print and distribute copies of approved final PETS report to education stakeholders by November 2010.

RACEF Distribution was done to 132 Councils in July, 2011.Initial dissemination was done to DSEOs, CPLOs, CTOs and CPOs.Final dissemination of PETS report to DEOs was conducted on 29th September, 2011.

141

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

2. Simplify and rationalize education funding mechanisms for LGAs

(a) Conduct working session to review and simplify grants formula system for allocating funds to Councils by October 2010.

RACEF Working session to review and simplify Grant Formula system was conducted on 12th October, 2010.The draft report was circulated to key stakeholders and discussed in the RACEF meeting of 25th August, 2011.The report was circulated to RACEF TWG members as final document on 26th August, 2011.The report is waiting for RACEF endorsement for ESDC approval.

(b) Include revised formula - with clear directions regarding the amount to be transferred to schools - in the budget guidelines for 2011/12 by October 2010.

RACEF Depends on fulfillment and recommendation of “a” above

(c) Issue clear instructions to LGAs regarding the amount of funds to be transferred to primary and secondary schools in 2010/11 (based on the existing grant formula), by December 2010.

RACEF Depends on fulfillment and recommendation of “a” and “b” above.

(d) Monitor financial flows (including adherence to financial regulations, timeliness of releases, and actual amounts released) to sample LGAs and Schools from October 2010 to March 2011, and produce a summary report of findings by May, 2011

RACEF Two circular letters of 4/3/2011 and 31/05/2011 were sent to RAS regarding adherence to financial regulations whereby Councils were required to make effective use of Capitation Grant (CG) as per guidelines and disburse the funds to schools within 14 days after receipt from MOF.In FY 2011 a total of Tshs.23,

142

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

161,111,184/= and Tshs. 41,141,247,800/= were disbursed as CG for primary and Secondary schools respectively.

3. Enforce circular on teacher attendance in an effort to reduce absenteeism

(a) Issue a "reminder" to all LGAs and schools regarding the existing circular on teacher attendance by January 2011.

EE Follow-up to be made to ensure approval of the final draft by the management. However, efforts such as A study on Human Resource Situational Analysis and capacity building sessions to Councils officers and Heads of Schools also had been addressing the issue of teachers’ absenteeism.

(b) Track implementation of circular (including attendance monitoring and enforcement of appropriate penalties) at LGA and School levels on a quarterly basis January, 2011 to June 2011

QI Pending subject to implementation of (a) above.

4. Update school register to have full accounts and unique identifier codes of all Government schools in Tanzania; to be used as one common set of data for all relevant MDAs (MOEVT, PMO-RALG, MCDGC, POPSM, NECTA, etc) for consolidating data for monitoring purposes and in allocation of grants to schools by December 31, 2010

M&E

To be reported in the M&E TWG and also pending for discussion with MOF.

3 Conduct analysis of unit cost, 1. Develop and share TOR for Unit RACEF/HE TOR for Unit Cost Study were developed

143

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

including community contributions, for Higher Education

(Budget 2010/11: TSH 295 Million)

Cost study for Higher Education by October, 2010.

and circulated to RACEF and HE TWG and discussed and endorsed by HE TWG.

Procurement of Consultant is at advanced stage.200,000 Dollar will be provided by the WB for the exercise.

2. Appoint Task Force to develop Unit Cost by January, 2011

RACEF/HE Task Force appointed and had developed TOR for Unity Cost for Higher Education.

3. Conduct the Unit Cost for Higher Education as per TOR and have the draft for review by management by May, 2011

RACEF/HE Not done, awaiting for accomplishment of procurement process.

4. Finalize the Unit Cost study for Higher Education and disseminate the preliminary findings by July, 2011

RACEF/HE Not done, awaiting for accomplishment of task 3 above.

4 Conduct PETS for Higher Education 1. Develop and share TOR for PETS by October, 2010

RACEF/HE TOR for PETS for HE were developed and circulated to RACEF TWG members ready for inputs and discussion for endorsement.

2. Appoint Task Force to conduct PETS by January, 2011

RACEF/HE Not done, awaiting for accomplishment of task 1 above.

3. Conduct stakeholders working session to sensitize relevant stakeholders to the PETS process by January, 2011

RACEF/HE Not done, awaiting for accomplishment of task 2 above.

4. Conduct the PETS as per TOR and have the draft for review by management

RACEF/HE Not done, awaiting for accomplishment of task 3 above.

144

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

by May, 20115. Finalize the PETS and disseminate

the preliminary findings by July, 2011RACEF/HE Not done, awaiting for accomplishment

of task 4 above.

Issue: HUMAN RESOURCES5 Conduct Education Sector Human

Resources Situation Analysis

TSH 77 Million)

1. Procurement of consultancy services to conduct HR SITAN by August, 2010.

IA The Consultants were procured on 31st August, 2010.

2. Human Resources Data collection from September to November 2010.

IA Data collection for HR SITAN was done from 15th July to 15th August, 2011.Draft report on data collection was submitted to MoEVT on 6th September, 2011 Consultants are in the process of verification of data.

3. First draft of Human Resource Situational Analysis report received from Consultants by February, 2011.

IA Pending subject to implementation of ‘5 (1) and (2)’

4. Final report to be approved through ESDC fora by March 2011.

IA Pending subject to implementation of ‘5 (1) -(3)’

5. Agree on HR situational analysis report recommendations and prepare budgeted action plan for inclusion in MTEF 2011/12 by March, 2011

IA Pending subject to implementation of ‘5 (1) -(4)’

6. Conduct National Stakeholders workshop by June, 2011

IA Pending subject to implementation of ‘5 (1) -(5)’

7. Print and distribute 800 copies by IA Pending subject to implementation of ‘5

145

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

June 2011 (1) - (6)’

Issue: INCREASE ACCESS TO EDUCATION SERVICES6 Increase enrolment in Pre-Primary

Education 1. Provide a circular letter reminding all

education leaders at Regional, Council, Ward and School Level to adhere to the enrolment guideline

EE Circular letter was provided in October 2010 by MOEVT in collaboration with PMORALG. In addition education and political leaders and various media including radio and TVs were used to sensitize parents and community to enroll all pre primary school age children.

2. Conduct census of all Pre-primary school-age Children

EE COMPLETED: Census of all Pre primary school age children was done in all LGAs through Ward Officials in November, 2010.

3. Advocate and sensitize parents and community to Enroll all pre-primary school-age children

EE Brochures, placards and fliers produced and circulated

4. Disseminate ECD operational guidelines and minimum standards to key ECD stakeholders

EEThe ECD operational guidelines and minimum standards were completed and approved by the inter-ministerial technical team which includes Directors and Commissioners of Social Welfare.The Guidelines and Minimum Standards were approved by Permanent Secretaries on 29th

September, 2011

5. Disseminate pre-primary teachers QI Not done awaiting for accomplishment

146

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

guide of milestone 6 (4)6. Conduct in-service training for pre-

primary teachersQI Not done awaiting for accomplishment

of milestone 6 (4 and 5)7 1. Finalize Terms of Reference for

development of TVETDP TVETTOR for TVEDP was developed and approved 21st September, 2010.

2. Acquire Consultant in accordance with PPA

TVET Consultant was procured in accordance with PPA in June, 2010.

3. Conduct session to discuss inception report

TVET Draft Inception report was shared in the TVET TWG and endorsed for approval on 25th August 2011

4. Conduct session to discuss zero draft report

TVETNot done, subject to accomplishment of TVET Situational Analysis.

5. Conduct first stakeholders meeting to inform TVETDP zero draft

TVET Not done, subject to accomplishment of Milestone 7 (4)

6. Conduct stakeholders meeting to inform 1st draft TVETDP

TVET Not done, subject to accomplishment of Milestone 7 (4 and 5)

7. Conduct sessions to finalize TVETDP

TVET Not done, subject to accomplishment of Milestone 7 (4, 5 and 6)

8 Complete development of Adult Education Development Plan

1. Conduct desk review to identify programmes to be incorporated in the plan

EEDesk review to identify programmes to be incorporated in the plan was done.

2. Develop AEDP with relevant components

EE Draft document is in place and was shared in the EETWG. Inputs were incorporated waiting for endorsement.

3. Share the strategy in the ESDC EE Not done, awaiting for accomplishment

147

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

dialogue structure for approval of milestone 8 (2).4. Coordinate the incorporation of AEDP

activities in MoEVT, PMO-RALG and LGAs MTEF

RACEF Not done, awaiting for accomplishment of milestone 8 (2 and 3).

5. Mobilize resources through MoEVT -MTEF and other sources for the implementation of AEDP

RACEF Not done, awaiting for accomplishment of milestone 8 (2, 3 and 4).

Issue: IMPROVE QUALITY OF EDUCATION SERVICES

9 Identify key strategic actions for improving the effectiveness of language teaching (Kiswahili and English) in primary and secondary education

1. Provide in-service training to language teachers

QI Training needs assessment for language teacher educators, licensed teachers done; ---Review of English practical guide done;- Training of 279 English language

teacher educators done; -Training of 240 French teachers done;

- Designing and developing a training package for teachers in progress;

- In-Service Training for non education graduate teachers conducted;

- Paying tuition fees for 400 licensed teachers joining diploma teacher education in progress;

- Printing and distribution of guidelines and study materials for the school-based INSET for primary school teachers (2,000 copies of the National Teacher Competence Framework (NTCF),11,000 copies of module, 5,500 copies of implementation guidelines, 10,000 copies of information booklet);

- Building capacity of 318 key school based INSET actors including head

148

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

teachers; training of 42 college based facilitators;

In-service training of 1,026 language teachers out of the targeted 2,052; was conducted. - The first draft of the English

Language teachers’ handbook and facilitators guide are in place. The materials are currently being pretested for quality and appropriateness;

2. Provide orientation course to language expert teachers

QI 423 school based expert teachers trained out of whom 141 are English language expert teachers to provide support to 1026 English teachers.

3. Make use of language expert teachers to help others in school and TRC centres

QI 141 English language expert teachers were used to provide support and facilitate subject based group discussions at school level and TRCs

10 Strengthen inspectorate system to improve provision of quality basic education

1. Inspect 19,969 learning institutions and provide support to 100,000 subject teachers.

QI A total number of 9,528 Institutions (48%) against 19,969 Institutions were inspected. A total of 47, 640 teachers were provided support by School Inspectors from July 2010 to April 2011.

2. Procure furniture to 20 Zonal and Council Inspectorate offices.

QI Not done waiting for availability of funds.

3. Provision of capacity building on report writing and ICT to 100 Zonal and District School Inspectors.

QI Capacity building on report writing to 100 Zonal and District School Inspectors was conducted on June, 2010 at Morogoro.

4. Procure 19 vehicles for Zonal and QI Not done waiting for availability of

149

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

District School Inspectorate Offices for visiting schools.

funds.

5. Support 100 school inspectors pursuing studies at Open University of Tanzania (OUT).

QI Not done due to lack of funds.

6. Meet cost for administrative services of the Director of School Inspectorate, Zonal and District offices.

QI Administrative services costs were met using OC funds.

7. Convene a meeting for 11 Zonal and 132 District Chief Inspectors of schools.

QI Annual meeting comprised of 143 Zonal and District Chief Inspectors was conducted at Bagamoyo in August , 2010.

8. Facilitate the training of 300 newly appointed school inspectors for 30 days.

QI 214 newly appointed School Inspectors out of 300 targeted were trained.

9. Strengthen academic committees at school, ward and council levels

QI Training conducted on School Site supervision using the newly developed School Site supervision guideline for WECs Head teachers and DEOs

10. Train WECs and give them guidelines for doing close to school supervision in schools;

QI Training of WECs on ‘close and school site supervision was conducted and guidelines are in the process of being printed ready for circulation to WECs.

11 Strengthen use of ICT for delivery of quality education

1. Coordinate preparation of the Ministry’s ICT Strategy

QI Not done due to lack of funds.

2. Finalize the project of teaching through the use of ICT (Bridge IT)

QI Bridge IT had been implemented in 150 Primary schools.-Training on Basic ICT skills for teachers was conducted in 21 secondary schools.

150

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

3. Implementation of the pilot phase of the project called Tanzania Beyond Tomorrow

QI Draft document for the TBT programme is ready for sharing in the ESDC fora.

4. Design and prepare a curriculum for teacher training that uses ICT

QI E-content development process for Form 1 syllabi for Science, Mathematics and English language subjects in 21 secondary schools through SME-ICT project is in progress.

Issue: STRENGTHEN IMPLEMENTATION OF CROSS CUTTING ISSUES12 Finalize sector-wide strategic plans

for Cross-Cutting Issues (CCIs)(Budget 2010/11: TSH 1,426 Million)

1. GENDER : prepare addendum to existing strategic plan so as to include TVET and Higher Education

CCI The addendum was developed, shared in the CCI TWG of 23rd August, 2011 for endorsement and approved by the ESDC on 20th October, 2011.

2. ENVIRONMENTAL EDUCATION : prepare addendum to existing strategic plan so as to include TVET and Higher Education

CCI The addendum was developed, shared in the CCI TWG of 23rd August, 2011 for endorsement and approved by the ESDC on 20th October, 2011.

3. HIV/AIDS : prepare addendum to existing strategic plan so as to include TVET and Higher Education

CCI The addendum was developed and approved by the ESDC meeting of 17th

May, 20114. HUMAN RIGHTS EDUCATION :

(a) Develop HRE Strategic Plan conduct consultations and a workshop to validate it before October, 2010.

CCI Draft HRE in place waiting to be shared in the ESDC fora.

(b) Share Human Right Education Medium Term Strategic Plan in the ESDC Fora for approval

CCI Not done subject to sharing in the CCI TWG and ESDC Task Force meetings.

151

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

by October 2010.

(c) Launch and initiate National Dialogue on advocacy of the HRE strategy by November, 2010.

CCI Note done awaiting for accomplishment of milestone 12 (4a and 4b)

(d) Conduct capacity building of stakeholders (Government, DPs and Civil Society) on HRE strategy and on mainstreaming HR in their educational activities and programmes

CCI Note done waiting for accomplishment of milestone 12 (4a, 4b and4c).

(e) Prioritize Human Rights activities for implementation through 2011/12 MTEF by March 2011.

CCI Note done awaiting for accomplishment of milestone 12 (4a, 4b, 4c and 4d).

Issue: STRENGTHEN DATA AND PERFORMANCE REPORTING13 Strengthen sector data collection and

use (Budget 2010/11: TSH 917 Million)

1. ESMIS in place and functioning in all sub-sectors

(a) Utilize the ESMIS data in developing and analyzing education sector performance report by September, 2010.

M&E ESMIS in place and functioning its data was used in the preparation of the Annual Education Sector Performance Report for 2010/11.

(b) Review questionnaires for Basic, Vocational & Folk, Technical and Higher education so as to accommodate more indicators (MKUKUTA, PAF,

M&E Questionnaires for all levels reviewed and a list of indicators was circulated to members by 25th May 2011.

152

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

MDGs, EFA) including disaggregated data.

(c) Strengthen the education data base in 105 councils through the ESMIS Programme

M&E 40 Councils out of the targeted 105 utilize decentralized BE-MIS. Capacity building to EMIS staff on data analysis and interpretation was done in 2010.

(d) Provide capacity building to EMIS Staff on data analysis and interpretation for.

M&E Capacity building to EMIS staff on data analysis and interpretation was done in 2010.

2. Update the MOEVT website

(a) Include up-to-date education statistics on the website by November 2010.

M&E The website is updated with the recent on line BEST, 2010 and 2011, other documents and information and adverts.

(b) Compile JESR views to improve MOEVT Website by November 2010

M&E JESR views to improve MOEVT Website compiled.

(c) Share and agreed recommendations through ESDP consultative meeting

M&E Agreed to change the Website to content management system called Web Portal.

3. Complete Education Sector Analysis (ESA)

(a) Finalize ESA Report and share it through ESDP

M&E ESA report had been finalized and Executive Summary would be shared in the 2011 JESR.

153

S/NO. MILESTONE SPECIFIC ACTION RESPONSIBLE TWG

STATUS AS OF SEPTEMBER 30TH

2011

consultative meeting by March 2011

(b) Implementation of at least two key ESA Recommendations

M&E Situational Analysis of Human Resources and Unit Cost Studiesfor Higher and Secondary Education are underway which imply implementation of ESA recommendations.

154

Annex -II

PROPOSED MILESTONES FOR 2011/12

S/NO.

MILESTONESPECIFIC ACTION RESPONSIBLE TWG

Issue: IMPROVE EFFICIENCY AND EFFECTIVENESS ON PUBLIC EXPENDITURE

1 Implement key recommendations from PETS for Higher Education RACEF (DPP &DHE)

2Conduct analysis of unit cost, including community contributions, for Basic Education.

RACEF (DSE,DPP)

Issue: HUMAN RESOURCES

3Implement key recommendations from Education Sector Human Resources Situation Analysis

IA (DAHR, DPP)

Issue: INCREASE ACCESS TO EDUCATION SERVICES

4 Improve access to education for girls

EE(CE DPE,DSE, HE,TVET)

5Improve water, sanitation and hygiene at primary and secondary schools

CE

Issue: IMPROVE QUALITY OF EDUCATION SERVICES

6Identify key strategic actions for improving the effectiveness of science and math teaching in primary and secondary education

QE (CE, DTE, DPE, DSE)

7 Identify innovative methods for early assessment of learning QE (CE, DPE)

155

S/NO.

MILESTONESPECIFIC ACTION RESPONSIBLE TWG

competences especially at the primary level

156

Annex -III

List of Councils for Pilot Decentralization of EMIS Database; 2011/12

REGIONCOUNCILS

UNDER PILOT TO BE PILOTED, 2011/12

ARUSHA1. KARATU2. NGORONGORO3. MONDULI4. LONGIDO

DARESSALAAM

5. ILALA6. TEMEKE

1. KINONDONI

DODOMA7. BAHI8. CHAMWINO9. MPWAPWA10. KONDOA

IRINGA11. MAKETE

2. IRINGA (M)3. NJOMBE

KAGERA

4. BUKOBA (MC)5. MULEBA6. KARAWE7. BIHARAMULO

KIGOMA12. KIGOMA (DC)

8. KIGOMA (MC)9. KASULU

KILIMANJARO13. HAI14. ROMBO15. SIHA

LINDI10. LINDI TC11. KILWA12. LINDI DC

MANYARA16. KITETO17. SIMANJIRO18. MBULU

MARA13. BUNDA14. SERENGETI15. TARIME

MBEYA16. MBOZI17. KYELA18. MBARALI

MOROGORO19. MVOMERO

19. MOROGORO (MC)20. KILOSA

MTWARA20. MTWARA (DC)21. MTWARA (MC)

21. TANDAHIMBA

157

REGIONCOUNCILS

UNDER PILOT TO BE PILOTED, 2011/12

MWANZA

22. MAGU22. MISUNGWI23. GEITA24. SENGEREMA

PWANI23. BAGAMOYO

25. KIBAHA TC26. KISARAWE

RUKWA24. SUMBAWANGA

(DC)27. SUMBAWANGA (MC28. MPANDA (DC)

RUVUMA29. SONGEA (MC)30. MBINGA31. SONGEA (DC)

SHINYANGA

25. SHINYANGA (DC)32. MEATU33. BARIADI34. KAHAMA

SINGIDA26. MANYONI27. SINGIDA (DC)28. IRAMBA

TABORA35. NZEGA36. UYUI37. URAMBO

TANGA38. LUSHOTO39. MUHEZA40. TANGA (CC)

158

THE ORGANISATION STRUCTURE OF THE MINISTRY OF EDUCATION AND

VOCATIONAL TRAINING

(Approved by the President on 3rd June, 2011)

MINISTER

PERMANENT SECRETARY

FINANCE AND ACCOUNTS UNIT

CHIEF ACCOUNTANT

POLICY AND PLANNING DIVISION

DIRECTOR

INTERNAL AUDIT UNIT

CHIEF INTERNAL AUDITOR

GOVERNMENT COMMUNICATION UNIT

PRINCIPAL OFFICER

AGENCY FOR DEVELOPMENT OF EDUCATION MANAGEMENT (ADEM)

EDUCATION PRESS UNIT

NATIONAL EDUCATION ADVISORY COUNCIL

COMMISSIONER FOR EDUCATION

SPECIAL NEEDS EDUCATION UNIT

SCHOOLS REGISTRATION UNIT

ADULT AND NON-FORMALEDUCATI

ON DIVISION

DIRECTOR

DEVELOPMENT AND MONOTORING

SECTION

Chart II

PROCUREMENT MANAGEMENT UNIT

DIRECTOR

SCHOOL INSPECTORATEDIVISION

DIRECTOR

ADMINISTRATION & HUMAN RESOURCES MANAGEMENT DIVISION

DIRECTOR

DEVELOPMENT AND MONITORING

SECTION

MANAGEMENTSUPPORT SERVICES SECTION

PRIMARY EDUCATION INSPECTORATE SECTION

SECONDARY EDUCATION INSPECTORATE SECTION

TEACHERS EDUCATION INSPECTORATE SECTION

SCHOOL INSPECTORATE MGT. SUPPORT SERVICES

SECTION

LEGAL SERVICES UNIT

PRINCIPAL LEGAL OFFICER

DIVERSITY UNIT

INFORMATION & COMM. TECHNOLOGY UNIT

PRINCIPAL COMPUTER SYSTEMS ANALYST

Proposed or already an Agency

MANAGEMENT SUPPORT SECTION

HIGHER EDUCATION

DIVISION

DIRECTOR

DEVELOPMENT AND MONITORING SECTION

MANAGEMENT SUPPORT SERVICES SECTION

TECHNICAL EDUCATION

TRAINING SECTION

VOCATIONAL EDUCATION

TRAINING SECTION

MANAGEMENTSUPPORT SERVICES

SECTION

EDUCATION BY MEDIA UNIT

NATIONAL COMMISSION FOR UNESCO

EXECUTIVE SECRETARY

TEACHERSEDUCATION

DIVISION

DIRECTOR

TECHNICAL AND VOC. EDUC. TRAIN.

DIVISION

DIRECTOR

ZONAL AND DISTRICT OFFICES

PRE-PRIMARY & PRIMARY EDUC. UNIT

SECONDARY EDUCATION UNIT

159

Chart II THE ORGANISATION STRUCTURE OF PRIME MINISTER’S OFFICE – REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT

(Approved by the President on 3rd June, 2011)Key

FINANCE AND ACCOUNTS UNIT

CHIEF ACCOUNTANT

MINISTER

PERMANENT

ADMINISTRATION AND HUMAN RESOURCES MANAGEMENT DIVISION

DIRECTOR

GOVERNMENT COMMUNICATION UNIT

PRINCIPAL OFFICER

PROCUREMENT MANAGEMENT UNIT

DIRECTOR

INTERNAL AUDIT UNIT

CHIEF INTERNAL AUDITOR

DAR RAPID TRANSIT AGENGY

CHIEF EXECUTIVE

REGIONAL ADMINISTRATION

DIVISION

DIRECTOR

LOCAL GOVERNMENT DIVISION

DIRECTOR

CAPACITY BUILDING SECTION

GOVERNMENT BUSINESS SECTION

LOCAL GOVERNANCE & SERVICE DELIVERY

SECTION

LOCAL GOVERNMENT HUMAN RESOURCES

MANAGEMENT SECTION

LOCAL GOVERNMENT FINANCE SECTION

INFRASTRUCTURE DEVELOPMENT UNIT

DIRECTOR

SECTOR COORDINATION UNIT

DIRECTOR

BASIC EDUC. COORDINATION

DIVISION

DIRECTOR

INFOR. & COMM. TECHNOLOGY

DIVISION

DIRECTOR

POLICY AND PLANNING DIVISION

DIRECTOR

URBAN DEVELOPMENT

DIVISION

DIRECTOR

LEGAL SERVICES DIVISION

DIRECTOR

PRE-PRIMARY AND PRIMARY EDUCATION

SECTION

SECONDARY EDUCATION

SECTION

ICT SYSTEMS SECTION

TECHNICAL SUPPORT SECTION

POLICY SECTION

PLANNING SECTION

MONITORING, EVALUATION AND PERFORMANCE

REPORTING SECTION

URBAN PLANNING & LAND USE

MANAGEMENT SECTION

URBAN DEVELOPMENT

CONTROL & HOUSING INFRASTRUCTURE

SECTION

LEGAL SUPPORT SECTION

LITIGATION SECTION

--------- Executive AAgencyAgency

ORGANISATIONAL DEVELOPMENT

DIVISION

DIRECTOR

ORGANISATION STRUCTURES

SECTION

SYSTEMS AND PROCEDURES DEVELOPMENT

SECTION

160

161