JITAMBUE FOUNDATION LTD
ESTABLISHING THE COST OF ACHIEVING QUALITY UNIVERSAL PRIMARY EDUCATION (UPE) 100% AT NYAMAGANA DISTRICT IN MWANZA AS AN ATTEMPT TO ACHIEVE MILLENNIUM DEVELOPMENT GOALS (MDGs)
Submitted to: UNA TANZANIA
By Sylvester Jotta and Izack Mwanahapa
Submitted by: Jitambue Foundation Ltd P.O.Box 802 Mwanza
E-Mail: [email protected]
JULY 2011
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TABLE OF CONTENTS
LIST OF TABLES ...... 3
LIST OF FIGURES ...... 5
ABBREVIATIONS AND ACRONYMS ...... 6
CHAPTER I
INTRODUCTION ...... 7
1.1 Background ...... 7
1.2 Objectives of the Study ...... 8
1.3 Research Questions ...... 8
1.4 Scope of Study ...... 8
1.5 Significance of the Study ...... 9
1.6 Methods and Approaches used in Developing this Report ...... 9
1.7 Nature of Data and Data Sources ...... 9
1.8 Challenges in Relation to Data ...... 9
1.9 Organization of the Report ...... 10
CHAPTER II
STATUS AND TRENDS IN IMPLEMENTING UPE AS MDG 2 ...... 11
2.1 Introduction ...... 11
2.2 Status and Trend ...... 11
2.3 Supportive Environment ...... 12
2.4 Major Challenges and Priorities ...... 12
2.5 Quick Impact Interventions ...... 13
2.6 Likelihood of achieving MDG2 ...... 13
CHAPTER III
THE COST OF ACHIEVING QUALITY UPE IN NYAMAGANA DISTRICT ...... 14
3.1 Introduction ...... 14
3.2 Education Overview ...... 14
3.2.1 Primary...... 15
Discussions ...... 16
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3.3 Overall PEDP Performance ...... 17
3.3.1 Enrolment Expansion ...... 17
3.3.2 Quality Improvement ...... 20
3.3.3 Capacity Building ...... 23
3.3.4 Institutional Arrangements ...... 23
3.3.5 Cross-Cutting Issues ...... 25
CHAPTER IV
TANZANIA‟S ADHERENCE TO MDGs GUIDING PRINCIPLES ...... 27
4.1. Overview of MDG Guiding Principles ...... 27
4.2. Domesticating MGD Guiding Principles in Tanzania ...... 27
CHAPTER V
CONCLUDING REMARKS ...... 30
REFERENCES ...... 32
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LIST OF TABLES
Table 3.1: Education Facilities in Nyamagana District ...... 14
Table 3.2: Primary School Teachers and Councellers Demand and Deficit in Nyamagana District ...... 15
Table 3.3: Schools Infrastructure Demand and Deficit in Nyamagana District ...... 15
Table 3.4: School Furniture Demand and Deficit at Nyamagana District ...... 16
Table 3.5: Registration for STD One 2011 ...... 17
Table 3.6: Enrolment in Grades I-VII 2011 ...... 18
Table 3.7; Standard IV Examination Results ...... 22
Table 3.8: Money Received during Jan-March, 2011 ...... 24
Table 4.1: Matrix of National and MDGs Guiding Principles ...... 27
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LIST OF FIGURES
Figure 2.1: Progress in achieving MDG2 Target 3 Source: MOEVT 2009 …………………………………………………...………….11
Figure 3.1 Percentages the number of boys and girls registered in STD I 2011 ...... 18
Figure 3.2: Percentage of boys and girls enrolled in Nyamagana District in 2011 ...... 19
Figure 3.3: Standard IV pass rates in % from 2001 to 2010 in Nyamagana district ...... 22
Figure 3.4: Standard IV repeaters from 2001 to 2010 in Nyamagana district ...... 23
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ABBREVIATIONS AND ACRONYMS
COBET : Complementary Basic Education Training
DPs : Development Partners
EFA : Education For All
ICT : Information and Communications Technology
MDAs : Government Ministries, Departments and Agencies,
MDGs : Millennium Development Goals
MOEVT: Ministry of Education and Vocational Training
NGOs : Non-Governmental Organizations
PEDP : Primary Education Development Plan
PTR : Pupils Teacher Ratio
TASAF : Tanzania Social Action Fund
TTC : Teachers Training College
TZS : Tanzanian Shillings
UN : United Nations
UPE : Universal Primary Education
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CHAPTER I
INTRODUCTION
1.1 Background Tanzania development theory and practice are geared towards combating ignorance, disease and poverty. The Government of the United Republic of Tanzania recognizes the central role of education in achieving the overall development goal of improving the quality of life for its citizens. It considers the provision of quality universal primary education for all the most reliable way of building a sustainable future for the country. This is well articulated in the Tanzania Development Vision 2025 and the National Strategy for Growth and Reduction of Poverty. Tanzania is also a signatory of several international agreements, including the Education for All (EFA) and the Millennium Development Goals (MDGs). Achieving Universal Primary Education is the MDGs 2.
At the nation's independence, the country's leaders proclaimed ignorance as an enemy of progress, together with poverty and disease. Strategies were laid, plans were drawn and investments were made to expand education in the country. Tanzania witnessed an unprecedented development of primary and secondary schools, as well as the establishment of its first university. Primary education was made universal, schools were built in every village and adult education was supported to impart literacy to the many unfortunate citizens who had never seen the inside of a classroom. The result was high enrolment in primary schools and remarkable literacy rates in the country, as well as an increased number of professionals and technicians. Tanzania was one of the countries with the highest literacy rates in Africa, reaching 98 per cent by the mid-1980s.
Despite a focus on education, the country‟s development strategies and the support of donors, Universal Primary Education has not yet been achieved. The Universal Primary Education (UPE) drive was implemented without a well-thought out strategy for allocation of investment. The process of transferring the investment management function of primary education to local control was not effectively followed through. One is saying that a progressive UPE achieving investment strategy would take consideration of two approaches, namely: to adjust the flow of funds to the recipient districts and to ensure that allocations are made in accordance with regional needs.
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Basing on the above fact, not having strategies for allocation of investment depending on districts or regional needs is a gap and there is a glaring need to understand the explanation for this state of affairs and come up with practical ways of addressing this issue. This study anticipated investigating the cost of establishing quality universal primary education at Nyamagana district in Mwanza region.
1.2 Objectives of the Study For the purpose of the study, four objectives were set up to guide the research. They were as follow:
1. To investigate the cost of establishing quality UPE at Nyamagana district (i.e cost of physical resource, human resource, ICT, Educational facilities, sanitary facilities, sports facilities etc),
2. To investigate the economic incentives that will be brought after establishing quality UPE in Nyamagana District,
3. To investigate the MDGs awareness at Nyamagana District.
1.3 Research Questions The research questions of this study were derived from research objectives. Essentially the following were the research questions that best explain the desire of the researchers to assess:
1. What is the cost in establishing quality UPE 100% in Nyamagana District?
2. Are there economic incentives that will be obtained after establishing quality UPE in Nyamagana District?
3. Are the people aware with MDGs?
1.4 Scope of Study In scaling the study to a correct extent, focus was given to primary education intervention stakeholders (Education Officers, Teachers, NGOs, donors, etc) in Mwanza City.
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1.5 Significance of the Study The result of the study would provide more insight to quality Universal Primary Education in Nyamagana district on how UPE should be incorporated. The implication of the results would also lead to an import set of guidelines, which can be used by donors when designing programs to suit different quality universal primary education needs and demands.
1.6 Methods and Approaches used in Developing this Report The preparation of this report was consultative with the Primary Education Statistics Officer in the department of education - Mwanza city. In the course of the review, various actors who implement activities related to UPE were consulted. These included Government Ministries, Departments and Agencies (MDAs), Teachers, NGOs, United Nation (UN) agencies, Development Partners (DPs) and Non-State Actors (NSA).
1.7 Nature of Data and Data Sources The report uses both qualitative and quantitative information largely from routine information and regional periodic surveys, and also from independent research activities. The sources of information were Primary Education Statistics Office in Mwanza City, Primary Education Development Plan (PEDP) Reports and Ministries Departments and Agencies (MDAs) sector reviews. Other sources included reports of surveys such as international literature on MDGs.
1.8 Challenges in Relation to Data A number of cautions need to be drawn: First, inter-survey comparisons differ to a certain degree because of difference between how questions were framed and how the responses were tallied.
Secondly, comparability is limited by differences in sample sizes and level of aggregation of the analysis.
Thirdly, this study was heavily dependent on individual responses and was influenced by things other than only opinions – including respondents‟ current mood or time allotment for the questionnaires.
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Lastly, the study focused solely on Nyamagana district in Mwanza City and not the average of other districts in Mwanza. The group that is specifically targeted for the survey was only in Nyamagana district and probably the information that have been obtained may be considered not applicable in other districts.
1.9 Organization of the Report The report is organized into four chapters. Chapter II presents trends and current status of performance by goal and specific indicators against the 2015 targets. Chapter III discusses in detail about the cost of achieving UPE in Nyamagana district. Chapter IV recites the MDG principles and how they can help Tanzania in implementing UPE interventions towards achieving the MDG targets and good practices beyond 2015. Chapter V presents concluding remarks.
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CHAPTER II
STATUS AND TRENDS IN IMPLEMENTING UPE AS MDG 2
2.1 Introduction Achieving Universal Primary Education (UPE) is explicitly stated as one of the Millennium Development Goals and has been the focus of many policy makers in developing countries during the last decade. The benefits of increased education are well documented, not only at the individual level where education may provide a pathway out of poverty or improved health, but there is also evidence regarding social benefits of education such as higher growth levels and more rapid technology diffusion (see Rosenzweig for a recent discussion, 2010). Like many other developing countries, Tanzania has made a push towards UPE since the turn of the century and has seen both enrolment rates increase and attainment levels rise
2.2 Status and Trend
Most indicators in education have registered improvement over time. By 2009, net enrolment rates in primary education had slightly declined to 95.9 percent from 97.2 percent in 2008 in the Mainland while in Zanzibar it had risen to 83.4 percent from 77 per cent (2006). There is near gender parity with regard to enrolment of girls and boys at the primary school level. However, primary School retention rates (proportion of children enrolled in Standard I who complete Standard VII) have dropped Figure 1: Progress in achieving MDG2 Target 3 Source: MoEVT 2009 from 78 percent in 2006 to 62.5 percent in 2008.
Retention of girls is slightly better than that of boys. There is still concern about the performance of girls in Standard VII (Primary School Leaving) Examinations. Transition
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rates indicate that Secondary School enrolment is up with a near gender balance at entry. However, after Form IV the retention of girls drops substantially with a ratio of 2 boys to 1 girl when they reach Form VI.
Adult illiteracy remains high. According to the HBS 2007, literacy rate among age 15+ is 72.5 per cent (80 per cent for men and 66.1 per cent for women). Overall, about 27.5 per cent of Tanzanians cannot read and write in any language. There is more illiteracy among women (34 per cent) than men (20 per cent). The target of eliminating illiteracy by 2015 remains challenging particularly for rural women.
2.3 Supportive Environment
Implementation of the Primary Education Development Plan (PEDP) has greatly helped Mainland Tanzania be on track to achieving MDG 2. PEDP is being rolled over to 2011. A similar programme exists for Zanzibar. Recruitment of more teachers is being fast tracked by reduction of years in training and by putting in place accelerated training plans. Poor Children sing the National Anthem, Igoma families have been Primary School, Mwanza City -Tanzania provided for, by allowing their children to attend school free of charge. Expansion of secondary school infrastructures has resulted in increased intake of Primary School leavers thus adding motivation to staying the full course of primary schooling.
2.4 Major Challenges and Priorities
Tanzania progress in primary education is however, not without flaws. Several challenges remain. Main among them are ensuring cohort completion (62.5 percent in 2008), the quality of education (high pupil/teacher ratio of 54:1 in 2009) as well as the pass rate at the primary school leaving certificate (52.7 percent in 2008).
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2.5 Quick Impact Interventions
further construction of schools and classrooms; teacher recruitment;
scaling up capitation grant; and
Checking drop out.
2.6 Likelihood of achieving MDG2
Having already reached the primary gross enrolment rates and a primary net enrollment ratio of 97.2 percent in 2009, Tanzania is very likely to achieve MDG2.
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CHAPTER III
THE COST OF ACHIEVING QUALITY UPE IN NYAMAGANA DISTRICT
3.1 Introduction Nyamagana district is among of the 8 districts of Mwanza Region. It is located on the southern shore of Lake Victoria in Tanzania. The district geographical location is 320-450 latitudes south. It is bordered by Misungwi and Kwimba districts to the south, Sengerema, and Geita to the west, Ukerewe to the north and Ilemela and Magu to the East.
Nyamagana and Ilemela are the two districts forming Mwanza City which altogether form 21 wards and 18 registered villages. Mwanza City has an area of 1327sq.km out of these 900sq. km (68%) is covered by water and 427 sq.km (32%) is dry land.
Mwanza City has a total population of 476,646 (2002 census report) of which 210,735 are males and 265,911 are females. The growth rate is 100%
3.2 Education Overview Nyamagana district like other districts in the country has a major role of providing education including primary and also post primary level of schooling. The table below gives an overview of education facilities in the district for the year 2011.
Table 3.1: Education Facilities in Nyamagana District Description Government Private Total
Pre-Primary School 40 15 55
Primary Schools 81 16 97
Secondary schools 28 11 39
T.T.Cs 1 - 1
Folk Development Colleges 4 - 4
VETA 1 - 1
Universities 1 2 3
Source: Mwanza City Council, PEDP report, January-March 2011
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3.2.1 Primary
Nyamagana district has 81 public primary schools. However there are 16 private owned primary schools. Enrollment of pupils for 2011 is approximately 89,434 of whom 41,222 are boys and 48,212 are girls. Current status on teachers, schools infrastructure and furniture is as presented in the table 3.2 below.
Table 3.2: Primary School Teachers and Counselors Demand and Deficit in Nyamagana District
Type Demand Available Deficit % Deficit
Teachers 162 134 28 17
Counselors 162 2 160 99
Source: Source: Mwanza City Council, PEDP report, January-March 2011
NB: Teachers demand is obtained from the standard PTR of 1:40. The study has revealed that the present PTR is 1:137.
Table 3.3: Schools Infrastructure Demand and Deficit in Nyamagana District
No Type Required Available Deficit %Deficit Appx Cost per 1 unit Total Cost (in mil TZS) (In mil TZS) 1 Classrooms 1776 675 1101 62 14 15,414,000,000 2 T/Houses 1066 56 1010 95 17 17,170,000,000 3 Pit Latrines B 1380 337 1043 76 30 74, 880,000,000 G 1827 374 1453 80 4 Offices 162 105 57 35 7 399,000,000 5 Counselors room (for 1 man 162 - 162 100 5 810,000,000 and 1 woman in each school) 6 Stores 81 22 59 73 10 590,000,000 7 Kitchen 81 1 80 99 30 2,400,000,000 8 Dinning 81 1 80 99 40 3,200,000,000 9 Library 81 1 80 99 80 6,400,000,000 10 ICT facilities (computers) 3240 7 3233 99 1 3,225,000,000 TOTAL 124,488,000,000 Source: Source: Mwanza City Council, PEDP report, January-March 2011
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Table 3.4: School Furniture Demand and Deficit at Nyamagana District
NO Type Required Available Deficit %Deficit Cost per 1 Total cost unit
1 Desks 35521 20254 15267 43 75,000 1,145,025,000
2 Tables 2168 901 1267 58 50,000 63,350,000
3 Chairs 2379 1419 960 40 35,000 33,600,000
4 cupboards 1294 393 901 70 80,000 72,080,000
5 Shelves 373 94 279 75 70,000 19,530,000
TOTAL 1,333,585,000
Source: Source: Mwanza City Council, PEDP report, January-March 2011
Discussions
The above observations depict that Nyamagana district needs approximately 126,821,585,000TZS to achieve universal primary school education 100%, that is to meet the school infrastructure, furniture and human resource. The results shows that most of the primary schools have no counselors, library, ICT facilities, kitchen, dining and desks which are so important in creating a favorable environment for pupils to learn.
According to PEDP II, the standard ratio of text books and students is 1:1, but according to primary education statistics office in Mwanza city council, the present ration is 1:9 showing that there is also a high demand of text books. Regular changes of teaching curriculum by the Tanzania Institute of curriculum development which is the agency of the ministry of education for curriculum development even increases the problem of having such kind of ratio because schools needs to buy new books pending on the requirement of the new syllabus posted by the Tanzania Institute of Curriculum Development.
The study has also revealed that most of the primary schools in Nyamagana have no electricity and water utilities. The study shows that only 7 schools have either electricity or water supply. Since majority of schools have no electricity then it is obviously that they do not have ICT facilities. Only 7 primary schools were approximately having 15
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computers each. Some of them are Milongo, Mwenge, Nyanza and Igoma primary schools.
Also education subsidies which is 10000/= for each primary school student is not paid on time (by upper authority) in Nyamagana District, always the district receives about 50% to 60% of the total subsidies which is supposed to be paid per year.
3.3 Overall PEDP Performance Nyamagana being one of the districts implementing the Primary Education Development Plan (PEDP) in the country, it has committed itself in ensuring the realization of the planned goals. The major PEDP strategic priorities are: Enrolment Expansion Quality Improvement Capacity Building Institutional Arrangement and Cross-cutting issues. This report provides details including essential data on the progress regarding the implementation of the program in the Nyamagana district for the period of January- March 2011basing on the above mentioned priorities.
3.3.1 Enrolment Expansion a) Enrolment and Access Enrolment and access to primary education has been given priority by the Nyamagana district prior and since the inception of PEDP. Registration of children into standard on in the district is high as indicated in the following table.
Table 3.5: Registration for STD One 2011
District Below 7 Registered Aged 7 Registered Age 8-11 Registered Actual Registered
B G T B G T B G T B G T Nyamagana 102 155 257 4398 4648 9046 1132 1049 2181 5632 5852 11484 Source: Source: Mwanza City Council, PEDP report, January-March 2011
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Figure 3.1 Percentages the number of boys and girls registered in STD I 2011
BOYS GIRLS
51% 49%
The study shows that in some areas there are 60 children who were not registered due to low awareness of their parents. The district poses some efforts to raise awareness of these few parents in order to make them aware of the importance of education for their children.
Enrolment in grades I-VII has also increased as in comparison with the previous years indicated in the table below:-
Table 3.6: Enrolment in Grades I-VII 2011
District Total Enrolled Enrolled Population Total Number of Pupils I-VII Age 7-13 Age over 13 B G T B G T B G T B G T Nyamagana 34696 36746 71142 33033 35101 68133 1562 1490 3052 69291 73337 142628 Source: Source: Mwanza City Council, PEDP report, January-March 2011
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Figure 3.2: Percentage of boys and girls enrolled in Nyamagana District in 2011
BOYS GIRLS
51% 49%
The above figures show that, girls‟ enrollment is greater than boys. This is due to the fact that girls have high birth rates than boys and the increase of awareness by parents to educate girls. b) Teacher Recruitment and Deployment The study shows that, Nyamagana district has deliberate attempts to address the problem of shortage of teachers in schools by recruiting more teachers and re- deploying others, in order to bring balance among schools.
i) Recruitment Efforts have been made to ensure that teachers are recruited as allocated by the centre. Teacher recruited in 2006/2008 are as follows: In March 2006, 100 teachers Trainees were allocated to the City Council, however 174 teachers reported. And were posted to schools for their one year practical training, During March 2007, 150 Teachers Trainees were allocated and 173 teacher‟s trainees reported in Mwanza City Council and were posted to schools for their one year practical training, During June 2008, 198 new teachers from colleges reported and were allocated to different schools, By June, 2009 68 new teachers reported from different colleges 40 males and 28 females By 2010 there was no recruitment of teachers by Mwanza City Council.
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ii) Deployment The City Council had transferred 7 teachers during this quarter. However 50 teachers 44 male and 6 female reported in Mwanza City Council from different regions.
c) Construction Construction of ongoing schools infrastructure including 34 classrooms, 20 teacher‟s houses, 150 pit latrines, and 2 teachers‟ offices is being carried out using PEDP funds in collaboration with the community. However various organizations such as TASAF, Mwanza Elephant Thought and Plan International have been part and parcel of this construction.
Money received July-September 2008 were TZS 14,300,000 for procurement of slates. Up to this moment the tender for slates is out.
d) Education for Out of School Children The study shows, efforts have been made by the Council to establish Complementary Basic Education Training (COBET) for out of schools children and youth by identifying teachers and students. A total of 757 (373 boys and 384 girls) have been earn marked up to March 2011. The council has established 268.
3.3.2 Quality Improvement
The second strategic priority of PEDP is quality improvement and revitalization. This comprises of: Improvement teacher‟s effectiveness Ensuring adequate availability of good quality learning and teaching materials, and Maintaining educational standards by ensuring provision of necessary support to teachers.
a) Human Resource One of the key factors in teachers‟ effectiveness is their qualification. Mwanza city has 2679 teachers. About 2548 of them are grade A, 71 are diploma teachers. The
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rest are grade IIIB/C. Also 13 males and 16 female teachers are degree holders moreover 1 master holder. Efforts have been made to improve teachers‟ effectiveness by providing in-service training through different Universities (UDSM, UDOM, Makumira University, SAUT,SUA and MU) 199 teachers are taking degree courses and 50 diploma courses in various teachers colleges.
District Gender Master Degree Diploma Grade A Grade B/C Nyamagana Male 1 7 21 334 - Female - 8 15 995 - Total 1 15 36 1339 - Ilemela Male - 6 11 297 9 Female - 8 24 922 21 total - 14 35 1219 30 Mwanza City Male 1 13 32 1219 9 Female - 14 39 631 21 Total 1 29 71 2548 30 G.Total 2679 Source: Source: Mwanza City Council, PEDP report, January-March 2011
Other measures taken include improving working environment and providing teachers with necessary support in order to raise work morale. Furthermore, the council has introduced double session in some urban and suburban schools. Construction of new schools in overcrowded schools is undertaken in order to reduce the class size so that learning and teaching become more effective.
The council also ensures that the capacity building to all key actors and core groups in the implementation of PEDP from district to grassroots‟ level is raised to enable them perform their duties and responsibilities better.
b) Availability of Teaching and learning Materials, textbooks are still inadequate despite efforts made by the government and council to address the problem. However, the availability of books and other teaching and learning materials is inadequate.
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The current ratio is 1:9 this is due to curriculum change. During this quarter, no funds were allocated for buying textbooks though some schools spent 40% of capitation grant TZS 28,723,213.00 for buying 6383 books.
c) Academic Achievement (STD IV) from 2001 to 2010.
Table 3.7: Standard IV Examination Results
Year Expected No. No of Candidates Passed % Repeated % Passed Repeated B G T B G T B G T B G T 2001 3914 4272 8186 3727 4094 7821 3245 3301 6546 43 462 737 1199 15 2002 4491 4556 9047 4374 4408 8782 2342 1780 4128 44.1 2032 2617 4649 53 2003 7834 8316 16150 7457 7838 15298 6143 5709 11852 77 1314 2129 3443 23 2004 8507 9168 17675 8507 9168 17675 1062 1565 2627 60.7 2443 3469 5912 39.3 2005 9278 9547 18225 9050 9257 18307 8228 8110 16338 85 822 1143 1905 10.74 2006 9402 9906 19308 8939 9484 18423 7648 7869 15517 87 1291 1615 2906 16 2007 8965 9568 18533 8333 8956 17289 4851 4210 9061 56 1307 1576 2883 14 2008 8988 9938 18926 7996 8896 16892 6758 7357 14115 91 1118 1262 2380 16 2009 4445 8940 13395 7985 8509 16494 7807 8342 16149 98 - - - - 2010 9276 9752 19028 8337 8784 17121 8337 8784 17121 100 - - - - Source: Source: Mwanza City Council, PEDP report, January-March 2011
Figure 3.3: Standard IV pass rates in % from 2001 to 2010 in Nyamagana district
100 0
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Figure 3.4: Standard IV repeaters from 2001 to 2010 in Nyamagana district
100
0
2005 2001 2002 2003 2004 2006 2007 2008 2009 2010 Year Year
3.3.3 Capacity Building
Capacity building is another priority of the PEDP. Efforts are being made to raise the capacity of all key factors in the development of education. 10 teachers from different school are expected to go to Murutunguru (Muka) TTC for Muka exams.
3.3.4 Institutional Arrangements
The Council is responsible of ensuring that every stakeholder in the delivery primary education from district to grassroots level are aware of the roles and responsibilities in the successful implementation of PEDP. In carrying out this task, the council involves itself in the creation of awareness to the community through various interventions implemented in the district.
a) Administrative Arrangements The relationship between the various key actors especially at district level is satisfactory through in some few cases there exists some conflicts regarding the implementation of the programme. In case such a thing happens measures are immediately taken to synchronize and resolve the conflicts.
b) Institutional Arrangement School Committees These are key aspects in the implementation of PEDP and in general development of basic education at school level. Their main responsibility is to plan, implement and
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supervise their development plans and fully participate in the overall management of schools. Previously, as aforementioned, the council had activities aimed at raising the capacity of school committees, which helped in making them more informed of their roles.
Ward level At ward level, the community leaders and officials (WEOs and WECs) have the responsibility of ensuring that communities in their respective wards participate fully in the development of education including registration of school age children. The WECs play an essential role in co-ordination and supervision of PEDP activities.
District/Council level General overseeing the programme implementation lies on the hands of the district council. The Education Department is responsible for day to day running of the programme through its education staff. Implementation reports and issues are presented to and discussed by the various council committees; the council has established „task forces‟ at village and ward level. In order to facilitate the implementation of PEDP, the government provides funds to the councils and schools. Funds disbursed to councils and at school level included: Capitation Grants: Money received Jan-March, 2011 is TZS 30,950,000.00 Development Grants Capacity Buildings Funds Monitoring-District and ward levels The following table summarizes the amount of funds disbursed to the council for this quarter.
Table 3.8: Money Received during Jan-March, 2011
N0 ACTIVITY JAN-MARCH 2011 1 Classroom Construction NIL 2 Construction of Teachers houses NIL 3 Construction of Latrines NIL 4 Desks 429 NIL
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5 Procurement of COBET textbooks NIL 6 H/skeleton 143 NIL 7 Procurement of Slates 7150 NIL 8 Capacity Building for school committees NIL 9 Capitation Grants 30,950,000.00 10 Monitoring-district level NIL 11 Monitoring-ward level NIL 12 Trainees Teacher subsistence allowance NIL TOTAL 30,950,000.00 Source: Source: Mwanza City Council, PEDP report, January-March 2011
Preparations were made to ensure proper management of programme funds prior to the arrival of PEDP funds
Regional Level The region plays a supportive role in PEDP implementation, since it provides policy enforcement and other technical backing to the district council. The regional authority also acted as go-between in resolving misunderstandings that rose, further, it helped to make things to be in motion where stagnation existed.
MOEVT The ministry of Education and Vocation Training is responsible in providing necessary information and policy guidelines to regions and districts. MOEVT has also involved in providing training and funds to facilitate implementation of PEDP.
3.3.5 Cross-Cutting Issues a) HIV/AIDS Despite efforts to improve education in terms of quantity and quality, these efforts are being jeopardized by the HIV/AIDS epidemic. Mwanza city council is also affected by HIV/AIDS cases and deaths from 2005 to march 2010 indicate that 66 (29 males and 37 females) teachers have died due to HIV/AIDS
Initiatives are made by the district council to deal with HIV/AIDS problem such as to educate the community through community meetings and creation of awareness to
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the public on the effects of HIV/AIDS. Other cross-cutting issues like gender, environment, corruption, and special education have also strategically analyzed to make sure that UPE development in Nyamagana district is not curbed.
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CHAPTER IV
TANZANIA’S ADHERENCE TO MDGs GUIDING PRINCIPLES
4.1. Overview of MDG Guiding Principles In guiding MDG implementation process, a core strategy has been defined. The principles are: i. MDGs have to be situated within the broader norms and standards of the Millennium Declaration; ii. All eight MDGs and their targets are equally important; iii. Broad national ownership and participation will be pivotal to the achievement of the MDGs; iv. Partnership, with governments but also with CSOs and the private sector, will be essential; v. Much of the work required to achieve MDGs is already underway but demands greater focus and sense of urgency; vi. The potential of the UN has to be mobilized fully to contribute towards meaningful results; vii. A focus on MDGs neither diminishes nor precludes the important work of the UN system in other mandated areas.
4.2. Domesticating MGD Guiding Principles in Tanzania The government of Tanzania has translated the MDG-guiding principles into programmes at national, multi-sector, and single sector levels. Table 4.1 summarizes the domestication of MDG principles in the PRSs (MKUKUTA and MKUZA), strategies that guide growth and poverty reduction in the medium term.
Table 4.1: Matrix of National and MDGs Guiding Principles
MDG Counterpart Principle
National ownership MDG – based national strategy is viewed as a vehicle to scale up national Principle iii: broad ownership of development process toward the attainment of the national national ownership development agenda articulated in the Vision 2025 and subsequent policy and participation initiatives. It seeks to be more inclusive by explicitly taking on board the various contributions of all actors.
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Political commitment Political will and commitment to continued democratization and human rights Principles i, (situating will be increased and sustained. Moreover, political stability and consistency in MDGs;) policies are imperative and form basis for accountability of government to the and iii (ownership) citizenry and development partners.
Commitment to macroeconomic and structural reforms Fiscal and monetary sector reforms will be maintained to ensure a stable and Principles iv predictable macroeconomic environment underpinned by low inflation rate, (partnership) and v increased domestic savings and investment, exchange rate stability and (work required) sufficient foreign reserves. Structural and institutional reforms: continued market, structural and institutional reforms.
Sector strategies, linkages and collaboration Recognize the roles and importance of existing specific sector development Principles ii (all strategies and/or reform programs and encourage sectors to explore areas of 8 MDGs), iv collaboration in the pursuit of specific poverty reduction outcomes. Such (partnership), and collaboration will lead to more efficient attainment of desired poverty reduction v (work required to outcomes. Promotion of inter -sector linkages will make possible realization of achieve MDGs) backward and forward linkages in the economy, increased employment and cost saving.
Local partnerships The strategy will enhance the space for local stakeholders, including citizens, Principles iii (broad communities, civil society and the private sector in policy dialogue, ownership and implementation and evaluation of the impact of development initiatives. participations, iv Specifically, the government will assist LGAs in providing enabling conditions for (partnership), and MDGs fulfillments v (work required to Private Sector Development (PSD); community-based initiatives and achieve MDGs) partnership with civil society organizations; Scaling up private-public partnership consultation mechanisms in promoting the participation of the private sector in business particularly in the provision of public services
Harmonized assistance Agreed principles of development partnership relating to harmonization and MGD principle I alignment of aid modalities, as set in the Tanzania Assistance Strategy (TAS and (situating MDGs), TAS Action Plan), Independent Monitoring Group (IMG), and the new Joint vi (Potential of the Assistance Strategy (JAS) will be pursued towards increased aid effectiveness, UN), and vii (focus strengthened accountability and mutual trust, and eventual reduced on MDGs) dependency. Tanzania will also pursue the 2003 Rome Declaration, the 2005 Paris Declaration on Aid Harmonization, and the 2004 Shanghai Conference on Scaling -up Poverty Reduction.
Equity The basic tenet is that growth is necessary but not sufficient for poverty Principles: all reduction. Equity issues need to be taken on board as well. Tanzania needs fast but equitable growth, focusing on reducing inequalities, increasing employment and enhancing livelihood opportunities for the poor. Equitable growth will entail improving access to productive assets by the poor, addressing geographic disparities and ensuring equal and universal access to public services.
Sustainable human development Principles: all The strategy is committed to ensuring that development activities today do not adversely affect the development needs of future generations. Emphasis is on sustainable use of the country‟s natural resources and avoiding harmful effects on the environment and on people‟s livelihoods. It also advocates for people- centered development.
Macro-micro linkages Principles ii (all The strategy will aim at strengthening commitment to decentralization, 8 MDGs) and v increasing efficiency of public institutions at all levels of government and ensure (work required) a two-way information flow and response from and between central government and local governments. The strategy also envisages efficient operation of markets for labor, capital and goods. Further, policies should be
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designed to ensure that the benefits of growth in high-growth sectors such as mining, industry, and tourism are transmitted to the poor in form of increased livelihood opportunities e.g. supporting supply linkages with local producers.
Mainstreaming cross-cutting issues Principles ii (all Goals and interventions relating to the cross-cutting issues have been included in 8 MDGs) and v the three clusters of the strategy. Implementation and monitoring plans for the (work required) NSGRP include specific actions on mainstreaming and development of indicators for the cross -cutting issues. It is also recognized that inter-sector collaboration is possible as well as within the cost-cutting issues.
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CHAPTER V
CONCLUDING REMARKS This study set out to provide new evidence on the determinants of the cost of achieving Quality Universal Primary Education in Nyamagana district and to see how these have developed during the push for UPE in the last decade. We have done so by utilizing data from Educational stakeholders in Mwanza City Council and Nyamagana district in particular. The focus has been to determine the importance of variation in the costs of education, the returns to education, and household preferences for the educational attainment of children of primary school age.
Basing on the survey we have done, we have found that the abolition of school fees in primary school by the government has led to an increase in enrolment within agricultural and fishing households. However, wealth is still a significant determinant of demand, indicating that structural differences in educational attainment have remained largely intact over the period. In line with other studies, we find opportunity costs of sending children to school to be important although their impact is modest.
We also have found that several factors thought to represent household preferences for education to be important, including factors at both the household and community levels. The average level of education in the region of the household, indicative of some common preferences in the community such as social norms regarding education, has a statistically significant and economically important predictive power with respect to children‟s education, even when controlling for parents‟ own preferences. This is supportive of the importance of social norms in determining educational choices. However, after the introduction of UPE, the size of this impact halves, suggesting that the push has either reduced the influence of local social norms on the demand for education or changed these norms to become less connected to the educational level in the community. The disadvantage of living in an area with a lower level of education among the adults has been reduced considerably.
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While the Tanzanian government has been successful in achieving universal primary education, many of the structural differences in children‟s education remain. The evidence in our study indicates that the increase in educational attainment has come about primarily due to changes in social norms regarding education. However, we have also presented much evidence on the multitude of factors that a household considers when taking decisions about the education of its children and on the stability of the effects of these factors over time. In this light, it is evident that there is a risk that a development of attitudes in favor of children‟s education may regress in the absence of substantial changes in the economic context in which the household takes its decision. Without such changes, there is a risk that the accomplishments achieved during the PEDP may not be sustainable and that the experience of the 1970s therefore may be repeated.
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