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Decentralisation and Primary Education in Tanzania: What Are the Contemporary Successes and Challenges?

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Decentralisation and Primary Education in Tanzania: What Are the Contemporary Successes and Challenges? Decentralisation and Primary Education in Tanzania: What are the Contemporary Successes and Challenges? Elpidius Baganda A thesis submitted as partial fulfilment of the requirement for the award of a degree of Master of Philosophy in Comparative and International Education Institute for Educational Research Faculty of Education UNIVERSITY OF OSLO August 2008 i ABSTRACT This is a report of a study that critically explored the implementation process in the decentralisation of primary education in Tanzania. The main objectives of the study were to explore the successes and challenges of the on-going decentralisation of primary education in Tanzania. The study mainly adopted a qualitative research approach. The methods employed to collect data were interviews, informal field observation, focus group discussions as well as documentary analysis. The informants involved in the data collection were policy-makers, council officials and councillors, Head teachers and members of the school committee. In addition to these informants, officers from HakiElimu were also involved. In brief, the study revealed that, following the contemporary decentralisation of primary education, there have been some improvements on access, quality and management of primary education. The Gross Enrolment Ratio has increased from 77.6 percent in 1990 to 114.4 percent in 2007. The Net Enrolment Ratio reached 97.3 percent compared to 58.8 percent in 1990 (Okkolin, 2006; URT, 2007a). The pupil book ratio has at least slightly increased in Mbeya District Council from one book to three pupils (1:3) in 1999 to one book to two pupils (1:2) in the 2007. The school buildings such as teacher houses, classrooms and offices have also relatively increased in number. Moreover, the transparency and management of primary schools has shown some improvements. Despite the successes mentioned above, the study also revealed some challenges which still characterised the contemporary decentralisation processes. First, the current limited financial and human resources make it difficult for decentralisation to succeed. Second, about one fourth of the teachers in the two councils involved in the study had qualifications below the required standards. In relation to that, the relevance of primary education was questionable in the sense that it does not fully cater to the interest of the local communities. Thirdly, the members of the school committee lacked both relevant knowledge and experience to efficiently manage the schools in their areas of jurisdiction. Fourthly, the central-local relations were said to have some contradictions. Finally, extreme poverty was found to be the stumbling block to the decentralisation initiatives. The study report is concluded by a recommendation for a comparative study involving two or more regions with different economic and academic status about the contemporary successes and challenges of decentralising primary education in Tanzania. As this study employed a qualitative approach and therefore a small sample, further studies need to be conducted so as to cover a large sample size. i ii ACKNOWLEDGEMENTS The study that resulted in the preparation of this report would not have been possible without sincere cooperation received from a number of people and organisations. It is difficult to mention all of them by name. However, from the long list, I found it necessary to thank the following few on behalf of the rest. I would first and foremost like to extend my special thanks to my research supervisor Professor Sendeu Titus Tenga of Oslo University College, for his excellent guidance and most valuable and critical remarks during the whole course of the study. His support, suggestions and comments inspired me and assisted in producing this final version of the thesis. I also thank Professor Birgit Brock-Utne and Professor Arild Tjedvoll both of the Department of Comparative and International Education, University of Oslo. I equally thank Professor Jon Lauglo also of University of Oslo who opened and strengthened my interest in education decentralisation issues. I am indebted to the Norwegian State Loan Fund ((Lånekassen) through the Quota Programme for granting me a scholarship, without which, I could obviously not have pursued this programme in Norway. I am equally grateful to the Mbeya District Council (MDC) for granting me a two-year leave of absence to pursue my studies in Norway. I would also like to thank my informants in Tanzania for providing me with the information during my field work: The Ministry of Education and Vocational Training (MoEVT), the Prime Minister’s Office Regional Administration and Local Government (PMORALG), HakiElimu, Mbeya District Council, Mbeya City Council, Teachers and Members of the School Committee, I thank you all. Likewise, I extend my appreciation to my colleagues at the University of Oslo for both their academic and moral support. I would like to extend my special thanks to my family-my wife and best friend Editha, and my beloved three daughters Asimwe, Atugonza and Byera for support, encouragement, patience, and necessary time out during the whole course of this work. Likewise, I whole heartedly acknowledge moral and material support of my parents, Ma- Droster, and the late Ta-Joseph Baganda both of whom have borne with me during my seemingly endless academic endeavours. While individuals and institutions mentioned above rightly stand to share in the strength and success of this study, the writer alone bears the responsibility for its shortcomings. Elpidius Baganda Institute for Educational Research University of Oslo Norway ii iii TABLE OF CONTENTS ABSTRACT .......................................................................................................................................... I ACKNOWLEDGEMENTS ............................................................................................................... II LIST OF ABBREVIATIONS AND ACRONYMS ...................................................................... VIII CHAPTER ONE: INTRODUCTION.................................................................................................1 1.1 PROBLEM STATEMENT ...............................................................................................................1 1.2 RESEARCH OBJECTIVES .............................................................................................................3 1.3 RESEARCH QUESTIONS ...............................................................................................................3 1.4 SIGNIFICANCE OF THE STUDY.....................................................................................................3 1.5 SCOPE OF THE STUDY AND THE EDUCATION SYSTEM IN TANZANIA .........................................4 1.6 STRUCTURE OF THE THESIS........................................................................................................5 CHAPTER TWO: EDUCATION POLICY FRAMEWORK ..........................................................6 2.1 HISTORICAL PERSPECTIVE: POST-COLONIAL PERIOD .............................................................6 2.1.1 Pre-Arusha Declaration Era 1961-1967.............................................................................6 2.1.2 The Arusha Declaration Period 1967-1986........................................................................6 2.1.3 The Post-Arusha Declaration-Liberalisation Era 1986-to Date.........................................8 2.2 POLICY CONTEXT .....................................................................................................................10 2.2.1 Tanzania Development Vision 2025..................................................................................10 2.2.2 Education and Training Policy (1995)..............................................................................10 2.2.3 Education Sector Development Programme (1996)..........................................................11 2.2.4 Local Government Reform Programme (1998).................................................................11 CHAPTER THREE: THEORY ........................................................................................................13 3.1 EDUCATION FOR SELF-RELIANCE (ESR) THEORY..................................................................13 3.1.1 Relevance to the Study.......................................................................................................15 iii iv 3.2 EDUCATION DECENTRALISATION............................................................................................ 16 3.2.1 The Concept of Education Decentralisation..................................................................... 16 3.2.2 Forms of Decentralisation................................................................................................ 18 3.2.3 Why Education Decentralisation?.................................................................................... 20 3.2.3.1 Publicly Stated Reasons......................................................................................................... 20 3.2.3.2 Practical Circumstantial Reasons......................................................................................... 22 3.2.4 Experience/Lessons from Other Countries....................................................................... 23 3.2.4.1 Local Financial Capabilities.................................................................................................. 24 3.2.4.2 Local Management Capabilities...........................................................................................
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