Education Sector Performance Report (2018/2019)

THE UNITED REPUBLIC OF TANZANIA

EDUCATION SECTOR PERFORMANCE REPORT (2018/2019)

TANZANIA MAINLAND

Draft for circulation

14 September, 2019

Statement by the Minister for Education, Science and Technology

It is with great honour and privilege that I present the 2019 Annual Education Sector Performance Report (AESPR). The Ministry of Education, Science and Technology (MoEST) has a strong focus on ensuring that students’ learning and wellbeing underpin all our policy development and the services we provide. The AESPR 2019 represents the 9th edition of this publication. The report benchmarks annual sector progress and identifies key performance trends to enhance our planning and decision-making processes. In 2019, the sector continued to observe some improvements towards achieving the goals set out in the sector plan, compared to previous years.

I am glad to say that our education system has made considerable improvements on many fronts over the last year. I wish to acknowledge the hard work and dedication of officials from MoEST and allied institutions, the President’s Office Regional Administration and Local Government (PO-RALG), field level officials, communities, Civil Society Organizations (CSOs) and our Development Partners.

In the coming year, we intend to improve this performance by employing and deploying teachers, constructing classrooms in oversubscribed schools, building the capacity of service providers at all levels, facilitating quality assurance visits and monitoring reviews focusing on improving learning outcomes for all. There will also be interventions to overcome challenges, such as increasing teachers’ professional support and engaging communities in students’ learning.

It is my expectation that all education stakeholders will join me in this effort of improving our education sector in the coming year through strong coordination and continued support with one another in the communities, districts and regions. The Hon. Prof. Joyce L. Ndalichako Minister for Education, Science and Technology ii

Contents

Statement by the Minister for Education, Science and Technology ...... II Contents ...... III List of Figures...... X List of Abbreviations ...... XI Glossary ...... XII 1. INTRODUCTION AND OVERVIEW ...... 1 1.1Introduction...... 1 1.2Purpose of the AESPR ...... 1 1.3Structure of the Report ...... 1 1.4Overall Key Performance ...... 2 2. ACCESS AND EQUITY IN EDUCATION ...... 6 2.1Overview of Access and Equity ...... 6 2.2Pre-Primary Education ...... 7 2.2.1 Enrolment in Pre-Primary Schools ...... 7 2.2.2 Gross Enrolment Ratio in Pre-Primary Schools ...... 9 2.2.3 Number of Pre-Primary Schools / Classes ...... 10 2.2.4 Improving Access to Pre-Primary Education ...... 11 2.3Primary Education ...... 12 2.3.1 Enrolment in Primary Schools ...... 12 2.3.2 Improving Access for Children with Disabilities ...... 18 2.3.3 Primary Survival Rate ...... 19 2.3.4 Transition from Primary to Secondary...... 22 2.3.5 Number of Primary Schools ...... 23 2.3.6 Distance to School ...... 24 2.4Secondary Education ...... 25 2.4.1 Enrolment in Secondary Schools ...... 25 2.4.2 Lower Secondary Survival Rate ...... 28 2.4.3 Basic Education Survival Rate ...... 31 2.4.4 Number of Secondary Schools ...... 33 2.4.5 Distance to School ...... 35 2.4.6 Transition from Lower to Upper Secondary Education ...... 35 2.5Adult and Non-formal Education ...... 37 2.5.1 Enrolment in Adult and Non-Formal Education ...... 39 2.6Teachers Education ...... 40 2.6.1 Enrolment and Number of Teacher Training Colleges ...... 41 iii

2.7Technical and Vocational Education and Training ...... 42 2.7.1 Enrolment ...... 42 2.8Higher Education ...... 44 2.8.1 Number of Institutions ...... 45 2.8.2 Enrolment in HLI ...... 45 3. QUALITY OF EDUCATION ...... 50 3.1Overview ...... 50 3.2Schools Quality Assurance ...... 51 3.3Pre-primary Education ...... 53 3.3.1 Pre- primary Teachers ...... 53 3.3.2 Pre-Primary Teaching and Learning Materials ...... 55 3.4Primary Education ...... 56 3.4.1 Primary School Teachers ...... 56 3.4.2 Primary Teaching and Learning Materials ...... 58 3.4.3 Performance in Primary School Leaving Examinations (PSLE) ...... 60 3.5Secondary Education ...... 68 3.5.1 Secondary Schools Teachers ...... 68 3.5.2 Secondary Education Textbooks ...... 70 3.5.3 Performance in National Examinations ...... 71 3.6Adult and Non-Formal Education (ANFE) ...... 73 3.6.1 Academic Staff in ANFE ...... 73 3.6.2 ANFE Graduates ...... 74 3.7Teacher Education ...... 75 3.7.1 Numbers of academic staff ...... 75 3.7.2 Numbers of graduates ...... 76 3.8Higher Education ...... 78 3.8.1 Number of Academic Staff ...... 78 3.8.2 Number of graduated students in HLIs in 2018-19 ...... 79 3.9Technical and Vocational Education and Training ...... 82 3.9.1 Number of Academic Staff ...... 82 3.9.2 Number of Graduates ...... 82 3.10Science, Technology and Innovation ...... 84

4. FINANCING OF EDUCATION ...... 86 4.1 Overview of Education Financing ...... 86 4.2 Budget Allocation ...... 86 4.3 Capitation Grants ...... 87 4.4 Initiatives in Financing Education ...... 89 5. CONLUSION AND ACTIONS ...... 90 5.1 Conclusion ...... 90 5.2 Actions ...... 91

ANNEXES ...... 92 Annex 1: Total Number of Pupils Enrolled in Pre-Primary Schools by Region, Councils And Sex, 2019, With Ger ...... 92 Annex 2: Total Number of Pupils Enrolled in Primary Schools by Region, Councils and Sex, with GER, 2019 ...... 101 Annex 3: Enrolment of Pupils in Standard I by Region and Sex, 2019 ...... 110 Annex 4: Primary Survival Rate by Region, Council and Sex, 2019 ...... 112 Annex 5: Primary to Secondary Transition Rate by Region and Sex, 2019 ...... 118 Annex 6: Number of Primary Schools and Enrolment by Ownership and Region, 2019 ...... 119 Annex 7: Average Distance to School ...... 120 Annex 8: Total Number of Pupils Enrolled in Lower Secondary Schools by Region, Councils and Sex, with GER, 2019 ...... 128 Annex 9: Lower Secondary Survival Rate by Region, Council and Sex, 2019 ...... 137 Annex 10: Basic Education Survival Rate by Region and Sex, 2019 ...... 143 Annex 11: Number of Secondary Schools by Ownership and Region with Total Enrolment, 2019 ...... 144 Annex 12: Total Number of Pupils Enrolled in Lower Secondary Schools by Region, Councils and Sex, with GER, 2019 ...... 145 Annex 13: Enrolment Trend of COBET Learners by Region and Sex, 2017-2019 ...... 154 Annex 14: Enrolment in ICBAE Post and Functional Literacy by Type of Programme, Age Group and Sex, 2019 ...... 155 Annex 15: Number of ODL Learners by Region, Level of Education and Sex, 2019 156 Annex 16: Number of Higher Learning Institutions, 2019 ...... 157 Annex 17: Enrolment in Higher Learning Institutions by Course, 2019 ...... 160 Annex 18: Aggregate School Quality Scores by Region, 2018-2019 ...... 161 Annex 19: Number of Teachers, Enrolment and Pupil Teacher Ratios (PTR) in Government Primary Schools by Region and Council, 2019 ...... 163 Annex 20: Pupil Text Book Ratio (PBR) for Standards I-VII in Government and Non- Government Primary Schools by Region, Council and Subject, 2019 ...... 168 Annex 21: PSLE Performance by Region and Council 2016-2018 ...... 174 Annex 22: Number of Teachers, Enrolment and Pupil Teacher Ratios (PTR) in Government Secondary Schools by Region and Council, 2019 ...... 179 Annex 23: Number of Textbooks for Selected Subjects in Government and Non- Government Lower Secondary Schools by Region and Council, 2019 ...... 183 Annex 24: Number of Textbooks for Selected Subjects in Government and Non- Government Advanced Secondary School Level by Region and Council, 2019 ...... 188 Annex 25: Pass Rates in Form IV Examination (CSEE) by Subject and Sex, 2017-2018 ...... 195 vi

Annex 26: Pass Rates in Form VI Examination (ACSEE) by Subject and Sex, 2017-2018 ...... 196 Annex 27: CSEE and ACSEE Pass Rate by Region, 2016-2018...... 197 Annex 28: Number of COBET Facilitators by Academic Qualification, 2019 ...... 199 Annex 29: Number of ICBAE Facilitators by Academic Qualification, 2019 ...... 200 Annex 30: Summary of Primary and Secondary Capitation Grants Distribution by Region and Council, 2018/19 ...... 201

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List of Tables

Table 1:1: ESDP Key Performance Indicators Results Table from FY 2015/16–2018/19 ...... 3 Table 2:1: Basic Infrastructure Constructed in 2018/19 ...... 7 Table 2:2: Total Enrolment in Government and Non-Government Pre-Primary Schools / Classes by Sex from 2018 to 2019 ...... 8 Table 2:3: Enrolment in Pre-Primary Schools by Region from 2017 to 2019 ...... 9 Table 2:4: Enrolment in both Government and Non-Government Primary Schools by Sex, 2018–2019 ...... 12 Table 2:5: Growth in enrolment 2018 - 2019 ...... 13 Table 2:6: Total Primary Enrolment by sex and grade, 2019 ...... 14 Table 2:7: Pupils with Disabilities in Primary Schools, 2018-2019 ...... 19 Table 2:8: Primary Survival Rate 2016 – 2019 ...... 20 Table 2:9: Primary Education Leavers in Government and Non-Government Schools and Form I Enrolment, 2015-2018 ...... 22 Table 2:10: Number of Government and Non-Government Primary Schools 2014– 2019 ...... 23 Table 2:11: Enrolment of Students in Government and Non-Government Secondary Schools by Sex and Grade, 2017- 2019 ...... 25 Table 2:12: Pupils with Disabilities in Secondary Schools, 2018-2019 ...... 28 Table 2:13: Lower Secondary Survival Rate 2016–2019 ...... 29 Table 2:14: Basic Education Survival Rate 2016 – 2019 ...... 31 Table 2:15: Number of Secondary Schools, Government and Non-Government, 2016- 2019 ...... 34 Table 2:16: Number of Students Selected to Join Form V and Technical Education in 2019 ...... 36 Table 2:17: Trend in Transition Rates from Form IV to Form V, 2015 - 2019...... 36 Table 2:18: Summary of Total Enrolment in ANFE 2018 -2019 ...... 39 Table 3:1: Number of Primary and Secondary Schools and Teacher Colleges Visited for Whole School Visit from July 2018 to June 2019 ...... 51 Table 3:2: Number of Primary and Secondary Schools Visited for Follow-up from January to June 2019 ...... 52 Table 3:3: Teaching Staff and PTR in Pre-Primary Education, 2016 – 2019 ...... 54 Table 3:4: Pupil Book Ratio in Pre-Primary schools, 2019 ...... 55 Table 3:5: Teaching Staff and PTR in Primary Education, 2016 - 2019 ...... 57 Table 3:6: PBR in Primary schools, 2019 ...... 59 Table 3:7: PSLE Ranking of Schools by Category of Performance 2014-2018 ...... 61 Table 3:8: Average PSLE Pass Rate by Sex 2014-2018 ...... 61 Table 3:9: Subject Performance in PSLE 2017 -2018 ...... 62 Table 3:10: Number of Textbooks Printed and Distributed to schools for Standards I, II, IV and V in year 2018/19 ...... 68 Table 3:11: Teaching Staff and Number of Schools in Secondary Education, 2016 – 2019 ...... 68 Table 3:12: Pupil Textbook Ratio (PBR) in Government and Non-Government Schools by Subject and Class, 2019 ...... 70 Table 3:13: Summary of Pass Rates in Form IV Examination (CSEE) of Government and Non-Government School Candidates by Division, 2014-2018 ...... 71 viii

Table 3:14: Summary of Pass Rates in Form VI Examination (ACSEE) in Government and Non-Government Schools by Division, 2014-2018 ...... 72 Table 3:15 Number of Facilitators and Learner to Facilitator Ratio (LFR), 2019 ...... 73 Table 3:16 COBET Graduates, 2019 ...... 74 Table 3:17 Number of Teaching Staff by Qualification in TTCs, 2018-19 ...... 76 Table 3:18: Number of academic staff by level of education in 2018 ...... 79 Table 3:19: Students Graduated in 2018/19 by Award Level and Sex ...... 80 Table 3:20: Technical Education Staff by Subject, 2018-19 ...... 82 Table 3:21: Student Graduation from TVET in 2019 ...... 83 Table 4:1 Education Sector Budget allocation as % of Total Government Budget, and GDP from 2014/15- 2018/19 ...... 86 Table 4:2: Budgetary Allocation to Education Sector by Levels 2014/15-2018/19 ...... 87 Table 4:3: Capitation Grants Releases in Government Primary and Secondary Schools, 2018/19 ...... 88 Table 4:4: Capitation Grants Releases Trends in Government Primary and Secondary Schools, 2015/16 – 2018/19 ...... 88

List of Figures

Figure 2.1: Number of Pre-Primary Schools / Streams in Government and Non- Government Sectors, 2016- 2019 ...... 11 Figure 2.2: Grade-Specific Gross Enrolment Ratio by Sex, 2019 ...... 15 Figure 2.3: Trend in Primary GER and NER, 2016-2019 ...... 16 Figure 2.4: Trend in Primary Survival Rate, by sex, 2016–2019 ...... 20 Figure 2.5: Histogram showing distribution of Primary Survival Rate, by district, 2019 ...... 21 Figure 2.6: Trend in Primary to Secondary Transition Rate, by sex, 2016–2019 ...... 23 Figure 2.7: Lower Secondary Gross Enrolment Ratio by sex, 2016–2019 ...... 26 Figure 2.8: Lower Secondary Net Enrolment Rate by sex, 2016–2019 ...... 27 Figure 2.9: Trend in Lower Secondary Survival Rate by sex, 2016 – 2019 ...... 29 Figure 2.10: Histogram showing distribution of Lower Secondary Survival Rate, by district, 2019 ...... 30 Figure 2.11: Trend in Basic Education Survival Rate, by sex, 2016–2019 ...... 31 Figure 2.12: Regional Variation in Basic Education Survival Rate, 2019 ...... 32 Figure 2.13: Annual growth rate in number of Secondary Schools by Government and Non-Government, 2016-2019 ...... 34 Figure 2.14: Enrolment in TTCs by Sex and College Ownership, 2018/19 ...... 41 Figure 2.15: Enrolment Trend in Technical Education by Sex, 2013/14 – 2018/19 ..... 43 Figure 2.16: Enrolment Trend in Vocational Education by Sex, 2016/17 – 2018/19 ... 44 Figure 2.17: Number of Higher Learning Institutions, 2019 ...... 45 Figure 2.18: Enrolment in Higher Education by Sex, 2014/15 – 2017/18 ...... 46 Figure 2.19: Enrolment in the various HLIs ...... 47 Figure 3.1: Primary School Leaving Examination Results, 2014-2018 ...... 60 Figure 3.2: Average PSLE Pass Rate by Sex 2014-2018 ...... 62 Figure 3.3: PSLE Pass Rate by Region, 2018 ...... 64 Figure 3.4: Gender Parity Index in PSLE Pass Rate by Region, 2018...... 65 Figure 3.5: Number of teachers graduating from TTCs between 2016-2019 ...... 76

List of Abbreviations

ACSEE Advanced Certificate of Secondary Education Examination ADEM Agency for Development of Education Management ANFE Adult and Non-Formal Education CBET Competence Based Education and Training CBOs Community Based Organizations CG Capitation Grant COBET Complementary Basic Education in Tanzania CSOs Civil Society Organizations DFID Department for International Development DG Development Grant DPs Development Partners 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 FY Financial Year GER Gross Enrolment Ratio GoT Government of Tanzania GPI Gender Parity Index IAE Institute of Adult Education JESR Joint Education Sector Review JESWG Joint Education Sector Working Group LGAs Local Government Authorities MCDGC Ministry of Community Development Gender and Children MoEST Ministry of Education and Vocational Training NACTE National Council for Technical Education NER Net Enrolment Ratio PO-RALG President’s Office - Regional Administration and Local Government PSLE Primary School Leaving Examinations PTBR Pupil Text Book Ratio SBS Sector Budget Support TPR Teacher Pupil Ratio TVET Technical and Vocational Education and Training VET Vocational Education and Training VETA Vocational Education and Training Authority VTC Vocational Training Centre

Glossary Completion Rate Number of pupils/students enrolled in a final grade of a given level of education expressed as percentage of school-age population of that grade. Gross Enrolment Ratio (GER) Total number of pupils/students enrolled in a given level of education expressed as a percentage of the corresponding school-age population. Net Enrolment Ratio (NER) School age pupils/students enrolled in a given level of education expressed as a percentage of corresponding school-age population. Performance Refers to the several key indicators that can be computed and utilized for evaluating the educational system's performance at various levels, using the data available in the education statistics data bank. These indicators constitute an important component of a management information system. Pass Rate Refers to Number of pupils/students who passed an exam expressed as percentage of total candidates who sat for the examination Percentage of New Entrants into Primary Schools with Pre-Primary Education Refers to New entrants into primary schools who have attended pre- primary education expressed as percentage of all new entrants. New entrants in the first grade of pre-primary or primary education who are of official school-entrance age expressed as a percentage of the official school entrance age population. Survival Rate (SR) Refers to Percentage of a cohort of pupils (or students) enrolled in the first grade of a given level or cycle of education in a given school year who are expected to reach successive grades. Transition Rate (TR) Refers to Number of pupils/students admitted to the first grade of a higher level of education in a given year expressed as a percentage of the number of pupils/students enrolled in the final grade of the lower level of education in the previous year.

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CHAPTER ONE

1. INTRODUCTION AND OVERVIEW 1.1 Introduction The Annual Education Sector Performance Report (AESPR) 2019 provides an overview of implementation of the sector priorities for the period between 1st July 2018 and 30th June 2019. This report is prepared by the Ministry of Education, Science and Technology (MOEST) in collaboration with the President’s Office, Regional Administration and Local Government (PO- RALG). It presents the performance of the education sector by highlighting key trends and challenges in the implementation of the Education Sector Development Plan (ESDP) 2016/17-2020/21 by focusing on the 27 Key Performance Indicators (KPIs) across the education sub-sectors – Pre-primary, Primary, Lower Secondary, Higher Secondary, Adult and Non-Formal Education (ANFE), Technical and Vocational Education and Training (TVET), and Higher Education (HE).

1.2 Purpose of the AESPR The overall goal of the AESPR is to present an analysis of sector performance and provide feedback to the stakeholders on the efforts the country made to educate its citizens. It links the implementation of sectoral activities with KPIs and determines areas that need changes and improvement. The report will assist policy makers, implementers and wider education stakeholders in the decision-making and planning process.

1.3 Structure of the Report This report is organized in five chapters: Chapter 1 introduces the purpose of this report and summarizes the key achievements based on the KPIs; Chapter 2 focuses on the progress made in the quest to improve access and equitable opportunities for learners in education; Chapter 3 pans from access and gives more focus on the quality of education by focusing on key issues such as availability of books and teachers, performance in national examinations etc.; Chapter 4 is on financing of education, outlining the sources and utilization of

financial resources and the various initiatives to finance education; Chapter 5 provides conclusions and resultant actions to be taken. These chapters include themes related to Pre-Primary, Primary, Secondary, Adult and Non-Formal Education, Technical and Vocational Education and Training and Higher Education.

1.4 Overall Key Performance The overall performance of the sector is assessed based on the achievement of the 31 ESDP Key Performance Indicators (KPIs), of which 29 are due to be assessed this year. Table 1.1. presents data on the progress of KPIs in the year 2018/19. In general, the achievement of indicators is on track toward the 2020 and 2025 targets. Some of them have surpassed the targets for 2020 as follows;

i. The Gross Intake ratio to Standard I stands at 123.5%, surpassing the target of 96%. ii. The NER for primary education stands at 95.4% and GER at 110.3%, surpassing the respective 2020 targets of 90% and 109%. iii. The average dropout rate in primary education currently stands at 0.89%, well beyond the target of reducing the dropout to 5% by 2020. iv. The proportion of out of school children has been reduced to 6%, ahead of the 2020 target of 19%. v. The pass rates in the Primary School Leaving Examinations (PSLE) and Certificate of Secondary Education Examination (CSEE) currently stand at 75.6% and 77.5% respectively, compared to a target of 75%. On the other hand, during the year under review, some KPIs remained stable, while others declined. However, this did not affect the targeted overall benchmark. The KPIs that declined in trend include:

i. Average dropout rate in primary education (cycle 1) increased to 0.89%, up from 0.7% the previous year, but much lower than the target of 5 % by 2020.

ii. The gross enrolment ratio in university education (including technical tertiary) dropped from 8.5% the previous year, to 6.1% during this reporting period. Much effort is necessary, if the 2020 target of 8% has to be attained. iii. The PTR in primary education rose from 52 to 55 due to a continuing increase in the number of pupils but no increase in the number of teachers. The further analysis on the KPIs is explained in the relevant sections of this report. Some of the indicators are shown as not applicable. This is because the system for data collection and management is yet to be established or the data will be captured in the later years. Most of the indicators that could not be assessed relate to the TVET and Higher Education sub-sectors. 100% of the indicators relating to basic education have been presented and analysed. In the year under review, data relating to 23 out of the remaining 29 indicators (i.e. 79%) were systematically collected and analysed in this report. 14 (61%) of the reported 23 KPIs recorded an improvement from the previous year. Almost all indicators show improvement from the baseline year.

Table 1:1: ESDP Key Performance Indicators Results Table from FY 2015/16– 2018/19 Disaggregatio Actual Key Performance Baseline Actual Actual Target n 2018/19 Indicators 2015/16 2016/17 2017/18 Sex Region 2020 2025 Access and Equity in Basic and Secondary Education K01 % of Standard I pupils with at least one year of pre- Yes Yes 54.8 % 68.7% 75.6% 82% 87.5 % 90 % primary education K02 Gross intake ratio to Yes Yes 140 % 120.9% 141.9% 123.5% 96 % 100 % Standard I Pre-Primary Yes Yes 112 % 95.8% 86.2% 86.7% 114 % 104 % K03 Gross Enrolment Primary Yes Yes 93 % 96.9% 105.5% 110.3% 109 % 104 % Ratio Lower Yes Yes 36 % 42.6% 43.7% 43.9% 50 % 99 % Secondary Pre-Primary Yes Yes 44.6 % 44.6% 39.9% 37.5% 60.0 % 90 % K04 Net Enrolment Primary Yes Yes 84.0 % 84% 91.1% 95.4% 90.0 % 95 % Rate Lower Yes Yes 33.4 % 33.4% 34.6% 33.8% 60.0 % 75 % Secondary K05 Promotion rate from Cycle 1 to Cycle 2 of basic Yes Yes 70 % 70.4% 71.5% 73.2% 92.4 % 95 % education (primary to lower secondary)

Disaggregatio Actual Key Performance Baseline Actual Actual Target n 2018/19 Indicators 2015/16 2016/17 2017/18 Sex Region 2020 2025 K06 Survival Rate from primary Standard 1 to the Yes Yes 34 % 33.7% 48.4% 43.4% 64 % 75 % last grade of basic education cycle 2 (Form IV) K07 Average dropout rate in Yes Yes 10.3 % 1.3% 0.7% 0.89% 5 % 1 % primary education (cycle 1) K08 The % of out-of-school children of basic education Yes Yes 29 % 20.2% 14% 6% 19 % 8 % school age Quality in Basic and Secondary Education K09 Pupil/Qualified Teacher Ratio in Primary Education No Yes 51 48 52 55 49 45 (Cycle 1) K10 Pupil/Qualified Teacher Ratio in Secondary No Yes 18 19 21 24 24 24 Education K11 PSLE Pass Rate Yes Yes 67.8 % 70.36% 72.76% 75.6% 75 % 80 % K12 CSEE Pass Rate Yes Yes 68.0% 70.09% 77.09% 77.49% 75 % 78 % K13 % Std II learners achieving the national Yes Yes 12 % - - - 30 % 50 % benchmark in reading with comprehension1 K14 % Std II learners achieving the national benchmark in mathematics Yes Yes 8 % - - - 20 % 35 % (level 2 addition and subtraction) 1 Adult and Non-Formal Education K15 Total enrolment in adult Yes Yes 490,000 304,691 178,605 192,697 1,130,000 1,450,000 and non-formal education K16 % adult learners achieving a basic level of Yes Yes N/A N/A N/A N/A 70 % 80 % proficiency in literacy and numeracy skills K17 Transition rate from Basic education (Form IV) to Yes Yes 22.1% 20.3% 25.6% 26.3% 17% 10% Higher Secondary Education TVET K18 % graduates of TVET Details For monitoring – Yes Yes N/A N/A N/A Institutions by qualification in report no targets set K19 % of TVET graduates with relevant employment Yes Yes 12 % N/A N/A N/A 30 % 75 % one year after graduation K20 Survival rate in all Yes Yes N/A N/A N/A N/A 90 % 90 % TVET institutions Higher Education K21 The % of science and mathematics graduates Yes No 7.9 % N/A N/A N/A 20 % 30 % among all university graduates K22 The gross enrolment ratio in university education Yes Yes 5.2 % 6.9% 8.5% 6.1% 6.3 % 8.0 % (including technical tertiary) K23 The % of university graduates with relevant Yes No 8 % N/A N/A N/A 30 % 75 % employment one year after graduation, by main stream

Disaggregatio Actual Key Performance Baseline Actual Actual Target n 2018/19 Indicators 2015/16 2016/17 2017/18 Sex Region 2020 2025 System Structure, Governance and Management K24 % of outcome targets Details No No N/A N/A N/A 100 % 100 % achieved in a timely manner in report K25 % of KPIs for which information is presented and No No 60 % N/A 85% 79% 100 % 100 % analysed in the yearly statistical abstract K26 % of National Budget (excluding debt servicing) allocated to the education No No 24.8 % 22.1 21.2% 20.9% 20.8 % 21.3 % sector (total across all Ministries) K27 % of annual education No No 88% N/A N/A N/A 80 % 90 % budget released and utilized 1 These baselines are from 2013/14 and performance is assessed every two years

CHAPTER TWO

2. ACCESS AND EQUITY IN EDUCATION 2.1 Overview of Access and Equity This chapter gives an overview of the performance in the year 2018/19 towards improving access and equity in education. It focuses on the ways institutions and policies have strived to increase access and equitable opportunities for citizens to have an education. Increasing access generally requires schools to provide additional services or remove any actual or potential barriers that might prevent some students from participating in certain courses or academic programmes. The Government of Tanzania (GoT) recognises the barriers that some students may face including poverty, illness, cultural barriers and distance to and from school. The government is increasingly making efforts to ensure that all school-aged children have access to education. In the year under review, the GoT has dedicated an increasing amount of resources to support expansion of the basic education sector. Some of the notable initiatives included:

(a) Expansion in the number of new schools registered. A total of 363 Basic Education institutions were registered, representing a growth of 8% on the previous year. The registered schools include 19 Pre-Primary, 213 Primary and 131 Secondary schools. This shows the efforts made to increase access to basic education and this will stimulate demand for access to education above the basic education level; and (b) Efforts to increase the availability of facilities and basic school infrastructure. Table 2.1 shows some of the basic infrastructure constructed in 2018/19.

Table 2:1: Basic Infrastructure Constructed in 2018/19

Level

chers’Houses

Hall Laboratory Dormitory Classroom Toilet Administration Block Fence Library Tea Primary 3 0 14 3,262 7,457 31 4 1 122 Secondary 48 142 182 2,324 1,438 38 7 31 113 Total 51 142 196 5,586 8,895 69 11 32 235 Source: Field Data

In order to expand school infrastructure for children with severe disabilities in line with the Action Plan of the National Strategy for Inclusive Education, TZS 800 million has been budgeted for the construction of dormitories in each of ten Special Needs primary schools, to be completed by June, 2020.

Further initiatives are discussed in detail in each sub sector as described hereunder.

2.2 Pre-Primary Education Pre-Primary Education is a formal education system for children (school age 5- 6 years) with a duration of at least one year before joining the Primary Education level.

2.2.1 Enrolment in Pre-Primary Schools There was a slight increase (0.45%) of pre-primary enrolment from 1,422,720 in 2018 to 1,429,155 in 2019 as indicated in Table 2.2. Although quite small, the 0.42% improvement in enrolment is laudable in view of 6.26% drop witnessed in 2017-2018. The increase in enrolment can be attributed to the concerted efforts by both government and non-government education stakeholders to ensure school readiness for the children. The increase was also reflected in the percentage of Standard I pupils with at least one year of pre-primary education from 75.6% in 2018 to 82% 2019, representing a 6.4% growth (see Table 1.1.). If this trend is maintained, the target set for 2020 (87.5 %) will be achieved, if not surpassed. With this commendable progress, the challenge remains of

providing a quality pre-primary school learning experience, which has been shown to correlate directly with learning outcomes in later grades.

Table 2:2: Total Enrolment in Government and Non-Government Pre- Primary Schools / Classes by Sex from 2018 to 2019 2018 2019 Ownership Male Female Total % Male Female Total % Government 675,039 659,551 1,334,590 93.8 674,851 660,129 1,334,980 93.4 Non-Government 44,968 43,162 88,130 6.2 47,754 46,421 94,175 6.6 Total 720,007 702,713 1,422,720 100 722,605 706,550 1,429,155 100 Source: BEST, 2019

Furthermore, the data show that in year 2019, the total enrolment was 722,605 boys (50.56%) and 706,550 girls (49.44%) which represents a Gender Parity Index (GPI) of 97.8% which is approaching gender parity. This indicates that there is very little difference in enrolment for boys and girls in pre-primary schools /classes. It is also important to note that this gender parity continues into lower primary. (See Section 2.3 below.) Table 2.3. shows the trend in pre-primary enrolment disaggregated by region.

The regions of Mwanza, Kagera, Mara, Morogoro and Tanga have the highest numbers enrolled in pre-primary school. In contrast, the regions of Katavi, Njombe, Lindi, Songwe and Pwani have the fewest enrolled. However, the following regions achieved an impressive annual growth rate, much higher than the national average: Songwe (10%), Dodoma (6.4%), Tabora (5.8%), Mbeya (3.7%) and Manyara (3.6%).

On the other hand, pre-primary enrolment in Katavi Region declined by 10.0%. Other regions that saw enrolment decline are Shinyanga (-5.5%), Arusha (- 4.6%), Mtwara (-4.0%), Dar es Salaam (-3.8%), Ruvuma (-2.7%) and Simiyu (- 2.7%). Furher investigation is required to understand why the enrolment declined in these regions.

Table 2:3: Enrolment in Pre-Primary Schools by Region from 2017 to 2019 % Change Region 2017 2018 2019 2018 to 2019 Arusha 58,006 59,915 57,134 -4.6% Dar Es Salaam 58,201 59,393 57,134 -3.8% Dodoma 71,892 68,305 72,683 +6.4% Geita 72,591 66,926 66,990 +0.1% Iringa 32,294 34,399 33,863 -1.6% Kagera 111,257 93,338 91,689 -1.8% Katavi 20,394 21,319 19,185 -10.0% Kigoma 59,564 52,231 51,672 -1.1% Kilimanjaro 43,945 40,868 40,926 +0.1% Lindi 27,876 27,279 27,526 +0.9% Manyara 51,494 49,681 51,449 +3.6% Mara 87,987 79,222 79,765 +0.7% Mbeya 55,724 54,219 56,239 +3.7% Morogoro 80,176 79,995 78,236 -2.2% Mtwara 42,382 41,434 39,770 -4.0% Mwanza 117,582 108,077 108,360 +0.3% Njombe 29,429 27,684 27,386 -1.1% Pwani 30,641 33,275 33,553 +0.8% Rukwa 42,415 41,952 42,233 +0.7% Ruvuma 58,216 53,142 51,716 -2.7% Shinyanga 53,351 47,768 45,135 -5.5% Simiyu 77,892 63,718 62,023 -2.7% Singida 63,518 59,824 59,839 +0.0% Songwe 36,101 30,115 33,118 +10.0% Tabora 56,072 53,194 56,256 +5.8% Tanga 78,670 75,447 76,931 +2.0% Grand Total 1,517,670 1,422,720 1,429,155 +0.45%

In terms of Councils, Geita, Ilala MC, Muleba, Ukerewe, Magu, Kilosa, Sengerema and Ngara had the highest numbers enrolled. Those with fewer enrolled were Mlele, Mafia, Madaba, Pangani, Lindi MC, Mafinga TC, Kondoa TC and Kibaha.

2.2.2 Gross Enrolment Ratio in Pre-Primary Schools At the nationally aggregated level the Gross Enrolment Ratio (GER) in pre- primary stands at 86.68% (86.90% for boys and 86.46% for girls). This is close to gender parity, with a GPI of 99.5%. When disaggregated by region, there is considerable variation, with 11 regions having a pre-primary GER of over 100% (indicating that there are children enrolled in pre-primary who are not in the designated age bracket of being six years old). Among these, five regions have a particularly high GER which reflects a high level of pre-primary enrolment: Tanga (135.7%), Njombe (130.4%), Rukwa (127.9%), Ruvuma (127.3%) and

Singida (125.5%). On the other hand, there are six regions in which the pre- primary GER is less than 80%, indicating a low uptake of pre-primary schooling: Dar es Salaam (38.1%), Tabora (54.6%), Kigoma (59.6%), Katavi (68.0%), Shinyanga (72.3%) and Simiyu (76.0%). The extremely low figure recorded in Dar es Salaam may be due to a large number of parents sending their children to unregistered day-care centres.

In almost all regions the GPI is close to gender parity, between 95% and 105%. There are only four exceptions: in Katavi and Shinyanga the GER favours girls, and in Arusha and Manyara the GER favours boys.

At the Council level, the highest levels of pre-primary GER (over 140%) are recorded in seven Councils in Tanga, four Councils in Ruvuma, two Councils in Pwani and one each in Arusha, Mtwara, Njombe and Singida. The lowest levels (less than 60%) are recorded in four Councils in Dar es Salaam, three Councils each in Kigoma and Tabora, two Councils each in Katavi and Shinyanga, and one each in Manyara, Pwani and Simiyu. There are ten Councils with a GPI of over 110%, indicating many more girls enrolled than boys: Kibiti (117.9%), Mlele (117.6%), Nzega DC (112.6%), Mpanda DC (112.2%), Nyang’hwale (111.4%), Kishapu (111.0%), Kalambo (110.8%), Mafia (110.3%), Meatu (110.3%) and Misungwi (110.3%). There are nine Councils with a GPI of less than 90%, indicating many more boys enrolled than girls: Ngorongoro (80.3%), Korogwe TC (82.6%), Kibaha TC (83.5%), Simanjiro (84.2%), Longido (85.3%), Kiteto (86.1%), Njombe DC (87.7%), Musoma MC (89.0%) and Ifakara TC (89.6%). A complete list of pre-primary enrolment and GER, disaggregated by sex, Council and Region, can be found at Annex 1.

2.2.3 Number of Pre-Primary Schools / Classes Data in Figure 2.1 indicate that the total number of Pre-primary schools/classes in 2019 is 17,770 among which 16,037 (90.9%) are owned by Government and 1,616 (9.1%) by Non-Government entities. There is an increase of 303 pre- primary schools/classes (1.73%) from 17,467 Pre-Primary school/streams in

2018 to 17,770 in 2019. The increase of Pre-primary schools/classes provided more access to Tanzanian children to have Pre-Primary Education.

Figure 2.1: Number of Pre-Primary Schools / Streams in Government and Non-Government Sectors, 2016- 2019

Source BEST, 2019

2.2.4 Improving Access to Pre-Primary Education Under the Action Plan to implement the National Strategy for Inclusive Education, the following initiatives have been undertaken:

a) Developing a community-based modality for provision of school meals for pre-primary school children. The guideline is in the final stage of its development and will be ready for use by December 2019;

b) A Basic Assessment kit for school-based screening of pre-primary learners has been designed to enable early identification of children with special needs;

c) In order to reduce the distance to school for pre-primary students to encourage enrolment and participation of all five-year-olds, and particularly those with special needs, 3,059 School Readiness Programmes were introduced with the support of EQUIP-T. These

programmes enrolled 11,408 children, among whom 79,130 have enrolled in Standard I.

2.3 Primary Education Primary Education is a seven-year education cycle after one year of Pre-Primary Education. It is universal and compulsory for all children aged 7 to 13 years old. The primary cycle begins with Standard I and ends with Standard VII.

2.3.1 Enrolment in Primary Schools The enrolment in Primary schools increased by 4.9% from 10,111,255 pupils in 2018 to 10,601,616 pupils in 2019 as shown in table 2.4. Both Government and Non-Government schools experienced increased enrolment. The data indicate that males make up 49.98% of the schoolgoing population at this level, while females make up 50.02%, hence making a GPI of 100%. This reveals that the contribution by both Government and Non-Government education stakeholders to improving access and equity in primary education is bearing fruit. The proportion of children in non-government primary schools has increased slightly from 4.07% to 4.24%.

Table 2:4: Enrolment in both Government and Non-Government Primary Schools by Sex, 2018–2019 2018 2019 % Ownership M F T M F T Change Government 4,847,410 4,867,975 9,715,385 5,082,329 5,087,760 10,170,089 4.68% Non-Government 198,940 196,930 395,870 216,591 214,936 431,527 9.01% % Non-Government 4.10% 4.05% 4.07% 4.26% 4.22% 4.24% Grand Total 5,046,350 5,064,905 10,111,255 5,298,920 5,302,696 10,601,616 4.85% % of Total 49.91% 50.09% 100% 49.98% 50.02% 100% Source BEST, 2019

Annex 2 shows in detail the number of pupils enrolled in primary schools in each Region and Council, disaggregated by gender. The data show that Mwanza Region recorded the highest regional enrolment with 777,285 pupils, and Ilala Municipal Council in Dar es Salaam had the highest enrolment at Council level: 230,243. Njombe Region had the lowest regional enrolment of 164,500 and Mafia District Council (Pwani Region) the lowest district enrolment of 10,524 pupils.

However, in aggregate terms, between 2018 and 2019, the Region of Katavi recorded the highest growth in enrollment at 13.2% (8.4% above the national average of 4.8%). See Table 2.5. Others are Geita that grew at 9.2% (4.4% above the national average), Singida at 8.9% (4.1% above the national average), Tabora at 7.6% (2.8% above national average), Shinyanga at 6.6% (1.8% above the national average) and Dodoma at 6.5% (1.7% above the national average). The Regions with the lowest aggregate growth rates were Kilimanjaro (-0.4%), Mbeya (1.7%), Njombe (2.1%), Mara (2.2%) and Iringa (2.5%). There is need for further investigation to establish why enrolment in Kilimanjaro Region has declined.

Table 2:5: Growth in enrolment 2018 - 2019 2018 Region 2019 Enrolment Enrolment change Percent change Enrolment ARUSHA 345,852 363,773 17,921 5.2% DAR ES SALAAM 645,718 674,236 28,518 4.4% DODOMA 470,597 501,321 30,724 6.5% GEITA 570,606 623,114 52,508 9.2% IRINGA 221,374 226,893 5,519 2.5% KAGERA 557,985 580,255 22,270 4.0% KATAVI 165,326 187,077 21,751 13.2% KIGOMA 471,353 487,814 16,461 3.5% KILIMANJARO 278,578 277,500 -1,078 -0.4% LINDI 186,189 191,363 5,174 2.8% MANYARA 298,696 316,478 17,782 6.0% MARA 565,240 577,486 12,246 2.2% MBEYA 372,638 379,009 6,371 1.7% MOROGORO 481,475 508,351 26,876 5.6% MTWARA 275,037 284,735 9,698 3.5% MWANZA 747,954 777,285 29,331 3.9% NJOMBE 161,195 164,500 3,305 2.1% PWANI 304,572 323,050 18,478 6.1% RUKWA 266,347 278,402 12,055 4.5% RUVUMA 320,627 334,235 13,608 4.2% SHINYANGA 400,851 427,247 26,396 6.6% SIMIYU 429,368 450,356 20,988 4.9% SINGIDA 329,370 358,670 29,300 8.9% SONGWE 227,029 234,018 6,989 3.1% TABORA 523,492 563,512 40,020 7.6% TANGA 494,492 510,936 16,444 3.3% Grand Total 10,111,961 10,601,616 489,655 4.8%

Table 2.6 highlights the total enrolment at the primary school level disaggregated by grade.

Table 2:6: Total Primary Enrolment by sex and grade, 2019

Standard Boys Girls Total GPI Standard I 884,345 869,271 1,753,616 98.30% Standard II 930,499 915,558 1,846,057 98.39% Standard III 980,064 956,871 1,936,935 97.63% Standard IV 896,832 878,778 1,775,610 97.99% Standard V 616,062 623,598 1,239,660 101.22% Standard VI 539,913 562,880 1,102,793 104.25% Standard VII 451,205 495,740 946,945 109.87% Total enrolment 5,298,920 5,302,696 10,601,616 100.07%

The data in Table 2.5 reveal a couple of things: first, Standard VII has the highest GPI, with girls constituting 52.4% of the population in that particular grade, whereas Standards I-IV have much lower GPI, with girls constituting 49.5% of the population in those four grades. Secondly, the total enrolment of learners in the first four grades (Std I-IV) is 7,312,218, representing 68.97% of the total population in primary school. It can be seen that enrolment per grade in these first four grades is much higher than the enrolment per grade in Stds V-VII. The current Standard IV cohort is the one that joined in 2016 at the inception of the Fee-Free Basic Education Policy. This means that the fee-free policy has borne much fruit as far as access is concerned.

When these grade-specific enrolment data are compared with the National Bureau of Statistics’ estimates of the age-specific population, we can see that the Fee-Free Basic Education Policy has led to a sharp rise in the Gross Enrolment. See Figure 2.2. It is also apparent from these data that the pre-existing gender imbalance in favour of girls (still present in Std V-VII) has been corrected by a greater number of boys in Std I-IV. As the Gross Enrolment Ratio for these cohorts is more than 100%, it can be concluded that a large number of over-age boys who were not previously in school have now been able to access primary education through the Fee-Free Basic Education Policy.

Figure 2.2: Grade-Specific Gross Enrolment Ratio by Sex, 2019

Figure 2.3 shows that the aggregate GER and NER in primary schools have increased from 93.19% and 85.83% in 2016 to 110.3% and 92.7% in 2019 respectively. These data show that the 2020 targets of GER 109% and NER 90% as shown in Table 1.1 are achievable although still requires efforts from both the Government and communities to ensure that children are enrolled and remain in school at the right age.

As seen in Figure 2.3, the Gross Enrolment Ratio (GER) has been steadily increasing and now stands at 110.27%. The Primary GER for boys is 110.08% and the Primary GER for girls is 110.46%, revealing gender parity in primary education enrolment, with a GPI equal to 100.34%, very slightly in favour of girls.

Figure 2.3: Trend in Primary GER and NER, 2016-2019

Source BEST, 2019

There are eight regions in which the Primary GER is over 120%: Pwani (151.8%), Geita (136.3%), Mara (128.5%), Iringa (125.0%), Katavi (124.9%), Njombe (124.0%), Mtwara (123.6%) and Lindi (121.2%). There are five regions in which the Primary GER is below 100%: Kigoma (89.8%), Manyara (91.9%), Dar es salaam (96.1%), Kagera (97.3%) and Tabora (97.9%). In the case of Dar es Salaam, analysis of the actual numbers of pupils Council-by-Council indicates that many children who reside in Dar es Salaam actually attend school in the nearby councils of Pwani Region, which accordingly show extremely high enrolment rates. However, for the other regions with low GER these low figures suggest that there are still large numbers of out-of-school children.

At the Council level, with the exception of Councils in Pwani Region as mentioned above, almost all the Councils which record exceptionally high GER (above 140%) are urban areas. These are Mpanda MC (166.4%), Bunda TC (155.2%), Tarime TC (153.2%), Mafinga TC (150.3%), Kahama TC (148.6%), Geita TC (148.2%), Makambako TC (144.2%), Masasi TC (142.4%) and Nzega TC (142.2%). There could be two reasons for these high rates of enrolment being

recorded: either (1), pupils residing in nearby rural districts attend school in the town, or (2) population figures have been underestimated by the National Bureau of Statistcs due to unexpectedly high rates of inward migration as a result of urbanisation (or both factors could be at work). Only three other Councils that do not neighbour Dar es Salaam have such high GER: Bukombe and Geita DC, both in Geita Region, and Kibiti in the south of Pwani Region.

On the other hand, there are 13 Councils with very low Primary GER, below 90%. Three of these are in Dar es Salaam (Kinondoni, Temeke and Ubungo) and it is most likely that many of these “missing” children are attending school in the neighbouring districts of Ilala, Kinondoni, Bagamoyo, Kibaha, Kisarawe and Mkuranga, all of which have high GER. However, for the other ten Councils, it seems likely that the low GER is because of large numbers of children remaining out of school. These districts and their GER figures are: Kasulu DC (69.5%), Longido (76.1%), Ileje (81.1%), Mbulu DC (81.5%), Mbulu TC (82.3%), Kiteto (84.3%), Nzega DC (85.0%), Kakonko (86.3%), Kigoma MC (88.4%) and Karagwe (88.9%). A full list of enrolment and GER by sex, Council and Region can be found at Annex 2.

Figure 2.3 also shows that the Primary Net Enrolment Rate has been increasing steadily and now stands at 95.4%, which is not only ahead of the ESDP target for 2020, but also ahead of the 2025 target. The NER for boys is 94.7% and that for girls is 96.1%, representing a GPI of 101.5%. When disaggregating by region and council, it is found that according to the available data there are several regions and councils with a primary NER in excess of 100%, which is an impossibility. This indicates either that the underlying population data are not accurate or the reported ages of pupils are not accurate, or both. (The enrolment numbers can be assumed to be very accurate as these are subject to rigorous vetting, including independent verification of a random sample of schools.)

According to the reported ages of primary school pupils, 86.5% are within the correct age range of 7-13. 8.8% are reportedly over age (14+) and 4.7% are

reportedly under age (6 or younger). More boys are reportedly over age (9.7%) compared to girls (7.9%), whereas more girls are reportedly under age (5.2%) compared to boys (4.3%). The regions with the highest number of under-aged primary school pupils are Kilimanjaro (7.5%) and Mbeya (8.0%). The regions with the highest number of over-aged primary pupils are Kagera (12.3%), Tanga (11.2%), Simiyu (10.7%), Dodoma (10.7%), Geita (10.4%), Kigoma (10.4%) and Lindi (10.4%).

The percentage of Standard I pupils with at least one year of pre-primary education increased from 75.6% in 2017/18 to 82% in 2018/19 which indicates that the sector is on track towards the attainment of the 2020 target of 87.5 %. Annex 3 presents the enrolment of pupils in Standard I disaggregated by region, gender and pupils with or without background of pre-primary education in 2019. The data show that the new entrants in Standard I were 1,691,287, of whom 1,379,589 (82%) had pre-primary background and 311,698 (18%) had no background of pre-primary education.

2.3.2 Improving Access for Children with Disabilities Under the Action Plan for implementing the National Strategy for Inclusive Education, the quality of data analysis regarding vulnerable children and those with disabilities is being improved. Table 2.7 provides data on the number of enrolled students with registered disabilities in primary schools.

Table 2:7: Pupils with Disabilities in Primary Schools, 2018-2019 Number of Students Type of disabilities Boys Girls Total Visual Impairment 688 493 1,181 Hearing Impairment 3,869 3,343 7,212 Physical disability 8,985 5,821 14,806 Intellectual Impairment 8,920 6,257 15,177 Albinism 1,394 1,384 2,778 Deafblindness 433 373 806 Autism 1,091 755 1,846 Low vision 3,322 2,527 5,849 Total 28,902 20,953 49,655

A total of 601 primary schools enrolling children with special needs have been analysed, among which 95 schools enrol children with visual impairment, 137 enrol children with hearing impairment, 285 enrol children with intellectual impairment, 22 enrol children with physical disabilities, 19 enrol deaf-blind children, 31 enrol children with Albinism and 18 schools enrol those with autism. A total of 2,485 regular primary schools have identified to be inclusive primary schools.

Additionally, a national campaign to screen and identify children with special needs prior to school enrolment was undertaken. This campaign identified 16,463 children with special needs.

2.3.3 Primary Survival Rate The Primary Survival Rate predicts the percentage of children currently entering Standard I who will complete the last grade of primary education (currently Standard VII) assuming that current rates of grade-to-grade promotion, repetition and drop-out continue unchanged during the child’s seven years of primary schooling. It has only been possible to measure this accurately in Tanzania since 2016, following the setting up of the comprehensive and accurate BEMIS in 2015. The survival rate improves when levels of drop- out and repetition decrease.

Table 2:8: Primary Survival Rate 2016 – 2019 Year 2016 2017 2018 2019 Boys 45.38% 61.65% 86.72% 78.36% Girls 53.34% 67.08% 90.53% 83.82% Total 49.32% 64.39% 88.63% 81.06%

The four-year trend is shown graphically in Figure 2.4.

Figure 2.4: Trend in Primary Survival Rate, by sex, 2016–2019

It can be seen from Table 2.8 and Figure 2.4 that there has been a rapid improvement in the Primary Survival rate since 2016, although there has been a slight deterioration again in 2019. It can also be seen that, at the nationally aggregated level, girls are consistently retained better than boys in primary school.

When these data are disaggregated to the sub-national levels, a large variation is observed between Councils and between Regions. Despite girls’ retention rates being better than for boys in most of Mainland Tanzania, there are 16 districts where the boys’ retention rate is higher. In three of these districts the gap is more than 5%: Bukoba MC (Kagera), Kibaha DC (Pwani) and Rorya DC (Mara). On the other hand, there are 9 districts in which the girls’ Primary Survival Rate is more than 20% better than the boys’ Primary Survival Rate, and in two of these the gap is more than 30% in favour of girls: Mtwara DC and

Nanyamba TC (both in Mtwara). This is not because of an unusually high survival rate for girls; in every case it is due to a very low survival rate for boys.

The aggregate Primary Survival Rate (PSR) at Council level varies from a low of 44% to a high of 107%. Normally the PSR should not be over 100%, but this is possible if there is significant inward migration to the district. The only two districts with a PSR of over 102% are Bagamoyo DC and Kibaha TC (both in Pwani) and these figures are likely to be explained by the rapid urbanisation and accompanying population growth due to migration into the areas immediately surrounding Dar es Salaam. Figure 2.5 shows the wide distribution of PSR across the country. It should be noted that despite the great improvements in survival rates across the country, there are still six districts with aggregate PSR below 60%: Maswa DC and Meatu DC (both in Simiyu), Momba (Songwe), Nanyamba TC (Mtwara), Nkasi (Rukwa) and Ukerewe (Mwanza).

A complete, gender-disaggregated list of Council-level Primary Survival Rates can be found at Annex 4.

Figure 2.5: Histogram showing distribution of Primary Survival Rate, by district, 2019

2.3.4 Transition from Primary to Secondary The pupils who pass the Primary School Leaving Examination are eligible to attend either public or non-government secondary schools. Table 2.9 presents the number of pupils leaving primary education and joining secondary education from 2015 to 2018. The data shows that the number of pupils transitioning into Form I has been increasing from 67.1% in 2015-16 to 73.2% in 2018-19. However, this is still below the 2020 and 2025 targets of 92.4% and 95% respectively.

Table 2:9: Primary Education Leavers in Government and Non-Government Schools and Form I Enrolment, 2015-2018

Enrolled in Form I the following year Total Std VII Non- Year Govt Non - Transition Leavers Govt Govt Total share Govt Rate share 2015 802,664 467,784 58.3% 70,802 8.8% 538,586 67.1%

2016 799,974 491,329 61.4% 71,560 8.9% 562,889 70.4%

2017 909,950 586,317 64.4% 64,277 7.1% 650,594 71.5%

2018 957,070 637,335 66.6% 63,629 6.6% 700,964 73.2%

The transition rate from primary to secondary varies considerably across the country, from just 52.6% in Mara Region to 93.0% in Kilimanjaro Region. There is an even greater variation in the transition rate for girls, varying from 48.8% in Mara to 99.0% in Kilimanjaro. However, at the nationally aggregated level, there has been a great reduction in the gender gap in recent years, as seen in Figure 2.6.

Figure 2.6: Trend in Primary to Secondary Transition Rate, by sex, 2016–2019

Nationally, the Gender Parity Index (GPI) in primary to secondary transition has now reached 98.6%. There are now 12 regions in which the girls’ transition rate is higher than that for boys. However, there are still five regions in which the GPI is below 90%, with the lowest in Kigoma at 79.2%.

A complete, gender-disaggregated list of Regional-level primary to secondary Transition Rates can be found at Annex 5.

2.3.5 Number of Primary Schools The number of primary schools increased from 16,037 in 2018 to 16,212 in 2019 as depicted in Table 2.10. Three hundred and twenty three (323) new primary schools (175 government, 148 non-government primary schools) were registered during the period under review. The increase is an attempt by both government and non-government stakeholders to meet the increasing demand for enrolment.

Table 2:10: Number of Government and Non-Government Primary Schools 2014–2019 Ownership 2016 2017 2018 2019 % of Schools 2019 Government 15,802 16,039 16,037 16,212 91.13% Non-Government 1,055 1,246 1,430 1,578 8.87% Total 16,857 17,285 17,467 17,790 100% Source BEST, 2019

In terms of density, the Regions with the largest average population of students per school are Katavi (1,011), Geita (988), Dar Es Salaam (938), Simiyu (841), Mwanza (796), Kigoma (746), Rukwa (740), Tabora (706), Shinyanga (695), Mara (682) and Singida (647). Annex 6 shows the number of Primary Schools by ownership (Government and Non-Government) by Regions and the average enrolment per school in 2019.

2.3.6 Distance to School The distance to school has been shown to affect school attendance and whether parents enroll their children or not. Annex 7 shows the average distance to school at the primary school level by LGAs. The national average distance to school is for both girls and boys is 2.0 km. The recommended national norm for primary school level is 3 km. This therefore indicates that most of the primary schools in the country are within the recommended range in terms of the distance pupils have to walk to school.

When further disaggregated by Region, Dar es Salaam (2.57 km), Arusha (2.48 km), Tabora (2.46 km), Katavi (2.46 km), Singida (2.41 km) and Dodoma (2.17 km) had the shortest distances. The difference in the distance covered between boys and girls was not significant.

Meanwhile, pupils from the following Councils covered the largest distances: Itigi (3.16 km), Mpanda DC (3.02 km), Longido (2.96 km), Tabora/Uyui (2.91 km), Ngorongoro (2.89 km), Manyoni (2.87 km), Kaliua (2.77 km) and Sikonge (2.74 km). The Councils with the closest schools are Busokelo (1.50 km), Buhigwe (1.52 km), Newala TC (1.53 km), Madaba (1.53 km), Newala DC (1.55 km), Korogwe TC (1.56 km), Mwanga (1.57 km), Kalambo (1.57 km), Nanyamba (1.58 km) and Kibondo (1.58 km). These findings indicate that except for Itigi (3.16 km) and Mpanda DC (3.02 km), all the LGAs in the country have an average distance to primary schools which meets the national norm. However, as these are averages, there are still individual schools that have children

coming from further away, and these places need to be prioritized in the construction of new schools.

2.4 Secondary Education The secondary education consists of two sequential cycles namely Ordinary Level secondary education (4 years) and Advanced Level secondary education (2 years). National examinations mark completion of both secondary education cycles and the results of these examinations are used for selection of students for the next cycle of formal education and training.

2.4.1 Enrolment in Secondary Schools Total enrolment in secondary schools (I-VI) increased by 8.8% from 2,148,466 students in 2018 to 2,338,457 in 2019 as shown in Table 2.11. This includes enrolment in Government secondary schools (2,023,205) and Non-Government secondary schools (315,252). The enrolment in government secondary schools increased by 11.5% while there was a decrease of 5.6% in Non-Government secondary schools. The drop in Non-Government schools can be attributed to fee-free basic education in public schools, which could be attracting students to Government schools. The intention of the Government is to ensure that all primary school leavers who pass the PSLE get a chance to attend secondary education.

Table 2:11: Enrolment of Students in Government and Non-Government Secondary Schools by Sex and Grade, 2017- 2019 Level of 2017 2018 2019 Disaggregation M F T M F T M F T a) Forms 1-6 Grand Total 947,407 961,450 1,908,857 1,056,498 1,091,968 2,148,466 1,133,088 1,205,369 2,338,457 Government 781,077 784,124 1,565,201 894,647 920,039 1,814,686 982,220 1,040,985 2,023,205 Non-Government 166,330 177,326 343,656 161,851 171,929 333,780 150,868 164,384 315,252 b) Forms 1-4 Total 863,718 904,172 1,767,890 965,305 1,025,716 1,991,021 1,045,441 1,139,596 2,185,037 Government 723,639 744,319 1,467,958 831,825 872,887 1,704,712 920,711` 994,024 1,914,735 Non-Government 140,079 159,853 299,932 133,480 152,829 286,309 124,730 145,572 270,302 c) Forms 5-6 Total 83,689 57,278 140,967 91,193 66,252 157,445 87,647 65,773 153,420 Government 57,438 39,805 97,243 62,822 47,152 109,974 61,509 46,961 108,470 Non-Government 26,251 17,473 43,724 28,371 19,100 47,471 26,138 18,812 44,950

Source: BEST, 2019

These data show that there have been more female students enrolled in Forms I-IV compared to males in all three consecutive years. In 2019, out of a total 2,185,037 students enrolled in Forms I-IV, females were 1,139,596 (52.2%) and males were 1,045,441 (47.8%) representing a GPI of 109%. The GPI has been increasing steadily from 105% in 2017 and 106% in 2018. However, in upper secondary (Forms V-VI), the tide changes in favour of boys with a GPI of 68% in 2017, 73% in 2018 and 75% in 2019. Fewer girls than boys transition to upper secondary, but the gap is narrowing year by year. This finding is contrary to the modelled population data, which projects a 2% difference in enrolment in favour of girls. This therefore calls for extra efforts to ensure girls’ transition to upper secondary is improved.

Figures 2.7 and 2.8 present the Gross Enrolment Ratio (GER) and Net Enrolment Rate (NER) respectively for Lower Secondary. Both GER and NER have been persistently higher for girls than for boys from 2016 to 2019.

Figure 2.7: Lower Secondary Gross Enrolment Ratio by sex, 2016–2019

Figure 2.8: Lower Secondary Net Enrolment Rate by sex, 2016–2019

The GER for girls in lower secondary education (Forms I-IV) in 2019 is 45.7% compared to 42.1% for boys, representing a GPI of 108.5%. The NER for girls is 36.3%, compared to 31.3% for boys, representing a GPI of 116.0%. This difference in GPI shows that more boys than girls enrolled in Forms I-IV are outside the lower secondary age range of 14-17. It should be noted that both the GER and NER for lower secondary are much lower than those for primary, indicating that more effort needs to go into ensuring universal access to lower secondary education.

Disaggregating at the regional level, there are five regions with a Lower Secondary GER of over 60% (i.e. significantly above the national average). These are Kilimanjaro (70.6%), Iringa (66.4%), Pwani (64.7%), Dar es Salaam (61.8%) and Mbeya (60.7%). At the other end of the scale, there are four regions with very low GER (less than 30%). These are Tabora (26.9%), Simiyu (29.0%), Kigoma (29.3%) and Katavi (29.8%).

The gender balance is generally in favour of girls. There are only five regions with a GPI for Lower Secondary GER below 95%. These are Kigoma (81.9%), Mara (84.0%), Rukwa (91.2%), Katavi (93.3%) and Geita (94.6%). On the other hand there are seven regions with a GPI of over 120%, showing that girls’ enrolment in lower secondary is very much higher than that of boys. These

regions are Njombe (132.4%), Manyara (127.6%), Dodoma (124.6%), Tanga (124.1%), Singida (123.7%), Kilimanjaro (121.0%) and Songwe (120.9%).

At the council level, there are 35 councils with Lower Secondary GER over 60%. Very high GER (over 80%) is found in seven councils: Kigamboni MC (100.9%), Mwanga (100.1%), Bagamoyo (97.0%), Kibaha DC (86.0%), Mafinga TC (84.7%), Kibaha TC (83.1%) and Mwanza CC (83.0%). There are also 35 councils with GER of less than 30%, including four councils with very low GER of less than 20%. These are Kasulu DC (13.4%), Meatu (17.5%), Tabora Uyui (19.5%) and Nzega DC (19.8%). A complete list of lower secondary enrolment and GER by sex, council and region can be found at Annex 8.

Under the Action Plan for implementing the National Strategy for Inclusive Education, the quality of data analysis regarding vulnerable children and those with disabilities is being improved. Table 2.12 provides data on the number of enrolled students with registered disabilities in primary schools.

Table 2:12: Pupils with Disabilities in Secondary Schools, 2018-2019 Number of Students Type of disabilities Boys Girls Total Visual Impairment 283 211 494 Hearing Impairment 900 878 1,778 Physical disability 1,913 1,343 3,256 Intellectual Impairment 63 35 98 Albinism 629 572 1,201 Deafblindness 71 46 117 Autism 27 15 42 Low vision 1,665 2,098 3,763 Total 5,551 5,198 10,749

2.4.2 Lower Secondary Survival Rate The Lower Secondary Survival Rate predicts the percentage of children currently entering Form I who will complete the last grade of lower secondary education (Form IV) assuming that current rates of grade-to-grade promotion, repetition and drop-out continue unchanged during the child’s four years of lower secondary schooling. It has only been possible to measure this accurately

in Tanzania since 2016, following the setting up of the comprehensive and accurate BEMIS in 2015. The survival rate improves when levels of drop-out and repetition decrease.

Table 2:13: Lower Secondary Survival Rate 2016–2019 Year 2016 2017 2018 2019 Boys 70.76% 72.71% 75.90% 72.18% Girls 73.93% 75.77% 77.71% 75.72% Total 72.33% 74.25% 76.83% 74.00%

The four-year trend is shown graphically in Figure 2.9.

Figure 2.9: Trend in Lower Secondary Survival Rate by sex, 2016 – 2019

80%

78%

76%

74%

72%

70% 2016 2017 2018 2019 Boys Girls Total

Table 2.13 and Figure 2.9 show that there were some modest gains made in the Lower Secondary Survival Rate between 2016 and 2018 but the 2019 rate has declined back to the 2017 level. Analysis of the grade-to-grade promotion rates show that the main factor holding back improvement in the Lower Secondary Survival Rate is the high level of repetition and drop-out at Form II. In many districts the promotion rates from Form I to Form II and from Form III to Form IV are close to 100%. It can also be seen that at the nationally aggregated level, girls are retained in lower secondary better than boys.

The aggregate Lower Secondary Survival Rate (LSSR) at Council level varies from a low of 36% to a high of 102%. Normally the LSSR should not be over

100%, but this is possible if there is significant inward migration to the district. There is only one district with a LSSR of over 100% (Longido in Arusha) and this seems to have been caused by a much larger number of girls in Form II compared to the previous year’s Form I. Figure 2.10 shows the wide distribution of LSSR across the country. It should be noted that there are still four districts with aggregate LSSR below 50%: Nanyamba TC and Tandahimba DC (both in Mtwara), Momba (Songwe) and Uvinza (Kigoma). I.e. more than half the children who start lower secondary schooling in these districts drop out before completing Form IV.

Figure 2.10: Histogram showing distribution of Lower Secondary Survival Rate, by district, 2019

In terms of gender equity, although in a majority of Councils girls’ retention in lower secondary is better than that of boys, there are 56 Councils in which girls’ retention is lower than that of boys, including 12 Councils in which the girls’ LSSR is more than 10% lower than the boys’ LSSR. On the other hand, there are 13 Councils in which the girls’ LSSR is more than 20% higher than that of boys. At the regional level, Geita, Katavi and Mara show much lower retention rates for girls compared to boys, whereas Iringa, Mtwara and Njombe show much higher retention rates for girls compared to boys.

A complete, gender-disaggregated list of Council-level Lower Secondary Survival Rates can be found at Annex 9.

2.4.3 Basic Education Survival Rate Combining the Primary Survival Rate (PSR), the Transition Rate from primary to secondary (TR) and the Lower Secondary Survival Rate (LSSR) produces the Basic Education Survival Rate (BESR), which is one of the Key Performance Indicators in Tanzania’s 5-year Education Sector Development Plan (ESDP 2016-2021). The Basic Education Survival Rate (BESR) predicts the percentage of children currently entering Standard I primary who will complete the last grade of basic education (i.e. lower secondary Form IV) assuming that current rates of grade-to-grade promotion, transition, repetition and drop-out continue unchanged during the child’s eleven years of basic education. Table 2.14 and Figure 2.11 show the four-year trend in BESR.

Table 2:14: Basic Education Survival Rate 2016 – 2019 Year 2016 2017 2018 2019 Boys 22.46% 32.84% 48.10% 41.22% Girls 25.47% 34.48% 48.71% 45.66% Total 23.94% 33.65% 48.39% 43.42%

Figure 2.11: Trend in Basic Education Survival Rate, by sex, 2016–2019

As expected from the 2019 decline in both primary and lower secondary survival rates, the basic education survival rate has also declined since 2018, although it is still well above the levels prevailing up to 2017. The decline is less than for primary and lower secondary because of the continuing improvement in the transition rate.

Figure 2.12: Regional Variation in Basic Education Survival Rate, 2019

As with the other indicators of student retention, there is a great deal of variation across the country. Figure 2.12 shows the regional variation on a map of the Tanzanian Mainland. While in Arusha, Dar es Salaam, Kilimanjaro and Pwani Regions over 60% of children starting primary Standard I can expect to finish 11 years of basic education, in Mara and Simiyu this figure is less than 30%.

As seen in Figure 2.11, the overall gender balance in student retention is in favour of girls. The gap narrowed somewhat in 2017 and 2018, but has opened up again in 2019. However, there is again a lot of variation from region to region. There are six regions in which the girls who start primary school are less likely to complete basic education: Geita, Katavi, Kigoma, Mara, Mwanza and Rukwa. On the other hand, there are seven regions in which girls’ basic education survival rates are more than 20% better than boys, and more than 30% better in two regions: Mtwara and Njombe.

A complete, gender-disaggregated list of Regional-level Basic Education Survival Rates can be found at Annex 10.

2.4.4 Number of Secondary Schools The total number of secondary schools increased by 2.4 %, from 4,884 in 2018 to 5,001 in 2019.. The number of Government Secondary schools increased by 2.9%, that is, from 3,636 in 2018 to 3,742 in 2019. There was a marginal growth in the number of new Non-Government schools, increasing only by 0.9 %, that is, from 1,248 in 2018 to 1,259 in 2019. See Table 2.15. The new schools established include a special Secondary School in Patandi for Special Needs students, which accommodates 640 students in Forms I-IV. The school has eight classrooms, an administration building, a dining hall, kitchen, laboratories, ICT room, library and dormitory.

Table 2:15: Number of Secondary Schools, Government and Non- Government, 2016-2019

Ownership 2016 2017 2018 2019 Government 3,601 3,604 3,636 3,742 Non-Government 1,172 1,192 1,248 1,259 Total 4,773 4,796 4,884 5,001 The number of Government Secondary schools has registered a steady growth since 2016, growing at an annual rate of 0.1%, 0.9% and 2.9% in 2017, 2018 and 2019 respectively. It is instructive to note that 2.9% growth this year represents one of the highest in the recent past. This is shown in Figure 2.13. The government will continue with this investment, giving more focus on underprivileged areas to ensure equitable access.

Figure 2.13: Annual growth rate in number of Secondary Schools by Government and Non-Government, 2016-2019

Source: BEST, 2019

Annex 11 presents enrolment in Government and Non-Government secondary schools disaggregated by Regions. These data show that the Regions of Kilimanjaro (334), Dar Es Salaam (327), Mwanza (286), Tanga (285), Kagera (257), Arusha (252), Morogoro (246), Mbeya (230), Dodoma (223) and Mara (219) had the highest number of secondary schools. Meanwhile, Katavi (42), Rukwa (94), Songwe (117), Njombe (122), Lindi (124), Geita (124) and Shinyinga (145) has the lowest number of registered secondary schools. However, when viewed

in terms of density, the Regions with the highest population of students per school are Geita (731.5), Dar Es Salaam (666.5), Mwanza (632.1), Katavi (544.8), Mbeya (542.5), Mara (518.4), Shinyanga (470.9), Morogoro (468.3), Arusha (467.4), Rukwa (465.6) and Kagera (461.5). The lowest density is found in Lindi (306.7), Ruvuma (366.4), Singida (375.5), Mtwara (386.6), Manyara (388.5), Tanga (397.2), Simiyu (406.6) and Kilimanjaro (413.2).

2.4.5 Distance to School Annex 7 presents the average distance that students cover to school. The Regions of Tabora (3.48 km), Dar es Salaam (3.44 km), Simiyu (3.39 km), Shinyanga (3.26 km), Mara (3.14 km), Geita (3.08 km) and Mwanza (3.04 km) have the greatest distance that students have to cover to access school. According to the recommended national norm of 5 km for ordinary secondary schools, there is no regional average which falls outside the required standard.

At the Council level Nzega DC (4.58 km), Meatu (4.43 km), Tabora/Uyui (4.21 km), Shinyanga DC (4.13 km), Kishapu (4.07 km), Butiama (3.97 km), Mafia (3.93 km), Kwimba (3.91 km), Maswa (3.69 km) and Msalala (3.63 km) had the largest distances. In contrast, schools in Ngorongoro (1.50 km), Longido (1.50 km), Kalambo (1.62 km), Mlele (1.68 km), Njombe TC (1.73 km) and Monduli (1.73 km) had the shortest distances. Therefore, just like the regional level, none of the councils had an average distance to school which exceeded the recommended norm. However, some individual schools may exceed the norm. Furthermore, it is interesting to note that several very large rural districts record quite low average distances, which would suggest that children from further away are simply not enrolling. This requires further study.

2.4.6 Transition from Lower to Upper Secondary Education Table 2.16 shows the number of students completing Form IV in 2018 who were selected for enrolment into Higher Secondary (Form V) and Technical Education in 2019.

Table 2:16: Number of Students Selected to Join Form V and Technical Education in 2019

DESCRIPTION F M Total Candidates sat for CSEE 2018 177,462 173,734 351,196 Qualified to be selected to Form V and Technical Education 45,815 64,690 110,505 Selected for Science and Mathematics subjects 14,875 20,828 35,703 Selected for Arts and Commercial subjects 16,934 16,719 33,653 Total selected for Form V 31,809 37,547 69,356 Selected for Technical Education at ATC, DIT, MUST & WDMI 257 789 1,046 Selected to join Technical Education under NACTE 13,749 24,493 38,242 Total selected for Technical Colleges 14,006 25,282 39,288 Total selected to Form V and Technical Colleges 45,815 62,829 108,644 Qualified students not selected 0 1,861 1,861

Table 2.17 presents the trend in the number of students selected to join Form V from 2016 to 2019. These data show that the number of students selected to join Form V was increasing to 25.6% in the year 2017-18. In 2018-19 the rate has dropped to 21.2%. These percentages are above the 2020 and 2025 targets of 17% and 10% respectively. It should be noted that the ESDP set a reducing target for the percentage of students transitioning to Higher Secondary because the Government has planned for a greater proportion of students to transition to TVET instead of to Higher Secondary, along with an overall increase in the total number of students passing CSEE.

Table 2:17: Trend in Transition Rates from Form IV to Form V, 2015 - 2019

Number of Number of Candidates Enrolled % of CSEE Candidates Number of Candidates to Form V the following year Transitioned to Form V Candidates Sat for Non- Non- Passed Government Total Government Total Year CSEE Gov’t Gov’t 2015 384,300 240,996 45,094 20,996 66,090 11.73% 5.46% 17.20% 2016 349,524 244,762 53,749 24,146 77,895 15.38% 6.91% 22.29% 2017 317,777 245,274 57,122 24,110 81,232 17.98% 7.59% 25.56% 2018 351,196 272,128 52,428 22,050 74,478 14.93% 6.28% 21.21% Source: NECTA, 2015-2018, BEMIS 2016-2019

The nationally aggregated Transition Rate for girls is 18.1% and that for boys is 24.2%.

Caution should be used when disaggregating the Transition Rate from lower secondary to higher secondary by region, because the majority of students in

Forms V and VI are boarders, due to the small number of schools offering Advanced Level secondary education. Several schools are either girls-only or boys-only. Hence many students may enroll in higher secondary outside of their region of origin. Currently there is no system in place to allow analysis of the origin of school students, but only where they are currently enrolled. It is anticpated that NECTA’s new records management system will allow this analysis to be conducted in future.

Regionally disaggregated data show that Katavi, Mbeya, Pwani and Ruvuma have the highest Transition Rates from lower secondary to higher secondary, all over 30%. The highest of all is Katavi, which has a particularly high enrolment of girls, which is mainly due to the large Mpanda Girls School which has 881 girls enrolled in Forms V and VI. The lowest Transition Rates are found in Geita, Manyara, Shinyanga and Simiyu – all below 15%.

The Gross Enrolment Ratio (GER) for Higher Secondary nationally is 6.65%. Boys’ GER is 7.61% and girls’ GER is 5.70%, representing a GPI of 75.0%. This shows that girls are lagging far behind boys in gaining admission to Higher Secondary. However, there are a few regions in which the Higher Secondary GER is higher for girls than for boys: Iringa, Katavi, Manyara, Morogoro and Shinyanga. This reflects the presence of several schools offering Advanced Secondary education to girls in these regions, including some girls-only A-level schools/sections. A complete list of Higher Secondary enrolment, with GER, by sex, council and region can be found at Annex 12.

2.5 Adult and Non-formal Education Adult and Non-formal Education (ANFE) refers to the provision of education to out-of-school children, youth and adults outside the formal education system. The main programme offered is the Complementary Basic Education in Tanzania (COBET). COBET I covers primary-aged children and COBET II covers secondary aged children, both with the intention of enabling them to reenter the formal education system. Those in COBET I are aged 11-13 years and

are prepared to re-enter primary school in Standard IV or V, while those in COBET II are aged from 14 to 18 years and are prepared for the Primary School Leaving Examination (PSLE) and thereafter mainstreamed into lower secondary education or to vocational training institutions or for self- employment. Under the implementation of the Action Plan for the National Strategy for Inclusive Education, PO-RALG has made a complete map of schools offering COBET in every district.

The Integrated Post Primary Education (IPPE) is an alternative learning opportunity aimed at increasing access and equity to post-primary education. It is designed to provide integrated knowledge and skills to adolescents, youth and adults who have gone through basic education. Three courses are offered – academic, vocational and generic skills or practical work skills. The model of delivery is either face-to-face or by distance learning. Most of the learners who joined the program in the area of vocational and generic skills have managed to complete the cycle and employ themselves.

In 2018 an additional programme was introduced for out-of-school adolescents aged 14-17. This is the Integrated Program for Out of School Adolescents (IPOSA). It is designed for adolescents who in one way or another have either missed the chance to join the formal system or have failed to proceed with the formal system due to pregnancy, truancy, etc. The IPOSA curriculum consists of four learning areas, namely: Literacy skills, Pre-vocational skills, Life skills and Entrepreneurship skills. Under the implementation of the Action Plan for the National Strategy for Inclusive Education, PO-RALG has made a complete map of IPOSA centres. As at June 2019 there were 72 centres in eight regions: Mbeya, Iringa, Njombe, Songwe, Kigoma, Tabora, Dodoma and Dar Es Salaam. Furthermore, 17 LGAs and 58 WEOs were oriented on the availability of IPOSA as an alternative learning pathway for out-of-school adolescents.

Adult Education caters for people aged 19+. The programmes offered to this group include the Integrated Community Based Adult Education (ICBAE) and

Open and Distance Learning (ODL). ICBAE is the principal programme to address illiteracy for youth and adults aged 19 years and above. It enrols learners in extension activities, income-generation, life skills and vocational skills. Open and Distance Learning (ODL) offers a chance for those who dropped out or failed in the formal school system to work towards reaching or again attempt to reach a recognized educational standard.

2.5.1 Enrolment in Adult and Non-Formal Education Table 2.18 presents the summary of total enrolment in ANFE programs by sex and ownership for 2018-2019. The data in the table indicates that the overall enrolment in ANFE programmes increased by 8.25%, from 178,930 learners in 2018 to 202,433 leaners in 2019.

Table 2:18: Summary of Total Enrolment in ANFE 2018 -2019 Programme Ownership Total Enrolment Total Enrolment % change 2018 2019 (2018-2019) Male Female Total Male Female total COBET Government 39,782 28,721 68,503 38,414 28,213 66,627 -2.7% Non-Gov. 258 188 446 214 221 435 -2.5% Total 40,040 28,909 68,949 38,628 28,434 67,062 -2.7% ICBAE Government 38,032 50,627 88,659 42,672 57,499 100,171 +13.0% Non-Gov. 135 331 466 441 731 1,172 +151.5% Total 38,167 50,958 89,125 43,113 58,230 101,343 +13.7% IPPE Government 7,545 5,767 13,312 8,974 5,107 14,081 +5.8% Non-Gov. 1,116 530 1,646 279 384 663 -59.7% Total 8,661 6,297 14,958 9,253 5,491 14,744 -1.4% ODL Government 1,801 2,351 4,152 1,546 2,116 3,662 -11.8% Non-Gov. 688 1,058 1,746 822 1,147 1,969 +12.8% Total 2,489 3,409 5,898 2,368 3,263 5,631 -4.5% IPOSA Government 1,912 1,985 3,897 - Non-Gov. 4 16 20 - Total 1,916 2,001 3,917 - FDC Government 4,586 3,484 8,070 3,915 5,821 9,736 +20.6% Grand Total 93,943 93,057 187,000 99,193 103,240 202,433 +8.3% Source BEST, 2018 and 2019

The overall enrolment of female learners is higher than that of males for the two years. The higher enrolment of females is observed across the ICBAE, ODL, IPOSA and FDC programmes.

When further disaggregated by programme, the data reveal that total enrolment of COBET Learners declined, from 68,949 in 2018 to 67,062 (-2.7%) in 2019 (see

Annex 13). A similar trend is observed in the IPPE programme that dropped from 14,958 in 2018 to 14,744 in 2019 (-1.4%). The overall increased enrolment in ANFE education programme is contributed by increased enrolment in ICBAE and the new IPOSA programme. The overall enrolment in the ICBAE programme in 2019 is 101,343, an increase of 13.7%. Within ICBAE, programmes with an increasing trend include Income Generation (72,796) and Extension Activities (34,455) as demonstrated in Annex 14 which presents the enrolment in ICBAE post and functional literacy by type of programme, age group and sex for 2019. Although IPOSA enrolment shows 3,917 (which is up to June 2019), this is a new and rapidly expanding programme and new enrolments in the first few months of 2019-2020 have already brought the number to over 9,000. Annex 15 shows the number of ODL Learners across the Regions disaggregated by level of education and gender in 2019. Meanwhile, Folk Development Colleges (FDC) recorded a strong resurgence, having declined by 5% between 2016 and 2017. During the period under review, FDC grew by 20.6% with a remarkable improvement in the enrolment of female students (59.8%).

The Government in collaboration with education stakeholders continues to improve access and equity in Adult and Non-Formal Education. The following are some of the ongoing initiatives:

a) A pilot project on Secondary Education for Out-of-School Adolescent Girls (SEOSAG). The project aims to provide access to secondary education to girls who have terminated studies for a variety of reasons including early pregnancy. The programme is implemented in Arusha, Kigoma and Mwanza regions.

b) A pilot project taking place at Luchelele, Mwanza region aimed at equipping youth with skills to enable them add value to fish products.

2.6 Teachers Education Teachers Education offers courses leading to awards of Certificate and Diploma in Teacher Education. The Certificate and Diploma Education in Teachers

Colleges prepare Teachers to teach in Primary and Secondary Education respectively.

2.6.1 Enrolment and Number of Teacher Training Colleges This year witnessed stable enrolment in teacher training colleges. In 2017/18 the enrolment was 23,367. This increased by a very small margin (0.12%) to reach 23,396 in 2018/19. The marginal increase in enrolment is attributed to the implementation of the revised strict entry qualifications in the TTCs. Figure 2.14 shows the enrolment in both private and Government TTCs in 2018/2019.

Figure 2.14: Enrolment in TTCs by Sex and College Ownership, 2018/19

As seen in Figure 2.14, Government Teacher Training Colleges account for 86.2% of the total enrolment in the year 2018/19. We also note that female students account for 47.3% of the total trainee teachers, fairly close to gender parity with a GPI of 89.9%.

Within the period under review, the number of Teacher Training Colleges did not increase; the number of Government colleges remains unchanged at 35, while the number of Non-Government colleges declined from 88 last year to 85 this year. The low enrolment in TTCs therefore calls for further action from both Government and Non-Government stakeholders to ensure that the available colleges are fully utilized.

The Government, in collaboration with other education stakeholders, implemented various initiatives to equip the teacher-training colleges in order to improve access and quality of learning. Some of the initiatives include:

a) Support by the Technical Vocational Education and Training and Teachers Education (STVET-TE) project which commenced preparations to renovate and construct six Teachers Colleges, namely Dakawa, Mpwapwa, Kleruu, Marangu, Tabora and Butimba;

b) Through the Upgrading Teacher Colleges (UTC) project, four teacher- training colleges (TTCs), namely Ndala, Shinyanga, Kitangali and Mpuguso, were upgraded. Another 18 TTCs, namely Butimba, Kasulu, Tabora, Mpwapwa, Morogoro, Tukuyu, Klerruu, Marangu, Songea, Korogwe, Tandala, Nachingwea, Tarime, Ilonga, Patandi, Kinampanda, Murutunguru and Mandaka received support through the EPforR.

2.7 Technical and Vocational Education and Training Technical and Vocational Education and Training aims at providing educational and training opportunities that lead to careers as skilled workers, technicians and professionals who are able to work in different sectors that contributes towards the socio-economic development of Tanzania.

2.7.1 Enrolment The enrolment in Technical Education decreased by 12% from 128,940 in 2017/18 to 113,427 in 2018/19, compared to a growth rate of 11% between 2013/14 and 2017/18 (see Figure 2.15). This reduction is attributed to the closure of various technical institutions that did not meet the minimum requirements. The Ministry of Education, Science and Technology is committed to continued quality assurance of this sub-sector to ensure that the programmes offered are well aligned with the set standards for Technical Education. However, concerted efforts to promote Technical Education are needed.

Figure 2.15: Enrolment Trend in Technical Education by Sex, 2013/14 – 2018/19

Source: NACTE 2019

In contrast, the enrolment data for Vocational Education shows a massive increase of 86.8% between 2017/18 and 2018/19 (see Figure 2.16). Two factors can explain this growth: a) new vocational fields/programmes were introduced in 2018/19, making the vocational education more appealing; and b) the data collected this year covers 12 months (January to December), instead of four months (by 31st March in each year). It is hoped that this increasing trend of enrolment in vocational education will impact the labour market and the economy with the critical supply of competent vocational workers to fill the low and middle skilled jobs available in the country.

Figure 2.16: Enrolment Trend in Vocational Education by Sex, 2016/17 – 2018/19

250000

200000

150000

100000

50000

0 2016/17 2017/18 2018/19 Male 80135 80050 120249 Female 49944 39134 102434 Total 130079 119184 222683

Source: VETA 2019

During the period under review, the Government continued with the rehabilitation and construction works of 20 Folk Development Colleges (FDCs), five Regional Vocational Training and Service Centres (RVTSCs) and 12 District Vocational Centres. The construction and rehabilitation of these vocational training institutions will increase access for Tanzanians to acquire skills that will enable them to generate income through either self or formal employment and thus drive the economy of the country towards the vision of being a middle- income country by 2025.

2.8 Higher Education Higher Education is provided for those who successfully complete advanced secondary school education or equivalent in technical education. The aim of Higher Education in the country is to enable Tanzanian to become well educated, knowledgeable in the latest perspectives, skills and developments in the social, economic, cultural, scientific and technological fields.

2.8.1 Number of Institutions Tanzania has 84 Higher Learning Institutions (HLI) providing higher education resulting to PhD, Masters, Postgraduate Diploma, Undergraduate, Diploma and Certificates. Table 2:13 indicates there are 41 public institutions of higher learning and 43 private. The 84 include fully-fledged universities, university colleges and non-university institutions as listed in Annex 16. The Government acknowledges the huge contribution by the private sector to provide higher education in Tanzania (see Figure 2.17).

Figure 2.17: Number of Higher Learning Institutions, 2019

Source: TCU, 2019 (State of University Education in Tanzania, 2018) & NACTE Website

2.8.2 Enrolment in HLI Tanzania has experienced a commendable achievement in terms of access to high learning in the recent past. However, the enrolment has not been steady, experiencing fluctuations over the years. The trend of enrolment in the past 5 years (2014/15 – 2018/19) is shown in Figure 2.18.

Figure 2.18: Enrolment in Higher Education by Sex, 2014/15 – 2017/18

It can be seen that the enrolment in Universities and University Colleges and other higher learning institutions dipped by 14% in 2018/19 academic year, after growing more than double between 2016/17 and 2017/18. During the period under review, data indicate that of the total students who were enrolled in HLI (181,897), majority were male (108,655), representing 59.7%) of the total enrollment.

Figure 2.19 shows the total enrolment by the various HLIs. The data presented in Figure 2.19 indicate that ten public universities accounted for a total of 66.3% of the enrolment. The remaining 37 HLIs accounted for only 34% of the enrolment.

Figure 2.19: Enrolment in the various HLIs

Annex 17 shows the enrolment in HLIs by courses. The data indicate that there are still a relatively low number of students enrolled in sciences and mathematics (47,512, i.e. 26.1% of enrolled students). Male domination can also be seen across the courses, particularly in sciences, mathematics and engineering programmes1. In these courses, females comprise only 32.6% of the students.

Gender equity in higher learning institutions and in technical education is a serious constraint in Tanzania, and more so in the science and technology related academic programmes. There is therefore urgent need to emphasize the teaching of science and mathematics in primary and secondary schools in order to gain children’s interest and develop their foundational competencies at an early age. Additionally, the enrolment GPI in HLIs has remained steady in favor of male students. More practical gender affirmative strategies are needed to

1 The courses include Agriculture, Engineering, Environmental Science or Studies and Forestry, Life Sciences, Medicine, Veterinary and Health Sciences, Mining and Earth Sciences, Physical Sciences and Mathematics

improve the GPI in HLIs. Finally, it is not clear why enrolment in HLIs has been unsteady; this issue requires further investigation.

As earlier indicated, the government has put efforts into improving accesses and equity in higher education through construction and rehabilitation of infrastructure to support learning such as: -

a) Rehabilitation of 5 dormitories (with total capacity of 1,146) and one hostel (enough to accommodate 16 foreign students), National Animal Referral Hospital and construction of a laboratory at Sokoine University of Agriculture (SUA) and Wing B and C at Ardhi University, which provide classroom space to accommodate 320 and 700 students respectively; b) Construction of four hostels at Mzumbe Main Campus in Morogoro that will be able to accommodate 1,024 students. In addition, two dormitories were rehabilitated on the same campus and an administration block and classrooms were constructed on the Mbeya campus; c) Ongoing construction at Mkwawa University College of Education (MUCE) of a lecture hall (with the capacity to accommodate 1,209 students at a time) and 14 offices (with the capacity to host 28 lecturers) and science laboratories that will be able to accommodate 240 students at a time; d) Rehabilitation of Halls 2 and 5 at the University of Dar es Salaam and the construction of a five-storey student multi-use–building for reading, relaxing, indoor games, restaurants, bookstores and offices for student leaders; e) Rehabilitation of a cafeteria at the Moshi Cooperative University and the completion of the construction of a lecture building (capable of accommodating 324 students at one time) at Mwalimu Nyerere Memorial Academy.

Within the same period, the GOT implemented the following initiatives to improve access and equity in higher education:

a) Compiled and issued loan application guide in Swahili and English versions that was distributed through various media including newspapers, websites, radio and television to educate applicants on the procedures and process. In addition, information on the criteria and responsibilities of beneficiaries and employers in relation to student loans was disseminated through various channels such as exhibitions, meetings, media and the social media. b) Supported 159 Tanzanian students with opportunities to study outside the country. These include 97 students admitted in China, three in the United Kingdom, 23 in Hungary, six in Egypt, five in Morocco, 12 in Russia and 13 in Algeria. The opportunity to study outside the country increases access to our students and enables them to gain and share cross-cultural knowledge and experience. The skills acquired by the students from studying abroad benefit the country in many areas that are critical for the development the nation.

CHAPTER THREE

3. QUALITY OF EDUCATION 3.1 Overview The quality of education is determined by key elements such as learners’ wellbeing, their readiness to learn, support provided by families and communities, the learning environment, and learners’ health and safety. Furthermore, the content delivered to learners should facilitate acquisition of basic skills and competencies especially in areas of literacy, numeracy and skills for life. Moreover, schools should be well managed and the teaching and learning processes supported by improved classrooms and appropriate teaching and learning materials. Considering all these attributes, the GoT has made efforts to improve the quality of education at all levels in the year under review. These includes, among others, initiatives listed below:

a) Recruited 11,547 teachers - 7,928 primary teachers and 3,621 secondary teachers. In addition, 347 teachers (328 foreigners and 19 Tanzanians) were licensed to teach in schools to address shortage of teachers in specific subjects; b) Trained 402 special education teachers of whom 84 teachers are specialized for blind students, 118 for deaf and 200 for students with intellectual and visual impairment; c) Managed assessments and examinations such as the Standard Four National Assessment (SFNA), Form Two National Assessment (FTNA), Qualifying Test (QT), Primary School Leaving Examination (PSLE), Certificate of Secondary School Education Examination (CSEE), Advanced Certificate of Secondary School Education Examination (ACSEE) and Teacher Colleges. d) The Government through the Tanzania Institute of Education (TIE) developed guides for the preparation and evaluation of electronic content (e-content) materials for Pre-Primary & Primary education, Secondary education and Teachers education. The guides will assist in the

acquisition of high-quality electronic content materials in teaching and learning and improve student learning outcomes. In addition, the online library has been developed to facilitate wider dissemination of various publications including books, journals and other publications useful for education stakeholders particularly schools and colleges. Proper utilization of the e-library will, to some extent, help meet the shortage of teaching and learning materials

3.2 Schools Quality Assurance The implementation of the new Schools Quality Assurance Framework (SQAF) started in January 2018. For the year 2018/2019, the School Quality Assurance Department (SQAD) managed to conduct a Whole School Visit (WSV) in 8,769 institutions including 7,288 primary schools, 1,436 secondary schools and 45 TTCs. This enabled the School Quality Assurance Officers (SQAOs) to provide academic and administrative support to teachers and school leadership aimed at improving teaching and learning outcomes. Local communities were supported in improving the accountability of their schools through the display of School Summary Report Cards (SSRCs) showing the school’s performance after a WSV.

During the visits, the schools were evaluated according to the set quality standards which are ‘Excellent’, ‘Very Good’, ‘Good’, ‘Satisfactory’, ‘Weak’ and ‘Unsatisfactory’ as indicated in Table 3.1.

Table 3:1: Number of Primary and Secondary Schools and Teacher Colleges Visited for Whole School Visit from July 2018 to June 2019 QUALITY STANDARDS Very CATEGORY: Excellent Good Satisfactory Weak Unsatisfactory Good Total SCORE: 81-100 65-80 45-64 25-44 24-10 0-9 Primary Schools 1 112 2,766 4,084 305 20 7,288 Secondary Schools 1 17 290 968 156 4 1,436 Teacher Colleges - - 28 15 2 - 45 Total 2 129 3,084 5,067 463 24 8,769 Source: SQA Annual Report

Based on the quality standards of the visited schools as shown in Table 3.1, 5,554 (63%) schools out of the 8,769 schools visited from July 2018 to June 2019 were rated below the target quality standard of ‘Good’. Such schools need follow up and further support for improvement.

Table 3.2 presents the number of primary and secondary schools visited for follow-up from January to June 2019. The data show that Follow-up Visits (FV) were conducted in 829 schools: 754 primary schools and 75 secondary schools. Out of the 829 schools that received follow-up visits, 568 (68.5%) improved their numerical quality scores and 321 schools (289 primary and 32 secondary) or 38.7% improved from a lower quality standard to at least one quality standard higher. This indicates that recommendations provided by the School Quality Assurance Officers during the WSV are having a positive impact in a majority of schools.

Table 3:2: Number of Primary and Secondary Schools Visited for Follow-up from January to June 2019 Number of Schools Improved From Total Number of Number Schools Number of Weak Unsatis- of Good Satis- Weak Weak Unsatis- Improved Category Improved to factory Schools to Very factory to Very to factory from one Schools Satis- to Satis- Visited Good to Good Good Good to Weak Quality factory factory Standard to Another Primary 754 529 3 220 0 11 52 0 3 289 Schools Secondary 75 39 0 14 0 1 17 0 0 32 Schools Total 829 568 3 234 0 12 69 0 3 321

Annex 18 shows how the regions performed based on this yardstick. At the primary school level2, the findings indicate that Rukwa Region had the largest improvement between the first visit and the follow-up visit (FV). Other Regions with notable improvements are Katavi, Kigoma, Songwe, Kagera, Simiyu and Mbeya. On the other hand, Dodoma Region deteriorated. The Regions of Dar es

2 The number of secondary schools visited per region were too few to compute regionally dissagregated comparisons.

Salaam, Pwani, Mara, Iringa, Shinyanga and Mwanza Regions showed marginal improvements.

Furthermore, special visits were conducted to 1,371 secondary schools providing boarding services for the purpose of determining whether laws, regulations, procedures and guidelines for boarding schools are adhered to. The visits noted that some schools were using classrooms for hostels and some were providing substandard hostel services. The schools were advised on how to establish and provide proper boarding services.

In the year under review, the Government continued with its efforts to strengthen the School Quality Assurance Department. These included the continued construction of SQA offices in 100 Districts across the country and the procurement and delivery of 153 computers and printers to 153 SQA offices. The SQAD also carried out substantial capacity building and training with regional SQAOs to equip them to implement the new framework in their districts, including guidance on completing and collating data from the SSRCs.

3.3 Pre-primary Education An effective system of education at Pre-primary level, among other things, requires qualified and adequate teachers, and teaching and learning materials.

3.3.1 Pre- primary Teachers Availability of adequate and qualified teachers in pre-primary education is a key determinant for a quality education. A Pupil Teacher Ratio (PTR) of 1:25 is considered optimum for pre-primary. The minimum qualification for pre- primary schoolteachers is Grade ‘A’ Teachers Certificate, and Table 3.3 shows the number of teaching staff with this qualification.

Table 3:3: Teaching Staff and PTR in Pre-Primary Education, 2016 – 2019 Indicator 2016 2017 2018 2019 % Change (2018-2019) Overall Total Teachers 14,958 13,313 10,991 12,334 +12.2% Government Teachers 10,994 9,045 6,206 7,197 +16.0% Non-Government Teachers 3,964 4,268 4,785 5,137 +7.4% Total Qualified Teachers 11,920 10,439 8,313 9,593 +15.4% Government Qualified Teachers 8,789 7,861 5,367 6,169 +14.9% Non-Government Qualified Teachers 3,131 2,578 2,946 3,424 +16.2% Pupil Teacher Ratio (PTR) 1:104 1:114 1:129 1:116 -10.1% Government PTR 1:135 1:159 1:215 1:185 -14.0% Non-Government PTR 1:19 1:19 1:18 1:18 0 Pupil Qualified Teacher Ratio (PQTR) 1:145 1:171 1:149 -12.9% Government PTQR 1:183 1:249 1:216 -13.3% Non-Government PTQR 1:32 1:22 1:28 +27.3% Source: BEST, 2019

The data in table 3.3 indicate that overall in 2019 the number of teachers improved tremendously (by 12.2%), including an addition of 1,280 new qualified teachers (15.4% improvement). In addition, the data reveal that the Non-Government players increased the recruitment of qualified teachers by 16.2%, outstripping the 6.6% increase in student enrolment witnessed this year (see section 2.2.1). Both the PTR and PQTR for the Non-Government partners is within the recommended margins. The Government needs to emulate these efforts and reduce the very high PTR.

Due to historical marginalization of this sub-sector and the large increase in enrolment in 2016, the national PTR has not kept pace with the increased demand. It is noteworthy that in 2019, for the first time since 2014, the pre- primary PTR improved, from 1:129 in 2018 to 1:116 in 2019 (a change of 10.1%). Likewise, the national pre-primary PQTR improved from 1:171 in 2018 to 1:149 in 2019 (a change of 12.9%). This improvement is a result of an increase in the number of pre-primary teachers from 10,991 teachers in 2018 to 12,334 teachers in 2019. However, there is still a great demand for qualified teachers at this level to meet the policy requirements and the government calls on all stakeholders to

work together to improve this sub-sector. Without this proper foundation, learning outcomes in subsequent levels of education will be jeopardized.

3.3.2 Pre-Primary Teaching and Learning Materials A total of 2,547,912 textbooks with accompanying teachers guides and 5,095,824 story books for Pre-Primary education were printed and distributed in the year under review. Despite these efforts, there is still a shortage of textbooks in the pre-primary schools to meet the standard PBR requirement of 1:1. Table 3.4 shows the situation in pre-primary schools in terms of Pupil Textbooks Ratio (PBR) for 2019 for the six titles. This calls for Government and education stakeholders to increase efforts to ensure adequate availablity of textbooks in schools.

Table 3:4: Pupil Book Ratio in Pre-Primary schools, 2019 Subjects Government Non- Government and Non- Schools Government Government Schools Schools Arithmetic Acts 1:74 1:2 1:23 Arts Acts 1:79 1:2 1:25 Communication Acts 1:79 1:2 1:25 Environmental Conservation 1:75 1:2 1:24 Health Acts 1:76 1:2 1:24 Relationship 1:77 1:2 1:25 Average 1:77 1:2 1:25 Source: BEST, 2019

As part of the implementation of the Action Plan of the National Strategy for Inclusive Education, accessible teaching and learning materials, equipment and assistive devices for developing pre-literacy and pre-numeracy skills were provided for mainstream schools, special schools, unit schools with SEN learners and satellite centres through the assistance of EQUIP Tanzania. These equipment and assistive devices include textbooks, 1,000 Braille machines, paper and printers, hearing aids and training on the maintenance of equipment and assistive devices.

3.4 Primary Education

3.4.1 Primary School Teachers Teachers are at the core of the teaching and learning processes. Table 3.5 presents the number of teaching staff and respective PTR in primary education from 2016 to 2019. The total number of teachers decreased by 1.7% from 199,683 in 2018 to 196,286 in 2019, translating to an overall of PTR 1:54. The decrease in the number of teachers can be attributed to various factors including dismissal, retirement, death and attrition in favor of other professions. However, in an attempt to address this gap, the Government recruited 3,650 new teachers who reported in April 20193. If the new teachers (3,650) are included in the current computation, the national PTR becomes 1:53, just within the acceptable margins (35-53) set for EPforR. Even with this commendable achievement, it is important that we do not lose sight but stretch our ambition to reach the PTR and PQTR levels of 2017, which were 1:47 and 1:48 respectively.

Another observation from the data is that out of the 199,683 primary school teachers, 192,061 (98.3%) are qualified, which translates into a Pupil Qualified Teacher Ratio (PQTR) of 1:59.

Annex 19 shows the number of teachers, enrolment and Pupil Teacher Ratios (PTR) in Government primary schools distributed across the regions and councils recorded in 2019. These data show that the Regions of Katavi, Geita, Simiyu and Shinyanga are worst affected by teacher shortages, all having aggregate regional PTR of over 70. These are followed by Kigoma, Singida, Dodoma, Mara, Rukwa, Tabora, Kagera and Mwanza, all with a PTR over 60. On the other hand, there are eight regions which have an aggregate PTR within the acceptable range of 35-53. These are Arusha, Dar es Salaam, Iringa, Kilimanjaro, Mbeya, Morogoro, Njombe and Pwani.

3 These are not included in Annual School Census that ended on the 31st March 2019

Table 3:5: Teaching Staff and PTR in Primary Education, 2016 - 2019 Indicator 2016 2017 2018 2019 % Change (2018- 2019) Overall Total Teachers 206,806 197563 199,683 196,286 -1.7% Government 191,772 179,221 178,218 174,708 -2.0% Non-Government 15,034 18272 21,465 21,578 +0.5% Total Qualified Teachers 201,513 192,497 195,951 192,061 -2.0% Government 188,668 176,876 177,560 172,540 -2.8% Non-Government 12,845 15,621 18,391 19,521 +6.1% Pupil Teacher Ratio (PTR) 1:42 1:47 1:51 1:54 +5.9% Government 1:44 1:50 1:54 1:58 +7.4% Non-Government 1:20 1:19 1:18 1:20 -58.3% Pupil Qualified Teacher Ratio (PQTR) 1:43 1:48 1:52 1:55 +5.8% Government 1:41 1:51 1:55 1:59 +7.3% Non-Government 1:23 1:22 1:49 1:22 -55.1%

Source: BEST, 2019

The Councils with the highest PTR include Kasulu DC (94.2), Mpanda MC (85.3), Mpanda DC (84.7), Bariadi DC (82.3), Bukombe (80.9) and Nsimbo (80.5). There are a further 33 Councils with PTR between 70 and 80. At the other end of the scale, there are six Councils with too many primary teachers, i.e. their PTR is below the acceptable range. These are Moshi MC (28.8), Morogoro MC (29.4), Korogwe TC (32.4), Kisarawe (33.2), Hai (33.3) and Rungwe (34.0).

When consiering PTR (Annex 19), average school size (Annex 6) and distance to school (Annex 7) in combination, it can be seen that some regions face challenges in all three areas (too few schools, too far away and without enough teachers). These include Katavi, Simiyu, Shinyanga and Tabora. Other regions face the combined challenge of not enough schools and not enough teachers. These include Geita, Kigoma and Mara. Now that these detaied data are available, the Government will carefully consider all three dimensions when making decisions on where to build schools and where to post teachers.

As part of the implementation of the Action Plan of the National Strategy for Inclusive Education, PO-RALG has recruited and employed 180 teachers with

SEN qualification allocated to teach in special and integrated schools during 2018/2019 financial year as part of the strategy to overcome the shortage of SEN teachers. Furthermore, MOEST has provided in-service training to 402 teachers in Reading, Writing and Numeracy to support effective teaching and learning of learners with visual, hearing and intellectual impairments as well as those with autism. Additionally, a total of 1,075 teachers have been trained on special needs education and a total of 900 teachers have been trained as TOT. Data have been analysed on 2,460 specialised Special Needs teachers in Primary Schools, among whom 677 specialise in visual impairment, 885 in hearing impairment, 793 in intellectual impairment, 95 in inclusive education and 10 in speech therapy.

3.4.2 Primary Teaching and Learning Materials The nationally aggregated data for Pupil Textbook Ratios (PBR) for standards I- VII in Government and Non-Government primary schools segregated by region, council and subject in 2019 are presented in Annex 20. Table 3.6 presents the summary findings of PBR for 2019. The data show a PBR for Standards I to V ranging from 1:1 to 1:3, implying that generally, one book is shared amongst 1 to 3 pupils. This indicates a relatively adequate number of textbooks in all the core subjects. However, the number of pupils per book for all the core textbooks in upper grades (Stds VI-VII) is higher, ranging from 3 to 10, with a notable shortage in Geography (PBR=1:5), History (PBR=1:6) and ICT (PBR=1:10).

Table 3:6: PBR in Primary schools, 2019

Subjects Std 1 Std 2 Std 3 Std 4 Std 5 Std 6 Std 7 Average Kuandika 1:2 1:2 1:2 Kuhesabu 1:2 1:2 1:2 Kusoma 1:1 1:2 1:2 English 1:2 1:2 1:3 1:3 1:3 1:3 Geography 1:6 1:5 1:5 History 1:6 1:6 1:6 ICT 1:10 1:9 1:10 Kiswahili 1:3 1:2 1:3 1:4 1:3 1:3 Maarifa ya Jamii 1:3 1:2 1:3 1:3 Mathematics 1:3 1:2 1:3 1:3 1:3 1:3 Sayansi na Teknolojia 1:3 1:2 1:3 1:3 Science 1:4 1:3 1:4 Average 1:2 1:2 1:3 1:2 1:3 1:5 1:5 1:4 Source: BEST, 2019

The Councils with the greatest shortage of books are Singida DC, Tunduma TC, Lindi MC, Mkalama, Ikungi, Mufindi, Mtwara DC, Morogoro DC, Makambako TC, Korogwe TC, Gairo and Babati DC respectively. In contrast, Sengerema, Urambo, Bukoba MC, Kinondoni MC, Muleba, Ilala MC, Korogwe DC and Moshi MC respectively had the most favourable PBR.

At the Regional level, Singida, Mtwara, Njombe, Simiyu, Lindi, Mara and Dodoma Regions had the highest PBR and will therefore be prioritized during distribution of books. Meanwhile, Dar es Salaam, Kilimanjaro, Kagera, Arusha and Mwanza Regions respecitvely had the lowest PBR.

In line with the Action Plan for implementing the National Strategy for Inclusive Education, MOEST has procured specialized education equipment and teaching and learning materials for learners with Special Needs including Braille embosser, computers, production machines for Braille books, audiometers and specialised furniture, all of which will be distributed to 307 schools for learners with disabilities by November 2019. TZS 3 billion has been budgeted to facilitate the procurement of Special Needs equipment for students and teachers with Special Needs by June 2020. The learning environments for children with disabilities are being steadily improved and efforts are ongoing

to provide learning devices such as Braille machines, magnifiers, large-print books, etc.

Overall, the Goverment has achieved much progress in the distribution of teaching and learning materials and everyone involved in this endeavour should be congratulated. The remaining challenge is to ensure that Geography, History and ICT books for Standards VI-VII are made availabe as soon as possible. The second challenge is to maintain this momentum, ensuring that the books are replaced in a cycle of three years.

3.4.3 Performance in Primary School Leaving Examinations (PSLE) There has been a sustained improvement in the PSLE pass rate from 57% in 2014 to 76.5% in 2018 as shown in Figure 3.1. Data in the figure indicate that the pass rate improved by 34.3% between 2014 and 2018.

Figure 3.1: Primary School Leaving Examination Results, 2014-2018

In addition to improved pass rates, the number of schools ranked as “high performing” increased from 11% in 2017 to 19% in 2018. Furthermore, it is encouraging to note that the proportion of schools with poor performance has been declining steadily over the past 5 years, from 52% in 2014 to 17% in 2018. This improvement is credited to the Government’s efforts to improve school infrastructure, release capitation grants on time and in full, and place greater emphasis on Schools Quality Assurance.

Table 3:7: PSLE Ranking of Schools by Category of Performance 2014-2018 2014 2015 2016 2017 2018 Performance No. of No. of No. of No. of No. of Band % % % % % Schools Schools Schools Schools Schools High Performing 913 5.8 2,022 12.6 2,014 12.0 1,823 11.0 3,200 19.0 Schools Average 6,697 42.2 8,603 53.4 9,501 56.7 10,372 62.6 10,762 64.0 Performance Low 8,257 52.0 5,471 34.0 5,251 31.3 4,380 26.4 2,854 17.0 Performance TOTAL 15,867 100 16,096 100 16,766 100 16,575 100 16,816 100

Table 3.8 presents the average pass rate for girls and boys in since 2014. The data indicates that the both girls and boys have improved their performance each year.

Table 3:8: Average PSLE Pass Rate by Sex 2014-2018 Candidates Passed Percentage Passed Year Male Female Total Male Female Total GPI 2014 224,909 226,483 451,392 60.87 53.59 56.99 88.04% 2015 253,904 264,130 518,034 71.58 64.60 67.84 90.25% 2016 271,540 283,751 555,291 73.48 67.57 70.34 91.96% 2017 321,015 341,020 662,035 74.19 70.43 72.20 94.93% 2018 350,273 382,830 733,103 76.96 76.14 76.53 98.93%

Despite girls’ performance being consistently lower than that of boys over the years, there is a steadily narrowing gap, with the most rapid narrowing of the gap in 2018 as shown in Figure 3.2. Between 2014 and 2018, the percentage difference of those who passed between boys and girls narrowed from 12% to just 1%, almost reaching gender parity. The narrowing gap is a result of Government, communities and key education actors making combined efforts to ensure that girls are progressing through the education system.

Figure 3.2: Average PSLE Pass Rate by Sex 2014-2018

Source: NECTA, 2014-2018

Table 3.9 shows the performance in Kiswahili, English Language, Social Sciences, Mathematics and Science subjects in PSLE from 2017 to 2018. Compared to 2017, except in Kiswahili, the data indicates that the percentage pass rates (A-C grades) in these subjects improved in 2018. Nonetheless, Kiswahili still had the highest pass rate (85.42%) while English Language has the lowest (49.63%).

Table 3:9: Subject Performance in PSLE 2017 -2018 Pass Grade A-C Pass Grade D Pass Grade E Subject 2017 2018 % 2017 2018 % 2017 2018 % (%) (%) change (%) (%) change (%) (%) change Kiswahili 86.86 85.42 -1.44 9.8 10.17 +0.37 3.34 4.41 +1.07 English 40.30 49.63 +9.33 48.9 38.98 -9.92 10.85 11.40 +0.55 Social Science 62.73 73.62 +10.89 31.3 21.00 -10.3 5.95 5.38 -0.57 Mathematics 54.10 66.02 +11.92 32.5 24.06 -8.44 13.44 9.93 -3.51 Science 72.61 76.64 +4.03 23.0 18.11 -4.89 4.36 5.25 +0.89

The PSLE pass rates by region reveal that in 2018 Dar Es Salaam recorded the highest pass rate of 91.58% while Mara had the lowest pass rate of 61.68 (see Annex 21). The data further indicate that the majority of regions improved their pass rate. Mtwara recorded the highest improvement of 27.5%, followed by Singida with a 20.8% improvement. Only Mara and Tabora showed a large decline in pass rate, at -8.7% and -2.1% respectively. Another six regions show very slight declines of less than 1%. It is interesting to note that the girls’ pass rate fell in only one region (Mara), whereas the boys’ pass rate fell in ten regions.

The data reveal considerable variation across the country. The Council level pass rates ranged from 36.4% in Chemba (Dodoma) to 96.8 in Arusha CC. Data presented in Annex 21 also indicate that some Councils recorded significant improvement while others deteriorated. Masasi TC (Mtwara) was the most improved, by 68.3%, followed by Mkalama (Singida) improving by 56.0% in 2018. Musoma DC (Mara) saw the worst deterioration, by 29.3% in the same period. Overall, 139 councils improved their PSLE pass rates, while the pass rate declined in 45 councils. In general, girls’ pass rates improved more than boys’ pass rates. The girls’ pass rate improved in 151 councils and declined in 33. The commendable achievement of Ukerewe Council (Mwanza) should be mentioned for raising the girls’ pass rate by 65%, whereas the boys’ pass rate rose by 32%. Figure 3.3 presents the regional variation in PSLE pass rate in 2018 on a map of Mainland Tanzania.

Figure 3.3: PSLE Pass Rate by Region, 2018

Figure 3.4 similarly presents the regional variation in the gender balance of the PSLE pass rate in 2018. In the regions shown in blue, girls are performing significantly better than boys. The regions shown in dark green are close to achieving gender parity in PSLE pass rates. In the regions shown in orange, red and black, girls are performing significantly worse than boys.

Figure 3.4: Gender Parity Index in PSLE Pass Rate by Region, 2018

To ensure that improvement in examinations is sustained, the GOT implemented various initiatives to support teachers at the primary school level. Some of these activities include:

a) The development of 3Rs e-content - a total of 19 interactive lessons of the e-content that include 5 lessons for arithmetic, 6 for writing and 8 for

reading were completed. The Tanzania Institute of Education (TIE) produced the e-content DVDs that were distributed to primary schools and discussions were held and agreement reached to air all episodes through the Tanzania Broadcasting Cooperation (TBC). The airing is on going. b) Reviewing of the PRESET curriculum to incorporate 3Rs – the review of pre-service curriculum (certificate level) was preceded by the development and approval of the National Curriculum Framework (NCF). The curriculum guide and syllabus for pre-primary, primary and physical education for pre-service (certificate level) have also been reviewed and draft documents are in place. c) Development of the new curriculum guide and syllabus for special needs education. This activity is co-funded by the GPE-LANES and the Teacher Education Support Project (TESP). The completion of the activity i.e. piloting, printing and distribution of the curriculum guide and syllabus for pre-primary, primary and physical education is funded through the TESP programme; d) Training for 3Rs skills to Std I & II teachers – training to 1,660 Std I & II teachers from five regions of mainland Tanzania (Dar es Salaam, Mwanza, Geita, Tanga, Kagera) was conducted. The aim of the training was to empower teachers with the ability to teach reading, writing and numeracy skills in Primary Schools; e) Training of 200 teachers of mathematics in Primary Schools. These teachers were selected from Councils with low performance on mathematics in the Primary School Leaving Examinations. The councils were Meatu, Simanjiro, Mkalama and Ukerewe f) Rolling out of the School Based Continuous Professional Development (SB-CPD) framework – a consultative process was adopted during the development of the rollout modality led by the Agency for Development

of Education Management (ADEM) in consultation with TIE, MoEST and UNICEF. A cascading format was used in this rollout: a national team of 40 ‘primary’ trainers comprising of tutors from Teacher Colleges and ADEM, School Quality Assures and TIE and MoEST officials were first oriented on the pre-primary and Std I and II Continuous Professional Development (CPD) modules. These then trained 374 ‘secondary’ regional and district facilitators who included Regional Academic Officers (RAOs) from all 26 regions, District Academic Officers for Primary (DAOs) and District School Quality Assurers (DSQAs). The ‘secondary’ trainers then oriented 3,956 WEOs in all the 26 regions. g) Conclusion of the Reading Week held at regional levels in 22 Regional Libraries, reaching 4,356 lower primary school students. h) The Printing and distribution Textbooks for standard IV & V, story books for standard I & II, teachers guide for standard III & V and textbooks for Special Needs students for standards III & IV. Table 3.10 presents the number of Standard I, II, IV and V textbooks and teachers guides distributed to Government Primary schools. The supply of these books contributed towards the commendable PBR discussed in section 3.4.2

Table 3:10: Number of Textbooks Printed and Distributed to schools for Standards I, II, IV and V in year 2018/19 Category Standards Subjects Copies Ratio Kiswahili, Mathematics, English, Urai na Textbooks V Maadili, Maarifa ya Jamii, Stadi za Kazi, 2,933,791 1:3 Science, Technology and French Kiswahili, Mathematics, English, Urai na Teachers V Maadili, Maarifa ya Jamii, Stadi za Kazi, 281,148 - Guide Science, Technology and French Kiswahili, Mathematics, English, Urai na Textbooks IV Maadili, Maarifa ya Jamii, Stadi za Kazi, 6,286,476 1:1 Science, Technology and French Story I &II 25 types of story books 7,835,697 1:3 books Kiswahili, Mathematics, English, Urai na Teachers III Maadili, Maarifa ya Jamii, Stadi za Kazi and 280,500 - Guide Science, Technology Braille 4200 - Textbooks III for Special large print 3900 - Needs Braille 1800 - IV Students large print 4800 -

3.5 Secondary Education

3.5.1 Secondary Schools Teachers There are 105,264 secondary school teachers of whom 103,924 (98.7%) are qualified teachers, the rest being non-teaching professionals. Table 3.11 shows the trend in the number of teachers between 2016 and 2019.

Table 3:11: Teaching Staff and Number of Schools in Secondary Education, 2016 – 2019 Indicator 2016 2017 2018 2019 % Change (2018-2019) Overall Total Teachers 108,596 110,163 102,982 105,264 +2.2 Government 89,554 89,475 82,023 84,113 +2.5 Non-Government 19,042 20,688 20,959 21,151 +0.9 Total Qualified Teachers 100,636 102,208 101,470 103,924 +2.4 Government 85,600 85,333 81,433 83,541 +2.6 Non-Government 15,036 16,875 20,037 20,383 +1.7

These data indicate that the number of qualified teachers increased by 2.4% from 101,470 in 2018 to 103,924 in 2019. The teaching in secondary schools is guided by specialised subjects, therefore, calculating PTR will only be appropriate if calculated based on subjects rather than the total number of

teachers. For instance, data in Annex 22 show that the national PTR for secondary schools is 24.05 and PQTR is 24.22. A simplistic analysis of these data may indicate an oversupply of teachers in secondary schools, a verdict that is erroneous. The actual situation in schools reveals a deficit of teachers in some subjects, particularly in the Science, Mathematics and Technical subjects. Additionally, the current PTR of 24.05 and PQTR of 24.22 compared with that of 2017 (17.3 and 18.7 respectively) indicate that the hiring of teachers for secondary schools did not match the enrolment of students for the same period.

Annex 22 presents the distribution of Government secondary school teachers by regions. The data show that Dar es Salaam has the largest number of teachers (6,069) followed by Mwanza (5,856), whereas Katavi has the lowest number of teachers (710) followed by Rukwa (1,407). However, in terms of PTR, Mara had the highest ratio (32.13), followed by Kigoma (31.1), Katavi (30.95), Geita (30.17) and Dar es Salaam (28.53) respectively. More efforts are needed in distributing teachers more equitably among these regions.

In contrast, Pwani Region (17.76), Njombe (17.8), Arusha (19.7), Tanga (20.49) and Iringa (20.6) have the lowest PTR. At Council level, Meru at 12.7, for the second year in a row, had the lowest PTR (but improving from 11.2 recorded in 2018). Others with a low PTR are Kibaha TC (12.8), Kisarawe (13.06), Sikonge (13.86), Njombe (14.37) and Bagamoyo (14.29). The council with the highest PTR was Bariadi DC (45.3), deteriorating from PTR 35.8 recorded last year, and now overtaking Nsimbo, which was ranked last in 2018 (with a PTR of 40.6) but improved to a PTR of 37.4 this year. Other councils with high PTR are Uvinza (41), Muleba (40.8), Buchosa (40.63) and Kondoa (39.38). Like the Regions mentioned above, these Councils should be given priority in the distribution of teachers.

As part of the implementation of the Action Plan of the National Strategy for Inclusive Education, MOEST has trained 75 secondary school teachers from 19 secondary schools in sign language.

3.5.2 Secondary Education Textbooks Table 3.12 presents the Pupil-Textbook Ratio (PBR) for subjects in both lower and higher secondary levels. The data reveal that overall average PBR is 1:2 in both levels. However, PBR varies across the subjects; generally, the PBR is reasonable with the exceptions of Civics, General Studies and Agriculture which have PBR in the range of 1:5 to 1:6.

Table 3:12: Pupil Textbook Ratio (PBR) in Government and Non-Government Schools by Subject and Class, 2019 Subject Form Form Form Form Average Form Form Average Average 1 2 3 4 Form 1-4 5 6 5-6 1-6 Accounting 1:1 1:1 1:1 1:1 Advanced 1:1 1:1 1:1 1:1 Mathematics Agriculture 1:7 1:7 1:4 1:3 1:5 1:1 1:1 1:1 1:5 Basic Applied 1:2 1:3 1:2 1:2 Mathematics Basic 1:2 1:2 1:1 1:1 1:1 Mathematics Biology 1:2 1:2 1:2 1:2 1:2 1:2 1:2 1:2 1:2 Book 1:5 1:4 1:2 1:1 1:3 1:3 Keeping Chemistry 1:2 1:2 1:1 1:1 1:2 1:2 1:2 1:2 1:2 Civics 1:7 1:6 1:5 1:4 1:6 Commerce 1:5 1:4 1:2 1:1 1:3 1:1 1:1 1:1 1:3 Economics 1:2 1:2 1:2 1:2 English 1:2 1:2 1:2 1:1 1:2 1:1 1:1 1:1 1:2 Language General 1:4 1:5 1:5 1:5 Studies Geography 1:3 1:3 1:2 1:2 1:3 1:2 1:2 1:2 1:3 History 1:3 1:3 1:2 1:2 1:3 1:2 1:2 1:2 1:3 Kiswahili 1:5 1:4 1:2 1:2 1:3 1:1 1:1 1:1 1:3 Physics 1:2 1:2 1:1 1:1 1:2 1:1 1:1 1:1 1:2 Average 1:3 1:2 1:2 1:2 1:2 1:2 1:2 1:2 1:2 PBR Source: BEST, 2019

Annexes 23 and 24 present the PBR for the selected subjects in Government and Non-Government secondary schools in both lower and upper secondary respectively segregated by region and council in 2019. The data on the average PBR for Forms I–IV reveal huge disparities between Regions and Councils. For instance, Kilimanjaro, Njombe and Arusha Regions had almost more than double the number of books available in Simiyu. Other Regions which urgently need more books are Katavi, Geita, Mwanza, Kigoma, Morogoro and Mara. It is

also important to note that the same regions affected by shortage of books, are likewise affected by teacher shortages. At the Council level, Lindi MC, Mwanga, Meru, Moshi DC, Moshi MC, Hai and Ludewa had more than 10 times the number of books as Gairo and Mpimbwe. Other priority Councils for books are Mlele, Momba, Mafia and Kilindi.

3.5.3 Performance in National Examinations 3.5.3.1 Performance in Certificate of Secondary Education Examinations (CSEE) Table 3.13 summarizes the pass rates in the Certificate of Secondary Education Examination (CSEE) for Government and Non-Government school candidates by division, from 2014 to 2018. The data show that there has been an improvement in CSEE pass rates from 69.8% in 2014 to 78.38% in 2018 which surpass the ESDP targets as shown in Table 1.1. Furthermore, the data show that, the percentage pass in divisions I-III in 2018 has increased compared to the previous year, 2017. This calls for Government and other education stakeholders to increase efforts in expanding entry into Technical and Vocational Training (TVET) institutions and upper secondary to accommodate the increased number of graduates from basic education.

Table 3:13: Summary of Pass Rates in Form IV Examination (CSEE) of Government and Non-Government School Candidates by Division, 2014- 2018 % Pass Rate Number of Year I (%) II III Total I-III IV Passed Failed Candidates Sat 2014 3.1 10.5 17.2 30.8 39.0 69.8 30.2 240,310 2015 2.8 9.0 13.6 25.4 42.6 68.0 32.0 384,300 2016 2.7 9.3 15.6 27.6 42.8 70.4 29.7 349,524 2017 2.5 10.5 17.2 30.2 47.4 77.6 22.4 317,777 2018 3.8 11.1 16.9 31.8 47.5 78.4 20.7 358,426 Source: BEST, 2019

Performance by subjects shows an overall improvement in pass rates across basic subjects. Annex 25 presents pass rates for Form IV Examination (CSEE) for all candidates (Government and Non-Government) by subject and sex in 2017 and 2018.

3.5.3.2 Performance in Advanced Certificate of Secondary Education Examinations (ACSEE)

The data in Table 3.14 show that pass rates in division I to IV for ACSEE have increased by 0.6% from 98.1% in 2017 to 98.7% in 2018. Moreover, there is a positive trend of improved pass rates in divisions I to III from year to year since 2014 up to 2018. This improvement might be attributed to the Government’s and other key education actors’ efforts in improving the teaching and learning environment.

Table 3:14: Summary of Pass Rates in Form VI Examination (ACSEE) in Government and Non-Government Schools by Division, 2014-2018 Division Total No of Percent Percent Year I II III I-III IV Candidates Passed Failed Examined 2014 10.7 27.3 47.7 85.7 12.5 98.2 1.8 35,418 2015 17.4 29.8 42.3 89.5 9.5 99.0 1.0 35,176 2016 9.7 41.8 41.6 93.1 4.8 97.9 2.1 64,861 2017 10.7 41.7 41.3 93.7 4.4 98.1 1.9 62,725 2018 10.71 44.42 40.40 95.52 3.20 98.7 1.3 76,283 Source: NECTA -ACSEE Results

Annex 26 presents the summary of pass rates in the Form VI Examination (ACSEE) for candidates of all schools (Government and Non-Government) by subject and sex in 2017 and 2018. Annex 27 shows the CSEE and ACSEE pass rates by region from 2016 to 2018.

In the year under review, the Government in collaboration with education stakeholders have undertaken a number of initiatives to continue improving the quality of teaching and learning in secondary education. These initiatives include:

a) Conducted assessment for 157 deaf students (84 in Form II and 73 in Form IV) at Iringa girls, Malangali, Njombe Viziwi, Kazima and Moshi technical secondary schools. The assessment aimed at addressing challenges faced by deaf students in teaching and learning in the country; b) Trained 198 secondary school mathematics teachers from selected Councils which showed low performance in mathematics results in Certificates of Secondary Education Examinations. The councils were Gairo, Rufiji, Nanyamba, Ruangwa, Momba, Nyasa, Madaba and Korogwe;

c) Printed and distributed 391,949 copies of English textbooks for Forms I & II which aimed to reduce the shortage of textbooks and achieve a textbook to pupils book ratio of 1: 3. These books will help to enhance the quality of teaching and learning in English and ultimately help the learning of other subjects in secondary schools.

3.6 Adult and Non-Formal Education (ANFE)

3.6.1 Academic Staff in ANFE Complementary Basic Education in Tanzania (COBET) is the main programme for Adult and Non-Formal Education (ANFE) with the highest number of centres compared to all other programmes and with more facilitators than the rest of the programmes. In 2019, it was recorded that on average one facilitator was available for every 26 learners (LFR=26) in the COBET programme as shown in Table 3.15.

Table 3:15 Number of Facilitators and Learner to Facilitator Ratio (LFR), 2019 Total Learner to Average No. of Number of Programme Number of Facilitator Facilitators per Centres Facilitators Learners Ratio (LFR) centre COBET 2,588 67,062 2,589 26 1 ICBAE 1,488 101,343 2,150 47 1 IPPE 119 14,744 344 43 3 ODL 251 5,631 1,095 5 4 IPOSA 68 3,917 N/A N/A N/A

In the COBET centres, the teaching staff comprise of facilitators from different educational backgrounds. Some are employed teachers and some are volunteers. Some are professional teachers and some are not teachers by profession. The professional teachers (holders of Degree, Diploma, Grade A and Grade B/C teachers certificate) make up 68% of all facilitators, while non- professional teachers (short term trained, Form VI leavers, Form IV leavers and others) make up 32% of all facilitators. Annexes 28 and 29 show the number of COBET and ICBAE facilitators by Academic Qualification respectively as recorded in 2019. Additionally, a total of 222 facilitators have been trained in

the delivery of the IPOSA programme, and the training is currently going on in

60 IPOSA centres.

3.6.2 ANFE Graduates The modality of graduation in ANFE courses differs from one programme to another. Completion of COBET and ODL programmes leads to the sitting of formal exams conducted by the National Examinations Council of Tanzania (NECTA). Graduation in the remaining programmes happens only on completion of the course attended. On completion of COBET Cohort I successifully, learners have to sit for Standard IV National Assessment (SFNA) in order to join the formal education system. On passing this exam, a learner is mainstreamed into standard V in the formal system, and on failing the exam, a leearner is also mainstreamed in the formal system but in Standard IV. COBET Cohort II graduates sit for the Primary School Leaving Examination (PSLE). On passing this exam, the graduates are either selected to join Form I in the formal education system or are selected to join Vocational Education colleges. Table 3.16 shows the number of COBET graduates from Cohorts I and II in 2018.

Table 3:16 COBET Graduates, 2019 Number of Graduates COHORT MALE FEMALE TOTAL COHORT I 6,786 4,869 11,655 COHORT II 1,126 900 2,026 Total 7,912 5,769 13,681

The Government in collaboration with education stakeholders continued to ensure that quality education is offered in the non-formal sector by ensuring that activities being undertaken are aligned to the overall education sector priorities. In the FY 2018/2019 the following activities were undertaken:

a) Launched the Integrated Programme for Out of School Adolescents – (IPOSA) as well as developing the Strategy for its implementation in coordination with the Institute of Adult Education and the President’s Office, Regional Administration and Local Government (PO-RALG). The programme focuses on providing quality alternative education to youths

aged between 14–17 years and focuses on four key areas: learning/study skills, technical/vocational skills, life skills and entrepreneurship skills; b) The Institute of Adult Education is also implementing a programme for empowering girls through education that focuses on girls who are out of school aged 14-21years and is being implemented in Arusha, Kigoma and Mwanza regions and uses ICT as the means of teaching and learning; c) The Institute of Adult Education has also prepared four Primers for improved Agriculture (Tea, Cotton and Maize and a general one on social development issues for use by the Adult learners).

3.7 Teacher Education

3.7.1 Numbers of academic staff The government has continued to attain sufficient numbers of both academic and non-academic staff to facilitate quality and equitable training at the Teacher Training Colleges (TTCs). Moreover, the government has continued to phase out gradually the number of academic staff without degree qualifications. Table 3.17 shows the number of teaching staff in the TTCs.

Table 3:17 Number of Teaching Staff by Qualification in TTCs, 2018-19 Certificate Diploma Tutors Grand Total Ownership Female Male Female Male Female Male Female Male Total Government TTCs 2,569 2,324 1,366 2,266 450 823 4,385 5,413 9,798 Private TTCs - - - - 136 270 136 270 453 Total 2,569 2,324 1,366 2,266 586 1,093 4,521 5,683 10,251

The data indicate a fair distribution of female teaching staff in the TTCs. The number of female tutors has been growing steadily. The data further reveal that 87% of the teaching staff in public TTCs have qualifications lower than the tutor grade (Mkufunzi). It is the intention of the government to ensure that 100% of the teaching staff in TTCs have the tutor level qualification. Efforts to phase out the lower grades are ongoing gradually. The data also indicate that the tutor- teacher to trainee ratio in government TTCs stands at 1:2 and at 1:7 for private TTCs. In the coming year, the government will establish the distribution of tutors by subject/area of specialization in order to ensure equitable distribution of the teaching staff.

3.7.2 Numbers of graduates The number of teachers graduating from the TTCs has been growing steadily since 2016. Figure 3.5 shows the number of teachers graduating from TTCs between 2016-2019.

Figure 3.5: Number of teachers graduating from TTCs between 2016-2019

There was a slight dip in the number of teachers graduating from TTCs between 2016-2017. However, due to concerted efforts to ensure efficiency in TTCs, the number of teachers graduating more than doubled between 2017 and 2018. This number has increased again in 20194, with 7,836 teachers graduating from Government TTCs.

There are continuous efforts being made to improve the teachers and their capacities including implementing initiatives that include infrastructure improvements, INSET programmes, and provisions of teaching and learning materials. The following was done in 2018/2019;

a) 2,475 Tutors have been trained in teaching science subjects, mathematics, and ICT with the objective of enhancing teaching and learning of the subjects in primary and secondary schools through meaningful and effective instruction and assessment; b) 19 public TTCs are currently running a course for pre-primary teachers on developing pre-reading and pre-numeracy skills in children including those who face difficulty in mastering literacy and numeracy skills. About 728 tutors including those from TTCs running pre-primary education have received capacity building training on gender and inclusive education. In addition, procurement of teaching and learning materials and facilities for TTCs is in progress to enable effective teaching and learning. c) The Tanzania Institute of Education (TIE) prepared and issued a pre- service curriculum for training teachers for Special Needs Education. The curriculum is currently in use and Patandi Teachers’ College has enrolled Form IV leavers in the 2018/2019 academic year. d) Conducted in-service training for 163 (Female-52 and Male-111) History tutors from 35 teachers’ colleges in teaching and learning methodologies;

4 The 2019 data do not include private TTCs

e) Trained 361 Tutors (196 male and 165 female) in the Eastern and Southern Zone (from Dakawa, Ilonga, Mhonda, Morogoro, Vikindu, Kitangali, Mtwara (K), Mtwara (U) and Nachingwea TTCs) on the use of ICT in the teaching and learning process; f) Conducted ToT for 80 college tutors (40 from the 35 government teacher training colleges and 5 Private TTCs) in order to provide skills and knowledge on the new School Quality Assurance Framework; g) Supplied equipment for Science laboratories in 35 Government teacher’s colleges to improve teaching and learning. In addition, teaching and professional textbooks have been purchased to provide the tutors and student teachers with adequate references for teaching and learning; h) Provision of ICT equipment - 300 Desktop Computers, 300 UPS and 100 Projectors have been supplied to 18 Teachers Colleges namely: Dakawa , Ilonga, Mandaka, Mhonda, Murutunguru, Mamire, Ndala, Singachini, Shinyanga, Vikindu, Patandi, Tarime, Mpuguso, Sumbawanga, Mpwapwa, Tukuyu, Morogoro and Korogwe. The facilities will leverage the use of ICT in teaching and learning process in teachers’ colleges.

3.8 Higher Education

3.8.1 Number of Academic Staff A total number of 8,307 staff in Higher Learning Institutions (HLIs) was recorded in 2018, including 660 (7.9%) technical staff; and 7,647 (92.1%) teaching staff. Table 3.18 summarises the number of academic staff by categories of Doctorate, Masters, Bachelor, Diploma, Certificate and Secondary education. Out of the available staff in the institutions, it can be seen that of all 8,307 individuals, 26.4% are PhD holders and 47.7% are Masters’ holders. However, there is still a challenge in having adequate academic staff in higher learning institutions; hence, there is a need to develop and upgrade more staff to suit the teaching requirements.

Table 3:18: Number of academic staff by level of education in 2018 Level of Univ. Univ. Camp University Total Percent Education College & Institutes Doctorate 1,927 208 62 2,197 26.4 Masters 3,231 542 189 3,962 47.7 Bachelor 1,389 293 72 1,754 21.1 Adv. Diploma 14 4 0 18 0.2 Ord. Diploma 140 31 0 171 2.1 Certificate 88 18 5 111 1.3 Secondary 54 0 0 54 0.7 Primary 40 0 0 40 0.5 TOTAL 6,883 1,096 328 8,307 Source: TCU 2019

The data reveal that, on average, the ratio of PhD holders to non-PhD holders in each institution of higher learning is 1:26. The ratio of PhD holders to students is 1:83. This number is still low. In general, the challenge of having enough academic staff in HLIs persists and there is a need to train more PhDs and develop and upgrade more staff to meet the teaching requirements.

3.8.2 Number of graduated students in HLIs in 2018-19 During the period under review, 41,889 students graduated with certificate, undergraduate, masters, postgraduate and PhD degrees. As presented in Table 3.19, the number of female graduates was consistently lower than that of male students. In addition, variations can be observed across programme clusters. For instance, females continue to be underrepresented in sciences and mathematics. Out of the 41,889 students that graduated, only 9,377 graduated with science, technology and mathematics degrees5. Of these, 3025 (32.3%) were female. Although still low, this year, the percentage of science and mathematics graduates among all university graduates was 22.4%. This indicates that the target of 20% set for 2020 has been achieved, and with this momentum, the target for 2025 (30%) is likely to be achieved.

5 The courses include Agriculture, Engineering, Environmental Science or Studies and Forestry, Life Sciences, Medicine, Veterinary and Health Sciences, Mining and Earth Sciences, Physical Sciences and Mathematics

Table 3:19: Students Graduated in 2018/19 by Award Level and Sex Award Level Sex Bachelor Masters Doctorate Certificate Diploma PGD Total Degree Degree Degree Male 1,344 2,279 20,903 52 1,546 91 26,215 Female 1,430 1,985 10,995 32 1,181 43 15,666 TOTAL 2,774 4,264 31,898 84 2,727 134 41,889 Source: TCU 2019

The majority of the students who graduated in 2018/19 were awarded bachelor degrees (31,898, 76.2%). Others that graduated were: 4,264, (10.2%) with diploma; 2,727 (6.5%) with masters; while PhD accounted for 134 (0.3%) of all graduates.

A number of initiatives have been continued in HLIs to improve the quality of teaching and learning

a) A total number of 72 staff from public HLI secured a scholarship for PhD studies nationally and internationally, in academic areas of interest as follows: Pure & Applied Mathematics, Nuclear & Medical Physics, Animal Physiology, Electronics & Communications, Civil Engineering, Geomatics, Architecture, Microfinance in Agribusiness and Internal Medicine, among others; b) Coordinated study abroad in which 159 Tanzanian students have successfully accessed education opportunities in areas of study such as Petroleum & Minerals, Medicine, Electrical and Renewable Energy, Food Studies, Actuarial Sciences, Neorology and Animal Husbandry; c) Continues to monitor the performance of four projects coordinated by the African Centre of Excellence II – ACE II at Sokoine University of Agriculture (SUA) on Innovative Rodent Pest Management and Biosensor Technology Development (IRPM&BTD-RAT TECH) which aims at reducing the impact of rodents on communities as well as peoples’ livelihoods by strengthening science, technology and innovation in rodent biology and management. The second project at SUA is the

Infectious Diseases of Human and Animals in Southern and Eastern Africa (SACIDS), which focuses on applying principles of molecular biology or analytical epidemiology in the One Health context to better understand and manage infectious diseases. The Nelson Mandela African Institute of Science and Technology (NM-AIST) has also two projects; the Center for Research in Agriculture Advancement Teaching Excellence and Sustainability (CREATES) and the Centre for Water Infrastructure and Sustainable Energy Futures (WISE – Futures); d) Internationalization is an area of focus whereby the Ministry is now coordinating and monitoring the status of native university academicians studying overseas, foreign students and foreign academic staff in public universities as well as identifying gaps and priorities in HLI. For instance, 241 Tanzanian academic staff who are supported to study abroad come from universities such as MUHAS, ARU, UDSM, MZUMBE and SUA. Whereas 43 academic staff from MUHAS got opportunities to study overseas; 35 from ARU; while58 from SUA; 31 from MZUMBE and from UDSM 74 are studying abroad. These include Asian countries such as China, Japan, South Korea and India; European countries like Norway, Sweden, Denmark, Finland, Belgium, Netherlands, Germany and UK; and African countries such as South Africa, Kenya, Uganda and Nigeria. These universities have also been able to admit 312 foreign students in various degree programs and levels and 26 foreign lectures who teach different programs as well. While foreign lecturers and students share different ideas and experiences, the native academicians studying abroad gain contemporary knowledge. The intention is to enhance and develop our nationals in education in order to acquire the intended skills and knowledge for building an industrialized nation

3.9 Technical and Vocational Education and Training

3.9.1 Number of Academic Staff In 2019, there are 8,825 academic staff in Technical Education institutions registered by NACTE, 5,505 female and 3,320 male. Table 3:20 shows the numbers of teachers in 2018-19 by subject.

Table 3:20: Technical Education Staff by Subject, 2018-19

Area of Specialization Male Female Total

Health and Allied Sciences (HAS) 720 1,557 2,277

Business Tourism and Planning (BTP) 1,477 2,643 4,120

Teaching and Learning Facilitation (TLF) 184 245 429

Sciences and Allied Technologies (SAT) 939 1,060 1,999

Grand Total 3,320 5,505 8,825

With a student enrolment of 10,552 in 2019, the Business Tourism and Planning couse had the highest number of teaching staff (equivalent to a student-tutor ratio of 2.5 : 1). This scenario is reflected across all subject areas, with a student– tutor ratio of less than 3. This sector is therefore fully staffed. The challenge is to raise the student enrolment in these instutions in order to utilize these staffing levels to maximum advantage and to train more students in these crucial sectors for the labour market in Tanzania.

3.9.2 Number of Graduates

In 2018, a total of 113,427 students graduated from Technical Institutions. This year witnessed a 6.4% decline in the number of individuals graduating (106,177). The number of graduates by course is shown in Table 3:21.

Table 3:21: Student Graduation from TVET in 2019 VET Graduates 2018/19 Course title Male Female Total Agriculture and Food Processing 784 679 1,463 Automotive 34,843 3,416 38,259 Business Administration 1,352 3,608 4,960 Clothing and Textiles 592 5,059 5,651 Construction 4,559 1,653 6,212 Electrical 8,572 1,804 10,376 General Subjects 1,361 1,612 2,973 Hospitality and Tourism 2,052 6,216 8,268 ICT 4,005 5,066 9,071 Lab Technology 176 192 368 Mechanical 2,192 234 2,426 Mining 265 289 554 Printing 136 132 268 Category total 60,889 29,960 90,849 TET Graduates 2018/19 Ordinary Diploma (NTA Level 6) BTP 2,523 3,311 5,834 SAT 1,584 754 2,338 HAS 121 130 251 TLF 81 102 183 Category total 4,309 4,297 8,606 Technician Certificate (NTA Level 5) BTP 352 999 1351 SAT 405 221 626 HAS 135 92 227 Category total 892 1312 2204 Basic Technician Certificate (NTA Level 4) BTP 1,192 2,175 3,367 SAT 589 326 915 HAS 107 129 236 Category total 1,888 2,630 4,518

Some initiatives have been implemented in the year under review to improve the quality of provision of Technical and Vocational Education and Training. The initiatives include:

a. Conducted Monitoring and Evaluation visits to 334 (84 %) out of 400 technical institutions and institutions were guided on matters pertaining to quality education such as teaching resources and facilities.

b. A total of 370 technical teachers were trained in Curriculum Development, Delivery and Assessment; c. Total of 370 technical teachers were trained in the area of Curriculum development, delivery and assessment. 2 or 3 participants from each technical Institution were involved in this training. These selected participants will be used as trainers to build capacity building to other staff in their institutions (i.e. in-house training). d. Conducted capacity building on registration and capacity of 102 technical institutions. After conducting this training, 15 training institutions attained full and provisional accreditation and six (6) training institutions attained Candidacy Status of accreditation. e. There was a distribution of 400 computers to 40 technical institutions to enable them improve access to ICT systems within the colleges.

3.10 Science, Technology and Innovation In fulfilling the role of coordinating and managing the development of Science, Technology and Innovation (STI) in the country, the Ministry has implemented the following tasks:

i. Prepared and launched a Guideline for Identifying and Developing Innovations and Traditional Knowledge Practices in order to promote the use of Science, Technology and Innovation in community activities and development and thereby increase its contribution to the economy; ii. Organized and run the National Science, Technology and Innovation Competition with the aim of identifying and developing the best innovators and inventors. The competition involved innovators from the categories of secondary schools, the informal sector, vocational training colleges, technical colleges, universities and research and development centres. A total of 415 innovators emerged, from among whom 60 of the best innovators (10 from each category) were selected to participate in the competition; and

iii. Reviewed and evaluated the implementation of seven national nuclear technology projects in the Water, Health, Agriculture and Livestock sectors and found that their implementation is in accordance with the agreements.

CHAPTER FOUR

4. FINANCING OF EDUCATION

4.1 Overview of Education Financing Quality education is critical to the development of any nation. For Tanzania to become a middle income, semi-industrialized country, a good education that prepares a competent workforce with knowledge and skills is vital. In order to achieve this objective, the Tanzanian Government in collaboration with stakeholders continued to strengthen the education and training sector through various strategies and financing options.

4.2 Budget Allocation Despite the GoT to continue in financing the strategic projects such as Standard Gauge Railway (SGR) and Stiegler's Gorge Hydroelectric Power Station (SGHPS) which have a significant contribution to education sector, the Government has continued to regard the education sector as a National priority. In the year under review the Government therefore, has allocated 20.9% of the total Government budget to the education sector which is above the 2020 target of 20.8% as indicated in Table 1.1 and Table 4.1.

Table 4:1 Education Sector Budget allocation as % of Total Government Budget, and GDP from 2014/15- 2018/19 Education Government Budget for Education Sector as % Total Budget Budget Debt Sector of the Total Year (in million excluding Servicing Budget (in Budget TZS) budget for Debt (CFS) million TZS) excluding Servicing (CFS) CFS 2014/15 19,649,500 4,354,730 15,294,770 3,465,101 22.7%

2015/16 22,495,500 6,396,602 16,098,898 3,870,178 24.0%

2016/17 29,500,000 8,000,000 21,500,000 4,768,358 22.2%

2017/18 31,711,986 9,472,122 22,239,864 4,706,362 21.2%

2018/19 32,475,950 9,628,437 22,239,864 4,641,498 20.9% Source: MoF, 2019

Table 4.2 presents the budgetary allocation to the Education Sector by level from 2014/15 to 2018/19. The data indicate that Primary Education, Non-Formal and

Supporting Services takes up the largest share (56.2%) in the whole Education Sector, although this has come down from over 63% in the previous two years. The second largest share goes to Secondary Education, and this has increased substantially from 15% to 25%. The share taken by Technical and Higher Education has declined somewhat from over 20% to 17.2%. Teacher Education has an increase from 2017/18 to 2018/19.

Table 4:2: Budgetary Allocation to Education Sector by Levels 2014/15- 2018/19 Education Sub Sectors Primary, Non- Formal, Other Total Financial Education Secondary Teacher Technical & Education Year Institutions and Education Education Higher Education Sector Supporting Services % % % % Total Total Total Total Share Share Share Share 2014/15 3,465,101 1,989,490 57.4 570,976 16.5 63,522 1.8 841,113 24.3 2015/16 3,870,178 2,251,275 58.2 650,467 16.8 37,239 1.0 931,198 24.1 2016/17 4,768,358 3,020,191 63.3 708,500 14.9 52,518 1.1 987,149 20.7 2017/18 4,706,362 2,975,546 63.2 679,508 14.4 65,151 1.4 986,157 21.0 2018/19 4,641,498 2,607,475 56.2 1,167,351 25.2 68,045 1.5 798,628 17.2 Source: MoF, 2019 4.3 Capitation Grants The Government continues to provide Capitation Grant (CG) to government primary and secondary schools for the improvement of the quality and relevance of education. The CG is intended to improve the teaching and learning processes by raising pupils’ academic performance and attainments. Table 4.3 presents the Capitation Grants (CG) releases to primary and secondary schools for the year under review. The data in the table indicate that the percentage of CG released against the allocated budget was 86.32% and 100.02% for Primary and Secondary schools respectively. The overall CG release was 89.61% of the total approved budget. A total amount of TZS 73,640,391,368.52 was disbursed as Capitation Grants to 19,801 government schools including 16,167 Primary and 3,634 Secondary schools. This shows the Government’s commitment towards improving the quality of education. However, the

approved budget is 7%less than the required budget according to the CG policy. This calls for readjustment of the CG budget in the year 2019/20 to meet schools’ requirements.

Table 4:3: Capitation Grants Releases in Government Primary and Secondary Schools, 2018/19 Number Required as Approved % Level of Released per Policy Budgeted Released Students Primary 10,994,641 65,967,846,000 62,449,950,000 53,905,165,716 86.32% Secondary 1,812,508 22,656,350,000 19,732,262,500 19,735,225,652.52 100.02% Total CG 88,624,196,000 82,182,212,500 73,640,391,368.52 89.61% Released Source: MoF, 2019

Table 4.4 presents the amounts of CG disbursed for the last four years (2015/16 – 2018/19). Data in the table indicate that the CG for primary has been increasing from TZS 3,770 in 2015/16 to TZS 4,902.86 in 2018/19 and the CG for secondary decreasing from TZS 12,010 in 2015/16 to TZS 10,888.35 in 2017/18. However, compared to the previous year’s amount, the CG per student decreased from 6,010 to 4,903 and from 12,590 to 10,888 in both primary and secondary respectively. The decreases in the CG amount have been caused by an increase in the number of students in both primary and secondary from 8,969,110 to 10,994,641 pupils and 1,564,676 to 1,812,508 students respectively while the approved budget remains constant.

Table 4:4: Capitation Grants Releases Trends in Government Primary and Secondary Schools, 2015/16 – 2018/19 2015/16 2016/17 2017/18 2018/19 Primary 31,444,671,000 53,905,164,000 53,905,165,716 53,905,165,716 Secondary 17,728,494,000 30,391,704,000 19,699,194,253 19,735,225,653 Total CG Released 49,173,165,000 84,296,868,000 73,604,359,969 73,640,391,369 No. of Primary Pupils 8,337,545 8,969,110 10,994,641 No. of Secondary Students 1,469,760 1,564,676 1,812,508 Amount Per Pupil in 3,770 6,465 6,010 4,902.86 Primary Amount per Student in 12,010 20,678 12,590 10,888.35 Secondary Source: MoF, 2019

Generally, continuation of the release of CG in schools is an evidence that the Government is committed to ensure that the fee-free basic education policy is successfully implemented. Annex 30 presents the amount of CG distributed across all LGAs to the Government Primary and Secondary schools in 2018/19.

4.4 Initiatives in Financing Education

The Government has undertaken various initiatives to finance education through its own sources and through various projects and programmes. In the year under review the following have been done: -

a) The Government has released TZS 29.9 billion for improving the provision of basic school infrastructure in primary and secondary schools; b) Finalized the draft implementation agreement for the East Africa Skills for Transformation and Regional Integration Project (EASTRIP) in collaboration with the Ministry of Finance. The project is expected to be valued at USD 75 million. It aims to establish vocational training centres at the Institute of Technology Dar es Salaam (Dar es Salaam and Mwanza Campuses), National Transportation Academy and Arusha Technical College; c) Continued to finalize the Secondary Education Quality Improvement Program (SEQUIP) aimed at improving the provision of Secondary Education in the country. The programme is expected to be valued at USD 500 million;

CHAPTER FIVE

5. CONLUSION AND ACTIONS

5.1 Conclusion

The Government of Tanzania recognizes that education is a key cornerstone in both the macro and the micro human capital development of the country. This realization is clearly articulated in various policies such as the Tanzania Development Vision 2025, the National Five-Year Development Plan (FYDP) 2016/17-2020/21, the Education Sector Development Plan (2016/17-2020-2021) and the Education and Training Policy of 2014. Therefore, the evaluation of performance of the education sector is crucial and important in the realization of the set Key Performance Indicators (KPIs) across the education sub-sectors.

This report has demonstrated that most of the indicators are on track toward the 2020 and 2025 targets, while some of them have been surpassed. Despite these achievements, there were challenges that constrained the attainment of targeted performance in some areas. This calls for the Government and all education stakeholders to join their efforts in addressing the drawbacks. The key challenges are as follows:

a) Adequecy of qualified teachers and infrastructure at pre-primary, primary and secondary levels; b) Narrowing the gender parity in both Higher Secondary schools and Higher Education especially in STEM6 subjects; c) Improving student survival rates at Lower Secondary level; d) Expanding access to TVET to reverse the downward trend; and e) Increase enrollement in Higher Learning Institutions and provision of programmes that align to the market demand.

6 STEM = Science, Technology, Engineering and Mathematics

5.2 Actions

In order to address the above issues, the GoT in collaboration with other education stakeholders will prioritise the following actions:

a) Recruitment of qualified teachers for pre-primary, primary and secondary education levels in line with Teacher Deployment Strategy; b) Constructing and rehabilitation of basic school infrastructure to meet enrolment demand at all levels; c) Improve quality of teaching and learning in all levels of basic education as well as increase of community and parental involvement in the education system, to encourage students’ progress and to tackle issues related to drop-out and overall performance; d) Motivate girls to take up Science, Mathematics and Technical subjects; e) Promote and increase investment in Technical Education, including programmes in lower secondary schools; f) Strengthen the coordination and collaboration mechanisms with Development Partners and the private sector to ensure alignment with the Government’s efforts to make tangible progress in achieving national ambitions and the Sustainable Development Goals and to ensure maximum synergy between different stakeholders’ efforts.

ANNEXES

Annex 1: Total Number of Pupils Enrolled in Pre-Primary Schools by Region, Councils and Sex, 2019, with GER Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Arusha Arusha CC 6,786 6,306 13,092 129.06% 116.48% 122.68% 90.25% Arusha DC 6,225 6,004 12,229 115.92% 113.13% 114.54% 97.59% Karatu 3,955 3,730 7,685 100.08% 99.60% 99.84% 99.52% Longido 4,186 3,454 7,640 156.25% 133.26% 144.94% 85.28% Meru 5,545 5,164 10,709 129.07% 126.66% 127.90% 98.13% Monduli 2,195 2,131 4,326 65.88% 63.31% 64.59% 96.10% Ngorongoro 5,613 4,184 9,797 135.12% 108.45% 122.28% 80.26% Total 34,505 30,973 65,478 118.81% 109.22% 114.07% 91.92% Dar Es Salaam Ilala MC 10,322 9,682 20,004 48.18% 45.44% 46.81% 94.32% Kigamboni MC 2,210 2,154 4,364 72.13% 72.82% 72.47% 100.96% Kinondoni MC 5,467 5,291 10,758 37.61% 36.93% 37.27% 98.18% Temeke MC 5,315 5,405 10,720 23.84% 24.87% 24.35% 104.31% Ubungo MC 5,699 5,589 11,288 40.01% 39.56% 39.79% 98.88% Total 29,013 28,121 57,134 38.40% 37.77% 38.09% 98.37% Dodoma Bahi 3,703 3,877 7,580 82.73% 88.44% 85.55% 106.90% Chamwino 6,078 5,852 11,930 92.94% 89.91% 91.42% 96.74% Chemba 3,902 3,942 7,844 80.07% 83.18% 81.61% 103.88% Dodoma CC 6,280 6,022 12,302 100.48% 95.51% 97.98% 95.06% Kondoa DC 4,608 4,421 9,029 102.74% 107.07% 104.82% 104.21% Kondoa TC 1,149 1,154 2,303 111.55% 120.08% 115.67% 107.65% Kongwa 5,715 6,135 11,850 96.24% 102.20% 99.24% 106.19% Mpwapwa 4,893 4,952 9,845 81.05% 81.45% 81.25% 100.49% Total 36,328 36,355 72,683 91.67% 92.96% 92.31% 101.40% 92

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Geita Bukombe 4,448 4,523 8,971 85.75% 86.60% 86.18% 100.99% Chato 6,954 7,090 14,044 76.04% 78.70% 77.36% 103.49% Geita DC 10,953 11,195 22,148 73.18% 75.81% 74.48% 103.59% Geita TC 3,260 3,446 6,706 81.93% 84.69% 83.33% 103.37% Mbogwe 3,906 4,093 7,999 80.16% 87.46% 83.73% 109.11% Nyang'hwale 3,489 3,633 7,122 94.89% 105.73% 100.13% 111.43% Total 33,010 33,980 66,990 78.92% 82.51% 80.70% 104.55% Iringa Iringa DC 4,646 4,355 9,001 105.52% 102.28% 103.93% 96.93% Iringa MC 2,325 2,115 4,440 131.13% 118.75% 124.93% 90.56% Kilolo 4,017 3,806 7,823 106.92% 102.09% 104.52% 95.48% Mafinga TC 1,088 1,040 2,128 102.64% 105.80% 104.16% 103.08% Mufindi 5,210 5,261 10,471 119.80% 122.63% 121.21% 102.37% Total 17,286 16,577 33,863 112.67% 110.22% 111.46% 97.82% Kagera Biharamulo 5,193 5,412 10,605 69.24% 71.59% 70.42% 103.39% Bukoba DC 6,153 5,758 11,911 100.13% 97.30% 98.74% 97.17% Bukoba MC 1,542 1,490 3,032 80.94% 75.18% 78.00% 92.87% Karagwe 5,942 5,619 11,561 92.28% 90.19% 91.25% 97.74% Kyerwa 6,862 6,551 13,413 103.70% 98.47% 101.08% 94.95% Missenyi 3,903 3,783 7,686 96.42% 97.10% 96.75% 100.71% Muleba 9,993 9,237 19,230 87.21% 85.35% 86.31% 97.86% Ngara 7,198 7,053 14,251 113.69% 106.78% 110.17% 93.92% Total 46,786 44,903 91,689 92.75% 90.41% 91.59% 97.47% Katavi Mlele 650 719 1,369 59.74% 70.28% 64.85% 117.64% Mpanda DC 2,804 3,000 5,804 58.69% 65.85% 62.18% 112.20% Mpanda MC 2,562 2,646 5,208 107.74% 113.37% 110.53% 105.23% Mpimbwe 1,666 1,624 3,290 57.63% 57.69% 57.66% 100.11% 93

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Nsimbo 1,713 1,801 3,514 55.20% 55.76% 55.49% 101.00% Total 9,395 9,790 19,185 65.99% 70.14% 68.04% 106.29% Kigoma Buhigwe 3,592 3,439 7,031 69.21% 66.06% 67.63% 95.45% Kakonko 1,492 1,515 3,007 43.69% 44.44% 44.07% 101.72% Kasulu DC 3,499 3,558 7,057 35.93% 38.25% 37.06% 106.45% Kasulu TC 2,618 2,779 5,397 64.87% 69.09% 66.98% 106.52% Kibondo 3,073 3,330 6,403 56.05% 61.44% 58.73% 109.62% Kigoma DC 3,673 3,535 7,208 87.20% 86.90% 87.05% 99.65% Kigoma MC 2,930 3,020 5,950 81.94% 82.18% 82.06% 100.30% Uvinza 4,860 4,759 9,619 60.55% 60.20% 60.38% 99.42% Total 25,737 25,935 51,672 58.93% 60.30% 59.61% 102.34% Kilimanjaro Hai 2,520 2,492 5,012 89.46% 85.58% 87.48% 95.66% Moshi DC 5,511 5,089 10,600 85.87% 80.08% 82.99% 93.26% Moshi MC 1,968 1,956 3,924 90.94% 89.40% 90.17% 98.30% Mwanga 1,800 1,717 3,517 87.25% 90.18% 88.66% 103.35% Rombo 3,739 3,475 7,214 96.69% 94.46% 95.60% 97.69% Same 3,730 3,624 7,354 83.82% 84.93% 84.36% 101.33% Siha 1,685 1,620 3,305 86.28% 86.63% 86.45% 100.41% Total 20,953 19,973 40,926 88.29% 86.18% 87.25% 97.61% Lindi Kilwa 3,160 3,200 6,360 92.48% 99.41% 95.84% 107.49% Lindi DC 3,050 3,039 6,089 96.34% 98.77% 97.53% 102.52% Lindi MC 1,072 1,026 2,098 102.10% 102.40% 102.24% 100.29% Liwale 1,226 1,342 2,568 77.40% 84.83% 81.11% 109.60% Nachingwea 3,191 3,174 6,365 123.16% 121.15% 122.15% 98.37% Ruangwa 2,037 2,009 4,046 119.96% 112.61% 116.20% 93.87% Total 13,736 13,790 27,526 101.70% 103.81% 102.75% 102.07% 94

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Manyara Babati DC 6,550 6,068 12,618 104.63% 99.54% 102.12% 95.13% Babati TC 1,951 1,862 3,813 135.49% 126.49% 130.94% 93.36% Hanang 4,716 4,563 9,279 80.75% 84.80% 82.69% 105.01% Kiteto 4,539 3,983 8,522 86.89% 74.77% 80.77% 86.05% Mbulu DC 4,172 3,805 7,977 105.22% 98.37% 101.84% 93.49% Mbulu TC 2,511 2,241 4,752 96.61% 91.73% 94.25% 94.95% Simanjiro 2,420 2,068 4,488 63.70% 53.64% 58.64% 84.21% Total 26,859 24,590 51,449 92.21% 86.46% 89.37% 93.76% Mara Bunda DC 5,027 4,661 9,688 96.86% 93.99% 95.46% 97.04% Bunda TC 2,918 2,830 5,748 117.95% 121.62% 119.73% 103.11% Butiama 5,209 5,040 10,249 105.21% 106.76% 105.97% 101.47% Musoma DC 5,297 5,080 10,377 110.96% 106.81% 108.89% 96.27% Musoma MC 2,493 2,368 4,861 104.88% 93.30% 98.90% 88.96% Rorya 6,190 5,936 12,126 100.31% 97.25% 98.79% 96.95% Serengeti 5,515 5,303 10,818 89.44% 87.67% 88.56% 98.02% Tarime DC 6,520 6,326 12,846 103.02% 99.73% 101.37% 96.81% Tarime TC 1,503 1,549 3,052 95.92% 97.67% 96.80% 101.83% Total 40,672 39,093 79,765 101.68% 99.26% 100.48% 97.62% Mbeya Busokelo 1,760 1,586 3,346 89.25% 86.06% 87.71% 96.42% Chunya 3,082 3,037 6,119 94.37% 94.40% 94.39% 100.04% Kyela 3,311 3,189 6,500 77.80% 75.43% 76.61% 96.95% Mbarali 5,833 5,584 11,417 92.96% 88.41% 90.68% 95.11% Mbeya CC 4,619 4,512 9,131 73.76% 73.02% 73.39% 99.00% Mbeya DC 5,533 5,469 11,002 90.42% 90.10% 90.26% 99.64% Rungwe 4,482 4,242 8,724 91.02% 92.82% 91.89% 101.98% Total 28,620 27,619 56,239 86.53% 85.18% 85.87% 98.44% 95

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Morogoro Gairo 3,309 3,470 6,779 82.52% 86.51% 84.52% 104.84% Ifakara TC 2,039 1,925 3,964 138.24% 123.87% 130.87% 89.61% Kilombero 5,372 5,202 10,574 103.67% 102.22% 102.95% 98.61% Kilosa 7,256 7,146 14,402 94.99% 97.07% 96.01% 102.19% Malinyi 2,916 2,784 5,700 134.38% 133.14% 133.77% 99.08% Morogoro DC 5,500 5,325 10,825 111.34% 109.57% 110.46% 98.41% Morogoro MC 3,842 3,796 7,638 90.06% 89.93% 90.00% 99.86% Mvomero 5,578 5,510 11,088 100.34% 98.67% 99.51% 98.34% Ulanga 3,654 3,612 7,266 136.24% 139.19% 137.69% 102.16% Total 39,466 38,770 78,236 104.07% 103.75% 103.91% 99.70% Mtwara Masasi DC 3,466 3,481 6,947 85.35% 86.64% 85.99% 101.51% Masasi TC 1,357 1,339 2,696 107.53% 113.47% 110.40% 105.53% Mtwara DC 2,398 2,382 4,780 123.80% 129.04% 126.35% 104.23% Mtwara MC 1,344 1,268 2,612 109.27% 98.99% 104.02% 90.59% Nanyamba TC 1,861 1,740 3,601 114.81% 114.55% 114.68% 99.78% Nanyumbu 2,056 2,248 4,304 78.50% 85.57% 82.04% 109.01% Newala DC 1,886 1,864 3,750 140.85% 132.48% 136.56% 94.06% Newala TC 1,343 1,472 2,815 119.59% 128.33% 124.01% 107.31% Tandahimba 4,194 4,071 8,265 139.75% 141.85% 140.78% 101.50% Total 19,905 19,865 39,770 109.41% 111.01% 110.20% 101.46% Mwanza Buchosa 7,269 6,816 14,085 86.09% 82.12% 84.12% 95.38% Ilemela MC 5,517 5,249 10,766 87.05% 80.74% 83.85% 92.76% Kwimba 6,614 6,766 13,380 64.75% 68.63% 66.65% 105.99% Magu 7,640 7,420 15,060 100.20% 101.84% 101.00% 101.64% Misungwi 6,242 6,472 12,714 68.73% 75.78% 72.15% 110.27% Mwanza CC 5,610 5,489 11,099 85.32% 80.97% 83.11% 94.90% 96

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Sengerema 7,319 7,080 14,399 88.74% 84.03% 86.36% 94.69% Ukerewe 8,581 8,276 16,857 105.35% 103.66% 104.51% 98.39% Total 54,792 53,568 108,360 84.72% 84.13% 84.43% 99.30% Njombe Ludewa 2,821 2,716 5,537 133.00% 130.77% 131.90% 98.32% Makambako TC 1,420 1,366 2,786 103.12% 99.06% 101.09% 96.06% Makete 1,831 1,779 3,610 132.59% 135.70% 134.10% 102.35% Njombe DC 1,938 1,763 3,701 146.37% 128.31% 137.18% 87.66% Njombe TC 2,724 2,611 5,335 146.69% 145.30% 146.00% 99.05% Wanging'ombe 3,306 3,111 6,417 129.95% 126.62% 128.31% 97.43% Total 14,040 13,346 27,386 132.40% 128.39% 130.42% 96.97% Pwani Bagamoyo 2,038 1,918 3,956 150.85% 140.72% 145.76% 93.28% Chalinze 2,817 2,778 5,595 78.38% 78.90% 78.64% 100.66% Kibaha DC 1,170 1,161 2,331 118.78% 109.53% 113.99% 92.21% Kibaha TC 2,653 2,351 5,004 154.07% 128.68% 141.00% 83.52% Kibiti 1,237 1,285 2,522 57.80% 68.17% 62.66% 117.93% Kisarawe 2,031 1,979 4,010 125.45% 124.94% 125.20% 99.59% Mafia 648 743 1,391 94.46% 104.21% 99.43% 110.32% Mkuranga 3,174 3,146 6,320 83.46% 85.28% 84.36% 102.18% Rufiji 1,168 1,256 2,424 54.86% 59.19% 57.02% 107.89% Total 16,936 16,617 33,553 93.94% 93.54% 93.74% 99.58% Rukwa Kalambo 4,391 4,518 8,909 120.10% 133.08% 126.35% 110.80% Nkasi 5,970 5,997 11,967 126.94% 127.65% 127.29% 100.56% Sumbawanga DC 6,488 6,445 12,933 124.08% 125.02% 124.55% 100.76% Sumbawanga MC 4,410 4,014 8,424 142.76% 129.36% 136.05% 90.61% Total 21,259 20,974 42,233 127.47% 128.27% 127.87% 100.63%

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Ruvuma Madaba 964 937 1,901 138.51% 134.05% 136.27% 96.78% Mbinga DC 5,020 4,806 9,826 146.23% 144.24% 145.25% 98.64% Mbinga TC 2,940 2,712 5,652 154.82% 140.88% 147.80% 91.00% Namtumbo 4,127 4,038 8,165 134.69% 133.97% 134.34% 99.47% Nyasa 3,360 3,216 6,576 146.47% 144.22% 145.36% 98.46% Songea DC 2,183 2,164 4,347 119.22% 118.71% 118.97% 99.56% Songea MC 4,127 3,862 7,989 171.46% 159.85% 165.64% 93.23% Tunduru 3,530 3,730 7,260 72.59% 79.16% 75.82% 109.05% Total 26,251 25,465 51,716 128.13% 126.37% 127.26% 98.62% Shinyanga Kahama TC 3,899 4,166 8,065 95.68% 99.83% 97.78% 104.34% Kishapu 4,447 4,636 9,083 74.97% 83.20% 78.96% 110.99% Msalala 3,029 3,247 6,276 55.70% 60.77% 58.21% 109.10% Shinyanga DC 5,501 5,753 11,254 74.95% 79.78% 77.34% 106.45% Shinyanga MC 2,113 2,090 4,203 80.19% 80.17% 80.18% 99.97% Ushetu 3,035 3,219 6,254 50.27% 53.23% 51.75% 105.89% Total 22,024 23,111 45,135 70.01% 74.66% 72.32% 106.64% Simiyu Bariadi DC 5,951 6,018 11,969 82.26% 82.73% 82.50% 100.57% Bariadi TC 3,293 3,291 6,584 86.79% 82.88% 84.79% 95.48% Busega 4,819 4,651 9,470 91.34% 90.12% 90.73% 98.66% Itilima 6,222 6,292 12,514 70.81% 74.76% 72.74% 105.58% Maswa 6,750 6,912 13,662 80.73% 84.65% 82.67% 104.86% Meatu 3,770 4,054 7,824 49.08% 54.15% 51.58% 110.32% Total 30,805 31,218 62,023 74.89% 77.13% 76.00% 102.99% Singida Ikungi 6,207 5,905 12,112 114.73% 110.68% 112.72% 96.47% Iramba 5,563 5,337 10,900 138.14% 137.94% 138.04% 99.86% Itigi 2,133 2,012 4,145 109.72% 105.29% 107.52% 95.96% 98

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Manyoni 2,887 3,104 5,991 98.47% 104.13% 101.32% 105.75% Mkalama 4,381 4,119 8,500 130.89% 127.01% 128.98% 97.03% Singida DC 5,606 5,530 11,136 133.92% 133.83% 133.88% 99.93% Singida MC 3,585 3,470 7,055 166.74% 155.61% 161.07% 93.32% Total 30,362 29,477 59,839 126.53% 124.37% 125.46% 98.29% Songwe Ileje 1,895 1,861 3,756 90.89% 92.40% 91.63% 101.67% Mbozi 7,062 6,561 13,623 86.99% 83.92% 85.49% 96.47% Momba 3,155 3,158 6,313 89.73% 92.77% 91.23% 103.39% Songwe 2,735 2,630 5,365 108.88% 104.41% 106.64% 95.89% Tunduma TC 1,962 2,099 4,061 90.79% 92.26% 91.55% 101.62% Total 16,809 16,309 33,118 91.39% 90.45% 90.93% 98.97% Tabora Igunga 2,691 2,854 5,545 28.79% 31.12% 29.94% 108.09% Kaliua 6,963 6,938 13,901 74.72% 75.36% 75.04% 100.86% Nzega DC 3,870 4,194 8,064 38.40% 43.23% 40.77% 112.57% Nzega TC 1,411 1,524 2,935 109.38% 119.53% 114.42% 109.28% Sikonge 3,097 3,013 6,110 73.93% 73.34% 73.64% 99.21% Tabora MC 3,126 3,194 6,320 77.61% 81.05% 79.31% 104.43% Tabora Uyui DC 4,006 4,097 8,103 41.88% 44.03% 42.94% 105.12% Urambo 2,617 2,661 5,278 60.99% 62.36% 61.67% 102.25% Total 27,781 28,475 56,256 53.32% 55.86% 54.57% 104.77% Tanga Bumbuli 3,477 3,242 6,719 147.64% 141.20% 144.46% 95.64% Handeni DC 5,392 5,458 10,850 120.76% 126.58% 123.62% 104.82% Handeni TC 1,661 1,530 3,191 139.70% 144.75% 142.07% 103.62% Kilindi 3,973 4,107 8,080 103.03% 112.77% 107.76% 109.45% Korogwe DC 4,264 4,108 8,372 126.60% 123.88% 125.25% 97.85% Korogwe TC 1,501 1,351 2,852 202.02% 166.79% 183.64% 82.56% 99

Pre-Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Lushoto 6,754 6,311 13,065 136.28% 127.57% 131.93% 93.61% Mkinga 2,461 2,273 4,734 145.36% 137.09% 141.27% 94.31% Muheza 4,357 4,096 8,453 174.84% 170.10% 172.51% 97.29% Pangani 1,059 1,018 2,077 150.64% 149.93% 150.29% 99.53% Tanga CC 4,376 4,162 8,538 152.69% 144.16% 148.41% 94.42% Total 39,275 37,656 76,931 136.91% 134.43% 135.69% 98.18% Grand Total 722,605 706,550 1,429,155 86.90% 86.46% 86.68% 99.49%

100

Annex 2: Total Number of Pupils Enrolled in Primary Schools by Region, Councils and Sex, with GER, 2019 Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Arusha Arusha CC 46,622 46,489 93,111 136.18% 131.30% 133.70% 96.41% Arusha DC 36,625 37,987 74,612 108.91% 111.99% 110.45% 102.83% Karatu 25,062 24,094 49,156 99.49% 100.48% 99.97% 100.99% Longido 11,665 9,567 21,232 79.88% 71.89% 76.07% 90.00% Meru 28,737 27,325 56,062 101.16% 97.21% 99.19% 96.10% Monduli 17,136 16,831 33,967 97.86% 96.95% 97.41% 99.06% Ngorongoro 20,195 15,438 35,633 101.40% 80.91% 91.38% 79.79% Total 186,042 177,731 363,773 107.23% 103.84% 105.55% 96.83% Dar Es Salaam Ilala MC 114,295 115,948 230,243 113.34% 115.38% 114.36% 101.80% Kigamboni MC 17,998 17,528 35,526 122.48% 121.39% 121.94% 99.12% Kinondoni MC 54,597 55,300 109,897 80.88% 81.43% 81.15% 100.68% Temeke MC 90,731 92,628 183,359 87.93% 90.09% 89.00% 102.46% Ubungo MC 57,356 57,855 115,211 88.16% 89.84% 89.00% 101.91% Total 334,977 339,259 674,236 95.36% 96.92% 96.13% 101.64% Dodoma Bahi 21,968 23,337 45,305 89.98% 96.88% 93.41% 107.66% Chamwino 37,397 39,857 77,254 98.24% 106.06% 102.13% 107.96% Chemba 29,933 30,695 60,628 108.65% 115.67% 112.10% 106.46% Dodoma CC 50,057 50,938 100,995 132.10% 129.33% 130.69% 97.90% Kondoa DC 24,344 24,957 49,301 91.64% 99.19% 95.31% 108.23% Kondoa TC 7,262 7,183 14,445 113.54% 116.29% 114.89% 102.42% Kongwa 39,480 42,559 82,039 110.28% 116.86% 113.60% 105.97% Mpwapwa 34,021 37,333 71,354 95.28% 103.68% 99.50% 108.82% Total 244,462 256,859 501,321 105.19% 111.02% 108.10% 105.54% 101

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Geita Bukombe 41,883 41,503 83,386 142.45% 141.12% 141.79% 99.07% Chato 66,867 66,160 133,027 135.18% 134.97% 135.07% 99.85% Geita DC 114,433 114,560 228,993 140.33% 141.40% 140.86% 100.77% Geita TC 33,000 33,861 66,861 148.08% 148.21% 148.15% 100.09% Mbogwe 33,848 34,261 68,109 128.88% 131.35% 130.11% 101.92% Nyang'hwale 21,119 21,619 42,738 104.61% 109.52% 107.04% 104.70% Total 311,150 311,964 623,114 135.78% 136.76% 136.27% 100.72% Iringa Iringa DC 33,100 32,423 65,523 127.49% 126.83% 127.16% 99.48% Iringa MC 15,737 16,308 32,045 140.36% 137.38% 138.83% 97.88% Kilolo 25,773 25,988 51,761 114.31% 118.14% 116.20% 103.35% Mafinga TC 8,836 8,872 17,708 151.66% 148.93% 150.28% 98.20% Mufindi 29,895 29,961 59,856 118.78% 117.66% 118.22% 99.06% Total 113,341 113,552 226,893 124.94% 124.98% 124.96% 100.03% Kagera Biharamulo 40,944 40,849 81,793 103.63% 102.03% 102.82% 98.46% Bukoba DC 35,771 34,721 70,492 96.83% 95.68% 96.26% 98.82% Bukoba MC 12,743 12,789 25,532 106.91% 98.11% 102.31% 91.76% Karagwe 35,250 35,943 71,193 89.17% 88.65% 88.90% 99.41% Kyerwa 36,979 38,185 75,164 91.34% 93.36% 92.36% 102.21% Missenyi 23,152 22,539 45,691 94.71% 94.21% 94.46% 99.47% Muleba 67,308 67,493 134,801 101.36% 102.43% 101.89% 101.06% Ngara 37,535 38,054 75,589 99.72% 97.87% 98.78% 98.15% Total 289,682 290,573 580,255 97.58% 97.02% 97.30% 99.43% Katavi Mlele 6,786 6,397 13,183 117.69% 113.76% 115.75% 96.66% Mpanda DC 31,727 31,091 62,818 130.38% 129.76% 130.07% 99.52% 102

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Mpanda MC 22,073 22,540 44,613 169.30% 163.56% 166.35% 96.61% Mpimbwe 14,365 14,032 28,397 102.70% 99.58% 101.14% 96.96% Nsimbo 19,260 18,806 38,066 109.69% 106.59% 108.13% 97.17% Total 94,211 92,866 187,077 126.14% 123.66% 124.90% 98.03% Kigoma Buhigwe 29,735 29,598 59,333 91.56% 93.27% 92.41% 101.87% Kakonko 18,998 19,167 38,165 85.60% 87.08% 86.34% 101.73% Kasulu DC 39,694 38,864 78,558 69.90% 69.07% 69.48% 98.82% Kasulu TC 28,112 28,229 56,341 108.58% 104.46% 106.48% 96.20% Kibondo 31,612 31,217 62,829 94.19% 91.10% 92.63% 96.72% Kigoma DC 29,287 28,760 58,047 106.73% 108.08% 107.40% 101.26% Kigoma MC 22,849 22,645 45,494 89.86% 86.91% 88.37% 96.72% Uvinza 44,922 44,125 89,047 93.38% 92.78% 93.08% 99.36% Total 245,209 242,605 487,814 90.19% 89.35% 89.77% 99.07% Kilimanjaro Hai 18,258 17,654 35,912 109.65% 110.21% 109.93% 100.51% Moshi DC 35,987 34,632 70,619 96.40% 94.46% 95.44% 97.99% Moshi MC 14,346 14,327 28,673 126.02% 125.41% 125.71% 99.52% Mwanga 11,727 10,906 22,633 102.13% 96.88% 99.53% 94.86% Rombo 23,725 22,618 46,343 97.30% 94.47% 95.90% 97.09% Same 27,124 25,469 52,593 111.95% 105.89% 108.93% 94.59% Siha 10,210 10,517 20,727 102.58% 107.97% 105.25% 105.25% Total 141,377 136,123 277,500 104.41% 102.27% 103.35% 97.96% Lindi Kilwa 25,480 24,662 50,142 135.85% 131.34% 133.59% 96.68% Lindi DC 19,989 20,657 40,646 116.59% 119.12% 117.87% 102.17% Lindi MC 7,779 7,770 15,549 121.93% 114.89% 118.31% 94.23% 103

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Liwale 10,997 10,671 21,668 122.75% 117.26% 119.98% 95.53% Nachingwea 18,602 18,469 37,071 116.44% 116.35% 116.39% 99.92% Ruangwa 13,272 13,015 26,287 115.11% 114.85% 114.98% 99.78% Total 96,119 95,244 191,363 122.06% 120.28% 121.17% 98.54% Manyara Babati DC 37,057 37,083 74,140 95.24% 96.90% 96.07% 101.74% Babati TC 10,179 10,076 20,255 103.70% 104.13% 103.91% 100.42% Hanang 34,745 34,827 69,572 99.30% 102.97% 101.10% 103.69% Kiteto 24,815 23,095 47,910 88.07% 80.61% 84.31% 91.53% Mbulu DC 19,175 19,981 39,156 78.62% 84.53% 81.53% 107.51% Mbulu TC 13,078 13,024 26,102 81.15% 83.43% 82.28% 102.81% Simanjiro 20,852 18,491 39,343 96.76% 88.29% 92.58% 91.25% Total 159,901 156,577 316,478 91.93% 91.77% 91.85% 99.83% Mara Bunda DC 32,535 31,568 64,103 109.30% 109.11% 109.21% 99.82% Bunda TC 22,660 22,303 44,963 158.97% 151.45% 155.15% 95.27% Butiama 35,410 34,466 69,876 125.99% 125.07% 125.54% 99.27% Musoma DC 30,855 29,927 60,782 118.18% 116.58% 117.39% 98.65% Musoma MC 18,551 19,427 37,978 122.59% 117.78% 120.08% 96.08% Rorya 44,919 44,148 89,067 131.99% 130.49% 131.25% 98.86% Serengeti 45,005 42,788 87,793 136.24% 130.16% 133.21% 95.54% Tarime DC 47,436 45,867 93,303 134.98% 132.84% 133.92% 98.41% Tarime TC 14,717 14,904 29,621 155.37% 151.09% 153.19% 97.25% Total 292,088 285,398 577,486 129.79% 127.14% 128.46% 97.96% Mbeya Busokelo 10,711 10,288 20,999 102.85% 100.51% 101.69% 97.72% Chunya 19,262 18,944 38,206 125.44% 123.12% 124.28% 98.14% 104

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Kyela 24,769 24,617 49,386 104.72% 107.07% 105.88% 102.24% Mbarali 31,364 31,767 63,131 102.38% 104.28% 103.33% 101.85% Mbeya CC 41,301 42,992 84,293 123.64% 122.09% 122.85% 98.74% Mbeya DC 34,855 35,381 70,236 110.20% 110.90% 110.55% 100.63% Rungwe 26,580 26,178 52,758 103.93% 102.58% 103.26% 98.70% Total 188,842 190,167 379,009 110.65% 110.75% 110.70% 100.09% Morogoro Gairo 19,269 21,295 40,564 87.63% 93.17% 90.46% 106.32% Ifakara TC 12,130 11,828 23,958 121.81% 116.88% 119.32% 95.95% Kilombero 37,248 36,227 73,475 118.75% 116.73% 117.75% 98.30% Kilosa 47,750 49,254 97,004 108.51% 112.66% 110.58% 103.82% Malinyi 14,274 13,819 28,093 116.51% 114.24% 115.39% 98.05% Morogoro DC 34,865 33,020 67,885 115.80% 114.60% 115.21% 98.96% Morogoro MC 35,011 35,034 70,045 136.90% 128.31% 132.47% 93.73% Mvomero 37,467 37,612 75,079 115.94% 117.43% 116.68% 101.29% Ulanga 16,195 16,053 32,248 101.21% 101.31% 101.26% 100.11% Total 254,209 254,142 508,351 113.71% 113.55% 113.63% 99.86% Mtwara Masasi DC 26,685 27,221 53,906 110.17% 113.37% 111.76% 102.91% Masasi TC 11,017 11,293 22,310 143.06% 141.68% 142.36% 99.03% Mtwara DC 14,626 15,134 29,760 123.94% 132.20% 128.01% 106.66% Mtwara MC 10,832 10,781 21,613 132.97% 122.01% 127.27% 91.76% Nanyamba TC 11,503 11,868 23,371 112.93% 118.30% 115.60% 104.76% Nanyumbu 18,315 18,437 36,752 125.95% 123.62% 124.77% 98.15% Newala DC 11,377 11,361 22,738 111.04% 112.33% 111.68% 101.16% Newala TC 9,790 9,759 19,549 124.46% 125.55% 125.00% 100.88% 105

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Tandahimba 27,487 27,249 54,736 135.29% 134.52% 134.90% 99.43% Total 141,632 143,103 284,735 123.13% 124.05% 123.59% 100.75% Mwanza Buchosa 47,555 47,207 94,762 115.87% 116.16% 116.01% 100.26% Ilemela MC 43,183 45,387 88,570 121.33% 121.12% 121.22% 99.82% Kwimba 52,090 52,559 104,649 99.10% 99.96% 99.53% 100.87% Magu 45,491 46,677 92,168 119.08% 121.81% 120.44% 102.29% Misungwi 48,284 49,057 97,341 107.98% 113.39% 110.64% 105.01% Mwanza CC 51,261 54,208 105,469 137.84% 137.48% 137.65% 99.74% Sengerema 49,673 50,291 99,964 113.77% 119.62% 116.64% 105.14% Ukerewe 47,048 47,314 94,362 110.01% 114.02% 111.98% 103.65% Total 384,585 392,700 777,285 114.55% 117.14% 115.84% 102.26% Njombe Ludewa 15,674 15,793 31,467 116.03% 119.38% 117.69% 102.88% Makambako TC 12,008 12,607 24,615 142.88% 145.43% 144.18% 101.78% Makete 10,205 9,571 19,776 113.98% 109.45% 111.74% 96.02% Njombe DC 9,912 10,301 20,213 120.45% 121.91% 121.19% 101.21% Njombe TC 15,802 15,743 31,545 137.68% 133.86% 135.75% 97.22% Wanging'ombe 18,412 18,472 36,884 117.81% 118.36% 118.09% 100.46% Total 82,013 82,487 164,500 123.89% 124.11% 124.00% 100.18% Pwani Bagamoyo 14,390 14,368 28,758 178.80% 179.89% 179.35% 100.61% Chalinze 28,002 27,158 55,160 131.26% 129.04% 130.15% 98.31% Kibaha DC 9,256 8,901 18,157 145.90% 138.95% 142.41% 95.23% Kibaha TC 17,900 17,820 35,720 166.51% 164.13% 165.32% 98.57% Kibiti 19,981 19,108 39,089 169.16% 167.97% 168.57% 99.30% Kisarawe 13,993 13,406 27,399 152.31% 154.15% 153.20% 101.20% 106

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Mafia 5,245 5,279 10,524 122.98% 120.47% 121.71% 97.96% Mkuranga 39,776 38,784 78,560 170.43% 171.07% 170.74% 100.37% Rufiji 15,192 14,491 29,683 123.53% 120.44% 122.00% 97.49% Total 163,735 159,315 323,050 152.49% 151.07% 151.79% 99.07% Rukwa Kalambo 29,287 29,994 59,281 103.80% 106.30% 105.05% 102.41% Nkasi 36,928 39,807 76,735 98.74% 104.76% 101.78% 106.09% Sumbawanga DC 42,527 43,621 86,148 104.22% 105.91% 105.07% 101.62% Sumbawanga MC 26,892 29,346 56,238 101.39% 103.53% 102.50% 102.11% Total 135,634 142,768 278,402 102.03% 105.17% 103.62% 103.09% Ruvuma Madaba 5,390 5,393 10,783 108.82% 109.32% 109.07% 100.46% Mbinga DC 28,588 28,290 56,878 121.89% 119.11% 120.49% 97.72% Mbinga TC 14,469 15,100 29,569 114.08% 114.52% 114.31% 100.39% Namtumbo 24,935 24,993 49,928 117.78% 117.50% 117.64% 99.76% Nyasa 19,534 19,149 38,683 126.75% 125.09% 125.92% 98.70% Songea DC 14,401 13,952 28,353 113.13% 110.33% 111.73% 97.53% Songea MC 24,091 24,676 48,767 128.31% 121.89% 124.98% 95.00% Tunduru 35,914 35,360 71,274 113.86% 112.15% 113.01% 98.49% Total 167,322 166,913 334,235 118.91% 116.83% 117.86% 98.26% Shinyanga Kahama TC 40,536 41,637 82,173 149.19% 147.96% 148.57% 99.18% Kishapu 34,780 35,258 70,038 101.03% 104.34% 102.67% 103.28% Msalala 34,764 35,503 70,267 107.30% 111.49% 109.38% 103.91% Shinyanga DC 40,610 41,757 82,367 94.91% 98.47% 96.68% 103.75% Shinyanga MC 20,673 20,908 41,581 115.32% 116.30% 115.81% 100.85% Ushetu 40,298 40,523 80,821 112.12% 115.08% 113.58% 102.63% 107

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Total 211,661 215,586 427,247 111.02% 113.84% 112.43% 102.54% Simiyu Bariadi DC 40,914 41,593 82,507 111.62% 116.67% 114.11% 104.53% Bariadi TC 24,268 24,634 48,902 117.66% 117.28% 117.47% 99.67% Busega 35,000 34,475 69,475 125.94% 128.02% 126.96% 101.65% Itilima 46,199 47,375 93,574 105.73% 108.65% 107.19% 102.77% Maswa 40,190 41,817 82,007 88.80% 93.45% 91.11% 105.24% Meatu 36,418 37,473 73,891 92.27% 93.90% 93.09% 101.76% Total 222,989 227,367 450,356 104.45% 107.33% 105.88% 102.76% Singida Ikungi 33,886 34,428 68,314 103.38% 107.07% 105.21% 103.57% Iramba 27,566 27,497 55,063 97.05% 100.41% 98.70% 103.46% Itigi 17,962 17,071 35,033 135.69% 131.48% 133.60% 96.90% Manyoni 23,879 23,647 47,526 111.25% 109.21% 110.23% 98.16% Mkalama 25,255 24,870 50,125 105.10% 106.93% 106.00% 101.74% Singida DC 31,376 31,468 62,844 108.79% 111.93% 110.34% 102.89% Singida MC 19,698 20,067 39,765 126.77% 123.22% 124.96% 97.20% Total 179,622 179,048 358,670 109.33% 110.64% 109.98% 101.20% Songwe Ileje 11,603 12,070 23,673 80.70% 81.57% 81.14% 101.08% Mbozi 50,607 51,643 102,250 94.43% 95.31% 94.87% 100.93% Momba 21,467 21,653 43,120 110.15% 108.37% 109.25% 98.38% Songwe 14,127 14,873 29,000 93.71% 98.15% 95.93% 104.74% Tunduma TC 17,877 18,098 35,975 142.76% 132.52% 137.42% 92.82% Total 115,681 118,337 234,018 100.54% 100.48% 100.51% 99.94% Tabora Igunga 43,599 45,227 88,826 88.15% 91.88% 90.01% 104.23% Kaliua 50,735 49,518 100,253 98.16% 98.85% 98.50% 100.71% 108

Primary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Nzega DC 46,841 47,201 94,042 84.49% 85.61% 85.04% 101.32% Nzega TC 10,667 11,047 21,714 139.26% 145.09% 142.16% 104.19% Sikonge 24,178 23,076 47,254 105.04% 101.15% 103.11% 96.30% Tabora MC 26,934 27,235 54,169 107.07% 104.63% 105.83% 97.73% Tabora Uyui DC 50,726 48,353 99,079 96.60% 95.28% 95.95% 98.63% Urambo 29,692 28,483 58,175 120.07% 116.11% 118.10% 96.71% Total 283,372 280,140 563,512 97.83% 97.89% 97.86% 100.06% Tanga Bumbuli 19,806 19,016 38,822 104.59% 102.70% 103.66% 98.19% Handeni DC 37,059 36,159 73,218 122.90% 124.99% 123.92% 101.70% Handeni TC 10,543 10,249 20,792 127.38% 124.05% 125.71% 97.39% Kilindi 34,038 33,392 67,430 137.32% 137.13% 137.23% 99.86% Korogwe DC 29,996 28,571 58,567 115.23% 112.68% 113.97% 97.78% Korogwe TC 7,938 7,660 15,598 128.65% 125.68% 127.17% 97.69% Lushoto 44,647 44,534 89,181 112.68% 112.00% 112.34% 99.39% Mkinga 14,783 14,058 28,841 119.76% 116.32% 118.06% 97.13% Muheza 22,984 21,944 44,928 116.67% 114.35% 115.52% 98.01% Pangani 6,328 6,048 12,376 121.95% 123.03% 122.47% 100.88% Tanga CC 30,942 30,241 61,183 131.87% 123.80% 127.75% 93.88% Total 259,064 251,872 510,936 120.68% 118.87% 119.78% 98.50% Grand Total 5,298,920 5,302,696 10,601,616 110.08% 110.46% 110.27% 100.34%

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Annex 3: Enrolment of Pupils in Standard I by Region and Sex, 2019 New Entrants in New Entrants in Grade One Without Grade One With Pre- Total Pre-primary REGION primary Background Background M F T M F T M F T 25,88 24,76 30,22 28,63 ARUSHA 50,649 4,343 3,865 8,208 58,857 1 8 4 3 DAR ES 52,24 52,07 104,31 55,80 55,21 111,02 3,564 3,138 6,702 SALAAM 2 6 8 6 4 0 36,33 37,39 13,99 43,62 44,09 DODOMA 73,729 7,291 6,699 87,719 5 4 0 6 3 33,34 34,35 19,62 18,90 38,53 52,97 53,25 106,22 GEITA 67,698 7 1 5 5 0 2 6 8 16,01 16,12 16,94 17,05 IRINGA 32,142 932 927 1,859 34,001 7 5 9 2 37,63 38,16 10,63 43,05 43,38 KAGERA 75,802 5,419 5,219 86,440 5 7 8 4 6 10,13 10,34 15,76 18,16 18,07 KATAVI 20,481 8,026 7,735 36,242 8 3 1 4 8 25,86 26,44 10,47 20,12 36,34 36,09 KIGOMA 52,311 9,647 72,436 7 4 8 5 5 1 18,95 18,46 19,54 18,95 KILIMANJARO 37,426 591 487 1,078 38,504 7 9 8 6 11,38 11,30 14,55 14,07 LINDI 22,685 3,175 2,776 5,951 28,636 2 3 7 9 23,16 22,31 27,23 25,58 MANYARA 45,482 4,067 3,263 7,330 52,812 5 7 2 0 36,43 36,41 40,35 40,08 MARA 72,849 3,920 3,673 7,593 80,442 3 6 3 9 26,34 26,41 28,35 28,17 MBEYA 52,761 2,004 1,756 3,760 56,521 6 5 0 1 38,24 38,15 42,44 41,93 MOROGORO 76,406 4,196 3,775 7,971 84,377 9 7 5 2 16,87 16,73 20,90 20,71 MTWARA 33,608 4,036 3,981 8,017 41,625 0 8 6 9 51,50 51,89 103,39 10,89 10,44 21,34 62,39 62,34 124,74 MWANZA 2 6 8 5 7 2 7 3 0 11,96 11,97 12,09 12,09 NJOMBE 23,938 131 122 253 24,191 8 0 9 2 17,43 17,94 15,00 25,23 25,15 PWANI 35,386 7,795 7,210 50,391 7 9 5 2 9 18,54 19,38 22,02 22,88 RUKWA 37,929 3,485 3,495 6,980 44,909 3 6 8 1 22,85 22,69 25,84 25,50 RUVUMA 45,546 2,999 2,813 5,812 51,358 0 6 9 9 23,89 24,61 13,35 12,08 25,43 37,24 36,70 SHINYANGA 48,516 73,949 7 9 2 1 3 9 0

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New Entrants in New Entrants in Grade One Without Grade One With Pre- Total Pre-primary REGION primary Background Background M F T M F T M F T 29,88 30,63 11,37 35,97 35,91 SIMIYU 60,519 6,097 5,273 71,889 1 8 0 8 1 27,20 26,43 10,08 32,47 31,24 SINGIDA 53,639 5,272 4,809 63,720 0 9 1 2 8 15,59 15,87 17,96 17,97 SONGWE 31,469 2,370 2,106 4,476 35,945 6 3 6 9 27,12 27,97 22,29 20,70 43,00 49,42 48,68 TABORA 55,103 98,106 6 7 8 5 3 4 2 33,09 32,70 10,43 38,63 37,59 TANGA 65,799 5,542 4,888 76,229 2 7 0 4 5 1,379,58 1,691,28 Grand Total 687,956 691,633 161,903 149,795 311,698 849,859 841,428 9 7

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Annex 4: Primary Survival Rate by Region, Council and Sex, 2019 Region Council M F T GPI ARUSHA Arusha CC 94.06% 94.89% 94.48% 100.89% Arusha DC 84.79% 92.92% 88.89% 109.59% Karatu 96.44% 98.66% 97.57% 102.30% Longido 74.61% 82.40% 78.07% 110.45% Meru 91.82% 97.16% 94.40% 105.81% Monduli 79.13% 87.55% 83.25% 110.64% Ngorongoro 102.03% 101.57% 101.80% 99.55% Region 90.19% 94.43% 92.26% 104.71% DAR ES Ilala MC 90.36% 94.53% 92.43% 104.61% SALAAM Kigamboni MC 94.07% 99.49% 96.73% 105.76% Kinondoni MC 73.43% 80.71% 76.97% 109.91% Temeke MC 85.01% 84.84% 84.94% 99.81% Ubungo MC 92.14% 94.53% 93.33% 102.60% Region 86.27% 89.62% 87.94% 103.88% DODOMA Bahi 56.69% 70.19% 63.39% 123.82% Chamwino 68.74% 77.88% 73.31% 113.31% Chemba 65.92% 82.54% 74.05% 125.21% Dodoma CC 88.01% 94.81% 91.36% 107.73% Kondoa DC 54.98% 70.70% 62.54% 128.60% Kondoa TC 83.25% 87.55% 85.40% 105.17% Kongwa 82.82% 86.80% 84.89% 104.80% Mpwapwa 66.96% 75.58% 71.39% 112.87% Region 71.14% 81.13% 76.12% 114.04% GEITA Bukombe 72.52% 75.60% 74.05% 104.24% Chato 77.68% 81.24% 79.43% 104.58% Geita DC 89.66% 92.28% 90.96% 102.92% Geita TC 60.39% 66.33% 63.33% 109.84% Mbogwe 71.50% 76.56% 74.02% 107.08% Nyang'hwale 70.10% 74.04% 72.07% 105.61% Region 78.35% 81.87% 80.09% 104.49% IRINGA Iringa DC 97.64% 96.60% 97.11% 98.93% Iringa MC 100.30% 102.71% 101.48% 102.40% Kilolo 85.66% 92.18% 88.94% 107.61% Mafinga TC 98.91% 101.98% 100.44% 103.10% Mufindi 81.60% 86.33% 83.91% 105.80% Region 90.55% 93.87% 92.19% 103.66% KAGERA Biharamulo 60.73% 66.08% 63.33% 108.80% Bukoba DC 92.20% 94.09% 93.15% 102.05% 112

Region Council M F T GPI Bukoba MC 102.48% 95.59% 98.97% 93.27% Karagwe 76.52% 84.15% 80.36% 109.97% Kyerwa 60.86% 67.83% 64.36% 111.46% Missenyi 88.50% 87.84% 88.13% 99.25% Muleba 92.90% 95.12% 94.00% 102.39% Ngara 68.41% 73.62% 70.97% 107.62% Region 78.13% 81.89% 79.99% 104.82% KATAVI Mlele 65.28% 73.27% 69.11% 112.23% Mpanda DC 94.16% 94.28% 94.21% 100.12% Mpanda MC 91.41% 95.81% 93.53% 104.81% Mpimbwe 65.31% 70.65% 67.86% 108.17% Nsimbo 57.71% 63.72% 60.66% 110.41% Region 77.40% 82.07% 79.70% 106.04% KIGOMA Buhigwe 71.86% 76.14% 73.98% 105.96% Kakonko 65.93% 75.79% 70.64% 114.96% Kasulu DC 61.38% 67.25% 64.20% 109.57% Kasulu TC 71.88% 77.88% 74.84% 108.34% Kibondo 74.12% 77.91% 75.97% 105.11% Kigoma DC 74.83% 80.26% 77.48% 107.26% Kigoma/Ujiji MC 91.48% 93.57% 92.50% 102.28% Uvinza 65.07% 73.45% 69.14% 112.88% Region 70.36% 76.49% 73.34% 108.72% KILIMANJARO Hai 94.19% 94.73% 94.45% 100.57% Moshi DC 93.81% 94.67% 94.23% 100.92% Moshi MC 84.91% 91.07% 87.97% 107.26% Mwanga 92.03% 91.41% 91.78% 99.33% Rombo 92.28% 95.90% 93.98% 103.93% Same 95.03% 95.11% 95.05% 100.09% Siha 64.70% 76.81% 70.59% 118.71% Region 90.03% 76.49% 73.34% 108.72% LINDI Kilwa 72.91% 77.32% 75.02% 106.05% Lindi DC 68.51% 82.88% 75.49% 120.97% Lindi MC 85.72% 100.11% 92.64% 116.79% Liwale 65.31% 72.10% 68.61% 110.40% Nachingwea 78.73% 86.43% 82.57% 109.78% Ruangwa 61.74% 74.85% 67.99% 121.24% Region 71.08% 80.75% 75.78% 113.61% MANYARA Babati DC 68.16% 79.19% 73.55% 116.19% Babati TC 93.16% 93.15% 93.04% 99.99% 113

Region Council M F T GPI Hanang 84.10% 93.35% 88.75% 110.99% Kiteto 87.49% 89.13% 88.30% 101.87% Mbulu DC 82.69% 94.95% 88.95% 114.83% Mbulu TC 93.12% 94.15% 93.83% 101.11% Simanjiro 94.42% 92.76% 93.66% 98.24% Region 82.61% 89.12% 85.85% 107.88% MARA Bunda DC 73.05% 76.59% 74.75% 104.85% Bunda TC 94.04% 97.78% 95.94% 103.98% Butiama 77.24% 77.93% 77.56% 100.89% Musoma DC 82.60% 78.75% 80.64% 95.34% Musoma MC 86.50% 83.37% 84.86% 96.38% Rorya 90.84% 85.97% 88.36% 94.64% Serengeti 91.95% 96.14% 93.95% 104.55% Tarime DC 71.91% 80.50% 75.94% 111.94% Tarime TC 91.37% 95.66% 93.47% 104.69% Region 82.97% 84.61% 83.77% 101.97% MBEYA Busokelo 77.64% 87.14% 82.26% 112.25% Chunya 98.82% 100.55% 99.75% 101.75% Kyela 96.24% 97.86% 97.03% 101.68% Mbarali 86.12% 92.17% 89.10% 107.03% Mbeya CC 87.11% 91.53% 89.35% 105.07% Mbeya DC 84.98% 91.67% 88.32% 107.88% Rungwe 93.45% 99.03% 96.20% 105.97% Region 89.23% 94.21% 91.73% 105.58% MOROGORO Gairo 91.71% 98.70% 95.62% 107.63% Ifakara TC 89.56% 89.24% 89.43% 99.64% Kilombero 84.22% 88.33% 86.24% 104.87% Kilosa 87.97% 90.08% 89.03% 102.39% Malinyi 61.30% 69.80% 65.46% 113.85% Morogoro DC 90.05% 94.34% 92.16% 104.76% Morogoro MC 90.57% 97.42% 93.93% 107.56% Mvomero 73.81% 83.41% 78.53% 113.01% Ulanga 59.31% 67.99% 63.43% 114.63% Region 82.27% 88.01% 85.12% 106.98% MTWARA Masasi DC 59.66% 74.37% 66.74% 124.66% Masasi TC 73.93% 86.05% 79.66% 116.40% Mtwara DC 57.13% 76.92% 66.58% 134.62% Mtwara Mikindani MC 70.07% 81.35% 75.43% 116.09% Nanyamba 49.45% 66.71% 57.58% 134.89% 114

Region Council M F T GPI Nanyumbu 77.68% 78.69% 78.25% 101.31% Newala DC 68.10% 77.56% 72.71% 113.90% Newala TC 83.79% 86.76% 85.34% 103.54% Tandahimba 61.04% 76.02% 68.14% 124.54% Region 64.90% 77.33% 70.90% 119.16% MWANZA Buchosa 64.06% 63.67% 63.87% 99.39% Ilemela MC 82.07% 88.24% 85.21% 107.52% Kwimba 66.97% 73.84% 70.46% 110.26% Magu 74.12% 79.75% 76.89% 107.60% Misungwi 77.71% 83.72% 80.71% 107.74% Mwanza CC 78.11% 83.40% 80.84% 106.77% Sengerema 78.19% 80.91% 79.56% 103.47% Ukerewe 50.79% 54.63% 52.65% 107.56% Region 70.78% 75.58% 73.19% 106.78% NJOMBE Ludewa 85.67% 93.66% 89.57% 109.33% Makambako TC 96.67% 96.27% 96.60% 99.59% Makete 91.95% 95.41% 93.70% 103.76% Njombe DC 85.38% 90.29% 87.91% 105.75% Njombe TC 94.24% 95.11% 94.72% 100.92% Wanging'ombe 88.17% 94.35% 91.28% 107.01% Region 90.16% 94.30% 92.27% 104.59% PWANI Bagamoyo 103.63% 111.04% 107.22% 107.15% Chalinze 90.59% 93.88% 92.24% 103.64% Kibaha DC 90.56% 85.42% 88.02% 94.32% Kibaha TC 104.02% 106.62% 105.31% 102.50% Kibiti 84.08% 89.16% 86.68% 106.05% Kisarawe 82.64% 89.38% 85.92% 108.15% Mafia 90.09% 89.75% 89.83% 99.62% Mkuranga 94.83% 101.57% 98.11% 107.10% Rufiji 79.10% 79.73% 79.31% 100.79% Region 91.23% 95.32% 93.26% 104.48% RUKWA Kalambo 73.32% 82.05% 77.58% 111.91% Nkasi 44.40% 51.99% 48.15% 117.08% Sumbawanga DC 69.03% 78.68% 73.77% 113.99% Sumbawanga MC 77.04% 87.14% 82.21% 113.12% Region 63.17% 71.97% 67.54% 113.94% RUVUMA Madaba 77.67% 86.77% 82.15% 111.72% Mbinga DC 89.65% 91.02% 90.25% 101.52% Mbinga TC 88.00% 94.88% 91.44% 107.82% 115

Region Council M F T GPI Namtumbo 83.11% 92.33% 87.62% 111.10% Nyasa 86.12% 89.91% 87.94% 104.40% Songea DC 87.99% 90.87% 89.48% 103.27% Songea MC 84.69% 93.42% 89.05% 110.30% Tunduru 78.35% 83.07% 80.66% 106.02% Region 84.20% 89.80% 86.96% 106.65% SHINYANGA Kahama TC 89.19% 93.01% 91.14% 104.28% Kishapu 77.37% 80.76% 79.14% 104.38% Msalala 61.29% 65.04% 63.16% 106.11% Shinyanga DC 61.23% 69.59% 65.39% 113.64% Shinyanga MC 81.17% 89.91% 85.51% 110.76% Ushetu 67.86% 73.59% 70.68% 108.44% Region 71.82% 77.54% 74.69% 107.95% SIMIYU Bariadi DC 76.53% 79.80% 78.18% 104.28% Bariadi TC 71.11% 80.77% 76.01% 113.59% Busega 82.31% 86.04% 84.12% 104.53% Itilima 67.88% 79.40% 73.70% 116.97% Maswa 40.92% 47.17% 43.97% 115.28% Meatu 51.59% 60.94% 56.26% 118.12% Region 62.91% 69.75% 66.31% 110.87% SINGIDA Ikungi 85.84% 92.74% 89.43% 108.04% Iramba 82.64% 87.49% 85.05% 105.87% Itigi 71.00% 78.86% 74.94% 111.06% Manyoni 75.86% 83.08% 79.40% 109.52% Mkalama 89.39% 92.27% 90.82% 103.22% Singida DC 83.97% 90.79% 87.41% 108.13% Singida MC 86.86% 92.31% 89.60% 106.27% Region 82.80% 88.87% 85.85% 107.33% SONGWE Ileje 89.38% 97.19% 93.33% 108.74% Mbozi 85.18% 93.28% 89.34% 109.52% Momba 49.01% 50.51% 49.80% 103.06% Songwe 59.65% 68.38% 64.07% 114.62% Tunduma TC 84.62% 95.50% 89.99% 112.87% Region 73.96% 81.26% 77.63% 109.88% TABORA Igunga 67.93% 72.39% 70.18% 106.56% Kaliua 72.94% 82.04% 77.28% 112.47% Nzega DC 65.48% 73.64% 69.54% 112.46% Nzega TC 77.55% 85.78% 81.63% 110.60% Sikonge 78.01% 85.11% 81.43% 109.11% 116

Region Council M F T GPI Tabora MC 83.88% 87.96% 85.92% 104.85% Tabora/Uyui 72.09% 77.35% 74.58% 107.30% Urambo 94.00% 97.92% 95.91% 104.17% Region 74.36% 80.59% 77.40% 108.38% TANGA Bumbuli 91.21% 94.65% 92.90% 103.77% Handeni DC 60.61% 67.52% 63.96% 111.40% Handeni TC 82.45% 90.84% 86.57% 110.18% Kilindi 87.90% 91.05% 89.50% 103.59% Korogwe DC 83.02% 85.59% 84.27% 103.09% Korogwe TC 87.51% 89.27% 88.33% 102.02% Lushoto 69.40% 77.28% 73.28% 111.35% Mkinga 85.08% 87.03% 86.06% 102.29% Muheza 84.55% 87.98% 86.29% 104.06% Pangani 69.25% 78.55% 73.86% 113.44% Tanga CC 91.76% 96.58% 94.05% 105.25% Region 79.25% 84.39% 81.78% 106.49% MAINLAND 78.36% 83.82% 81.06% 106.97%

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Annex 5: Primary to Secondary Transition Rate by Region and Sex, 2019 Region Boys Girls Total GPI ARUSHA 81.23% 86.45% 83.93% 106.43% DAR ES SALAAM 87.44% 85.03% 86.18% 97.24% DODOMA 65.61% 64.77% 65.15% 98.71% GEITA 82.19% 78.80% 80.44% 95.88% IRINGA 82.31% 83.28% 82.83% 101.18% KAGERA 74.42% 72.43% 73.36% 97.33% KATAVI 74.62% 66.98% 70.74% 89.77% KIGOMA 73.00% 57.81% 65.10% 79.19% KILIMANJARO 86.92% 99.03% 92.96% 113.92% LINDI 67.64% 63.09% 65.20% 93.28% MANYARA 62.43% 67.03% 64.84% 107.37% MARA 56.27% 48.84% 52.56% 86.79% MBEYA 72.61% 75.18% 73.96% 103.54% MOROGORO 75.26% 75.05% 75.15% 99.72% MTWARA 76.75% 76.60% 76.67% 99.80% MWANZA 85.17% 77.53% 81.19% 91.04% NJOMBE 69.08% 77.87% 73.72% 112.72% PWANI 80.65% 84.62% 82.72% 104.92% RUKWA 71.13% 60.88% 65.59% 85.59% RUVUMA 66.02% 71.88% 69.07% 108.88% SHINYANGA 69.49% 65.91% 67.58% 94.84% SIMIYU 64.41% 56.12% 59.80% 87.14% SINGIDA 71.01% 72.34% 71.72% 101.87% SONGWE 68.35% 73.08% 70.86% 106.93% TABORA 65.05% 66.48% 65.80% 102.20% TANGA 66.91% 71.82% 69.48% 107.33% Grand Total 73.54% 72.49% 72.99% 98.57%

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Annex 6: Number of Primary Schools and Enrolment by Ownership and Region, 2019 Number of Primary

Schools

–

Total Enrolment by Sex t Average Regions

School Size

Boys Girls Total

Government Non Governmen Total ARUSHA 537 241 778 186,042 177,731 363,773 468 DAR ES SALAAM 370 349 719 334,977 339,259 674,236 938 DODOMA 736 54 790 244,462 256,859 501,321 635 GEITA 592 39 631 311,150 311,964 623,114 988 IRINGA 481 31 512 113,341 113,552 226,893 443 KAGERA 895 85 980 289,682 290,573 580,255 592 KATAVI 180 5 185 94,211 92,866 187,077 1,011 KIGOMA 636 18 654 245,209 242,605 487,814 746 KILIMANJARO 890 96 986 141,377 136,123 277,500 281 LINDI 498 8 506 96,119 95,244 191,363 378 MANYARA 602 42 644 159,901 156,577 316,478 491 MARA 776 71 847 292,088 285,398 577,486 682 MBEYA 706 37 743 188,842 190,167 379,009 510 MOROGORO 842 61 903 254,209 254,142 508,351 563 MTWARA 658 10 668 141,632 143,103 284,735 426 MWANZA 856 120 976 384,585 392,700 777,285 796 NJOMBE 483 23 506 82,013 82,487 164,500 325 PWANI 559 69 628 163,735 159,315 323,050 514 RUKWA 364 12 376 135,634 142,768 278,402 740 RUVUMA 767 26 793 167,322 166,913 334,235 421 SHINYANGA 562 53 615 211,661 215,586 427,247 695 SIMIYU 523 13 536 222,989 227,367 450,356 840 SINGIDA 529 25 554 179,622 179,048 358,670 647 SONGWE 408 12 420 115,681 118,337 234,018 557 TABORA 776 22 798 283,372 280,140 563,512 706 TANGA 986 56 1,042 259,064 251,872 510,936 490 Grand Total 16,212 1,578 17,790 5,298,920 5,302,696 10,601,616 596

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Annex 7: Average Distance to School Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. ARUSHA Arusha 2.20 2.19 2.19 2.82 2.56 2.69 Arusha CC 2.67 2.69 2.68 3.08 3.00 3.04 Karatu 2.08 2.07 2.07 2.99 2.91 2.95 Longido 2.98 2.95 2.96 1.50 1.50 1.50 Meru 1.95 1.97 1.96 2.26 2.26 2.26 Monduli 2.61 2.61 2.61 1.75 1.72 1.73 Ngorongoro 2.90 2.87 2.89 1.50 1.50 1.50 Region Average 2.48 2.48 2.48 2.27 2.21 2.24 DAR ES SALAAM Ilala MC 2.43 2.45 2.44 3.47 3.49 3.48 Kigamboni MC 2.60 2.68 2.64 3.13 3.26 3.20 Kinondoni MC 2.68 2.72 2.70 3.35 3.38 3.37 Temeke MC 2.38 2.38 2.38 3.50 3.60 3.55 Ubungo MC 2.66 2.68 2.67 3.67 3.54 3.61 Region Average 2.55 2.58 2.57 3.42 3.45 3.44 DODOMA Bahi 2.24 2.24 2.24 3.02 3.10 3.06 Chamwino 2.16 2.16 2.16 2.24 2.31 2.27 Chemba 2.50 2.43 2.47 2.97 2.89 2.93 Dodoma CC 2.54 2.53 2.54 2.81 2.78 2.80 Kondoa 2.20 2.19 2.19 3.00 3.15 3.08 Kondoa TC 1.91 1.94 1.93 2.76 2.51 2.64 Kongwa 1.76 1.76 1.76 2.59 2.52 2.56 Mpwapwa 2.10 2.11 2.10 3.02 2.85 2.93 Region Average 2.18 2.17 2.17 2.80 2.76 2.78 GEITA Bukombe 2.02 2.01 2.02 3.10 3.31 3.20 Chato 1.77 1.77 1.77 2.94 2.96 2.95 Geita 1.66 1.66 1.66 3.35 3.34 3.34 Geita TC 1.93 1.95 1.94 2.44 2.40 2.42 120

Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. Mbogwe 1.97 1.97 1.97 3.56 3.58 3.57 Nyang'hwale 1.90 1.89 1.89 3.02 3.00 3.01 Region Average 1.88 1.88 1.88 3.07 3.10 3.08 IRINGA Iringa 1.92 1.93 1.93 2.34 2.18 2.26 Iringa MC 1.82 1.82 1.82 2.54 2.37 2.45 Kilolo 1.98 1.99 1.99 2.38 2.14 2.26 Mafinga TC 1.94 1.98 1.96 2.26 2.24 2.25 Mufindi 1.95 1.96 1.95 2.45 2.34 2.39 Region Average 1.92 1.94 1.93 2.39 2.25 2.32 KAGERA Biharamulo 2.63 2.63 2.63 3.23 3.07 3.15 Bukoba 1.69 1.69 1.69 3.15 3.10 3.12 Bukoba MC 2.04 2.01 2.02 2.14 2.03 2.09 Karagwe 2.16 2.16 2.16 2.98 2.82 2.90 Kyerwa 2.19 2.17 2.18 3.07 2.93 3.00 Missenyi 1.88 1.89 1.89 3.10 3.13 3.11 Muleba 1.79 1.79 1.79 2.87 2.89 2.88 Ngara 2.36 2.33 2.35 3.13 3.03 3.08 Region Average 2.09 2.08 2.09 2.96 2.88 2.92 KATAVI Mlele 2.36 2.39 2.38 1.70 1.66 1.68 Mpanda 3.00 3.03 3.02 2.12 2.11 2.11 Mpanda MC 2.06 2.05 2.05 2.82 2.65 2.74 Mpimbwe 2.45 2.41 2.43 2.23 2.11 2.17 Nsimbo 2.39 2.41 2.40 2.05 1.89 1.97 Region Average 2.45 2.46 2.46 2.18 2.08 2.13 KIGOMA Buhigwe 1.52 1.51 1.52 3.04 3.08 3.06 Kakonko 1.70 1.71 1.71 2.40 2.27 2.33 Kasulu 1.73 1.72 1.72 2.09 2.06 2.07 Kasulu TC 1.59 1.60 1.60 2.20 2.13 2.17

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Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. Kibondo 1.58 1.58 1.58 2.61 2.41 2.51 Kigoma 1.76 1.77 1.77 2.45 2.47 2.46 Kigoma/Ujiji MC 1.85 1.84 1.85 2.66 2.54 2.60 Uvinza 1.70 1.70 1.70 3.00 2.96 2.98 Region Average 1.68 1.68 1.68 2.56 2.49 2.52 KILIMANJARO Hai 1.65 1.65 1.65 2.38 2.30 2.34 Moshi 1.63 1.63 1.63 2.17 2.13 2.15 Moshi MC 1.86 1.85 1.85 2.49 2.44 2.46 Mwanga 1.57 1.56 1.57 2.35 2.22 2.28 Rombo 1.60 1.60 1.60 2.31 2.26 2.28 Same 1.65 1.65 1.65 2.74 2.60 2.67 Siha 1.75 1.74 1.75 2.57 2.37 2.47 Region Average 1.67 1.67 1.67 2.43 2.33 2.38 LINDI Kilwa 2.11 2.09 2.10 2.89 2.82 2.85 Lindi 1.74 1.74 1.74 2.28 2.40 2.34 Lindi MC 2.02 2.05 2.03 2.49 2.64 2.57 Liwale 1.91 1.94 1.93 2.12 2.14 2.13 Nachingwea 1.79 1.80 1.79 2.79 2.81 2.80 Ruangwa 1.68 1.69 1.69 2.92 2.99 2.95 Region Average 1.88 1.89 1.88 2.58 2.63 2.61 MANYARA Babati 1.92 1.88 1.90 3.44 3.32 3.38 Babati TC 1.87 1.88 1.87 2.49 2.46 2.47 Hanang 2.14 2.12 2.13 3.08 2.90 2.99 Kiteto 2.32 2.26 2.29 2.56 2.51 2.54 Mbulu 2.01 1.99 2.00 2.72 2.62 2.67 Mbulu TC 2.01 2.02 2.01 2.70 2.63 2.66 Simanjiro 2.69 2.58 2.63 2.02 1.99 2.01 Region Average 2.14 2.10 2.12 2.72 2.63 2.67

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Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. MARA Bunda 1.76 1.77 1.76 3.04 3.02 3.03 Bunda TC 1.70 1.69 1.70 3.50 3.19 3.34 Butiama 2.19 2.19 2.19 4.15 3.79 3.97 Musoma 1.82 1.81 1.82 3.14 3.08 3.11 Musoma MC 2.12 2.10 2.11 2.93 2.91 2.92 Rorya 1.90 1.90 1.90 3.33 3.22 3.27 Serengeti 2.23 2.26 2.24 3.42 3.33 3.37 Tarime 1.73 1.73 1.73 2.96 2.85 2.90 Tarime TC 1.83 1.84 1.84 2.31 2.30 2.31 Region Average 1.92 1.92 1.92 3.20 3.08 3.14 MBEYA Busokelo 1.50 1.50 1.50 2.72 2.57 2.65 Chunya 2.23 2.19 2.21 2.35 2.35 2.35 Kyela 1.63 1.64 1.63 3.53 3.62 3.58 Mbarali 2.11 2.09 2.10 2.63 2.60 2.62 Mbeya 1.77 1.77 1.77 2.24 2.18 2.21 Mbeya CC 2.05 2.08 2.06 2.71 2.66 2.69 Rungwe 1.68 1.67 1.67 3.07 3.06 3.06 Region Average 1.85 1.85 1.85 2.75 2.72 2.74 MOROGORO Gairo 1.83 1.81 1.82 3.40 3.35 3.38 Ifakara TC 1.80 1.81 1.81 2.53 2.32 2.42 Kilombero 2.01 1.99 2.00 3.04 2.88 2.96 Kilosa 2.07 2.09 2.08 2.77 2.72 2.74 Malinyi 2.40 2.33 2.37 2.60 2.47 2.53 Morogoro 2.08 2.05 2.07 3.59 3.52 3.55 Morogoro MC 2.45 2.47 2.46 2.96 2.85 2.90 Mvomero 2.11 2.14 2.13 3.21 3.23 3.22 Ulanga 2.04 2.03 2.03 2.46 2.45 2.46 Region Average 2.09 2.08 2.09 2.95 2.87 2.91

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Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. MTWARA Masasi 1.62 1.63 1.62 2.48 2.67 2.57 Masasi TC 1.64 1.64 1.64 3.09 2.76 2.92 Mtwara 1.73 1.73 1.73 2.95 2.95 2.95 Mtwara Mikindani MC 2.04 2.04 2.04 2.82 2.62 2.72 Nanyamba 1.58 1.58 1.58 3.54 3.52 3.53 Nanyumbu 1.72 1.71 1.72 2.91 2.69 2.80 Newala 1.55 1.54 1.55 3.20 3.36 3.28 Newala TC 1.53 1.52 1.53 2.63 2.58 2.60 Tandahimba 1.59 1.59 1.59 2.45 2.48 2.46 Region Average 1.67 1.66 1.67 2.90 2.85 2.87 MWANZA Buchosa 1.81 1.82 1.82 2.69 2.62 2.66 Ilemela MC 2.24 2.22 2.23 2.89 2.67 2.78 Kwimba 1.90 1.92 1.91 3.98 3.84 3.91 Magu 1.91 1.90 1.90 3.19 3.10 3.14 Misungwi 2.10 2.12 2.11 3.42 3.32 3.37 Mwanza CC 2.09 2.11 2.10 2.73 2.68 2.71 Sengerema 2.20 2.17 2.18 3.08 3.06 3.07 Ukerewe 1.59 1.58 1.58 2.68 2.64 2.66 Region Average 1.98 1.98 1.98 3.08 2.99 3.04 NJOMBE Ludewa 1.68 1.68 1.68 1.80 1.72 1.76 Makambako TC 1.72 1.72 1.72 2.50 2.29 2.39 Makete 1.59 1.59 1.59 2.03 1.76 1.89 Njombe 1.81 1.83 1.82 2.68 2.14 2.41 Njombe TC 1.86 1.84 1.85 1.74 1.73 1.73 Wanging'ombe 1.63 1.63 1.63 2.75 2.44 2.59 Region Average 1.72 1.72 1.72 2.25 2.01 2.13 PWANI Bagamoyo 2.19 2.12 2.16 2.33 2.08 2.20 Chalinze 1.89 1.90 1.89 2.31 2.12 2.21

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Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. Kibaha 1.73 1.75 1.74 2.76 2.37 2.57 Kibaha TC 2.29 2.39 2.34 2.21 2.14 2.18 Kibiti 1.95 1.92 1.94 2.50 2.29 2.40 Kisarawe 1.84 1.86 1.85 2.45 2.43 2.44 Mafia 1.67 1.66 1.67 3.91 3.95 3.93 Mkuranga 2.24 2.24 2.24 3.27 3.12 3.19 Rufiji 2.12 2.10 2.11 2.92 2.95 2.93 Region Average 1.99 1.99 1.99 2.74 2.61 2.67 RUKWA Kalambo 1.57 1.58 1.57 1.68 1.57 1.62 Nkasi 1.97 1.97 1.97 2.27 2.24 2.26 Sumbawanga 1.80 1.78 1.79 1.93 1.75 1.84 Sumbawanga MC 1.74 1.73 1.73 2.36 2.39 2.37 Region Average 1.77 1.77 1.77 2.06 1.99 2.02 RUVUMA Madaba 1.53 1.54 1.53 2.02 1.86 1.94 Mbinga 1.75 1.74 1.74 2.55 2.43 2.49 Mbinga TC 1.97 1.96 1.96 2.10 2.04 2.07 Namtumbo 1.66 1.64 1.65 2.82 2.81 2.81 Nyasa 1.66 1.64 1.65 2.50 2.45 2.47 Songea 1.81 1.79 1.80 2.28 2.22 2.25 Songea MC 1.74 1.76 1.75 2.51 2.54 2.52 Tunduru 1.77 1.77 1.77 1.97 1.94 1.96 Region Average 1.74 1.73 1.73 2.34 2.29 2.31 SHINYANGA Kahama TC 2.03 2.03 2.03 2.71 2.50 2.61 Kishapu 2.24 2.24 2.24 3.95 4.19 4.07 Msalala 1.99 1.98 1.98 3.67 3.60 3.63 Shinyanga 1.94 1.96 1.95 4.15 4.11 4.13 Shinyanga MC 2.19 2.19 2.19 2.25 2.28 2.27 Ushetu 2.35 2.33 2.34 2.85 2.83 2.84

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Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. Region Average 2.12 2.12 2.12 3.26 3.25 3.26 SIMIYU Bariadi 2.15 2.14 2.15 3.55 3.65 3.60 Bariadi TC 2.12 2.14 2.13 2.88 2.87 2.88 Busega 1.80 1.79 1.80 3.03 3.01 3.02 Itilima 1.95 1.94 1.94 2.70 2.71 2.70 Maswa 2.12 2.11 2.11 3.71 3.67 3.69 Meatu 2.60 2.57 2.59 4.40 4.46 4.43 Region Average 2.12 2.12 2.12 3.38 3.40 3.39 SINGIDA Ikungi 2.70 2.69 2.69 2.72 2.70 2.71 Iramba 2.10 2.09 2.10 2.82 2.85 2.83 Itigi 3.15 3.18 3.16 2.71 2.52 2.62 Manyoni 2.90 2.84 2.87 2.58 2.51 2.55 Mkalama 2.15 2.15 2.15 3.46 3.55 3.50 Singida 1.86 1.89 1.88 3.39 3.16 3.27 Singida MC 2.05 2.03 2.04 2.33 2.40 2.37 Region Average 2.42 2.41 2.41 2.86 2.81 2.84 SONGWE Ileje 1.99 1.99 1.99 2.30 2.26 2.28 Mbozi 1.79 1.78 1.79 2.58 2.51 2.55 Momba 1.90 1.89 1.89 1.92 1.93 1.93 Songwe 2.01 1.99 2.00 2.46 2.55 2.51 Tunduma TC 1.81 1.81 1.81 2.45 2.42 2.44 Region Average 1.9 1.89 1.90 2.34 2.33 2.34 TABORA Igunga 2.59 2.60 2.59 3.20 3.20 3.20 Kaliua 2.78 2.77 2.77 2.82 2.72 2.77 Nzega 2.28 2.25 2.26 4.58 4.58 4.58 Nzega TC 2.10 2.09 2.10 3.57 3.38 3.48 Sikonge 2.75 2.72 2.74 3.48 3.32 3.40 Tabora MC 2.04 2.05 2.04 3.05 3.03 3.04

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Primary School Secondary School REGION COUNCIL Average Distance to School Average Distance to School M F Avg. F M Avg. Tabora/Uyui 2.91 2.91 2.91 4.33 4.09 4.21 Urambo 2.25 2.23 2.24 3.23 3.05 3.14 Region Average 2.46 2.45 2.46 3.53 3.42 3.48 TANGA Bumbuli 1.73 1.74 1.73 2.95 2.91 2.93 Handeni 1.99 1.98 1.99 2.88 2.88 2.88 Handeni TC 1.76 1.77 1.77 2.62 2.67 2.64 Kilindi 2.24 2.20 2.22 2.75 2.68 2.71 Korogwe 1.67 1.66 1.66 3.32 3.27 3.29 Korogwe TC 1.55 1.58 1.56 2.53 2.39 2.46 Lushoto 1.68 1.68 1.68 2.53 2.39 2.46 Mkinga 1.78 1.78 1.78 3.63 3.27 3.45 Muheza 1.70 1.70 1.70 3.01 3.08 3.04 Pangani 1.99 1.98 1.98 3.26 3.28 3.27 Tanga CC 1.91 1.92 1.91 2.62 2.68 2.65 Region Average 1.82 1.82 1.82 2.92 2.86 2.89 NATIONAL AVERAGE 2.0 2.0 2.0 2.84 2.77 2.81

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Annex 8: Total Number of Pupils Enrolled in Lower Secondary Schools by Region, Councils and Sex, with GER, 2019 Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Arusha Arusha CC 15,010 16,218 31,228 67.98% 60.93% 64.12% 89.63% Arusha DC 9,956 13,287 23,243 52.77% 68.19% 60.61% 129.22% Karatu 4,858 6,642 11,500 33.64% 53.29% 42.74% 158.43% Longido 2,981 3,320 6,301 42.10% 58.97% 49.57% 140.08% Meru 10,015 12,181 22,196 61.08% 79.06% 69.79% 129.43% Monduli 4,450 5,185 9,635 51.64% 62.18% 56.82% 120.42% Ngorongoro 3,610 3,047 6,657 39.41% 41.22% 40.22% 104.60% Total 50,880 59,880 110,760 52.65% 62.81% 57.69% 119.31% Dar Es Salaam Ilala MC 32,199 35,453 67,652 69.43% 75.68% 72.57% 109.00% Kigamboni MC 6,020 6,148 12,168 96.57% 105.55% 100.90% 109.30% Kinondoni MC 17,277 18,545 35,822 52.49% 52.42% 52.46% 99.87% Temeke MC 25,603 28,487 54,090 54.08% 61.34% 57.68% 113.43% Ubungo MC 17,122 18,104 35,226 56.28% 53.37% 54.75% 94.83% Total 98,221 106,737 204,958 60.15% 63.38% 61.79% 105.37% Dodoma Bahi 2,649 3,025 5,674 21.26% 25.74% 23.43% 121.08% Chamwino 4,914 5,763 10,677 25.95% 30.80% 28.36% 118.69% Chemba 2,859 4,039 6,898 18.43% 29.82% 23.74% 161.84% Dodoma CC 11,680 13,644 25,324 44.33% 44.61% 44.48% 100.63% Kondoa DC 3,570 5,579 9,149 22.85% 48.26% 33.65% 211.25% Kondoa TC 1,782 2,647 4,429 41.79% 60.53% 51.28% 144.84% Kongwa 6,022 7,435 13,457 31.03% 36.33% 33.75% 117.07% Mpwapwa 5,562 5,952 11,514 29.06% 30.99% 30.03% 106.63% Total 39,038 48,084 87,122 29.64% 36.93% 33.27% 124.59% 128

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Geita Bukombe 6,302 5,693 11,995 43.80% 38.84% 41.30% 88.67% Chato 9,116 7,881 16,997 38.39% 33.77% 36.10% 87.95% Geita DC 14,657 13,207 27,864 36.67% 34.34% 35.53% 93.64% Geita TC 7,153 7,864 15,017 61.77% 57.31% 59.35% 92.79% Mbogwe 4,205 4,182 8,387 32.48% 32.47% 32.48% 99.96% Nyang'hwale 3,736 3,985 7,721 37.66% 41.06% 39.34% 109.03% Total 45,169 42,812 87,981 40.13% 37.97% 39.05% 94.60% Iringa Iringa DC 8,906 10,322 19,228 61.24% 79.55% 69.87% 129.90% Iringa MC 5,516 6,677 12,193 66.03% 59.07% 62.03% 89.47% Kilolo 5,899 7,572 13,471 48.76% 69.74% 58.68% 143.04% Mafinga TC 3,605 3,645 7,250 91.57% 78.81% 84.68% 86.07% Mufindi 7,975 10,273 18,248 58.56% 74.98% 66.79% 128.04% Total 31,901 38,489 70,390 60.70% 71.99% 66.40% 118.60% Kagera Biharamulo 5,056 5,103 10,159 27.39% 27.25% 27.32% 99.50% Bukoba DC 7,805 8,667 16,472 42.08% 49.58% 45.72% 117.80% Bukoba MC 4,661 5,525 10,186 60.41% 56.68% 58.33% 93.82% Karagwe 5,967 7,305 13,272 29.87% 35.90% 32.91% 120.22% Kyerwa 5,382 5,724 11,106 28.08% 29.70% 28.89% 105.78% Missenyi 4,773 5,330 10,103 37.10% 43.89% 40.40% 118.31% Muleba 13,075 14,268 27,343 39.27% 44.04% 41.62% 112.14% Ngara 5,579 5,822 11,401 30.67% 31.07% 30.87% 101.29% Total 52,298 57,744 110,042 35.28% 38.79% 37.04% 109.94% Katavi Mlele 759 696 1,455 30.88% 27.90% 29.38% 90.34% Mpanda DC 2,654 2,321 4,975 24.31% 21.96% 23.16% 90.34% 129

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Mpanda MC 3,608 3,590 7,198 52.55% 50.14% 51.32% 95.42% Mpimbwe 1,347 1,176 2,523 22.03% 19.07% 20.54% 86.57% Nsimbo 2,345 2,187 4,532 27.98% 26.44% 27.22% 94.49% Total 10,713 9,970 20,683 30.84% 28.76% 29.80% 93.27% Kigoma Buhigwe 4,845 4,032 8,877 33.18% 26.19% 29.59% 78.93% Kakonko 2,930 2,671 5,601 31.55% 27.24% 29.34% 86.34% Kasulu DC 3,909 2,778 6,687 15.18% 11.53% 13.41% 75.93% Kasulu TC 5,286 4,899 10,185 40.41% 36.25% 38.29% 89.71% Kibondo 4,759 4,312 9,071 31.42% 26.42% 28.83% 84.07% Kigoma DC 6,303 5,153 11,456 48.17% 40.05% 44.14% 83.15% Kigoma MC 7,182 6,259 13,441 49.25% 39.09% 43.94% 79.38% Uvinza 5,698 3,756 9,454 26.45% 18.42% 22.55% 69.66% Total 40,912 33,860 74,772 32.19% 26.37% 29.27% 81.91% Kilimanjaro Hai 6,173 7,286 13,459 57.65% 69.77% 63.63% 121.03% Moshi DC 15,644 18,100 33,744 61.92% 73.28% 67.54% 118.35% Moshi MC 6,497 6,157 12,654 70.54% 57.74% 63.67% 81.85% Mwanga 6,849 7,919 14,768 91.33% 109.17% 100.10% 119.53% Rombo 7,898 11,046 18,944 60.08% 82.44% 71.37% 137.22% Same 9,619 12,751 22,370 61.47% 86.70% 73.69% 141.04% Siha 3,083 4,092 7,175 53.30% 68.91% 61.21% 129.29% Total 55,763 67,351 123,114 63.90% 77.32% 70.61% 121.00% Lindi Kilwa 3,834 4,342 8,176 36.23% 39.16% 37.73% 108.06% Lindi DC 4,073 3,557 7,630 42.78% 38.24% 40.54% 89.38% Lindi MC 1,933 2,340 4,273 44.18% 46.82% 45.59% 105.97% 130

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Liwale 1,945 2,064 4,009 36.46% 35.99% 36.22% 98.70% Nachingwea 3,365 3,782 7,147 33.38% 39.52% 36.37% 118.39% Ruangwa 2,221 2,650 4,871 31.53% 41.73% 36.36% 132.35% Total 17,371 18,735 36,106 37.01% 39.82% 38.42% 107.60% Manyara Babati DC 6,305 8,287 14,592 30.83% 43.73% 37.04% 141.84% Babati TC 3,191 3,980 7,171 52.09% 63.41% 57.82% 121.73% Hanang 4,695 6,027 10,722 25.81% 34.34% 30.00% 133.04% Kiteto 3,356 4,016 7,372 25.36% 30.64% 27.98% 120.82% Mbulu DC 2,896 4,286 7,182 22.77% 33.94% 28.33% 149.04% Mbulu TC 3,180 3,902 7,082 35.98% 43.58% 39.81% 121.13% Simanjiro 3,461 3,344 6,805 35.19% 33.15% 34.15% 94.19% Total 27,084 33,842 60,926 30.30% 38.65% 34.43% 127.57% Mara Bunda DC 6,473 5,241 11,714 43.00% 37.88% 40.55% 88.09% Bunda TC 5,047 4,579 9,626 63.30% 56.61% 59.93% 89.43% Butiama 5,874 5,080 10,954 41.37% 39.01% 40.24% 94.29% Musoma DC 5,716 4,343 10,059 44.04% 36.77% 40.58% 83.51% Musoma MC 7,163 5,952 13,115 79.25% 55.31% 66.23% 69.79% Rorya 10,072 8,183 18,255 63.37% 54.63% 59.13% 86.20% Serengeti 7,626 6,693 14,319 49.13% 43.55% 46.36% 88.64% Tarime DC 8,038 6,184 14,222 49.38% 36.52% 42.82% 73.95% Tarime TC 3,389 3,112 6,501 67.66% 52.29% 59.32% 77.29% Total 59,398 49,367 108,765 53.06% 44.57% 48.84% 84.01% Mbeya Busokelo 3,255 3,787 7,042 60.82% 75.97% 68.12% 124.91% Chunya 2,456 3,038 5,494 32.27% 42.40% 37.18% 131.38% 131

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Kyela 7,952 7,687 15,639 64.40% 62.17% 63.29% 96.54% Mbarali 5,896 7,180 13,076 38.46% 50.85% 44.40% 132.22% Mbeya CC 15,471 16,732 32,203 76.04% 67.65% 71.44% 88.97% Mbeya DC 8,878 11,000 19,878 53.56% 66.98% 60.24% 125.06% Rungwe 8,025 10,146 18,171 60.54% 78.30% 69.32% 129.33% Total 51,933 59,570 111,503 57.18% 64.23% 60.74% 112.32% Morogoro Gairo 2,472 3,342 5,814 22.69% 30.43% 26.58% 134.07% Ifakara TC 3,520 3,974 7,494 60.04% 60.81% 60.45% 101.29% Kilombero 7,790 8,104 15,894 48.16% 50.88% 49.51% 105.64% Kilosa 8,719 8,949 17,668 37.23% 40.08% 38.62% 107.64% Malinyi 2,736 2,670 5,406 43.80% 41.97% 42.87% 95.82% Morogoro DC 5,200 5,735 10,935 35.21% 46.21% 40.23% 131.22% Morogoro MC 11,943 13,799 25,742 71.50% 64.06% 67.31% 89.59% Mvomero 5,736 6,754 12,490 34.81% 43.36% 38.96% 124.57% Ulanga 3,646 3,761 7,407 41.99% 43.48% 42.73% 103.57% Total 51,762 57,088 108,850 43.41% 47.45% 45.44% 109.29% Mtwara Masasi DC 4,365 4,401 8,766 30.95% 35.57% 33.11% 114.94% Masasi TC 1,831 2,190 4,021 34.74% 42.46% 38.56% 122.20% Mtwara DC 2,467 2,995 5,462 39.98% 48.38% 44.19% 120.99% Mtwara MC 3,829 4,729 8,558 63.27% 62.45% 62.82% 98.71% Nanyamba TC 1,780 2,177 3,957 32.83% 40.56% 36.68% 123.56% Nanyumbu 2,098 2,218 4,316 27.31% 29.69% 28.48% 108.73% Newala DC 2,036 2,623 4,659 36.32% 48.61% 42.35% 133.84% Newala TC 1,996 2,471 4,467 42.79% 51.61% 47.25% 120.62% 132

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Tandahimba 4,076 5,338 9,414 35.34% 45.25% 40.35% 128.05% Total 24,478 29,142 53,620 36.81% 44.08% 40.43% 119.77% Mwanza Buchosa 8,541 6,423 14,964 45.01% 38.65% 42.04% 85.87% Ilemela MC 14,865 14,530 29,395 73.90% 57.93% 65.04% 78.39% Kwimba 8,638 9,417 18,055 35.13% 39.76% 37.40% 113.18% Magu 8,943 8,611 17,554 49.51% 50.48% 49.98% 101.97% Misungwi 7,505 8,643 16,148 35.43% 43.73% 39.44% 123.41% Mwanza CC 18,206 18,809 37,015 89.62% 77.48% 83.01% 86.45% Sengerema 10,378 9,871 20,249 49.34% 50.40% 49.85% 102.14% Ukerewe 10,132 6,998 17,130 51.42% 38.15% 45.02% 74.20% Total 87,208 83,302 170,510 53.18% 50.67% 51.92% 95.27% Njombe Ludewa 3,500 4,006 7,506 46.35% 55.59% 50.86% 119.94% Makambako TC 2,970 4,372 7,342 56.08% 70.35% 63.78% 125.44% Makete 2,513 3,237 5,750 46.59% 62.47% 54.37% 134.08% Njombe DC 1,700 3,134 4,834 36.29% 69.80% 52.69% 192.36% Njombe TC 4,510 5,440 9,950 58.62% 62.36% 60.61% 106.39% Wanging'ombe 4,423 6,355 10,778 48.32% 72.03% 59.96% 149.05% Total 19,616 26,544 46,160 49.32% 65.32% 57.40% 132.43% Pwani Bagamoyo 4,601 5,630 10,231 96.30% 97.64% 97.03% 101.40% Chalinze 5,602 6,322 11,924 51.22% 61.93% 56.39% 120.91% Kibaha DC 2,676 3,572 6,248 75.96% 95.38% 85.97% 125.57% Kibaha TC 5,832 6,612 12,444 82.69% 83.51% 83.12% 100.99% Kibiti 2,486 3,059 5,545 45.83% 58.32% 51.97% 127.25% Kisarawe 3,423 3,068 6,491 69.19% 71.73% 70.37% 103.67% 133

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Mafia 1,088 1,397 2,485 43.40% 58.97% 50.96% 135.88% Mkuranga 7,024 8,150 15,174 51.27% 64.63% 57.67% 126.06% Rufiji 2,280 2,422 4,702 39.09% 43.69% 41.33% 111.77% Total 35,012 40,232 75,244 59.64% 69.75% 64.65% 116.94% Rukwa Kalambo 3,610 2,912 6,522 28.05% 22.71% 25.39% 80.97% Nkasi 5,055 4,608 9,663 28.69% 25.49% 27.07% 88.82% Sumbawanga DC 4,662 3,838 8,500 25.22% 21.07% 23.16% 83.52% Sumbawanga MC 7,893 8,401 16,294 52.57% 51.72% 52.13% 98.38% Total 21,220 19,759 40,979 33.17% 30.23% 31.68% 91.15% Ruvuma Madaba 1,222 1,780 3,002 46.77% 66.89% 56.92% 143.04% Mbinga DC 5,044 7,345 12,389 40.98% 55.79% 48.63% 136.13% Mbinga TC 2,712 3,585 6,297 39.06% 43.13% 41.28% 110.43% Namtumbo 4,343 4,362 8,705 37.84% 38.72% 38.28% 102.32% Nyasa 3,235 3,334 6,569 43.62% 43.83% 43.73% 100.49% Songea DC 2,596 3,653 6,249 39.81% 55.76% 47.80% 140.07% Songea MC 6,943 7,824 14,767 58.49% 50.85% 54.18% 86.94% Tunduru 4,944 4,792 9,736 32.88% 27.51% 29.99% 83.67% Total 31,039 36,675 67,714 41.84% 44.53% 43.25% 106.42% Shinyanga Kahama TC 7,468 7,825 15,293 53.15% 50.69% 51.86% 95.37% Kishapu 5,648 5,775 11,423 34.08% 35.99% 35.02% 105.59% Msalala 4,660 4,589 9,249 31.27% 30.26% 30.76% 96.79% Shinyanga DC 5,666 6,237 11,903 28.20% 31.90% 30.03% 113.11% Shinyanga MC 5,246 5,392 10,638 54.24% 51.27% 52.69% 94.52% Ushetu 3,612 3,701 7,313 21.24% 22.98% 22.09% 108.24% 134

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Total 32,300 33,519 65,819 35.00% 36.11% 35.56% 103.19% Simiyu Bariadi DC 5,168 5,772 10,940 30.24% 33.67% 31.96% 111.33% Bariadi TC 4,045 4,204 8,249 39.34% 39.15% 39.24% 99.53% Busega 6,183 5,784 11,967 45.34% 44.90% 45.12% 99.04% Itilima 4,359 4,269 8,628 21.57% 20.76% 21.16% 96.24% Maswa 6,791 6,876 13,667 28.95% 30.21% 29.57% 104.35% Meatu 3,436 3,561 6,997 17.54% 17.47% 17.50% 99.60% Total 29,982 30,466 60,448 28.75% 29.16% 28.96% 101.41% Singida Ikungi 5,042 6,447 11,489 30.16% 41.87% 35.77% 138.82% Iramba 4,354 5,018 9,372 30.11% 38.21% 33.97% 126.93% Itigi 2,058 1,940 3,998 30.79% 28.93% 29.86% 93.97% Manyoni 2,869 3,616 6,485 28.13% 32.47% 30.39% 115.42% Mkalama 3,017 3,516 6,533 24.98% 32.00% 28.32% 128.08% Singida DC 4,701 6,533 11,234 32.36% 46.79% 39.43% 144.58% Singida MC 4,389 4,944 9,333 46.51% 44.75% 45.56% 96.21% Total 26,430 32,014 58,444 31.43% 38.87% 35.11% 123.67% Songwe Ileje 2,614 3,795 6,409 31.56% 45.69% 38.63% 144.78% Mbozi 11,484 15,196 26,680 39.90% 55.13% 47.35% 138.17% Momba 2,149 1,790 3,939 26.27% 21.32% 23.76% 81.13% Songwe 1,828 1,667 3,495 24.51% 22.58% 23.55% 92.09% Tunduma TC 3,092 3,564 6,656 50.07% 43.36% 46.24% 86.60% Total 21,167 26,012 47,179 35.95% 43.45% 39.73% 120.85% Tabora Igunga 6,223 7,329 13,552 25.72% 29.52% 27.64% 114.78% Kaliua 5,376 4,823 10,199 21.72% 20.33% 21.04% 93.60% 135

Lower Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Nzega DC 4,757 5,668 10,425 17.71% 21.96% 19.79% 123.99% Nzega TC 2,041 2,846 4,887 53.49% 73.05% 63.37% 136.58% Sikonge 2,588 2,745 5,333 23.11% 25.11% 24.10% 108.68% Tabora MC 7,002 7,547 14,549 48.54% 49.23% 48.90% 101.41% Tabora Uyui DC 4,612 4,878 9,490 18.47% 20.65% 19.53% 111.83% Urambo 3,910 3,727 7,637 31.36% 30.65% 31.01% 97.76% Total 36,509 39,563 76,072 25.59% 28.20% 26.88% 110.21% Tanga Bumbuli 4,080 4,995 9,075 37.93% 51.55% 44.39% 135.91% Handeni DC 4,462 5,395 9,857 28.58% 38.71% 33.36% 135.46% Handeni TC 2,055 2,725 4,780 39.81% 54.70% 47.12% 137.39% Kilindi 3,563 4,616 8,179 28.05% 37.80% 32.82% 134.76% Korogwe DC 5,330 6,436 11,766 36.09% 49.14% 42.22% 136.16% Korogwe TC 2,002 2,939 4,941 46.40% 62.35% 54.72% 134.38% Lushoto 5,962 10,094 16,056 29.57% 46.43% 38.32% 157.01% Mkinga 2,653 3,034 5,687 36.53% 44.88% 40.55% 122.85% Muheza 5,054 5,897 10,951 40.31% 49.32% 44.71% 122.35% Pangani 1,769 1,644 3,413 57.91% 53.76% 55.83% 92.84% Tanga CC 11,107 11,064 22,171 65.35% 56.37% 60.54% 86.25% Total 48,037 58,839 106,876 38.95% 48.32% 43.60% 124.05% Grand Total 1,045,441 1,139,596 2,185,037 42.07% 45.66% 43.87% 108.54%

136

Annex 9: Lower Secondary Survival Rate by Region, Council and Sex, 2019 Region Council M F T GPI ARUSHA Arusha CC 82.45% 86.79% 84.67% 105.26% Arusha DC 77.38% 84.20% 81.12% 108.81% Karatu 73.10% 79.61% 76.76% 108.90% Longido 88.88% 115.87% 101.77% 130.36% Meru 81.52% 90.83% 86.52% 111.41% Monduli 85.42% 95.78% 90.83% 112.12% Ngorongoro 84.10% 92.62% 87.93% 110.13% Region 80.89% 88.52% 84.90% 109.44% DAR ES Ilala MC 81.45% 89.32% 85.46% 109.67% SALAAM Kigamboni MC 81.54% 82.95% 82.10% 101.73% Kinondoni MC 84.12% 87.03% 85.61% 103.46% Temeke MC 83.31% 88.33% 85.92% 106.02% Ubungo MC 83.15% 85.45% 84.32% 102.76% Region 82.71% 87.62% 85.23% 105.94% DODOMA Bahi 72.61% 63.81% 67.72% 87.88% Chamwino 68.16% 70.76% 69.64% 103.82% Chemba 66.67% 75.52% 71.76% 113.28% Dodoma CC 89.92% 90.95% 90.52% 101.15% Kondoa DC 55.44% 67.43% 62.56% 121.62% Kondoa TC 56.69% 79.67% 69.76% 140.54% Kongwa 77.00% 75.34% 76.07% 97.84% Mpwapwa 65.18% 64.57% 65.09% 99.07% Region 73.09% 76.12% 74.79% 104.14% GEITA Bukombe 77.24% 72.04% 74.92% 93.27% Chato 70.11% 61.06% 66.03% 87.09% Geita DC 64.20% 54.23% 59.66% 84.48% Geita TC 74.27% 76.93% 75.66% 103.58% Mbogwe 57.90% 58.78% 58.50% 101.51% Nyang'hwale 67.04% 61.04% 63.83% 91.05% Region 68.11% 62.68% 65.60% 92.03% IRINGA Iringa DC 74.85% 85.52% 80.43% 114.25% Iringa MC 84.55% 87.78% 86.36% 103.82% Kilolo 66.91% 75.49% 71.78% 112.82% Mafinga TC 76.49% 90.63% 83.30% 118.49% Mufindi 69.58% 77.86% 74.18% 111.89% Region 73.78% 82.30% 78.35% 111.56% KAGERA Biharamulo 72.98% 64.72% 68.73% 88.69% Bukoba DC 74.58% 74.81% 74.70% 100.31% Bukoba MC 94.66% 103.01% 99.07% 108.82% 137

Region Council M F T GPI Karagwe 73.05% 80.94% 77.35% 110.80% Kyerwa 65.82% 70.54% 68.26% 107.17% Missenyi 73.94% 75.55% 74.83% 102.18% Muleba 82.14% 82.58% 82.43% 100.54% Ngara 70.32% 61.09% 65.41% 86.87% Region 77.01% 78.77% 77.93% 102.29% KATAVI Mlele 90.66% 68.56% 80.68% 75.63% Mpanda DC 54.70% 57.84% 55.99% 105.73% Mpanda MC 73.89% 66.25% 69.93% 89.66% Mpimbwe 58.32% 53.18% 55.77% 91.19% Nsimbo 53.88% 54.41% 53.94% 100.98% Region 62.34% 60.10% 61.21% 96.40% KIGOMA Buhigwe 72.14% 71.55% 71.92% 99.18% Kakonko 68.59% 78.72% 72.97% 114.78% Kasulu DC 68.29% 79.56% 72.67% 116.52% Kasulu TC 79.72% 77.55% 78.74% 97.28% Kibondo 80.93% 79.09% 80.15% 97.72% Kigoma DC 71.42% 67.41% 69.87% 94.39% Kigoma/Ujiji MC 90.64% 88.63% 89.73% 97.78% Uvinza 47.95% 43.79% 46.49% 91.31% Region 72.15% 73.03% 72.59% 101.21% KILIMANJARO Hai 72.45% 77.74% 75.27% 107.30% Moshi DC 83.37% 89.14% 86.34% 106.91% Moshi MC 86.76% 92.66% 89.71% 106.80% Mwanga 81.46% 91.77% 86.79% 112.66% Rombo 75.62% 88.93% 83.08% 117.61% Same 75.02% 78.76% 77.05% 104.99% Siha 73.21% 78.54% 76.22% 107.27% Region 78.99% 85.77% 82.60% 108.58% LINDI Kilwa 58.59% 60.93% 59.84% 103.98% Lindi DC 70.08% 65.53% 68.12% 93.51% Lindi MC 73.18% 77.24% 75.36% 105.55% Liwale 47.12% 53.92% 50.75% 114.42% Nachingwea 59.29% 61.72% 60.60% 104.09% Ruangwa 58.35% 60.04% 59.18% 102.89% Region 60.97% 62.83% 61.95% 103.05% MANYARA Babati DC 62.49% 69.14% 66.09% 110.64% Babati TC 73.30% 91.60% 82.95% 124.97% Hanang 67.66% 71.05% 69.57% 105.02% Kiteto 75.10% 71.78% 73.29% 95.58%

138

Region Council M F T GPI Mbulu DC 69.23% 75.03% 72.65% 108.38% Mbulu TC 77.50% 79.18% 78.40% 102.16% Simanjiro 81.34% 82.74% 82.01% 101.71% Region 70.70% 75.38% 73.23% 106.62% MARA Bunda DC 59.01% 63.40% 60.95% 107.43% Bunda TC 67.79% 72.41% 69.94% 106.81% Butiama 63.49% 61.29% 62.52% 96.53% Musoma DC 62.06% 54.72% 59.09% 88.17% Musoma MC 84.25% 80.25% 82.49% 95.25% Rorya 71.58% 66.51% 69.37% 92.92% Serengeti 62.59% 61.68% 62.27% 98.53% Tarime DC 70.67% 70.08% 70.43% 99.16% Tarime TC 76.64% 80.57% 78.45% 105.13% Region 68.19% 67.14% 67.78% 98.46% MBEYA Busokelo 72.74% 74.12% 73.48% 101.90% Chunya 60.65% 72.19% 66.66% 119.03% Kyela 67.26% 76.46% 71.59% 113.68% Mbarali 75.16% 80.73% 78.16% 107.41% Mbeya CC 83.46% 84.28% 83.92% 100.99% Mbeya DC 73.73% 80.30% 77.30% 108.91% Rungwe 76.77% 82.84% 80.11% 107.91% Region 75.23% 80.59% 78.03% 107.12% MOROGORO Gairo 81.72% 79.89% 80.66% 97.76% Ifakara TC 82.91% 84.96% 84.15% 102.47% Kilombero 63.70% 69.82% 66.71% 109.61% Kilosa 76.44% 77.99% 77.22% 102.02% Malinyi 59.58% 58.30% 59.05% 97.85% Morogoro DC 74.53% 73.86% 74.18% 99.11% Morogoro MC 83.84% 91.18% 87.72% 108.75% Mvomero 64.40% 68.20% 66.46% 105.90% Ulanga 69.17% 71.52% 70.35% 103.39% Region 73.39% 77.39% 75.47% 105.45% MTWARA Masasi DC 67.54% 60.71% 63.93% 89.89% Masasi TC 73.70% 81.66% 77.68% 110.81% Mtwara DC 46.94% 53.62% 50.46% 114.23% Mtwara Mikindani MC 69.91% 73.35% 71.80% 104.91% Nanyamba 28.43% 44.04% 36.34% 154.94% Nanyumbu 55.03% 55.99% 55.35% 101.74% Newala DC 56.33% 77.37% 66.96% 137.34% Newala TC 61.38% 74.20% 68.05% 120.90%

139

Region Council M F T GPI Tandahimba 43.03% 52.48% 48.19% 121.98% Region 54.96% 62.23% 58.76% 113.23% MWANZA Buchosa 57.86% 47.76% 53.48% 82.55% Ilemela MC 86.96% 85.86% 86.42% 98.74% Kwimba 60.08% 62.00% 61.10% 103.20% Magu 65.39% 67.85% 66.50% 103.76% Misungwi 56.59% 53.19% 54.87% 93.99% Mwanza CC 86.68% 89.63% 88.18% 103.41% Sengerema 63.66% 66.95% 65.30% 105.17% Ukerewe 68.32% 58.55% 64.17% 85.70% Region 70.56% 69.96% 70.30% 99.15% NJOMBE Ludewa 59.89% 70.28% 65.33% 117.35% Makambako TC 77.27% 86.21% 82.51% 111.56% Makete 64.32% 80.02% 72.83% 124.39% Njombe DC 55.20% 79.43% 69.56% 143.91% Njombe TC 74.91% 82.42% 78.84% 110.03% Wanging'ombe 62.04% 74.88% 69.36% 120.70% Region 66.25% 78.67% 73.11% 118.76% PWANI Bagamoyo 86.05% 80.74% 83.00% 93.83% Chalinze 84.04% 89.00% 86.74% 105.91% Kibaha DC 81.55% 80.15% 80.70% 98.29% Kibaha TC 95.64% 93.44% 94.50% 97.70% Kibiti 69.91% 79.38% 74.92% 113.54% Kisarawe 83.10% 75.71% 79.47% 91.11% Mafia 74.06% 85.97% 80.23% 116.08% Mkuranga 84.31% 87.16% 85.84% 103.38% Rufiji 86.94% 85.68% 86.37% 98.56% Region 84.49% 84.99% 84.75% 100.58% RUKWA Kalambo 56.08% 55.08% 55.90% 98.22% Nkasi 70.38% 66.85% 68.78% 94.99% Sumbawanga DC 55.08% 56.30% 55.71% 102.22% Sumbawanga MC 86.07% 83.41% 84.70% 96.90% Region 69.03% 67.46% 68.33% 97.72% RUVUMA Madaba 57.59% 68.24% 63.78% 118.50% Mbinga DC 58.76% 65.68% 62.76% 111.77% Mbinga TC 73.12% 68.14% 70.21% 93.19% Namtumbo 64.32% 64.57% 64.44% 100.38% Nyasa 65.20% 61.26% 63.02% 93.95% Songea DC 63.48% 69.86% 67.22% 110.05% Songea MC 77.32% 83.77% 80.56% 108.34%

140

Region Council M F T GPI Tunduru 51.31% 52.45% 51.90% 102.23% Region 64.15% 67.45% 65.91% 105.14% SHINYANGA Kahama TC 87.67% 92.66% 90.31% 105.69% Kishapu 79.21% 73.93% 76.72% 93.34% Msalala 65.71% 65.83% 65.75% 100.18% Shinyanga DC 58.96% 62.20% 60.65% 105.50% Shinyanga MC 88.25% 88.89% 88.59% 100.72% Ushetu 56.61% 66.32% 61.29% 117.15% Region 73.32% 75.53% 74.48% 103.02% SIMIYU Bariadi DC 61.88% 59.06% 60.48% 95.44% Bariadi TC 60.07% 64.40% 62.32% 107.20% Busega 66.82% 79.98% 72.67% 119.69% Itilima 51.97% 63.54% 57.21% 122.25% Maswa 68.62% 71.21% 69.81% 103.77% Meatu 61.05% 61.10% 60.85% 100.07% Region 62.15% 66.52% 64.25% 107.04% SINGIDA Ikungi 67.20% 79.11% 73.67% 117.73% Iramba 69.94% 76.98% 73.63% 110.06% Itigi 71.32% 75.17% 73.18% 105.39% Manyoni 67.61% 74.95% 71.50% 110.87% Mkalama 73.60% 77.53% 75.68% 105.33% Singida DC 64.56% 73.90% 69.96% 114.46% Singida MC 89.82% 90.92% 90.38% 101.22% Region 71.52% 78.40% 75.22% 109.62% SONGWE Ileje 66.62% 72.86% 70.31% 109.37% Mbozi 76.86% 74.84% 75.77% 97.37% Momba 44.77% 46.88% 45.91% 104.72% Songwe 55.84% 59.72% 57.62% 106.95% Tunduma TC 67.25% 73.14% 70.30% 108.76% Region 68.91% 71.61% 70.42% 103.91% TABORA Igunga 61.93% 60.54% 61.42% 97.76% Kaliua 65.60% 75.79% 70.00% 115.53% Nzega DC 60.48% 55.52% 57.82% 91.81% Nzega TC 77.20% 72.34% 74.47% 93.71% Sikonge 69.90% 63.23% 66.34% 90.47% Tabora MC 67.35% 75.93% 71.67% 112.73% Tabora/Uyui 60.36% 62.68% 61.43% 103.84% Urambo 74.32% 69.56% 72.05% 93.59% Region 65.73% 66.23% 66.00% 100.76% TANGA Bumbuli 58.34% 64.07% 61.51% 109.82%

141

Region Council M F T GPI Handeni DC 69.26% 69.08% 69.17% 99.73% Handeni TC 84.82% 74.38% 78.76% 87.69% Kilindi 64.00% 59.09% 61.19% 92.32% Korogwe DC 47.72% 57.98% 53.08% 121.51% Korogwe TC 79.98% 89.04% 85.39% 111.32% Lushoto 70.19% 73.94% 72.60% 105.34% Mkinga 68.49% 77.43% 73.12% 113.06% Muheza 70.38% 75.50% 73.05% 107.26% Pangani 82.66% 80.25% 81.38% 97.08% Tanga CC 87.38% 87.89% 87.64% 100.58% Region 69.94% 72.77% 71.49% 104.05% MAINLAND 72.18% 75.72% 74.00% 104.89%

142

Annex 10: Basic Education Survival Rate by Region and Sex, 2019 Region Boys Girls Total GPI Arusha 59.26% 72.27% 65.74% 121.95% Dar es Salaam 62.40% 66.77% 64.60% 107.01% Dodoma 34.11% 39.99% 37.09% 117.24% Geita 43.86% 40.44% 42.26% 92.21% Iringa 54.99% 64.34% 59.83% 117.01% Kagera 44.35% 45.57% 44.93% 102.74% Katavi 36.00% 33.04% 34.52% 91.76% Kigoma 37.06% 32.29% 34.66% 87.14% Kilimanjaro 61.82% 78.68% 70.10% 127.27% Lindi 29.31% 32.01% 30.61% 109.20% Manyara 36.46% 45.03% 40.76% 123.49% Mara 31.84% 27.74% 29.84% 87.13% Mbeya 48.74% 57.08% 52.94% 117.10% Morogoro 45.44% 51.12% 48.28% 112.49% Mtwara 27.38% 36.86% 31.94% 134.66% Mwanza 42.54% 41.00% 41.77% 96.38% Njombe 41.26% 57.77% 49.73% 140.01% Pwani 62.26% 68.70% 65.50% 110.35% Rukwa 30.87% 30.45% 30.63% 98.64% Ruvuma 35.66% 43.54% 39.58% 122.09% Shinyanga 36.59% 38.60% 37.60% 105.48% Simiyu 25.18% 26.04% 25.48% 103.41% Singida 42.06% 50.40% 46.32% 119.85% Songwe 34.84% 42.53% 38.74% 122.08% Tabora 31.79% 35.48% 33.61% 111.60% Tanga 37.31% 44.23% 40.79% 118.52% Grand Total 41.22% 45.66% 43.42% 110.78%

143

Annex 11: Number of Secondary Schools by Ownership and Region with

Total Enrolment, 2019

Total Enrolment

- Average

Regions School Non

Total Boys Girls Total Size

Government Government Arusha 154 98 252 54,922 62,874 117,796 467 Dar Es Salaam 148 179 327 105,365 112,588 217,953 667 Dodoma 190 33 223 41,909 50,597 92,506 415 Geita 110 14 124 46,998 43,708 90,706 732 Iringa 109 65 174 35,366 42,288 77,654 446 Kagera 194 63 257 57,809 60,794 118,603 461 Katavi 36 6 42 11,452 11,430 22,882 545 Kigoma 135 53 188 43,715 35,611 79,326 422 Kilimanjaro 219 115 334 63,863 74,133 137,996 413 Lindi 117 7 124 18,835 19,200 38,035 307 Manyara 145 18 163 27,905 35,427 63,332 389 Mara 181 38 219 62,225 51,314 113,539 518 Mbeya 159 71 230 60,080 64,693 124,773 542 Morogoro 182 64 246 54,731 60,465 115,196 468 Mtwara 136 12 148 26,630 30,580 57,210 387 Mwanza 207 79 286 92,803 87,977 180,780 632 Njombe 87 35 122 22,074 28,442 50,516 414 Pwani 115 71 186 40,941 43,950 84,891 456 Rukwa 71 23 94 22,956 20,807 43,763 466 Ruvuma 150 54 204 35,309 39,433 74,742 366 Shinyanga 118 27 145 33,465 34,814 68,279 471 Simiyu 143 11 154 31,152 31,462 62,614 407 Singida 142 22 164 28,727 32,847 61,574 375 Songwe 88 29 117 22,730 26,970 49,700 425 Tabora 167 26 193 39,609 41,274 80,883 419 Tanga 239 46 285 51,517 61,691 113,208 397 Grand Total 3,742 1,259 5,001 1,133,088 1,205,369 2,338,457 468

144

Annex 12: Total Number of Pupils Enrolled in Lower Secondary Schools by Region, Councils and Sex, with GER, 2019 Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Arusha Arusha CC 629 625 1,254 5.49% 4.60% 5.01% 83.81% Arusha DC 772 862 1,634 9.23% 9.67% 9.45% 104.80% Karatu 892 291 1,183 14.84% 6.11% 10.98% 41.19% Longido 228 199 427 7.62% 7.90% 7.75% 103.64% Meru 1,023 428 1,451 15.46% 7.06% 11.44% 45.62% Monduli 250 371 621 7.28% 10.37% 8.85% 142.47% Ngorongoro 248 218 466 7.55% 6.12% 6.80% 81.00% Total 4,042 2,994 7,036 9.59% 6.96% 8.26% 72.65% Dar Es Salaam Ilala MC 3,069 2,591 5,660 13.78% 11.01% 12.36% 79.87% Kigamboni MC 19 26 45 0.65% 0.89% 0.77% 136.84% Kinondoni MC 1,679 1,338 3,017 9.63% 6.96% 8.23% 72.25% Temeke MC 1,473 968 2,441 6.63% 4.34% 5.48% 65.39% Ubungo MC 904 928 1,832 5.76% 5.25% 5.49% 91.24% Total 7,144 5,851 12,995 8.87% 6.83% 7.82% 76.99% Dodoma Bahi 112 0 112 2.13% 0.00% 1.04% no girls Chamwino 230 152 382 2.82% 1.92% 2.38% 68.00% Chemba 297 124 421 4.61% 2.34% 3.58% 50.77% Dodoma CC 1,489 1,017 2,506 10.35% 6.45% 8.31% 62.29% Kondoa DC 253 0 253 4.44% 0.00% 2.61% no girls Kondoa TC 0 630 630 0.00% 33.35% 16.88% no boys Kongwa 186 98 284 2.18% 1.09% 1.62% 49.85% Mpwapwa 304 492 796 3.77% 6.04% 4.91% 160.21% Total 2,871 2,513 5,384 4.92% 4.36% 4.64% 88.70%

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Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Geita Bukombe 288 0 288 4.50% 0.00% 2.19% no girls Chato 601 308 909 5.92% 3.17% 4.58% 53.67% Geita DC 0 0 0 0.00% 0.00% 0.00% no students Geita TC 940 588 1,528 15.86% 9.10% 12.33% 57.39% Mbogwe 0 0 0 0.00% 0.00% 0.00% no students Nyang'hwale 0 0 0 0.00% 0.00% 0.00% no students Total 1,829 896 2,725 3.69% 1.81% 2.75% 49.19% Iringa Iringa DC 1,465 1,661 3,126 21.59% 26.95% 24.14% 124.80% Iringa MC 412 1,158 1,570 7.50% 16.68% 12.63% 222.39% Kilolo 347 303 650 6.23% 5.66% 5.95% 90.86% Mafinga TC 605 169 774 24.49% 5.82% 14.41% 23.77% Mufindi 636 508 1,144 9.45% 7.97% 8.73% 84.35% Total 3,465 3,799 7,264 12.81% 13.70% 13.26% 106.92% Kagera Biharamulo 1,497 543 2,040 17.40% 6.01% 11.56% 34.52% Bukoba DC 286 0 286 3.67% 0.00% 1.91% no girls Bukoba MC 1,474 1,052 2,526 30.57% 20.24% 25.21% 66.19% Karagwe 290 141 431 3.01% 1.51% 2.27% 50.10% Kyerwa 47 21 68 0.55% 0.24% 0.39% 43.09% Missenyi 122 234 356 2.09% 4.21% 3.12% 201.74% Muleba 787 477 1,264 5.11% 3.21% 4.18% 62.92% Ngara 1,008 582 1,590 12.51% 6.03% 8.98% 48.18% Total 5,511 3,050 8,561 8.02% 4.37% 6.18% 54.57% Katavi Mlele 165 106 271 14.67% 9.51% 12.10% 64.82% Mpanda DC 101 276 377 2.25% 5.96% 4.13% 265.18% Mpanda MC 217 881 1,098 6.62% 26.29% 16.57% 397.03% Mpimbwe 256 0 256 9.83% 0.00% 4.73% no girls

146

Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Nsimbo 0 197 197 0.00% 5.70% 2.79% no boys Total 739 1,460 2,199 4.89% 9.50% 7.22% 194.39% Kigoma Buhigwe 123 0 123 1.99% 0.00% 0.96% no girls Kakonko 92 82 174 2.20% 1.95% 2.08% 88.83% Kasulu DC 338 239 577 3.07% 2.09% 2.57% 68.22% Kasulu TC 484 62 546 7.88% 0.99% 4.41% 12.60% Kibondo 256 938 1,194 3.82% 12.91% 8.54% 338.32% Kigoma DC 521 47 568 8.17% 0.80% 4.63% 9.76% Kigoma MC 585 68 653 7.44% 0.93% 4.31% 12.55% Uvinza 404 315 719 3.98% 3.19% 3.59% 80.07% Total 2,803 1,751 4,554 4.78% 2.97% 3.88% 62.18% Kilimanjaro Hai 1,414 1,009 2,423 26.28% 18.36% 22.27% 69.85% Moshi DC 2,009 2,353 4,362 15.84% 19.46% 17.61% 122.84% Moshi MC 1,789 1,179 2,968 26.98% 15.80% 21.06% 58.56% Mwanga 957 678 1,635 26.18% 19.42% 22.87% 74.17% Rombo 304 498 802 4.90% 8.09% 6.49% 165.25% Same 1,303 409 1,712 18.25% 5.86% 12.13% 32.13% Siha 324 656 980 10.76% 22.90% 16.68% 212.72% Total 8,100 6,782 14,882 18.12% 15.23% 16.67% 84.05% Lindi Kilwa 211 208 419 3.89% 3.81% 3.85% 97.84% Lindi DC 263 165 428 5.84% 3.76% 4.81% 64.38% Lindi MC 376 0 376 15.80% 0.00% 8.08% no girls Liwale 230 92 322 8.55% 3.53% 6.08% 41.27% Nachingwea 212 0 212 4.16% 0.00% 2.13% no girls Ruangwa 172 0 172 4.95% 0.00% 2.60% no girls Total 1,464 465 1,929 6.21% 2.04% 4.16% 32.90%

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Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Manyara Babati DC 117 107 224 1.32% 1.42% 1.36% 107.93% Babati TC 240 257 497 7.66% 8.71% 8.17% 113.69% Hanang 0 461 461 0.00% 6.55% 3.09% no boys Kiteto 111 159 270 1.89% 2.33% 2.13% 123.08% Mbulu DC 0 246 246 0.00% 4.76% 2.38% no boys Mbulu TC 278 323 601 7.33% 9.16% 8.21% 124.91% Simanjiro 75 32 107 1.85% 0.67% 1.21% 36.13% Total 821 1,585 2,406 2.12% 4.19% 3.14% 197.89% Mara Bunda DC 246 116 362 4.12% 2.13% 3.17% 51.77% Bunda TC 137 106 243 4.01% 3.12% 3.57% 77.81% Butiama 169 416 585 2.86% 7.78% 5.20% 271.69% Musoma DC 165 94 259 2.80% 1.79% 2.32% 63.69% Musoma MC 933 437 1,370 19.63% 9.05% 14.29% 46.08% Rorya 351 36 387 5.15% 0.55% 2.89% 10.64% Serengeti 0 333 333 0.00% 4.69% 2.38% no boys Tarime DC 129 409 538 1.78% 5.15% 3.54% 288.61% Tarime TC 697 0 697 27.53% 0.00% 13.11% no girls Total 2,827 1,947 4,774 5.72% 4.00% 4.87% 69.88% Mbeya Busokelo 1,104 840 1,944 47.65% 37.72% 42.78% 79.16% Chunya 552 168 720 14.49% 4.52% 9.56% 31.19% Kyela 469 11 480 8.06% 0.19% 4.16% 2.39% Mbarali 381 85 466 5.79% 1.23% 3.45% 21.19% Mbeya CC 2,834 2,523 5,357 23.22% 19.05% 21.05% 82.03% Mbeya DC 1,264 1,150 2,414 16.68% 14.68% 15.66% 87.96% Rungwe 1,543 346 1,889 25.20% 5.76% 15.57% 22.85% Total 8,147 5,123 13,270 18.33% 11.21% 14.72% 61.17%

148

Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Morogoro Gairo 0 137 137 0.00% 2.60% 1.32% no boys Ifakara TC 7 656 663 0.23% 21.69% 10.87% 9529.43% Kilombero 39 35 74 0.50% 0.49% 0.50% 96.55% Kilosa 453 593 1,046 4.13% 5.47% 4.79% 132.52% Malinyi 0 0 0 0.00% 0.00% 0.00% no students Morogoro DC 50 127 177 0.79% 2.16% 1.45% 272.15% Morogoro MC 1,356 1,459 2,815 13.42% 13.08% 13.24% 97.46% Mvomero 341 243 584 4.42% 3.24% 3.84% 73.31% Ulanga 723 127 850 18.53% 3.52% 11.32% 18.99% Total 2,969 3,377 6,346 5.13% 5.88% 5.50% 114.64% Mtwara Masasi DC 1,145 128 1,273 16.94% 2.15% 10.01% 12.67% Masasi TC 0 363 363 0.00% 14.60% 7.00% no boys Mtwara DC 0 0 0 0.00% 0.00% 0.00% no students Mtwara MC 727 613 1,340 18.63% 14.68% 16.59% 78.81% Nanyamba TC 0 0 0 0.00% 0.00% 0.00% no students Nanyumbu 0 0 0 0.00% 0.00% 0.00% no students Newala DC 76 0 76 2.55% 0.00% 1.32% no girls Newala TC 0 334 334 0.00% 14.69% 7.43% no boys Tandahimba 204 0 204 3.62% 0.00% 1.76% no girls Total 2,152 1,438 3,590 6.50% 4.40% 5.45% 67.72% Mwanza Buchosa 99 80 179 1.26% 1.08% 1.18% 85.69% Ilemela MC 592 1,137 1,729 5.61% 9.22% 7.56% 164.51% Kwimba 401 541 942 3.98% 5.39% 4.69% 135.46% Magu 600 472 1,072 8.16% 6.74% 7.46% 82.54% Misungwi 14 174 188 0.16% 2.01% 1.07% 1271.38% Mwanza CC 2,295 1,927 4,222 20.33% 15.40% 17.74% 75.76%

149

Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Sengerema 1,462 182 1,644 16.17% 2.23% 9.55% 13.79% Ukerewe 132 162 294 1.52% 2.04% 1.77% 133.72% Total 5,595 4,675 10,270 7.59% 6.31% 6.95% 83.14% Njombe Ludewa 262 207 469 6.65% 5.52% 6.10% 83.05% Makambako TC 60 454 514 2.03% 13.85% 8.24% 682.13% Makete 433 457 890 16.11% 17.28% 16.69% 107.26% Njombe DC 155 314 469 6.48% 13.49% 9.94% 208.15% Njombe TC 1,164 172 1,336 27.16% 3.70% 14.95% 13.62% Wanging'ombe 384 294 678 8.69% 7.00% 7.86% 80.59% Total 2,458 1,898 4,356 11.88% 9.10% 10.49% 76.60% Pwani Bagamoyo 1,709 1,333 3,042 58.53% 42.22% 50.06% 72.14% Chalinze 723 578 1,301 14.76% 11.92% 13.35% 80.75% Kibaha DC 402 922 1,324 20.79% 47.60% 34.20% 229.00% Kibaha TC 391 521 912 10.44% 13.29% 11.90% 127.30% Kibiti 844 115 959 35.85% 5.12% 20.84% 14.27% Kisarawe 855 82 937 35.26% 3.99% 20.91% 11.31% Mafia 49 5 54 4.00% 0.39% 2.15% 9.71% Mkuranga 632 162 794 10.94% 3.21% 7.34% 29.37% Rufiji 324 0 324 12.73% 0.00% 6.39% no girls Total 5,929 3,718 9,647 21.31% 13.76% 17.59% 64.57% Rukwa Kalambo 478 106 584 9.11% 1.75% 5.17% 19.22% Nkasi 250 411 661 3.22% 5.33% 4.27% 165.68% Sumbawanga DC 186 186 372 2.37% 2.18% 2.27% 91.83% Sumbawanga MC 822 345 1,167 10.80% 5.02% 8.06% 46.52% Total 1,736 1,048 2,784 6.10% 3.59% 4.83% 58.92%

150

Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Ruvuma Madaba 324 28 352 23.18% 2.69% 14.44% 11.63% Mbinga DC 837 70 907 12.59% 1.14% 7.10% 9.08% Mbinga TC 230 29 259 5.83% 0.74% 3.28% 12.62% Namtumbo 213 511 724 3.96% 10.66% 7.12% 268.99% Nyasa 195 208 403 5.13% 5.82% 5.46% 113.56% Songea DC 179 360 539 5.23% 11.75% 8.31% 224.55% Songea MC 1,453 1,293 2,746 21.63% 18.86% 20.23% 87.21% Tunduru 839 259 1,098 11.12% 3.39% 7.23% 30.51% Total 4,270 2,758 7,028 10.99% 7.45% 9.26% 67.78% Shinyanga Kahama TC 84 626 710 1.23% 8.32% 4.95% 676.02% Kishapu 543 19 562 7.54% 0.29% 4.06% 3.79% Msalala 0 91 91 0.00% 1.31% 0.69% no boys Shinyanga DC 115 415 530 1.37% 4.87% 3.13% 356.46% Shinyanga MC 352 74 426 6.86% 1.51% 4.25% 21.99% Ushetu 71 70 141 0.97% 0.99% 0.98% 101.40% Total 1,165 1,295 2,460 2.84% 3.11% 2.98% 109.54% Simiyu Bariadi DC 0 61 61 0.00% 0.82% 0.41% no boys Bariadi TC 281 13 294 5.96% 0.28% 3.14% 4.69% Busega 48 30 78 0.82% 0.59% 0.71% 71.89% Itilima 231 140 371 2.83% 1.56% 2.16% 54.98% Maswa 411 684 1,095 3.96% 7.19% 5.51% 181.34% Meatu 199 68 267 2.40% 0.77% 1.56% 32.10% Total 1,170 996 2,166 2.61% 2.24% 2.43% 85.51% Singida Ikungi 27 274 301 0.37% 4.21% 2.17% 1146.79% Iramba 231 249 480 3.56% 4.12% 3.83% 115.77% Itigi 156 0 156 4.86% 0.00% 2.38% no girls

151

Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Manyoni 64 37 101 1.28% 0.68% 0.96% 52.84% Mkalama 161 102 263 3.20% 2.16% 2.70% 67.52% Singida DC 562 137 699 9.01% 2.48% 5.94% 27.50% Singida MC 1,096 34 1,130 20.61% 0.59% 10.19% 2.86% Total 2,297 833 3,130 5.94% 2.23% 4.12% 37.47% Songwe Ileje 195 129 324 5.27% 3.64% 4.47% 69.03% Mbozi 692 591 1,283 5.13% 4.71% 4.93% 91.75% Momba 0 0 0 0.00% 0.00% 0.00% no students Songwe 434 238 672 12.16% 6.86% 9.55% 56.39% Tunduma TC 242 0 242 7.10% 0.00% 3.19% no girls Total 1,563 958 2,521 5.62% 3.41% 4.51% 60.71% Tabora Igunga 205 227 432 2.00% 2.18% 2.09% 108.99% Kaliua 227 156 383 2.14% 1.48% 1.81% 69.02% Nzega DC 34 132 166 0.30% 1.20% 0.74% 403.37% Nzega TC 170 20 190 10.15% 1.23% 5.75% 12.10% Sikonge 6 0 6 0.12% 0.00% 0.06% no girls Tabora MC 2,259 593 2,852 29.77% 8.06% 19.08% 27.07% Tabora Uyui DC 128 138 266 1.24% 1.36% 1.30% 109.52% Urambo 71 445 516 1.28% 8.91% 4.90% 694.13% Total 3,100 1,711 4,811 4.98% 2.82% 3.91% 56.56% Tanga Bumbuli 14 148 162 0.35% 4.34% 2.17% 1257.72% Handeni DC 0 0 0 0.00% 0.00% 0.00% no students Handeni TC 201 0 201 8.34% 0.00% 4.22% no girls Kilindi 0 0 0 0.00% 0.00% 0.00% no students Korogwe DC 288 222 510 4.38% 3.83% 4.12% 87.59% Korogwe TC 0 661 661 0.00% 29.25% 14.99% no boys

152

Higher Secondary Enrolment Gross Enrolment Ratio Region Council Boys Girls Total Boys Girls Total GPI Lushoto 494 1,003 1,497 6.51% 11.28% 9.08% 173.35% Mkinga 0 171 171 0.00% 5.31% 2.64% no boys Muheza 273 139 412 4.69% 2.61% 3.70% 55.72% Pangani 109 0 109 7.35% 0.00% 3.64% no girls Tanga CC 2,101 508 2,609 22.00% 5.10% 13.37% 23.17% Total 3,480 2,852 6,332 6.21% 5.11% 5.66% 82.33% Grand Total 87,647 65,773 153,420 7.61% 5.70% 6.65% 74.97%

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Annex 13: Enrolment Trend of COBET Learners by Region and Sex, 2017- 2019 2017 2018 2019 % REGION Change M F T M F T M F T 2018-19 Arusha 1,381 1,014 2,395 1,893 1,452 3,345 1,844 1,425 3,269 -2.3% Dar es Salaam 2,481 1,958 4,439 2,580 1,912 4,492 2,471 1,898 4,369 -2.7% Dodoma 1,290 821 2,111 2,111 1,304 3,415 1,465 986 2,451 -28.2% Geita 2,853 2,088 4,941 2,245 1,770 4,015 2,444 2,005 4,449 +10.8% Iringa 279 145 424 372 198 570 353 274 627 +10.0% Kagera 2,204 1,889 4,093 2,752 2,271 5,023 2,683 2,111 4,794 -4.6% Katavi 1,435 1,202 2,637 1,259 1,018 2,277 1,568 1,149 2,717 +19.3% Kigoma 2,227 1,648 3,875 1,637 1,159 2,796 1,651 1,196 2,847 +1.8% Kilimanjaro 482 387 869 545 393 938 522 326 848 -9.6% Lindi 1,035 655 1,690 873 561 1,434 653 436 1,089 -24.1% Manyara 773 531 1,304 815 615 1,430 818 555 1,373 -4.0% Mara 2,763 2,072 4,835 4,379 2,797 7,176 4,521 3,170 7,691 +7.2% Mbeya 711 507 1,218 913 743 1,656 846 714 1,560 -5.8% Morogoro 1,898 1,508 3,406 2,712 2,123 4,835 2,536 1,997 4,533 -6.2% Mtwara 1,838 867 2,705 1,256 650 1,906 889 481 1,370 -28.1% Mwanza 1,991 1,586 3,577 2,115 1,608 3,723 2,066 1,596 3,662 -1.6% Njombe 261 188 449 285 276 561 302 253 555 -1.1% Pwani 1,527 872 2,399 1,398 837 2,235 1,520 936 2,456 +9.9% Rukwa 1,280 1,018 2,298 1,080 971 2,051 1,022 904 1,926 -6.1% Ruvuma 1,396 854 2,250 936 652 1,588 821 603 1,424 -10.3% Shinyanga 530 395 925 789 588 1,377 549 396 945 -31.4% Simiyu 851 582 1,433 988 684 1,672 805 632 1,437 -14.1% Singida 2,066 1,476 3,542 1,709 1,170 2,879 1,630 1,086 2,716 -5.7% Songwe 836 708 1,544 719 623 1,342 624 533 1,157 -13.8% Tabora 1,974 1,450 3,424 1,608 1,105 2,713 2,228 1,462 3,690 36.0% Tanga 1,921 1,285 3,206 1,698 1,219 2,917 1,797 1,310 3,107 +6.5% Grand Total 38,283 27,706 65,989 39,667 28,699 68,366 38,628 28,434 67,062 -1.9%

154

Annex 14: Enrolment in ICBAE Post and Functional Literacy by Type of Programme, Age Group and Sex, 2019 Basic Literacy Life Skills Extension Activities Income Generation Vocational Skills Total AGE GROUP M F T M F T M F T M F T M F T M F T

< 19 years 314 432 746 101 134 235 172 214 386 489 737 1,226 919 644 1,563 1,995 2,161 4,156

19 -24 years 760 1,027 1,787 243 287 530 774 739 1,513 1,939 2,274 4,213 877 491 1,368 4,593 4,818 9,411

25-29 years 968 1,173 2,141 376 443 819 1,327 1,511 2,838 3,364 5,231 8,595 425 341 766 6,460 8,699 15,159

30-34 years 1,149 1,383 2,532 392 477 869 10,037 2,569 12,606 4,957 7,699 12,656 395 298 693 16,930 12,426 29,356

35-39 years 1,848 2,254 4,102 361 561 922 2,209 2,668 4,877 5,773 8,467 14,240 393 206 599 10,584 14,156 24,740

40-44 years 949 1,233 2,182 374 477 851 2,616 2,831 5,447 4,715 7,946 12,661 294 187 481 8,948 12,674 21,622

45-49 years 786 996 1,782 278 337 615 1,641 1,809 3,450 3,730 5,896 9,626 266 134 400 6,701 9,172 15,873

50-54 years 677 734 1,411 168 193 361 919 1,052 1,971 2,372 3,774 6,146 108 64 172 4,244 5,817 10,061

> 55 years 381 511 892 119 164 283 520 847 1,367 1,466 1,967 3,433 40 38 78 2,526 3,527 6,053

Grand Total 7,832 9,743 17,575 2,412 3,073 5,485 20,215 14,240 34,455 28,805 43,991 72,796 3,717 2,403 6,120 62,981 73,450 136,431

155

Annex 15: Number of ODL Learners by Region, Level of Education and Sex, 2019 Level I Level II Level III TOTAL REGION (Form 1 & 2) (Form 3 & 4) (Form 5 & 6) M F T M F T M F T M F T

Arusha 52 55 107 28 42 70 0 80 97 177 Dar es 169 306 475 161 185 346 1 0 1 331 491 822 Salaam Geita 45 57 102 52 63 115 0 97 120 217

Iringa 66 70 136 17 61 78 0 3 3 83 134 217

Kagera 24 30 54 33 38 71 0 0 0 57 68 125

Katavi 1 0 1 7 9 16 0 8 9 17

Kigoma 17 19 36 38 33 71 0 55 52 107

Kilimanjaro 51 64 115 167 268 435 20 13 33 238 345 583

Lindi 6 6 12 20 17 37 0 26 23 49

Mbeya 152 196 348 176 237 413 121 131 252 449 564 1,013

Mtwara 50 103 153 51 95 146 0 101 198 299

Mwanza 2 1 3 24 23 47 0 26 24 50

Njombe 24 42 66 34 46 80 7 4 11 65 92 157

Pwani 17 18 35 10 22 32 0 27 40 67

Ruvuma 92 129 221 31 42 73 0 123 171 294

Shinyanga 49 87 136 126 152 278 27 6 33 202 245 447

Simiyu 58 51 109 66 70 136 4 3 7 128 124 252

Singida 13 22 35 62 106 168 3 7 10 78 135 213

Songwe 39 41 80 17 26 43 5 0 5 61 67 128

Tabora 30 43 73 31 34 65 0 61 77 138

Tanga 33 113 146 39 74 113 0 0 0 72 187 259

Grand Total 990 1,453 2,443 1,190 1,643 2,833 188 167 355 2,368 3,263 5,631 Source: BEST, 2019

156

Annex 16: Number of Higher Learning Institutions, 2019

A Public Full-Fledged Universities 1 University of Dar Es Salaam UDSM 2 Mzumbe University MU 3 Sokoine University SUA 4 Open University of Tanzania OUT 5 State University of Zanzibar SUZA 6 Nelson Mandela African Institute of Science & Technology NM-AIST 7 Muhimbili University of Health and Allied Sciences MUHAS 8 Ardhi University ARU 9 University of Dodoma UDOM 10 Mbeya University of Science & Technology MUST 11 Mwalimu Julius K. Nyerere University of Agriculture & Tech MJNUAT 12 Moshi Cooperative University MoCU B Private Full-Fledged Universities 13 Hurbet Kairuki Memorial University HKMU 14 International Medical & Technology University IMTU 15 University of Iringa UoI 16 St. Augustine University of Tanzania SAUT 17 Zanzibar University ZU 18 Tumaini University Makumira TUMA 19 Agha Khan University AKU 20 Mount Meru University MMU 21 Catholic University of Health and Allied Sciences CUHAS 22 University of Arusha UoA 23 Eckenford Tanga University ETU 24 St. Joseph University in Tanzania SJUIT 25 Teofilo Kisanji University TEKU 26 Muslim University of Tanzania MUM 27 Sebastian Kolowa Memorial University SEKOMU 28 St. John’s University of Tanzania SJUT 29 Kampala International University in Tanzania KIUT 30 University of Bagamoyo UoB 31 United African University of Tanzania UAUT 32 AbdulRahman Al-Sumait Memorial University SUMAIT 33 Mwenge Catholic University MWECAU 34 Ruaha Catholic University RUCU C Public University Colleges 35 Mkwawa University College of Education MUCE 36 Dar Es Salaam University College of Education DUCE 37 Mbeya College of Health and Allied Sciences MCHAS

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D Private University Colleges 38 Kilimanjaro Christian Medical University College KCMUCo 39 Tumaini University Dar Es Salaam College TUDARCo 40 Stefano Moshi Memorial University College SMMUCo 42 Archbishop Mihayo University College of Tabora AMUCTA 42 Jordan University College JUCo 43 St. Francis University College of Health and Allied Science SFUCHAS 44 Cardinal Rugambwa Memorial University College CARUMUCo 45 Stella Maris Mtwara University College STeMMUCo 46 Josiah Kibira University College JOKUJo 47 ArchBishop James University College AJUCo 48 Marian University College MARUCo 49 St. Joseph University College of Health and Allied Sciences SJUCHAS E Public University Campuses/Centres/Institutions 50 Arusha Technical College – ARUSHA ATC 51 College of African Wildlife Management, MWEKA - MOSHI 52 College of Business Education - Dar Es Salaam CBE 53 College of Business Education – Dodoma CBE 54 College of Business Education - MWANZA CBE 55 Dar Es Salaam Institute of Technology DIT 56 Dar Es Salaam Maritime Institute 57 Institute of Accountancy Arusha IAA 58 Institute of Adult Education - Dar-es-salaam IAE 59 Institute of Financial Management IFM 60 Institute of Rural Development Planning - DODOMA IRDP 61 Institute of Social Work - Dar Es Salaam 62 Institute of Social Work-Mwanza 63 Institute of Tax Administration - Dar Es Salaam 64 National Defence College (Tanzania) - Dar-es-salaam 65 National Institute of Transportation NIT 66 Tanzania Institute of Accountancy (DSM) TIA 67 Tanzania Institute of Accountancy (Mbeya) TIA 68 Tanzania Institute of Accountancy (Mwanza Campus) TIA 69 Tanzania Institute of Accountancy (Singida) TIA 70 The Mwalimu Nyerere Memorial Academy - Dar Es Salaam 71 The Mwalimu Nyerere Memorial Academy - Zanzibar 72 Water Institute 73 Institute of Marine Sciences IMS 74 Mzumbe University Dar Es Salaam Campus 75 Mzumbe University Mbeya Campus F Private University Campuses/Centres/Institutions 76 Institute of Procurement and Supply - Dar Es Salaam IPS 77 St. John’s University of Tanzania – St. Marks Centre 78 Jomo Kenyatta University of Agriculture & Technology JKUAT 79 Teofilo Kisanji University Dar Es Salaam Centre 80 Mount Meru University Mwanza Centre 158

81 St. Augustine University of Tanzania Mbeya Centre 82 St. Augustine University of Tanzania Arusha Centre 83 St. Augustine University of Tanzania Dar Es Salaam Centre 84 Stefano Moshi Memorial University College, Mwika Centre Source: TCU, July 2019 (State of University Education in Tanzania); & NACTE Website

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Annex 17: Enrolment in Higher Learning Institutions by Course, 2019 Short-cycle tertiary Bachelors or equivalent Masters or Doctoral or Bachelor Postgraduate Total Fields of Education Certificate Diploma Foundation equivalent equivalent Degree Diploma Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Agriculture 7 25 118 139 1,435 2,747 41 49 17 26 1,618 2,986

Architecture and planning 9 9 69 151 851 1,449 196 260 12 54 1,137 1,923

Business 657 475 1,744 1,339 7,234 7,740 16 60 900 1,188 24 107 10,575 10,909 Education 80 151 1,255 1,196 22,709 33,655 99 259 619 793 97 162 24,859 36,216 Engineering 303 1,461 1,478 6,421 2 14 85 319 36 145 1,904 8,360 Environmental Science or 51 102 1,721 2,820 111 243 34 62 1,917 3,227 Studies and Forestry General 4 13 1,164 1,896 82 190 1 5 1 44 170 1,295 2,275 Humanities and Arts 7 48 59 1,777 2,386 198 209 48 104 2,071 2,765 ICT 185 434 587 1,004 959 2,686 4 44 150 5 18 1,780 4,296 Journalism Media Studies 58 53 180 155 577 789 1 14 34 48 3 12 853 1,071 and Communication Law 391 327 831 811 3,483 4,310 6 34 198 272 22 75 4,931 5,829 Library, Archive and 84 28 135 64 499 387 52 51 10 10 780 540 Museum Studies Life Sciences 588 1,028 67 82 51 68 706 1,178 Medicine, Veterinary and 350 366 2,837 3,608 4,993 9,561 17 32 483 603 27 72 8,707 14,242 Health Sciences Mining and Earth Sciences 61 89 223 767 22 54 6 18 312 928 Physical Sciences & 1 6 18 267 922 25 115 19 54 317 1,110 Mathematics Social Sciences 333 282 628 593 7,162 7,592 4 6 591 992 105 297 8,823 9,762 Tourism & Hospitality 19 45 13 31 617 942 8 20 657 1,038 studies Total Female: All fields of 2,177 2,216 8,866 10,820 1,164 1,896 56,655 86,392 146 428 3,674 5,449 560 1,454 73,242 108,655 education

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Annex 18: Aggregate School Quality Scores by Region, 2018-2019 Percentage of Schools Obtaining Score Region Very good Good Satisfactory Unsatisfactory Weak First WSV 3.1% 87.5% 9.4% Arusha Follow-up visit 31.3% 65.6% 3.1% First WSV 19% 65.1% 15.9% Dar es Salaam Follow-up visit 22.2% 69.8% 7.9% First WSV 3.2% 87.1% 9.7% Dodoma Follow-up visit 35.5% 64.5% First WSV 46.4% 53.6% Geita Follow-up visit 32.1% 17.9% 50% First WSV 34.8% 59.1% 6.1% Iringa Follow-up visit 48.5% 50% 1.5% First WSV 4% 72% 24% Kagera Follow-up visit 60% 36% 4% First WSV 100% Katavi Follow-up visit 66.7% 33.3% First WSV 8.3% 91.7% Kigoma Follow-up visit 75.0% 25% First WSV 1.5% 94.1% 4.4% Kilimanjaro Follow-up visit 26.5% 70.6% 2.9% First WSV 4.8% 95.2% Lindi Follow-up visit 38.1% 61.9% First WSV 87.1% 3.2% 9.7% Manyara Follow-up visit 35.5% 61.3% 3.2% First WSV 16.7% 41.7% 41.7% Mara Follow-up visit 12.5% 16.7% 58.3% 12.5% First WSV 95.7% 4.3% Mbeya Follow-up visit 47.8% 52.2%

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Percentage of Schools Obtaining Score Region Very good Good Satisfactory Unsatisfactory Weak First WSV 18.2% 66.7% 15.2% Morogoro Follow-up visit 48.5% 51.5% First WSV 93.3% 6.7% Mtwara Follow-up visit 23.3% 73.3% 3.3% First WSV 3.7% 81.5% 3.7% 11.1% Mwanza Follow-up visit 25.9% 59.3% 14.8% First WSV 85% 15% Njombe Follow-up visit 30% 65% 5% First WSV 20.9% 51.2% 2.3% 25.6% Pwani Follow-up visit 32.6% 53.5% 14.0% First WSV 91.7% 8.3% Rukwa Follow-up visit 83.3% 16.7% First WSV 94.1% 5.9% Ruvuma Follow-up visit 41.2% 52.9% 5.9% First WSV 90% 10% Shinyanga Follow-up visit 20% 80% First WSV 5.9% 94.1% Simiyu Follow-up visit 52.9% 47.1% First WSV 12.5% 87.5% Singida Follow-up visit 50% 45.8% 4.2% First WSV 68.8% 31.3% Songwe Follow-up visit 62.5% 25.0% 12.5% First WSV 6.7% 76.7% 16.7% Tabora Follow-up visit 50% 50% First WSV 7.9% 81.6% 10.5% Tanga Follow-up visit 39.5% 55.3% 5.3%

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Annex 19: Number of Teachers, Enrolment and Pupil Teacher Ratios (PTR) in Government Primary Schools by Region and Council, 2019

Total Total No. Enrolment in No. of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Arusha Arusha CC 63,839 1,383 1,364 46.16 46.80 Arusha DC 63,737 1,383 1,381 46.09 46.15 Karatu 47,435 1,017 1,014 46.64 46.78 Longido 20,076 433 407 46.36 49.33 Meru 46,169 1,276 1,259 36.18 36.67 Monduli 31,670 704 704 44.99 44.99 Ngorongoro 34,262 524 520 65.39 65.89 Sub-Total 307,188 6,720 6,649 45.71 46.20 Dar es Ilala MC 185,708 3,725 3,716 49.85 49.98 Salaam Kigamboni MC 30,101 631 631 47.70 47.70 Kinondoni MC 80,812 1,866 1,862 43.31 43.40 Temeke MC 164,591 3,070 3,069 53.61 53.63 Ubungo MC 88,453 2,122 2,121 41.68 41.70 Sub-Total 549,665 11,414 11,399 48.16 48.22 Dodoma Bahi 45,305 594 570 76.27 79.48 Chamwino 76,954 1,102 1,069 69.83 71.99 Chemba 60,628 830 807 73.05 75.13 Dodoma CC 87,879 1,691 1,688 51.97 52.06 Kondoa DC 48,979 695 689 70.47 71.09 Kondoa TC 13,676 302 296 45.28 46.20 Kongwa 81,643 1,103 1,084 74.02 75.32 Mpwapwa 71,081 1,076 1,040 66.06 68.35 Sub-Total 486,145 7,393 7,243 65.76 67.12 Geita Bukombe 82,625 1,021 1,007 80.93 82.05 Chato 131,849 1,690 1,679 78.02 78.53 Geita DC 228,385 3,039 3,022 75.15 75.57 Geita TC 62,404 1,047 1,035 59.60 60.29 Mbogwe 67,532 887 879 76.14 76.83 Nyang'hwale 42,738 798 785 53.56 54.44 Sub-Total 615,533 8,482 8,407 72.57 73.22 Iringa Iringa DC 65,003 1,191 1,189 54.58 54.67 Iringa MC 26,939 769 769 35.03 35.03 Kilolo 51,401 1,189 1,178 43.23 43.63 Mafinga TC 16,178 396 396 40.85 40.85 Mufindi 59,577 1,240 1,240 48.05 48.05 Sub-Total 219,098 4,785 4,772 45.79 45.91 Kagera Biharamulo 80,915 1,199 1,199 67.49 67.49 Bukoba DC 68,374 1,130 1,113 60.51 61.43 Bukoba MC 20,354 471 470 43.21 43.31 Karagwe 69,339 1,198 1,191 57.88 58.22

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Total Total No. Enrolment in No. of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Kyerwa 74,047 1,160 1,133 63.83 65.35 Missenyi 43,511 771 757 56.43 57.48 Muleba 132,421 2,094 2,034 63.24 65.10 Ngara 74,470 1,231 1,223 60.50 60.89 Sub-Total 563,431 9,254 9,120 60.89 61.78 Katavi Mlele 13,183 180 180 73.24 73.24 Mpanda DC 62,818 742 690 84.66 91.04 Mpanda MC 43,592 511 511 85.31 85.31 Mpimbwe 28,397 370 369 76.75 76.96 Nsimbo 38,066 473 473 80.48 80.48 Sub-Total 186,056 2,276 2,223 81.75 83.70 Kigoma Buhigwe 59,013 793 769 74.42 76.74 Kakonko 38,165 487 486 78.37 78.53 Kasulu DC 78,558 834 807 94.19 97.35 Kasulu TC 54,673 908 879 60.21 62.20 Kibondo 62,685 879 855 71.31 73.32 Kigoma DC 57,044 1,050 1,048 54.33 54.43 Kigoma/Ujiji MC 43,567 890 869 48.95 50.13 Uvinza 88,766 1,133 1,118 78.35 79.40 Sub-Total 482,471 6,974 6,831 69.18 70.63 Kilimanjaro Hai 30,949 930 915 33.28 33.82 Moshi DC 63,278 1,793 1,762 35.29 35.91 Moshi MC 22,797 791 791 28.82 28.82 Mwanga 21,836 591 571 36.95 38.24 Rombo 44,371 1,213 1,206 36.58 36.79 Same 50,362 1,126 1,091 44.73 46.16 Siha 19,148 400 396 47.87 48.35 Sub-Total 252,741 6,844 6,732 36.93 37.54 Lindi Kilwa 50,017 760 739 65.81 67.68 Lindi DC 40,646 751 734 54.12 55.38 Lindi MC 15,225 270 270 56.39 56.39 Liwale 21,584 384 378 56.21 57.10 Nachingwea 36,771 787 787 46.72 46.72 Ruangwa 26,151 581 580 45.01 45.09 Sub-Total 190,394 3,533 3,488 53.89 54.59 Manyara Babati DC 73,456 1,286 1,280 57.12 57.39 Babati TC 17,799 435 435 40.92 40.92 Hanang 68,833 1,196 1,175 57.55 58.58 Kiteto 47,666 747 738 63.81 64.59 Mbulu DC 38,466 821 801 46.85 48.02 Mbulu TC 25,567 588 581 43.48 44.01 Simanjiro 37,054 597 578 62.07 64.11 Sub-Total 308,841 5,670 5,588 54.47 55.27 Mara Bunda DC 63,436 1,000 996 63.44 63.69

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Total Total No. Enrolment in No. of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Bunda TC 43,752 803 791 54.49 55.31 Butiama 69,114 921 900 75.04 76.79 Musoma DC 60,654 894 881 67.85 68.85 Musoma MC 34,535 660 639 52.33 54.05 Rorya 86,776 1,204 1,161 72.07 74.74 Serengeti 86,462 1,176 1,176 73.52 73.52 Tarime DC 87,921 1,293 1,292 68.00 68.05 Tarime TC 27,685 573 573 48.32 48.32 Sub-Total 560,335 8,524 8,409 65.74 66.64 Mbeya Busokelo 20,999 466 460 45.06 45.65 Chunya 38,170 541 531 70.55 71.88 Kyela 49,006 950 938 51.59 52.25 Mbarali 61,699 1,107 1,100 55.74 56.09 Mbeya CC 76,788 1,773 1,773 43.31 43.31 Mbeya DC 68,741 1,507 1,482 45.61 46.38 Rungwe 50,446 1,484 1,473 33.99 34.25 Sub-Total 365,849 7,828 7,757 46.74 47.16 Morogoro Gairo 40,462 616 616 65.69 65.69 Ifakara TC 21,761 446 424 48.79 51.32 Kilombero 72,652 1,117 1,111 65.04 65.39 Kilosa 95,332 1,489 1,463 64.02 65.16 Malinyi 28,093 405 403 69.37 69.71 Morogoro DC 67,442 1,171 1,165 57.59 57.89 Morogoro MC 56,761 1,934 1,901 29.35 29.86 Mvomero 74,815 1,417 1,408 52.80 53.14 Ulanga 32,111 623 597 51.54 53.79 Sub-Total 489,429 9,218 9,088 53.09 53.85 Mtwara Masasi DC 53,851 908 889 59.31 60.57 Masasi TC 21,519 383 371 56.19 58.00 Mtwara DC 29,760 547 545 54.41 54.61 Mtwara Mikindani MC 20,031 472 470 42.44 42.62 Nanyamba 23,371 409 409 57.14 57.14 Nanyumbu 36,752 579 556 63.47 66.10 Newala DC 22,738 400 388 56.85 58.60 Newala TC 19,505 354 353 55.10 55.25 Tandahimba 54,736 1,017 1,003 53.82 54.57 Sub-Total 282,263 5,069 4,984 55.68 56.63 Mwanza Buchosa 94,489 1,203 1,203 78.54 78.54 Ilemela MC 75,346 1,517 1,479 49.67 50.94 Kwimba 104,599 1,631 1,604 64.13 65.21 Magu 89,219 1,275 1,232 69.98 72.42 Misungwi 96,036 1,462 1,445 65.69 66.46 Mwanza CC 95,113 2,256 2,254 42.16 42.20 Sengerema 96,898 1,615 1,608 60.00 60.26

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Total Total No. Enrolment in No. of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Ukerewe 93,746 1,422 1,405 65.93 66.72 Sub-Total 745,446 12,381 12,230 60.21 60.95 Njombe Ludewa 31,185 667 645 46.75 48.35 Makambako TC 23,859 558 558 42.76 42.76 Makete 19,599 566 557 34.63 35.19 Njombe DC 19,916 413 404 48.22 49.30 Njombe TC 28,839 764 761 37.75 37.90 Wanging'ombe 36,705 651 646 56.38 56.82 Sub-Total 160,103 3,619 3,571 44.24 44.83 Pwani Bagamoyo 25,930 680 679 38.13 38.19 Chalinze 51,742 895 890 57.81 58.14 Kibaha DC 17,381 479 479 36.29 36.29 Kibaha TC 30,381 725 724 41.90 41.96 Kibiti 39,089 568 563 68.82 69.43 Kisarawe 26,412 795 790 33.22 33.43 Mafia 10,100 258 258 39.15 39.15 Mkuranga 74,610 1,205 1,201 61.92 62.12 Rufiji 29,683 432 432 68.71 68.71 Sub-Total 305,328 6,037 6,016 50.58 50.75 Rukwa Kalambo 59,281 922 922 64.30 64.30 Nkasi 76,437 1,070 1,060 71.44 72.11 Sumbawanga DC 86,148 1,213 1,175 71.02 73.32 Sumbawanga MC 53,974 1,016 1,016 53.12 53.12 Sub-Total 275,840 4,221 4,173 65.35 66.10 Ruvuma Madaba 10,481 210 209 49.91 50.15 Mbinga DC 56,651 831 817 68.17 69.34 Mbinga TC 27,891 498 490 56.01 56.92 Namtumbo 49,280 903 893 54.57 55.18 Nyasa 38,683 634 621 61.01 62.29 Songea DC 27,865 519 516 53.69 54.00 Songea MC 45,220 1,117 1,113 40.48 40.63 Tunduru 71,144 1,035 1,033 68.74 68.87 Sub-Total 327,215 5,747 5,692 56.94 57.49 Shinyanga Kahama TC 74,122 1,040 1,035 71.27 71.62 Kishapu 69,266 944 929 73.38 74.56 Msalala 69,704 961 942 72.53 74.00 Shinyanga DC 82,090 1,258 1,243 65.25 66.04 Shinyanga MC 38,477 651 650 59.10 59.20 Ushetu 79,415 1,015 992 78.24 80.06 Sub-Total 413,074 5,869 5,791 70.38 71.33 Simiyu Bariadi DC 82,507 1,003 1,002 82.26 82.34 Bariadi TC 47,903 725 704 66.07 68.04 Busega 68,673 1,031 1,027 66.61 66.87 Itilima 93,574 1,171 1,146 79.91 81.65

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Total Total No. Enrolment in No. of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Maswa 81,584 1,197 1,182 68.16 69.02 Meatu 73,750 1,096 1,096 67.29 67.29 Sub-Total 447,991 6,223 6,157 71.99 72.76 Singida Ikungi 68,046 902 897 75.44 75.86 Iramba 54,807 823 821 66.59 66.76 Itigi 34,221 451 425 75.88 80.52 Manyoni 47,207 680 651 69.42 72.51 Mkalama 49,735 732 727 67.94 68.41 Singida DC 62,467 819 807 76.27 77.41 Singida MC 37,417 729 729 51.33 51.33 Sub-Total 353,900 5,136 5,057 68.91 69.98 Songwe Ileje 23,673 484 478 48.91 49.53 Mbozi 100,437 1,942 1,929 51.72 52.07 Momba 43,120 642 629 67.17 68.55 Songwe 29,000 410 409 70.73 70.90 Tunduma TC 34,852 491 491 70.98 70.98 Sub-Total 231,082 3,969 3,936 58.22 58.71 Tabora Igunga 87,318 1,316 1,288 66.35 67.79 Kaliua 100,253 1,605 1,537 62.46 65.23 Nzega DC 93,772 1,399 1,375 67.03 68.20 Nzega TC 20,490 432 405 47.43 50.59 Sikonge 47,254 752 750 62.84 63.01 Tabora MC 50,481 957 916 52.75 55.11 Tabora/Uyui 97,835 1,372 1,349 71.31 72.52 Urambo 57,547 817 817 70.44 70.44 Sub-Total 554,950 8,650 8,437 64.16 65.78 Tanga Bumbuli 38,641 809 800 47.76 48.30 Handeni DC 73,085 1,008 1,005 72.50 72.72 Handeni TC 20,492 394 394 52.01 52.01 Kilindi 67,077 961 944 69.80 71.06 Korogwe DC 58,475 1,080 1,074 54.14 54.45 Korogwe TC 14,306 442 442 32.37 32.37 Lushoto 88,087 1,406 1,406 62.65 62.65 Mkinga 28,655 528 526 54.27 54.48 Muheza 42,811 784 772 54.61 55.45 Pangani 11,448 195 192 58.71 59.63 Tanga CC 52,644 1,265 1,235 41.62 42.63 Sub-Total 495,721 8,872 8,790 55.87 56.40 Grand Total 10,170,089 174,708 172,540 58.21 58.94 Source: BEST, 2019

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Annex 20: Pupil Text Book Ratio (PBR) for Standards I-VII in Government and Non-Government Primary Schools by Region, Council and Subject, 2019

PUPIL-TO-TEXTBOOK RATIO (PBR)

REGION COUNCIL ii

ICT

Jam

Science

English History

Kusoma

Kiswahili

Kuandika

Kuhesabu

Sayansina

Teknolojia

Maarifa ya

Geography Mathematics

ARUSHA Arusha 2 1 2 2 2 2 2 2 4 5 10 3 Arusha CC 2 2 2 2 2 2 3 2 4 4 9 3 Karatu 2 1 1 2 3 3 3 2 4 4 21 2 Longido 3 3 3 3 3 3 3 3 6 8 137 3 Meru 2 2 2 2 2 2 3 2 3 4 9 2 Monduli 2 2 2 3 2 3 3 3 6 6 55 3 Ngorongoro 2 2 2 2 2 2 3 2 3 3 14 2 Region Average 2 2 2 2 2 2 2 2 4 4 12 2 DAR ES Ilala MC 2 2 2 2 2 2 2 2 3 3 3 2 SALAAM Kigamboni MC 2 1 2 3 2 3 3 3 5 6 7 4 Kinondoni MC 2 2 2 2 2 2 2 2 2 2 2 2 Temeke MC 1 2 1 2 2 2 2 2 5 5 6 3 Ubungo MC 1 1 1 2 2 2 2 2 4 4 5 3 Region Average 2 2 1 2 2 2 2 2 3 3 4 3 DODOMA Bahi 3 3 3 4 3 4 3 5 9 11 20 7 Chamwino 3 4 3 3 3 4 3 5 11 13 16 7 Chemba 4 3 4 5 4 5 4 5 8 9 11 6 Dodoma CC 2 3 2 3 2 4 3 4 7 8 9 5 Kondoa 3 3 2 3 3 3 3 4 9 10 18 4 Kondoa TC 3 4 3 4 3 5 4 4 13 16 13 7 Kongwa 3 3 3 4 3 4 3 5 13 14 23 8 Mpwapwa 2 2 2 3 3 4 3 4 9 10 18 6 Region Average 3 3 3 4 3 4 3 4 9 10 13 6 GEITA Bukombe 1 1 1 3 3 2 2 3 3 3 12 3 Chato 2 2 2 4 3 4 4 4 9 10 12 4 Geita 2 2 2 3 3 3 3 3 5 6 11 3 Geita TC 2 2 2 3 3 2 2 3 6 6 10 3 Mbogwe 2 3 2 4 3 3 3 3 8 9 48 4 Nyang'hwale 2 3 2 3 3 3 3 3 6 7 9 3 Region Average 2 2 2 3 3 3 3 3 6 6 12 3 IRINGA Iringa 2 2 2 3 3 6 3 3 5 6 5 3 Iringa MC 2 2 2 2 2 3 2 2 4 5 13 3 Kilolo 2 3 2 2 2 4 3 3 7 9 28 3 Mafinga TC 2 3 3 5 2 5 3 4 7 9 27 5 Mufindi 3 3 2 3 2 3 3 4 8 11 344 4 Region Average 2 2 2 3 2 3 3 3 6 7 12 3 KAGERA Biharamulo 2 2 2 14 12 5 3 4 12 14 15 7 Bukoba 2 2 2 3 8 3 3 3 6 7 7 4

168

PUPIL-TO-TEXTBOOK RATIO (PBR)

REGION COUNCIL ii

ICT

Jam

Science

English History

Kusoma

Kiswahili

Kuandika

Kuhesabu

Sayansina

Teknolojia

Maarifa ya

Geography Mathematics

Bukoba MC 2 2 1 1 2 2 2 2 2 2 2 2 Karagwe 1 1 1 3 2 3 3 3 6 7 8 4 Kyerwa 2 1 2 4 2 3 3 4 6 7 8 4 Missenyi 2 2 2 4 7 3 4 4 6 7 7 4 Muleba 1 1 1 2 3 2 2 2 3 3 3 2 Ngara 2 2 2 3 3 3 2 3 3 3 4 2 Region Average 2 2 1 3 3 3 3 3 4 4 4 3 KATAVI Mlele 2 2 2 5 4 4 4 3 7 9 10 3 Mpanda 2 2 1 3 3 4 2 3 8 8 9 4 Mpanda MC 2 3 2 6 5 5 4 5 12 12 10 9 Mpimbwe 2 2 2 4 4 4 3 4 7 7 7 5 Nsimbo 2 2 2 3 4 3 3 3 4 4 4 2 Region Average 2 2 2 4 3 3 3 3 7 7 7 4 KIGOMA Buhigwe 1 1 1 2 2 2 2 2 4 5 9 2 Kakonko 2 1 2 5 3 4 4 4 11 12 95 6 Kasulu 2 3 2 4 3 4 3 4 8 10 13 5 Kasulu TC 2 2 1 4 3 3 3 3 8 9 11 4 Kibondo 2 2 2 3 2 3 3 3 7 8 34 5 Kigoma 2 2 2 3 3 3 3 3 6 7 8 4 Kigoma/Ujiji MC 2 2 2 4 2 3 3 3 8 9 11 5 Uvinza 2 3 2 3 2 3 3 3 4 5 7 3 Region Average 2 2 2 3 3 3 3 3 6 7 11 4 KILIMANJARO Hai 1 1 1 2 2 2 2 2 4 4 24 2 Moshi 2 2 2 2 2 2 3 2 4 4 23 3 Moshi MC 2 2 1 2 2 2 2 2 3 3 5 2 Mwanga 1 1 1 2 2 2 2 2 4 5 99 3 Rombo 2 2 1 2 3 2 2 2 3 3 48 2 Same 1 2 1 2 3 3 3 3 3 3 3 2 Siha 2 2 2 3 2 3 3 3 5 5 30 4 Region Average 2 2 1 2 2 2 2 2 3 3 10 2 LINDI Kilwa 2 2 2 2 2 2 2 2 2 2 59 2 Lindi 2 3 2 3 3 3 3 4 8 11 38 5 Lindi MC 2 1 2 3 3 4 4 3 10 12 511 5 Liwale 2 2 2 3 3 3 4 3 5 6 13 4 Nachingwea 2 2 2 3 3 4 4 4 9 13 70 5 Ruangwa 2 2 2 3 2 3 3 3 6 9 24 4 Region Average 2 2 2 2 2 3 3 3 4 5 35 3 MANYARA Babati 2 2 2 3 11 3 2 4 8 10 159 4 Babati TC 2 2 2 2 2 2 2 3 6 8 89 4 Hanang 2 3 2 3 3 3 2 3 5 6 101 3

169

PUPIL-TO-TEXTBOOK RATIO (PBR)

REGION COUNCIL ii

ICT

Jam

Science

English History

Kusoma

Kiswahili

Kuandika

Kuhesabu

Sayansina

Teknolojia

Maarifa ya

Geography Mathematics

Kiteto 2 2 2 3 3 3 2 3 5 5 6 3 Mbulu 3 3 2 2 3 2 2 3 6 7 10 3 Mbulu TC 2 2 2 2 4 2 2 3 5 5 7 3 Simanjiro 3 3 3 3 4 3 3 3 6 7 24 4 Region Average 2 2 2 2 3 3 2 3 6 7 18 3 MARA Bunda 2 2 2 4 3 4 3 4 12 14 47 7 Bunda TC 2 2 2 5 3 3 3 3 9 9 77 5 Butiama 1 1 1 1 3 1 3 1 5 8 18 1 Musoma 2 2 2 4 3 3 3 3 12 14 38 5 Musoma MC 2 2 2 4 3 3 3 3 8 9 10 5 Rorya 2 2 2 5 2 3 2 4 10 12 11 6 Serengeti 2 2 2 5 3 5 3 5 14 15 70 8 Tarime 2 2 2 4 3 3 3 4 8 8 16 5 Tarime TC 2 2 2 4 4 3 3 3 10 12 31 4 Region Average 2 2 2 3 3 3 3 3 9 11 20 4 MBEYA Busokelo 2 2 2 3 3 3 3 3 6 7 8 3 Chunya 2 2 2 3 4 3 3 3 6 6 7 3 Kyela 2 2 2 3 2 3 2 3 6 6 5 3 Mbarali 2 2 2 3 3 3 2 3 5 5 6 3 Mbeya 2 2 2 3 2 3 2 3 6 6 10 4 Mbeya CC 2 2 2 3 2 3 3 3 7 6 8 5 Rungwe 2 2 2 3 2 3 2 3 6 6 6 4 Region Average 2 2 2 3 3 3 3 3 6 6 7 4 MOROGORO Gairo 3 3 2 3 3 3 3 4 8 11 173 4 Ifakara TC 3 3 2 3 3 3 3 3 7 8 46 4 Kilombero 2 2 1 3 2 3 3 3 7 9 52 4 Kilosa 3 3 2 3 3 3 3 4 8 9 33 5 Malinyi 3 3 2 3 3 3 3 4 10 12 98 5 Morogoro 3 3 2 3 3 3 3 4 6 7 193 4 Morogoro MC 2 2 2 3 2 3 2 3 5 5 6 3 Mvomero 3 2 2 3 3 4 3 4 10 12 20 5 Ulanga 2 2 1 2 2 3 2 3 6 7 118 3 Region Average 2 2 2 3 3 3 3 3 7 8 22 4 MTWARA Masasi 2 2 1 2 2 3 2 3 6 8 21 4 Masasi TC 2 2 2 3 3 4 2 4 11 14 61 6 Mtwara 2 4 2 3 2 4 2 4 11 15 203 6 Mtwara Mikindani MC 2 4 2 4 2 4 2 4 9 10 25 6 Nanyamba 2 3 2 3 3 3 2 3 6 7 40 4 Nanyumbu 1 1 1 3 2 3 2 4 10 14 44 5 Newala 2 3 2 3 3 4 3 5 10 12 13 7

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REGION COUNCIL ii

ICT

Jam

Science

English History

Kusoma

Kiswahili

Kuandika

Kuhesabu

Sayansina

Teknolojia

Maarifa ya

Geography Mathematics

Newala TC 2 2 2 4 2 4 3 5 17 19 36 6 Tandahimba 2 3 2 3 2 3 2 5 11 13 29 6 Region Average 2 2 2 3 2 3 2 4 9 11 29 5 MWANZA Buchosa 2 2 1 3 2 2 2 3 6 7 13 3 Ilemela MC 2 2 1 3 2 3 2 3 5 6 14 4 Kwimba 2 2 2 3 2 3 29 3 6 7 7 4 Magu 1 1 1 4 2 3 3 3 9 9 9 5 Misungwi 2 2 2 4 2 3 3 3 9 11 10 5 Mwanza CC 2 2 2 3 2 3 2 3 6 7 10 5 Sengerema 1 1 1 2 2 2 2 2 2 2 2 2 Ukerewe 2 2 2 2 2 2 3 2 5 5 7 3 Region Average 2 2 1 3 2 3 3 3 5 6 7 3 NJOMBE Ludewa 2 2 1 3 2 4 6 4 6 7 17 3 Makambako TC 2 2 2 3 3 3 4 3 6 8 183 4 Makete 3 3 2 3 3 3 3 3 4 5 17 3 Njombe 2 2 2 11 2 9 8 11 5 5 79 3 Njombe TC 1 1 1 2 2 2 3 2 3 4 81 3 Wanging'ombe 2 1 1 2 2 2 3 2 3 3 58 2 Region Average 2 2 1 2 2 3 3 3 4 5 38 3 PWANI Bagamoyo 2 2 2 4 2 4 3 4 7 7 8 6 Chalinze 2 2 2 4 3 4 3 5 8 10 14 6 Kibaha 3 3 2 4 3 4 3 4 7 8 19 5 Kibaha TC 2 2 2 3 3 3 2 3 6 6 7 5 Kibiti 2 2 2 2 6 3 2 3 3 4 6 2 Kisarawe 2 2 2 3 3 3 3 3 6 7 14 4 Mafia 2 3 2 3 3 3 3 11 8 9 46 5 Mkuranga 2 3 2 4 4 4 3 4 7 8 10 5 Rufiji 2 3 2 3 13 3 3 4 9 11 18 4 Region Average 2 2 2 3 3 3 3 4 6 7 10 5 RUKWA Kalambo 4 5 4 6 6 6 6 6 10 10 14 6 Nkasi 3 3 3 3 3 3 3 3 4 4 4 4 Sumbawanga 2 2 2 3 3 3 3 3 5 5 5 3 Sumbawanga MC 2 2 2 3 2 3 3 3 5 6 6 3 Region Average 3 3 2 3 3 3 3 3 5 5 6 4 RUVUMA Madaba 2 1 2 3 2 3 2 4 8 10 nb* 4 Mbinga 2 3 2 3 3 3 3 4 9 13 43 4 Mbinga TC 2 2 2 3 2 3 3 4 9 9 18 5 Namtumbo 3 3 3 4 3 4 3 5 7 9 25 6 Nyasa 2 2 2 3 2 3 3 4 7 7 28 4 Songea 2 2 2 3 3 3 3 4 6 10 130 5

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ICT

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English History

Kusoma

Kiswahili

Kuandika

Kuhesabu

Sayansina

Teknolojia

Maarifa ya

Geography Mathematics

Songea MC 2 2 2 3 2 4 3 4 7 8 20 6 Tunduru 2 2 1 2 2 2 2 3 5 7 8 3 Region Average 2 2 2 3 3 3 3 4 7 8 20 4 SHINYANGA Kahama TC 1 1 1 2 2 3 2 3 4 4 15 4 Kishapu 2 2 2 2 3 3 3 3 4 4 5 3 Msalala 2 2 2 3 2 2 3 2 3 3 13 2 Shinyanga 2 2 2 3 2 3 3 3 5 6 9 4 Shinyanga MC 2 2 2 5 3 3 3 3 7 8 22 5 Ushetu 2 1 1 3 2 3 2 3 8 9 22 5 Region Average 2 2 2 3 2 3 2 3 5 5 11 3 SIMIYU Bariadi 3 3 2 4 7 4 3 4 14 15 37 6 Bariadi TC 2 2 2 5 5 4 3 5 12 16 58 7 Busega 2 2 2 4 8 3 4 4 10 11 17 6 Itilima 2 2 2 4 5 3 3 4 10 11 20 6 Maswa 2 2 2 4 3 3 3 4 8 8 30 6 Meatu 2 2 2 2 2 2 2 2 4 5 14 3 Region Average 2 2 2 4 4 3 3 3 8 9 22 5 SINGIDA Ikungi 3 2 2 3 3 4 3 5 12 21 359 6 Iramba 2 1 2 3 3 3 3 3 5 7 8 4 Itigi 3 3 2 4 4 4 9 5 6 9 46 5 Manyoni 2 2 2 3 3 4 9 4 8 11 67 4 Mkalama 2 2 2 9 2 10 3 13 29 37 335 28 Singida 2 1 2 3 3 3 3 4 12 16 5,920 5 Singida MC 2 2 2 3 3 3 3 4 11 13 61 6 Region Average 2 2 2 3 3 4 3 4 9 13 38 6 SONGWE Ileje 2 2 2 2 2 2 2 2 4 4 5 2 Mbozi 2 1 1 4 2 3 2 4 10 11 17 6 Momba 1 1 1 4 3 3 2 4 10 12 18 6 Songwe 2 2 2 3 3 3 3 2 5 5 6 3 Tunduma TC 1 1 1 4 2 4 2 4 9 14 542 6 Region Average 2 1 1 3 2 3 2 3 7 9 13 5 TABORA Igunga 6 2 2 4 3 4 3 3 8 10 35 5 Kaliua 2 2 2 7 5 4 4 5 13 16 132 9 Nzega 2 2 2 3 3 3 3 3 5 5 23 3 Nzega TC 2 2 2 3 3 3 3 3 6 6 31 3 Sikonge 2 2 2 4 3 3 3 3 5 6 7 3 Tabora MC 2 2 2 4 3 3 3 4 7 8 13 4 Tabora/Uyui 2 3 2 5 4 4 3 5 11 11 87 8 Urambo 1 1 1 1 2 1 1 1 2 3 7 1 Region Average 2 2 2 3 3 3 3 3 6 7 19 4

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English History

Kusoma

Kiswahili

Kuandika

Kuhesabu

Sayansina

Teknolojia

Maarifa ya

Geography Mathematics

TANGA Bumbuli 1 1 1 2 2 2 2 2 4 5 43 2 Handeni 2 2 2 3 3 3 3 3 4 4 5 3 Handeni TC 2 2 2 2 2 3 3 3 5 7 10 3 Kilindi 2 2 2 3 3 3 4 4 4 6 25 2 Korogwe 1 1 1 2 2 2 4 2 3 4 4 2 Korogwe TC 2 2 2 4 2 4 3 5 8 10 175 6 Lushoto 2 2 2 2 4 3 4 3 4 4 19 2 Mkinga 2 2 2 3 2 3 3 3 5 6 26 3 Muheza 2 2 2 3 2 4 3 4 8 9 60 5 Pangani 2 2 2 3 3 3 6 3 4 7 7 3 Tanga CC 2 3 2 4 3 4 5 4 8 9 10 6 Region Average 2 2 2 2 3 3 3 3 4 5 10 3 NATIONAL AVERAGE 2 2 2 3 3 3 3 3 5 6 10 4 * nb = None of this textbook available in this district

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Annex 21: PSLE Performance by Region and Council 2016-2018 Change Region Name District Name 2016 2017 2018 2017-18 Arusha Arusha DC 86.3 71.46 89.23 +24.88% Arusha Arusha CC 92.5 92.29 96.81 +4.90% Arusha Karatu 65.4 68.66 73.31 +6.78% Arusha Longido 56.4 73.51 82.41 +12.10% Arusha Meru 65.4 74.27 85.60 +15.25% Arusha Monduli 71.7 69.42 84.86 +21.80% Arusha Ngorongoro 67.4 65.50 69.31 +5.82% Arusha Regional Average 77.5 77.83 86.31 +12.34% Dar Es Salaam Ilala MC 87 88.63 92.56 +4.43% Dar Es Salaam Kigamboni MC 78.6 90.92 91.72 +0.88% Dar Es Salaam Kinondoni MC 89 92.88 95.22 +2.51% Dar Es Salaam Temeke MC 82.3 81.35 89.44 +9.94% Dar Es Salaam Ubungo MC 80.7 88.73 89.34 +0.69% Dar es Salaam Regional Average 82.5 87.45 91.58 +4.72% Dodoma Bahi 59 62.96 69.14 +9.81% Dodoma Chamwino 52.7 53.85 60.53 +12.41% Dodoma Chemba 52.1 51.43 36.39 -29.25% Dodoma Dodoma CC 65 67.44 77.49 +14.90% Dodoma Kondoa DC 66 67.36 79.07 +17.38% Dodoma Kondoa TC 80.1 71.39 90.45 +26.69% Dodoma Kongwa 55.3 60.69 70.01 +15.34% Dodoma Mpwapwa 52.1 69.76 75.36 +8.02% Dodoma Regional Average 58.3 62.66 68.55 +9.39% Geita Bukombe 75.8 87.47 88.93 +1.67% Geita Chato 92.2 88.89 93.38 +5.05% Geita Geita TC 92.9 88.23 85.93 -2.61% Geita Geita DC 87.5 83.61 80.45 -3.78% Geita Mbogwe 83.2 85.13 83.79 -1.58% Geita Nyang'hwale 87.7 85.85 84.95 -1.04% Geita Regional Average 86.8 86.04 85.33 -0.82% Iringa Iringa MC 87.4 88.28 90.18 +2.14% Iringa Iringa DC 86.1 85.23 80.27 -5.81% Iringa Kilolo 71.5 72.21 71.93 -0.38% Iringa Mafinga TC 92.3 91.32 92.71 +1.53% Iringa Mufindi 84.9 84.12 86.52 +2.85% Iringa Regional Average 82.8 82.74 82.16 -0.70% Kagera Biharamulo 85.1 86.17 89.23 +3.55% Kagera Bukoba MC 83.3 88.62 89.24 +0.70% Kagera Bukoba DC 74.9 85.31 82.16 -3.69% Kagera Karagwe 76.8 83.33 77.69 -6.77% Kagera Kyerwa 77.6 79.99 78.19 -2.24% Kagera Missenyi 78.8 83.67 84.54 +1.03% Kagera Muleba 83.7 85.73 85.89 +0.19% Kagera Ngara 87.8 79.21 87.84 +10.64% Kagera Regional Average 80.9 83.95 83.79 -0.20% Katavi Mlele 80.1 90.71 89.50 -1.34% Katavi Mpanda MC 96.5 86.88 79.15 -8.89% Katavi Mpanda DC 83.2 65.48 75.01 +14.56 Katavi Mpimbwe 79.07 76.38 -3.41% Katavi Nsimbo 84.4 70.23 74.31 +5.80% Katavi Regional Average 86.8 75.28 77.14 +2.47%

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Change Region Name District Name 2016 2017 2018 2017-18 Kigoma Buhigwe 74.3 58.65 68.47 +16.73% Kigoma Kakonko 76.1 67.50 68.96 +2.16% Kigoma Kasulu DC 62.1 57.16 67.01 +17.23% Kigoma Kasulu TC 65.5 67.97 66.95 -1.50% Kigoma Kibondo 74.3 58.42 58.96 +0.92% Kigoma Kigoma MC 80.3 83.25 83.54 +0.35% Kigoma Kigoma DC 79.8 72.94 68.47 -6.12% Kigoma Uvinza 59.1 67.23 57.76 -14.08% Kigoma Regional Average 70.7 67.01 66.95 -0.10% Kilimanjaro Hai 90.8 88.17 92.23 +4.60% Kilimanjaro Moshi MC 92.1 92.76 96.10 +3.60% Kilimanjaro Moshi DC 75.6 74.91 82.76 +10.49% Kilimanjaro Mwanga 75.4 82.47 84.09 +1.97% Kilimanjaro Rombo 79.8 78.87 78.47 -0.51% Kilimanjaro Same 72.9 86.57 86.15 -0.49% Kilimanjaro Siha 72.9 69.14 85.12 +23.12% Kilimanjaro Regional Average 79.1 81.44 85.34 +4.80% Lindi Kilwa 61.5 59.75 62.47 +4.55% Lindi Lindi MC 71.4 80.40 76.71 -4.59% Lindi Lindi DC 54 64.84 60.42 -6.82% Lindi Liwale 75.3 69.32 61.56 -11.19% Lindi Nachingwea 69.1 76.44 73.47 -3.90% Lindi Ruangwa 70.2 63.75 78.86 +23.70% Lindi Regional Average 65.1 67.84 67.39 -0.66% Manyara Babati TC 70.9 73.84 79.34 +7.45% Manyara Babati DC 67.5 63.66 76.19 +19.67% Manyara Hanang 63.9 59.99 62.03 +3.41% Manyara Kiteto 62.4 58.82 67.69 +15.08% Manyara Mbulu DC 56.9 61.00 60.98 -0.04% Manyara Mbulu TC 64.1 66.57 69.16 +3.90% Manyara Simanjiro 49.7 49.33 65.53 +32.82% Manyara Regional Average 62.6 61.25 68.31 +11.53% Mara Bunda DC 59.7 57.55 60.86 +5.74% Mara Bunda TC 66.2 65.45 64.77 -1.04% Mara Butiama 64.5 62.79 48.02 -23.52% Mara Musoma MC 82.6 74.22 78.54 +5.82% Mara Musoma DC 61 62.38 44.11 -29.28% Mara Rorya 61.1 70.05 68.83 -1.74% Mara Serengeti 78.8 78.16 67.69 -13.39% Mara Tarime DC 82.7 68.54 62.00 -9.54% Mara Tarime TC 83 70.42 68.31 -2.99% Mara Regional Average 69.2 67.57 61.68 -8.71% Mbeya Busokelo 65.6 66.20 75.43 +13.95% Mbeya Chunya 56.7 69.20 78.46 +13.38% Mbeya Kyela 59.8 62.80 75.31 +19.93% Mbeya Mbarali 53.9 62.69 69.41 +10.72% Mbeya Mbeya CC 70 76.84 81.63 +6.24% Mbeya Mbeya DC 54.2 61.20 65.66 +7.29% Mbeya Rungwe 61.7 68.17 73.27 +7.47% Mbeya Regional Average 60.7 66.93 73.96 +10.51% Morogoro Ifakara TC 65.3 73.08 83.28 +13.97% Morogoro Gairo 63.4 70.85 64.98 -8.29%

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Change Region Name District Name 2016 2017 2018 2017-18 Morogoro Kilombero 46.8 77.47 83.57 +7.87% Morogoro Kilosa 53.2 58.69 63.34 +7.92% Morogoro Malinyi 75 82.59 87.95 +6.48% Morogoro Morogoro MC 78.5 80.73 88.14 +9.19% Morogoro Morogoro DC 43.5 63.46 72.70 +14.56% Morogoro Mvomero 57.7 63.31 74.15 +17.11% Morogoro Ulanga 71.8 82.67 90.32 +9.25% Morogoro Regional Average 58.4 70.43 76.83 +9.09% Mtwara Masasi DC 40.3 54.20 75.52 +39.33% Mtwara Masasi TC 53.2 50.91 85.68 +68.31% Mtwara Mtwara MC 71.8 63.57 84.62 +33.11% Mtwara Mtwara DC 64 76.61 87.15 +13.76% Mtwara Nanyamba TC 75.4 73.13 84.87 +16.05% Mtwara Nanyumbu 32.5 51.23 71.31 +39.21% Mtwara Newala DC 56 65.61 84.05 +28.11% Mtwara Newala TC 60 71.84 90.09 +25.40% Mtwara Tandahimba 66.2 71.00 80.89 +13.93 Mtwara Regional Average 56.3 63.85 81.39 +27.48% Mwanza Buchosa 85.2 85.13 80.23 -5.76% Mwanza Ilemela MC 91.7 87.26 94.51 +8.31% Mwanza Kwimba 72.7 73.23 74.66 +1.95% Mwanza Magu 80.9 70.95 83.01 +17.01% Mwanza Misungwi 68.6 78.88 83.46 +5.81% Mwanza Mwanza CC 92.1 88.31 91.58 +3.70% Mwanza Sengerema 76.1 81.68 83.39 +2.09% Mwanza Ukerewe 62.1 50.23 72.59 +44.51% Mwanza Regional Average 79.1 76.75 83.33 +8.58% Njombe Ludewa 64.3 74.52 77.44 +3.91% Njombe Makete 68.4 80.37 75.10 -6.55% Njombe Makambako TC 91.8 87.72 90.42 +3.07% Njombe Njombe TC 83.3 84.63 84.75 +0.14% Njombe Njombe DC 75.7 71.91 74.32 +3.35% Njombe Wanging'ombe 82 79.49 75.75 -4.71% Njombe Regional Average 77.1 79.96 79.62 -0.42% Pwani Bagamoyo 78.1 79.69 87.81 +10.19% Pwani Chalinze 62.3 63.81 81.99 +28.50% Pwani Kibaha DC 77.6 78.63 89.51 +13.83% Pwani Kibaha TC 76.3 80.77 89.01 +10.20% Pwani Kibiti 53.62 63.07 +17.61% Pwani Kisarawe 61.7 67.29 77.04 +14.48% Pwani Mafia 57.6 69.20 83.09 +20.08% Pwani Mkuranga 60.1 64.18 73.27 +14.16% Pwani Rufiji 48.2 52.78 58.22 +10.29% Pwani Regional Average 62.6 66.65 77.21 +15.84% Rukwa Kalambo 56.1 55.07 68.70 +21.11% Rukwa Nkasi 74.2 75.86 81.92 +7.99% Rukwa Sumbawanga MC 77.8 83.68 71.67 -14.35% Rukwa Sumbawanga DC 55.6 54.19 65.51 +20.88% Rukwa Regional Average 66 67.06 71.35 +6.38% Ruvuma Madaba 65.8 70.62 69.89 -1.03% Ruvuma Mbinga TC 75.2 69.23 74.80 +8.06% Ruvuma Mbinga DC 57.6 66.86 70.00 +4.70%

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Change Region Name District Name 2016 2017 2018 2017-18 Ruvuma Namtumbo 58.7 57.25 64.80 +13.18% Ruvuma Nyasa 63.5 55.40 78.96 +42.53% Ruvuma Songea MC 78.9 76.16 78.63 +3.25% Ruvuma Songea DC 72.7 61.46 67.91 +10.50% Ruvuma Tunduru 64.3 57.98 78.12 +34.73% Ruvuma Regional Average 66.1 63.74 73.04 +14.59% Shinyanga Kahama TC 66.9 68.03 81.72 +20.13% Shinyanga Kishapu 64.9 55.91 77.16 +38.01% Shinyanga Msalala 66.3 64.07 75.32 +17.56% Shinyanga Shinyanga MC 74 73.88 84.09 +13.82% Shinyanga Shinyanga DC 67.1 68.72 68.33 -0.57% Shinyanga Ushetu 60.2 60.47 60.37 -0.16% Shinyanga Regional Average 66.5 65.08 74.22 +14.04% Simiyu Bariadi TC 78.6 77.07 80.66 +4.66% Simiyu Bariadi DC 81.4 81.83 72.12 -11.87% Simiyu Busega 73.7 74.80 80.29 +7.34% Simiyu Itilima 56.6 60.82 63.11 +3.77% Simiyu Maswa 69.1 76.27 77.32 +1.39% Simiyu Meatu 50 38.27 45.30 +18.39% Simiyu Regional Average 67.4 67.37 69.46 +3.09% Singida Ikungi 71.1 66.03 73.11 +10.73% Singida Iramba 65.7 55.75 74.50 +33.61% Singida Itigi 80.4 79.14 84.43 +6.68% Singida Manyoni 72.8 68.13 76.70 +12.57% Singida Mkalama 68.7 36.96 57.65 +55.99% Singida Singida MC 57.4 74.14 80.80 +8.98% Singida Singida DC 74 70.37 80.68 +14.66% Singida Regional Average 69.2 61.72 74.55 +20.79% Songwe Ileje 50.8 60.22 64.11 +6.45% Songwe Mbozi 53.9 65.42 72.42 +10.71% Songwe Momba 40.9 61.73 80.85 +30.97% Songwe Songwe 45.7 50.26 64.71 +28.76% Songwe Tunduma TC 68.8 68.37 81.33 +18.96% Songwe Regional Average 52.8 63.11 72.55 +14.96% Tabora Igunga 68.5 68.93 59.64 -13.49% Tabora Kaliua 82.3 80.92 80.89 -0.03% Tabora Nzega DC 63.8 71.87 62.81 -12.60% Tabora Nzega TC 76.1 90.55 81.66 -9.82% Tabora Sikonge 67.8 60.87 70.34 +15.56% Tabora Tabora MC 73.2 76.10 77.10 +1.32% Tabora Tabora Uyui DC 73 71.26 76.25 +7.01% Tabora Urambo 75 73.69 81.04 +9.98 Tabora Regional Average 71.3 73.16 71.63 -2.10% Tanga Bumbuli 66.8 67.32 71.36 +6.00% Tanga Handeni DC 62.4 72.78 80.74 +10.93% Tanga Handeni TC 75.7 77.73 72.81 -6.33% Tanga Kilindi 70.8 71.80 67.99 -5.30% Tanga Korogwe TC 69.7 83.70 86.91 +3.84% Tanga Korogwe DC 67.7 71.29 72.42 +1.59% Tanga Lushoto 56.3 52.14 53.14 +1.92% Tanga Mkinga 44.2 74.82 81.46 +8.88% Tanga Muheza 58.2 65.18 74.49 +14.28%

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Change Region Name District Name 2016 2017 2018 2017-18 Tanga Pangani 69.6 67.79 73.32 +8.16% Tanga Tanga CC 64.3 80.56 83.30 +3.41% Tanga Regional Average 65.4 69.04 71.98 +4.26%

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Annex 22: Number of Teachers, Enrolment and Pupil Teacher Ratios (PTR) in Government Secondary Schools by Region and Council, 2019 Total No. Total No. Enrolment in of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Arusha Arusha 20,320 1,044 1,043 19.46 19.48 Arusha CC 27,627 1,059 1,050 26.09 26.31 Karatu 11,955 626 617 19.10 19.38 Longido 6,483 280 280 23.15 23.15 Meru 15,389 1,215 1,206 12.67 12.76 Monduli 8,102 398 397 20.36 20.41 Ngorongoro 6,721 263 258 25.56 26.05 Sub - Total 96,597 4,885 4,851 19.77 19.91 Dar es Salaam Ilala MC 61,669 2,215 2,212 27.84 27.88 Kigamboni MC 10,401 456 456 22.81 22.81 Kinondoni MC 25,223 955 951 26.41 26.52 Temeke MC 47,757 1,407 1,407 33.94 33.94 Ubungo MC 28,069 1,036 1,031 27.09 27.23 Sub - Total 173,119 6,069 6,057 28.53 28.58 Dodoma Bahi 5,786 292 291 19.82 19.88 Chamwino 10,492 499 497 21.03 21.11 Chemba 7,156 241 238 29.69 30.07 Dodoma CC 22,141 1,390 1,388 15.93 15.95 Kondoa 9,175 233 231 39.38 39.72 Kondoa TC 4,130 169 169 24.44 24.44 Kongwa 12,441 444 443 28.02 28.08 Mpwapwa 12,228 394 388 31.04 31.52 Sub - Total 83,549 3,662 3,645 22.82 22.92 Geita Bukombe 11,948 551 551 21.68 21.68 Chato 17,451 530 529 32.93 32.99 Geita 27,864 799 787 34.87 35.41 Geita TC 14,175 491 485 28.87 29.23 Mbogwe 8,387 283 275 29.64 30.50 Nyang'hwale 7,721 248 242 31.13 31.90 Sub - Total 87,546 2,902 2,869 30.17 30.51 Iringa Iringa 19,690 938 935 20.99 21.06 Iringa MC 10,637 620 620 17.16 17.16 Kilolo 11,327 584 581 19.40 19.50 Mafinga TC 5,406 266 266 20.32 20.32 Mufindi 17,002 697 695 24.39 24.46 Sub - Total 64,062 3,105 3,097 20.63 20.69 Kagera Biharamulo 11,495 481 476 23.90 24.15 Bukoba 14,268 475 468 30.04 30.49 Bukoba MC 9,209 513 510 17.95 18.06 Karagwe 11,716 475 469 24.67 24.98 Kyerwa 10,121 343 340 29.51 29.77 Missenyi 8,971 378 377 23.73 23.80 Muleba 24,885 610 608 40.80 40.93 Ngara 11,561 427 426 27.07 27.14 Sub - Total 102,226 3,702 3,674 27.61 27.82 Katavi Mlele 1,726 70 70 24.66 24.66 Mpanda 5,215 149 149 35.00 35.00 Mpanda MC 7,725 279 279 27.69 27.69 Mpimbwe 2,779 91 91 30.54 30.54 Nsimbo 4,531 121 119 37.45 38.08 Sub - Total 21,976 710 708 30.95 31.04 Kigoma Buhigwe 7,555 255 255 29.63 29.63 Kakonko 4,836 150 150 32.24 32.24

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Total No. Total No. Enrolment in of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Kasulu 7,001 253 251 27.67 27.89 Kasulu TC 7,544 222 219 33.98 34.45 Kibondo 8,188 274 268 29.88 30.55 Kigoma 10,209 287 280 35.57 36.46 Kigoma/Ujiji MC 12,163 477 474 25.50 25.66 Uvinza 9,974 243 240 41.05 41.56 Sub - Total 67,470 2,161 2,137 31.22 31.57 Kilimanjaro Hai 13,008 547 547 23.78 23.78 Moshi 26,110 1,234 1,227 21.16 21.28 Moshi MC 11,564 706 692 16.38 16.71 Mwanga 12,492 586 580 21.32 21.54 Rombo 17,348 840 836 20.65 20.75 Same 18,040 808 803 22.33 22.47 Siha 6,330 292 289 21.68 21.90 Sub - Total 104,892 5,013 4,974 20.92 21.09 Lindi Kilwa 8,333 292 292 28.54 28.54 Lindi 6,987 235 235 29.73 29.73 Lindi MC 4,374 174 173 25.14 25.28 Liwale 4,331 215 215 20.14 20.14 Nachingwea 7,359 365 362 20.16 20.33 Ruangwa 5,043 237 237 21.28 21.28 Sub - Total 36,427 1,518 1,514 24.00 24.06 Manyara Babati 14,610 702 691 20.81 21.14 Babati TC 5,437 375 374 14.50 14.54 Hanang 10,839 535 533 20.26 20.34 Kiteto 7,602 280 280 27.15 27.15 Mbulu 7,027 381 380 18.44 18.49 Mbulu TC 6,336 311 307 20.37 20.64 Simanjiro 6,722 257 249 26.16 27.00 Sub - Total 58,573 2,841 2,814 20.62 20.81 Mara Bunda 11,431 346 330 33.04 34.64 Bunda TC 9,002 329 316 27.36 28.49 Butiama 10,579 354 348 29.88 30.40 Musoma 9,794 308 295 31.80 33.20 Musoma MC 12,750 419 412 30.43 30.95 Rorya 17,317 489 477 35.41 36.30 Serengeti 13,726 412 403 33.32 34.06 Tarime 14,309 370 353 38.67 40.54 Tarime TC 6,562 256 254 25.63 25.83 Sub - Total 105,470 3,283 3,188 32.13 33.08 Mbeya Busokelo 8,595 321 321 26.78 26.78 Chunya 6,129 217 217 28.24 28.24 Kyela 15,014 719 704 20.88 21.33 Mbarali 12,065 491 487 24.57 24.77 Mbeya 14,674 648 646 22.65 22.72 Mbeya CC 27,333 1,225 1,216 22.31 22.48 Rungwe 17,444 1,026 1,022 17.00 17.07 Sub - Total 101,254 4,647 4,613 21.79 21.95 Morogoro Gairo 5,951 231 231 25.76 25.76 Ifakara TC 6,497 260 258 24.99 25.18 Kilombero 14,156 617 617 22.94 22.94 Kilosa 17,810 784 781 22.72 22.80 Malinyi 4,819 164 163 29.38 29.56 Morogoro 10,551 548 548 19.25 19.25 Morogoro MC 19,754 1,162 1,157 17.00 17.07 Mvomero 12,372 596 590 20.76 20.97

180

Total No. Total No. Enrolment in of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Ulanga 7,286 328 328 22.21 22.21 Sub - Total 99,196 4,690 4,673 21.15 21.23 Mtwara Masasi 9,371 365 365 25.67 25.67 Masasi TC 4,330 160 160 27.06 27.06 Mtwara 5,199 231 228 22.51 22.80 Mtwara Mikindani MC 6,921 358 347 19.33 19.95 Nanyamba 3,957 177 176 22.36 22.48 Nanyumbu 4,316 257 257 16.79 16.79 Newala 4,689 161 161 29.12 29.12 Newala TC 4,801 169 169 28.41 28.41 Tandahimba 9,618 376 374 25.58 25.72 Sub - Total 53,202 2,254 2,237 23.60 23.78 Mwanza Buchosa 15,032 370 353 40.63 42.58 Ilemela MC 24,728 1,031 1,024 23.98 24.15 Kwimba 18,207 748 746 24.34 24.41 Magu 17,817 653 651 27.28 27.37 Misungwi 15,405 538 532 28.63 28.96 Mwanza CC 32,163 1,226 1,220 26.23 26.36 Sengerema 19,779 763 749 25.92 26.41 Ukerewe 16,650 527 513 31.59 32.46 Sub - Total 159,781 5,856 5,788 27.29 27.61 Njombe Ludewa 7,034 376 376 18.71 18.71 Makambako TC 6,752 370 366 18.25 18.45 Makete 6,341 415 415 15.28 15.28 Njombe 4,727 331 329 14.28 14.37 Njombe TC 8,141 492 492 16.55 16.55 Wanging'ombe 10,119 437 436 23.16 23.21 Sub - Total 43,114 2,421 2,414 17.81 17.86 Pwani Bagamoyo 6,815 477 477 14.29 14.29 Chalinze 12,306 586 586 21.00 21.00 Kibaha 5,644 296 296 19.07 19.07 Kibaha TC 9,562 747 747 12.80 12.80 Kibiti 6,161 261 261 23.61 23.61 Kisarawe 6,231 477 477 13.06 13.06 Mafia 2,539 109 108 23.29 23.51 Mkuranga 12,113 587 583 20.64 20.78 Rufiji 4,911 193 193 25.45 25.45 Sub - Total 66,282 3,733 3,728 17.76 17.78 Rukwa Kalambo 6,712 251 251 26.74 26.74 Nkasi 10,219 304 301 33.62 33.95 Sumbawanga 8,143 295 295 27.60 27.60 Sumbawanga MC 14,089 557 557 25.29 25.29 Sub - Total 39,163 1,407 1,404 27.83 27.89 Ruvuma Madaba 2,673 135 134 19.80 19.95 Mbinga 10,890 445 445 24.47 24.47 Mbinga TC 5,380 246 246 21.87 21.87 Namtumbo 8,482 374 374 22.68 22.68 Nyasa 6,862 244 244 28.12 28.12 Songea 5,634 269 269 20.94 20.94 Songea MC 13,667 790 790 17.30 17.30 Tunduru 10,047 404 397 24.87 25.31 Sub - Total 63,635 2,907 2,899 21.89 21.95 Shinyanga Kahama TC 12,225 477 474 25.63 25.79 Kishapu 11,414 377 373 30.28 30.60 Msalala 9,293 308 307 30.17 30.27 Shinyanga 11,462 404 400 28.37 28.66

181

Total No. Total No. Enrolment in of of REGION DISTRICT Government PTR PQTR Teaching Qualified schools Staff Teachers Shinyanga MC 9,134 408 406 22.39 22.50 Ushetu 7,454 266 264 28.02 28.23 Sub - Total 60,982 2,240 2,224 27.22 27.42 Simiyu Bariadi 10,773 238 237 45.26 45.46 Bariadi TC 7,702 261 258 29.51 29.85 Busega 11,282 430 427 26.24 26.42 Itilima 8,695 409 406 21.26 21.42 Maswa 14,149 498 498 28.41 28.41 Meatu 7,264 272 270 26.71 26.90 Sub - Total 59,865 2,108 2,096 28.40 28.56 Singida Ikungi 10,615 477 477 22.25 22.25 Iramba 9,808 325 322 30.18 30.46 Itigi 3,899 144 144 27.08 27.08 Manyoni 5,956 233 228 25.56 26.12 Mkalama 6,605 247 247 26.74 26.74 Singida 11,411 381 380 29.95 30.03 Singida MC 9,281 354 354 26.22 26.22 Sub - Total 57,575 2,161 2,152 26.64 26.75 Songwe Ileje 6,231 280 280 22.25 22.25 Mbozi 21,488 1,055 1,049 20.37 20.48 Momba 3,939 185 185 21.29 21.29 Songwe 3,973 164 164 24.23 24.23 Tunduma TC 6,169 209 207 29.52 29.80 Sub - Total 41,800 1,893 1,885 22.08 22.18 Tabora Igunga 12,116 410 401 29.55 30.21 Kaliua 10,549 378 376 27.91 28.06 Nzega 10,591 394 394 26.88 26.88 Nzega TC 4,125 132 132 31.25 31.25 Sikonge 5,087 367 367 13.86 13.86 Tabora MC 13,584 716 714 18.97 19.03 Tabora/Uyui 9,559 323 315 29.59 30.35 Urambo 7,741 242 240 31.99 32.25 Sub - Total 73,352 2,962 2,939 24.76 24.96 Tanga Bumbuli 8,526 329 329 25.91 25.91 Handeni 9,679 467 467 20.73 20.73 Handeni TC 4,621 204 204 22.65 22.65 Kilindi 8,179 317 313 25.80 26.13 Korogwe 11,937 644 641 18.54 18.62 Korogwe TC 4,988 333 332 14.98 15.02 Lushoto 15,177 787 781 19.28 19.43 Mkinga 5,858 292 292 20.06 20.06 Muheza 10,004 574 570 17.43 17.55 Pangani 2,598 138 138 18.83 18.83 Tanga CC 20,530 898 894 22.86 22.96 Sub - Total 102,097 4,983 4,961 20.49 20.58 Grand Total 2,023,205 84,113 83,541 24.05 24.22

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Annex 23: Number of Textbooks for Selected Subjects in Government and Non-Government Lower Secondary Schools by Region and Council, 2019

Average PBR for Forms I - IV

REGION COUNCIL

Basic Basic

Civics

Physics

English History

Biology

Kiswahili

Language

Chemistry

Geography Mathematics Arusha 2 2 1 5 2 2 2 2 1 Arusha CC 2 2 1 6 2 2 2 3 2 Karatu 1 2 2 6 2 2 2 3 1 Longido 2 2 2 6 2 3 3 3 2 ARUSHA Meru 1 1 1 3 1 2 2 2 1 Monduli 1 2 2 3 1 2 2 2 1 Ngorongoro 2 2 2 4 2 2 2 3 1 Sub-Total 2 2 1 4 2 2 2 3 1 Ilala MC 2 2 2 6 2 3 3 4 2 Kigamboni MC 1 2 1 4 2 4 5 3 1 Kinondoni MC 2 2 1 4 2 2 2 2 1 DAR ES SALAAM Temeke MC 2 2 2 6 2 3 2 3 2 Ubungo MC 2 2 1 4 2 2 2 3 1 Sub-Total 2 2 2 5 2 3 3 3 1 Bahi 2 2 2 10 2 3 3 7 2 Chamwino 2 2 1 15 2 3 3 5 1 Chemba 1 1 1 4 2 2 3 3 1 Dodoma CC 2 2 2 5 2 2 2 3 2 DODOMA Kondoa 2 3 2 17 3 4 5 8 2 Kondoa TC 2 2 2 8 3 4 4 6 1 Kongwa 1 2 2 5 2 2 2 4 2 Mpwapwa 1 2 1 7 3 3 3 4 1 Sub-Total 2 2 2 6 2 3 3 4 1 Bukombe 2 3 2 7 3 3 3 6 2 Chato 2 2 2 10 2 3 3 6 2 Geita 2 2 2 12 2 3 3 7 2 GEITA Geita TC 2 3 2 8 1 2 2 4 2 Mbogwe 2 2 2 20 2 4 4 7 1 Nyang'hwale 2 3 2 32 2 4 4 11 2 Sub-Total 2 2 2 10 2 3 3 6 2 Iringa 2 2 2 6 2 2 2 3 1 Iringa MC 2 2 1 4 1 2 2 3 1 Kilolo 1 2 2 5 2 2 2 3 1 IRINGA Mafinga TC 2 2 2 4 2 2 2 2 2 Mufindi 1 2 1 5 1 2 2 3 1 Sub-Total 2 2 2 5 2 2 2 3 1 Biharamulo 1 1 1 6 3 5 5 5 1 Bukoba 1 2 1 4 2 3 3 2 1 Bukoba MC 1 2 1 3 2 3 3 2 1 Karagwe 1 1 1 4 2 3 3 2 1 KAGERA Kyerwa 1 2 1 7 2 4 4 3 1 Missenyi 1 2 1 5 2 3 3 3 1 Muleba 2 2 2 7 2 3 4 4 2 Ngara 1 2 1 8 3 4 5 4 1 Sub-Total 1 2 1 5 2 3 3 3 1 Mlele 2 2 2 42 7 13 20 12 1 Mpanda 2 3 2 13 2 2 4 5 1 KATAVI Mpanda MC 2 2 2 10 1 3 3 5 1 Mpimbwe 2 4 6 99 5 7 47 36 4 183

Average PBR for Forms I - IV

REGION COUNCIL

Basic Basic

Civics

Physics

English History

Biology

Kiswahili

Language

Chemistry

Geography Mathematics Nsimbo 2 2 2 9 2 3 5 8 1 Sub-Total 2 2 2 12 2 3 4 6 2 Buhigwe 1 2 1 5 2 3 3 4 1 Kakonko 2 2 2 6 2 2 3 4 2 Kasulu 1 2 2 6 2 2 2 4 2 Kasulu TC 2 2 2 5 2 3 3 3 2 KIGOMA Kibondo 2 2 2 5 2 4 4 3 2 Kigoma 2 2 2 8 3 4 4 6 2 Kigoma/Ujiji MC 1 2 1 8 2 3 3 5 1 Uvinza 2 2 2 20 3 3 3 14 2 Sub-Total 2 2 2 7 2 3 3 4 2 Hai 1 2 1 3 1 2 2 2 1 Moshi 1 2 1 3 1 2 2 2 1 Moshi MC 1 2 1 3 1 2 2 2 1 Mwanga 1 1 1 3 1 2 2 2 1 KILIMANJARO Rombo 1 2 1 6 2 3 2 3 2 Same 1 2 1 3 1 2 2 2 1 Siha 2 2 2 6 2 3 2 3 1 Sub-Total 1 2 1 3 1 2 2 2 1 Kilwa 2 3 2 10 3 5 5 5 2 Lindi 1 2 1 7 2 3 4 4 1 Lindi MC 1 1 1 3 1 2 2 2 1 LINDI Liwale 1 1 1 4 2 2 2 3 1 Nachingwea 1 3 1 12 3 5 5 9 2 Ruangwa 1 3 1 12 4 5 6 6 2 Sub-Total 1 2 1 7 2 3 4 4 1 Babati 1 2 1 7 1 2 2 3 1 Babati TC 1 1 1 4 1 2 3 2 1 Hanang 1 2 2 9 2 3 3 6 2 Kiteto 1 2 1 8 2 3 3 5 1 MANYARA Mbulu 1 1 1 4 1 3 3 2 1 Mbulu TC 1 1 1 7 1 2 2 2 1 Simanjiro 2 3 2 9 2 5 5 6 3 Sub-Total 1 2 1 6 1 3 3 3 1 Bunda 1 1 1 8 2 3 3 4 1 Bunda TC 2 2 2 8 3 5 4 6 2 Butiama 1 2 1 7 1 2 2 3 1 Musoma 1 2 1 8 2 3 3 7 1 Musoma MC 2 2 1 5 2 2 2 3 1 MARA Rorya 2 3 2 11 3 4 4 6 3 Serengeti 2 3 2 9 2 3 4 7 2 Tarime 2 2 2 7 2 5 6 5 2 Tarime TC 1 2 1 5 1 2 2 4 2 Sub-Total 2 2 2 7 2 3 3 4 1 Busokelo 1 2 1 4 2 3 3 3 1 Chunya 1 2 1 10 1 2 4 4 1 Kyela 1 2 1 4 2 3 3 4 1 Mbarali 2 2 2 7 1 2 3 3 2 MBEYA Mbeya 1 2 1 3 1 2 2 2 1 Mbeya CC 1 2 2 5 2 3 4 3 1 Rungwe 1 1 1 6 2 4 4 4 1 Sub-Total 1 2 1 4 2 3 3 3 1

184

Average PBR for Forms I - IV

REGION COUNCIL

Basic Basic

Civics

Physics

English History

Biology

Kiswahili

Language

Chemistry

Geography Mathematics Gairo 5 5 3 148 3 4 4 67 3 Ifakara TC 2 2 2 5 2 3 3 3 2 Kilombero 2 2 2 6 1 3 3 3 2 Kilosa 2 2 2 10 3 6 5 7 2 Malinyi 2 2 2 5 2 2 2 4 1 MOROGORO Morogoro 2 2 2 16 3 5 5 7 2 Morogoro MC 2 3 1 5 2 3 3 3 2 Mvomero 2 2 2 9 2 3 3 6 1 Ulanga 2 2 2 8 2 3 3 4 1 Sub-Total 2 2 2 7 2 3 3 4 2 Masasi 1 2 1 6 1 2 2 3 1 Masasi TC 2 2 1 9 2 3 3 5 1 Mtwara 1 2 1 8 2 3 3 5 1 Mtwara Mikindani MC 1 2 1 3 1 2 2 2 1 Nanyamba 1 1 1 18 2 2 2 20 1 MTWARA Nanyumbu 1 2 1 9 2 3 3 8 1 Newala 1 3 2 5 2 2 2 3 1 Newala TC 2 3 1 6 2 3 3 3 1 Tandahimba 2 2 1 10 2 3 3 7 1 Sub-Total 1 2 1 6 2 2 2 4 1 Buchosa 2 3 3 9 3 3 3 6 3 Ilemela MC 2 2 2 6 2 3 3 4 2 Kwimba 2 2 2 12 3 6 7 9 2 Magu 1 1 1 7 1 2 2 4 1 MWANZA Misungwi 1 2 2 7 2 3 3 4 2 Mwanza CC 2 2 2 7 2 4 5 4 2 Sengerema 2 2 2 6 1 2 2 4 2 Ukerewe 1 2 2 23 2 5 5 5 1 Sub-Total 2 2 2 7 2 3 3 5 2 Ludewa 1 2 1 3 1 2 2 2 1 Makambako TC 1 2 2 8 2 3 2 3 1 Makete 1 1 1 9 2 2 2 5 1 NJOMBE Njombe 1 1 1 5 1 2 2 2 1 Njombe TC 2 2 2 4 1 2 2 2 2 Wanging'ombe 1 2 1 8 1 2 2 3 1 Sub-Total 1 2 1 5 1 2 2 2 1 Bagamoyo 2 2 2 3 1 2 2 2 2 Chalinze 2 2 2 11 2 4 3 4 1 Kibaha 1 2 1 3 1 2 2 2 1 Kibaha TC 2 2 2 3 2 3 3 2 2 Kibiti 2 2 2 8 3 3 4 5 2 PWANI Kisarawe 2 2 1 4 2 2 2 3 2 Mafia 2 2 1 13 3 17 18 6 2 Mkuranga 1 2 1 4 2 2 2 3 1 Rufiji 1 2 1 6 1 2 3 4 1 Sub-Total 2 2 2 4 2 2 2 3 1 Kalambo 1 1 1 5 2 3 3 3 1 Nkasi 1 3 2 5 2 2 3 5 2 RUKWA Sumbawanga 1 2 1 6 1 2 2 3 1 Sumbawanga MC 2 2 2 7 2 4 4 5 1 Sub-Total 1 2 1 6 2 3 3 4 1 RUVUMA Madaba 1 2 1 6 2 3 3 5 1

185

Average PBR for Forms I - IV

REGION COUNCIL

Basic Basic

Civics

Physics

English History

Biology

Kiswahili

Language

Chemistry

Geography Mathematics Mbinga 2 2 1 3 1 2 2 2 1 Mbinga TC 2 3 2 7 2 3 3 5 2 Namtumbo 1 1 1 6 2 3 3 4 1 Nyasa 2 3 2 10 3 3 3 10 1 Songea 1 2 1 5 3 3 3 3 1 Songea MC 2 2 2 8 2 3 3 5 2 Tunduru 2 2 1 5 2 3 3 5 1 Sub-Total 1 2 1 5 2 3 3 4 1 Kahama TC 2 2 2 4 2 2 2 3 2 Kishapu 2 2 2 10 2 3 3 6 2 Msalala 2 2 2 11 2 3 2 4 2 SHINYANGA Shinyanga 1 2 2 8 2 3 3 6 2 Shinyanga MC 1 2 2 5 1 2 3 4 1 Ushetu 2 3 2 8 2 3 3 5 2 Sub-Total 2 2 2 6 2 2 3 4 2 Bariadi 2 3 4 17 2 4 5 9 3 Bariadi TC 2 3 3 17 2 4 4 6 2 Busega 2 2 2 15 3 3 6 9 2 SIMIYU Itilima 2 2 3 9 3 6 6 8 2 Maswa 2 2 2 10 3 3 4 8 2 Meatu 1 1 1 10 2 3 3 7 1 Sub-Total 2 2 2 12 2 4 4 8 2 Ikungi 1 1 1 7 2 3 3 5 1 Iramba 1 2 1 7 2 3 2 5 1 Itigi 1 1 1 13 5 7 6 8 1 Manyoni 2 2 1 8 2 3 3 5 1 SINGIDA Mkalama 1 2 2 8 2 3 3 5 2 Singida 1 1 1 11 2 3 4 7 1 Singida MC 1 1 1 4 1 2 2 4 1 Sub-Total 1 2 1 7 2 3 3 5 1 Ileje 1 1 1 6 1 3 3 5 1 Mbozi 1 1 1 4 2 2 2 3 1 Momba 2 2 2 35 4 6 6 20 2 SONGWE Songwe 1 1 1 7 2 4 5 4 1 Tunduma TC 1 2 1 7 2 3 3 5 1 Sub-Total 1 1 1 5 2 3 3 3 1 Igunga 1 2 2 6 2 2 3 3 1 Kaliua 2 2 2 7 3 3 3 6 2 Nzega 1 2 1 7 1 2 2 4 1 Nzega TC 2 2 2 5 2 3 3 5 2 TABORA Sikonge 1 1 1 11 2 2 2 7 1 Tabora MC 2 2 2 5 1 3 3 3 1 Tabora/Uyui 1 2 1 8 2 2 2 5 1 Urambo 1 2 1 5 1 3 3 4 1 Sub-Total 1 2 1 6 2 2 3 4 1 Bumbuli 1 2 1 4 1 2 2 3 1 Handeni 2 2 1 8 2 2 3 5 1 Handeni TC 1 2 2 10 2 6 8 3 1 TANGA Kilindi 2 2 2 19 3 9 11 14 1 Korogwe 1 2 1 6 2 2 3 4 1 Korogwe TC 1 1 1 4 1 2 2 2 1 Lushoto 1 1 1 4 1 2 3 3 1

186

Average PBR for Forms I - IV

REGION COUNCIL

Basic Basic

Civics

Physics

English History

Biology

Kiswahili

Language

Chemistry

Geography Mathematics Mkinga 1 2 1 9 2 3 3 5 1 Muheza 1 1 1 6 1 2 2 3 1 Pangani 1 2 1 4 2 3 3 3 2 Tanga CC 2 2 1 4 2 2 2 3 1 Sub-Total 1 2 1 5 3 3 3 3 1 Grand Total 1 2 1 6 3 3 3 3 1

187

Annex 24: Number of Textbooks for Selected Subjects in Government and Non-Government Advanced Secondary School Level by Region and Council, 2019

Form 5 Form 6

COUNCIL

unting

REGION

Physics Physics

Biology History Biology History

English English

Kiswahili Kiswahili

Language Language

Advanced Advanced

Chemistry Chemistry

Economics Economics

Geography Geography

Accounting Acco

Mathematics Mathematics

General StudiesGeneral StudiesGeneral Arusha 1 1 1 1 2 1 4 1 2 1 1 1 1 1 1 2 1 5 1 1 2 1 Arusha CC 1 1 1 1 1 0 2 1 1 0 1 1 1 1 2 2 1 2 2 1 0 1 Karatu n/a 3 1 1 3 1 14 3 1 1 4 n/a 3 2 4 2 1 15 0 1 1 3 Longido n/a nb 3 3 4 1 42 4 2 1 2 n/a nb 2 2 3 1 43 21 2 1 2 Meru 0 1 1 1 0 1 2 1 1 1 1 0 1 1 2 1 1 2 1 1 1 1

ARUSHA Monduli 0 1 1 1 7 2 3 3 3 1 0 0 0 1 2 3 2 3 3 3 1 1 Ngorongoro n/a 0 7 2 0 1 8 4 3 0 n/a n/a 0 8 2 0 1 9 4 5 0 n/a Sub-Total 1 1 1 1 1 1 3 2 1 1 1 1 1 2 2 1 1 4 1 1 1 1 Ilala MC 1 1 1 1 2 1 2 1 1 0 1 1 1 1 1 2 1 3 2 1 1 1 Kigamboni MC 1 1 3 3 0 0 3 5 4 2 3 nb nb 2 4 0 1 2 4 2 2 1 Kinondoni MC 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 1 0 0 1 0

Temeke MC 2 1 1 1 6 1 1 1 1 1 1 3 2 2 1 3 1 2 2 1 1 2 DAR ESDAR

SALAAM Ubungo MC 1 0 0 0 1 1 2 1 1 0 0 0 0 0 0 1 1 2 1 1 0 0 Sub-Total 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 Bahi n/a n/a n/a n/a n/a 1 63 63 63 4 Nb n/a n/a n/a n/a n/a 0 0 0 0 0 n/a Chamwino 0 1 1 1 2 0 1 0 0 2 1 0 5 1 2 1 0 2 0 0 2 1

Chemba n/a 1 6 7 0 1 0 1 1 6 12 n/a 5 25 9 0 1 5 3 3 8 8 Dodoma CC 2 1 1 3 1 0 3 3 2 1 2 3 1 2 3 1 0 4 3 1 1 2 Kondoa n/a n/a nb nb n/a n/a n/a nb nb n/a n/a n/a n/a 3 2 n/a n/a 0 nb 3 0 n/a Kondoa TC n/a 4 2 3 n/a 2 11 11 2 1 2 n/a 2 1 2 n/a 1 7 4 1 1 1 DODOMA Kongwa n/a n/a 71 3 n/a 2 6 2 1 5 1 n/a n/a 93 4 n/a 2 nb 3 1 4 2 Mpwapwa n/a 3 2 8 n/a 2 15 2 8 4 2 n/a 3 n/a 4 n/a 1 16 3 10 3 3 Sub-Total 1 1 2 3 1 1 3 2 2 2 2 1 2 2 3 1 1 5 2 2 1 2 Bukombe n/a n/a 3 17 n/a 3 11 1 2 0 5 n/a n/a 13 4 n/a 7 13 6 3 3 3 Chato n/a 3 1 1 3 1 3 2 2 1 2 n/a 0 2 3 0 3 2 3 2 1 0 Geita n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Geita TC n/a 1 1 1 3 0 3 1 1 0 1 n/a 1 1 1 2 1 2 1 1 1 1

GEITA Mbogwe n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Nyang'hwale n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Sub-Total n/a 1 1 1 3 1 3 1 1 1 1 n/a 1 2 2 2 1 3 2 1 1 1

188

Form 5 Form 6

COUNCIL

unting

REGION

Physics Physics

Biology History Biology History

English English

Kiswahili Kiswahili

Language Language

Advanced Advanced

Chemistry Chemistry

Economics Economics

Geography Geography

Accounting Acco

Mathematics Mathematics

General StudiesGeneral StudiesGeneral Iringa n/a 2 1 1 4 2 35 2 3 1 1 n/a 2 2 2 4 2 43 3 3 1 1

Iringa MC 0 4 1 1 1 2 10 5 4 1 1 0 3 1 1 1 2 10 5 4 1 0 Kilolo n/a 0 0 0 0 0 2 0 1 1 0 n/a 1 2 42 3 1 1 1 1 1 0 Mafinga TC n/a 1 1 1 1 3 2 2 2 1 1 n/a 1 1 1 1 3 2 2 2 1 1 IRINGA Mufindi n/a 0 1 1 3 1 7 1 1 1 0 n/a 1 1 1 3 1 6 1 1 1 0 Sub-Total 0 2 1 1 2 1 7 2 2 1 1 0 2 1 1 2 1 7 2 2 1 1 Biharamulo n/a 3 1 4 2 4 25 3 6 1 1 n/a 3 3 8 3 3 57 5 6 2 2 Bukoba n/a nb nb n/a nb nb nb nb nb nb n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Bukoba MC 0 3 4 4 4 1 9 3 2 1 3 0 2 4 3 2 1 5 2 2 1 2 Karagwe n/a 1 3 3 0 1 7 3 2 0 Nb n/a 1 8 4 1 1 5 3 2 1 nb Kyerwa n/a n/a n/a n/a 0 1 0 0 1 0 n/a n/a n/a n/a n/a 0 0 0 0 0 0 n/a Missenyi n/a 0 2 1 n/a 2 nb 3 4 5 1 n/a 0 2 1 n/a 3 nb 3 5 6 1 KAGERA Muleba n/a 1 3 1 b 1 3 3 2 1 0 n/a 0 4 2 nb 1 5 3 3 1 1 Ngara nb 0 4 6 7 2 5 4 3 1 1 nb 0 14 11 6 2 4 5 2 1 15 Sub-Total 1 2 4 3 4 2 7 3 3 1 2 1 1 4 4 2 1 6 3 3 1 2 Mlele n/a 12 4 4 12 3 92 36 39 2 n/a n/a 15 15 15 15 n/a 44 22 n/a n/a n/a Mpanda n/a 2 1 4 1 14 13 3 2 1 5 n/a 3 3 5 1 14 22 19 7 2 12 Mpanda MC 14 11 1 1 60 1 544 14 4 2 1 12 9 2 1 44 1 277 15 7 2 1 Mpimbwe n/a n/a 67 67 n/a n/a 78 123 31 68 19 n/a n/a 0 0 n/a n/a 50 34 50 24 0

KATAVI Nsimbo n/a 16 16 22 11 12 55 22 12 n/a 5 n/a 0 30 30 7 0 44 22 7 n/a n/a Sub-Total 14 8 1 2 11 1 56 11 5 2 1 12 7 3 2 10 2 60 18 8 3 2 Buhigwe n/a n/a 0 1 n/a 0 29 0 0 0 n/a n/a n/a 2 2 n/a 7 94 1 15 1 n/a Kakonko n/a n/a 0 0 2 1 3 2 1 0 0 n/a n/a 2 5 5 3 11 3 6 3 2

Kasulu n/a 18 n/a n/a 37 4 51 2 2 2 n/a n/a 26 n/a n/a 48 3 75 32 80 4 n/a Kasulu TC 3 1 1 1 5 1 11 2 3 1 1 nb 32 3 4 21 1 26 1 2 1 4 Kibondo n/a 2 4 5 66 1 6 8 5 1 8 n/a 3 6 8 68 2 9 18 8 2 6 Kigoma n/a 0 n/a n/a 0 2 6 1 2 1 1 n/a 1 n/a n/a 1 1 6 3 2 1 nb KIGOMA Kigoma/Ujiji MC n/a 1 1 1 1 0 5 1 1 1 1 n/a 1 1 1 1 1 6 1 1 1 1 Uvinza n/a 15 10 18 7 6 53 1 2 0 23 n/a 20 13 29 16 1 26 12 4 2 21 Sub-Total 3 1 1 2 2 1 7 2 2 1 2 nb 3 3 4 4 1 12 3 4 2 4

189

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General StudiesGeneral StudiesGeneral Hai n/a 2 2 2 2 1 6 3 3 0 6 n/a 2 3 3 2 1 6 2 2 0 2 Moshi 2 1 2 1 1 1 3 1 1 0 1 2 1 2 1 2 1 4 2 1 0 2 Moshi MC 1 1 1 1 1 0 2 1 1 1 1 1 1 1 1 2 0 3 1 1 1 1 Mwanga nb 1 1 1 7 1 7 2 1 1 1 nb 1 0 1 4 1 6 3 2 1 0 Rombo 0 4 8 8 3 1 7 1 2 1 2 2 4 1 1 3 1 5 4 3 1 1 Same 2 7 9 8 5 1 15 3 2 1 5 2 4 2 2 4 1 16 4 2 2 2

KILIMANJARO Siha n/a 2 2 3 0 1 2 2 2 1 2 n/a 2 3 3 0 1 3 2 2 1 3 Sub-Total 1 1 2 2 1 1 3 2 1 1 2 1 1 1 1 2 1 4 2 1 1 1 Kilwa n/a n/a 5 20 n/a 2 15 8 6 3 n/a n/a n/a n/a n/a n/a 8 12 3 5 2 n/a Lindi nb 2 7 12 1 13 16 10 18 7 6 n/a 7 24 24 n/a nb 25 21 26 8 10 Lindi MC n/a 2 n/a n/a 17 1 0 1 1 0 1 n/a 2 n/a n/a 12 1 0 4 3 0 1 Liwale n/a n/a n/a n/a n/a 1 1 1 1 1 n/a n/a n/a n/a n/a n/a 1 1 1 3 2 n/a

LINDI Nachingwea n/a n/a n/a n/a Nb 2 nb nb nb nb n/a n/a n/a n/a n/a n/a 1 nb nb nb nb n/a Ruangwa n/a n/a n/a n/a n/a 13 nb 3 7 3 n/a n/a n/a n/a n/a n/a nb nb 4 9 5 n/a Sub-Total nb 2 6 12 22 1 5 3 3 1 3 n/a 2 24 24 12 2 4 3 5 1 2 Babati 0 n/a 47 nb n/a 1 39 1 9 0 n/a n/a n/a 1 2 n/a 0 35 2 7 1 n/a

Babati TC n/a 1 4 2 0 1 5 2 2 1 1 n/a 0 3 3 0 1 5 2 2 2 1 Hanang n/a n/a 21 63 3 3 36 7 2 1 10 n/a n/a n/a n/a 3 8 26 15 3 2 n/a Kiteto n/a 0 n/a n/a n/a 1 3 1 1 0 n/a n/a 0 n/a n/a n/a 0 2 1 1 0 0 Mbulu n/a n/a 7 1 n/a n/a 30 1 n/a n/a 3 n/a n/a 2 0 n/a n/a nb nb n/a n/a 4 Mbulu TC n/a 1 1 1 1 1 3 1 1 1 1 n/a 2 1 1 1 1 4 2 2 1 1 MANYARA Simanjiro n/a n/a 4 4 n/a n/a 3 4 n/a n/a n/a n/a n/a 3 3 n/a n/a 2 3 n/a n/a n/a Sub-Total 0 1 3 2 1 1 6 2 2 1 1 n/a 1 2 1 1 1 6 2 2 1 2 Bunda n/a 8 5 8 6 1 4 3 2 1 7 n/a 11 6 10 4 1 5 3 4 1 13 Bunda TC n/a 0 n/a n/a 4 2 61 3 1 5 n/a n/a 0 n/a n/a 4 3 61 24 2 4 n/a Butiama 1 3 1 2 3 1 5 1 2 1 11 1 1 2 3 3 1 9 1 1 1 5

Musoma n/a n/a n/a n/a n/a 18 24 8 2 1 n/a n/a n/a 3 3 n/a 5 28 8 10 5 1 Musoma MC n/a 1 1 1 1 1 4 2 2 1 0 n/a 1 1 1 2 1 2 2 2 1 0 Rorya nb 0 4 4 n/a 2 4 2 1 12 6 nb 0 7 6 n/a 3 4 4 3 7 12 MARA Serengeti n/a n/a n/a n/a n/a 1 16 10 6 3 n/a n/a n/a n/a n/a n/a 1 17 9 7 3 n/a Tarime n/a 25 21 50 n/a 2 37 16 8 3 7 n/a 3 9 9 n/a 4 38 17 29 6 8 Tarime TC n/a 1 1 0 28 0 6 1 1 0 1 n/a 2 8 0 nb 1 8 3 2 1 1 Sub-Total 3 1 2 1 3 1 6 2 2 1 2 5 2 3 2 3 1 4 3 2 1 2

190

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General StudiesGeneral StudiesGeneral Busokelo n/a 1 2 4 4 1 51 2 2 1 1 n/a 1 3 3 5 2 87 4 4 2 1 Chunya n/a n/a 4 4 n/a 2 17 2 7 3 n/a n/a n/a 4 4 n/a 3 21 4 10 2 n/a

Kyela n/a 2 1 1 5 1 10 5 4 1 4 n/a 1 1 1 3 1 6 3 3 1 5 Mbarali n/a n/a 1 1 2 1 5 1 2 2 0 n/a 9 5 5 1 1 5 5 5 2 4 Mbeya 0 0 1 0 1 1 2 1 1 0 1 0 1 1 2 1 1 4 1 1 1 1

MBEYA Mbeya CC 0 1 2 3 1 1 3 2 2 1 2 0 1 3 4 1 1 3 2 2 0 2 Rungwe n/a 3 1 4 4 1 23 2 1 0 4 n/a 2 3 2 3 2 55 9 2 0 1 Sub-Total 0 1 1 2 1 1 4 2 2 1 1 0 1 2 3 1 1 5 2 2 0 1 Gairo n/a n/a 2 5 n/a 2 6 7 0 n/a n/a n/a n/a 3 15 n/a 2 16 16 2 n/a n/a Ifakara TC n/a 21 14 nb 19 4 95 10 15 2 4 n/a 53 19 nb 21 6 126 10 13 3 5

Kilombero n/a 0 n/a n/a 0 2 4 2 4 3 n/a n/a 0 n/a n/a 1 2 3 2 3 3 n/a Kilosa n/a 7 0 1 3 0 14 3 38 1 7 n/a 6 1 1 3 0 157 4 58 1 6 Malinyi n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Morogoro n/a n/a n/a n/a n/a 5 5 3 9 3 0 n/a n/a n/a n/a n/a 3 4 3 8 3 0 Morogoro MC n/a 1 3 2 2 3 23 4 4 3 1 n/a 1 4 3 2 4 18 4 6 2 1 MOROGORO Mvomero n/a 10 14 24 n/a 6 7 7 7 5 121 n/a 12 5 18 n/a 1 100 7 4 1 6 Ulanga 2 0 5 6 3 1 25 7 2 1 5 3 0 6 3 2 1 23 9 4 1 11 Sub-Total 2 2 2 3 3 1 18 4 4 2 2 3 2 3 3 2 1 24 5 7 2 2 Masasi n/a 2 1 2 2 2 24 3 4 1 1 n/a 2 2 2 5 4 30 12 6 6 3 Masasi TC n/a 1 4 3 n/a 2 25 2 1 3 1 n/a 2 4 4 n/a 3 36 3 3 2 18

Mtwara n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Mtwara Mikindani MC n/a 22 2 6 3 1 15 2 1 1 nb n/a 34 2 5 2 1 5 3 2 1 2 Nanyamba n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Nanyumbu n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

MTWARA Newala n/a n/a 7 11 n/a n/a 0 17 n/a n/a n/a n/a n/a 7 9 n/a n/a 0 14 n/a n/a n/a Newala TC n/a n/a n/a n/a n/a 2 7 2 2 2 n/a n/a n/a n/a n/a n/a 2 8 7 3 5 n/a Tandahimba n/a n/a n/a n/a n/a 0 0 0 0 0 n/a n/a n/a n/a n/a n/a 0 0 0 0 0 n/a Sub-Total n/a 2 1 3 2 2 15 2 2 1 2 n/a 3 2 3 3 2 11 5 3 2 3

Buchosa n/a n/a n/a n/a n/a nb nb nb nb n/a n/a n/a n/a 0 0 n/a 1 19 2 5 n/a n/a

Ilemela MC 0 1 0 1 2 0 2 1 1 0 0 0 1 1 1 1 0 3 1 2 1 1 Kwimba n/a 5 nb 26 7 1 5 7 3 1 38 n/a 11 nb nb 9 1 9 17 12 2 47 Magu n/a 1 1 2 n/a 2 7 4 1 1 1 n/a 1 3 5 n/a 3 5 9 1 1 3

MWANZA Misungwi n/a 11 1 1 7 0 7 2 3 1 Nb n/a 12 1 1 12 0 3 1 0 0 nb Mwanza CC 0 1 2 1 2 1 5 1 1 0 1 1 2 3 3 2 1 7 1 2 1 1

191

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General StudiesGeneral StudiesGeneral Sengerema 8 4 3 4 12 1 47 5 3 0 2 6 3 3 2 10 1 42 6 5 0 2 Ukerewe 22 n/a 61 0 0 6 21 7 11 6 1 n/a n/a 61 0 n/a 6 23 7 12 6 7 Sub-Total 1 1 1 2 3 1 5 2 1 1 1 1 2 2 2 2 1 6 2 2 1 1 Ludewa n/a n/a 1 3 nb 1 4 1 2 8 0 n/a n/a 2 2 nb 1 4 2 3 17 0

Makambako TC n/a nb 2 1 5 2 6 3 2 1 8 n/a nb 2 12 5 2 6 3 1 1 7 Makete n/a 3 3 3 6 2 93 5 2 1 2 n/a 0 12 12 2 2 39 7 3 1 2 Njombe n/a 0 1 2 4 1 2 3 3 1 1 n/a 0 5 3 1 1 2 4 3 2 2 Njombe TC n/a 3 2 2 5 1 9 1 1 1 1 n/a 2 2 2 4 1 12 1 1 1 1 NJOMBE Wanging'ombe n/a 0 5 1 4 2 29 7 11 2 1 n/a 0 4 1 3 3 31 5 8 2 3 Sub-Total n/a 1 2 2 6 1 9 2 2 1 1 n/a 2 2 2 4 1 9 2 2 1 1 Bagamoyo 0 1 1 1 1 0 3 1 1 0 1 1 1 2 1 2 0 4 1 1 0 1 Chalinze 1 0 1 1 1 2 2 1 2 1 1 1 0 1 1 1 3 3 1 3 2 1 Kibaha n/a 2 5 2 n/a 1 31 3 1 1 2 n/a 2 2 3 n/a 1 40 4 2 1 2

Kibaha TC 1 1 1 1 2 1 3 2 1 1 1 3 2 2 2 2 3 4 3 3 4 3 Kibiti 1 4 6 7 4 3 10 6 6 4 8 0 3 6 5 4 5 9 5 8 2 9 Kisarawe 0 1 2 1 1 1 3 1 1 1 2 1 2 1 1 1 3 4 2 2 1 1 PWANI Mafia n/a n/a 1 1 n/a 4 30 4 4 n/a 1 n/a n/a 3 4 n/a n/a 48 n/a n/a n/a nb Mkuranga nb nb 2 2 nb 1 nb 7 6 5 Nb nb nb 4 5 nb 2 nb 16 6 4 nb Rufiji n/a n/a 2 2 n/a n/a 5 5 n/a n/a n/a n/a n/a 4 4 n/a n/a 5 11 n/a n/a n/a Sub-Total 1 1 2 1 2 1 4 2 2 1 1 1 1 2 2 2 1 5 2 2 1 1

Kalambo n/a 14 n/a 10 20 6 19 8 3 5 5 n/a 7 n/a 7 16 3 16 9 7 5 2 Nkasi n/a 0 11 8 n/a 57 7 3 4 2 1 n/a 0 5 7 n/a 46 6 4 4 2 1 Sumbawanga n/a n/a 6 6 n/a 1 3 4 3 1 n/a n/a n/a 7 4 n/a 1 4 4 4 2 n/a

Sumbawanga MC n/a 2 1 3 2 1 5 2 3 1 2 n/a 1 1 3 1 1 5 2 2 1 1 RUKWA Sub-Total n/a 2 2 6 3 2 7 3 3 2 2 n/a 2 2 4 2 1 6 3 3 2 1 Madaba n/a n/a n/a n/a nb 3 4 2 3 2 n/a n/a n/a n/a n/a nb 7 12 4 4 6 n/a Mbinga n/a 7 2 2 2 0 4 2 1 1 2 n/a 9 1 2 2 1 6 2 1 1 4

Mbinga TC n/a 0 2 3 0 2 30 6 3 1 0 n/a 0 2 2 1 4 35 15 6 1 1 Namtumbo n/a n/a 10 13 0 1 9 4 1 0 5 n/a n/a 12 22 0 3 13 7 3 1 8 Nyasa n/a n/a 3 3 2 1 27 6 2 5 n/a n/a n/a nb n/a n/a 6 18 32 3 8 n/a Songea n/a nb 1 2 1 1 40 2 4 1 1 n/a nb 2 2 1 1 28 3 2 0 1 RUVUMA Songea MC 0 1 2 3 5 1 37 3 4 2 5 0 2 1 6 6 1 33 3 6 2 3 Tunduru n/a 1 1 2 nb 1 21 2 2 1 1 n/a 1 1 2 nb 1 22 3 2 1 1 Sub-Total 0 1 2 2 3 1 13 3 2 1 2 0 2 2 3 3 1 16 3 3 1 2

192

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General StudiesGeneral StudiesGeneral

Kahama TC n/a 0 0 0 0 0 0 0 0 0 0 n/a 0 0 0 0 0 1 0 0 0 0

Kishapu n/a 2 4 2 3 3 16 4 8 4 4 n/a 2 3 2 3 3 12 4 7 3 3 Msalala n/a 2 1 1 n/a n/a 0 n/a n/a n/a 1 n/a nb nb nb n/a n/a 0 n/a n/a n/a nb Shinyanga n/a 1 2 2 23 2 2 1 3 1 nb n/a 13 2 2 15 1 3 3 1 1 nb Shinyanga MC 0 1 1 2 1 1 2 2 1 1 1 n/a 0 2 2 nb 1 3 5 6 8 0

SHINYANGA Ushetu n/a n/a n/a nb n/a nb 34 6 5 n/a 2 n/a n/a n/a nb n/a nb 36 5 4 n/a 0 Sub-Total 0 1 1 2 1 1 2 1 1 1 2 n/a 1 2 2 1 1 3 2 1 1 2 Bariadi n/a 0 n/a n/a n/a 0 0 n/a 0 0 0 n/a 2 n/a nb n/a 1 4 n/a 3 2 1

Bariadi TC n/a 1 2 3 0 1 19 4 3 2 0 n/a 2 22 7 1 1 30 6 5 3 1

Busega n/a 1 6 4 nb 2 11 3 5 4 2 n/a 0 9 6 nb 2 9 3 3 2 2 Itilima n/a 2 3 3 n/a 1 39 5 9 1 4 n/a 20 15 29 n/a 1 54 5 11 1 22

SIMIYU Maswa n/a 8 2 5 2 1 6 9 6 1 2 n/a 7 2 3 2 2 6 5 3 3 1 Meatu n/a n/a n/a 7 3 1 18 2 1 2 12 n/a n/a n/a 1 2 2 13 7 3 2 3 Sub-Total n/a 2 2 5 2 1 8 5 4 1 1 n/a 3 2 3 2 2 9 5 4 2 2 Ikungi n/a 0 1 2 3 0 4 2 4 2 1 n/a n/a 2 2 4 1 3 2 2 1 2 Iramba n/a 1 nb nb n/a 1 23 1 2 1 5 n/a 4 1 nb n/a 1 15 2 2 1 4 Itigi n/a n/a n/a n/a n/a 3 33 66 13 41 n/a n/a n/a n/a n/a n/a 3 45 90 18 47 n/a Manyoni n/a n/a n/a n/a n/a 1 0 1 1 n/a n/a n/a n/a n/a n/a n/a 2 0 4 2 n/a n/a Mkalama n/a n/a n/a n/a 0 0 0 0 0 0 n/a n/a n/a n/a n/a 0 0 0 0 0 0 n/a

SINGIDA Singida n/a 0 0 4 n/a 2 7 6 6 3 3 n/a 0 0 4 n/a 2 7 6 5 4 4 Singida MC n/a 13 7 7 18 1 32 3 4 0 4 n/a 13 8 8 13 1 30 3 3 0 4 Sub-Total n/a 2 2 7 5 1 10 2 3 1 4 n/a 2 1 6 5 1 9 3 3 1 4 Ileje 0 0 0 4 n/a nb nb 19 6 1 1 0 0 0 2 n/a 1 11 2 1 1 2 Mbozi n/a 0 1 1 0 1 1 1 1 1 1 n/a 0 2 1 0 1 1 1 1 1 1 Momba n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Songwe n/a n/a 4 5 55 1 41 3 6 1 0 n/a n/a 4 4 25 2 8 6 2 1 2

SONGWE Tunduma TC n/a n/a 11 5 n/a 3 21 12 5 4 nb n/a n/a 8 8 n/a 2 19 7 2 2 nb Sub-Total 0 0 1 1 1 1 3 2 2 1 1 0 0 2 1 1 1 2 2 1 1 1 Igunga n/a n/a 1 1 3 1 16 3 3 1 n/a n/a n/a 1 4 2 2 8 2 3 2 n/a Kaliua n/a 4 1 1 n/a n/a 4 1 n/a n/a 1 n/a 5 2 2 n/a n/a 4 13 n/a n/a 1 Nzega n/a n/a n/a 0 n/a 1 4 1 1 0 n/a n/a n/a n/a n/a n/a 1 5 3 1 0 n/a Nzega TC 0 0 2 2 1 1 3 2 1 1 1 0 0 2 3 3 1 6 1 3 2 0

TABORA Sikonge n/a n/a n/a n/a n/a 3 3 2 2 1 n/a n/a n/a n/a n/a n/a 1 1 0 0 1 n/a Tabora MC 7 2 3 1 2 1 4 3 3 1 2 13 2 5 2 4 2 6 3 3 2 4

193

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General StudiesGeneral StudiesGeneral Tabora/Uyui n/a n/a nb 9 n/a 9 0 21 25 29 19 n/a n/a nb 4 n/a 9 0 15 25 33 8 Urambo n/a 1 1 2 nb 2 4 2 2 1 0 n/a 1 4 5 n/a 1 4 3 2 2 1 Sub-Total 3 2 2 1 3 1 4 3 2 1 1 4 2 3 2 4 2 5 3 3 2 2 Bumbuli n/a 0 8 10 0 1 8 7 3 0 n/a n/a 0 13 10 0 3 7 6 2 0 n/a Handeni n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Handeni TC n/a n/a nb nb n/a 6 0 4 1 1 nb n/a n/a n/a n/a n/a 0 0 0 0 0 n/a Kilindi n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Korogwe n/a 11 3 2 12 0 5 5 4 3 n/a n/a 16 n/a n/a 16 0 3 5 5 2 n/a Korogwe TC n/a 2 18 20 n/a 0 26 3 2 1 nb n/a 2 1 1 n/a 0 11 2 1 1 1 Lushoto n/a 1 2 1 2 2 2 1 2 1 2 n/a 1 3 1 1 6 3 2 4 2 1 TANGA Mkinga n/a n/a n/a n/a n/a 5 nb nb nb 36 n/a n/a n/a n/a n/a n/a 8 nb nb nb 64 n/a Muheza n/a 0 2 2 n/a 0 2 1 25 0 1 n/a 0 2 2 n/a 1 5 4 12 6 5 Pangani n/a n/a 16 0 n/a n/a 32 40 n/a n/a 12 n/a n/a 46 0 n/a n/a 46 22 n/a n/a 24 Tanga CC 2 2 3 2 5 2 3 2 1 1 3 3 2 1 1 3 1 3 3 1 1 2 Sub-Total 2 1 3 2 4 1 3 2 2 1 3 3 1 2 1 3 1 4 3 2 1 2 Grand Total 1 1 2 2 2 1 4 2 2 1 1 1 1 2 2 2 1 5 2 2 1 1 NB: “n/a” means no students no books, “nb” means no books and “0” means there are many books but few students

194

Annex 25: Pass Rates in Form IV Examination (CSEE) by Subject and Sex, 2017-2018

Candidates Examined Candidates Passed Subject Year Male Female Total Male % Female % Total % 2017 156,905 160,768 317,673 100,103 64.1 85,599 53.5 185,702 58.8 Civics 2018 177,541 182,861 360,402 110,401 62.6 94,755 52.1 205,156 57.3 2017 152,531 156,585 309,116 99,527 65.6 72,689 46.7 172,216 56.0 History 2018 173,186 178,507 351,693 115,169 67.0 85,147 47.9 200,316 57.3 2017 156,030 160,534 316,564 94,720 61.0 72,785 45.6 167,505 53.2 Geography 2018 176,748 182,697 359,445 105,835 60.3 83,690 46.0 189,525 53.0 2017 156,910 160,755 317,665 127,643 81.8 139,199 87.0 266,842 84.4 Kiswahili 2018 177,532 182,871 360,403 152,742 86.6 167,299 91.9 320,041 89.3 English 2017 156,887 160,739 317,626 110,717 70.9 103,784 64.9 214,501 67.9 Language 2018 177,425 182,811 360,236 120,309 68.3 117,177 64.4 237,486 66.3 2017 71,398 59,845 131,243 36,126 50.8 18,965 31.8 55,091 42.2 Physics 2018 72,735 60,881 133,616 39,343 54.4 21,111 34.9 60,454 45.5 2017 85,136 74,990 160,126 51,082 60.3 33,994 45.6 85,076 53.4 Chemistry 2018 87,973 77,803 165,776 60,178 68.8 42,286 54.6 102,464 62.2 2017 156,277 160,211 316,488 104,328 67.1 88,938 55.8 193,266 61.4 Biology 2018 176,922 182,380 359,302 116,624 66.4 100,907 55.6 217,531 60.9 Basic 2017 156,744 160,700 317,444 36,288 23.3 24,333 15.2 60,621 19.2 Mathematics 2018 177,414 182,811 360,225 42,791 24.3 28,912 15.9 71,703 20.0 Source: NECTA - CSEE Results, 2017 and 2018

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Annex 26: Pass Rates in Form VI Examination (ACSEE) by Subject and Sex, 2017-2018 Candidates Examined Candidates Passed Subject Year Male Female Total Male % Female % Total % 2017 38,336 24,382 62,718 22,854 59.90 16,948 69.60 39,802 63.70 General Studies 2018 44,753 31,977 76,730 41,159 92.78 30,884 96.75 72,043 94.45 2017 15,267 10,831 26,098 15,147 99.70 10,788 99.70 25,935 99.70 History 2018 19,202 16,350 35,552 18,912 99.44 16,083 98.58 34,995 99.05 2017 20,671 13,429 34,100 20,389 99.10 13,322 99.30 33,711 99.20 Geography 2018 25,943 18,725 44,668 25,517 99.26 18,520 99.06 44,037 99.18 2017 8,275 6,354 14,629 8,219 99.80 6,347 100.00 14,566 99.90 Kiswahili 2018 10,362 10,058 20,420 10,263 99.96 10,034 99.98 20,297 99.97 2017 9,320 7,584 16,904 9,200 99.30 7,550 99.60 16,750 99.40 English 2018 11,314 10,798 22,112 11,096 99.04 10,710 99.42 21,806 99.23 2017 12,790 5,742 18,532 11,005 86.60 4,807 83.90 15,812 85.80 Physics 2018 13,307 6,240 19,547 11,535 87.37 5,270 84.58 16,805 86.48 2017 18,751 10,829 29,580 16,617 89.10 9,397 86.90 26,014 88.30 Chemistry 2018 20,858 12,390 33,248 19,186 92.70 11,473 92.73 30,659 92.71 2017 14,534 9,521 24,055 13,809 95.50 8,971 94.40 22,780 95.10 Biology 2018 16,085 10,851 26,936 15,497 97.10 10,491 96.80 25,988 96.98 Advanced 2017 7,534 3,076 10,610 5,710 76.30 2,182 71.10 7,892 74.80 Mathematics 2018 8,408 3,657 12,065 7,091 85.03 2,950 80.78 10,041 83.74 Source: NECTA - ACSEE Results, 2017 and 2018

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Annex 27: CSEE and ACSEE Pass Rate by Region, 2016-2018 CSEE ACSEE REGIONS 2016 2017 2018 Change 2016 2017 2018 Change 72.4 Arusha 80.40 82.46 2.06 98.10 98.50 99.26 0.76 0 62.0 Dar es Salaam 72.20 76.22 4.02 97.70 96.60 97.01 0.41 0 64.5 Dodoma 73.10 77.21 4.11 96.40 98.90 98.55 -0.35 0 70.0 Geita 80.50 75.80 -4.70 98.90 99.10 97.90 -1.20 0 89.2 Iringa 74.40 84.53 10.13 97.60 97.90 98.91 1.01 0 81.5 Kagera 77.50 81.43 3.93 98.40 98.90 99.16 0.26 0 69.4 Katavi 75.00 76.83 1.83 99.30 99.50 99.90 0.40 0 83.4 Kigoma 77.60 82.51 4.91 99.30 99.10 98.75 -0.35 0 73.7 Kilimanjaro 79.30 80.74 1.44 98.10 98.80 99.08 0.28 0 53.9 Lindi 70.10 68.50 -1.60 97.40 99.50 99.59 0.09 0 72.5 Manyara 80.50 84.31 3.81 98.90 98.80 99.20 0.40 0 64.3 Mara 70.50 74.52 4.02 97.30 99.10 97.99 -1.11 0 68.2 Mbeya 79.70 85.59 5.89 97.40 98.20 99.05 0.85 0 60.1 Morogoro 72.50 76.37 3.87 99.30 99.30 98.86 -0.44 0 62.8 Mtwara 76.80 78.07 1.27 99.20 99.90 100.00 0.10 0 75.8 Mwanza 78.10 77.30 -0.80 96.90 96.90 98.77 1.87 0 89.1 Njombe 78.60 85.78 7.18 98.10 98.80 98.82 0.02 0 66.9 Pwani 74.70 78.06 3.36 95.70 97.60 98.42 0.82 0 73.6 Rukwa 79.40 85.24 5.84 98.20 99.20 98.82 -0.38 0 82.8 Ruvuma 75.50 80.72 5.22 98.30 98.40 99.28 0.88 0 72.3 Shinyanga 79.80 82.06 2.26 97.30 98.00 97.90 -0.10 0 71.1 Simiyu 77.90 82.55 4.65 92.20 96.20 98.58 2.38 0 65.8 Singida 75.20 79.85 4.65 97.90 99.00 99.52 0.52 0 66.2 Songwe 66.20 81.45 15.25 98.20 99.49 1.29 0 72.0 Tabora 81.70 82.81 1.11 94.60 97.90 98.25 0.35 0

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61.5 Tanga 72.70 74.42 1.72 96.60 97.20 98.72 1.52 0

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Annex 28: Number of COBET Facilitators by Academic Qualification, 2019 Bachelor, Short term Masters & Diploma Form IV Form VI Grade A Grade B/C Others TOTAL Training REGION PhD M F M F M F M F M F M F M F M F M F ARUSHA 1 2 6 0 7 6 2 1 35 8 0 60 0 3 4 2 55 82 DAR ES SALAAM 0 4 2 0 6 13 7 13 0 37 5 4 20 71 DODOMA 0 1 4 0 12 12 13 3 1 21 6 6 36 43 GEITA 5 5 7 1 3 3 56 3 0 24 5 2 76 38 IRINGA 1 2 3 0 4 3 8 3 1 14 1 4 18 26 KAGERA 1 1 3 0 20 5 33 2 0 18 11 4 68 30 KATAVI 3 0 3 2 41 0 0 17 5 0 52 19 KIGOMA 1 0 3 0 13 2 1 0 53 3 1 16 5 5 77 26 KILIMANJARO 2 2 3 0 5 7 0 1 16 4 0 40 1 4 27 58 LINDI 1 0 8 5 14 0 0 6 18 6 41 17 MANYARA 1 0 2 0 3 7 0 1 25 0 0 23 7 6 38 37 MARA 3 0 4 0 71 52 1 0 91 4 1 46 70 33 241 135 MBEYA 1 2 4 0 5 2 29 1 0 24 1 1 40 30 MOROGORO 0 1 2 0 26 22 0 3 18 8 0 26 19 12 65 72 MTWARA 5 0 3 1 1 0 45 2 0 22 9 6 63 31 MWANZA 0 2 3 0 6 2 26 4 0 33 4 2 39 43 NJOMBE 0 1 1 1 11 2 0 15 1 1 13 20 PWANI 2 1 5 0 8 6 0 1 51 6 2 48 11 8 79 70 RUKWA 7 8 20 0 0 5 2 1 29 14 RUVUMA 7 0 5 0 41 1 0 37 5 3 58 41 SHINYANGA 0 1 2 0 2 3 17 0 0 18 2 3 23 25 SIMIYU 2 0 2 2 28 1 0 14 1 2 33 19 SINGIDA 1 1 5 0 17 5 56 4 0 26 14 3 93 39 SONGWE 0 1 2 0 4 2 35 3 0 25 4 5 45 36 TABORA 1 1 3 0 12 3 61 1 0 21 19 6 96 32 TANGA 3 1 5 0 5 11 41 3 0 30 3 8 57 53 Grand Total 23 29 86 1 258 185 5 7 871 79 6 666 0 3 233 137 1,482 1,107

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Annex 29: Number of ICBAE Facilitators by Academic Qualification, 2019 Degree Diploma Grade A Below certificate Extension Officers TOTAL REGION M F M F M F M F M F M F T ARUSHA 55 30 74 65 155 154 316 302 2 1 602 552 1,154 DAR ES SALAAM 3 14 3 11 5 19 1 3 12 47 59 DODOMA 2 2 16 7 3 10 22 5 43 24 67 GEITA 1 0 4 2 12 6 4 2 21 10 31 IRINGA 11 8 75 28 158 122 19 9 263 167 430 KAGERA 3 7 10 4 20 23 33 34 67 KATAVI 3 0 2 0 12 8 17 8 25 KIGOMA 2 0 6 0 20 3 28 3 31 KILIMANJARO 2 0 7 7 26 54 2 2 37 63 100 LINDI 7 2 10 0 7 2 2 0 26 4 30 MANYARA 2 4 2 1 4 5 9 MARA 4 2 8 9 13 21 50 27 75 59 134 MBEYA 14 6 21 12 143 50 67 26 245 94 339 MOROGORO 3 4 7 10 10 14 24 MTWARA 1 2 11 5 28 18 83 92 123 117 240 MWANZA 6 0 22 6 88 70 70 25 186 101 287 NJOMBE 1 1 3 3 9 6 26 9 39 19 58 PWANI 1 2 2 0 49 38 37 22 89 62 151 RUKWA 1 0 3 0 4 0 4 RUVUMA 3 2 12 9 66 27 51 56 132 94 226 SHINYANGA 0 1 0 1 1 SIMIYU 1 0 51 15 97 57 149 72 221 SINGIDA 34 22 89 54 372 232 127 104 622 412 1,034 SONGWE 3 2 13 15 16 17 33 TABORA 9 0 4 2 58 35 49 27 120 64 184 TANGA 14 2 20 4 124 75 74 41 232 122 354 Grand Total 172 95 392 233 1,416 990 1,146 846 2 1 3,128 2,165 5,293

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Annex 30: Summary of Primary and Secondary Capitation Grants Distribution by Region and Council, 2018/19 No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary ARUSHA ARUSHA CC 46 28 66,408 26,280 92,688 325,589,006.94 286,145,898.47 611,734,905.41 ARUSHA DC 92 27 71,648 18,954 90,602 351,279,983.88 206,377,829.51 557,657,813.39 KARATU DC 106 30 52,785 10,778 63,563 258,797,369.77 117,354,661.10 376,152,030.87 LONGIDO DC 43 8 23,453 6,244 29,697 114,986,733.22 67,986,871.77 182,973,604.99 MERU DC 113 30 53,436 13,644 67,080 261,989,130.45 148,560,678.80 410,549,809.25 MONDULI DC 59 12 32,953 7,269 40,222 161,563,886.06 79,147,432.88 240,711,318.94 NGORONGORO DC 67 10 38,029 6,295 44,324 186,450,794.26 68,542,177.74 254,992,971.99 ARUSHA Total 526 145 338,712 89,464 428,176 1,660,656,904.58 974,115,550.26 2,634,772,454.84 DODOMA BAHI DC 72 20 48,558 4,771 53,329 238,072,988.18 51,948,328.83 290,021,317.01 CHAMWINO DC 119 28 83,402 9,120 92,522 408,908,179.09 99,301,772.99 508,209,952.07 CHEMBA DC 103 22 63,863 6,566 70,429 313,111,232.84 71,492,921.21 384,604,154.05 DODOMA CC 94 37 93,667 19,705 113,372 459,236,018.45 214,554,982.09 673,791,000.54 KONDOA DC 92 23 53,761 7,867 61,628 263,582,559.36 85,658,667.55 349,241,226.92 KONDOA TC 26 9 15,200 3,834 19,034 74,523,444.55 41,745,942.72 116,269,387.27 KONGWA DC 105 26 86,696 10,143 96,839 425,058,193.98 110,440,557.39 535,498,751.37 MPWAPWA DC 117 24 77,166 10,248 87,414 378,333,955.39 111,583,834.38 489,917,789.77 DODOMA Total 728 189 522,313 72,254 594,567 2,560,826,571.84 786,727,007.16 3,347,553,579.00 DAR ES SALAAM ILALA MC 118 51 171,587 55,390 226,977 841,266,728.92 603,105,833.96 1,444,372,562.88 KINONDONI MC 76 22 85,455 22,265 107,720 418,973,746.96 242,429,163.98 661,402,910.94 TEMEKE MC 83 26 167,546 41,255 208,801 821,454,278.96 449,198,974.18 1,270,653,253.14 KIGAMBONI MC 31 14 32,013 9,986 41,999 156,955,199.36 108,731,086.08 265,686,285.44 UBUNGO MC 64 28 91,499 25,842 117,341 448,606,621.88 281,376,800.16 729,983,422.05 DAR ES SALAAM Total 372 141 548,100 154,738 702,838 2,687,256,576.08 1,684,841,858.36 4,372,098,434.45

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No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary GEITA BUKOMBE DC 78 14 85,207 10,160 95,367 417,757,838.13 110,625,659.38 528,383,497.51 CHATO DC 128 25 132,547 15,688 148,235 649,859,145.03 170,816,470.90 820,675,615.93 GEITA DC 177 30 228,241 24,293 252,534 1,119,033,257.04 264,510,742.45 1,383,543,999.49 GEITA TC 47 10 67,197 11,948 79,145 329,457,362.06 130,094,033.29 459,551,395.35 MBOGWE DC 84 13 69,555 7,197 76,752 341,018,301.68 78,363,471.51 419,381,773.19 NYANG'HWALE DC 62 10 47,227 6,756 53,983 231,547,283.92 73,561,708.15 305,108,992.07 GEITA Total 576 102 629,974 76,042 706,016 3,088,673,187.85 827,972,085.68 3,916,645,273.53 IRINGA IRINGA DC 148 28 64,947 17,927 82,874 318,425,931.12 195,195,491.70 513,621,422.82 IRINGA MC 42 14 29,499 10,147 39,646 144,629,413.86 110,484,110.80 255,113,524.66 KILOLO DC 114 26 52,717 10,569 63,286 258,463,975.41 115,078,995.47 373,542,970.88 MAFINGA TC 29 8 17,055 5,007 22,062 83,618,246.50 54,517,979.97 138,136,226.47 MUFINDI DC 147 33 61,365 15,310 76,675 300,863,893.07 166,700,673.73 467,564,566.80 IRINGA Total 480 109 225,583 58,960 284,543 1,106,001,459.96 641,977,251.67 1,747,978,711.63 KAGERA BIHARAMULO DC 85 18 85,546 10,793 96,339 419,419,907.06 117,517,986.39 536,937,893.44 BUKOBA DC 141 30 78,833 12,177 91,010 386,507,020.00 132,587,465.97 519,094,485.97 BUKOBA MC 25 20 22,498 8,816 31,314 110,304,503.65 95,991,713.89 206,296,217.53 KARAGWE DC 110 19 79,255 10,965 90,220 388,576,026.16 119,390,782.98 507,966,809.14 KYERWA DC 97 21 86,284 9,440 95,724 423,038,216.40 102,786,045.72 525,824,262.13 MISSENYI DC 95 22 49,928 8,564 58,492 244,789,903.91 93,247,849.11 338,037,753.01 MULEBA DC 222 39 148,147 21,916 170,063 726,343,732.85 238,629,129.03 964,972,861.88 NGARA DC 115 23 84,344 10,386 94,730 413,526,671.51 113,086,427.00 526,613,098.51 KAGERA Total 890 192 634,835 93,057 727,892 3,112,505,981.53 1,013,237,400.08 4,125,743,381.62 KATAVI MLELE DC 13 3 13,120 1,398 14,518 64,325,499.50 15,221,916.52 79,547,416.02 MPANDA DC 52 8 59,172 4,613 63,785 290,111,925.05 50,227,969.16 340,339,894.22 MPANDA MC 34 10 44,859 7,101 51,960 219,937,315.72 77,318,189.69 297,255,505.41 MPIMBWE DC 31 4 28,828 2,441 31,269 141,339,596.01 26,578,467.97 167,918,063.98 NSIMBO DC 47 7 39,934 4,378 44,312 195,790,739.12 47,669,206.37 243,459,945.49

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No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary KATAVI Total 177 32 185,913 19,931 205,844 911,505,075.41 217,015,749.71 1,128,520,825.12 KIGOMA BUHIGWE DC 88 18 63,614 6,370 69,984 311,890,421.15 69,358,804.16 381,249,225.31 Kakonko DC 59 11 40,675 4,117 44,792 199,423,757.04 44,827,346.42 244,251,103.46 Kasulu DC 77 16 81,672 5,666 87,338 400,426,234.41 61,693,404.14 462,119,638.55 KASULU TC 59 12 59,672 6,143 65,815 292,563,354.15 66,887,148.19 359,450,502.33 KIBONDO DC 84 17 66,683 7,326 74,009 326,937,292.94 79,768,068.96 406,705,361.90 KIGOMA DC 106 19 63,675 8,679 72,354 312,189,495.50 94,500,009.62 406,689,505.12 KIGOMA MC 45 19 47,826 10,528 58,354 234,484,095.98 114,632,573.03 349,116,669.01 UVINZA DC 118 16 94,454 8,501 102,955 463,094,567.85 92,561,882.91 555,656,450.76 KIGOMA Total 636 128 518,271 57,330 575,601 2,541,009,219.02 624,229,237.42 3,165,238,456.44 KILIMANJARO HAI DC 106 29 35,282 12,689 47,971 172,982,642.80 138,162,302.35 311,144,945.15 MOSHI DC 252 59 73,753 24,653 98,406 361,600,500.38 268,430,549.28 630,031,049.65 MOSHI MC 35 14 25,487 11,313 36,800 124,959,146.79 123,179,929.58 248,139,076.37 MWANGA DC 110 25 25,415 12,143 37,558 124,606,141.00 132,217,261.99 256,823,402.99 ROMBO DC 152 41 52,281 16,631 68,912 256,326,329.24 181,084,187.12 437,410,516.36 SAME DC 185 36 58,175 16,720 74,895 285,223,775.43 182,053,250.47 467,277,025.90 SIHA DC 54 13 21,887 5,774 27,661 107,308,857.29 62,869,346.19 170,178,203.48 KILIMANJARO Total 894 217 292,280 99,923 392,203 1,433,007,392.92 1,087,996,826.98 2,521,004,219.90 LINDI KILWA DC 108 26 54,002 6,958 60,960 264,764,148.19 75,761,155.31 340,525,303.50 LINDI DC 117 23 46,093 6,009 52,102 225,987,442.73 65,428,108.98 291,415,551.71 LINDI MC 31 9 17,020 3,866 20,886 83,446,646.46 42,094,370.00 125,541,016.46 LIWALE DC 55 16 23,569 4,413 27,982 115,555,464.77 48,050,298.70 163,605,763.48 NACHINGWEA DC 105 27 42,091 6,888 48,979 206,366,204.24 74,998,970.65 281,365,174.89 RUANGWA DC 82 16 29,831 4,446 34,277 146,257,162.78 48,409,614.33 194,666,777.11 LINDI Total 498 117 212,606 32,580 245,186 1,042,377,069.18 354,742,517.97 1,397,119,587.14 MANYARA Babati DC 138 31 83,263 13,445 96,708 408,226,681.80 146,393,896.69 554,620,578.49 Babati TC 31 10 20,531 4,891 25,422 100,660,581.58 53,254,931.10 153,915,512.68

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No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary HANANG DC 112 33 67,914 9,532 77,446 332,972,711.38 103,787,774.13 436,760,485.52 KITETO DC 87 17 51,049 6,246 57,295 250,286,007.94 68,008,648.47 318,294,656.41 MBULU DC 93 18 44,922 6,578 51,500 220,246,195.79 71,623,581.44 291,869,777.22 MBULU TC 54 14 29,872 5,730 35,602 146,458,179.97 62,390,258.69 208,848,438.65 SIMANJIRO DC 87 15 43,108 5,547 48,655 211,352,411.02 60,397,690.21 271,750,101.24 MANYARA Total 602 138 340,659 51,969 392,628 1,670,202,769.48 565,856,780.73 2,236,059,550.22 MARA BUNDA DC 100 17 72,276 10,473 82,749 354,358,978.82 114,033,713.65 468,392,692.47 BUNDA TC 61 10 48,222 8,299 56,521 236,425,627.83 90,362,435.75 326,788,063.57 BUTIAMA DC 85 19 77,252 10,252 87,504 378,755,601.20 111,627,387.79 490,382,988.99 MUSOMA DC 111 17 70,680 9,141 79,821 346,534,017.15 99,530,428.38 446,064,445.53 MUSOMA MC 38 18 38,848 12,683 51,531 190,466,235.12 138,096,972.23 328,563,207.35 RORYA DC 120 28 96,426 14,489 110,915 472,763,004.21 157,761,336.49 630,524,340.70 SERENGETI DC 111 23 92,822 12,748 105,570 455,093,103.28 138,804,715.13 593,897,818.41 TARIME DC 116 30 98,833 12,861 111,694 484,564,183.88 140,035,098.94 624,599,282.82 TARIME TC 30 8 29,599 6,267 35,866 145,119,699.68 68,237,303.87 213,357,003.55 MARA Total 772 170 624,958 97,213 722,171 3,064,080,451.15 1,058,489,392.24 4,122,569,843.40 MBEYA BUSOKELO DC 61 15 24,856 7,882 32,738 121,865,443.27 85,821,992.84 207,687,436.11 CHUNYA DC 60 12 39,065 4,995 44,060 191,530,155.35 54,387,319.74 245,917,475.09 KYELA DC 101 22 55,316 13,537 68,853 271,206,503.85 147,395,625.10 418,602,128.95 MBARALI DC 109 16 70,469 10,449 80,918 345,499,514.07 113,772,393.19 459,271,907.26 MBEYA CC 73 31 82,095 25,013 107,108 402,500,143.43 272,350,356.11 674,850,499.54 MBEYA DC 158 28 76,954 12,743 89,697 377,294,549.45 138,750,273.37 516,044,822.83 RUNGWE DC 141 29 52,680 16,278 68,958 258,282,569.66 177,240,598.76 435,523,168.41 MBEYA Total 703 153 401,435 90,897 492,332 1,968,178,879.07 989,718,559.11 2,957,897,438.19 MOROGORO GAIRO DC 62 12 44,161 4,612 48,773 216,515,120.70 50,217,080.81 266,732,201.51 IFAKARA TC 33 7 24,876 5,659 30,535 121,963,500.43 61,617,185.67 183,580,686.10 KILOMBERO DC 131 25 80,929 11,604 92,533 396,783,410.78 126,348,440.10 523,131,850.88

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No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary KILOSA DC 157 39 103,463 15,306 118,769 507,264,417.32 166,657,120.32 673,921,537.64 MALINYI DC 35 9 32,053 4,259 36,312 157,151,313.69 46,373,492.45 203,524,806.14 MOROGORO DC 159 28 74,816 9,203 84,019 366,812,238.64 100,205,506.23 467,017,744.86 MOROGORO MC 61 23 57,824 17,923 75,747 283,502,872.20 195,151,938.29 478,654,810.50 MVOMERO DC 144 22 82,587 10,956 93,543 404,912,349.66 119,292,787.81 524,205,137.47 ULANGA DC 60 18 38,429 6,434 44,863 188,411,937.53 70,055,658.71 258,467,596.24 MOROGORO Total 842 183 539,138 85,956 625,094 2,643,317,160.95 935,919,210.39 3,579,236,371.34 MTWARA MASASI DC 125 26 59,567 8,381 67,948 292,048,554.04 91,255,280.64 383,303,834.67 MASASI TC 35 9 23,374 3,751 27,125 114,599,407.42 40,842,209.48 155,441,616.91 MTWARA DC 67 11 33,744 4,651 38,395 165,442,046.90 50,641,726.55 216,083,773.45 MTWARA MC 31 13 21,888 6,350 28,238 107,313,760.15 69,141,037.11 176,454,797.26 NANYAMBA TC 63 10 26,899 4,012 30,911 131,881,982.56 43,684,069.43 175,566,051.99 NANYUMBU DC 94 12 39,609 3,535 43,144 194,197,310.20 38,490,325.38 232,687,635.59 NEWALA DC 74 15 26,175 4,327 30,502 128,332,313.23 47,113,900.41 175,446,213.63 NEWALA TC 45 11 21,622 4,357 25,979 106,009,599.87 47,440,550.98 153,450,150.84 TANDAHIMBA DC 126 28 61,287 9,103 70,390 300,481,470.13 99,116,671.00 399,598,141.13 MTWARA Total 660 135 314,165 48,467 362,632 1,540,306,444.49 527,725,770.98 2,068,032,215.47 MWANZA BUCHOSA DC 87 19 104,756 14,020 118,776 513,603,812.96 152,654,699.26 666,258,512.22 ILEMELA MC 74 24 81,487 21,973 103,460 399,519,205.65 239,249,765.11 638,768,970.76 KWIMBA DC 151 31 114,228 16,691 130,919 560,043,685.77 181,737,488.26 741,781,174.03 MAGU DC 103 21 99,407 16,434 115,841 487,378,424.48 178,939,181.72 666,317,606.20 MISUNGWI DC 139 24 101,931 13,738 115,669 499,753,238.56 149,584,183.91 649,337,422.48 MWANZA CC 80 30 101,386 29,359 130,745 497,081,180.85 319,671,135.21 816,752,316.06 SENGEREMA DC 98 30 106,873 18,040 124,913 523,983,163.76 196,425,875.51 720,409,039.27 UKEREWE DC 123 22 108,812 15,640 124,452 533,489,805.80 170,293,829.99 703,783,635.79 MWANZA Total 855 201 818,880 145,895 964,775 4,014,852,517.83 1,588,556,158.97 5,603,408,676.80

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No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary NJOMBE LUDEWA DC 108 17 36,703 6,437 43,140 179,949,604.29 70,088,323.76 250,037,928.05 MAKAMBAKO TC 38 10 26,080 6,509 32,589 127,866,541.70 70,872,285.13 198,738,826.83 MAKETE DC 102 18 23,333 6,111 29,444 114,398,390.24 66,538,720.91 180,937,111.15 NJOMBE DC 52 11 23,139 4,520 27,659 113,447,235.75 49,215,352.40 162,662,588.15 NJOMBE TC 76 14 32,570 7,889 40,459 159,686,091.38 85,898,211.30 245,584,302.68 WANGING'OMBE DC 107 16 42,610 9,483 52,093 208,910,787.64 103,254,244.87 312,165,032.51 NJOMBE Total 483 86 184,435 40,949 225,384 904,258,650.99 445,867,138.38 1,350,125,789.37 PWANI BAGAMOYO DC 32 9 27,435 5,806 33,241 134,509,914.55 63,217,773.46 197,727,688.01 CHALINZE DC 105 17 55,955 10,671 66,626 274,339,430.24 116,189,607.40 390,529,037.65 KIBAHA DC 37 8 18,932 5,226 24,158 92,820,911.33 56,902,529.13 149,723,440.45 KIBAHA TC 39 13 32,109 8,292 40,401 157,425,873.75 90,286,217.28 247,712,091.03 KIBITI DC 76 11 37,009 5,091 42,100 181,449,878.90 55,432,601.56 236,882,480.46 KISARAWE DC 83 15 29,662 5,449 35,111 145,428,579.75 59,330,631.69 204,759,211.44 MAFIA DC 32 6 11,014 2,095 13,109 54,000,080.15 22,811,098.07 76,811,178.22 MKURANGA DC 113 22 75,154 9,353 84,507 368,469,404.71 101,838,759.07 470,308,163.78 RUFIJI DC 45 9 30,610 4,302 34,912 150,076,489.32 46,841,691.60 196,918,180.91 PWANI Total 562 110 317,880 56,285 374,165 1,558,520,562.68 612,850,909.27 2,171,371,471.95 RUKWA KALAMBO DC 98 15 64,684 5,938 70,622 317,136,479.42 64,655,035.96 381,791,515.38 NKASI DC 103 22 86,322 8,849 95,171 423,224,525.02 96,351,029.51 519,575,554.53 SUMBAWANGA DC 103 15 93,444 6,919 100,363 458,142,681.07 75,336,509.57 533,479,190.64 SUMBAWANGA MC 55 17 61,201 11,987 73,188 300,059,824.33 130,518,679.03 430,578,503.36 RUKWA Total 359 69 305,651 33,693 339,344 1,498,563,509.83 366,861,254.08 1,865,424,763.91 RUVUMA MADABA DC 27 8 12,275 2,487 14,762 60,182,584.33 27,079,332.17 87,261,916.50 MBINGA DC 163 28 65,225 9,924 75,149 319,788,925.70 108,056,008.24 427,844,933.93 MBINGA TC 70 11 31,818 5,179 36,997 155,999,142.01 56,390,776.57 212,389,918.58 NAMTUMBO DC 106 24 55,428 7,722 63,150 271,755,623.97 84,079,856.47 355,835,480.44 NYASA DC 106 14 43,352 6,208 49,560 212,548,708.42 67,594,891.09 280,143,599.51

206

No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary SONGEA DC 69 16 31,630 4,875 36,505 155,077,404.67 53,080,717.47 208,158,122.14 SONGEA MC 76 24 51,598 12,320 63,918 252,977,677.09 134,144,500.35 387,122,177.44 TUNDURU DC 148 21 74,761 9,513 84,274 366,542,581.44 103,580,895.44 470,123,476.88 RUVUMA Total 765 146 366,087 58,228 424,315 1,794,872,647.64 634,006,977.79 2,428,879,625.42 SHINYANGA KAHAMA TC 72 15 75,996 10,495 86,491 372,597,611.30 114,273,257.40 486,870,868.70 KISHAPU DC 119 26 69,574 10,390 79,964 341,111,455.98 113,129,980.41 454,241,436.39 Msalala DC 92 14 71,171 8,305 79,476 348,941,320.52 90,427,765.86 439,369,086.38 SHINYANGA DC 130 26 89,720 10,276 99,996 439,884,437.16 111,888,708.25 551,773,145.40 SHINYANGA MC 48 17 37,965 8,204 46,169 186,137,011.33 89,328,042.28 275,465,053.61 USHETU DC 102 18 82,916 6,655 89,571 406,525,390.01 72,461,984.56 478,987,374.57 SHINYANGA Total 563 116 427,342 54,325 481,667 2,095,197,226.30 591,509,738.76 2,686,706,965.06 SIMIYU BARIADI DC 79 22 88,358 8,559 96,917 433,206,744.30 93,193,407.34 526,400,151.64 BARIADI TC 38 14 51,964 6,760 58,724 254,772,123.19 73,605,261.56 328,377,384.74 BUSEGA DC 86 20 76,183 10,669 86,852 373,514,445.79 116,167,830.70 489,682,276.49 ITILIMA DC 87 29 99,622 7,687 107,309 488,432,538.99 83,698,764.14 572,131,303.13 MASWA DC 121 36 94,229 12,296 106,525 461,991,424.75 133,883,179.89 595,874,604.65 MEATU DC 111 22 79,494 6,288 85,782 389,747,809.27 68,465,959.27 458,213,768.54 SIMIYU Total 522 143 489,850 52,259 542,109 2,401,665,086.29 569,014,402.90 2,970,679,489.19 SINGIDA IKUNGI DC 108 30 74,235 9,617 83,852 363,963,678.03 104,713,284.08 468,676,962.10 IRAMBA DC 94 22 61,162 8,161 69,323 299,868,612.86 88,859,843.13 388,728,455.99 ITIGI DC 38 11 33,864 3,272 37,136 166,030,389.88 35,626,688.73 201,657,078.61 MANYONI DC 68 16 48,609 4,984 53,593 238,323,033.95 54,267,547.87 292,590,581.82 MKALAMA DC 80 19 55,254 5,483 60,737 270,902,526.65 59,700,835.67 330,603,362.31 SINGIDA DC 93 26 68,900 10,066 78,966 337,806,929.56 109,602,154.26 447,409,083.82 SINGIDA MC 48 18 41,827 7,940 49,767 205,071,849.68 86,453,517.27 291,525,366.95 SINGIDA Total 529 142 383,851 49,523 433,374 1,881,967,020.59 539,223,871.01 2,421,190,891.60

207

No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary SONGWE ILEJE DC 83 19 27,537 5,586 33,123 135,010,006.09 60,822,335.95 195,832,342.04 MBOZI DC 161 40 110,759 19,227 129,986 543,035,670.70 209,350,349.69 752,386,020.39 MOMBA DC 75 9 46,680 3,062 49,742 228,865,420.49 33,340,134.75 262,205,555.24 SONGWE DC 54 9 32,757 3,430 36,187 160,602,925.86 37,347,048.39 197,949,974.25 TUNDUMA TC 33 9 36,656 5,043 41,699 179,719,169.96 54,909,960.65 234,629,130.61 SONGWE Total 406 86 254,389 36,348 290,737 1,247,233,193.09 395,769,829.44 1,643,003,022.53 TABORA IGUNGA DC 133 29 89,050 11,240 100,290 436,599,522.17 122,385,079.86 558,984,602.03 KALIUA DC 100 14 101,863 8,606 110,469 499,419,844.21 93,705,159.90 593,125,004.11 NzEGA DC 146 31 95,263 9,085 104,348 467,060,980.13 98,920,680.66 565,981,660.78 NZEGA TC 30 8 21,813 3,546 25,359 106,946,045.78 38,610,097.26 145,556,143.04 SIKONGE DC 95 17 48,270 4,288 52,558 236,660,965.02 46,689,254.67 283,350,219.69 TABORA DC 116 17 98,771 8,008 106,779 484,260,206.67 87,193,925.23 571,454,131.90 TABORA MC 73 23 54,573 12,361 66,934 267,563,680.22 134,590,922.79 402,154,603.01 URAMBO DC 77 14 57,681 6,260 63,941 282,801,763.48 68,161,085.40 350,962,848.89 TABORA Total 770 153 567,284 63,394 630,678 2,781,313,007.68 690,256,205.77 3,471,569,213.45 TANGA BUMBULI DC 97 24 45,069 7,825 52,894 220,966,915.94 85,201,356.76 306,168,272.70 HANDENI DC 117 23 77,612 8,400 86,012 380,520,630.15 91,462,159.33 471,982,789.48 HANDENI TC 33 8 22,715 4,193 26,908 111,368,423.87 45,654,861.20 157,023,285.07 KILINDI DC 111 22 68,685 7,349 76,034 336,752,815.05 80,018,501.06 416,771,316.11 KOROGWE DC 138 27 65,797 11,561 77,358 322,593,360.59 125,880,240.95 448,473,601.54 KOROGWE TC 29 9 16,714 4,400 21,114 81,946,371.85 47,908,750.12 129,855,121.98 LUSHOTO DC 163 53 101,289 13,724 115,013 496,605,603.60 149,431,746.98 646,037,350.58 MKINGA DC 80 15 32,342 4,910 37,252 158,568,239.71 53,461,809.80 212,030,049.51 MUHEZA DC 111 25 49,859 9,094 58,953 244,451,606.69 99,018,675.83 343,470,282.52 PANGANI DC 32 7 12,984 2,277 15,261 63,658,710.79 24,792,778.19 88,451,488.98 TANGA CC 77 26 56,984 19,095 76,079 279,384,471.32 207,913,087.19 487,297,558.51 TANGA Total 988 239 550,050 92,828 642,878 2,696,817,149.56 1,010,743,967.40 3707561117

208

No. of Schools No. of Students Amount of CG Released Region Council Total Amount Primary Secondary Primary Secondary Total Primary Secondary

GRAND TOTAL 16,158 3,642 10,994,641 1,812,508 12,807,149 53,905,165,716.00 19,735,225,652.52 73,640,391,368.52

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