The United Republic of Global Initiative on Tanzania Out-of-School Children Ministry of Education Science and Technology TANZANIA COUNTRY REPORT MARCH 2018 1 Acknowledgement The MOEST and UNICEF would like to express gratitude to Muhammad Q Hasan PhD, the UNICEF consultant for this Out-of-School Study and his co-worker Dr Jie Zhang, former Lecturer of University of Essex and a former UNICEF consultant, for their strong technical knowledge and analytical skills in bringing to light the profiles, barriers, bottlenecks and policy issues affecting children and adolescents out of school. Dr M Q Hasan, the international consultant, was responsible for the profiling of Out-of-School Children, the analysis of barriers and bottlenecks, and the final writing of the Tanzania Country Report. Immense gratitude is also due to the research team from the Dar es Salaam University College of Education (DUCE) namely, Professor Sam Magimbi, Professor Maurice Mbago, Dr Consolata Chua, Dr Christina Raphael, Dr Julius Mngumi and Mr Rodrick Ndomba, who led the qualitative component of the study in seven regions, supported by the international consultant with whom the team interacted on a continuous basis. This interaction not only reinforced national capacities but also helped us to understand some of the complex contextual issues affecting Out-of-School Children in Tanzania. Gratitude is also due to the Permanent Secretary, Ministry of Education, Science and Technology (MOEST) and all the members of the technical reference group formed in the Ministry for the study. Thanks is especially due to Mr John Senzighe, at the Department of Policy and Planning who was the main contact point at the Ministry and helped the consultant in every aspect of the project. Furthermore, thanks are also due to Ms Cecilia Baldeh, Chief of Education and Dr Ayoub Kafyulilo, Education Specialist, UNICEF Tanzania, who provided the necessary technical, logistical and financial support on behalf of UNICEF. MARCH 2016 Abbreviations ANAR Adjusted Net Attendance Rate NFE Non-Formal Education BEST Basic Education Statistics in Tanzania OOSC Out-of-School Children CMF Conceptual and Methodological Framework OOSCI Out-of-School Children Initiative COBET Complimentary Basic Education in Tanzania PEDP Primary Education Development Plan CSEE Certificate of Secondary Education Examination PLR Pupil to Pit Latrine Ratio DEO District Education Officer PO-RALG President’s Office – Regional Administration DPO Development Partners Organisations and Local Government DUCE Dar es Salaam University College of Education PSLE Primary School Leaving Examination EFA Education for All REO Regional Education Officer EGMA Early Grade Mathematics Assessment SEDP Secondary Education Development Plan EGRA Early Grade Reading Assessment SSME Snapshot of School Management Effectiveness ESDP Education Sector Development Programme TASAF Tanzania Social Action Fund ETP Education and Training Policy UIS UNESCO Institute for Statistics GPI Gender Parity Index UNICEF United Nations Children’s Fund HBS Household Budget Survey UPE Universal Primary Education MOEST Ministry of Education, Science and Technology WASH Water, Sanitation and Hygiene NBS National Bureau of Statistics WEC Ward Educational Coordinators Global Initiative on Out-of-School Children 2 Tanzania Country Report Contents Executive summary 6 1. Introduction 13 1.1. Research objectives and methodology 14 1.2. Education system in Tanzania 15 1.2.1. Autonomous education systems 15 1.2.2. Education system in Tanzania Mainland, 2012 16 1.2.3. Simplification measures taken in profiling OOSC 16 1.2.4. New education policy in Tanzania Mainland 17 2. Profiles of Out-of-School Children 18 2.1. Introduction 18 2.1.1. Out-of-School Children and their measurement 18 2.1.2 Data sources for measuring OOSC in Tanzania 18 2.1.3 Analytical framework 20 2.1.4 Note of caution 20 2.2 Dimension 1 20 2.2.1 Pre-primary exclusion 20 2.2.2 Regional disparity in pre-primary exclusion 22 2.3 Dimensions 2 and 3 23 2.3.1 Primary ANAR 23 2.3.2 Out-of-School Children at primary school age 24 2.3.3 School attendance of lower secondary school age children 24 2.3.4 Out-of-School Children at lower secondary school-age 26 2.3.5 Number and percentage of Out-of-School Children in Tanzania 26 2.3.6 Urban and rural and regional disparity in Out-of-School Children 27 2.3.6.1 Urban and rural disparity in Out-of-School Children 27 2.3.6.2 Regional disparity in Out-of-School Children 27 2.4 Profiles of the Never-Attended and Drop-out Children 30 2.4.1 School attendance of children in Tanzania 30 2.4.2 Children who never attended school 31 2.4.3 Children who dropped out of school 32 2.4.3.1 Dropout rate 32 2.4.3.2 Education attainment10 of dropout children 32 2.4.3.3 Reasons for drop out of school 33 2.4.4 Over age 35 2.4.5 Impact of poverty on Out-of-School Children 36 2.4.6 Impact of disability on Out-of-School Children 37 2.4.7 Impact of family structure on Out-of-School Children 38 2.4.8 Relationship between dropout and early marriage 38 2.4.9 Child labour in Out-of-School Children 39 2.5 Dimension 4 and 5 41 2.6 Projection of number of Out-of-School Children for 2015 42 3. Analysis of Critical Issues in the Implementation of Education Policies and strategies 43 3.1 Weak performance of the primary education sub-sector 44 3.2 Unsustainable expansion of secondary education 44 Contents 3 Executive summary 6 3.3 Limited human resource pool for quality teachers 45 3.4 Shortage of skilled workers 45 1. Introduction 13 4. Barriers and bottlenecks 46 1.1. Research objectives and methodology 14 1.2. Education system in Tanzania 15 4.1 Introduction 46 1.2.1. Autonomous education systems 15 4.1.1 Analytical framework 46 1.2.2. Education system in Tanzania Mainland, 2012 16 4.1.2 OOSC profile and barriers and bottlenecks 46 1.2.3. Simplification measures taken in profiling OOSC 16 4.2 Major bottlenecks in enabling environment 47 1.2.4. New education policy in Tanzania Mainland 17 4.2.1 Education policy enforcement 47 4.2.2 Budget allocation and timely delivery of grants 48 2. 4.2.3 Planning of education resources 49 Profiles of Out-of-School Children 18 4.2.3.1 Education plan with population volume and growth 49 4.2.3.2 Education plan with population distribution 49 2.1. Introduction 18 4.2.4 Motivation of teachers 49 2.1.1. Out-of-School Children and their measurement 18 4.2.5 Quality of teaching and teacher training 49 2.1.2 Data sources for measuring OOSC in Tanzania 18 4.3 Supply side barriers​ 50 2.1.3 Analytical framework 20 4.3.1 Shortage of teachers​ 50 2.1.4 Note of caution 20 4.3.2 Shortage in classrooms and desks 52 2.2 Dimension 1 20 4.3.3 Poor school infrastructure and facilities 53 2.2.1 Pre-primary exclusion 20 4.3.4 Corporal punishment​ 53 2.2.2 Regional disparity in pre-primary exclusion 22 4.3.5 Schools far away 54 2.3 Dimensions 2 and 3 23 4.3.6 Safety in and out of school 54 2.3.1 Primary ANAR 23 4.3.7 Shortage of textbook supply​ 55 2.3.2 Out-of-School Children at primary school age 24 4.3.8 Lack of provision for disability 55 2.3.3 School attendance of lower secondary school age children 24 4.3.9 Provision of sports and extracurricular activities 56 2.3.4 Out-of-School Children at lower secondary school-age 26 4.3.10 School inspection 56 2.3.5 Number and percentage of Out-of-School Children in Tanzania 26 4.4 Demand side barriers 57 2.3.6 Urban and rural and regional disparity in Out-of-School Children 27 4.4.1 Poverty 57 2.3.6.1 Urban and rural disparity in Out-of-School Children 27 4.4.1.1 Poverty in general 57 2.3.6.2 Regional disparity in Out-of-School Children 27 4.4.1.2 Indirect costs of schooling 58 2.4 Profiles of the Never-Attended and Drop-out Children 30 4.4.1.3 Opportunity costs of schooling​ 58 2.4.1 School attendance of children in Tanzania 30 4.4.2 Perception of low value of education​ 59 2.4.2 Children who never attended school 31 4.4.3 Late start of primary schooling​​ 60 2.4.3 Children who dropped out of school 32 4.4.4 Gender-related barriers​ 60 2.4.3.1 Dropout rate 32 4.4.4.1 Late start of school in boys 61 2.4.3.2 Education attainment10 of dropout children 32 4.4.4.2 Early drop out of school among girls 61 2.4.3.3 Reasons for drop out of school 33 4.4.5 Weak family structure 62 2.4.4 Over age 35 4.4.6 Migration of households 62 2.4.5 Impact of poverty on Out-of-School Children 36 4.4.7 Attitudes to Persons with Disability​ 63 2.4.6 Impact of disability on Out-of-School Children 37 4.4.8 Communal responsibility and involvement 63 2.4.7 Impact of family structure on Out-of-School Children 38 4.4.9 Information on Out-of-School Children 63 2.4.8 Relationship between dropout and early marriage 38 2.4.9 Child labour in Out-of-School Children 39 5.