Decentralisation and primary education in Tanzania : what are the contemporary successes and challenges?

Abstract

This is a report of a study that critically explored the implementation process in the decentralisation of primary education in Tanzania. The main objectives of the study were to explore the successes and challenges of the on-going decentralisation of primary education in Tanzania.

The study mainly adopted a qualitative research approach. The methods employed to collect data were interviews, informal field observation, focus group discussions as well as documentary analysis. The informants involved in the data collection were policy-makers, council officials and councillors, Head teachers and members of the school committee. In addition to these informants, officers from HakiElimu were also involved.

In brief, the study revealed that, following the contemporary decentralisation of primary education, there have been some improvements on access, quality and management of primary education. The Gross Enrolment Ratio has increased from 77.6 percent in 1990 to 114.4 percent in 2007. The Net Enrolment Ratio reached 97.3 percent compared to 58.8 percent in 1990 (Okkolin, 2006; URT, 2007a). The pupil book ratio has at least slightly increased in Mbeya District Council from one book to three pupils (1:3) in 1999 to one book to two pupils (1:2) in the 2007. The school buildings such as teacher houses, classrooms and offices have also relatively increased in number. Moreover, the transparency and management of primary schools has shown some improvements.

Despite the successes mentioned above, the study also revealed some challenges which still characterised the contemporary decentralisation processes. First, the current limited financial and human resources make it difficult for decentralisation to succeed. Second, about one fourth of the teachers in the two councils involved in the study had qualifications below the required standards. In relation to that, the relevance of primary education was questionable in the sense that it does not fully cater to the interest of the local communities. Thirdly, the members of the school committee lacked both relevant knowledge and experience to efficiently manage the schools in their areas of jurisdiction. Fourthly, the central-local relations were said to have some contradictions. Finally, extreme poverty was found to be the stumbling block to the decentralisation initiatives.

The study report is concluded by a recommendation for a comparative study involving two or more regions with different economic and academic status about the contemporary successes and challenges of decentralising primary education in Tanzania. As this study employed a qualitative approach and therefore a small sample, further studies need to be conducted so as to cover a large sample size.