Education Reforms in Tanzania and the
Lessons Educationist in Kenya Can Draw
By Anthony M. Wanjohi
Background of Education in Tanzania
The structure of the Formal Education and Training System in
Tanzania constitutes 2 years of pre-primary education, 7 years of primary
education, 4 years of Junior Secondary (ordinary Level), 2 years of Senior Secondary (Advanced Level) and up to
3 or more years of Tertiary Education. Specifically, the education system
has three levels, namely: Basic, Secondary and Tertiary Levels. Basic or first
level education includes pre-primary, primary and non-formal adult
education. Secondary or second level education has Ordinary and Advanced
level of secondary schooling while Tertiary or third level includes programmes
and courses offered by non-higher and higher education institutions (MOEST,
2010).
Educational Reforms in Tanzania and
Lessons Learnt
Since 1970, Tanzania has had great experiences in education
sector. This section explores the background of education in Tanzania, reforms
and lessons that an educator can learn.
Sequence of Reforms in education sector
The Great Steps Forward of the 1970s
One of the key objectives of President Nyerere’s development
strategy for Tanzania, as reflected in the 1967 Arusha Declaration,
was ensuring that basic social services were available equitably to all members
of society. In the education sector, this goal was translated into the 1974
Universal Primary Education Movement, whose goal was to make primary education
universally available, compulsory, and provided free of cost to users to ensure
it reached the poorest.
As the strategy was implemented, large-scale increases in the
numbers of primary schools and teachers were brought about through
campaign-style programs with the help of donor financing. By the beginning of
the 1980s, each village in Tanzania had a primary school and gross primary
school enrollment reached nearly 100 percent, although the quality of education
provided was not very high.
The Crisis of the 1980s
In the 1980s, however, the Tanzanian government encountered
serious difficulties in financing the social services it had deployed in the
1970s. As the country’s terms of trade declined, economic growth and tax
revenues declined accordingly. Moreover, whereas donors had been willing to
finance much of the capital costs in the social sectors, the recurrent costs of
running the resulting infrastructure fell on the government, which, in turn, depended
on a declining tax base. Finally, a 3 percent annual population growth during
the 1980s led to increased demand for education, placing an additional strain
on the sector.
As a result of all these tensions, the quality of most social
services declined significantly. In the education sector, government resources
were barely enough to pay teachers’ wages, textbooks and other teaching
material were scarce and school buildings and other education infrastructure
decayed. As a result, educational outcomes deteriorated. By 1993, gross
enrollment in primary education had declined from the 100 percent of 1980 to 82
percent while, between 1986 and 1992, illiteracy increased from 10 to 16
percent.
The Introduction of User Fees
Contributions by local communities to the running of schools were
gradually introduced due to declining resources, the national ethos of
self-reliance, and the push by international financial institutions towards
“cost-sharing.” The number and amount of the contributions increased progressively
throughout the 1980s and, in 1995, a primary school enrollment fee was formally
introduced. Simultaneously, throughout the 1980s and 1990s, school enrollment
declined due to a combination of rising costs with declining quality of
schooling and, possibly, declining returns to education.( Arvidson and Nordström2006).
Reforms through Government Intervention
Due to the challenges faced by education sector, further reforms
had to come by. The overall objectives of introducing education reforms together
with other policy initiatives was to ensure growing and equitable access to
high quality formal education and adult literacy through facilities expansion,
efficiency gains and quality improvement, accompanied with efficient supply and
use of resources. Therefore in early 1997 the Tanzania Government
developed a Basic Education Master Plan (BEMP) to guide development in basic
education provision.
In response to the local Government reforms agenda, on action plan
for transferring responsibility to local school committees was prepared (as
provided for in local Government Reform Act of 1998). Less developed
regions/districts were given preferences in opening new secondary schools or
receiving assistance to do so (GoT, 2000).
Reforms through Participative Approach
Further reforms came through the elimination of user fees through
participative approach. The process leading to the elimination of user fees on
primary education in Tanzania was the result of, as one interviewee put it,
“the coming together of many streams to form a river.” These streams were
increasing social discontent, the PRSP process, civil society organizations’
activism in Tanzania as well as in the North, and the turn-around of the
Tanzanian government and the donor community in support of the measure.
Lessons for Educationist in Kenya
Some lessons are learnt through hard way. Tanzania experience in
education sector has a number of lessons to offer based on the following
Very low levels of education
participation inherited at independence (1961) followed by massive
enrolment increases in the 1970s (UPE)
Decline through the 1980s and 90s (enrolment, funding,
political/program focus) reaching crisis point and consensus that education was
priority one (HIPC/PRSP) and
Civil society pressure (in
Tanzania/internationally). The following steps were taken:
The timeline of different experiences that Tanzania has had in
education can serve to enlighten educators in Kenya. Reforms in education do
not need to come through coercion from external forces. Government and other
stakeholders should be able to come together and work towards achievement of
educational goals.
Real change in education can only be realized if there is support
from all stakeholders. Education in Kenya should reflect on the need to have
more facilities to cater for the high rates of enrolment and employ more
teachers.
Reforms in education in
Tanzania were basically stakeholders driven. Thus the real lessons learnt from
reforms in education should not be seen as government principal role. For Kenya
education, government should assume the role of a facilitator in the provision
of education. This new role of the government should be able to provide a more
conducive environment for the all the stakeholders to increase their investment
in education. This participative approach has potentials to establish a
more learning environment that will allow imparting both knowledge and
technology to the youth for a more active participation in the country’s
economic growth.
References
Arvidson, A. and Nordström, M. (2006). EDUCATION SECTOR
POLICY OVERVIEW PAPER. Retrieved September 7, 2010
from
http://www.enable.nu/publication/D_1_7_Tanzania_Education_Policy_Overview.
Crouch,
C. (2004). Post-democracy: Themes for the 21st century. New York:
Wiley-Blackwell.
Government
of Tanzania, (GoT)
(2000). Education in Tanzania. Retrieved
October 5, 2010 from http://www.tanzania.go.tz/education.html.
Jansen,
D. (2002). Equal educational opportunities: comparative perspectives in
education law Van Schaik.
MOEST, (2010). Education
in Tanzania. Retrieved October 5, 2010 from www.msthe.go.tz
Rajani, R. (2007). Pretending to Progress? Education Reforms in Tanzania. Retrieved
September 7, 2010 from http://www.cgce.ca/
World Bank (2002). The Elimination of User Fees for
Primary Education in Tanzania” A Case Study on the Political Economy of
Pro-Poor
Policies. Retrieved
October 5, 2010 from http://info.worldbank.org/etools/docs/library/89262/Ta_0602/casestudy_tanz.doc.
Suggested
Citation In APA
KENPRO (2010). Education
Reforms in Tanzania and the Lessons Educationist in Kenya Can Draw. KENPRO Online Papers Portal. Available online
at http://www.kenpro.org/papers/education-reforms-in-tanzania-and-lessons-learnt.htm
Arvidson, A. and Nordström, M. (2006). EDUCATION SECTOR
POLICY OVERVIEW PAPER. Retrieved September 7, 2010
from
http://www.enable.nu/publication/D_1_7_Tanzania_Education_Policy_Overview.
Crouch,
C. (2004). Post-democracy: Themes for the 21st century. New York:
Wiley-Blackwell.
Government
of Tanzania, (GoT)
(2000). Education in Tanzania. Retrieved
October 5, 2010 from http://www.tanzania.go.tz/education.html.
Jansen,
D. (2002). Equal educational opportunities: comparative perspectives in
education law Van Schaik.
MOEST, (2010). Education
in Tanzania. Retrieved October 5, 2010 from www.msthe.go.tz
Rajani, R. (2007). Pretending to Progress? Education Reforms in Tanzania. Retrieved
September 7, 2010 from http://www.cgce.ca/
World Bank (2002). The Elimination of User Fees for
Primary Education in Tanzania” A Case Study on the Political Economy of
Pro-Poor
Policies. Retrieved
October 5, 2010 from http://info.worldbank.org/etools/docs/library/89262/Ta_0602/casestudy_tanz.doc.
Suggested Citation In APA
KENPRO(2010). Education
Reforms in Tanzania and the Lessons Educationist in Kenya Can Draw.KENPRO
Online Papers Portal. Available online at http://www.kenpro.org/papers/education-reforms-in-tanzania-and-lessons-learnt.htm
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