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Plans, Programmes and Projects

The Ministry of Education and Vocational Training has various Plans, programmes and projects and initiated in order to address the problems facing the education sector. Most of the plans, programmes and projects were the initiatives of either bilateral or multilateral agreement between a country or institution and the Government of Tanzania.

It is the intention of MoEVT to gradually mainstream all on-going project and programmes into the Education Sector Development Programme in order to achieve better coordination and accountability in the endeavour to improve the quality of education as well as enhancing access and equity.

There are Plans programmes and projects under the Ministry of Education and Vocational Training. These Plans programmes and projects include:-

• Primary Education Development Plan (PEDP)
• Secondary Education Development Plan (SEDP)
• Complementary Basic Education in Tanzania (COBET)
• Education II Project (ED – II P)
• Family Life Education (FLE)
• Human Resource Development Programme (HRDP)
• Integrated Community-Based Adult Education (ICBAE)
• International Programme for Elimination of Child Labour (IPEC)
• Norway- Tanzania (NOTA)
• School Feeding Programme (SFP)
• School Health Programme (SHP)
• School Mapping and Micro-Planning (SM&MP)
• Tanzania Vocational Training Trust Fund (TCTF)
• Tanzania Multisectoral Aids Project (TMAP)

PRIMARY EDUCATION DEVELOPMENT PLAN (PEDP)

Background:

The Primary Education Development Plan (PEDP) is a five year (2002-2006) programmes that articulates the vision of Universal Primary Education (UPE) within the wider Tanzania Policy, frameworks of the Education and Training Policy, the Education Sector Development Programme (ESDP), the Local Government Reform Programme (LGRP), the Poverty Reduction Strategy (PRSP) and the vision 2025. The plan translates the ESDP goals and the International Education For All (EFA) 2000 goals into feasible strategies and actions for the development of primary education.

The formulation of PEDP involved a number of stakeholders at all levels. Several Technical Working Groups that drew members from a variety of stakeholder groups and ministries had a significant contribution in the preparation of the plan.

Main Objective:

To ensure that all children have equitable access to a good quality primary education.

Specific Objectives:

• To enroll all children 7-10 years old by 2005
• To improve educational quality
• To improve management capacity within the education system  

Implementation Status:

Activities executed during the 2 nd year of PEDP

• The government and pooled funds partners continued to provide financial and technical resources required for implementation of the plan.
• Circulars and instructions letters to councils to facilitate implementation of the plan were issued as required
• Procurement of textbooks and other education materials is decentralized.
• Monitoring of PEDP annual performance country-wide executed by MoEVT and PORALG
• Capacity building for key PEDP actors from central, zonal, regional and council and Teachers’ College levels conducted. The training focused on a number of topics quality teaching and learning Child friendly school concept, decentralized procurement of textbooks at school committee level, effective use of textbooks in the classroom, role of capitation grant in improving education quality, and Monitoring and Supervision of 2 nd year student teachers. Finance management and procurement procedures, construction modalities, data management and processing and cross-cutting issues.
• Implementation of the Design for Improvement of the quality of Primary Education.
• Capacity building of school committees and other key players in primary education through training in procurement procedures, whole school development planning and reporting.
• PEDP Financial Audit for 2001/02 and 2002 for Central Government and Local Government Authorities conducted in November, 2003.
• Joint PEDP Review conducted in October, 2003 and report submitted in December 2003.

Implementation Strategies:

• Increasing enrolment rates of all groups of children;
• Using existing teachers and classrooms more effectively;
• Constructing more classrooms, teachers houses, water reserve and sanitary facilities;
• Expanding complementary education programmes for out-of-school children (11-13 years) and youth (14-18 years).
• Recruiting new qualified teachers
• Monitoring PEDP implementation on regular basic, preferably quarterly
• Conducting annual reviews and financial audit

Achievements by 2004:

• A total of 1,368,315 children were enrolled in standard I in 2004 which is less than the target of 1,640,969 by 272,654 the shortfall is due to both massive enrolment in the first year of PEDP of 11-13 year olds in grade I enrolment.
• The government through the Local Government authorities is recruiting a total of 15,283 new teachers targeted for the year.
• A total of 10,788 Grade IIIA teacher trainees have been enrolled in teachers colleges, (10,037 in government teachers’ colleges and 751 in private teachers’ colleges).
• 14,709 classrooms constructed and 4,374 classrooms under construction; 884 teachers houses constructed and 333 houses still under construction; 14.700 pit-latrines constructed and 17,373 pit-latrines under construction, 286,488 desks purchased and supplied to schools and 10,399 chairs, 5,874 tables 580 shelves and 2,497 cupboards were made through NGOs, CBOs and community efforts.
• Government decentralized to school committee level procurement of textbooks and other education materials. Pupil Books Ratio at 1:4 at Grade I-IV and 1:6 at grades V to VII.  

Funding Agency:

GoT, CIDA, EU, Ireland Aid , Norway , Royal Netherlands , Belgium , Finland , Sida , France and WB (Credit).

Funding Level:

PEDP budget for 2003/2004 was Tshs: 364,413,200,000

Coverage of the Programme:

The Primary Education Development Plan is being implemented nation-wide and covers all government primary schools.

Staff Involved:

All staff members are government employees (MoEVT and PORALG)

Time Frame:

PEDP is a five-year plan from 2002-2006

Problems and Challenges:

The flow of funds from DPs has been irregular causing delay in implementing planned activities. The delay has been persistently caused by delay in accessing implementation report from schools and councils. It is recommended that reporting mechanism should be strengthened at all levels.

• The policies are made by MoEVT whereas implementation is done by councils and PORALG. There is need to establish mechanism for enabling MoEVT to receive information on flow of funds timely.
• Dissemination of PEDP at community level is still not well known by communities and primary school. There is a need to carry out the dissemination exercise at community levels.
• For the third consecutive years, the PEDP has not been fully funded hence affecting implementation of a number of activities. It is therefore recommended that all partners should affirm their pledges and commitments.

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SECONDARY EDUCATION DEVELOPMENT PLAN (SEDP)

 Background:

The government has decided to address the main issues sub-sector wise, starting with the top priority that is primary education under the umbrella of Education Sector Development Programme (ESDP).

The government in collaboration with Development Partners (DP) has managed to increase enrolment at primary level and is in the process of raising quality through provision of adequate and appropriate teaching and learning materials and teacher improvement.

Now, ESDP focuses on reforms on secondary education which performs below requirements of meeting development needs.

Main Objective:

To enroll more children in secondary schools, retain and ensure that they learn properly.

• To increase transition rate from primary to secondary (F.1 – 4) to 50% in 2010 compared to 21% in 2002.
• To increase the number of students for upper secondary (Form 5 & 6) to 25% of those who complete form 4.
• To achieve retention of students in the system to acquire requisite secondary education.
• To ensure that the education received by students is of high quality and relevant to their daily lives and employment prospects.
• To achieve better management and delivery of secondary education services through devolution of authority to regions, local authorities, school boards and institutions.

 Implementation Status:

Currently, the Government is working actively with Development Partners and all stakeholders to move SEDP forward. With the commitment of the Government and the support of the Development Partners including the proposed International Development Association (IDA) Secondary Education Development credit, Tanzania will be able to mobilize the resources needed to successfully address sub-sector issues. In this context, the government is committed to increase allocation of resources for SEDP partly through increase of resources to the sector to finance Capitation and Development Grants, as well as costs related to the development and implementation of curricula, examinations and the provision of teachers.

Development grant for construction will be allocated based on the extent the area is underserved. The criteria to determine the underserved areas, among others, are Gross Enrollment Ratio (GER); Transition Rates from Std. VII to Form I, poverty index and gender inequity. Development grant may also be given to organizations constructing schools for the disabled. Capitation grant will be allocated according to the number of students based on unit costs. Scholarships will mainly be granted to children with academic ability but whose parents cannot afford to pay school fees due to poverty.

 Implementation Strategies:

Increase access and equity

• reduce the prevailing recurrent cost per student by making better use of teachers and facilities.
• Introduce development grant to accelerate the construction of needed schools, classrooms, teacher’s houses and other school infrastructure.
• Expand teacher supply to meet the needs of enrolment expansion.
• Improve enrolment and provision of secondary education through distance and open learning through Institute of Adult Education .
• Recognize the vital role that Non Government providers play in secondary education by providing capitation grant for teaching and learning materials and in-service training for their teachers.
• Reduce school fees by half in day schools to encourage enrollment and retention.
• Increase the number of pupils from poor families whose cost of education is supported by the government.
• Improve facilities for the disabled students.

Quality Improvement:

• Review and Streamline curriculum structure and reduce number of subjects from 13 to 8 core subjects without undermining requisite skills and subject content.
• Strengthen institutional coordination of curricula and examination so as to synchronize curricula and examination reforms.
• Provide requisite and adequate teaching and learning materials so as to ensure good quality education.
• Improve the competence of classroom teaching by introducing continuous in-service training of teachers.
• Improve girl’s academic performance through tailor made interventions.
• Improve Inspection functions and system.
• Improve Examination development

Management Reforms :

• MoEVT will focus on core functions of policy formulation, strategy development, setting standards, monitoring and evaluation and quality control through human resource capacity building.
• Regions will oversee the general management of secondary schools in their regions.
• Districts, Wards, school boards and school Heads will be provided with management training to undertake new responsibilities in school development and management guided by financial and procurement manuals.

Achievements by 2004:

• The contract between the government and World Bank has been signed for the release of credit amount US $ 123.6 million and grant amounting US $ 26.4 million which totals to US $ 150 million.
• Secondary Education Science subject (SESS) activity has been mainstreamed into SEDP.

Funding Agency:

Funding of the programme is through community participation, Local Government contributions, Government through internal and external sources (WB – IDA) and from Development partners.

 Funding level:

World Bank - International Development Assistance (WB-IDA) will disburse US$ 150 million (to be disbursed in three tranches of US $ 50 million).

Coverage of the programme:

All government secondary schools, community built government secondary schools and not for profit non-government secondary schools. Seminaries are not included.

Time Frame:

SEDP is a five-year programme ( 2004 – 2009).

 Future Plans:

• Expand enrolment of ‘O’ level and ‘A’ level students.
• Provide development grant to schools and districts for construction of new schools, teacher’s houses and completion of unfinished school infrastructures.
• Reduce school fees by half in day schools.
• Pay education cost for students from poor families.
• Improve/strengthen guidance and counseling in schools.
• Provide capitation grant to schools for teaching and learning materials.
• Provide In-service training for teachers.
• Streamline and review curriculum structure
• Continue training and recruiting qualified teachers with diploma/ degree
• Strengthen capacity of school boards/school heads in financial management and procurement.

More programmes and projects you can find in the Plans, programmes and projects documents

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