EDUCATION SECTOR DEVELOPMENT PROGRAMME (ESDP)

JOINT EDUCATION SECTOR REVIEW 2009

AIDE-MEMOIRE

BACKGROUND

1.0 BACKGROUND

• The Education Sector has been conducting successful annual reviews with the aim of assessing the overall performance of the sector in the context of the National Strategy for Growth and Reduction of Poverty (NSGRP/MKUKUTA) and Education for All (EFA) targets;

• Stakeholders involved are Government, Civil Society Organizations (CSOs), Faith Based Organizations, Development Partners (DPs) and the community at large; and

• The achievements noted in 2008/9 include increased enrolment at all levels; improved participation of female students; increased number of teachers and improved management capacity at all levels in the sector.

BACKGROUND Cont’d

1.1 RATIONALE AND OBJECTIVES OF THE JESR 2009• Provide the basis for monitoring the performance and

dialogue;• Provide inputs to the General Budget Support review

process which assesses Government performance against : PAF ;MKUKUTA; Election Manifesto; andMilestones agreed

Key Areas of the Review

i. Financing and budgeting This is an integral components of the national planning and budgeting system, sector reviews provide feedback on sector performance and a forum for discussing sector policy and expenditure plans.

ii. Accountability and sector dialogue The sector review evaluates ongoing stakeholders consultation processes that are based on publicly available information and that allow for broad based domestic feedback and analysis; and

iii. Progress on performanceThe assessment is done through the sector dialogue processes based upon agreed targets, milestones and indicators from the Sector Monitoring Tool.

METHODOLOGY AND SCOPE OF THE JESR 2009

The review was based on the following key elements: • Performance of sub-sectors consolidated in a sector-wide• Sharing of the Civil Society Organizations (CSOs) performance• The collection and presentation of public views in Councils• Follow up of resources flow and expenditure• Sharing of the preliminary PETS findings and recommendations• Preparation and presentations of papers on two thematic issues:

“Towards a Relevant Education for Science and Mathematics, Language, and Skills Development in relation to Existing Market Demands” and “How to Improve the Teaching and Learning processes for Quality Education Outcomes”

• Technical working session held to discuss and deliberate on performance, public views, resources flow and expenditure, preliminary PETS findings and recommendations, thematic papers and priority activities and milestones for the years 2009/10 and 2010/11;

• Preparation of JESR Aide Memoire 2009; and• High Level Meeting (HLM) to discuss and endorse the JESR Aide

Memoire, and the 2009/10 work plan.

2.0 SUMMARY OF FINDINGS FROM KEY INPUTS TO THE JESR 2009

THE EDUCATION SECTOR PERFORMANCE REPORT

• Reflected in the elements of access, equity, capacity building and quality.

• Expansion in enrolment is a result of political commitment, construction of schools and teacher recruitment.

• Increased enrolment has been intensified while the resource envelope for education has not kept pace with the intensity of enrolment pressure and teacher needs.

• Increased enrolment of both girls and boys at all levels

The key achievements and challenges by sub-sector are summarized as follows:.

2.1 Basic Education

The Basic education sub sector comprises Pre-Primary, Primary, Secondary, Teacher Education and Adult and Non-Formal Education. The performance trends, targets at risks and mitigation are indicated in Table 1 attached.

• Achievements were as follows:-

• The challenges were as follows:

Achievements

• ↑ 2.4 %, 0.4%, 20% in enrolment at the pre-primary, primary and secondary school level respectively; 20.3% increase for girls;

• 30.1% increase in the enrolment of teacher trainees in government colleges; 

• A total of 9,158 grade A teachers received in-service training and 4,000 received up-grading training

• the decentralization of secondary education to the Local Government Authorities (LGAs);

• a decrease in the enrolment of students in non-formal education

• more students are being enrolled at the appropriate age in primary school; and

• 13.9 Billion was expended at the primary level and 168.6 Billion at secondary school level

Challenges • Availability of adequate teaching and learning materials and assistive devices;• Provision of adequate Capitation Grants;• Availability of adequate and accessible teachers houses, classrooms and toilet

facilities.• Availability of adequate space to absorb the increasing number of pupils including

those with special needs passing the Primary School Leaving Examination (PSLE) into secondary schools and ensuring completion of secondary education cycle;

• Training of adequate number of teachers including specialists for special needs education; sciences, Mathematics and languages to match with the expanded student enrolment; and retaining them, especially in the difficult and hard to reach areas at all levels;

• Provision of sufficient scholarship grants to the growing number of needy students;• Improvement in capacity to provide INSET for continuous professional development

for teachers and non-teaching staff to match with growing demands. • Improvement in the pass rate at ‘O’ and ‘A’ levels;• city of District Adult Education Coordinators and Ward Education Coordinators in

planning, advocating and implementation of AE/NFE programmes in relation to Decentralization by Devolution (D by D) at the council level

Challenge cont• Provision of care and support to education staff and students affected and

infected with HIV and AIDS, and addressing other cross-cutting issues like environmental degradation, gender and drug abuse;

• Mobilization of financial resources to ensure that the PEDP and SEDP Financing Gap is bridged, flows are predictable and funding is optimized for selected priorities;

Higher EducationKey achievements included:-

– Providing charters for 5 new Universities and University Colleges.

– A total of 95,525 students were enrolled in either full or part time studies

– 58,841 students were allocated loans of 145 Billion Tsh.

– Grants were provided to medical (MD) students, students studying overseas, Dentists and veterinarians.

– Also, 33.3% of all students are female, which is an increase of 13.7% from FY 2007/08.

– Tanzania Commission for Universities (TCU) assessed 21 degree programmes and 250 certificates

Challenges in the higher education

• Provision of adequate infrastructure• Availability of adequate textbooks, reference books,

journals and laboratory equipment; • Improving the supply of teaching staff• Improving budgetary allocation• Enhancing the use of ICT in teaching and learning; • Addressing the problem of ageing profile of senior

academic staff in higher education institutions; and

• Institutionalizing of alternative means of financing Higher

Education.

3.0 Technical and Vocational Education

The key achievements in Technical and Vocational Education sub-sector include:-

• Creation of additional space to accommodate 2,600 students through construction, rehabilitation and expansion of Vocational Training Centers.

• Construction of four new VTCs was also initiated in 2009. A total of 68,502 students were enrolled in long courses, 45,793 in short courses and 104 in outreach programmes.

• Of students that sat vocational trade examinations 76.4% passed.

• Modern training equipment was installed in seven VTCs, 255 vocational instructors were trained and 52Billion Tsh were expended on VET

4.0 Folk Education

The key achievements in the Folk Education sub-sector for 2008/09 included:• Rehabilitation of was done to 20 FDCs;• 53 FDCs around the country enrolled 29,577 with an average of 558

learners for each college;• 48 teachers were employed• 61 tutors from FDCs were trained on short or long courses.

The Folk Education sub-sector faced challenges with respect to implementation in FY 2008/09. These included:

• Availability of adequate resources to facilitate rehabilitation of FDC buildings and infrastructure;

• Adequate number of qualified personnel in FDCs;• Availability of teaching and learning materials and assistive devices;• Availability of transport and communication facilities; and• Availability of adequate resources to implement Folk Education

Development Programme (FEDP) effectively.

Cross-Cutting Issues Gender In FY 2008 /09 a gender audit within the sub-sector of basic

education was conducted to explore the status of gender mainstreaming and identify gender gaps.

HIV and AIDS in Education • During the year 2008/09 the second HIV and AIDS Strategic Plan,

the National Life Skills Education Framework, and the Care and Support Strategy were drafted, as well as guidelines for the implementation of HIV/AIDS and Life Skills Education Programme.

Environmental Education • In 2008/09 a total of 76 primary and secondary school teachers,

24 school inspectors in Southern and Highlands zone and 48 Trainers were trained on the use of the guideline for teaching Environmental Education and Education for Sustainable Development.

• The Environmental Education Strategy was drafted and is expected to be finalized in FY 2009/10

Education Sector Management Information Systems (ESMIS)• The Education Sector Management Information Systems program

was launched in 2007 and was based on a design phase that resulted in the development of the ESMIS Master Plan for 2008-2010.

• The three year programme is designed to be implemented and managed within the ESDP dialogue structure. Significant progress has taken place since the JESR 2008.

Human ResourcesThe achievements over the period under review included:-• Employment of 3241 staff in whereby 3,317 were teachers and

24 non teaching staff; • A total of 12,784 grade A and 14,095 Diploma teachers were

trained from Teachers Colleges; • 5,331 graduated from the Universities and 230 are expected to be

admitted to the non teaching professional Universities; and• 298 school Inspectors were recruited enhancing School

Inspection department.

Issues and challenges

• (VET/FE-MIS) and (HE-MIS) databases were designed before the restructuring of the sector. Databases do not exactly reflect the structure of the sector.

• integrating the sub sector MIS intoESMIS; • The participation of VET/FE and HE institutions in the

training of focal persons and in the data collection exercise is not 100% and in some cases below 75%.

• A new strategy need to be developed to ensure that all institutions participate in the scheduled training

workshops and there after participate in data collection.

Recommendations on the Education Sector Annual Performance Report

i. Improve information in the report on the planning and budgeting, capacity building and M&E sections for each sub-sector;

ii. Ensure data consistency from one year’s reporting to the next as well as within key documents;

iii. Show progress at district level over time as lessons learnt;

iv. Continue to add the remaining agreed indictors in the sector monitoring tool as the data becomes available; and

v. Ensure that there is a section in the performance report which provides an overview or situational analysis of the sector as a whole.

9.0 FINANCIAL PERFORMANCE 2008/ • During the financial year 2008/09, the share of the education

sector was 19.8% of the total national budget. This was an increase of budget share by 1.5% as compared to FY 2007/08 and an increase by 2.1% compared to the original budget share presented in July 2008.

• The trend of fund allocated to education sector has been changing from one year to another with a decreasing budget share for 2009/10 at 18.3% which hinders the projection of attaining the MDGs and EFA goals target of allocating 25% of national budget to education sector by 2015.

The allocations of funds for the ministries were:• Ministry of Education and Vocational Training (MOEVT - Vote 46)

Tshs 616,273 Million; • Prime Minister Office – Regional Administration and Local

Government Authority (PMO-RALG - Vote 79 -89 &95) Tsh 578,332 Million; and

• Ministry of Community Development, Gender and Children (MCDGC - Vote 53) Tshs 5,386 Million.

1.0 THE JOINT MONITORING VISITS• The aim was to hear the views of education stakeholders at council level.• The visits were carried out from August 17th to 21st, 2009 in the

councils of Tandahimba, Dodoma, Korogwe, Mpanda, Musoma, Iringa, Rufiji, and Bariadi.

A summary of the findings of the Field Monitoring Report are: i. Balance across the sub-sectors and distinctions between them: The

amount of energy and attention given to primary education since 2000 is very apparent. Generally there is clarity about roles and responsibilities, and the infrastructure is in a better state than in other sub-sectors.

ii. Relevance: Learners are satisfied with the relevance of what they are learning. The biggest gaps are with vocational education where there is a need to introduce more modern subjects – particularly those related to ICT and other ‘modern’ subjects

iii. Teacher numbers, presence and morale: Teachers persevering and doing a good job in the face of adversity, but others who would rather not be in the job

iv. Infrastructure and equipment: It is a challenge, including sufficient classrooms, workshops, laboratories, libraries and lecture rooms.

v. Teaching and learning materials: - especially textbooks, are in short supply, compounded by curriculum changes.

vii. Inspection: is taking place, but the intervals between inspections are too long with some schools being inspected every 5 years.

Challenges from Monitoring Visits

Finance• Full adherence to financial regulations;• Improved planning and budgeting processes;• Increased funding;• Better predictability of funding and faster disbursement; and • Capacity building for school based staff and district officials as well as school

committee and Board membersTeaching and Learning Content and Process• Fewer changes in curriculum, with better involvement of teachers in the changes and

preparation of them for the changes;• Better provision of teaching learning materials, especially those relevant to the new

curricula;• Ensure provision of sufficient qualified teachers;• Provision of relevant equipment, especially relating to science and doing practical as

opposed to only theoretical work; • Examinations should include practical as well as theory and reflect curriculum contentTeacher Deployment and Retention• Improve teacher welfare, including provision of houses;• Even out deployment of teachers even within a district; make provision for

redeployment of teachers who have served for a long time in hardship areas; and • Provide incentives to retain teachers in hardship areas, and including tertiary

institutions Infrastructure• Put emphasis on construction of classes, teacher houses, laboratories and latrines to

consider special needs and disabled; • Water supply and sanitation is a major priority – any new building should include

provision for this;

SUMMARY OF ISSUES FROM THEMATIC PAPERS AND PRESENTATIONS

Three thematic papers were presented at the JESR. These were on the themes of relevance and quality of education, and on Public Expenditure Tracking in the education sector for primary and secondary school levels.

i. Relevance of Education in Relation to Existing Market Demands• The paper ‘Towards a Relevant Education for Science and Mathematics,

Language and Skills Development in relation to Existing Market Demands’ was presented by Prof Kalafunja O-Saki.

ii. Public Expenditure Tracking Survey for Primary and Secondary Education

• A ‘Public Expenditure Tracking Survey (PETS) for Primary and Secondary Education in Tanzania Mainland for the Financial year 2007/08’ was conducted and presented by Dr Mussa Assad and Jens Claussen

iii. Quality of Education• A paper entitled “Improvement of Teaching and Learning Processes for

Quality Education Outcomes” was presented by Dr. Willy L.M. Komba, which he co-authored with Dr. Ndibalema Alphonce, at the 2009 Joint Education Sector Review (JESR).

SECTOR DIALOGUE

• The technical working session included strong inputs from the technical presentations and civil society, which raised issues and left space for significant dialogue on how to achieve improvements in the sector.

• The trend analysis is an important element of assessing performance both internally and externally, and the risk mitigation and actions planned gives an idea on how the sub sectors will address some of the key challenges in the sector.

• There remains a need, however, to continue strengthening the linkage between technical and decision making levels through improved discussions between DPs, CSOs and senior management officers, such as dialogue during budget processes and annual Joint Education Sector Review.

ISSUES THAT EMERGED FROM JESR TECHNICAL WORKING SESSION

13.1 RECOMMENDATIONS ON THE JESR• The 2009 Education Sector Review built upon the successful model

developed over the previous three years, which include education review workshops followed by a High Level Meeting held to approve the Aide-Memoire prepared for the sector.

Recommendations made as a result of the review process include: • Continuing to issue a joint statement at the end of the review setting out the

way forward, from the GoT, DPs and CSOs; • Ensuring the timing of the review, especially the three day technical working

session, allows for participation of senior management at all levels, including regional and district level;

• Limiting the number of milestones to specific Government priorities, that can be fully implemented and linking those to adequate budgeting, and ensuring that they are in cycle with the Government’s financial year.

• Continuing commitment to follow the ESDP structure for development and finalisation of policies and strategies;

• Further methods of collecting the public’s views, by expanding Joint monitoring visits to twice per year (February and August), and exploring other mechanisms by which education stakeholders views can be taken into account; and

• Comments raised during the technical working sessions and within sector dialogue should be followed up through the ESDP structure.

Milestones for 2009/10 and 2010/11

• Conduct a Situational Analysis for Human Resources in the Education sector

• Develop a 3 year costed education sector operational plan that includes priorities from: MTSP, HEDP, TVEDP, SEDP, PEDP, FEDP

• Improve the public Expenditure Review processes by disseminating primary and secondary PETS and undertaking analysis of unit cost including community contributions.

• Improve access to girls and children with different backgrounds and diverse abilities

• Implement priority activities in teacher Development and Management Strategy

• Strengthen sector wide dialogue mechanism and implementation• Education sector data enhanced and functioning in all sub-

sectors• Finalise strategic plans for cross-cutting issues.

CONCLUSIONS

• Participants in the Education Sector Review process, culminating in the stakeholder’s working session from October 5th to 7th, 2009, suggested to carry forward a number of milestones and actions of the previous year into the coming year.

• These are indicated in Annex 1. The stakeholders working session further suggested a number of milestones for incorporation into the 2010/11 budget and indicated in Annex 2. The on-going actions as agreed in ESR 2008 Aide Memoire are shown in Annex 3.