AF58 IMVW ..---- RESTRICTED

Volume 17 tiL1 UPPY Report No. AF-58a

Thi;repo, was preparedl for use within the [lank an'. its affi-liated organization;-1.Th-e-y d-onot accept respo"nsibility for, it" accuracy or completeness. The rep'ort maynor ue pubuisheud nor mriay it ue quoteu as representing their views.

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT

INTERNATIONAL DEVELOPMENT ASSOCIATION

PROSPECTS FOR ECONOMIC DEVELOPMENT IN EAST AFRICA

(in, fouir volumes)

V'OLUME III - TANZANIA

(in seven parts)

PART SEVEN: ANNEX F - EDUCATION

August 31, 1967

Africa Department

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EQUIVALENTS

Currency

1 Tanzania Shilling U. S. $0. 14U.S. $1 = T. Sh 7. 14E 1 = U.S. $2.80T 1 _ .oi- r%f%

j 1 1. JIL LJ. Uv

Weight

Throughout this report, unless otherwise stated,tons refers to long tonn of 2240 lh.

COMPOSITION OF THE MISSION

Thi s renort is based on the findings of a Mission to East Africawhich did its field work in October, November and December 1966 and consistedof the following:

.TJnon Cf -r1eilpA.T Glhief rof Mvi ssi nn (ITBRPT)

Colin M. F. Bruce, Deputy Chief of Missionand Chief Economist - Kenya (IBRD)

Kudlapur G. V. Krishna, Economist - Kenya (IBRD)C. G. Akhur st, AvgrAcultu+.ii rAl Advise r _ Kenya (FAO

Maurice Fenn, Agricultural Economist - Kenya (FAO)

LPer Tveitel, LI Iy CL1.hif L -, Mlssionand Chief Economist - Tanzania (Consultant)

'Drun UlD Oche 1s] D clol n omis1u b dlananLd DD

Archie Forbes, Agricultural Adviser - Tanzania (FAO)dacques Kahuante, l:rULt UU[1LJEc ristL - TanzIa[iad (IBLDRD)

Otto Maiss, Deputy Chief of Missionand Chief Economist - Uganda (IBRD')

Nicholas Carter, Economist - Uganda (IBRD)David Vl. M. Haynes, Agricultural Adviser - Uganda (IBRD)Montague Yudelman, Agricultural Economist - Uganda (Consultant)

H. David Davis, Adviser on Tourism (IBRD)Bernard H. DecaLuc, Adviser on Industry (Consultant)Jack Derrick, Adviser on Industry (Consuitant)Edward V. K. Jaycox, Adviser on Transport (IBRD)Aristides J. Macris, Adviser on Agricultural Training

and Education (IRD)David McLellan, Adviser on General Education (Consultant)Lyell H. Ritchie., Adviser on Industrial Finance (IFC)Gavin Wyatt, Adviser on Power (IBRD)

The Missionts findings relate for the most part to the situation asof the end of 1966, although in some respects note has been taken of developmentsup to the middle of 1967.

TABLE OF CONTENTS

P~ae No.

5ST1MaRY AND cONCLUSIcNS -.................. ......... i

TT q't- n Q-- 9

The General Structure ....... ............ ........... 2Organization and Control ............................ 2

General *.... g.gf g 2Organization of the Ministry ...................

Primary Education .... gg.g.g .. .. *gg**... hSecondary Education 4...........e.g ................

III. Teachers: Supply, Training and Conditions of Service ...The Prese:nt Supply ........ 5......................

Primary Schools ...... .......... .. egg..... 5Secondary Schools ............... . 6

Teacher Training .............. g g e . 6Nongraduate Teaching ........................... 6Grade A and Grade C Training egeggeggeggeggeggeg 7Graduate Teachers 7................ ....e.. 7

The Institute of Education ......... e .............. °Training College Staff .............................. CConditions of Service .egegggegeeegeggeegeee.e.ee 9

IV. Content and Quality .e...........g. eec. 9Primary Education .................. ............. 0Secondary Education .............................. ... 1l

V. Technical and Vocational Education .......... .The Technical College ..................... . IlMoshi Technical School .. 2... . ..... .ee 7-2Ifunda Technical School ..... so.......... 1.3Training of Teachers for Trade and

Technical Schools ................... . ...... .. .. -1.3Vocational Training ............................. .... 13

VI. Higher Education ..... 4......................... 1.

The Universiitv of East Africa -- .-. . 4I Tanzanian University Students .. ILU-niversity College, Tar esSalaam-1

The Common Faculties . 15Thl Fn-ii+.v nf' T,nw- - - - - - -National Programs 5. .;

TABPTEP. ON ( CoTTT tir.ue

P-ae-- No.

VII, Thle Cosrmsry Education ......................... ....... ... 16Primary EducationU, ..... 1.6.... .... L1Seconduary- Edaucation1- 18

Technical Education 19Teach-nr Lrau.ailrg ...... , 19

Higher Education ........... 20General ... . .... S.. 2

Viii. Manpower Needs and the Development Plan .... ....... 21

!X. Assessment of the 1964-69 Development Plan ............... 25Primary Education ... SSSS See..... .............. 25General Secondary Education 25Teacher Training ...... 60*0000000......**.- ... . 25Technical Education 26Higher Education 26Sunmmary 27

X. External Aid ........ O 28United Kingdom ....... ... 28USAID e . . S ee....SSe. *S eee.S. 28

Other Governments 28

Ford Foundation 30International Development Association 30United Nations ....... 6960.......... .......... 31General 31

STATISTICAL APPENDIX

CHARTS

1 - Tanzania: The Structure of Education, 19662 - Tanzania: Educational Pyramid

EDUCATION IN TANZANIA

SUImARY AND CONCLUSIONS

1. The program for education in the 196h-69 Development Plan was based onso01nd policies and a real-st-c appraisal of -ha -A -wa -ossibl

in the light of the information available at the time. The emphasis was rightlypurt on expanding secondary and higher education tuo meeLU uiihe l1thien estimatd.Ied 1 man-power needs and on improving the quality of primary education while limiting itsexpvanLs ion.

c r .fle dUVevelopmet(iu1b 01 p1l[ulary t:uueLUauluIIj UfltU r±E aiiiVulVUU.

a. a clearly def'ined set of priorities reinforced by a system of sub-ventions admirably designed to guide local authorities in the!irdevelopment pians;

b. the reorganization of the teacher-training system by replacing post-primary training (Grade C) by post-secondary training (Grade A), con-solidating it into fewer larger colleges with 240 to 360 places andproviding opportunities for serving teachers to earn promotion;

c. the improvement of curricula and teaching materials.

Considerable progress has been made in carrying out this program and its continua-tion should have high priority even though it will raise the cost of primary edu-cation and put an increasing strain on the resources of local authorities.

3. At the secondary level, the Plan provided for the addition of 7,600extra places by building new schools and extending many old ones and for' a rapidexpansion of graduate teacher training with an emphasis on the sciences ratherthan the arts. The building program has made good progress. The number of placesis roughly up to schedule and over 90 percent of the £1.65 million IDA creditsupporting the program has been disbursed. A new Department of Education atUniversity College (UCD) provides courses in education for students in the facul-ties of arts and science; science students are given preference over arts studentsin the award of bursaries and a proportion of bursars are bonded to teach forfive years after graduating. The education courses are well designed and themeasures proving effective though care will be needed if teacher-training facili-ties are not to be overextended.

4. The Plan did not make adequate provision for the broadening of' the cur-riculum in the secondary schools to include courses with a vocational bias. Manyschools lack the necessary workshops, laboratories and other specializecl facili-ties, and the next phase of the Plan should concentrate on providing them. Bydoing so and by using accommodation more intensively, about 10,000 extra placescould be provided at about one-third of the cost of new schools.

At nresent; a nupil in an iurban primarv school has a 50 nprcnrt bhtterchance of a secondary school place than a pupil in a rural school. The Govern-ment .s policy is to providre oppnnrn'nitAie more nearlyr equal by giving priority

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to the development of secondary education in rural areas. The liission supportsthis policy and the proposal to buid 1A r.ew., -choo a+ n-i An

6. Technical education is provided in four separate institutions at degreelevel at University College, Nairobi, at technician level at the Technical Col-lege, at the general secondary level at Tringa Secondary Technical School and a+the prevocational craft level at lioshi Secondary Trade School. Because the trade

a lnnAo a o n nn-nrr,,+n+- or ; + ...ns r.nnnn4- -, Ann-i A~A +n c r.nxrr+ 74n0h 1 ir1,

ttt-At E ULA V4tL W V VItA A. x, 1.4 V) J.V]J tAL' Wat.At. U V1J tWA | V t.I VL V X ; ..4 9 f lt

Iringa, into a secondary school with a technical bias. The Mission recommendshua thIe dec4ision sh__ould. be --e----ider bu ecause.

a. tihere ias recently Ueeni a biR increaIsd IIWit Uthe i,dIU dUrn f Lor1t

Itcraftil pupils, especially from the metal trades,

b. there are few firms in Tanzania with the staff or facilities toprovide alternative training.l/

7. The Plan provided £0.265 million for extensions at the Technical Col-lege and a new Department of Catering and Hotel lianagement. The Mission supportsthe extensions but can see no continuing Justification for the new department.It would be much cheaper and more effectiv-e to send overseas the few who wouldrneed training each ycar in management, while training at lower levels is bestprovided by the industry itself. The MTission also thinks it was premature toinclude provision for a new £0.72 million technical college while there is somuch scope for expansion at the present college.

8. It is difficult to predict at all accurately the scope or the timingof developments at the university level. At present each of the three constitu-ent colleges of the University of East Africa has its own so-called "common"faculties of arts and science but the more expensive professional faculties areshared, with agriculture and medicine taught at Makerere, architecture, engineer-ing and veterinary science at Nairobi and law at Dar es Salaam. However, thecolleges are evolving rapidly into independent universities and this evolutionis naturally associated with plans to establish separate professional faculties.It is most important that these plans should be carefully phased. The questionsfor UCD to decide are:

a, when and how to develop its own faculties of agriculture,engineering and medicine, and

b. what the future of its own faculty of law is to be.

The Mission believes tha-t the opening of new faculties of medicine and engineer-ing should be deferred as long as possible because the capital and recurrentcosts would be so high. There is a stronger case for establishing a faculty

1/ After completing its field work the Mlission was informed that Tanzania receivedin June 1967 a grant of £293,000 from the UiADP to establish a model industrialand apprenticeship training scheme which involves the use of former tradeschool faculties for sandwich courses and other off-job instruction.

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of agriculture, perhaps by developing Morogoro. For the faculty of law a-t UCDthe outlook is gloomXy; if Kenya and Uganda are to develop degree-lvel coursesat their own schools of law, its continued existence could scarcely be justifiedb0y t1he O-LIM 1 ou tppu t req-ui;rled forL Taanz a~nia - alone.

444° O~ iii~ U - In -i l4s4 to 4. the expanslon of the eAucatlona ste to--4-.j I*LZ�L I LC Y~ L..Ay ..L0 LV. L IIIU Z-&YCI X .L.JO LJ L.J. ui U1I LUU L. ~U LJ'_L .~'J Q LUII LIU)

manpower requirements. I]n the short run, however, these are abnormally influencedW.. , h _o41 -- A44- s ._|1 . ,4 1, -1,4 1-, n - - A A. A 4- 4_1 - - - 4-- A1- --- I - A W A_LJJ 1UI I. JXIC I JJ Wt UUL WL±..L '.. 1i ULL J O U0111 | J JGI,U - J. LJI Y14±1 LA. U Ut O. C 4 U JC - .

Moreover, manpower projections have been changed several times. New pre:liminaryesiae which Ieam a)~Iva~-llable ln Ocoe 19661 lmledta ams alte ogeSU.+ U 4Ma+e WI14.LL,iL U1.14 .V0.L.OL.L I aw 44n nc J UC .L'_J. L...L.U.A 1,1±0. U 0..LIIi'J U O..L.L ULIK- C L6

term requirements could be met even if after 1968 there were no increase for tenyear s lnthe num,ber of stuet a;--. 3444 --- ---- -i i ,UL dm11ltt_ ed to- secondary s)chooVls VI unli-v KrsitOiUes. In

the first part of 1967, however, revised estimates indicated substantially largerre qu±ir eumens f 0or thue e,,Ipl0ymenu of graduates in a"arts-based"- and O t:, U-

occupations.

10. Plans for the development of secondary and higher education must be re-viewed on the basis of a careful appraisal of the latest manpower survey. A sig-nificant expansion of secondary education will apparently be necessary over thenext decade not only in the light of this survey but also because the containmentof secondary school enrollment would probably have proved impractical and unrealisticin any event. In the revision of the higher education program particular carewill have to be taken to prevent a costly overexpansion of the University Collegeof Dar es Salaam. Expansion should be governed primarily by permanent long-termrequirements instead of the short-term needs which arise out of the need to re-place expatriates employed in the country and which could in large part Le metmore economically by sending Tanzanians abroad for higher education.

11. The major constraint on educational development is financial. Educationtends to be very expensive, the cost per pupil ranging from £4 a year in a lowerprimary day school to about £1,000 a year at the University compared with a GDPper capita of only £25 a year. The striking difference in costs is due to widedifferences in teachers' salaries, student/teacher ratios and the need for (andhigh cost of) boarding accommodation. Every effort to reduce these costs shouldbe made, e.g., by having secondary classes of 40 (lower) and 30 (upper) insteadof 35 and 20, and by raising student/teacher ratios at UCD. Capital costs arealso high. Though boarding accommodation is necessary the provision should befrugal. For secondary schools there should be double bunks in dormitories andtwo sittings for meals, and building plans should be based on a usage factor ofat least 80 percent for all teaching areas. Recent estimates of the cost; ofstudent and staff accommodation at UCD are particularly high and should be care-fully scrutinized.

12, The Plan provided for a total capital expenditure of £14 million, ofwhich £2 million was to be in 1964/65, £2.3 million in 1965/66 and £2.7 millionin 1966/670 Actual expenditures were £2.16 million in 1964/65 and £2.19 million in1965/66.

13. In view of the uncertainties about the scope and phasing of future de-velopments, the Mission can make no reliable estimate of the investment requiredduring the balance of the 1964-69 Plan and the immediate subsequent years. Theconclusions of the latest survey of manpower requirements imply the need forgreater outlays on secondary education even on the basis of the more intensive

usage of accommodation we have suggested, and they entail substantial new capitalinvestment in new facilities at 'JCD in the early 1970s even i. the need for newplaces required solely to replace expatriates employed in the country is heavilydiscounted.

l4. The recurrent cost of education to the central Government has in-creased from £F.44 million in 1962/63 to £6.5 million in 1965/66, i.e., at14 percent a year, while remaining roughly ccnstant at about 18 percent Ofits total recurrent expenditure. The proportion allocated for higher educa-tion has been increasing steadily at the expense of that for primary education,the burden for which is falling increasingly on local authorities. The 1965salary award to teachers has added about £0.4 million a year to the recurrentcosts vwhich the Mission expects to exceed £l1 million in 1971/72, when it wouldbe about 22 percent of the Governmentis total recurrent expenditure.

EDUCATION I\T TANZANIA

I. INTRODUCTION 1/

1. In many respects, Tanzania's education system still bears the imprintof its long association with Britain. Although the curricula and syllabuses havebeen progressively modified in recent years to make them more relevant to theTanzanian environment, they are still governed by the requirements of the examina-tions of the Cambridge University Syndicate. Moreover, many of the teachers areBritish, a high proportion of Tanzanian students studying overseas are in the U.K.and there are close links between the University of East Africa (UEA) ancd Britishuniversities. Above all, the use of English as the medium of instruction at theupper primary and all higJher levels makes it easy to maintain these contacts notonly with Britain but also with other countries of the Commonwealth and theU.S. at a time when Tanzania is greatlv in need of external assistance. However,aid from Britain has been greatly reduced since the rupture of diplomatic rela-tions a few years ago.

2. Tan7.ani owp_-, i.h%o Pqnrlv rPvP1nnm Pnnt. of it..q qvstfm nf' PHlrlntAion qlmnst.

entirely to the Christian missions and other voluntary agencies, which not onlynronvidrerd schools and tarchers hut-. also iunrertonk the. respnsihility for -.Pteher

training and inspection. Though they continue to play an important role in man-nain qnd staffina schools and training collegae their financia1 ntntribution

is now relatively small, the main burden falling on the central and loca-Lgovernments.

3. If the population statistics are accurate, Tanzania has been fortunate inthat its population has been growing at the comparatively modest rate of 1.75 per-cent a year. Though it Ls reported that the rate has now risen to somewhat over2 percent a year, this would still be considerably lower than the 3 percent inK.enya and 2.5 percert 1 4 n Uada andU the pesr o0 UIthe so crep.dingly

less. Even so, merely to maintain the proportion of children in the four-yearlowerjI primary school L[IiU LUO a itspresent level of 00 perIcetLJ Uof thle apo)JJI_Pri at

7-10 age group requires the provision of an extra 12,000 places a year. Tor-aise the percentage by IL percent a -year an additional 10,000 places a y,ear wouldhave to be provided.

4. Swahili is widely spoken and accepted as the medium of instruction forlower and primary education and there is little pressure for the use iiof trlbdialects as media. This greatly simplifies the organization of primary education.

1/ The Mission was unable to take into account President Nyerere's restatement ofeducat-io~nal policy, "rEducation for Self-Reliance-" whiich was ~issue only afterthe Mission completed its field work. In many respects this is evidently anadmirable definition of educational objectives and of the importance of re-lating education more to the practical requirements of people living in abasically rural -envi]-nment. The ac-tu,al measures that should be tak,en torealize these objectives will, however, require careful consideration.

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5. At the time of the 1957 census, only 3.2 percent of the African popula-tion lived in towns, and of the rest most preferred to live on farms rather thanin villages. Though the urban population has probably doubled since then it isstill relatively small and the problems of providing an effective education fora widely dispersed predominantly rural community remain.

II. THE EDUCATION SYSTEM

The General Structure

6. The school system as shown in Chart A consists of a seven- or eight-year primary course 1/ followed byTr a fo)ur-year lower secPnarrv and a two-yearupper secondary course. At the apex is the University of East Africa where thefirvs+. dreor,co course - i ,z mpnmnn1v of three yars- Thz he q bic- patte.+rn Jis, +.hiucs 7

(or 8) : h:2:3 as in Yenya and Uganda. Promotion from primary to lower secondary

lower to upper secondary in the Cambridge School Certificate (S.C.) examination,and from +Ihle upper secondary school to fOe Jnilversity. in the Higlher Sch=ol Cer-tificate (H.S.C.) examination.

7. On the technical side, the Ministry is concerned only with prevoca-tional courses. These arc provided for futurc technicians at the Techn.cal" College and for future craftsmen at secondary trade schools. Courses leading toklIl Lechu.IDLca±L w'ouL-Le are giv.eVn au a oL-1±U.Lary Uc,1.L(,dca.L SCIIUoU. . urauualtle en-gineers are educated at University College, Nairobi or overseas.

8. Teacher training is at four main levels - at the University whereeuWd.u1.iul iL uadien as onie of' tUhJle tLIh'iree subjectI s fLor B.A. andu B.c. LUegrees.,and in two-year training colleges wqith admission at the H.S.C., S.C., and G.E.E.levels.

Organization and Control

General

9. The responsibility for formal education in Tanganyika lies with theMinister of Education. Though he has delegated part of his responsibility foradministering primary schools to local authorities and for administering post-primary schools and colleges to boards of governors he still retains full con-trol through the powers given to him under the Education Ordinance of 1961.These include the registration of all schools and teachers, the right of in-spection, the control of syllabuses, hours of work and standards of accommoda-tion, and the power to pay subventions. The use of a graded scale of subven-tions for local authority primary schools, for instance, is a particularly

1/ The course is being changed from eight years to seven.

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effective means of ccntrolling the development of the primary school system. Theestablishment of a unified teaching service has made it easier to contro:L standardsof staffing. The Minister is not responsible for informal 1/ education or train-ing (except teacher training). nor has he any formal authority over UniversityCollege, though he is represented on its Council and is a member of the lJniversityDevelonpment. Gommi ttee - pThe ITniversitv constittinon nrovides for hoth au-tonomy indetermining admissions and courses and cooperation with the governments in planningdRvelo pmrnt. AgrePment. may notal. ays be easy.

10 The WMinister is renrPsPnt.Pri on t.he lroal Prdiation committes uhich all

local authorities are required to set up for the oversight of primary education.The central G1overnment. also exercis masuiire of control over l ocal authoritv

planning and financing through the i4inistry of Local Government. The vo:Luntaryagencies are organized on a national basis, each having its own secretari_t.headed by an education secretary-general to whom grants-in-aid are paid. Theagencies are usually strongly represented on local education committees andboards of governors.

11. The Minister of Community Develo-pment is responsible for most informaled-ucati Lon . Tis4 include adult 44_ edcaio and44----cy for which subvent-tions are~ UL~.)LJ * _L.L LL'LUL Z) U-LL, U UU (:ULL L,kUJLJ ~IJ%A ± ~ Ck', 1 LU) VvxIL Ii u LV I U.)LJQ -) U,

paid to local authorities. Community development officers are often closely in-vo'Lvedu tin "lself-h0e0lp!' uilduiljg, pluogra1m10 wiclh1 may LInclud e s11U±l0 Ut sUid UlleMinistry of Education Development Plan. It is important, therefore, that theyshou'ld be fully briefed on educto poic an 4ha the should - 1, +41, coopera-tue closely,I1'..UL) Lu l.UJ.lly U). LLUL .J U.L). UUL-.L,ULI ULILU UIIl-U U11Uj( U±UL ~ W z'~' U Jp'

with local education officers. However, pressure to conform to the Plan canusually be brought to bear through the system of graded subvention s.

IC0 Alto-u uIUUgit iu LIs Uesirable tLha 1 uitere suluud be Ua cloUe oUUinU-LJti LULJ Uof

the prevocational training provided by the Ministry of Education and vocationaltrainilog in related fielClS provided by industry arid other governmentr deprrairmetsr,

strongly held and often conflicting views about how and where early training canbest be given make effective cooperation more difficult than it ought to be.

Organization of the Mlinistry

13. The senior offi-cials of the Ministry are the Principal Secretary, wnois responsible for administration and for relations with other ministries andorganizations, and the Chief Education Officer (CEO)) wno is the Minister'schief professional adviser and responsible for the professional aspects of edu-cation. Under the CEO are assistant CEO;s in charge of departments for primary,secondary and technical education, teacher training, inspection, and planning.The CEO and ACEOis constitute the de facto education planning commission. Theyare assisted by a competent planning unit under the ACEO (planning) which is re-sponsible for collecting statistics, organizing capital works programs, negotiat-ing with the Directorate of Development Planning, and preparing requests for ex-ternal aid.

1/ In the sense of "provided outside the formal education system."

Primary Education

14. Until recently the primary course was of eight years with a selectionbarr four years which.1 cut down en*rollmeents i-n Primary '5 to less t-n -all

those in Primary 4. Primary 1 and 2 classes and 40 percent of Primary 3 and 4hlave only halif-day classes, shi-aring teachers, so -that the fCour=yearr 10wer -rimar

course is in effect only two years or three and the eight-year course only sixyears or seven. Notwithstanding this * the Government has byeen constraind bythe shortage of funds to reduce the primary course to seven years, and Primary 8is LoUw UbeIng phasd.5Pl1 u u ALI u the same tLIm LA tU L1Wthe UtLJ U Utih U pemULJUS Pt-,)11. L, Ithe

selection barrier at Primary 4 is to be abolished so that children who enter Primary I--' ' I _ li u .y 'o co p' ' "e .nn.A will lld veth opptunity to compnlete th f U U prim ary cou rse. DUetermin eIfJU r ts Ul

are also being made to convert all Primary 3 and 4 to full-day classes and to im-prove thie curriculum anudL tLhe qua'ity of the teaching. About two-thirds of Pr±imrary

school pupils are in voluntary agency schools.

15. Tables 1 and 2 give data on the growth in enrollments from 1960 to196o and Table 3 fuller data about enrollments in 1965. They show that:

a. in 1965, nearly three of every five children in the appropriate agegroup were in lower primary and one in five in upper primary classes.Over 90 percent of the pupils were in public scnools.

b. while enrollments in Primary ]. increased by only 28 percent ki.e.,by 5 percent per annum) total primary enrollments increased by 58percent (9.6 percent per annum) and enrollments in Primary o byover 180 percent (23 percent per annum). In other words, the in-crease in total enrollments was due very largely to the much greaterproportion of children ccmpleting the course. This may be attributedin part to the compulsory attendance order under which children whostart the course are required to finish it. However, while there arefar fewer drop-outs than there were five years ago, a great manychildren still repeat classes.

c. Though the proportion of girls entering Primary 1 is rising9 thewastage rate is considerably higher than for boys.

d. The average class size is 42. This is high and suggests that inmany classes the maximum enrollment of 45 is exceeded.

e. The actual pupil/teacher ratio is 52:1, but if allowance is madefor pupils in half-day classes the ratio is 38:1, which is reason-able under the circumstances.

f. At the lower primary stage only one pupil in 250 is a boarder, atthe upper primary stage nearly three in ten.

Secondary Education

16. There are 69 public secondary schools 1/ of which just over half aregovernment schools, the rest being voluntary agency schools. Of the total, 40

1/ In 1966.

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are boys' schools, 15 girls' schools and 14 coeducational; 45 are boardingschools with an enrollment of over 14,000 pupils, 19 are day schools and 4 un-specified. Hlost schools have two or three streams and between 250 and 00 pupils.Onlv three schools have rnore than 600 Duoils and these are urban day schools.There are 17 schools with upper secondary classes, including one school, Mkwawa,which has no lower secondary section. There are 27 private secondary schools witha total enrollment of 3,819. Eleven of these schools are seminaries.

17. Data on enrollments are given in Tables 1, 2, 4, 5, and 6. They showthat,

a Enrollments in Forms 1 to )t of niiblic schools ncreased at an averagerate of 16 percent a year between 1961 and 1965, in Forms i5 and 6 at

percent a yar. Ten +r da+ta forv 1 Q show aini n cr-l i ne in *)i cgrowth

rate of enrollments in public secondary schools but this is cushionedb-v a nnmc-r,c!+iYrr ;-nM, n +-a v. J n anv'l1 vr n+-c ; r. re; irs + - Qrh rnnl Q

IJJ ~ AIayL U.IJ 5

~J~'LI~ -LJ I.4J JLi±U- -

b . Though the first private school opened only in 1962 +there re now 97

such schools. The number of classes increased from two in 1963 to 13in 196L, 36 in 1965 and about 133 in 1966, when enrollment-c were3,819. This strikingly rapid growth is a measure of the public pres-su1r f'0.- mnr, S, c no - J. - dl -n l; t-,A d ca 4t i-- LnJ -, L-J d S, ri- ,-,nee S- t S t h -, t t-. e -nJ-- vr -te+.aUo LA. LA VlJ LIU4 LAtf 0 LA LAIJLLCA J L>ALULAL- UaLJL CI.JLL 0 la.6sLA va Dla U bILL. pa J_ V Ca C

schools may soon become as serious a problem in Tanzania as; they arein KenAIya.

c.* The proportion of girls in Forms 1 to L is only one in foui anddecreasing; in Forms 5 and 6 it is one in six and, paradoxically,increasJing.

d. In 1965, one in 40 of the appropriate age group was in a lowersecondary class and one in 300 in an upper secondary class. Thecorresponding proportions in 1961 were 1 in 70 and 1 in 1,)000.

e. The average class size is 34 for Forms 1-4 which is reasonable,and 18.7 fcr Forms 5 and 6, which is small but increasing. Thepupil/teacher ratio for Forms 1-6 is 20.6 which is too low underthe present economic circumstances.

f. The index of opportunity, i.e., the ratio of the number of placesavailable in Form 1 to the number of pupils leaving Primary 8, hasfallen steadily from h1 percent in 1961 to 24 percent in 1565.

III. TEACHERS: SUPPLY, TRAINING AND CONDITIONS OF SERVICE

The Present Supply

Primary Schools

18. In the public primary schools there are nearly 13,600 teachers 1/almost all of whom are locally trained (see Table 7). Of this number, 8C

1/ In 1966.

- 6 -

percent are Grade C teachers, 11.5 percent, Grade B teachers and only 6 percentGrade A teachers. These teachers were recruited after eight, ten and twelveyears of general education respectively and all are given two years of training.As the desirable aualification is a Grade A certificate the general level ofstaffing is very low. Moreover, the position deteriorated in 1965 when thesupnlv of teachers was insufficient to maintain even the 196) standard. One ofthe most serious weaknesses is that in many rural schools teaching in the uppernrimarv classes is in the. 1hands nf Gl.rarde Bn or C t.e.ache.rs whose abhilitv to use

English as a medium of instruction is very limi-ted.

Secondary Schools

19. Data on the secondary school teaching force 1/ are given in Table 8.Judge by qualfiaios the level -f staff1 -P~D--ingp -shg ith 73 pecJ of, h

teachers graduates and 81 percent of them trained. However, 73 percent of theteachers (and 92 percent of the graduates) are noncitizens. Although th oenment gives a high priority to replacing these expatriates by local teachers,4- .4rL lA .J 4UI- 4. - JO 1cr uio.. 4.1-1.; Tacl.- of'4. n r1> Jo. T n'1. b4-u4- +14e corm_

position of the expatriate teaching force by subject discipline and about the futuresupply madeit dfiu Uf.i±±uu u j1uJ.or uth1e ii.-Lon 'u to esLLmatte accurately wVheuL n U VJitw LU Ut'

possible to dispense with this help.

Teacher Training

Nongraduate Teaching

20. Preservice training for nongraduate teachers is now provided at threele-vels leading to the qualifications oL Education Officel Grade 3 (E.U.3), GradeA teacher and Grade C teacher. Data about enrollments, levels of entry andlengths of courses are given in the table on the following page. mne E.0.3teachers are trained to teach in the lower forms of secondary schools, Grade Ateachers in upper primary classes and Grade C teachers in lower primary classes.However, many Grade A teachers are teaching in Forms 1 and 2 because of theshortage of African graduates. Similarly the shortage of Grade A teachers inupper primary classes is partly met by us-ng Grade C teachers who have beenpromoted to Grade B after special upgrading courses. These include correspondencecourses during term time and residential courses during vacations.

21. The E.O.3 course was started in 1965 at the Dar es Salaam Teachers'College. The intake is at present very small even though the standard of ad-mission is well below the full H.S.C. However, enrollments should increaseappreciably as admission to the University becomes more selec-tive. In 1965,the number of students admitted was 17, irn 1966 it was 35 and it is expectedthat it will soon be 60. The extra numbers could be admitted to the coursewithout any appreciable increase of staff, Training is also provided at thecollege for Grade A teachers.

1/ For 1965.

ENROLLi4ENTS IN NONGRADUATE TEACHER-TRAINING COURSES, 1965

.. Level of Admission Length EnrollmentYears of of Course Year 1 Year 2

Course _ Qual ifica tion School (Years) M F fl F Total

E.0.3 a!/ Modified H.S.C. ih 2 13 4 - - 17

Q.rade A S2C. 12 2 L08 85 205 70 768

lrcTh C 0TE_F_ (Sec antrancE) 8 2 J10 215 C,< 295 l,h75

Upgrading C to B G,rade C certificate(selected) 8 2 b/ - - 2-1 100 314

a/ Course started only in 1965. Admission is at a standard below universityentra,n ]ce.

¾! In-..rservice , cn Quse given in foniur' c,anrs+ They are par coF.nnrrespondence,n

part residential during vacations.

22. The College is housed in modern buildings provided with the help ofTTC ATm 1-.~~~., ml,.-. - 1- r~- -. A-~-4C , aS .,-..n,r 4-.-a Uu) art,LL ±ua somesLLA ±±t ciusL.)auu Ut ± WLWIi C V-LLJ5 , C-.VtsLJO_L Vi U].a TTS A ID loan . The buLJULL_ings ar-e opten to oeciiima biJepniet

run and not altogether suited to their purpose. There is a small practiceschIilI at taceu to L tuhe CullegeU ILwhuic is adejuate f or uiemois'Lu ratiouwn purpou:uo

but not for teaching practice.

Grade A and Grade C Training

23. A comparison of the enrollments in the first and second years showsthat the intake into GrUadU e A courses is flucreasbLJtg while Vn uth -e ±nJakue intorade u

courses is decreasing. This is the result of the present policy, which is toexpand the provisionr for Grade A traLilig rapidly while phaszng out urade Ctraining. lIoreover, because many of the present colleges are too small t;o allowa full range of subjects to be offered, 1it is also the policy to exparjn s,omrecolleges and close down others to give eleven or twelve larger colleges withenrollments ranging from about 240 to 400. Tne lower of these limits is setby the need for effective staffing, the upper partly by the difficulties ofproviding teaching practice) partly by social and political considerations.

- -L e~~~~~~~~~~~~~~rn m --

e24. in adaition to the teachers trained in tL-these coileges, 50U dJzcLIJians

went overseas for training in 1965. The Mission has no information to show howmany of them were serving teachers wno had been sent overseas for training tofit them to become training college tutors.

Graduate Teachers

25. Until the recent establishment of degree courses in education at Uni--versity College, ar es Salaam (UCT), graduate teachers were trained either overseas

- 8 -

or at Makerere, where it is possible to follow either a one-year postgraduatecourse leading to the Diploma in Education or a three-year undergraduate courseleading to the degree of Bachelor of Education. In 1965, the enrollments ofTanzanian students in these two courses were respnectivelv 8 and 20.

26. Education is now taught at UGIDM as one nf three subjects for the BRA.and B.Sc. degrees, the other two being the academic subjects in which the teacherproposes tn sTecialize In the first. year nne-thirc nf the students' time isallocated to general educational theory and to each of the academic subjects9 inthe second and third years, 20 percent of the time is given to education and 4i0percent each to the academic subjects. The studies in education are devoted toscpec-ia I niathnc te.qarhlnga fonr t.1-i arcandmic snpen;ci ali 1-tij Pzs andt.n to erduc'at-io nnal nrnhl pmq

of special interest to Tanzania. In addition, the students do two six-week spellsof p rac t e t ea + ch Ii n g Thou,gh the c ou rs e has c ert a - +1+ ndisad+an c nrarr d ,.i+h

the postgraduate diploma course, it is admirably designed to resolve the teachersil-or Ul 0a q uicSklyJ -W ±ile s 4.L. 4. V +d 5, a V | LS£.CCL US CL Lvt J1 L UIa I LJCL 5± L USL _14 i

ing which would be a useful baclkground for w-ork in other fields.

27, Of the 1965 intake of 134 students into the faculty of arts and 37into the faculty of science, 86 and 27 respectively had government bur-sarieswhich bound them to teach for five years. The shortage of science teachers ismoe .sros -than th1at of arts teachers and w11 remn J - so for several a

but the system of tied bursaries should help considerably to redress the balance.

28. The training of science teachers is supported by a £4.h2 million UNDPprogram. The UN is contributing the services of nine e fo 2t52 yearseach, fellowships for counterparts and equipment and books to the value of £35,000and zl2,500 respectively. The iwoik of the TURN iNission is impeded by the seriousshortage of suitably qualified Tanzanians for training as counterparts.

The Institute of Education

29. In August 1965, an Institute of Education was opened with external help.It has already been very active in coordinating secondary teacher training at Uni-versity College and at Teachers' College, Dar es Salaam, organizing in-servicecourses for teachers, revising curricula and syllabuses, producing new teachingmaterials, and research. The programs have been admirably chosen and are par-ticularly relevant to Tanzania's needs at this time. In short, the Institutehas made a most impressive start in coordinating these activities, some of whichit also initiated.

Training College Staff

30. Tne following table gives a breakdown of the different grades of train-ing college lectureres according to their citizenship. It slhows the preponderanceof noncitizens in the higher grade posts. It is particularly difficult to findAfricans to replace themn because very few who have suitable academic qualificationshave any experience of teaching in primary schools. A regional conference on thestaffing of teachers' colleges has indicated possible courses of action to beexplored by the Institute of Education. Nevertheless, it is likely that the de-pendence of the colleges on expatriate staff iwill continue for many years yet.

- 9 -

LECTURERS IN TEACHERS' COLLEGES BY QUALIFICATION AND CITIZENSHIP, 1965

Dom.SEO E01 E02 E03 GrA GrB GrC Sci. Total

Citizens 3 4 14 35 9 7 7 4 83

Noncitizens 4 22 84 8 6 11 9 1 145

Total 7 26 98 43 15 18 16 5 228

Note: SEO's and about half the E01 and E02 teachers are graduates. All othersare nongraduates.

Source: Ministrv of Education PlanningI Unit.

Cnndition-, n Service

31 The salaries olf' teachers are basd onn the s1cae recommendeA by the1961 Adu Report, under which the starting salaries for various posts in tlheCiil Service were determined not so mr.uch by the work to be done as by theeducational qualifications of those appointed. Thus a person's salary wast-he same whether he became a teacher or a member of the Civil Service. ]t waslater decided that teachers were at a disadvantage compared with civil servantsin, p rno- mon- tiA von prospects -and n g a v to work in rural -ares,- ar;d starng--'-" -~""*' -'-'-' .V-~ '-"1-'v--' -LJlJ A I' --4

6fl~ t± . V1.

5LJr 1V .Lf .1 I L a!CAO tit0 aA 0t

salaries were accordingly raised. Before the award, Grades A, B and C teacherswere on a cont-iinuou,S-SC,,e-. sca'ie o-11 £1Lt1 4to-_ AUI -Ln o G % -118 LLI.i U-

£420 a year, Grade B £219 to £636 a year, and Grade A £300 to £636 a year. Thenew starting salcaries are GUade C 0 LIU andut Grd A )). By far the larkest partof the award, estimated to cost the Government £400,000 in a full year, goes toC-rade C teach-ers. ThLne 10r percent- in-crease in t,h- -tarting salar of Grade A

teachers should help to attract better-qualified students to this key grade.VVVI., A I.A A-A V, VL. 14111 UAdjd V-'4 4 L LO~ J 141114 Wd. VJL 1.1 V . ULA JAdVA iL 14-- U, 1l11C, F1-IJIL L413.L JlP U.4F914A U4

for teachers are now relatively much more favorable. A further attraction is theA- , -4 _ _A_ - r1 r4 _ _ _ A-_ -CA _lA .- Au -s 2A..5_|_ f r _nA_.___|ArpIUV±LJ J.L LI 1J8V LV&]VJi1IJILU± 1 Sl OUlICl CatsU gvUA qAua ay 1aU10.t, L! V1 VW 1i Cl] ±3 lUl

primary schoolteachers who are willing to serve in the more remote and less at-tlracutive parlts of. ltil4e count 4r-y.

rTT r('KTMLr'h~TM AKlTh (NTTAT Tm,)-IV. uC TA Q UiALI .1I ±WJ A"uB J.

Primary Education

32. Primary education is unsatisfactory in the following respects:

a. All P1 and P2 and 40 percent of P3 and P4 classes are half-dayclasses. In effect, therefore, the full course is equivalentto only five or six years of full-time study.

- 10 -

b. Eighty percent of the teachers have themselves had only a primaryeducation followed by two years' training.

c. In most rural schools, Swahili has been used as the medium of in-struction up to P6, with English taught as a second language, andEnglish has been the language of instruction in P7 and P8. MostAfrican teachers are fluent in Swahili, but until recently their workhas suffered from a lack of suitable courses of study, of textbooksand other teaching aids, and of well-organized teacher-training pro-grams. The Ministry, in cooperation with the Institute of SwahiliResearch, has now prepared and is testing new materials both forteachine Swahili as a subject and for teaching other subjects inthe medium of Swahili. This work is important and merits fullsunnort. Tn urban schools . where a large Droportion of the childrenare Asian, English has generally been used as the language of in-struintion- For English. on the othpr hand. the course. the materialsand the training have been satisfactory, but the teachers' own know-ledge of the language has been inadenuate and the standard of in-struction correspondingly poor. In urban schools, where a largepronortion of the children are Asian anrd Fngllish has often heen iisedas the medium, the situation has been the reverse. The Governmentdecided in 1967 to make Swahili the language of instruction in allprimary schools beginning in 1968.

d. Though the number who enter Form 1 represents only about 6 percentof those who started P1 eight years earlier, the primary course isalmost exclusively dominated by the secondary entrance examination.More needs to be done to adapt the course to the needs of the largemajority for whom it will be the end of their formal education.

33. The Ministry is aware of these weaknesses and is taking appropriatemeaasurecs to remedy them. 1Thle sub-vention syse+m has been admiral y p,ranned t-oencourage local authorities to give priority to the replacement of half-day

~ 1~n., al -,,-,. D--,.n-.-,,~ .,.-A n-oA +- .,-.4,- - onAc - A +-n.,-l,eo's + a 41--,e±yLU__ Ott 4 I.-0~0LQ0 QOUC WLJ 4. 4. ±LLIL4 JY OLJU 04 -0100± U'. '01JJU'.'

t 0U 0.44 "CI..' t A U'000i.'ll 0 0 UZII

upper primary classes wherever possible. Under the Institute of Education,excel-lent progress is being made- in currl 'um de men, e- ----- 3 i in 4to

ducing new ideas in mathematics and elementary science, and in encouraging alivelier approach to teaching generally. In accordance with President Nycrere' semphasis on "education for self-reliance," additional efforts must now be made torelate the curriculum much more clearly to local requirements and the nieeds of themajority of primary school leavers. Teacher training must also be improved. Thereis a wide range of in-service courses for teachers and a new primary school in-spectorate whose main function will be to advise teachers and help them in theirwork, But improvements in curriculum and teaching will take time and money.

Secondary Education

34. Despite recent improvements, the secondary school curriculum is stilltoo academic and the arts subjects better taught than the sciences. Though the!DA credit granted in 1964 has helped to finance extensions to over 50 schoolsit concentrated on providing general academic facilities. With the curriculumnow being broadened to include more science and practical courses with a biastowards industry, agriculture, ccmmerce and home economics there is a pressing

- 11 -

need for laboratories, wcrkshops, home economics rooms and other specializedfacilities.

35. Two new schools provided by external aid are experimenting withl modi-fied curricula. They are the Kibaha School, built and staffed by the NordicTanganyika Trust, and the Gallanos School, provided by the Gallanos Trust. TheKibaha School is part of a multipurpose project embracing farmers' training,rural health, housing, shops and workshops and estimated to cost £3 million.The school itself cost £0.33 million excluding staff housing and is exceLlentlyequipped with laboratories and workshops. The curriculum has an agriculturalbias, the practical work being done at the adjacent farmers' training unit. TheTrust is to provide the staff for the first five years. The Gallanos School isa new two-stream school with its own farm and poultry unit. They are used asyet only for extracurricular activities, but agriculture will soon be includedin the curriculum.

36. A study of the results in the Higher Certificate Examination (Table 9)shows that fewer candida-tes have taken science subjects than arts and that theirlevel of performance has been appreciably and consistently lower, at least until1965 when a higher proportion of science than of arts candidates reached thestandard required for adrmission to the University. However, even in sciencemany experienced overseas teachers are favorably impressed with the potentialof the students. With the system of tied bursaries the number of trained teachersof science will soon rise raoidlv. to the benefit of the whole system, but aswith all vigorous remedial action, care will be needed to ensure that the pendulumdoes not swing ton far

37. The lack of facilities for teaching practical subjects and scienc hadiverted attention from the weakness in English, which is used as the medium ofinstruction. and in Swahili; which is a omnnulsorv subhiect_ These twaknessehave their origin in the primary school and it is in primary teacher trainingand curricuinllim dp1opuenrrnmnt. rat.her tha-in in t.he secrrnHdry scbhoitn sl t- a the

remedies can be provided most effectively. Nevertheless, it is important; thatmany nnmore arts grii adte.s shnould r,npi alinze in language-c teac-'hingr foyr zf.-q ffi inc, nnf

only the secondary schools but also the training colleges and the inspectorateand that snecial coirses should be desi gned for their training.

VT TiOICMTCAL .NAD V\TOCATIOMAL EDUCATION

38. Technical education is given at only three institutions in Tanr anlathe Technical College, Dar es Salaam, and the technical schools at Moshi andTI-funAn G-raduanten -engineers are ed-ca-ed at-- -Pt -14- P ofenlne - ln TNTl-,-

or overseas.

The Technical College

39. The College offers instruction in a wide range of technical and com-meM -ic.-al cours-,-.e-s wn tim c r f1. l Pinto -, four mai gousIIL±D 1 _ 1C.L I _ V L 0O O VVUU9LiUL 4z.a. | |LJ ULi eLL Vu IIaCJ .J 5,s V LijO

a. post-school-certificate techIjicJIJ Uuurses ab diploma and certificatelevel in buiilding and engineering;

- 12 -

b. three-year, post-primary craft courses in building, engineering andelectrical trades;

c. a secondary technical school course for Forms 1-4; and

d. secretarial courses, most of which are in-service courses forgovernment servants.

Enrollments in these courses in 1965 were respectively 236, 160, 97 and 301,giving a total enrollment of 79h full-time students. The Mission has no infor-mation about the number of part-time students in 1965; in 1966 there were 1,700.

40. Entry. regulations to the College are weighted in favor of African asagainst Asian applicants but relatively few reach the standard required inEnglish, mathematics or science. Moreover, at least half of those selectedwithdraw when they are later admitted to upper secondary classes. At the tech-nician level, most students are in sandwich courses and sponsored either by the

onvernment nr by t.hp TnngAnviknn Fod1rnt.ion nf BRuildiing Rmployevrs, so thnt.

their placement in employment is not a problem. At the craft level, however,the proportion absorbed by the Government declined from 1n00 nprent in 190)i to50 percent in 1966, making the placement of pupils more difficult. It was thendenclde to take onnlv sponsorerd st.udent.s into these craft. conrses even though

this meant that the enrollments might fall well below the capacity of 130. Inthis way, it is hoped to exclude students who have little interest in technicaleducation but are attracted to the College by the generous allowance of £15 amonth. There is boarding accommodation at the College for 250 students. Tt. isfrequently overloaded.

h1. There is a total teaching staff of 67, of whom h1 are regular staff(27 non-An rn- A are volunteers (Is British) )t Peare rlorps)' and I are sup-

ported by foreign governments (13 Canadian, h U.S. and 1 German). The teachersof the secondary technical classes are nont inc1red in these figures.

Ms -;

l2.~~~~~~l This 4is reall I trad scoo offering -P_ three-year courses in bulld ing14L. * 111± A0 1 . _a±, CZ h Idau t 0 ul' U _J U .It: LL I. ±1JI hl t q. ~_- t .I -.AUJ 0 _L~1 UU4-_ULt l rLJ,

trades, electrical installation, motor vehicle work, and mechanical engineeringcraft practice. Enrollments in 1965 were 152 in thIe first year, 151 in thesecond and 187 in the third year of the course. Because the demand for thes' bU'Uen hb dappeardei U Uo hiave faIllen i th was 1 .1centL] Uy UCz ,±UzU hU piLud0t UUU Diiz t, 1-aj h

courses and convert the school into a secondary technical school, but this yearthe offers of employment have exceeded the output in all except the buildingtrades, in some cases by as much as four to one. Moreover, when the decisionbecame known, several government departments applied for permission to set uptheir own trade training courses. Since the decision appears to have been pre-mature, it would be wise to retain at least the nonbuilding craft courses and per-haps even to expand them. The school has a capacity of about 550 in trade coursesand dormitory accommodation for 600. If the scnool is converted to a secondarytechnical school, four laboratories and six extra classrooms will be needed.

43. There is a total staff of 47 of whom about half are of graduate ordiploma status. Of the rest, 18 are junior technical assistants, 4 volunteers(1 German, 3 Danish) and 1 is a Canadian paid by the Canadian Government. Thesenior staff are predominantly non-African.

- 13 -

Ifunda Technical School

44. This former trade school was converted into a three-stream secondarytechnical school in 1964 and now offers courses with a technical bias leadingto school certificate or equivalent examinations with the possibility of furtherstudy at the Technical College or University. The 1965 enrollment was 115 inthe first year and 120 in the second. There is a staff of 33 of wjhom 14 arejunior technical assistants and one is a German volunteer. Apart from tlae head-master, the more highly qualified staff are non-African.

45. Ifunda is essentially a general secondary school whose pupils willprobably - but may not - follow a technical career, whereas Moshi is a tradeschool whose pupils follow a mainly practical course of study designed to fitthem for a particular trade. The future of Moshi depends directly on the de-mands of employers for its students. Because trade schools in general havenot been successful. the view is stronglv held in some quarters that all tradetraining should be provided by industry. This ignores the fact that in ranzaniaindustrial develonment is still modest and very few firms have the resources orthe staff to provide efficient training. In these circumstances, the best solu-tion is nrobablv to provide the training in a nationa!L industrial vocationaltraining center which could give accelerated and "upgrading" training for adultsas well as follow-un training in sandwich courses for auDrentices.

Training of Teachers for Trade and Technical Schools

The staff are at three main levels- (a) trained graduates of diplo-mates, (b) trade instructors and (c) junior assistant instructors. Those in (a)ann (hb) are predominantly expatriate, in (r) nll Africans. The technica1 schoolswill have to rely on expatriates until Africans graduating from the faculty ofenginee-ring in Nairoih nr frorm the Tehnicnl Crolle Pelect to. te.o h For thetrade courses, over 30 recruits have been sent overseas for training, 14 of themselected from assistant instructors. Thirteen have returned after taking thenecessary craft courses and a course of technical teacher training and 1S moreare due to return in 196A.7. The mairn prob-lem is that few of 'them have hadi indu-trial experience except for short periods. However, these courses are valuableand T.111 1wilb needed for Sever-all moVY'e yearS . V^r% +-Yn;nrlnmt? 1liinVl fnY ;z+vi'ie+1nrq t T.7n

courses were arranged at the Technical College. These might well be repeated asthe need arises.

Vocatinal Trapining

'-4.1I.lSX- L. .L t) LQ ..L..L .1V.tA4t4 J.Ut) LLJ V.~ ,± L-I.LUJ .t)Ut, J /I. .L.u -L UJ..JJ. * f L -U/V L*tIt-

tute of Business Administration recently established with West German Governmentsupportu will operalte as partu of the DeUpcal LmentL ofL Co,,merc and UU Inus for threeI

years, after which it will become part of the Technical College. Its coursesare designed for the private sector and ---'asize ent urepreneurial skll. The

Civil Service Training Center in Dar es Salaam provides both in-service and pre-ser-vieU trVainJ[ing Ifo execLUti±Ve, clerical dIJU dUULJ a unting UILU le r l Tu GlIiJluny

Development Training Center at Tengeru, the Cooperative College at Moshi and theLocal Government Training Center at Morogoro are all residential colleges provid-ing essential departmental training. With all of them the present demand may wellexceed the later long-term need. This should be considered wiehen capital expan-sion is planned. Training at a higher level is given at the Institute of Public

Administration. In addition, most government departments operate in-servicetraining courses for their staff.

VI. HIGHER EDUCATION

The University of East Africa

h8. The University (UJEA) has three constituent colleges. Makerere College,Kampala (UCH) and the University Colleges of Nairobi (UCN) and Dar es Salaam(UCD) All have so-ca-lle 1 r "c'onnmmnn" famcMl ties nf arts anrd srcia sic(iej an(.P5 nd

science 1/ but, in general, professional courses are provided on a regional basis.Thus- there are faculti es . P-) o agri cutiiu tirei andr medici rnre on, a,t Okmr're -oT

architecture, engineering and veterinary science only at Nairobi, and of lawonly at Dar es Sal+am The only faculty of education is at Makerere but depart-ments of education have been started at both Nairobi and Dar es Salaam. There

e t+dAent+ Ifrnm l 2t h.Cn coun+r.ie so ni + thne 1 colle geAs c nn -n +hCii C Li lJiA4 LJ UVLi Vi) A. l i DVI JII i. U±.Lv C.i C, L]lL Cii .±.,- Ul4 '-|.. iiiLi i.1 C'W4i

5. .-6i-S ell-... i. VLi4.iJ uiiU

professional faculties are by quotas which are roughly equal. Thus each coun-try can send to Hlakerere 30 studen-ts a year for medicine and 20 for agriculture,to Dar es Salaam 24 students for law, and to Nairobi 56 students for engineering,arclitecture andu veterinJarY sierce ThIe qUUoLtCL are usualOly - ir,ufficie to

meet the demand so that it is necessary to send some students abroad for train-: - - 41 . .- ~1_ z . , ____ _ ._ T7-: '_ "r 4 a A M ss on lo Il AcommA _on|1L V u tVUJ AiIUU,1 bUUU DUD o1 t U U V1UtU LJail A-L * o UuIiu . _LI LUVI.IIIIIUJ

faculties are determined only after the professional quotas have been taken upand are in p ot to te [nuriumers Uf stud frU o eruir a Cu l UU ti^y -who are quali-fied for admission. From the point of view of student enrollments and recurrentcosts Tanzania is concerned with Tanzanian students not only in Tanzania but alsoin Kenya, Uganda and overseas, from the point of view of capital development itsconcern is only with University College, Dar es Salaam.

Tanzanian University Students

49. Table 10 gives the enrollments of Tanzanian students in the Universityof East Africa in 1965/66. It will be seen that enrollments in undergraduatedegree courses in the first year are more than treble those in the third year.Given normal wastage, it may therefore be assumed that intakes more than trebledbetween 1963/64 and 1965/66. Of the 1965/66 intake to arts and science, artsstudents outnumbered science students by three to one. Ninety percent of thesestudents were at UCD.

50. The number of Tanzanian students estimated to be taking degree coursesoverseas in 1964 was 590, which at that time was almost double the number enrolledin the University of East Africa. With stricter control of bursaries for over-seas study the number of students going abroad for first degree courses in artsand science should decrease. However,, so long as it costs the Government less tosend them overseas than to educate them locally there may be a delay in imple-menting the policy of giving priority to the University.

1/ Nairobi also has a faculty of ccmmerce which is designated a common faculty.

- 15 -

Urjiversity College, Dar es Salaam

51. Th ollege was openeud ii temporary accoUmouudUiL in 1961 adu umve uits fine new premises only in 1964. As there is enough land for a universityof 9,000 students anjdu tlhle accom[llodation hlas been dCes-[ g u eignieu lor- flUA± ite Lts, ULith

physical expansion of the College should present no insuperable problems.

52. The total enrollment in undergraduate degree courses at the Collegeincreased from 210 in 1964/65 to 697 in i966/67, 1.e., 3) percent more thanIdIJ UI

enrollment predicted by the University Grants Committee. In 1966 President Nyereremeted out a two-year suspension to nearly 400 students, most of them frcm the College,for taking part in demonstrations against the proposals for national service.This almost halved enrollments in 1966/67. In 1967, however, almost all the sus-pended students were permitted to return. The Mission has no estimate cf recent en-rollments, but figures for 1965/66 are given in Table 11.

The Common Faculties

53. The Faculty of Arts and Social Science is organized by subjects ratherthan departments. It provides teaching in economics, education, geography,language and linguistics, literature, history and sociology. A program in sta-tistics is also being developed which will include postgraduate as well asundergraduate studies. The present facilities are adequate but a larger lecturetheater and more office space may soon be needed.

54. In science, botany, chemistry, mathematics, physics and zoology aretaught as subjects. Before the student dismissals in 1966, the facilities inthe Science Faculty were rapidly becoming inadequate. The pressure of numbershas been temporarily relaxed, but additional facilities will soon be needed inall subjects.

55. The most significant development has been the introduction of tiedbursaries binding students to serve the Government for five years after graduat-ing. This is especially important for the supply of teachers, since abcut 70percent of students admitted to the arts and science faculties are thus underbond. Arts and science students normally take a broad 3:2:2 degree course, i.e.,they study three subjects in their first year, two in the second and two in thethird. For those who take education, the pattern is slightly changed. (Seeparagraph 26.)

The Faculty of Law

56. This, the oldest faculty, had an enrollment of 155 in 1965/66. Itsoutput was 30 in 1965, 34 in 1966 and 43 (estimated) in 1967. Its future dependson the long-term demand for law graduates in Tanzania and on when Kenya andUganda decide to use their own schools of law for graduate training.

National Programs

57. These are programs of national rather than regional interest which arefinanced directly either by government subvention or by external sources. They

- 16 -

include the Institutes of Education,l/ Adult Education, Public Administrationand Swahili Research, and the Economic Research Bureau.

58. The InsThTnti.tutP of Adultlf Ecanntinn nrovidesp flull-time anci nart-timpcourses for adult students in subjects and by methods appropriate to a univer-sity, serves asa center for training and research annd helns lo al adultt ediu-cation associations with lecturers, information and advice. The Institute hasresident tutors in Dar es Salaam, Moshi , Mwanza and Mheya.

59. Kiinlkoni Collese, though not part of the University and the responsibilityof the Minister of Community Development and National Culture rather than the Mini-ster of Education, is most appropriately described here. It was set up in 1961by the Tanganyika Education Trust Fund to which local people subscribed £120,000.T+c. nim 4 r -a c 'nni

4+,1oA,'c f-nhnrn,,

4-r t¾a ln0nra)cA nin clr QIJ11

Its aim is to help ou+standing communi+y leaders to acquire the knoTIledge and skills~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~cmmniy -3 o -l-r te -they need to promote development in their own field, whether it be political,Jsi- c'IL O WULr e Jd u J ai .* .I[ ILL iL-J 1. VU-Jure1 s Vf 401h CV l conceJ nL -r aed

on an eight months' residential course on the problems of development. Enroll-mern 'us in this course hiave grown Iror,, 5) in 1967 1J Uto I72 ir7, ' 111e College alsogives short courses of from one to seven weeks and produces a weekly radio programand newsletter. The less formal education given at Kiv-ukoni is a valuable supple-ment to the formal education provided vwithin the education system itself.

60. The Institute of Public Administration trains senior public servantsandu othi'er a'dministrators. It enjoy the- priilge __ a dea-m e nt of University44aliI Uuiii CU -U] L OLLLZ7 b bIUjO . I Lb t:LJ juyo u1114 J41

±LVJ±_Uttz0 UI bIUjJD.JJ iiieij U U UL J ±LV 1.L 0 ± UY

College without the need to conform fully to College rules and procedures. Itstarted -in 1962 -withI dau hloc courses for magistratLes, local governuesU Uo-iciab±lb

and administrative officers, but its main activities now are a one-year coursei-uo seiour adUinuistratLive Uoffeers andu the UolUlctiLon f1 teaching mea ItEIdI

was established with US AID support and help with staff from several sources in-cluding the public service. It is temporarily housed in the College library butwill have to seek new quarters in 1968.

61. The Institute of Swahili Research was established in 1965 to furtherthe study of tne Swahili language and literature. The Institute is supportedmainly by the Gulbenkian Foundation and the British Government. Though Swahiliis the lingua franca, teaching in the schools both in the medium of Swahili andof Swahili as a second language has been very poor. The improvement that isbeing made in this respect has already been noted.

VII. THE COSTS 'F EDUCATION

Primary Education

62. The recurrent costs of primary education include teachers' salaries,materials and equipment, maintenance and boarding expenses. For some 50,000boarders, nearly all of whom are in upper primary classes, the average cost ofboarding is about £15 a year, which for most of them is more than half the totalcost of their education. Teachers' salaries ccmprise about 80 percent of the

1/ See paragraph 29.

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nonboarding costs, materials and equipment about 12 percent. The average non-boarding cost per student rises fairly steeply from about £h a year in PL toabout £18 a year in P7.

63. Future costs will depend mainly on the differential rates of expansionof the primary system and on the rate at which the teaching force can be rein-forced by better-qualified teachers. The present policy is to limit enrollmentsin P1 classes in the pub:Lic system to the same percentage of the age group as atpresent, but to convert the existing half-day classes in P3 and Ph to full-dayclasses and to expand the upper primary classes following the abolition of theselection bar for promotion from Ph to P5. The increase in the average cost willdepend on the relative priorities given to the provision of full-day P3-4 classesand the expansion of P5-7 classes.

64. The Government is giving a high priority to the recruitment ancd train-ing of Grade A teachers ior upper primary classes. The extent to which tlhis canbe done will be limited by the financial resources available, since each Grade Ateacher will cost at least £150 a year more than a Grade C teacher of the sameseniority.

65. The recurrent costs of primary education are met by the central Govern-ment. local authorities, voluntarv agencies and fees. The Government contributiontakes the form of a subvention to local authorities part of which is fixed at the1961 rate.- nart. a variable addition of up to 50 percent. nf the cst. nf arnrovud

new development. Before the Development Plan, about 50 percent of the costs weremet by the central Government, 30 percent hn y Inoca authorities) 16 percent byfees and 4 percent by voluntary agencies. In 1965, rural authorities cortributedaboui±t ha lf' t.hpir tort+.al rerbrnne o-f ' 9. R milli n tpri rmarv euriiip+.1on rr.mnp-rprl with

only 25 percent of their £5.1 million revenue in 1961. Urban authorities, whichmad e no c-on+tr ibution to +t he costs of pr imary educati-n in 1J n I roQAI vide 16 per

cent of their £2.1 million revenue in 1965 for this purpose. Thus the burden isbeing throw.n increasingly on local authorities, and though their revenues have sofar been able to meet the demands it seems likely that a limit will soon bereached.

66.A Primary school fes ar witih - he - a1 - Th-e minimum fe -- is S -l

year for Pl-Lt, Sh25 for P5-6 and ShhO for P7-8. For boarders in P5-8 it isSh1-2,45 for bos and SQh0 fPr glrls Fees Jn urban schools are oft'+n much highr

than in rural schools. No more than 20 percent of day school fees and 32-1/3 per-centlu of b-oarding school lees may le rem4tted. In vi ew of the- financial st4in4ency-

001 L .) U/.~ L6 ~ J iuJ'-L -L0 ~ II. L .01. L uOL .L VL-L W -L ULLO ± -LJ-JLjO4.aL ZV' U.. J6.1~ LJ'-Y,y

it is most unlikely that fees will be abolished. For political reasons it isequa'l'ly uneikely04 -4at t1h -4 --s

4,7 At. the present stage of edAt Ale o n ag n vt tEJI . Mt L' | UZI C. vL{ ZUC i G>cUb WLJVI/> _l w,. VFIIIUIJU, a -] LV -,|U] V l

produce the greatest return if it were concentrated on the further development ofan already developed area. But social Justice requires that a large share of theresources should be devoted to raising educational standards in the least developedareas, eveni tho-ugh (since boarding facilities are needed) the cost per student willbe higher. The Government is committed to such a policy.

68. The materials and labor for building primary schools are generally sup-plied , by ,- 1-c cm.un Ui-.-,- Jv if funds arc -e avalal capi+tl assistance

is sometimes given by the central Government for projects which accord closely

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with its Development Plan, such as full-day classes for P3 and P4, the additionof P7 classrooms tc schools ending at P6, or houses for Grade A teachers. Inthe 1966/67 development estimates, O.£12 million has been provisionally includedfor these purposes.

_Secnndarv Education

69 A1 thoulgh half, t.he scondarr hrnl rp vl I int, r v mDQpnc schonls

nearly the whole burden of local recurrent costs for secondary education nowfa1ll on +he ren+tra1 Groerrnment TY 1Q6o it. crnt.ribute.prl 78 percent of the

costs compared with 4 percent from the voluntary agencies, with the remaining18 percent coming fromn feesO Fees were then abolished because it was thoughtthat inability to pay them was responsible for the high drop-out rate, and theGovernment now[ bcars about 0952 percent o-J local costs. A-;d is give o the vuntary agencies in the form of a block grant which covers the full cost ofapproved sal0aries and allo-wkances and provides capitation grants for administra-tion and maintenance (&4 per pupil)) equipmcnt (£5 to £15) and boarding (L24).Board's o .inanag-ement are gL Vive ± rao -bl dct as to -h 1ow thc -- .gran tshould be spent. The system works well.

70. Foreign governments contribute to the recurrent costs of secondary edu-catiorn in two woays.

a. They share w it the Ge n [ the additLonal cossL of Liate

staff by supplementing salaries and paying part of the costs ofleave passages and gratuities.

bo Countries providing capital aid for sotmle projects have agreed tostaff and maintain them until they are established.

Both forms of aid are a great help to the Government, which finds the consequen-tial recurrent costs of educational development a greater burden Lhan the initialcapital costs. An extension of both forms of aid would be welcome, either by thepayment of expatriate costs in full or by the support of more capital projectswith recurrent costs in the early stages.

71. A breakdown of the recurrent cost per pupil in upper and lower secon-dary classes is given in Table 12. The total cost varies from £73 a year in alovwer secondary day school to £203 a year in an upper secondary boarding school.The costs of tuition amount to from 50 percent to 80 percent of the total. Thesetuition costs depend on the average salary and the pupil/teacher ratio. W4hilesalary differentials in Tanzania are very wide, any revision of teachers' salariescould only be undertaken as part of a general wages policy. However, the pupil/teacher ratio of only 20.6.1 for all secondary classes is unduly generous in thepresent financial circumstances. If it were raised to 24;1 by increasing classsizes or reducing teacher/class ratios, or both, total recurrent costs would bereduced by nearly 10 percent.

72. On the basis of recent experience the Government esti-mates the cost ofa new secondary school with four streams of Forms 1 to 4 and two streams l/ of

1/ In the generally accepted sense. In Tanzania, an upper secondary stream isa d~rouble 'tream

- 19 -

Forms 5 and 6 at about £0.32 million. Wi':th the present standard class sizes of35 for Forms 1 to L and 20 for Forms 5 and 6, such a school would provide 6hoplaces at an average cost of £500 a place. Since this estimate was made aUNESCO team has carried out a survey of secondary school accommodation and recom-mended that teaching and hostel space should be used much more intensively. Thiswoulid involveT incrrPaing stand1arrd rclan si from 3 to )i4 fnr Forms 1 to )i and

20 to 30 for Forms 5 and 6 and using teaching spaces for a longer time each dayand on a shnet. rat.hpr t.han arThc claqss The IIissi on a,grppe with thp team

that substantial economies can thus be made but suggests that they can be carriedbeyond a cer+ain stage only by sacrificing the less formal but also valuableextracurricular activities of the schools. What is effective in a Europeanmnetroplitan dayshoolAN is not onecessail - + -P- W-n + A tP-4- ue A;111A U±Uaj C .JJV f a±CL.J.J. LXV J 11 [fl lUD LI aa 11~a $bJU V JJ VL | Ja U ±1 £1 LaL LIJa I 1'S

school. The great value of the survey lies in the attention it has drawin to thepresent wasteful use of classrooms and other teaching spaces. This means thatenrollments can be considerably increased with comparatively little extra build-in9 VJit-h t1hte result th 1±at fo-r a .few --a thei -ap t+a cos+ fr' -ach addition' 1

student should be a marginal sum of between £150 and £200.

Technical Education

73. It is much more difficult to estimate the present cost of technicaleducation because of recent changes in policy , the range of cour-ses with -widelydiffering costs, the high proportion of expatriates on the staff and (at theTechnical College) the large numbers of part-time students. The most recentdata are for 1963; the recurrent cost for a boarding pupil at a trade school wasthen £173 (including overseas contributions of £41), at a secondary technicalschool £120 (overseas contribution £17) and at the Technical College £218 (over-seas element £65). Present costs are probably considerably higner than tnis atthe Technical College, but substantially the same for the schools.

Teacher Training

74. Table 13 gives a breakdown of the recurrent costs to the Government ofdifferent forms of nongraduate teacher training. These range from under £150 ayear for a Grade C trainee in residence to £355 for a nonresident student in theE.0.3 course. hne surprising feature is that the allowances paid to nonresidentstudents exceed the cost of residence by £50 to £90 a year. Either the nonresi-dential allowances are too high or the courses should be made fully residentialas soon as possible. The respective costs of the full training courses for gradu-ates, E.0.3, Grade A and Grade C teachers are approximately £3,000, £60C, 48O0and £300.

75. In the 1966/67 budget estimates, a sum of £0.625 million has been pro-vided for recurrent expenditure on nongraduate teacher training. This includesthe cost of in-service as well as preservice training.

76. The present capital development program involves alterations and addi-tions to existing colleges as well as building new ones. Recent estimates of£0.235 million for the cost of new colleges are based on the provision of thebasic facilities for 360 students although enrollments in the first phase willbe only 240. This gives a cost per place of £640 or an initial cost per studentof £960. The liission has had no opportunity to check the plans and estimates,but the cost per place suggests that some reduction should be possible through afuller use of teaching spaces.

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Higher Education

77. The recurrent costs of higher education to the Tanzanian Governmentdepnnd mainly on thp numbers of Tanzanian students it sunnorts at the UEA andoverseas. Nearly all students at the UEA are fully supported, directly bybursaries (or loans) and indirectly by grants paid to the colleges. A muchsmaller proportion of the students overseas are supported by bursaries. Of atotal sum of LOU86 million provided for higher education in the 1966/67 recur-rent budget estimates, £0.46 million was for bursaries to the UEA, £o.o64 mil-lion fo bursaries overseas -n -- 01- million for loans- £.26 million wasfor grants to the UEA and its colleges (£O.012 million to the UEA, £O.047 mil-li 4on to Ilkrere £005 ---- illif" on 4e to~ -- _aroi -ond £i). illo to Dar es Sa-l-a)-..LJA1 JS a c.C.C .fJ , 1Ii±.L-L-L- U'J uaj - JLL, at... J ' .LL~4-J 1!.L.L.L'L U -J4 C. J.LA[1

and £0.04 million was for the Institute of Adult Education. Parents contributed-C, 0 n13 milin 1 n additiong- the Govrnen pay arprto f' theparit

costs, but there is no breakdown in the estimates to show how much of the total

is8fo Iteahes.dfiutt siaeteaeaeana oto dctn a.~~ U * ~ L U -LS U_L_I II-U±L LIUo e t UU W Li~U iltf : cVVtl dAJIJUd LAa U U, U-L tUUUL.~U±LJt, Ld.11

zanian students at the UEA because the financial procedures are involved, thedata are incomplete and often inconsistent and the costs differ from one collegeto another. An estimate by the Ministry of Education puts the cost at £950 ayear lnlcludUing thi-e costbs of residence and tiravel butu1 othU er data sudgguet that it1may be somewhat higher.

79. However, as an increasing proportion of Tanzanian students will beentering UCD the costs to the Government will depend more and more on the costsat that college. Table 14 shows the growth in student enrollments, staff andrecurrent costs from 1963/64 to 1966/67. As enrollments in degree courses haverisen from 35 to 684 the cost per student has fallen from £1,900 in 1963/64 to£1,500 in 1964/65, £880 in 1965/66 and an estimated £890 in 1966/67,1/excluding residential costs. The total cost including residence would thus beabout £1,100.

80. Under the present system, proposals for capital development at UCD mustbe submitted first to the Develcpment Committee of the UEA, on which the threegovernments are represented. If the proposed development is approved, the Collegeand the government concerned then seek funds to provide the facilities. If theproject is financed by loans from external sources, the government acts as loanguarantor.

81. The main sources of revenue for capital development at UCD up to 1966have been the U.K., U.S. and Tanzanian Governments and private sources both localand overseas. Of a total estimated sum of £3.74 million spent up till 1966, £2.58million was provided in grants (the U.K. Government £ZO94 million, private sources,£1.03 million and the Tanzanian Government £0.6 million) and £1.16 million inloans (the U.S. Government £0.74 million and the Tanzanian Government £0.42 mil-lion). Capital aid from the U.K. ceased when the Tanzanian Government broke offdiplomatic relations.

1/ On the basis of data given in the 1966/67-1969/70 UEA Plan the cost perstudent exclusive of residence would be about £950 a year in 1966/67.

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82. The UEA and its colleges work to triennial development plans. The pres-ent 196I)-67 Plan provided 2.0hi million for capital develpnment at UCT cn its newsite, and construction work has already been undertaken which will cost £197 mil-lion. PBesirdes the facult,y, admi-nistrative= aqnrl lib)rary builrdings t.here, will bep byv

June 1967 accommodation for 1,200 students, rather more than half of whom will bein double rooms.1/ T7here are also 180 units of staff housing and a cafeWteria for800 students. The costs work out at about £4,400 per student overall, of which£-7 2 0) was for hos4tel acco;rmmodation. Staff houses have cost about+ -P7 00. T;ecentI C.Li vao i. i. IAJ.. 12t3 aL .'IIIJ U..'L * ! 11a .L jtuQUS ±101-vU '' u - -jLL U 1 I.. -JYa ±.' L --

estimates are considerably higher at about £1,000 for a hostel place, £10,000 fora staff Uh.ouse0, L,uuu lor a sUafLl f'Ula t[J andL for a Uedu-i roorL,.2/ Th

Mission had no time to check these costs but they are high enough to call forcar-elU- b ullruu 1lJy.

Gerniera'l

U). Table 15 gi-ves the rec-uirerent expendibure onU educat±ion uy the centr-ale

Government since 1962/63 and recent projections by the Ministry of Education ofexpenditures to ly97/ 72. iile abnormaliy large increase from LOU/ U4 to 1 7U4/u)

was due almost entirely to the 1965 salary award to teachers, which by June 1969will have cost about £1.o8 million. However, recurrent expenditure on ecducationexpressed as a percentage of the Government's total recurrent expenditure hasremained constant for the past three years at just under 18 percent.

84. Total expenditure on education by the central Government, capital andrecurrent, increased from £5.791 million in 1962/63 to Z9.h96 million 3/ in1965/66, i.e., at 18 percent a year. During the same period, total centralGovernment expenditure increased from £29.6 million to £57.6 million, i.e., at25 percent a year, and eXxpenditure on education expressed as a percentage oftotal expenditure fell f'rom 19.6 percent to 16.5 percent.

VIII. MANPOWER NEEDS AND THE DEVELOPMENT PLAN

85. According to t;he 1964-69 Development Plan the main objectives of theMinistry of Education are:

a. to meet the requirements of the national economy for high-levelmanpower;

b. to maintain the quality of primary education;

c. to progress toward the long-term aim of self-sufficiency -n thesupply of teachers.

86. The Tobias Manpower Survey in 1962 established broad orders of manpower

1/ It is the intention that first-and second-year students will share roomsbut third-year students have single rooms.

2/ Source: University College.

needs and indicated the outputs needed from the education system to meet them.These provided guidelines for the first Development Plan of -w hich a sta tii c+ summary is given in the following table.

TIHE DEVELOPWIENIT PLAN (1964-1969)

THE EDUCATION SYSTNM - PROJECTED INTAKES AND OUTPUTS

Level 1964 1965 1966 1967 1968 1969

Entry to Form 1 5,250 5,705 5,915 6,195 6,475 6,755(5,302) (5,942) (6,307)

Completion of Form 4 (SC) 49165 4,900 5,0140 5355 5,705 5,915(3,630) (4,505) (4,677)

Entry to Form 5 680 800 840 880 1,080 1,220(616) (780) (834)

Completion of Form 6 (HS) 520 680 800 8`40 880 1,080(463) (603) (761)

Entry to UEA 178 312 408 480 504 528(291) (391)

Completion of three-yearcourse at UEA 55 89 123 178 312 4o8

87. Though no allowance was made for wastage, these Twere reasonable tar-gets. Actual, as distinct from Plan figures, are given in parentheses in the tableand show that the number of students admitted to Form 1 has exceeded the targetwhile other enrollments have fallen a little short. The Plan did not aim at self-sufficiency in high-level manpoiwver by 1969; it wqas estimated that the supplyof graduates, for instance, would then be about 1,600 short of the need.

88. In 1964, the manpower unit which had been set up in the Directorate ofPlanning on the recommendation of the Tobias Report, published a second report(the Thomas Report) which concentrated on projections of demand and supply forhigh-level occupations for the 1964-69 Plan period. Though the two reports dif-fered in scope, there was a broad measure of agreement between their findings.

89. For the purpose of the Thomas survey, occupations were divided intothree categories - Category A requiring a degree, Category B requiring one tothree years of formal education or training at the upper secondary (post-Form 4)level, and Category C requiring a secondary education. Category A included theprofessions and top-level management, Category B subprofessional and technicalposts A0d midC-level manapement,. and CategorV C skilled office ard manual workers.

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90. The survey determined the 1964 stock of manpower in the various occupa-tions and projected the stock which would be needed in 1970 if the growth ratesplanned for different sectors of the economy were to be achieved. The otitputsrequired from the ecnnation system to nroduiire this stoek were then calciulated,allowance being made for normal wastage, the replacement of expatriates, andincreases in productivityj but not for changes in the occupational nptJte.rn_

Q1 The sul-rveya- +ther pro jecbrted thn prohbhle supply ron t.he accismnti.orn t.hqt.school and university enrollments would be as planned. The survey showe6. thatfor C(nategory A po+s +ter,-e wuAl be i shortage over the five-year -p nrl nof

943 1/ suitably qualified people, including about 120 civil engineers) 50 agri-cutrss 36-n,-' 40 n-l-e- 4 4,, amnd -condary schoolteacher-s and 70 accountant;s. Almost

600 of the shortages were! expected to be in the science- or mathematics-based occupa-tions--sc ad, oe 3 -in other ocupatios- requiring -pofessi-nal t-rainina It was

estimated that the supply of general arts graduates would be in balance with thedeAm-..n-Ad for a-dm ,in-is tur-atiV+i-ve, and cxec u t i;ve_ o-P-ffincers in. t+h. e_ubl in aInd pria seo-ctrt .

For Category B posts, the estimated shortage was less serious, being only 13 per-centu ofL thie 4tot~a'Il -, _- reur.et-s T4 -t 4was ,I-4 thought thtith a few except-ior;sticeis i-,J AL L _ 1 ± _.L%L1 U ~ L U VU~O UI1'.JU5ii U UiiOU A5w USI L~VM U-SaU,' -,WL

shortage could be met by in-service training courses. The output from the lowersecondlary schiooUls Uwould Obe suff±icient to r,.eet' ) percent of the nee' 'or the

skilled office workers (13,000) and skilled modern craftsmen (3,900) in Category Cfor whom training would be mostly- " on the job.!! Again9, the shortage was not re-garded as serious because it could be met partly by upgrading.

92. The implications of these findings were (a) that expansion at the grad-uate level should be concentrated on the science-based courses and training forthe professions and (b) that more science teachers should be trained so that theimbalance in the supply of secondary teachers coild be corrected. The necessarychange of direction was made possible by concentrating bursaries in those fieldsof study for which the need was greatest, and by requiring a proportion of bur-sars in arts and science to teach for five years after graduating. Though thesemeasures are beginning to bite, there will-inevitably be a considerable itime lagbefore their effect is fully felt.

93. The picture was radically changed when new, preliminary project,ionsof long-term manpower needs were made by the manpower unit in October-November 1966.These projections indicalted that the level of output from the education system wouldvery soon be numerically sufficient to meet all except a few special needs for high-level manpower till 1979 and that school and university intakes should thereforebegin to level off in 968o.

94. This unusual situation arose because the estimates of manpower needs inthe short run had included the abnormal requirements for (a) rapid localization(principally Africanization), and (b) a great expansion of the social services afterindependence. In contrast, the longer-term needs were expected to be much smallerbecause most posts would be occupied by young Africans with a very low replacementrate. Thus the output from a system which is designed to match short-term needswould be far too big for long-term needs. As the capacity of the economy to

1/ Nllen the Development Plan was prepared, the estimated shortfall for Cate-gory A posts was about 1,700.

absorb highly qualified manpower is very limited, the transition frcm a shortagetIuo a surplus could bOe very rapidO aznai o ail prahn uhasae

95. Tn it trlmnr har te mLanoe unit transla~ted the revised manpower4- ..ne,-nn Ioe,l A -,- r.UIL--,-oAA o,0 a nLi- ron A1, onn,- -lnc ncV 0-L 0 -

requirements into the enrollments required in the education system to meet them.1110,)' ±L.UL.iu 100. U1a U LII G .II an uaL iLL -ua~.~ 1 I LLb :ii L 1 J e I LL UIt1±. U,''.JJ 0The -ndica4t_ ed 4that anua itks int r i 19 Form I and 4-vriy ore

could remain fixed at 6,400, 920 and 580 respectively from 1968 onwards, These]intak-es would lead to ccra enrollments of1 0 1 over 1 900 ic n I ower- secon-

dary classes, 1,840 in upper secondary classes and about 2,000 in universitiesfor most of the 1969-1979 decade.l/ The distribution of univer_sity st-udents woulddepend on the opening of new professional faculties. Pending this, the enroll-ment of Tanzanian students at the UEA might be expected to remain steady at about1,200 and of all students at UCD at about 1,100.

96. These preliminary manpower estimates were again revised in the first partof 1967 after the l/iission completed its field work, As compared with the previousestimates, these raised projected employment in 1979 of graduates in so-called"arts-based occupations" from 3,373 to h,462 and in the "science-based occupations"from 3,953 to 5,024 (see Table 16). To meet the "gross" requirements for graduates,including the substantial numbers of Europeans and, to a lesser extent, nU1oU-i-tizenAsians that would be replaced during the 1969-79 decade, the IManpower Unit estimatedthat intakes into Form 1 should rise gradually from 6,615 in 1967 to 11,65 in1979 (416 average increase per year). Intakes into Form 5 should rise graduallyfrom 1,020 in 1967 to 1,640 in 1979 (average 51 per year). Intakes into universitycourses should rise gradually from about 590 in 1967 to 1,072 in 1979 (averageincrease of about 40 per year). Total university enrollment (UEA and elsewhere)would reach about 3,300 in 1979. The distribution of the enrollments would dependon the opening of new professional faculties in the three UEA carmpuses. If theoriginal distribution of faculties continued to 1979, which is unlikely, the en-rollments a-t UCD would be about 1,530 with 1,830 elsewhere.

97. The Mission could not judge the validity of this latest revision of man-power requirements. Tlphile it is obviously important to gear educational expansionto manpower needs, experience also indicates that the projection of the requirementsfor employment is still not an exact science. In any event the implications of thenew estimates for the expansion of secondary and university education appear to bemore realistic. It would have been difficult on social, cultural and politicalgrounds to contain secondary school and university enrollment at present levelseven if manpower requirements had justified such a course.

98. It is now necessary for the Ministry of Education and the University todraw up a new-i long-term plan for educational development using the latest manpowerfindings as a guide. In view of the cost of education, the financial implicationswill have to be carefully s-tudied. In the secondary school plan the proposalsof the UNESCO mission on the use of school accommodation will need to be taken intoaccount3 and in university planning serious consideration should be given to thepossibility of educating abroad a substantial proportion of the Tanzanian graduateswho will be required over the next decade to replace Europeans employed in the country.

1/ Enrollments projected in the Plan for 1969 were 25,340; 29300 and about2 )nno rpsprtively.

- 25 -

99. The danger of excessive expansion of the University College, Dar es Salaamshould be particularly stressed. It is important that the capacity of UlCD shouldbe related to continuing long-term needs rather than to the abnormal short-term re-quirements arising out of the need to Africanize employment. In this connection itshould be noted that the latest manpower estimates indicate that almost 29 percentof all the additional graduates required in the 1969-79 decade are expected to re-place Europeans and Asian non-citizens.

IX. ASSESSMENT OF THE 196h-69 DEVELOPMENT PLAN

100. In the opinion of the Mission, the education section of the De!velopmentPlan was based on sound Dolicies. the Plan itself was well-designed. and at thishalfway stage good progress has been made in implementing it. However, changesin estimates of mannower renuirements make a review of the Plan Droposals for thedevelopment of secondary and higher education urgently necessary.

Primary Education

101. At the primary level the emphasis has been on improving qualit,y andronnatiinng enrollments. A well-chosen st. of priorities reinfnrc ber-hv a _er

tive system of subventions has proved very effective in controlling the generalpatteprn o~f' development±

Gesndroll Secondary Educpmn + tiTn

first phase covered by the £2.1 million IDA project is almost complete. The nextnVi~J...L1 ±ao U~~J 11LLI ta ed by tL1It I-1LLIJ_L LI. LU .UO U O . L4 LILiLLI ---Ii v es ph-ase, w1hich hias bjeen estilla by the -4 Minstr tocs Vl il givolve

the provision of laboratories, workshops and other specialist rooms as well asdormitories an' st-aff~ h-cuses an,' tIhe building of a rnewv sclool a't1 rig--a 'or wh4ch013 uLLl -1 u.J1 U _LL±J 11Ul dAu Liit LUi -LIJU- , 0± d JtV n.II L u U ..LLLJLU. 101 V1i-L 1I

there is a political justification. With more intensive usage 10,000 extra placescould b poded fLor bVLetweenUULJ A-rl.) li-LirUIJ aduLJL III±iLJIJ m illiJ Ti pirO i . UULLc ld be

developed into a project, suitable for IDA financing. While urgent acticn isneeduedu if practOUi,caVIl courses are to LUe adudedu tAo tUhe curriLcu'lum as plannted-, theproject cannot be properly prepared because the extent of the program will not befully knownL , L u L U EiLJ ld.d LetiJ I t X I tooUiLULJUiueJ Ltn ew rbisioun in

paragraph 98. The Mission suggests that financial arrangements might be mademore flexiblUU Uti UsUai LU permuit an appl-eU-buleU ifiUU ioLU oLfULJ th wiU prougram if

this should prove to be necessary.

Teacher Training

103. The extension of Grade A teacher training and the associated construc-tion program is one ofI 'LliI1e most important parts of tlhe rPlan. * The Uorigi[ald etoLi-mate of the cost of the project was £2 million but this was later revised to£2.Uu [(LliU[]on. (see Table 10 ). wn-le reasonably good progress has been made,work to the value of about £1.6 million remains to be done. This includes theconstruction of new colleges at Arusha, Iringa and Tabora at an estimated cost ofZ0.235 million each. This works out at the rather high cost of £640 a place, soplans and unit costs should be carefully scrutinized.

104. There is no doubt that the teachers to be produced by this program areneeded. Even a modest expansion of primary education such as that in the Mission'stentative projections in Table 18 would call for a net increase of at least 1,150teachers a year for the next 12 years for the primary schools alone. Taking

- 26 -

wastage through retirement into account, the continuing need for primary teachersshould be at least 1,500 a year and might reach 2,000 a year depending on thepattern of development. In addition there is a need for Grade A teachers to staffthe lower forms of secondary schools. while any surolus would be readily absorbedby the private schools. The TIission's only doubt is of the ability of the Govern-ment and local authorities to meet. the much hipher recurrent costs. A net increaseof 1,150 in the number of new Grade A teachers would increase the recurrent costby nearly .)f million a year- to which would have to be added the cost of replac-ing retiring Grade C teachers and the bigger increments of the Grade A salary scale(perhaps 0.1 million) T Despite the higher cost, how^pever, tYhe Mission would regardthis as a good investment.

105. The merits of the very large college with accommodation for about 1,000students w;ere thoro- hly inestigated by th-e Gove-rnment and US AID, but it wasagreed that on financial and educational as well as political grounds the smallercoll gecs are t- be rrc?credAS A ar+ti cul nc nAdvrn+tage cq tht+ thern r,n-,l -, ur,,rv-e

W~~~~l CJ LJ UA. E , -- = w| V-- U A-'A2L'AJ; _. ' .t'A'v. AL U 'Al_ 5..v _X ,A~' U5L_z .± L U V±L., a 1

colleges to serve as centers for upgrading courses and as regional foci for thewide range of activities designed too improve th01e quality of education whnich arebeing organized by the Institute of Education.

Technical Education

106. The Mission understands that its original reccmmendation that the proposedconversion of th Iosh11 TrdeU. ScoolI ir.t a secodary techijcal school± be reconsi-ered has not been accepted. It notes, however, that a UNDP project approved inuie 196U i As to se-t up a modFe'l apprenticeshi1p systLelle w11iAc11 II In volv e Lhe use

of the technical schools for giving sandwich courses and other off-job instruction.

107. 1Jhile the lViission appreciates the need to expand engineering facilitiesand' 11hostLe'l accommodation ab tL 'L1e TI1c hnIcaUdl L eI±gIU, ± L cnLJ U Lthe U JI L p LI p P sIaUPU

to set up a new department of catering and hotel management. Except initially,the numbers to be trained each year in the different types of course would notjustify the heavy investment in accommodation and equipment that would be needed.It would be cheaper and more effective to send abroad the few who are likely toneed training in hotel management and let the industry itself provide training atlower levels.

108. in the Hission's view the proposal to establish a second technical col-lege at a cost of £0.72 million is also premature, since there is scope at thepresent college for a considerable expansion.

Higher Education

109. The proposals for the development of higher education in the 1964-69Plan were geared closely to the then estimated manpower needs, Since that timetwo different estimates of the number of people with university training requiredin the decade 1969-79 have been produced. The latest estimate coripleted in 1967substantially alters the earlier conclusion that the number of university admissionscould be leveled off and envisages a significant increase in requirements. Thisimplies a considerable expansion in UCD, but, as already indicated) the cost in-volved makes it necessary to consider carefully whether that proportion of graduatesrequired for replacement of expatriates employed in Tanzania would not be moreeconomically educated outside of East Africa.

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110. The need for such a careful review of The plans for hi-her education isreinforced 1by the rapid evolution of the universi-ty colleges into independent uni-versities. Tanzania will have to decide soon when and how it will provide its owndegree courses for agriculturists, engineers and doctors and what is to happen toits Faculty of Law if 'Kenya and Uganda establish their own degree courses in law.In the Hiss:.on's view, the opening of new faculties of engineering and medicineshould be deferred as long as possible because the costs would be prohibitive.There is a stronger case for starting degree courses in agriculture, perhaps atMorogoro, and this is discussed elsewhere.l/ The output of lawyers needed forTanzania alone is likelN to be too small to justify a Faculty of Law.

lllo Some of these developments may appreciably affect the need fo-r capitalinvestment at UCD, especially in student hostels and staff housing for which over£1 million is provided in the 1966/67-1969/70 UEA Plan. The Mission thereforesuggests that the expansion of these facilities should be deferred unti-l a newdevelopment plan has been prepared.

Surmmary

112. The Plan provided £IL million for capital investment over the fiveyears 196h-69, of which £2 million was for 196h/65 and £2.3 million in 1965/66.Actual expenditures were £2_15 million in i96h/65 and £2219 million in 1965/66.Because of the uncertainty about future plans for secondary and higher education,the Misslon can .nake no rpeiah1l Pet.irnat.P of the capital inves1tqment. likely tio b

needed in the next five years. A thorough study of the basis and implications ofthe most recent survey of manpower rureen s+ -41 1 ho -eAndA +t -- n 1I

term plans. Meanwhile it should be possible, over the next three years, to reducemanrginal rcs-ts -f -pnd-A-in n sc4ondary school progra- 4p -f

intensive use of existing accommodations can be effected. Large capital investmenthin highern educati,o-n can be -avoidedA only if t-e Covernment decides to defer fa-

cilities for degree studies in engineering and medicine.

113. Recurrent expenditures will continue to rise, though at a somewhatslower rate than- - -the past. Anna exediue are a-lred -- 4in at - -4rc-~L_Vl4 4.C U .1 -110 _LU J LL CLIS U nnual expenLULli Itu iZ. e l s 0 0±L-.L 0CLUy I 4U1l1JJL1lJ C L, ~U

million to 0.h4 million a year above the Plan projections because of the salaryaward to teachers in JTa,inuy',, 1 QAC T-e r.ost rcet m enn at+ fall in+o

question the earlier conclusion that enrollments in secondary and higher educationand th-11-eref:ore recurrent costs can be expected lo level oll. The costs of4pimar

011). JlO 04LiiS . LLI4.VLU L.Jl U.S L.L US S.) U LI U L) tOV L kiL *L 11.10 'J L.UC U.S .L .J L0LLd

education will in any event rise as more Grade A teachers are recruited, and those0± ~UL~LJU.S1yOULIUd iO dOb jJId.LU LijUdi.t uuulrau d%L-u I Li L.'IUL1LUeCI. 1' LUI JaluId (J;UlIO Lidli]LL1 1,of seconduary edu -c-a t - ui-onn-__-- -- Z - _--I as prctca ---se ar inrdcd Fiaca Io- --- raI - -

undoubtedly make it important that the Ministry's estimate of £11.3 million inr1ecurren- expendŽ i tures fwor.LU -J217 1/2 C as sIhUownI iii Table 15 IIUi rshi uol noct be exeedeC.

Though the projections are based on a steady decrease in the annual rate of in-crease from L4 percent to 8 percent, the expenditure on education expressed as apercentage of total government recurrent expenditure might be expected to increaseo-ver tie same period roia-ri 1U percent in 1965/66 uo abo-ut 20 percent in 1971, /7.

1/ See Annex III-A.

- 2 8 -

X. EXTERNAL AID

ll. The iMlission was unable to obtain complete data about the aid providedfor education by external sources. The following summary of the contributions madeby some of the main donors does not claim to be complete, but gives some indicationof the scope and complexity of the assistance given.

United Kingdom

115. Since indpendencer in 1961, the U=K. Gonvernment has nrnvideA £33 millionin aid of all kinds. Of this, £12 million was in the form of technical assistance,e.g., for meeting part of the expatriate costs of officers recruited under the OvPr-seas Service Aid Scheme (OSAS). These costs include inducement pay, half the costof passages, and children's educational allowances and holiday passages For of-ficers recruited under the Special Commonwealth African Assistance Plan, the ex-patriate costs are met in full No breakdown is given to show what pronrt.ion ofthis aid was for education. However, in mid-1966 there were 306 British personnelci,,-~-i,-s,-sv-- -in-. educAt-n,+-,io na- pts+c i -Tn TnzaniaT under thesec so Zschemca SiY in amin+irti)

29 in technical education, 228 in secondary schools and 43 in teacher training. Inaddi.t i o n the 11 re ar e a b ouat 5 n0 a l ified v ou nt +e e rs from the UTT. teacing i n Tanzanian

schools and 1,200 Tanzanian students studying in the U.K., of whom about 180 areon technica-l acssistace. Of +1the 251 Vi i l ion in financial aid ro IugVhyII h.-) has1n

been in the form of grants, half of loans. Most of it has been used to meet thecostlus ofL ccmnpensati4on and commuted P- pension for reirn officers. A de-lpment--4

loan of £5.63 million in 1965 included a number of educational projects in theDevelopmiLen'tLI PFlan), e. g., the Technica]J UUCIoIege) sever. tachr-tLir.ing o

secondary and primary school expansions and library services. When diplomaticrelatLijon weRrle bro'ken offL arn int-erest-fIree loarn ofL E'71.5 mi1llion -which was then-

being negotia-ted and of which £1.47 million was earmarked for educational develop-2 ~~~~~~~T T _ .- , - 4 A _ - _ |_ -_A t_.>_S - _ . _ - .4\.Amotet , -wa s Ii U[J .r uz vev ni atV ±0 V0 1 LII U , -J5 U1JLLU1 0J5,1 lZAUIIIUIJ LO U'IlL.hich 1iad Ue eI ne-

gotiated before the breach.

US AID

116. Under this program, aid has been concentrated in four main fields ofwnich education is one. in all four fields, the emphasis has been r thile euucat±unand training of key personnel. Information on the aid given recently for educa-tion purposes and the amounts undisbursed as of mid-1966 is summarized in thetable on the following page.

Other Governments

117. Reference has already been rnade in paragraph 35 to the Kibaha Schoolprovided by the Nordic Tanganyika Trust. It is particularly interesting in thatit is a new kind of project which provides not only buildings and equipment butalso the recurrent costs during the development period. The cost is shared bySweden (50 percent), Denmark (20 percent) and Norway and Finland (15 percent each).

118. The Swedish Government has also provided 75 percent of the capitalcost and agreed to meet the recurrent costs for five years of a three-stream

- 29 -

boarding schooi for girls at Korogwe. The project was completed in OCGboer 90606at a cost of £O.35 millicn.

ASSISTANCE FOR EDUCATION UNDER USAID

(in thousands of African Pounds)

Type of Total UndisbursedSubject Aid Amount on 6/31/66 Remarks

Teacher training T.A. 320 28 Staff for teachers' col-

I. eachers' C s I C o ll Lo 285E - Ne :;wj bu.ldLngsJ1±1T '"nOAFlAT--l.tJune 1966

Technical College, DSM T.A. 210 160 Staffing and curriculumdeve'lopment'

m r ' L Atn. A ____Teachiers for E'aas'u Africa a/ TL.A. u63 d/ 7u Regiolal program replaceuby Peace Corps

UCD Phase 1 Loan 280 18 Building library, studentsunion

uCD Pnase 2 Loan 525 14o Hostel, cafeteria, admin.block and 29 staffhouses

-UCD Phase 3 Loan 280 280 Hostel, cafeteria ex-tension

Institute of Education T.A. 70 35 In-service training, etc.

Education materials T.A. 5o 35 For adult education, li-braries, and secondarycommercial ccurses

a/ This is a regional program started in 1963 jointly with the U.K. Only20 USTEA teachers now remain in Tanzania. It has been supplemented bya Teacher Educators' (TEEA) program under which 1 tutors are now serv-ing in teachers' colleges in Tanzania.

119. Canada has provided technical assistance, especially in technical edu-cation and teacher tra-Ln4ng. There d- are now Canadian teachers and nine ad-visers in Tanzania and 70 Tanzanians training in Canada.

- 30 -

120. France has provided about ten French language teachers and a languagelaboratory.

Ford Foundation

121. Betiween 1959 and 1964 the Foundation made grants to Tanzania to-talingroughly E1 million and provided technical assistance costing £0.2 million. Thegrants were nearly all for developments in education or training, the technicalassistance in large part for manpotwer planning which is an essential basis foreffective educational planning. The grants also included large contributionsfor capital development, e.g., £0.45 million for new buildings at UCD including£o.115 million for the Law Faculty. Other grants provided £0.1 million forstrengthening scientific and technical education at the secondary level (e.g.,£24,000 for Sixth Form laboratories at HIwanza and £43,000 for secondary technicalcourses at the Technical College), £14,000 for the Institute of Public Adrministra-tion, £18,000 for the Journal of African Studies, £22,000 for legal training, and£54,000 for assistance with training African staff for the University and theAfricanization of teachinwi materials.

122. Since 1961, a further £0 25 million has bhen nrovided in Pgrants. thoighthese iwere only indirectly for the support of education, e.g., £33,000 for train-ing laboratory technicians, £55,000 for the Civil Service Training Center andL65,000 for research on village settlements.

International Development Association

123. Under an agreement negotiated in 1963 and effective froi larch 196 4, theonvernment. was granted an IDA credit for £.1.61 million tnowards the cost of a £21

million secondary school project. This included £0.h million for constructingtwo new schools at Tanga and Shinyanga, £0.71 million for improvi ng and expandingthe facilities at 27 existing schools, £0.345 million for completing sevenpartially operating schools, £0.23 million for adding boarding facilities at nineday schools and £0265 million for converting ten primary schools and teachers'colleges to secondary schools. O-f the 5~3 exiti, shols 3weevlutr

agency schools (27 boarding, six day schools) and 20 government schools (12 board--i, ni c+11+ An,' 'TT, rrn ny.n -n+ - n c Anc circ, ~A +r ny.,riAn ( U +Z -.v+r I- irn c 'T'b

estimated average cost was £300 a place.

124. The project is almost complete, £1.53 million of the £1.61 millionT n crA A X4 4a ng lee, 4 s Tr e4 , , A1 -4 -1 I /_ a l, 1dl U U i Li l - i ^ ri U1 V -L 1 C, . 11 3 A C010 . i ld _ lk LIJ±h bI ~U;U U llC VJAJ U1] I D.L U U4:il n I J t I G UL y i.iJ .1 \1ii J 1 2"J I o 1iIW Obi.1JiJ± LJL Ui W 1L' Vi G IG

main basic facilities of classrooms, boarding facilities and staff housing,but are unevenly equipped with laboratories, bWo-rkshops, art-and-craft, domesticscience and geography rooms, libraries and assembly halls, for w'hich assistanceis nols being sought. It is to be noted that the new schools cost much more thanthe originally estimated cost of £0.2 million each. The four-stream school atTanga cost £0.277, the three-stream school at Shinyanga £0.32 million. The in-creases can be explained only partially by the rising costs of building.

- 31 -

United Nations

125. The main U.N. contribution is one of LO.34 million towards the cost ofa £l.h2 million prolect for training secondarv school science teachers at theFaculty of Science, UCD. The project provided the services of nine experts (in-cluding the nronent director) for from two to five and a half years, as well asequipment, books and fellowships for counterparts.

General

126. The general pattern of aid for education is changing. There are nowfewer si-glen easily identified p io n-rn - or. but more complex, riple

projects which are part of a continuing program of development. These projectsare CL 10e diiLfficult ut)o def.'ine, too prepare and to Qsupe0jrviseV , but thley areC molr-3e valWu=

able because they are closely identified with the Government's Developme!nt Plan.

127. One of the dif'ficulties of the multiple project is that it tak:es solong -to prepare, to -- 4---- -- -- 44 -- 4 appraise 4n to -eoit tha thr is usull - d-la A of tot) ~ ~ ~ 0~ Ut) ajJ±J.LCL OOC) Z- 11a0. U O U LI t- U U _L U Q UllACU. ~ -U UI _JLD± U')OottL_y CL IACtCLd, V

at least two years between the preliminary request for aid and the start of workon thi'je proJect. Ais tUhie need0s are notu static but continually changing, Ji.U islikely that modifications in the agreed programr will be necessary. In t,hese cir-cumsoanUesL), itU woUUU Ube UdesraUbl eL) tolcl± make th LJd1JL C rrangements flJe!0xJ iL bl±-e to

permit such modifications to be made.

128. In addition, the developing countries are becoming increasingly con-scious of the heavy cont;inuing commitment in recurrent expenditure which isassociated with any capital investment in education and particularly welcome thekind of project that helps to allevlate this burden. The Kibaha and Korogweschool projects, in which the donors provided not only most of the capiltal costbut also the recurrent costs during the development stage, are examples the Gov-ernment would like to see followed by other donors.

129. Without expatriate help in the schools and colleges little progress ineducational development would have bee-n possible. The U.K. in particular makesa heavy contribution 'oy paying an inducement pay, passages and children's allow-ances, a large part of ithe excess cost of the expatriate over the equivalentlocal officer. Even so, a part of the excess which it can ill afford is stillpaid by the Tanzanian Government. The assumption of the full burden of "ex-patriation costs" by the external government would be particularly welcome.

LIST OF TABLES

Table 1: Pnhlir G crhool - (rnwth in Fnrol Lments (1901-1965)

Table 9- E nrnIlmnn+.t fo,i 1 QA1 nnd 19Q6; EpressedS na PPrcent.agqe

of Age Groups

Table 3: Data on Enrollments in Primary Schools 1965

Table 4: Enrollments in Secondary Schools (1966)

Table 5: Average Class Sizes in Public Secondary Schools

Table 6: Growth in Number of Classes in Unaided Secondary Schools

Table 7: Data on Primary School Teachers 1965

Table 8: Teachers in Secondary Schools by Qualifications & Citizenship (1965)

Table 9: Examination Results

Table 10: University of East Africa - Enrollment of Tanzanian Students (1965/66)

Table 11: University College, Dar Es Salaam - Student Enrollments (1965/66)

Table 12: Annual Recurrent Cost Per Pupil in Public Secondary Schools (1966)

Table 13: Annual Recurrent Cost per Student in Teachers' Colleges (1966)

Table 14: University College, Dar Es Salaam - Summary of Student Enrollments inDegree Courses, Staff and Recurrent Expenditure (1963/64 - 1966i/67)

Table 15: Central Government Recurrent Expenditure on Education (Actual andProjected) 1962/63 to 1971/72

Table 16: Projections of Manpower Needs in Category A (Graduates) Occupations -Made in 1967

Table 17: 1964-1969 Development Plan - Cost of Teacher Training Colleges

Table 18: Projections of Enrollments in Public Primary Schools, 1964-1977

Table 1: PUBLIC SCHOOLS - GROWTH IN ENROLLMENTS(1961 - 1965)

(a) Primary schools (1960-65)

% of GirlsClass 1960 1961 1962 1963 1964 1965 1960 1965

Primary 1 116,57 121;386 125,521 136,496 140,341 1L9,314 39 42

2 99,4),6 1nR-992 115,556 125j889 130.976 137.665

3 91,147 97,4)0 10),583 117,989 122,718 1,i ),

4 87,989 95,391 98,139 106,768 114,471 126,536

5 17,370 19, 721 26,803 40,508R 4 i r IR,R

A 15, n75 1 7 ,21 18,601 2oR oA 3 ,A 77 47 \

7 _11,1702 -1. , 6. -15,730n 184l A A637 33,892I ...... I ~I ~ L4 -4.7 ' II.-"-' -±'w'44L4 ~ L4., --'I J5 ~ '

r~~~~~~ ~~~ ~~~~ _v- -L %J4IA«n

Primary 448,874 486,462 518,663 592,104 633,678 710,200 34 37

% Increase 1/P1-8 6.1 8.8 14.2 7.0 12.1 1960-1965-58%

(b) Secondary schools (1961-66)2~% of Girls

1961 1962 1963 1964 1965 1966 1961 1966

Secondaryl 4,196 i,81o h,972 5,302 5,942 6,307 29 26

2 3,453 3,982 4,845 5.013 5,223 5,873

3 2,088 2.948 3,666 4,873 4,862 5,o69

4 1,603 1,950 2,839 3,630 4,505 4,677 30 26

Secondary 1-4 11,340 13,690 16,322 18,818 20,532 21,926 29 26

Second-ary 5 92A 2R )4Q7 616 78n R834 1n0 17

6 176 199 258 463 603 761 14.2 15

Sec-oHndayT-v 41()I2 45755( 1,07Q 1,38 1,595 [ 12.1 I16

Total Sec.1-6 11,752 14,175 17,077 19,897 21,915 23,521

% Inc. Sec.1-6 20.6 20.5 16.5 10.1 7.3 1961-66-lool00%

1/ Equivalent to 9.6% p.a.

2/ Eouivalent to 1l% D.a.

Sonurnp_ Miniqtrv of FAunation (eorrected anfi aianted).

No tai are auvi1abh1e on -fhe growth in enrollments in unaided sc-hools.

Table 2: ENROLLMENTS FOR 1961 AND 1965EXPRESSED AS PERCENiTAGES OF AGE GROUPS

Year ClasP 1-2 P 3-4 P 5-6 P 7-8 F 1-4 F 5-6

(a) Age group 480,ooo 460,000 440,000 420,ooo 800,000 (380,000)

(b) Enrollment 267,000 197,000 391,000 27,800 11,400 400

1961(c) (b) as a % of (a) 56 43 9 6 1.4 0.1

Ratio boys : girls 2.5 to 1 3 to 1 5 to 1 6 to 1 7 to 1 25 to 1

(a) Age group 520,0 uu,UUU 4000 U,UUU 4-0U5,UU 86U,uuu 4u5,UUU

(b) Enrollment 328,000 269,000 107,000 64,500 21,600 1, 4O

196a

(c) (b) as a % of (a) 63 54 23 14 2.4 0.35

Ratio boys : girls 1.4 to 1 1.6 to 1 2.2 to 1 2.9 to 1 2.9 to 1 5.8 to 1

Sources: 'or 1961 Repor -I U.SOEuctoa lannfoso,16Fo,uuvu ~.; r 1 96L5, aLtapUte Lf r.o U1UinLs.)%U oJu f EicatL I sLtLA titLlc.

£o U.L )iyU.~ I aUdapteJLrom..11 Ministry 1) 01. BOUCCLLL101I1 S L,UIS L.UIC.

Table 3: DATA ON ENROLLMENTS IN PRIMARY SCHOOLS 1965

(a) Public Schools

P1 P2 P3 P4 P5 P6 P7 P8 P 1-8

No. of boys 86,662 81,499 81,077 78,850 36,820 32,855 24,960 21,.82 444,305

No. of girls 62,652 56,16S6 52,268 47,686 16,663 14,500 8,932 7,0l28 265,895

I utlaEnrollment 149,314 137,665 133,345 126,536 53,483 47,355 33,892 28,610 710,200

% of girls 42.0 40.8 39.2 37.7 31.1 30.6 26.4 2L.6 37.4

No. of fullday classes - - i;986 1L932 12q2 1-159 832 687 7 8-l8

No. of halfday classes 3,362 3, 298 1,261 114 - - - - 9,105

Total No. ofclasses 3,362 3,2'i8 3,247 3,116 1,252 1,159 832 687 16,953

Of whichboarding 14 L4 14 14 290 290 290 285 1,211

Av. size ( 1965 4h.4 41.7 41.1 4o.6 42.7 40.9 40.7 41.6 41.9

of las (1- ̀94 14 3.9 - 29 39. -60 3.1 3. 353 37.1 36.6

(b) Unaided Schools

P1 P2 P3 P4 P5 P6 P7 Po Total

No. of boys 13,783 11,192 3,374 2,818 1,962 1,886 916 603 36,516

No. of girls 9,551 7,122 2,012 1,388 1,158 926 321 154 22,632

TotalEnrollment 23,334 18,314 5,386 4,206 3,120 2,812 1,237 757 59,1h8

% of girls L0.9 38.9 38.1 33.1 37.1 32.9 25.9 20.3 38.3

No. of fullday classes - - 56 37 82 80 35 31 321

No. of halfday classes 611 577 109 95 - - - - 1,392

Total No. ofclasses 611 577 165 132 82 80 35 31 1,713

Av. size of class 38.2 31.7 32.6 31.9 38.0 35.2 35.3 24.4 34.5

Source: Ministry of Education

Table 4: ENROLLMENTS IN SECONDARY SCHOOLS (1966)

Public Schools (69) Private Schools (27) All Schools (96)

Class B G T B G T B G T

Form 1 4,639 1,668 6,307 1,557 711 2,268 6,196 2,379 8,575

2 4,262 1,611 5,873 659 128 787 4,921 1,739 6,660

3 3,824 1,245 5,069 378 71 449 4,202 1,316 5,518

4 3,466 1,211 4,677 278 31 309 3,744 1,242 4,986

Forms 1-4 16,191 5,735 21,926 2,872 941 3,813 19,063 6,676 25,739

Form 5 Arts 259 87 346 2 2 261 87 348

Science 435 53 488 435 53 488

Total Form 5 694 140 834 2 2 696 140 836

Form 6 Arts 290 70 360 4 4 294 70 364

Science 354 47 401 354 47 401

Total Form 6 644 117 761 4 4 648 117 765

Forms 5 & 6 1,338 257 1,595 6 6 1,344 257 1,001

Forms 1-6 17,529 5,992 23,521 2,878 941 3,819 20,407 6,933 27,340

Source: Ministry of Education Planning Unit

Table 5: AVERAGE CLASS SIZES INPUBLIC SECONDARY SCHOOLS

1961 1962 1963 1964 1965

Forms 1 - 4 31.1 31.5 32.5 34.2 34.o

T,orms 5 - 63 2.5 ' 12,17 -16.8 -I A- 1. 18.7rorms -? u ±L .. . , i .( ±kJ.U -LU

Source: Ministry of Education

Table 6: GROWTH IN NUEBER OF CLASSES INUNAIDED SECONDARY SCHOOLS

1961 i962 i9603 i964 io965 ±yoo\-

Form 1 - 1 1 7 13 (458) 67 (2,268)

2 - - 1 5 13 (347) 26 (787)

3 - - - 1 8 (211) 16 (449)

4 - - - - 2 ( 49) 12 (309)

Forms 1 - 4 - 1 2 13 36 (1o6,) 121 (3,813*)

* Approximate. Figures in brackets refer to total number of pupils.

Source: Ministry of Education

Table 7: DATA ON PRIMARY SCHOOL TEACHERS 1965

(a), Teaching force byr cra'l 4-lca" onI OLiu*~&i3 * Lii LiV LJJ .{UOU.L.I. At.~ UULJLL

Public Schools Unaided Schools All Schoo:LsGrade

M F Total % M F Total % M F Total %

A 448 364 812 6.0 5 5 10 0.9 453 369 822 5.8

B 1,367 189 1,556 11.5 22 11 33 2.9 1,389 200 :1,589 10.8

C 8,447 2,383 10,830 79.8 263 63 326 28.6 8,710 2,446 11L,156 75.8

Other trained 145 156 301 2.2 122 36 158 13.9 267 192 459 3.1

.. _. _ _ , .................... H_ A, _ A- , t_.5, n c } - - I _ A Untrained 513 24 77 0.o 600 13 o1 5)J.8 63 37 6oyu 4.7

Total lOjdni1 3II6A 13,576 100. 1,012 128 1,1n 0 100. 11,472 3,24P 1!,,716 100.

(b) Pupil/teacher ratios

Public schools Unaided schools All schools

Total number of pupils 710,200 59,148 769,348

Total num.ber of teachers -13,5C76 II.4 'lL,.716A

Pupil/teacher ratio 52.3 51.9 '2.3

Full-time equivalent number cf pupils 511,311 35,049 546,360

1Uota U a WIIU6e r1 o u'itecers 3,, 57U 13 ±L40 14>,7(

F.T.E. nunil/teaeher ratio 37.7 30.7 q7.1

Source: Ministry of Education

Table 8: TEACHERS IN SECONDARY SCHOOLS BY QUALIFICATIONS & CITIZENSHIP (1965)

Public Schools Private Schools

Qualification Citizens Non-Cits. Total Citizens Non-Cits. Total

TrainedGraduates(a) Makerere enuivalent

(1) TEA 164 16 --(2) Others 3h 1Q3 227 1 16 17

(b) Others 17 212 229 - 1 1MAkerere diploma equivalentl/ 30 L3 73 -4Grade A teachers 160 11 171 - 1 1

Total trained 241 623 864 1 35 36

Untraine d

Graduates(a) Makerere equivalent 6 - 6 - -

(b) Other 9 139 1h4 8 17 17Ot, rso 7 19 46891

TLo4ta-l untura-Lned' L4° 158 -0 63

T1tal trained/untrained 283 781 1064 9 61 70

% trained 85 80 81 11 57 51

Pupil/teacher ratio 20.6 15.2

1 / Thls- ls~ +he undrgadute not- the potgaut,i diloma.

Includes "unspecified."

Source: Ministry of Education

Table 9: EAMINATION RESLULTS

(a) School Certificate (1956-65)

No. of Can- Number Passed PercentageYear didates a/ Div. 1 Div. 2 Div. 3 Total Passed

1956 4Sl 91 1I17 Rl 99 71 J.

1957 606 98 197 122 4]7 68.81958 681 92 226 160 478 70.21959 954 103 301 156 560 58.71960 1,359 169 407 256 832 61.21961 1,6nq 162 457 2)10 859 53.51962 1,950 182 522 296 1,000 51.31963 2,839 242 604 626 1,472 51.81964 3,630 224 679 622 1,525 42.01965 4,505 370 929 996 2,295 50.9

18,5EO 1,733 4,469 3,558 9,760 52.5(9.3%) (24.1%) (19.1%)

a/ The number of candidates is the same as the enrollment inForm 4 in public secondary schools.

(b) igher School Certificate (1960-65)

(i) Arts students

Achieved Percentage 2/ Percentage,ear S--t n..C PasdUEA... 3/

1960 53 32 601961 84 k8 571962 1/ 85 55 651963 I./ 14L 100 71 - -1964 1/ 239 121 51 196 821965 1/ 348 153 45 229 66

(ii) Science students

Achieved Percentage 2/ PercentageYear Sat H.S.C. Passed U.E.A. U.E.A. 3/

1960 65 34 521961 73 22 30 - -

1962 1/ 114 47 41 - -

1963 I/ 117 4hL 35 - -196k4 1/ 232 70 30 139 581965 T/ 269 106 39 190 71

(c) All candidates

Achieved Percentage 2/ PercentageYear Sat H.S.C. H_S.C. U.E.A. U.E.A. 3/

1960 118 66 56 n.a. n.a.1961 157 70 45 n.a. n.a.1962 1/ 199 102 51 n.a. n.a.1963 I/ 261 141 54 n.a. n.a.i . / I -.. -

1064 1/ 4 (.L 1Y1 IL 335 711965 I/ 617 259 42 419 68

1/ In these years the percentage of passes given does not take intoaccount that a number of candidates were not examined for the fullH.S.C.

2/ Number meeting minimum standard for admission to U.E.A.

3/ Percentage of those taking H.S.C. examination who met minimum U.E.A.admission standards.

Source: Ministry of Education

Table 10C: UNIVERS:[TY OF' EAST AFRICA

ENROLME.NT OF TANZAITAN STUDENTS (1965/66)

Dar es SalaLam M__ akerere Nairobi TotalCourse/Year T- 3 2 am T 1 T 3 3 7F r 2 3 4'

Arts & Social Scierre 134 60 - 194 1 14 33 - - 48 7 15 B - 30 1L42 89 41 _ 272Science 37 - - 37 2 5 5 - - 12 9 8 .3 - 20 48 13 8 - - 69Cornmerce - - - - - - - - - 21 5 3 - 29 2: 5 3 - - 29Educaticn 1/ - - - Lt 10 6 - - 20 - - - - - i4 10 6 - - 20

Total Common Faculties 171 60 _ 231 7 29 t4 - - 80 37 28 ]J - 79 215 ].17 58 - 390

Architecture - - - - - - - - - - 1 4 1 - 6 l 4 1 - -- 6Agriculture - - - - 13 6 5 - - 24 - - - - - 1.3 6 5 - ' 24Engineering - - - - - - - - - - 44 20 9 - 73 44 20 9 - -- 73Law 33 13 16 62 - - - - - - - - - - - 33 13 16 - - 62Medicine - - - - 25 20 7 12 4 68 - - - 25 20 7 12 IL 68Veterinary Science - - - 7 4 2 2 - 15 _ - - - _ 7 4 2 2 -- 15

Total ProfessionalFaculties 33 13 16 62 45 30 1L 14 it 107 45 24 10 - 79 12.3 67 40 l1t i 248

Postgradluate - - - - 8 - - - - 8 1 - - - 1 9 - - - -9

Undergraduate DiplomaArchitecture - - - - - - - - - - - - 2 1 3 - - 2 1 - 3Art - - - - 2 3 3 - - 8 - - - 1 1 2 3 3 1 -- 9Domestic Science - - - - - - - - - - 4 2 1 - 7 4 2 1 - - 7Engineering - - - - - - - - - - 1 1 - - - 1 1

Land Developren-t - - - -. _ _ - - - - 2 1 - 3 - 2 1 - 3Social Work - - - 5 4 - _ _ 9 - - - - - S 4 - 9

Total UndergraduateDiploma - - - - 7 7 3 - - 17 4 4 Lt 3 15 11 11 7 3 32

Other CcoursesPublic Administration 50 - - _0 _ _ , _ - - - - - - - - - - 5Statistics 8 - - 8 - - - - - - - - - - - 8 - - - -- 8Others 3 - - 3 - - - - - - - - - - 3 - - - 3

Total Other Courses 61 - - 61 - - - 61 - - - 61

Total All Courses at the Universit y 740

1/ At Makerere on:ly. Other education students are enrolled in the faculties of Arts and Sc-Lence.

Source: Ministry of Educationi

Tahle 11 ITNTVERSTTY cOT,T.LFR- nAR ES SATLAAM - S;TTUTnNT ENROT.T,MFNTS (196q/66)

Course Year Kenya Uganda Tanzania Other Total

B.A. 1 11 8 134 8 161(Arts & Social Science) 2 20 2 60 L 86

3 - - _ _ _

B. Sc. 1 1 1 37 1 40(Science) 2 - -

3

Total B. Sc. 1-3 1 1 37 1 ho

Law 1 20 19 33 1 732 19 12 13 4 483 8 8 16 2 34

Total Law 1-3 47 39 62 7 155

Total UndergraduateDegree 79 50 293 20 442

Post-graduate - - - - 2 2

Non-graduatePublic Admin. - - 50 - 50Statistics 4 4 8 2 18Other - - 2 9 11

Total Non-graduate 4 4 60 11 79

Total All Students 83 54 353 33 523

Source: University College

r1}1l - 1 '1. AAThTTTAT DWnFTDTOIWPP r)PCM DWI DTrTT TNT 'DTMT Tr±.L~VL ±Lr. A~ uuzT.uL %d..LkA ' .LAIJA& S A VJSL J..U SU.Li%V .. L'j

SBCONDLRY SCHOOLS (1966)

(L)

Forms 1-4 Forms 5-6Item Day Boarding Day Boarding

Tuition 55 55 137.5 137.5Boarding -- 30 - 30Equipment 7.5 7.5 20 20Travel -- 4 - 5

Administration/Upkeep 8 8 8 8Sundries 2.5 2.5 2.5 2. _

Total 73 107 168 203

Source: Ministry of Education

Tablel3: ANNUAL RECURRENT COST PER STUIENT INTEACHERSt COLLEGES (1966)

(L;)

EO.3 Grade A Grade CItem Res, Nonres. Res. Nonres,_ (res.)

Tuition fee 105 105 105 105 75Training allowance 39 39 27 27 15Eauuinment -rant 50 50 20 20 7.5Travel cost 8 8 4 4 4Block TeaGhing 'Practine Allowance 36 25L 5 _

Boarding grant/Allowance for 153 a/ 108.4 b/nonresidents 30 30 30

Total Recu-rent Cost 268 355 211.5 284 4), 146 5

_f/ AU n do-wance o.f LJ a mont fUIILor 8--/2 Imonth a JaJ is jl to

nonresident students.

b/ An allowance of E12.15 sh. a month for 8-1/2 months a year ispaid w norvresId'ent students.

Sourceu : Ministury ofi Euca'u uor

Table 14: UNIVERSITY COLLEGE, DAR ES SALAAM

S1UMMARY OF STUDENT ENROLLMENTS IN DEGREE COIJRSES, STAFF AND RECURRENT EXPENDITURE, (1963/64 - 1966/1967)

OQOOS

1963/64 1964/65 _ __65/66 1966/67 ._Rec. Expend. Rec. Expend. -Rec. Bxpend. Rec. Expend.

Ite., 0,-., Staf+ DV A4R T,O± St1ud. it.zi CE OC^R TtL -1u -I L,. St a PEff s is , Total Stud. Stafl' PE PCAR Total

1. Admhninisstration - 7 27 13 40 - 8 5;8 49 107 - 13 96 79 2.75 - 17 103 133 236

2. L-Lbraryr - 2 10 7 17 - 4 13 10 23 - 7 28 17 45 - 12 45; 18 64

3. Faculty of Law 35 6 9 - 9 52 7 1]7 2 19 ].64 9 19 I 22 195 14 36 51 41

4. Faculty of Arts and - - 1 __ 1 87 1L3 36 2 313 246 27 73 8 81 426 44 120 25 145Social Scieinces

5. Faculty of Science - - -- - - 3 ]11 8 19 28 13 54 11 65 63 25 a/ 81 16 97

Total 35 15 47 20 67 139 35 135 71 20'7 438 69 270 118 389 684 112 385' 197 582

Av. cost per student £ 1,900 £ 1,485 £ 887 £ 898

Student/teacher ratioc 5.8 6.o 8,9 9.8

a/ Includes five technicians.

Source: University College

Table 15: CENTRAL GVERNMENT RECIURRENT EXPEND-ITURE; ON EDUCATION(,ACTWLL & PROJCTED)) 1962/63 to 1971/72

L 000's

Actual Estimnated Pro ectedNo, Item O,637 3/w l97 7 065,6 -7 9 7 6,37 .9 , 9747/79 i,, L 5 7 I

1 Acninistra-tion 371 393 469 549 8.4 592 6510 705 775 850 920 8.1

2 Primary education 2,168 2,219 2,604 2,760 42.5 3,039 3,200 3,360 3,560 3,800 4,070 36.0

3 (EL) General secondary 984 1,,411 1,538 1,72930.7 2,252 2,505 2,780 3,105 3,4130 3,690 32.6

(b) Technical 162 174 237 265

4 Teacher training 307 370 480 578 8.9 625' 690 760 850 940 1,030 9.1

5 Higher eduLcaticin 419 373 _ 482 9 8591,075 1,2495 1,360 1 4.0 1,600 :L4.22

6 Total educastiorL 4,412 4,941 5,797 6,500 100 7,367 8,120 8,850 9,6!50 10,470 11,310 100

7 Total central Govt. 23,935 27,827 32,660 36.427 - 390L 1.198 ,J5 6,10 4.0154 -4

8 Item 6 as % of item 7 18.4 L7.8 1L7.7 17.8 - 18.9 19.7 20.3 20,8 21.7 _

2 % annua inacrease in 6 12.0 17.3 12.1 13.3 10.2 9.1 9-°IL8. 8. C)

Sources: For 1962/63 to 1965/66, Miniistry of Finance; for pro'Jections, Ministry of Education (adapted).

Table 16: PROJECTIONS OF MANPOWER NEEDS IN CATEGORY A (GRADUATES) OCCUPATION',-MA.DE IN 15967

A. Arts-based Occupatioins 1/

Errployed in 1964/65 Projected Employment in 1969 Projectedt - o _ Totl

O)ccupation Net Asian for nunereqireAfrican Asian European. Totabl African Asian European Total in Increase Non- Europeans in ments

1979 Citizens p pe1ine mnts

a, Lawyer 41 95 45 1131 16:L 47 62 270 389 119 47 62 - 20 208b,. Accountant (Prof.) 11 56 79 146 83 28 119 230 437 207 28 119 - 13 341c, Director/Manager I2 49 90 181 103 24 173 300 777 477 24 173 - 2 672d, Teacher (graduate only)

i. University 6 3 25 34 34 - 46 80 107 27 - 46 - 73ii, Secondary school 38 14 354 406 174 - 613 787 1,554 767 _ 613 - 72 1,308

e, Economist Statistician - 1 9 LO 64 - 1 65 85 20 - 1 - 3 18f. Administrators, authors,

journalists etc. Q1; 2'; 156 3'72 425 12 179 616 1,045 429 12 179 - 24 596g. Other 1]4 ' 7 21 28 - 10 38 68 30 - 10 - 40

Tctal 343 243 765 1,351 1,2313 195 761 2,194 4,462 2,076 1LL 1,203 - 134 3,256

B. Science-based Occupations-.

Employed in 1964/65 Projected Employment in 1969 Projected - - EmpLoyment Need 1969to 1979____________ ___________ _ _____ ___ ___________Repl acemerit flF X dust mesnt Total

Occupation Ta Aoza- Tanza 7 _ FSnp n Net Asian fcr nu7nber Require.-_a.n Asin European Total nian Non- European Total 3.n Increase Non- EuLropeans in ents

Citizens 1979 Cptizenne prents

a, Physician/Surgeon,etc. 42 131 261 4.34 209 66 340 615 902 287 66 340 - 83 610b. Dentist - 7 9 1L6 8 3 27 38 76 38 3 27 - 4 64c . Ph.armaciLst 7 21. 21 49 35 10 37 82 132 50 10 37 - 97d, Veterinarian 2 2 27 .31 37 1 29 67 185 11.8 1 29 - 10 138e. Engineer

i. Civil 8 17 131 1.56 9l4 8 144 246 337 91 8 144 - 4 239ii. Electrical 17 22 41 80 74 11 6C 145 245 100 LL 60 - 4 167

iii. Mechanical 8 2Q 85 122 8L 14 121 216 459 243 14 121 - 10 368iv. Other 1 25 26 21 - 23 44 74 30 - 23 - 1 52

f. Surveyo-r 12 30 50 37 4 47 88 1.27 39 4 47 - 90g., Architect/Town Planner 4 8 11 :23 19 4 31 54 83 29 4 31 - 4 60h, Agricultiurist 22 2 51 75 96 1 120 217 616 399 1 120 - 8 512i,. Fcrestry/Fisheries 5 .. 50 55 2.3 - 56 79 109 30 - 56 - 6 80j. Scientists 6 4 70 80 1:14 2 51 167 300 133 2 51 - 15 171k. Teacher

a, UEA, - 4 4 9 - 31 40 55 1.5 - 31 - 46ii. Secondary Schools - 14 354 368 6J4 - 578 642 1, 324 682 - 578 - 17 1,243

Tctal 134 265' 1,170 1,569 921 124 1,695 2,740 5,024 2,2814 124 :L,695 - 166 3,937

1/ The earlier (preliminary) estimates made in October 1966 projected 1979 employment of lawyers and secondary school teaoAers at substantiall;y lowerfigires - 264 and 645 respectively, They put the total 1979 employment of "arts-based" graduates at 3,373 instead cf 4,462.

2/ The October 1966 survey gave much lower estimates for 15179 employment of veterinarians (714), agriculturists, etc. (379) and secondary schoolteachers (660). They projected total anployment of science-based graduates in 1979 at 5,024 instead of 2,740.

Source: Manpower Unit, Ministry of Economic Development and Planuning. No allowance is made for wastage of Tanzanians.

Tqhl 17i 1 9QtS-1 QAQ nFVRTnPMNKT PT.AN - GOST OF TRAf-R TRATNTTr? rnT.TRrWEs

it OOOs

Development Revised IstimatesN41me of fCollege Plan T-l I1966V,vga~~~ii~~ ~~J.I. LC L U LL_L.Y _L l

1L. Viorogoro 170 I226_C

2. Marangu 170 2453. rMpwapwa 70 1004. Butimba 190 2005. Dar es Salaam 220 jjoa/6. Korogwe 140 2357. Peramiho (Songea) i40 235b/8. Tabora 200 2359. Iringa 200 235

10. Arusha 170 235c/11. Katoce 150 17512. Unallocated 180 220

Total 2,000 2,675

a/ Total cost including three-year plan building.b/ Increase partly due to need to re-site college.j/ Fhnds temporarily frozen.

Source: Development Plan, 1964-69

Table 18: FROJECTIONS OF ENROLlMENTS IN PUBLIC PRIMARY ECHOOLS, 196h--1977

£ 000s

Class 1961* 1965* 1966 1967 1968 1969 _ 1970 1971 1972 1973 1974 1975 1976 1977Pl L4i0 70 L49 75 153 77 158 79 163 82 16 8 8k 173 8i7 178 89 183 92 188 9k 194 97 200 100 206 103 212 1:L02 131 65 136 68 1L3 72 1L7 74 152 76 157 79 162 81 167 83 172 86 177 89 183 92 188 94 194 97 20D 10k3 128 100 128 108 133 116 140 126 l14 133 1k 1LI. 151g 1k 9 158 156 163 163 167 167 172 172 178 178 183 183 188 1884 114 94 121 103 125 110 130 118 137 127 lk] 133 145 141. 150 148 155 155 159 159 16k 164 168 168 173 173 178 1'785 44 84 63 63 69 69 76 76 84 84 92 92 101 101 ill 111 122 122 134 134 145 145 155 155 164 16k 168 1686 37 37 47 47 61 61 67 67 74 7k 8]. 81 8? 89 98 98 108 108 118 118 130 130 14l L41 150 150 159 1597 25 25 35 35 45 k5 59 59 65 65 72 72 79 79 86 86 95 95 105 105 115 115 126 126 137 137 145 1158 20 20 29 29 15 15 - - - - - - - - - - - - - - - - - - - - -

Total 639 455 708 528 74k 565 777 595 819 641 860 682 90.3 727' 948 771 998 821 1,048 866 1,103 915 1,156 962 1,207 1,007 1,250 1,049

* Actual

Notes: 1. This is a tentative working model from wqhich to get a rough idea of the number of teachers likely to bet needed over the long term.It is assumed:

a. that enrdlnients in Pl increase at three percent a year;b., that wastage is at two percent a year;c., that all P3 and 1'4 classes are to be full day classes by 1972;d. that there is a niormal progression f'rom Ph to P5 by 19'76;e.. that if P1 and P2 have not by that time been merged in to a orne year, full day class, the conversion into separate full. day

classes will begin in 1977.2. For each year, the fi-rst column represents the number of puipils enrolled, the seconcL column the full-time pupil

ecquivalent.

Estimated Requirements for Teachers

Average net increase in full-time student equivalents = 46,000 p.a.Minimum number of extra teachers required for net in2rease - 1, 50 p.a.Retirements at three percent in 1965 = io00; in 1970 = 600, in 1975 = 750 p.a.Total requirements * 1,550 p.a. in 1965 increasing to 1,900 p.a. in 1975.

TANZANIA: THE STRUICTURE OF EDUCATION, 1966

Secondary Trade School

Secondary Technical School TFchnicai College

Prirnary Education General Secondary Education University College

Courses in Medicine and Agriculturear-e given at Maokereire, in

G.E.E. S.C. ~~~~~~~~H.S.C. Enigineering, Commerce, ArchitectureI7-. 0F9 6:m ml5 __} :.E `-E51-F-6 'C and Veterinary Science at University

Arts and Social Sciences, College, Nairobi. ~~~~~7Jf4 _ _ _ _ ~~~~~~~~~~~~~~~~Science,Laiw,Education.

Teacher Training E.O. 3

Grade A -E [2

Grade C LIIH1

GGE.E. - General Entrance Exarninatioin__ ] 32_ S.C. - School Certificate Examination

___- --______ H.S.C. - Higher School Certificate Examination

IIOTE In primary schools (a) classes 1 and 2 and about 40% of classes 3 and 4 are part-time, and o(b) class 8 is being phased out and the course reduced to 7 years.

IBRD - 33~,9

TANZANIA: EDUCATIIONIAL. PYRAMIDENROLLMENT IN PRIMARY AND SECC)NDARY SCHOOLS, 1965

SECONDARY

(31) 1521 812

(~~~~~~~~~~~~~~~~) ~~~~~~~~~~~~~~659 12IF U1NAIDEO SCHIOOLS

(Il) 3 3416 I,OE}q PUJBLIC SCHOOLS

(Ir) 3'6|33,792 k281

3,94 3 1,280

(][) ~~~~~ ~~~~~~~~~~~~~~~~~~~~~~4,311 1,631

PRIMARY BOYS GIRLS

(7 2586 4, 2 53

(6) 3474 51,2

(g5) 3 9,78 2 32 l

(4) 81,668 9,074

(3§) 84,451 54,280

(2>) 9 2,69fX 56,16 63.20|gggggr88t

(I) 100,445 _ LiJ g MAgE 7220j

I00,OOC) 75,000 50,00C) 25,000 0 25,000 50,000 75,000 0BoytIO GIR'LS

(R) IBRD - 3341) N