CEF TANZANIA COUNTRY PRESENTATION, LONDON, OCTOBER 2003

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CEF TANZANIA COUNTRY PRESENTATION, LONDON,
OCTOBER 2003

• By Patrick S. Ngowi, CEF Tanzania Programme
  Coordinator

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Primary education

• Types of primary education in country
• Seven year-cycle primary schooling (government
  schools)
• Varying cycles (five, six) primary schooling
  (international/elite schools)
• NFE programmes (adult education by government,
  now under COBET)

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Brief history of education in the country

• Pre-independence
• Primary schooling run by faith-organizations and
  colonial government
• School fees and few schools - main hurdles

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Brief history of education (cont.)

• Post independence
• Under Arusha Declaration (1967), govt
  nationalised all but a few seminaries
• No private primary schools allowed by the law
• UPE declared (1973), primary schooling and adult
  education compulsory
• School fees and contributions abolished

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• Post independence (cont.)
• Massive enrolment and new poorly resourced
  schools
• Recruitment of paraprofessional teacher
• Mid-1970s registration of private secondary
  schools allowed
• 1984 school fees for primary and secondary
  schooling re-introduced
• Mid-1990s registration of private primary schools
  allowed

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Current status

• Under CSOs pressure and in view of PRS, primary
  school fees abolished in 2002.

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State of primary education in country and its
challenges

• High enrolment undermining quality of learning
  and teaching
• Mandatory enrolment age leaving over 3 million
  children out
• Low knowledge of PEDP limits effective
  participation

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State of primary education (cont.)

• Confusion about power relations and allocation of
  grants
• Confusion about contributions, amidst free
  education policy
• Lack of policy and attendant plans and resources
  for ECD

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Government Education Policy

• Wider picture
• Education planning since 1990s linked to
• Education Sector Reforms (ESDP, PEDP)
• Local Government Reforms and decentralization
• Poverty Reduction Strategy Programme (HIPC/debt
  relief initiative)

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Primary Education Development Plan (PEDP)

• Focuses on access, quality improvement, capacity
  development, direct funding to schools
• Draft policies on Adult, NFE sub-sectors released
  in February 2003

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The outcomes of PEDP

• Over 100 classrooms constructed against a target
  for year 1 (over 3,800)
• Standard one enrolment targets met target of 1.5
  million exceeded by 10.7
• Districts covered under DBSPE increased from 30
  to 68
• Progress in teacher deployment (3,422 teachers
  deployed by July 2002)

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Annual budget invested in education programmes

• Between 1980 and 1995 average 7 of total budget
  allocated to education
• Since financial year 1995, allocation dropped to
  around 3 of the total budget

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Challenges facing PEDP implementation

• Only CG of 6 per pupil reached the schools,
  instead of 10
• Pass rates in Standard VII examinations still low
  against PRS targets
• Enrolment in COBET/NFE programmes is still very
  low

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The Civil Society

• Generally, space for engagement now available,
  albeit scattered factions of resistance
• Quite a few NGOs linked to the grassroots, due to
  struggle for identity at national level
• CSOs engagement in policy a new phenomenon new
  thinking stimulated working in debt relief

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The Civil Society (cont.)

• Joint efforts by TENMET, NPF, TACOSODE enhance
  focused engagement in policy work
• Critical analyses from NGOs translated as
  going political debate on the NGO Policy
• TENMET coordinates national work regional and
  district networks influencing education plans in
  respective constituencies, then feeding into
  national processes.

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Examples of involvement

• Prior to PRSP little or no space for CSOs mainly
  co-optation for service provision
• During PRSP, conditional to involve CSOs in key
  TWGs
• PEDP enjoyed inputs from CSOs through TENMET
• Education-PER 2003 PEDP review joint process
  government, CSOs, donors

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Key education policy players/ and stakeholders

• Government (ministries, PO-RALG, districts)
  coordination and implementation
• Education CSOs backstopping, influencing,
  advocacy, watch-dogging
• Donor community (mainly RNE, DfID, Ireland,
  DANIDA, SIDA, CIDA, SDC, WB) technical input,
  influencing consistency to global education
  agenda, funding
• Communities (mainly grass-root), pupils not
  effectively engaged low capacity and
  politicization

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International community in the education sector

• EFA targets, CRC principles highly influencing
  education plans
• UNESCO national commission not leading attainment
  of EFA targets
• Prior to SWAP in education, competition among
  bilaterals evident

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CEF Intervention

• Strategic Policy areas
• Capacity building mismatch between roles of
  players and capacity enhancement
• Confusion about grants financial flow, power
  relation between donors, central governments,
  district councils and schools
• Confusion about contributions types of
  contributions still required from parents,
  guidelines on use of funds in schools

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Strategic policy areas (cont.)

• Lack of policy, attendant plans and resources for
  ECD contrary to fulfilment of govt EFA
  commitments
• Lack of resources for NFE Over 3 million
  children of school going age not accessing to
  primary education and lack options for schooling

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Key achievements

• Coordinating CSOs ideas to agreed to focus areas
  for CEF work in Tanzania
• Finalising the CEF Tanzania Country Strategy
• Management Committee and Coordinator in place

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Achievements (cont.)

• Support to TENMETs workshop on monitoring
  education finances and a strategy in April
• Support to ANCEFA Eastern Africa Sub-regional
  meeting in August
• Already released support to ECD, NFE, TEN/MET
  capacity building initiatives

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Challenges

• Raised expectations within smaller NGOs/CBOs
  amidst limited funding opportunities
• Time invested in supporting development of
  quality grant applications
• Monitor and evaluate work towards the attainment
  of fund objectives.
• Engaging with disability organizations/issues
• Inconsistent participation by some MC members.

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Addressing the challenges

• Strengthening CEF communication and promotional
  efforts making each message clearer
• Encouraging group/network grant applications now
  focusing on TENMET
• Use of network members at regional/district level
  to support capacities of grant applicants