The impact of reforms on the quality of primary education in Tanzania

Tanzania started implementing a comprehensive programme, the Primary Education Development  Programme (PEDP) in 2002, designed to improve both access and quality.  Due to the pressure resulting from high pupils/classroom ratio and high pupil/desk ratio, the government introduced a number of reforms to cope with the situation. One such measure was to introduce a double shift system in government primary schools.  Dar es Salaam region was chosen as the pilot region, with the aim of extending to other regions.

This study attempts to analyse the impact of these reforms on the quality of education, with Dar es Salaam region as the case study.  In particular the document:

• looks at improving quality of human resources for growth and poverty reduction
• explores primary education delivery in Tanzania
• examines financing primary education in Tanzania
• makes an assessment of quality improvement reforms, with empirical evidence from Dar es Salaam region
• examines governance issues in primary education delivery in Tanzania. 

The study finds no strong evidence of the impact of multiple shifts per se, but rather inadequate attention given to key ratios that improve performance, like availability of enough textbooks and teachers.

The author recommends that a common foundation programme be defined and implemented, with respect to levels of inputs and cost. In light of the aspirations of Tanzania's National Strategy for Growth and Reduction of Poverty, provision of universal secondary education is suggested.