THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND CULTURE

EDUCATION SECTOR DEVELOPMENT PROGRAMME

Secondary Education Development Plan

(SEDP)
2004 2009

FINAL DOCUMENT

Dar es Salaam
Tanzania
April, 2004
FOREWORD

The launching of the Primary Education Development Plan (PEDP)

2002-2006 in 2001 was an earnest beginning of a concerted Government effort
to revitalize the education system under the umbrella of the Education Sector
Development Program (ESDP). The Plan had five main objectives: (a) expand
access to primary education; (b) improve education quality at that level; (c)
increase pupils retention and completion; (d) improve institutional arrangements;
and (e) enhance capacity building for efficient and effective delivery of education
services. The Plan is now firmly on the ground with visible success outcomes.
The first class one intake of PEDP is now in class III with 1,486,628 pupils in
2004, and is double of what existed before PEDP. We pride in a GER of 105.3
per cent and NER of 88.5 per cent and gender parity of 49.9 per cent girls (2003)
in our primary schools. We also pride of a pass rate of 40% from 21% of pre-
PEDP era.

Having attained these outputs, the Government has now decided to put
more concerted effort to the secondary education tier, which, apart from being
vital for sustainable economic take off of the country, it has personal and great
social benefits crucial for the modernization and development of society as a
whole. I therefore heartedly embrace and introduce this Secondary Education
Development Plan (SEDP) 2004-2009 which is an essential and timely sequel
to PEDP. Without the expansion in access stipulated in SEDP, the transition
from primary to public secondary schools would drop dramatically. This would
clearly be unacceptable, not only to the Government, but also to the parents. It
certainly would have acted as a dis-incentive to primary school enrolment,
retention and completion.

This Plan outlines the framework for achieving greater access to

secondary education while simultaneously tackling equity, retention, quality and
management issues. SEDP also addresses the Governments policy on
decentralization of the management of delivery of social services, including
education and focuses also on capacity building for the central government in
order to improve execution of its core functions of policy formulation, provision of
a responsive regulatory framework, quality assurance, and improved monitoring
and evaluation. This is a visionary plan with projections of up to 2010 when we
should achieve 50 per cent primary-secondary transition rate that may translate
into having over 500,000 pupils joining Form 1 in secondary schools annually
which would be about five times the current rate. This will dramatically change
the out look of secondary education in the country with forms 1 - 6 enrolment in
our secondary schools reaching above 2,000,000 by 2010 compared to 345,000
in 2003.
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 The Quality improvement components of the plan address the provision
of high quality competences, required aptitudes and right attitudes in all subjects.
Particular attention will be paid to competences in the sciences, mathematics,
and the languages, especially those of instruction and learning which are also
medium of dialogue as well as intellectual and commercial transaction.

The Plan clearly recognizes the current strengths, weaknesses, and

resource limitations in the present system. It is predicated on a community-
based developmental approach intended to elicit greater participation from
below. Its implementation will demand commitment and hard work of all
stakeholders. Furthermore, it provides us with a secondary education that can
meet challenges and exploit opportunities provided by globalization and
liberalization.

I am aware of the potential risk of failing in some aspects of the Plan;

but I am also convinced that, with political commitment, an appropriate mix of a
dedicated teaching force, appropriate teaching and learning materials, and
efficient management of the system we shall overcome most constraints. Every
emerging potential risk shall be dealt with as soon as it is identified.

I would like to thank all those who have contributed to the development of
this Plan and I appeal to all stakeholders and all our development partners to
give it all the support it deserves. Let us all play our part and together we shall
succeed.

Joseph J. Mungai (MP)

MINISTER FOR EDUCATION AND CULTURE
DAR ES SALAAM
5 March, 2004

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 TABLE OF CONTENTS
FOREWORD . i
ACRONYMS .. iv
EXECUTIVE SUMMARY .. v
1.0 INTRODUCTION ... 1
2.0 PURPOSE AND JUSTIFICATION FOR SECONDARY EDUCATION 3
2.1 The 1995 Education and Training Policy (ETP) . 3
2.2 Initiatives in Development of Secondary Education ... 4
2.2.1 The Education Sector Development Programme (ESDP) 4
2.2.2 The Secondary Education Master Plan (SEMP) .. . 4
2.0 THE SECONDARY EDUCATION DEVELOPMENT PLAN 6
2.1 Access Improvement . 6
2.2 Equity Improvement . . 8
2.3 Quality Improvement . 9
2.4 Management Reforms . .. .. 11
3.4.1 Financial Management 12
2.5 Management System Efficiency . 13
4.0 IMPLEMENTATION OF THE PLAN . 14
4.1 Administrative Arrangements ... . . 14
4.2 Distribution of Responsibilities .. 14
I: Ministerial level (MoEC) 14
II: Regional level . .. 14
III: District level . 15
IV: Ward level . 15
V: School Boards . 15
VI: School Management Team 15
VII: Presidents Office Regional Administration
and Local Government 15
VIII Education Sector Development Steering
Committee .. 15
4.3 Development Partners in Education . 16
4.4 Non Governmental Organisations (NGOs) . 16
4.5 Management and Monitoring of the Plan . 16
4.6 Staffing Implication . .. 18
5.0 Budget Estimates. .. 20

Annexes:
(I) Enrolment, Teachers, and Classroom Requirements
(High growth Scenario) . 24
(II) Unit Costs and Costing Specifications . .. 33
(III) SEDP expenditure projections (Medium growth Scenario). 41
(IIIA) Secondary Education Enrollment Projections Medium
growth senario 46
(IV) Subjects Offered in Form I IV 48
(V) Secondary Education Development Work plan 49
(VI) Monitoring and Evaluation Log Frame 2004-2009 .. 52
(VII) Tanzania Education Performance Indicators . 58
(VIII) Criteria for Identification of Underserved Areas . 60
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 ACRONYMS

ACSEE Advanced Certificate of Secondary Education Examination

BEDC Basic Education Development Committee
CEO Chief Education Officer
CSEE Certificate of Secondary Education Examination
CBO Community Based Organisation
DEO District Education Officer
EDII Education II Project
ESSC Education Sector Development Steering Committee
ESDP Education Sector Development Programme
ETP Education and Training Policy
NER Net Enrolment Ratio
GER Gross Enrolment Ratio
MTEF Medium Term Expenditure Framework
MSTHE Ministry of Science, Technology and Higher Education
MOEC Ministry of Education and Culture
NGO Non Governmental Organization
NECTA National Examinations Council of Tanzania
PASHA Prevention and Awareness in Schools of HIV and AIDS
PEDP Primary Education Development Plan
PER Public Expenditure Review
PORALG Presidents Office Regional Administration and Local Government
PSLE Primary School Leaving Examination
PRS Poverty Reduction Strategy
SEDP Secondary Education Development Plan
SEMP Secondary Education Master Plan
SESS Science Education in Secondary Schools
TIE Tanzania Institute of Education
PTR Pupil-Teacher Ratio
REO Regional Education Officer
TTC Teacher Training College
GSES Girls Secondary Education Support
IAE Institute of Adult Education
GDP Gross Domestic Product
HIV Human Immune Deficiency Virus
AIDS Acquired Immuno Deficiency Syndrome
DIV Division
EMIS Education Management Information System
TOR Terms of Reference
T/L Teaching - Learning
IEC Information Education Communication
A Level Advanced Level
O Level Ordinary Level
REO Regional Education Officer

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 EXECUTIVE SUMMARY

I. Introduction and Rationale

The Secondary Education Development Plan will be implemented in

three phases of five years each, beginning with the first phase in 2004 -
2009.

The Plan is developed within the context of the broad Education Sector
Development Programme and the Secondary Education Master Plan.
The pivotal role of education in national development cannot be over
emphasized. It is now axiomatic that if Tanzania is to achieve higher
levels of economic growth and productivity it has to adequately invest in
education, and in secondary education in particular due to the huge
multiplier effects on the education system and the economy as a whole,
namely:
(a) Modern economies require the supply of educated and trainable
labour force with secondary education as the minimum
qualification.
(b) Secondary education is a necessary condition for economic
competitiveness in the context of globalization and liberalization.
(c) Secondary education is essential for the improvement of the quality
and retention in primary education.
(d) Secondary education is one of the major components of the
Poverty Reduction Strategy.
(e) Secondary education has huge externalities or social benefits, such
as improvement of health standards, mitigation of fertility rates,
reduction in infant mortality, containment of the spread of HIV and
AIDS, and greater social participation in democratization and
development processes.
(f) Expansion of secondary education especially at Advanced Level is
necessary in order to enlarge the supply of students for expansion
of tertiary and higher education.

II. Building on Strengths while Addressing Weaknesses

(a) The identified strengths of the current secondary education system
include:
(i) Highly competitive system and good selectivity of students.
(ii) Strong parental and community interest and support.
(iii) Strong partnership with the non-government sector
(iv) High degree of gender equity
(v) High percentage of trained teachers
(vi) Strong network of support institutions
(vii) Functioning inspectorate and quality assurance mechanism.
(viii) Strong support and direction from the Central Government.
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 (b) An analysis of pertinent issues revealed a set of the following
weaknesses which this plan ought to address:
(i) Limited participation of 21.7 percent transition rate from
primary to secondary, and 6.3 percent net enrolment ratio;
(ii) In-equitable access by location (rural-urban), income levels,
gender, and social-cultural groups.
(iii) Low quality of schooling outcomes, with over 66 percent
failing or passing at the margin (Division IV).
(iv) Curriculum is overloaded.
(v) Poor supply of textbooks and other teaching and learning
materials
(vi) Low teacher qualifications and poor teaching abilities
(vii) Low utilization rates for teachers and physical facilities.
(viii) Low number of hours-on-task by the students.
(ix) Inadequate financing of the secondary education sub-sector
compared to others.

III Goals, Objectives and Strategies of SEDP

The overall goal of the plan is to increase the proportion of Tanzania
youths completing secondary education with acceptable learning
outcomes. The Plan has five Programme areas as follows:

(a) Improvement of Access. The goal is to reach 50 per cent cohort

participation and transition rate from primary to secondary
education by 2010. This will be achieved through: -

(i) Optimum utilization of teachers, tutors and physical facilities

(ii) Expansion of school facilities, especially in underserved areas
(iii) Support to the non-Government Sector
(iv) Expansion of Form 5 and 6, by increasing Form 5 intakes more
than five times by the plan period.
(v) Expansion of Open and Distance Learning
(vi) Reduction of dropout, repetition, and failure rates at all levels.
(vii) Improving affordability by reduction of household education costs.

(b) Equity Improvement. The overall goal is to ensure equity of

participation in underserved areas by geographical locations,
gender, and income inequalities. This will be achieved through:
(i) Allocating more resources in education to underserved
areas;
(ii) Scholarships to pupils from poor families;
(iii) Improvement of retention and performance of girls;
(iv) Improvement of facilities in schools with disabled children;
(v) Improvement of education provision for the marginalized
social groups.
(vi) Reduction of school fees for day students.
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(c) Quality Improvement: The overall aim is to raise the pass rate, of
Division I - III, from the current 36 percent to 70 percent. Strategies
include: -

(i) In-service courses for up-grading and continuous

professional development of teachers;
(ii) Improving entry qualifications of candidates for diploma and
degree teacher training;
(iii) Curriculum review;
(iv) Improvement of school libraries;
(v) Increasing capitation grant for teaching and learning
materials and other charges;
(vi) Improvement of examination structure, type, and quality;
(vii) Expansion of production of diploma and degree teachers;
(viii) Sensitization and education on HIV and AIDS, gender and
environment.

(d) Management Reforms and Devolution of Authority. The overall

goal is to increase efficiency and responsiveness in the operation of
secondary education. This will be achieved through devolution of
authority and responsibilities to lower levels of management.

(e) Education Management System Improvement. The overarching

goal is to make sure that the Ministry becomes more efficient in
executing its core functions of policy formulation, monitoring and
evaluation, providing regulatory framework, coordination, and
optimization of resource use. This will be achieved through:
(i) Strengthening the inspectorate and support mechanisms;
(ii) Improving access to and use of EMIS;
(iii) Management Capacity building at all levels;
(iv) Communication and Publicity of the plan;
(vi) Strengthening Monitoring and Evaluation.

IV Overall Government Strategy.

The strategic decisions underlying the programme objectives include:
(a) Increase the proportion of national resources in education;
(b) Increase the percentage of annual budgets in secondary education;
(c) Improve affordability for secondary education by:
(i) Increasing the provision level of scholarships to children
from poor families;
(ii) Reducing of school costs due from the student;
(iii) Providing capitation grants for teaching/learning materials
and other charges.

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V Plan Budget Estimates:
The total cost to implement the Plan (as per high growth scenario in
annex I) will be [Link] 1,433.084 Billion. Financing to schools will be
through development grants for construction of new classrooms and
rehabilitation of infrastructure and capitation grant for school recurrent
expenses, and for teaching and learning materials, including
textbooks. The Plan will be financed through the Government budget,
loans and grants from Development Partners and contribution from
communities.

VI Plan Management
The Plan will be managed in the context of mainstreaming, and thus
coordination will be located in the Directorate of Secondary Education,
with relocation and reassignment of staff for optimal implementation.
Regions, Districts and Schools will play a major role in the
implementation of the Plan. Due to the current relatively slow
economic growth, expansion in the first two years will follow a medium
growth scenario (Annex III and III) and gradually changing to a high
growth scenario. The targets detailed in the document are of the high
growth scenario. It is expected that in five years time, the education
landscape will have changed, and the country will be ready for phase
II of the Plan which will be developed according to reviews and
monitoring reports.

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 1.0 INTRODUCTION

1.1 Background
Between 1991 and 2000, the GDP of Tanzania increased at an average rate of 3.1
percent a year, resulting in little growth of per capita income because the
population was also increasing at about the same rate. Since then the
Government has taken several measures to liberalize the economy and to improve
its competitiveness through both fiscal and structural reforms. The overall focus of
the Governments development strategy is to reduce poverty by half by the year
2010. The Household Budget Survey of 2000/01 revealed that 18.7 percent of the
population live below the food poverty line, and 35.7 percent were below the basic
needs poverty line.

To transform this situation, the Government formulated a Poverty Reduction

Strategy in 2000. The Strategy is underpinned by the notion that economic growth
is a precondition for poverty reduction. In turn, this requires sound economic
management, increased investment and improvements in productivity. Expansion
of the educational system is at the centre of the Governments strategy to both
increase the rate of economic growth and productivity, as well as to ensure that the
proceeds are more equitably distributed.

1.2 The Significance of Secondary Education in the Economy

The education system in Tanzania has not developed substantially, particularly at
the post primary levels where the provision is very low. Only 9 percent of the labour
force has received education beyond primary school, and the average educational
level of the labour force is below what is required to generate a sustainable upward
shift in productivity. Increasingly low education levels are being seen as some of
the major constraints on increased domestic and foreign investment, and
consequently on future economic development. Formal sector employment in the
Government and parastatal sectors has been falling over the past decade while
employment in the private sector has been increasing. It is anticipated that most
employment growth will happen in the informal sector and in the dynamic small and
medium businesses. Evidence suggests that those with secondary education are
much more likely to establish these. In addition, recent household surveys have
shown that the difference in earnings between primary school leavers and those
who have secondary and post-secondary education is very high. This disparity
suggests the existence of real shortages of educated labour force and that the
economy could absorb higher numbers of them in productive work. Expansion of
the post primary education system would also directly increase the chances of
children from poor families attending secondary school and thereby ultimately
improve their living conditions.

1.3 Highlights of the Plan

The Secondary Education Development Plan (SEDP) is the second outcome of the
Education Sector Development Programme (ESDP), and will cover all levels of
secondary education. It builds on the analysis and recommendations of the
Master Plan, the March 1999 ESDP Appraisal Exercise and a series of studies-
including the Secondary Education status (2003) which were commissioned to
analyze key areas of secondary education and recommendations on specific
policies, programmes, reforms, and development options. The specific strategies
for SEDP include:
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1.3.1 Improvement of Access by focussing on:

(i) Optimum utilization of teachers, tutors and existing physical

facilities;
(ii) Expansion of school facilities, especially in underserved areas;
(iii) Expansion of Form 5 and 6;
(iv) Expansion of open and distance learning;
(v) Support to non-government sector;
(vi) Reduction of failures, dropouts, and repetition at all levels.

1.3.2 Equity Improvement, encompassing:

(i) Equitable distribution of resources in underserved areas;
(ii) Scholarships to pupils from poor families;
(iii) Improvement of retention and performance of girls;
(iv) Improvement of facilities in schools with disabled children;
(v) Provision of inclusive education for the socially and culturally
marginalized groups.
(vi) Reduction of school fees for day students

1.3.3 Quality Improvement entailing:

(i) Improvement of qualifications and quality of teachers and tutors;
(ii) Review of curricula for secondary and teacher education to make
them more relevant;
(iii) Improvement of school libraries;
(iv) Increase of capitation grant for teaching and learning materials
and other charges;
(v) Enhancement of quality of examinations and assessment
systems.
(vi) Increase of graduants of diploma and graduate teachers.
(vii) Sensitization and Education on HIV and AIDS, gender and
environment.

1.3.4 Management Reforms by focusing on:

(i) Devolution of authority and responsibilities to lower levels.
(ii) Development of school plans and Performance Indicators for
Schools;
(iii) Production of operational manuals for financial management,
environment conservation, construction works, procurements and
performance standards of schools.
(iv) Capacity assessment/organizational audit at all levels

1.3.5 Education Management system Improvement, through;

(i) Strengthening of the inspectorate and support mechanism;
(ii) Expanding access to and use of EMIS;
(iii) Capacity Building at all levels;
(iv) Communication and publicity of the plan;
(v) Strengthening monitoring and evaluation systems.

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2.0 PURPOSES AND JUSTIFICATION OF SECONDARY EDUCATION

2.1 The Education and Training Policy (ETP 1995) established three main
purposes for secondary education namely to;
(a) Consolidate and broaden the scope of ideas, knowledge, skills and
concepts already acquired at primary education level;
(b) Prepare students for tertiary, higher, vocational, technical and
professional education and training;
(c) Prepare students for the world of work.

2.1.1 Justification of Secondary Education

Several factors underscore the increased attention to secondary education in

Tanzania. Some of these include the following;

(i) Secondary education is an essential foundation for the human resources

required to build a competitive economy;
(ii) In an information and technological era with globalization and
liberalization of markets, secondary education develops and reinforces
the capacity for continuous learning and updating of individual and
collective capacities and national competitiveness;
(iii) Pressure for expansion of secondary intake is likely to mount quickly as
the number of primary school graduates is projected to increase by 61
percent starting in 2007 as a result of PEDP. Furthermore the chance to
access secondary education provides a motive for many students to
remain in primary schools. Thus as transition rates to secondary
education increase, retention in primary schools will increase as well.
(iv) Secondary education has many positive social benefits, such as improved
health, reduced infant mortality, reduced fertility rates among girls, HIV
and AIDS prevention, and enhanced social participation. Secondary
education for girls contributes directly to the empowerment of women, and
thus allowing the economy to grow optimally;
(v) Chances for achieving gender balance in tertiary and higher education,
depend on the girl graduates of secondary education. Thus, secondary
education occupies a strategic place for future growth and economic
development of the country;

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2.2 Initiatives in development of Secondary Education

2.2.1 The Education Sector Development Programme (ESDP)

An overall framework for the development of the education system was prepared
in 1998 covering all education sub-sectors. The main objectives of the
programme were to:
(a) widen access and equity in basic education through equitable distribution of
institutions and resources;
(b) improve the quality of education through strengthened in-service teacher
training, adequate teaching and learning materials, rehabilitation of physical
facilities, consolidated pre-service teacher training, and strengthened
monitoring and evaluation system;
(c) expand and improve girlseducation;
(d) provide facilities in disadvantaged areas;
(e) broaden the base for education financing through cost-sharing and
establishment of education funds;
(f) decentralize management of institutions so as to devolve more powers of
management and administration to regions, districts, communities and
institutions;
(g) promote science and technology by intensifying technical and vocational
education and training, rationalising tertiary institutions;
(h) promote life-long learning through non-formal and distance education
programmes;
(i) involve the private sector to expand provision of both formal and non-formal
education and training.

The ESDP priority was to spend at least 70 percent of the education recurrent
budget in primary education, with a view to attaining Universal Primary Education
(UPE) by 2010, and to attain a 50 percent transition rate from primary education
to secondary education by 2003. Programme priorities for the medium term plan
were broad, i.e., to improve the teaching-learning environment, strengthen
management capacity at all levels, improve Education Management Information
Systems, and control the spread of HIV and AIDS through education at all levels.

2.2.2 The Secondary Education Master Plan (SEMP)

Given the important role of secondary education, a Secondary Education Master
Plan 2001-2005 (SEMP) was developed between 1998 and 2000 as part of the
overall Education Sector Development Programme (ESDP). It sought to develop
secondary education systematically with the following two main purposes:

First, to achieve coherence and balance through strategic interventions in the

system, taking into account both demand and supply variables;

Second, to pull together the scarce resources for identified strategic priorities.
SEMP had four priority programmes:

(a) Increasing access;

(b) Improving equity;
(c) Enhancing quality;
(d) Raising internal efficiency;
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 The targets of SEMP were:-

a) Increasing cohort participation rate from 6 percent in 2003 to 12 percent by 2005. This
would involve doubling of enrolments in the lower secondary level and having at least
one community school in every ward. SEMP proposed a set of measures to redress
imbalances by location, income, and gender; the introduction of targeting mechanisms
for scholarships to assist the economically disadvantaged; and interventions to increase
girlsperformance, especially in mathematics and sciences.

b) Programmes to support quality improvement included a review of the curriculum

focusing on its breadth, depth and relevance; the establishment of a sustainable
instructional materials system with a target of one book per student per subject by 2005;
strengthening school inspection based on certificates of compliance with standards;
improvement of language training in English and Kiswahili; and rehabilitation of existing
school buildings through community participation. Pre-service and in-service training of
both teachers and tutors focusing on interactive methodologies and competence,
focused teaching and learning process and assessment.

c) Programmes for increasing efficiency called for raising the student teacher ratio to 30:1
by 2005, by rationalizing the number of subjects and combinations offered in schools,
and addressing teacher - subject workloads.

d) A related policy priority was to strengthen the capacity of regions, districts and school
authorities, as well as central ministry staff for the planning and delivery of secondary
education services. The importance of strengthened data collection and analysis was
also recognized in the Plan.

In line with ETP and ESDP, several pilot projects were initiated in secondary education.
These projects include GSES, SESS, Prevention and Awareness in School of HIV and AIDS
(PASHA) and Education II Project (EDII) which continue to contribute to secondary
education delivery. The experiences of these projects have been included in the SEDP
design.

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 3.0 THE SECONDARY EDUCATION DEVELOPMENT PLAN (SEDP)

The overall goal of Secondary Education Development Plan is to increase the proportion
of Tanzania youths who complete secondary education at the lower and upper levels
with acceptable learning achievements. In order to realise this goal, the plan has five
strategic priorities, namely:

(a) Access improvement;

(b) Equity improvement;
(c) Quality improvement;
(d) Management reforms;
(e) Education management system improvement.

The five SEDP components are built upon these strategic priorities. The components are
outlined here-under.

3.1 Access Improvement

The main objective is to avail greater opportunities for those completing primary education
to pursue secondary education.

Specific Objectives:
(i) Increase the transition rate from primary to O" level secondary education;
(ii) Increase the transition rate from O level to A level secondary education;
(iii) Reduce failure rate at Form 2;
(iv) Reduce drop-out rate.

Strategies
The Government will increase access at both levels by:
(i) Optimizing utilization of existing facilities;
(ii) Construction of new schools;
(iii) Optimizing teacher utilization;
(iv) Giving support to non-government sector;
(v) Expanding open and distance learning.

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Targets
A. Increase transition rate from primary to secondary at Olevel from 21 per cent in
2002 to 40 per cent by 2009 and transition rate from0level to Alevel from 15 per
cent in 2002 to 32 per cent in 2009 through:

(i) Completion of existing two stream schools to four stream schools:

Construction/provision of;
Items 2004/05 2005/06 06/07 07/08 08/09
Classrooms 427 427 427 427 0
Staff houses 427 427 427 427 0
Chairs 17,507 17,507 17,507 17,507 0
Tables 17,507 17,507 17,507 17,507 0
Libraries 214 0 0 0 0
Supply of water 53 0 0 0 0
Supply of electric 53 0 0 0 0
power
Laboratories 320 0 0 0 0

(ii) Rehabilitation of 100 old government secondary schools:

Items 04/05 05/06 06/07 07/08 08/09
Schools (normal) 20 50 20 10 0
Schools (Disabled)* 8 0 0 0 0
Infrastructure of urban 63 0 0 0 0
schools with double shift
*One toilet, One classroom and one special room shall be rehabilitated in each
school of the disabled

Rehabilitation shall be preceded by a physical survey.

(iii) Construction of new OLevel schools in underserved areas (The various

criteria for identifying underserved areas is given in Annex viii)
Items 04/05 05/06 06/07 07/08 08/09
Classrooms 458 1,251 2,361 3,015 5,633
Laboratories 362 596 1,039 1,773 3,470
Libraries 121 199 346 591 1,157
Administration blocks 121 199 346 591 1,157
Assembly halls 121 199 346 591 1,157
Toilet holes 121 199 346 591 1,157
Staff house 1,206 1,987 3,463 5,910 11,566
Supply of water 121 199 346 591 1,157
Supply of electric 121 199 346 591 1,157
power
Chairs 146,103 180,283 244,890 351,818 758,700
Tables 146,103 180,283 244,890 351,818 758,700
Hostels for girls 2 5 5 3 2

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 (iv) Construction of requisite Facilities in 14 schools being up-graded to Alevel
only and Expansion of other 64 existing Alevel schools.
Item 2004/05 2005/06 2006/07 2007/08
O to A level schools converted to
A level only. (14)
Lecture halls 4 3 0
Assembly halls 3 4 0
Dormitories 7 7 0
Ablution blocks 7 7 0
Expansion of other 64 Alevel
Schools -
Classrooms 128 128 128 128
Dormitories 48 48 48 48
Ablution Blocks 16 16 16 16

(v) Support to the non-Government sector

? ? Criteria and standards for allocation of capitation grants developed by 2004;

? ? Prospective providers requesting development grant identified and assessed
by 2004;
? ? Capitation Grant for teaching and learning materials at the rate of 50% of that
of government schools provided from 2005 2009;
? ? Development grant to providers constructing schools for the disabled groups
provided by 2006;
? ? In-service teacher training provided to 50% of their teachers by 2009.

(vi) Expand Open and Distance Learning:

Institute of Adult Education to enroll 50,000 out of school youth and adults
participants through non-formal methods by 2009.

(vii) Reduce drop out and failure rates to less than 2 per cent by 2009 through:
? ?Optimization of utilization of teachers;
? ?Adequate teachers deployed in deficient schools by the end of
2009;
? ?Teaching load optimized at 30 periods a week or 4 contacts
hours a day by 2006;
? ?Attainment of PTR of 30:1 by 2009.

3.2. Equity Improvement:

Objective
To ensure equity of participation across geographical, gender, different disadvantaged
groups, and income levels so as to achieve balanced and harmonious development.

8
 Strategies
The Government shall ensure equity in provision of secondary education by:
(i) Supporting construction of schools in underserved areas;
(ii) Giving scholarship to children from poor families;
(iii) Improving education facilities for disadvantaged groups;
(iv) Improving facilities in schools with disabled children.
(v) Improving the performance and retention of girls;
(vi) Reducing school fees for day students.

Targets
(i) Scholarship for children from 6,000 to 12,000 each year from 2005;
(ii) Facilities in 8 schools with disabled students improved by 2006;
(iii) Hostels for girls constructed in existing secondary schools in nomadic areas by
2009.
(iv) School fees for day students reduced by half by 2005

3.3 Quality Improvement.

The objective of quality improvement is to have a market responsive curriculum, with an
efficient and effective delivery system.

3.3.1 Specific Objectives: -

(i) To have a focused and streamlined curriculum, which addresses development of
analytical skills and market demands;
(ii) To have adequate and qualified teachers in all schools and Diploma teachers
colleges;
(iii) To raise ordinary level pass rate for Division I, II and III from 36.2% to 70% and
eliminate failures;
(iv) To have adequate and appropriate teaching and learning materials in all schools;
(v) To improve teaching learning environment;
(vi) To have appropriate mechanisms for testing learning competencies;
(vii) To train librarians to manage school and college libraries.

Strategies:
(i) Curriculum Review;
The curriculum will be focussed and streamlined by creating compulsory core
subjects in Form 1 and 2 which will include: Kiswahili, English, Mathematics,
Civics, History, Biology, Geography, and Physics with Chemistry . Form 3
and 4 will take combinations as stipulated in Annex III.

Optional subjects will be taught in a few designated schools. The syllabi will be
structured to take up viable elements of the former vocational oriented subjects
and cross cutting-issues such as HIV/AIDS, the environment, gender, civil rights
and health habits in the appropriate subjects. Biases and vocational oriented
subjects will be transferred to appropriate sectors and core subjects. Science and
Mathematics subjects will be reviewed with special attention paid to different
learning abilities. At A level, the curriculum shall also be reviewed and up-
graded in accordance with national and global development. It will be structured
to give flexibility in subject combinations with minimum of three-principle subjects
and one subsidiary.
9
(ii) Train adequate numbers of diploma and degree level teachers and tutors for all
schools and colleges by expanding enrolment in colleges for Diploma teachers
and converting two Teacher Training Colleges into University of Dar es Salaam
constituent colleges;
(iii) Establish an open and distance teachers education programme for diploma
teachers;
(iv) Provide adequate financing for the provision of teaching and learning materials,
in an efficient delivery system;
(v) Support to strengthen local publishing industry;
(vi) Improve the setting and relevance of examinations;
(vii) Provide appropriate in-service training to both teachers and tutors and train
school/college librarians;
(viii) Establish online teacher training system in all diploma colleges;
(ix) Rehabilitate Diploma teachers colleges.

Targets:
(i) Reviewed curriculum in place by 2006;
(ii) A national curriculum and examination framework developed by
2005;
(iii) Adequate qualified teachers for all subjects in all schools and colleges by
2009.

New Teachers/Tutors Requirement Targets

O-Level A-Level Graduate Tutors
2004: 915 2004: 209 2004:
2005: 2293 2005: 447 2005: 50
2006: 3995 2006: 598 2006: 100
2007: 6152 2007: 871 2007: 150
2008: 8262 2008:1219 2008: 150
2009: 11,562 2009:1707 2009: 50

(iv) Examinations research unit established by 2006;

(v) All teachers reoriented on reviewed curriculum, assessment systems by
2007;
(vi) Teaching and learning materials annotated list prepared by 2006;
(vii) Textbooks by subject provided at a student-book ratio of 1:1 by 2009;
(viii) One librarian in place in every school and college by 2009;
(ix) On-line teacher training system established in 14 diploma colleges by
2007;
(x) In-service training policy and programmes in place by 2005;
(xi) Rehabilitate diploma teachers colleges by 2006
(xii) Open and distance teacher education programme for diploma teachers in
place by 2007;
(xiii) Institutionalise Teacher Resource Centres by 2007.

10
3.3.2. Improving Students Learning Time:
Most day school have short working days. Students therefore do not spend enough time
to study and the teacher students contact hours are few.

Objective
To maximize time-on-task and provide incentives for students to learn.

Strategy:
Schools will provide lunch by the use of part of the capitation grant and parental
contribution.

Target:
All day schools provide lunch by 2005.

3.3.3 Girls Retention and Achievement.

Objective:
To improve retention and achievement of girls in secondary education.

Strategies:
(i) Provide remedial teaching to girls who under-perform;
(ii) Improve guidance and counseling services and facilities for girls privacy in
schools;
(iii) Improve and mainstream the girls empowerment TUSEME project;
(iv) Institutionalize annual science camps for girls;
(v) Provide user friendly materials in Science and Mathematics.

Targets:
(i) Remedial classes for all under performing girls in all schools conducted by 2005;
(ii) Guidance and counseling services firmly established in all schools by
2007;
(iii) Facilities for girls privacy in place by 2009;
(iv) TUSEME project mainstreamed by 2009;
(v) User friendly materials produced by 2006.

3.4 Management Reforms:

A number of operational functions for schools have been managed from the centre.
Most of such functions will be devolved to the Regions, Districts and Schools so as to
reduce bureaucracy in decision making, encourage community participation and
increase effectiveness and efficiency of the system.

Objective
To improve operational effectiveness and efficiency of secondary education.

11
 Strategy:
(i) Devolving authority of financial/operational management of schools to school
boards and school management teams.
(ii) Promoting accountability of heads of schools by reviewing reporting lines,
regularity, and their terms of recruitment, retention and promotion;
(iii) Developing school plans for execution;
(iv) Training school heads, board members and management teams.

Targets:
(i) Authority and responsibilities devolved to lower levels by 2006;
(ii) Key Actors in the devolution process trained by 2006;
(iii) Operational manuals for School Management, Procurement, Institutional
Arrangement and Financial Management developed by 2005;
(iv) Schools to have their own school development plan by 2005;
(v) Accountability of heads of schools through contractual arrangement by 2006;
(vi) Training needs assessment and organizational audit done by 2005.

3.4.1 Financial Management:

The Secondary Education Development Plan will follow the existing Government
procedures and regulations of financial management. However, due to the magnitude of
the Plan, a strengthened financing mechanism is crucial for effective implementation of
SEDP. Training will target management teams and managers of eligible non-government
schools.

Specific Objectives:
(i) To strengthen financing mechanism and modalities for the Plan;
(ii) To ensure proper, effective and efficient management and accountability of funds at
all levels;
(iii) To establish financial tracking mechanism in order to obtain financial feedback.

Strategies:
(i) Developing mechanisms and procedures for accurate accounting, reporting and
auditing of SEDP funds;
(ii) Producing financial management manuals and provide training to enable education;
managers and school boards to understand and manage the SEDP funds properly;
(iii) Establishing a financial tracking mechanism.

Targets:
(i) Mechanisms and procedures for accounting and reporting in place by 2005;
(ii) Financial management manuals in place by 2005;
(iii) Training workshops of school management team, School boards and managers in the
use of manuals by 2006.

12
3.5 Management Efficiency:
Ministry of Education and Culture will be strengthened so as to concentrate on key roles of
policy formulation, curriculum, quality assurance, regulatory framework, supervision,
monitoring and evaluation, and the coordination of programme implementation.

Objective
To strengthen and improve capacities and efficiencies of human resources for effective
management.

Strategies:
The government will ensure that this is achieved by:
(i) Strengthening the inspection system and regulatory mechanisms;
(ii) Providing capacity building at all levels for the implementation of SEDP;
(iii) Improving access to and use of EMIS at all levels;
(iv) Establishing communication and publicity for SEDP;
(v) Strengthening monitoring and evaluation mechanisms.
Targets:
(i) School inspection professional development plan in place by 2005;
(ii) Essential facilities to all schools inspection Zones in place by 2009;
(iii) Capacity building plan for SEDP implementers in place by 2005;
(iv) IEC in place by December 2004;
(v) Instruments for SEDP monitoring and evaluation developed by 2005;
(vi) Facilities for EMIS at Regions, Districts and Schools in place by 2009.

3.6 Cross Cutting Issues HIV and AIDS, Environment and Gender.

Specific Objectives:
(i) To control the spread of HIV and AIDS among students in Secondary Schools
(ii) To create awareness and provide preventive measures against the spread of
HIV and AIDS in schools
(iii) To expand and improve gender education
(iv) To provide measures and skills for conserving environment.

Strategies:
The Government will address cross-cutting issues, HIV and AIDS, Environment and
Gender by:
(i) Reviewing curricula to ensure provision of requisite content on cross-cutting
issues; HIV and AIDS, Environment and Gender.
(ii) Expanding and improving Gender Education
(iii) Involving students in out of classroom activities that strengthen change in attitude
and behaviour.

Targets:
(i) Reviewed curriculum with the requisite content on Cross-Cutting Issues; HIV and
AIDS, Environment and Gender in place by 2006.

(ii) Students in all schools involved in out of classroom activities on HIV and AIDS,
Environment and Gender awareness by 2009.
13
4.0 IMPLEMENTATION OF THE PLAN
The Ministry of Education and Culture (MoEC) in collaboration with the Presidents Office,
Regional Administration and Local Government (PO-RALG) will implement the plan under
the following institutional arrangements.

4.1 Administrative Arrangements

MoEC will continue to focus on policy development, quality assurance, setting
national standards, and monitoring. There will be increased delegation of
authority to regions, districts and schools to manage education provision and
development.

Therefore MOEC will:

(i) Complete the realignment of roles and responsibilities at the centre;
regions, districts, school boards and school leadership;
(ii) Ensure that all lower level governing bodies support the delivery of
secondary education;
(iii) Ensure personnel at centre collaborate and participate effectively in the
development of guidelines and policies for secondary education.

4.2 Distribution of Responsibilities will be as follows:

A. Ministerial level ( MOEC ):

(i) Monitoring implementation of the Education and Training policy;

(ii) Preparation of curriculum;
(iii) Coordinate research and evaluation;
(iv) Coordination of in-service training;
(v) Preparation and management of national examinations;
(vi) Management of schools of children with special needs;
(vii) Registration of new secondary schools and teacherscollege;
(viii) Employment of teachers, their registration and overseeing their welfare;
(ix) Selection of form 5 students and diploma students;
(x) Inspection of schools (implemented by zones and districts);
(xi) Monitor and manage cross-regional teacher transfers;
(xii) Mobilization and allocation of resources;
(xiii) Establishment of National Minimum Standards for schools and colleges;
(xiv) Approval of educational materials for schools.

B. Regional level:
(i) Coordinate Education Development Plans of their respective districts;
(ii) Supervise education development in the region;
(iii) Appoint school Board members;
(iv) Process appeals of students;
(v) Coordinate and supervise National class VII, Form 4 and 6 examinations;
(vi) Select form 1 students;
(vii) Deal with students repetitions and transfers;
(viii) Coordinate employment and transfers of teachers within their regions.

14
 C. District level:
(i) Coordinate and advise CEO on the establishment of new schools
(ii) Monitor construction of school buildings
(iii) Coordinate requests from wards of students to be supported under the
government scholarship scheme.
(iv) Hire and fire non-technical, non-teaching staff for schools

D. Ward level:
(i) Identification of location for building and construction of schools;
(ii) Mobilization of the communities for construction, enrolment, and retention of
students;
(iii) Monitoring of school construction and provide feedback to the District.
(iv) Coordinate and consolidate requests from village governments of students to be
supported under government scholarship scheme.

E. School Boards:
(i) Oversee implementation of school development plans
(ii) Advise Councils, Regions, and the Centre on schools management;
(iii) Approve School Development Plans and Budgets
(iv) Deal with disciplinary cases of students;
(v) Advise the MoEC and TSC on disciplinary cases of teachers.

F. School Management Team:

School management team comprising the head of school, assistant head of
school, senior academic master/mistress, senior master/mistress in charge of
discipline, sports and cultural affairs, senior master/mistress for school
maintenance and projects and school accountant shall do the following:

(i) Manage the day to day affairs of the school;

(ii) Prepare school development plans and budgets;
(iii) Ensure proper implementation of the education and training policy;
(iv) Quality assurance for new constructions and maintenance.
(v) Support village government in identifying qualifying pupils for Government
scholarship.

G. Presidents Office Regional Administration and Local Government

The responsibilities of PORALG in SEDP will be:

(i) Participate as a joint stakeholder in the ESDP processes;
(ii) Participate in the inter-ministerial steering committee which oversees the
implementation of ESDP;
(iii) Co-chair the Basic Education Development Committee (BEDC);
(iv) Communicate education information in its area of jurisdiction.
(v) Collaborate with MoEC in monitoring of implementation of SEDP.

H. Education Sector Development Steering Committee (ESSC)

The steering committee shall spearhead the planning and implementation of the
sector-wide programme.

15
The responsibilities of this committee shall be to:
(i) Oversee the implementation, development and execution of decisions related to
national education policies.
(ii) Monitor the ESDP
(iii) Provide higher level inter-ministerial coordination
(iv) Ensure that ESDP is consistent with national policies
(v) Oversee review process of the plan;

4.3 Development Partners in Education

The government recognizes the need for collaboration and consultative approaches in
the implementation of the plan.

In this context the responsibilities of development partners shall be:

(i) Mainstream their support into governments plans;

(ii) Contribute funds, along agreed criteria and modalities for disbursement of funds
for SEDP;
(iii) Participate as stakeholders in SEDP review process.

4.4 Non-Governmental Organizations (NGOs)

NGOs and CBOs are expected to:
? ? Continue to expand access and improve quality in line with national policy;
? ? Collaborate with MoEC in achieving national targets in SEDP;

? ? Adhere to regulations and National Minimum Standards set by the

Government.

4.5 Management and Monitoring of the Plan

Figure 1 gives an over view of the way SEDP will operate. Funds will be disbursed
directly from the Ministry of Finance, via Ministry of Education to the sub-treasury at
Regional level. Schools will receive their funds from the Region sub-treasury as per
established current procedure. School Boards will be responsible for the
management of the funds according to school plans. Consistent with the Government
reform spirit of decentralization, the Districts will feature strongly, both in the
establishment of new schools and the upgrading of performance indices of schools.
They will appraise school plans while Regions will coordinate District Education
Plans.

16
 Figure 1: Plan Management and Monitoring Framework
Education Funds

MOF

MOEC Regional Sub- SchoolBoard Suppliers

1 Treasury

MOEC prepares and appraises

the operation mode of the
school account
GENERAL
MANAGEMENT
Regional Secretariat coordinate Districts give schools
districts development plans support to school formulate school
development development plan &
plans budgets

Regional Secretariat support

ASSESSMENT OF data processing
NEEDS AND
PLANNING
Regional Secretariat Districts Districts Prepare
Appraise district plans appraise Plans for new
school plan schools

Selected schools are

informed to start
Foster School
/District opens
account for new
Treasury/MOEC transfers the Schools open account school
FINANCIAL funds quarterly to the school for programme.
MANAGEMENT account

The schools account is

supplied quarterly

Schools pay the

contractor/provider

MOEC gives technical Technical staff Schools agree with Contractors

support to the school plans assist schools Technical staff on provide
plan services to
TECHNICAL programme
MANAGEMENT
Zonal Inspectors provide
quality controls

Heads of schools
MOEC provides plan supervise programme
manuals guidelines to the activities
district and schools

MOEC establishes EMIS School boards attest

the accomplishment of
plan
MONITORING
MOEC establishes quarterly
report to all partners.

17
4.6 Staffing Implications:

The implementation of SEDP will follow the existing management structures of

MOEC. Roles and responsibilities will be reviewed to ensure that SEDP
management and coordination is adequately integrated in the department of
secondary education.

At the regional level, the Regional Secretariat will monitor the implementation of
the plan at District and School level. The Zonal Maintenance Engineers will do
technical supervision of construction work at school level in collaboration with
Regional engineers, District engineers, and schools inspectors. At the ward and
village levels, there will be a School Construction Committee to oversee
construction of new schools and of completion of required structures in existing
schools. At the school level, a school building and maintenance team will
advise the ward committee and report to the headmaster on the progress of the
construction works. The ward will be responsible for community resource
mobilization.

All financial matters related to the programme will be handled by the Chief
Accountant of MOEC. The communication, monitoring and management
channels is as shown in the Figure 2.

18
 Figure 2: Flow of Information for Plan Management

MINISTER

DEPUTY MINISTER

PERMANENT ESDP
SECRETARY STEEERING
MOEC COMMITTEE

CHIEF EDUCATION
OFFICER BEDC

Director of School Director of Secondary Director,

Director Director Inspectorate Education- Director of Policy Teacher
TLS IAE Education
& Planning

Zonal Chief Regional Education Chief Accountant

Inspectors of Officers
Schools

Districts Education Sub-

Officers Treasuries

Schools
?? H/Ms
?? School Boards
?? Communities

19
 5.0 BUDGET ESTIMATES

The Government reaffirms its commitment to the Medium Term and Budget
Framework to continue to focus resource allocation to education as a one of the
principal poverty eradication sector, Implementation of SEDP will focus on:
construction and rehabilitation of secondary school classrooms, teachers houses,
laboratories, and libraries training of teachers, provision of teaching and learning
materials, pre-service and in-service teacher training, improving water supply and
sanitation, conducting counseling activities and HIV/AIDS.

The Government will continue to work with Development Partners in education

so as to find means and ways of increasing SEDP funds for both recurrent and
development expenditures. Communities are expected to contribute towards
secondary education development and management through participation in
various construction works.

A total of Tsh.1,433,084 Billion will be required to implement the programme in

five years period. Table I shows the Budget estimates for each component of the
Plan in the high growth scenario.

In view of the current slow economic growth, a medium expansion scenario

(Annex IIIa and a financing plan Annex III) will be persued in the first 2 to 3
years. Favourable performance will mandate change into the high growth
scenario.

20
AGGREGATE BUDGET ESTIMATES [TAS. MILLIONS] (High Growth Scenari o)

Programme Component and Objective Jul 04/Jun 05 Jul 05/Jun 06 Jul 06/Jun 07
[1] [2] [3]
1] Access Improvement:
a] Expansion in underserved areas 100,826 119,981 177,024
b] Optimum utilisation of teachers 800 750 750
c] Optimum utilisation of facilities in schools and TTCs 296 296 296
d] Support to private sector education 1,402 1,405 1,421
e] Form V and VI expansion 1,316 2,480 2,032
f] Provision of education for socially and culturally
marginalised groups 490 440 440
g] Open and distance learning 500 350 700
2] Equity Improvement:
a] Scholarships for children from poor families 4,320 6,480 7,560
b] Improvement of girls retention and performance 322 290 290
c] Improvement in facilities in schools with disabled
children 288 288 288
3] Quality Improvement:
I] Teacher Education [tutors and teachers]
a] In-service training:
i] Upgrading 585 705 825
ii] Continuous professional development 370 469 469
iii] Institutionalising TRCs 231
b] Pre-service training:
i] Production of diploma teachers 974 1,389 1,241
ii] Production of graduate teachers 735 1,575 2,603
c] Induction courses and allowances for licencee
teachers 1,189 1,489 1,596

21
Use of online ICT in teacher training 247 494 247
II] Curriculum:
a] Curriculum review 173 173 173
b] Preparation of T/L material annotated lists 40 27
c] Information and resource centres [school libraries] 1,406 1,406 1,125
d] Teaching and learning material capitation grants 9,062 11,451 14,583
e] Capitation grant for Other Charges 7,884 10,305 13,562
e] Development of national curriculum and
examination framework 100 37
f] Capacity building for book writers 100 100 100
g] Survey of availability and use of T/L materials 50 50
h] Capacity building for TIE and NECTA 200 200 200
III] Improvement of examinations:
a] Technological capacity building 827 827 827
b] Design and administration of examinations 419 419 419
c] National assessment of school achievements 84 84 84
IV]Cross cutting issues:
a) and AIDS Education 500 500
b) ironment and Gender Sensitization 200 200
4] Management Reforms:
a] Devolving authority to lower levels 143 143
b] Training of key actors in the decentralization
process 240 240 240
c] Development of school plans 200 100 100
d] Development of operations manual [Finance,
Environment, Construction, Procurement] 78 78 78
5] Education Management Systems Improvement:

22
a] Inspection and support system 365 365 365
b] Improvement of access and use of EMIS in the
whole education sector 841 841 841
c] Capacity building at all levels 208 208 208
d] Communication and publicity for the new
programme 300 300 100
e] Monitoring and evaluation of the new programme 93 93 93
GRAND TOTAL 137,473 167,260 231,581

23
ENROLMENT AND CLASSROOM PROJECTIONS FORM I-IV High Growth Scenario)

2003 2004 2005 2006 2007 2008

Increase in Entrants [percent] 30.0% 40.0% 40.0% 40.0% 40.0%

Entrants:
Government entrants Form I 61,000 79,300 111,020 155,428 217,599 304,639
Non-Government entrants Form I 45,953 52,846 60,773 69,889 80,372 92,428
Total Form I entry 106,953 132,146 171,793 225,317 297,971 397,067

Entrants in percent:
Government entrants Form I 57% 60% 65% 69% 73% 77%
Non-Government entrants Form I 43% 40% 35% 31% 27% 23%

2003 2004 2005 2006 2007 2008

Form I - IV:
Government 195,509 226,728 287,031 385,117 536,565 760,395
Non-Government 133,432 152,806 174,353 200,181 232,184 269,861
Total Form I - IV 328,941 379,534 461,384 585,298 768,749 1,030,256

2003 2004 2005 2006 2007 2008

NEW CLASSROOMS NEEDED:
Average class size - Government 40 40 40 40 40 40
Average class size - Non- 40 40 40 40 40 40
Government

Government classrooms needed 5,345 6,596 8,956 12,871 18,505

Non-Government classrooms 3,820 4,359 5,005 5,805 6,747
needed
Total classrooms needed 9,165 10,955 13,961 18,676 25,251

24
 2003 2004 2005 2006 2007 2008
Incremental enrolment Form I:
Form I 18,300 31,720 44,408 62,171 87,040
Form II 18,300 31,720 44,408 62,171
Form III 18,300 31,720 44,408
Form IV 18,300 31,720

Total incremental enrolment 18,300 50,020 94,428 156,599 225,339

Total incremental classrooms needed 458 1,251 2,361 3,915 5,633

Total classrooms available 4,888 5,345 6,596 8,956 12,871 18,505

25
ENROLMENT AND CLASSROOM PROJECTIONS FORM V-VI
2003 2004 2005 2006 2007 2008
Increase in Entrants [percent] - 35.0% 35.0% 40.0% 40.0% 40.0% 40.0%
Government
Increase in Entrants [percent] - Non- 10.0% 10.0% 12.0% 12.0% 12.0% 12.0%
Government

Entrants:
Government entrants Form V 10,390 14,027 18,936 26,510 37,114 51,960 72,74
Non-Government entrants Form V 3,820 4,202 4,622 5,177 5,798 6,494 7,27
Total Form V entry 14,210 18,229 23,558 31,687 42,912 58,454 80,01

Form VI:
Government 10,390 14,027 18,936 26,510 37,114 51,96
Non-Government 3,820 4,202 4,622 5,177 5,798 6,49
Total enrolment Form VI 14,210 18,229 23,558 31,687 42,912 58,45
Total enrolment Form V - VI 32,439 41,786 55,245 74,599 101,366 138,4

Entrants in percent:
Government entrants Form V 73% 77% 80% 84% 86% 89%
Non-Government entrants Form V 27% 23% 20% 16% 14% 11%

2003 2004 2005 2006 2007 2008

Form V - VI:
Government 18,170 24,417 32,962 45,446 63,624 89,074 124,7
Non-Government 7,784 8,022 8,824 9,799 10,975 12,292 13,76
Total Form V - VI 25,954 32,439 41,786 55,245 74,599 101,366 138,4
Total Form I - VI 354,895 411,973 503,170 640,543 843,348 1,131,622 1,524,5

26
 2003 2004 2005 2006 2007 2008
NEW CLASSROOMS NEEDED:
Average class size - Government 30 30 30 30 30 30
Average class size - Non-Government 30 30 30 30 30 30

Government classrooms needed 727 1,012 1,428 2,034 2,882

Non-Government classrooms needed 267 294 327 366 410
Total classrooms needed 994 1,306 1,754 2,400 3,292

2003 2004 2005 2006 2007 2008

Incremental enrolment Form V:
3,637 4,909 7,574 10,604 14,846
3,637 4,909 7,574 10,604

Total incremental enrolment 3,637 8,546 12,484 18,178 25,450

Total incremental classrooms 121 285 416 606 848

needed

Total classrooms available 606 727 1,012 1,428 2,034 2,882

27
 2003 2004 2005 2006 2007 2008
NEW TEACHERS NEEDED O LEVEL:
PTR Form I IV 22 22 24 26 28 30

Additional graduates 25% 260 651 1,135 1,748 2,347

Additional diplomates 75% 655 1,641 2,860 4,404 5,915
Total new teachers needed 915 2,293 3,995 6,152 8,262
Teacher attrition:
Graduates 15%
Diplomates 5%

2003 2004 2005 2006 2007 2008

NEW TEACHERS NEEDED:
PTR Form V - VI 20 20 22 24 24 24

Additional graduates 100% 209 447 598 871 1,219

Additional diplomates 0% 0 0 0 0 0
Total teachers needed 182 388 520 757 1,060
Total new teachers needed 209 447 598 871 1,219

Teacher attrition:
Graduates 15%
Diplomates 5%

28
 2004/5 2005/6 2006/7
Teacher Education Needs
Total enrolment O level and A level 453,085 572,527 729,164
Total incremental enrolment O and A level 107,644 119,442 156,638
Average class size 36
Average PTR 26
Additional number of teachers needed 3,840 3,984 5,265
[using incremental enrolments]
Average diplomate teacher training unit
cost 0.33537
Average graduate teacher training unit 1.5
cost 3
New teachers:
Graduates 300 610 760
Diplomates 2,300 3,000 3,000
2,600 3,610 3,760
Licencee teachers 1,240 374 1,505
3,840 3,984 5,265

Graduates 490 560 685

490 560
490
Number of graduates teachers in college 490 1,050 1,735
Licencee teachers cummulative numbers 1,240 374 1,505
1,240 374
1,240
1,240 1,614 3,119
Percent in Diploma training [distance
learning] 75%
930 1,211 2,339

29
Expansion of underserved areas: 0.666666667
1 2004/5 2005/6 2006/7
Number of schools 121 199 346
Number of laboratories 362 596 1,039
Number of libraries 121 199 346
Number of assembly halls 121 199 346
Number of administration blocks 121 199 346
Number of toilet holes 121 199 346
Number of staff houses 1,206 1,987 3,463
Number of water supply [bore holes] 121 199 346
Number of solar electricity panels 121 199 346
Number of tables 146,103 180,283 244,809
Number of chairs 146,103 180,283 244,809

Completion of existing schools:

2004/5 2005/6 2006/7 2007/8
Derived figures:
Number of schools [existing] 2 classes per year 214

Number of schools
Number of classrooms 427 427 427 427
Number of laboratories 320
Number of libraries 214
Number of staff houses 427 427 427 427
Number of water supply [bore holes] 53
Number of solar electricity panels 53
Number of tables 17,507 17,507 17,507 17,507
Number of chairs 17,507 17,507 17,507 17,507

30
Rehabilitation: [100 existing proper govt 2004/5 2005/6 2006/7 2007/8
schools]
100
Number of classrooms per school: 8
Number of staff houses per school 15
Duration of the rehabilitation [years] 4
Derived figures:
Number of schools
Number of classrooms 160 40 40 40
Number of laboratories 60 60
Number of libraries 20 20
Number of staff houses 1,500 375 375 375 375
Number of water supply [bore holes] 100 100
Number of solar electricity panels 100 100
Number of tables 8,200 2,050 2,050 2,050 2,0
Number of chairs 8,200 2,050 2,050 2,050 2,050

31
 2004/5 2005/6 2006/7
Quality Improvement
Teacher Education:
Incremental teacher training costs
Upgrading Diploma tutors to degree level 240 260
Upgrading Diploma teachers to degree level 150 210
Total teacher for upgrading 1.5 390 470

Converting 2 TTCs into constituent colleges of

UDSM 2 500
Open and distant training programme for
Diploma Teachers 1 0.33
Induction on reviewed curriculum 9,824 0.2205
Institutionalising TRCs 500 420,000
TRC Coordinators regional workshop 500 42,000

Cross cutting issues

HIV and AIDS Education 500
Environment and Gender Sensitization 200

32
UNITS AND UNIT COSTSING SPECIFICATIONS
Expansion of underserved areas: Qty Unit Cost
[tas million]
Classrooms per school 16 7.00
Laboratories per school 3 14.00
Libraries per school 1 9.00
Assembly halls per school 1 20.00
Administration blocks per school 1 14.00
Toilets [holes per school] 25 2.00
Staff houses [per school] 10 12.00
Water supply [bore holes per school] 1 13.00
Electricity solar panels per school 1 24.00
Tables per class 41 0.04
Chairs per class 41 0.03

Completion of existing schools: [427 schools] 427

Classrooms per school per year 2 7.00

Laboratories per school 50% 14.00
Libraries per school 1 9.00
Staff houses per school per year 2 12.00
Water supply [bore holes per school] 25% 13.00
Electricity solar panels per school 25% 24.00
Tables per school per year 82 0.04
Chairs per school per year 82 0.03
33
Rehabilitation: [100 existing proper govt
schools]
Classrooms per school per year 20% 7.00
Laboratories per school 20% 14.00
Libraries per school 50% 9.00
Staff houses per school per year 100% 8.00
Water supply [bore holes per school] 100% 6.00
Electricity solar panels per school 100% 10.00
Tables per school per year 25% 0.04
Chairs per school per year 25% 0.03

Optimum utilisation of teachers and facilities:

Survey of excess teachers
Redeployment of excess teachers 10% 1.5
Optimum use of current facilities 21 1.164
Introduce double shift in urban schools 10% 0.097

Form V and VI expansion

Converting existing O level schools by upgrading
facilities [2 schools per zone] 14
Laboratories per school 3 14.00
Assembly halls per school 1 20.00
Expansion of existing A level schools 512 7.00
Upgrading boarding facilities
Construction of additional hostels for Form V and VI
[per school per year] 1 22.00
Ablution block [per school per year] 2 5.00
Number of existing A level schools due to get
additional capacity: 64
34
Construction of additional hostels for Form V and VI
in existing schools [per school] 3 22.00
Ablution blocks in existing schools [per school] 1 5.00
Provision of education for disadvantaged groups 60
Conducting a locational survey for disadvantaged
groups
Boarding facilities [hostel per district with
disadvantaged groups] 1 22.00

Enhancing partnership with private sector [75

schools]
Provide support through capitation for T/L materials
[100% of cap grant to public schools] 75% 0.00
Provide support through teachers' in service training
[no. of in-service trainees] 50%

Secondary education through distance learning

Programme development 50,000 0.01
Programme implementation 50,000 0.035

Equity Improvement
Capitation grant [income indexed] for children from
poor families [students per annum] 12,000
Improvement of girls retention and performance:
Guidance and counseling [7-day induction courses
twice annually] 2 40
Science camps [one annually per region] 21 10
Development of simplified learner friendly Science
and Maths T/L material for girls 16 2
Improvement in facilities and equipment in schools
for children with disabilities:
35
Number of schools 8
Upgrading classrooms [per school] 1 7
Toilets [per school] 1 2
Study rooms [per school] 1 7
Teaching and learning materials for the disabled
students 1 20
Quality Improvement
Use of ICT in teacher training
Number of teacher training colleges 16
Number of desktop personal computers [per college] 30 TZS 2.00
Number of servers [per college] 1 TZS 4.00
Number of laser jet printers [per college] 5 TZS 1.30

Converting 2 TTCs into constituent colleges of

UDSM 2 500
Open and distant training programme for Diploma
Teachers [per licencee] 1 0.33
Development of Open and Distant training
programme 1 406
Induction on reviewed curriculum 9,824 0.2205
Institutionalising TRCs 500 0.42
TRC Coordinators regional workshop 500 0.042

Cross cutting issues

HIV and AIDS Education 500
Environment and Gender Sensitization 200

36
Expansion of underserved areas: 0.666666667
1
Completion of existing schools: 427
0.333333333
Derived figures:
Number of schools [existing] 2 classes per year

Rehabilitation: [100 existing proper govt schools]

100
Number of classrooms per school: 8
Number of staff houses per school 15
Duration of the rehabilitation [years] 4
Derived figures:
Number of schools
Number of classrooms 160
Number of laboratories 60
Number of libraries 20
Number of staff houses 1,500
Number of water supply [bore holes] 100
Number of solar electricity panels 100
Number of tables 8,200
Number of chairs 8,200

Optimum utilisation of teachers and facilities:

Survey of excess teachers
Estimate number of redeployment of excess teachers 2000 1.5
Introduce double shift in urban schools 21 0.097

Form V and VI expansion

37
Converting existing O level schools by upgrading facilities
[schools per zone] 2
Laboratories per school 3
Lecture halls per school 1
Assembly halls per school 1
Upgrading boarding facilities
Construction of additional hostels for Form V and VI [per
school per year] 1
Ablution block [per school per year] 2

Provision of education for disadvantaged groups 60

Conducting a locational survey for disadvantaged groups
Boarding facilities [hostel per district with disadvantaged
groups] 1

Enhancing partnership with private sector

Provide support through capitation for T/L materials [% of cap
grant to public schools] 25%
Provide support through teachers' in service training [no. of in-
service trainees] 6000 0.45

Secondary education through distance learning

Programme development 50,000 0.01

Programme implementation 50,000 0.035

38
Equity Improvement
Capitation grant [income indexed] for children from poor
families [students per annum] 12,000 0.18
Form I 6,000 0.18
Form II 6,000 0.18
Improvement of girls retention and performance:
Guidance and counseling [7-day induction courses twice
annually] 2 40
Science camps [one annually per region] 21 5
Development of simplified learner friendly Science and Maths
T/L material for girls 16 2

Improvement in facilities and equipment in schools for children

with disabilities:
Upgrading classrooms [per school] 1
Toilets [per school] 1
Study rooms [per school] 1
Teaching and learning materials

Quality Improvement
Converting 2 TTCs into constituent colleges of UDSM 2 500
Open and distant training programme for Diploma Teachers 1 0.33
Induction on reviewed curriculum 9,824 0.2205
Institutionalising TRCs 500 420,000
TRC Coordinators regional workshop 500 42,000

39
Induction of teachers on new Teacher
curriculum: Secondary Tra.
No of secondary schools 1200 16
No of teachers per school 8 14
Per diem 30000 30000
No of training days 7 7
2,016,000,000 47,040,000

Facilitation 5 percent of total cost 100,800,000 2,352,000

2,166,192,000 2,116,800,000 49,392,000

Units 9,600 224

Unit cost 220,500 220,500

Number of TTCs 16
Rehabilitation budget annually 51,000,000
Rehabilitation budget for TTCs 816,000,000
Duration [years] 3
272,000,000

40
SECONDARY EDUCATION DEVELOPMENT PLAN EXPENDITURE PROJECTIONS MEDIUM GROWTH SCENARIO
2004 2005 2006 2007 2008
OVERALL
Total No. of Classrooms (avg. class size = 40) 9,152 10,667 12,665 15,221 18,372
New Classrooms 1,176 1,515 1,999 2,555 3,152
of which in existing schools 588 757 999 1,278 1,576
New Schools 76 89 107 124 140
Government Secondary Schools
Total No. of Classrooms (avg. class size = 40) 5,487 6,501 7,862 9,646 11,885
New Classrooms 727 1,014 1,361 1,784 2,239
a
of which in existing schools 364 507 681 892 1,119
Refurbished classrooms 73 101 136 178 224
New Schools 48 61 74 89 101
Average school size 340 374 411 452 498
NON-GOVERNMENT SECONDARY SCHOOLS
Total No. of Classrooms (avg. class size = 40) 3,664 4,166 4,803 5,575 6,488
New Classrooms 448 501 638 771 913
a
of which in existing schools 224 251 319 386 457
New schools 28 28 32 36 38
Average school size 366 403 443 488 536
DEVELOPMENT EXPENDITURES (TSH. MILLIONS)
b
Government Secondary Schools 37,830 52,853 71,857 93,870 108,748 115,3
c
of which public financing 28,373 39,640 53,893 70,402 81,561
b
Non-government Secondary Schools for Disabled 2,878 3,816 4,810 5,937 6,592
e
Distance Education 2,878 3,816 4,810 5,937 6,592
Additional Capital for Government Schoold 4,599 6,791 5,662 3,675 3,113
In-service Training for Non-government Schools 1,533 2,264 1,887 1,225 1,038
Teacher Training Institutionse 1,396 1,641 2,530 1,531 1,324
University Teacher Training 390 267 539 323 180
Total 51,504 71,447 92,095 112,498 127,587 135,1
of which public financingt 42,046 58,234 74,130 89,030 100,400 106,3
Note: All values increase by 5% annually in real terms.
Development expenditures are forward shifted by 1 year to allow enough time for implementation.
a
The share of classrooms in new schools is 50% throughout, leaving 50% of classrooms to be added to existing schools.
b
The cost of constructing an additional classroom in an existing school is estimated at TSh 7,000,000 in 2004.
The cost of construction a new school is estimated at TSh 7,000,000 multiplied by the number of classrooms multiplied by 5 (based on known building costs and speci
Laboratories, special purpose rooms, libraries, administrative infrastructure, and sports facilities are costed within school building costs
c
It is assumed that communities would contribute one quarter of the cost of classrooms and schools, leaving three quarters to be publicly financed
d
Includes development costs associated with system infrastructure e.g. curriculum/examinations/inspection, data system infrastructure, in-service development,
book stocking, additional hostel fund, disability provision, research and monitoring studies, management development etc.
e
Includes classrooms in colleges at an average cost of TSh 25,000,000 and in universities at an average cost of TSh 25,000,000
f
Includes public financing portion for government secondary schools, government schools additional school capital, and total costs for Diploma teacher training institut
41
SECONDARY EDUCATION RECURRENT EXPENDITURE PROJECTIONS
2004 2005 2006 2007 2008
AMOUNT IN TSH. MILLIONS
Teacher Salaries 13,327 15,303 18,044 21,653 27,95
a
Non-Teacher Salaries 2,665 3,061 3,609 4,331
b
Non- Salary Recurrent Expenditure 11,667 13,823 15,045 16,408 17,68
c
Govt. Schools Student Capitation Grant 7,778 9,215 11,144 13,673 16,84
d
Non-govt. Schools Student Capitation Grant 2,078 2,362 2,724 3,161
e
Govt. Schools Fee Subsidy 4,939 6,143 7,801 10,050 13,00
f
Targeted Bursaries 1,111 1,382 1,755 2,261
Form 5-6 Supplementary capitation Grantg 390 421 462 548
h
Disadvantaged schools capitation Grant 583 691 836 1,025
Total 44,538 52,401 61,420 73,110 89,63
Year-on-Year % Change 82 18 17 19
SHARE OF TOTAL RECURRENT BUDGET
Teacher Salaries 30 29 29 30
Non-teacher Salaries 6 6 6 6
Non-salary Recurrent Expenditures 26 26 24 22
Govt. Schools Student Capitation Grant 17 18 18 19
Non-govt. Schools Student Capitation Grant 5 5 4 4
Govt. Schools Fee Subsidy 11 12 13 14
Targeted Bursaries 2 3 3 3
g
Form 5-6 Supplementary capitation Grant 1 1 1 1
h
Disadvantaged schools capitation Grant 1 1 1 1
Total 100 100 100 100
Amount in TSh.
Unit Cost 180,369 179,123 173,606 168,430 167,59
Teacher Salaries/Student 53,970 52,309 51,002 49,884 52,27
Note: All values increase by 5% annually in real terms.
a
Calculated as 20% of teacher salaries based on historical data.
b
Calculated based on an initial 2001/2002 value derived from Treasury data.
c
Allocated to 100 percent of students at a rate of 2500 TSh per student per month.
d
Allocated to 80 percent of students at a rate of 1250 TSh per student per month.
e
Allocated to 100 percent of government school students at an annual rate of TSh 20,000 per student.
f
Allocated to the poorest 15 percent of government school students at an annual rate of [Link]. 20,000 per student.
g
Allocated to Forms 5-6 students at a rate of 1875 TSh per student per month in government schools.
h
Allocated to 15 percent of government schools at a rate of TSh 1250 per student per month

42
SECONDARY EDUCATION RECURRENT AND DEVELOPMENT EXPENDITURE PROJECTIONS (TSH
2004/5 2005/6 2006/7 2007/8 2008/9
Recurrent Expenditure 51,258 62,506 72,731 85,782 108,266
of which Secondary Education 44,538 52,401 61,420 73,111 89,633
and Secondary Teacher Training 6,720 10,105 11,311 12,671 18,634
Development Expenditure 42,046 58,234 74,130 89,030 100,400
Total 93,304 120,740 146,861 174,812 208,666

Estimated Budget
Secondary Education 22,671 24,122 25,738 27,591 29,578
Secondary Teacher Training 5,790 6,161 6,573 7,047 7,554
Total 28,461 30,283 32,311 34,638 37,132

RESULTING FINANCING GAP 64,843 90,457 114,550 140,174 171,534

43
EDUCATION SECTOR RECURRENT EXPENDITURES
2003/4 2004/5 2005/6 2006/7 2007/8
RECURRENT EXPENDITURES ([Link] MILLIONS)
Administration & General Education 20,507 21,738 23,129 24,678 26,455
Primary Education 234,619 269,588 303,399 337,976 362,627
Secondary Education 24,520 44,538 52,401 61,420 73,111
Tertiary Education (excl. teacher training) 61,858 64,480 67,247 70,162 73,254
Primary Teacher Training 7,916 7,693 7,001 5,987 3,469
Secondary Teacher Training 5,462 6,720 10,105 11,311 12,671
Adult Education 4,875 5,167 5,498 5,866 6,289
Total 359,757 419,923 468,780 517,401 557,875
Share in total Recurrent Expenditures (%)
Administration & General Education 6 5 5 5 5
Primary Education 65 64 65 65 65
Secondary Education 7 11 11 12 13
Tertiary Education (excl. teacher training) 17 15 14 14 13
Primary Teacher Training 2 2 1 1 1
Secondary Teacher Training 2 2 2 2 2
Adult Education 1 1 1 1 1
Total 100 100 100 100 100
EDUCATION SECTOR FINANCIAL SUSTAINABILITY
a
GDP Growth Rate (%) 6.0 6.4 6.7 7.2 7.2
a
Total Government Rec. Budget (TSh Billions) 1,407 1,497 1,597 1,712 1,836
Education Recurrent Exp. As % of GDP 3.6 3.9 4.1 4.2 4.2
Education Rec. Exp. As % of Total Rec. Exp. 25.6 28.1 29.3 30.2 30.4
Education Sector Rec. Financing Gap ([Link]. Millions) 63,570 89,620 112,837 124,183
Secondary Education Financing Gap ([Link]. Millions)
Recurrent Financing Gapb 22,797 32,223 40,419 51,143
Development Expenditures 42,046 58,234 74,130 89,030
Total 64,843 90,457 114,549 140,174

Notes: Primary Education, Secondary education, and teacher training expenditures are calculated using expansion trends.
Administration, general education, and adult education expenditures grow at the projected GDP growth rate.
Tertiary Education (excluding teacher training) expenditures are projected to grow at 4 percent annually, i.e. lower than the GDP growth rate
a
Government PRSP review.

44
PROJECTED EDUCATION SECTOR FUNDS REQUIREMENTS AND PROPOSED ALLOCATION

TSh Millions
2004/05 2005/06

MTEF SEDP MTEF MTEF SEDP MTEF

Projection Projection Ceiling Projection Projection Proposed
Allocation
Primary Education 251,931 269,588 240,952 238,180 303,399 226,103
Secondary Education 49,545 44,538 18,151 51,637 52,401 19,479
Higher Education 79,310 64,480 75,345 91,709 67,247 81,372
Total Priority sub-sectors 380,786 378,605 334,447 381,526 423,047 326,953

45
SECONDARY EDUCATION ENROLLMENT PROJECTIONS MEDIUM GROWTH SCENARIO

2003 2004 2005 2006 2007 2008

OVERALL
Forms 1-4 GER (%) 11 11 13 15 18
Forms 5-6 GER (%) 2 2 2 3 3
Standard VII Pass Rate (%) 30 40 40 60 70
Transition Rate SVII/FI (%) 20 26 29 36 29
Transition Rate F4/F5 (%) 27 29 31 34
Enrollment:
Form 1 109,841 135,441 159,996 188,881 223,069 263,5
Form 2 98,506 107,406 129,344 151,413 177,632 209,1
Form 3 63,291 72,869 83,406 105,246 129,662 160,1
Form 4 57,303 63,818 72,779 82,980 101,383 128,0
Form 5 16,725 15,740 18,689 22,880 28,122
Form 6 13,259 16,551 15,780 18,544 22,663
Forms 1-4 Total 328,941 379,534 445,524 528,520 634,145 760,8
Forms 5-6 Total 29,984 32,291 34,470 41,424 50,786
Form 1-6 Total 358,925 411,825 479,994 569,944 684,931 826,7
GOVERNMENT SECONDARY SCHOOLS
Change in Entrants (%) 30 20 20 20
Share in Enrollments (%)
Forms 1-4 Total 59 60 61 62 63
Forms 5-6 Total 62 63 62 61 63
Forms 1-6 Total 60 60 61 62 63
NON-GOVERNMENT SECONDARY SCHOOLS
Change in Entrants (%) 15 15 15 15
Share in Enrollment (%)
Forms 1-4 Total 41 40 39 38 37
Forms 5-6 Total 38 37 38 39 37
Forms 1-6 Total 40 40 39 38 37

46
 SECONDARY EDUCATION TEACHER PROJECTIONS
2003 2004 2005 2006 2007
OVERALL
Student-teacher ratio 22 24 26 28 30
Share of Degree-level Teachers (%) 18 18 18 18 17
Share of Diploma Teachers (%) 82 82 82 82 83
Number of Degree-level Teachers 2,997 3,129 3,288 3,556 3,738
Number of Diploma Teachers 13,471 13,903 14,801 16,228 18,470
Total Teachers 16,468 17,033 18,089 19,785 22,209
NEW DEGREE-LEVEL TEACHERS (15% ATTRITION RATE) 582 631 762 716
NEW DIPLOMA TEACHERS (5% ATTRITION RATE) 1,593 2,167 3,053
1,106
Total New Teachers 1,688 2,224 2,929 3,769
GOVERNMENT SECONDARY SCHOOLS
Share of Degree-level Teachers (%) 14 14 14 14 13
Share of Diploma Teachers (%) 87 86 86 86 87
Number of Degree-level Teachers 1,314 1,440 1,575 1,769 1,881
Number of Diploma Teachers 8,422 8,848 9,676 10,866 12,588
Total Teachers 9,737 10,289 11,252 12,635 14,469

New Degree-level Teachers (15% attrition rate) 323 351 430 377
New Diploma Teachers (5% attrition rate) 847 1,271 1,674 2,265
Total New Teachers 1,170 1,621 2,104 2,64
NON-GOVERNMENT SECONDARY SCHOOLS
Share of Degree-level Teachers (%)_ 25 25 25 25 24
Share of Diploma Teachers (%) 75 75 75 75 76
Number of Degree-level Teachers 1,683 1,689 1,712 1,787 1,857
Number of Diploma Teachers 5,048 5,055 5,125 5,362 5,882
Total Teachers 6,731 6,744 6,837 7,149 7,739
New Degree-level Teachers (15% attrition rate) 259 280 332 338
New Diploma Teachers (5% attrition rate) 259 322 493 788
Total New Teachers 518 603 825 1,126

47
 ANNEX IV:
SUBJECT REGIMES:

1.1 Subjects offered in Form 1- 4

1.1.1 Subject regime for Forms 1 + 2

1. Kiswahili
2. English
3. Maths
4. Civics
5. Biology
6. Physics with Chemistry (Physics and Chemistry
7. Geography
8. History

Notes: Students in Form 1-2 will do all the 8 core subjects and any one
to two options if offered at the school

1.1.2 Subject regime for Form 3 & 4

1. Kiswahili
2. English
3. Maths
4. Civics
5. Biology
6. Physics
7. Chemistry
8. History
9. Geography

Notes: Students will have to do the 5 core and compulsory subjects

(1-5) and any other two or more of the rest of the core
subjects. They may also do one to two options from among
the options.

*Optional subjects:

Home Economics, Computing and Information Science, Music, Fine Art,

French, Arabic, Bible Knowledge, Islamic Studies, Physical Education,
Additional Maths.

?? Religion will be taught in all schools

?? Optional subjects will be taught in a few designated schools
?? Student can study the core subjects without doing any of the
options.
?? All optional subjects are examinable.

48
 SECONDARY EDUCATION DEVELOPMENT PLAN WORKPLAN BY YEARS

PROGRAMME COMPONENT AND July 04- June 05 July - 05 June - 06 July 06 June 07 July 07
OBJECTIVE

(1) (2) (3)

(1) Access Improvement

(a) Expansion in underserved areas
(b) Optimum utilization of teachers
(c) Optimum use of current facilities
(d Support to the Private Sector
(e) Form five and six expansion
(f) Provision of education for socially
and culturally marginalized groups
(g) Open and Distance Learning
2. Equity improvement
(a) Grants for pupils from poor families
(b) Improvement of girls retention and
performance
(c) Improvement of facilities in schools
with disabled children
3. Quality Improvements
(I) Teacher Education
(tutors and teachers)
(a) In-Service Training
(i) Up-grading

49
PROGRAMME COMPONENT AND July 04- June 05 July - 05 June - 06 July 06 June 07 July 07
OBJECTIVE

(1) (2) (3)

(ii) Continuous Professional

Development
(b) Pre-Service
(i) Production of Diploma Teachers
(ii) Production of Graduate Teachers
(c) Optimum use of Tutors and
facilities
(d) School Libraries
(II) Curriculum
(a) Curriculum Review
(b) Preparation of T/L Materials
Annotated Lists
(c) Information and Resources Centres
(School Libaries)
(d) Teaching and Learning Materials and
Capitation Grants
(e) Development of National Curriculum
Framework and Examination
(f) Support for Regional Book
Exhibitions annually
(g) Survey of availability and use of T/L
Materials
(h) Capacity building for TIE
(III) Improvement of Examinations

50
PROGRAMME COMPONENT AND July 04- June 05 July - 05 June - 06 July 06 June 07 July 07
OBJECTIVE

(1) (2) (3)

(a) Technological Capacity Building

(b) Design and Admin of Exams.
(c) National Assessment of school
achievements
4. Management Reforms
(a) Review of TOR for key actors in the
devolution process
(b) Training of key actors in the
Decentralization Process
(c) Development of operational manual
(finance, environment, construction,
procurement).
5. Education Management System
Improvement
(i) Inspection and Support system

(ii) Improve of access and use of EMIS

in the whole education system
(iii) Capacity Building at all levels
(iv) Communication and publicity for the
new programme
(v) Monitoring and Evaluation of the
new programme.
GRAND TOTAL

51
 MONITORING AND EVALUATION LOG FRAME 2004 2009

Programme Component and Verifiable Performance Indicators Outcomes Data Source or Collections &
Objectives (Out Puts) [Results] Means of Reporting
Verification Responsibilit
I. Overall Programme
Objectives
1. Access, Equity & ?? Gross enrolment in lower More people in the -MOEC MOEC
Completion expanded secondary
population with -Surveys
coverage at the secondary ?? Upper Secondary output
level. ?? Transition Rate secondary -EMIS
?? Gross Completion Rate
education --Census Data
?? Intake into tertiary sector
?? Disbursement of capitation grants -Poverty Index
?? Effective rate of payment of fees
2. Quality Increased ?? X% of Form VI graduates with High Quality and EMIS MOEC &
learning achievements CSEE
relevant education Surveys NECTA & TIE
(especially among girls): ?? X% Form VI girls graduating with
we want to ensure that ACSEE NECTA
the education received by ?? X% schools and Y% of students
our youth is of high taking CSEE
quality and related to their ?? Examination Results
daily lives and work ?? Textbooks per student
prospects on completion ?? % of teachers in continuous training
of their education. program
?? Tracer studies of school leavers.
3. Management Better ?? Measure impact of staffing Better and speedy DEOs MOEC
management and delivery changes
delivery of MOEC
of secondary education ?? Impact of training program
services through ?? Measures of management education REO
devolution to regions, devolution
Data
local communities, school ?? Delegation of decisions
boards and institutions. ?? Quality of decisions

(4) Improve operational ?? How widely Better managed MOEC MOEC

?? Widespread knowledge of the Ministry Affairs NECTA
efficiency of the Ministry
programme TIE
?? Quality Evaluation Reports
52
Programme Component and Verifiable Performance Indicators Outcomes Data Source or Collections &
Objectives (Out Puts) [Results] Means of Reporting
Verification Responsibilit
Detailed Programme

Objectives

(1) Access Improvement

(a) Expansion in underserved ?? # of schools built Better opportunity Regional/District REO-DEO MO

?? % increase in enrolment to increase Data EMIS
areas ?? # of school rehabilitated enrolment
?? # of additional rooms
(b) Optimum utilization of ?? Recurrent cost per student More students ?? School data DEO and Schoo
?? # subjects in lower secondary accommodated ?? MOEC Data
teachers ?? Teaching periods per week ?? DEO data
?? Teaching pupil ratio
(c) Optimum use of current ?? Utilization index Enrol more ?? School Data DEO and REO
?? More hours, used on teaching students ?? DEO Data
facilities ?? Quality of infrastructure ?? MOEC Data
?? Double shifts
(d) Enhancing partnership with % of students in non-government schools Greater expansion MOEC Data MOEC
# of private schools and of enrolments
Private Sector
# of size of grants
(e) Form five and six expansion ?? # of new streams Better service of MOEC Data MOEC
?? # of students enrolled the Education
?? # of type of subjects taught system

(f) Provision of education for ?? # of specially designed facilities Better social DEO/REO Data REO
% of enrolments of students from these climate
socially and culturally different
groups.
groups
(g) Open and Distance ?? # of enrolled students More secondary IAE IAE
?? Centres participating school enrolled
Learning
2. Equity improvement

(a) Capitation grants pupils ?? # of grants disbursed Children from poor District Data DEO
?? Accuracy of targeting
from poor families families benefits
(scholarships)
53
Programme Component and Verifiable Performance Indicators Outcomes Data Source or Collections &
Objectives (Out Puts) [Results] Means of Reporting
Verification Responsibilit
(b) Improvement of girls ?? Completion Rates Gender School NECTA School Heads
?? Progression Rates
retention and performance Equity MOEC
?? Pass Rates
(c) Improvement of facilities in ?? # of disabled children Equity School Data MOEC MOEC
?? Type of Facilities provided
schools with disabled children Data
?? Performance of disabled kids
3. Quality Improvements

(I) Teacher Education

(tutors and teachers)
(a) In-Service Training

(i) Up-grading ?? # of Teachers upgraded Better teaching School Data MOEC

?? Management satisfaction
MOEC Data
?? Perform and in teaching
?? # of Teachers exposed
?? # Improvement in teaching
(ii) Continuous Professional Better teaching School Data
Development MOEC Data
(b) Pre-Service

(i) Production of Diploma ?? # of new Teachers Better PTR MOEC Data

?? Teacher Pupil Ratio
Teachers ?? % of them in the teaching force

(ii) Production of Graduate ?? # of new graduate teachers Better teaching University Data MOEC
?? % of Graduate teachers
MOSTHE Data
Teachers ?? Management satisfaction with
?? Ratio to diplomas performance
(c) Optimum use of Tutors ?? Expanded Enrolment More and Better TTC Data TTC
?? PTR
and facilities Tutors MOEC Data MOEC
(II) Curriculum

54
Programme Component and Verifiable Performance Indicators Outcomes Data Source or Collections &
Objectives (Out Puts) [Results] Means of Reporting
Verification Responsibilit
(a) Curriculum Review ?? Review Report Better Curriculum TIE/MOEC TIE

(b) Preparation of T/L ?? Available List Better teaching and TIE Data TIE
Materials Annotated Lists Learning
(c) Information and Resources ?? # of new units Better Teaching MOEC Data MOEC
Centres (School Libraries) ?? # of pupils per library and Learning
?? Utilization Factor
(d) Teaching and Learning ?? # of grants disbursed Better teaching and MOEC Data MOEC
Materials Capitation Grants ?? # of new titles bought Learning
?? Pupil Book Ratio
(e) Development of National ?? Availability of Report Better TIE MOEC MOEC
Curriculum Framework NECTA
collaboration
(f) Support for Regional Book ?? # of Exhibitions staged Better selection of REO/MOEC REO
Exhibitions ?? # of Foreign-exhibitors books
?? Relevance of the Books
(g) Survey of availability and Availability of Report Better distribution TIE/Data TIE
use of T/L Materials and use of Books
(h) Capacity building for TIE ?? # Staff trained Better curriculum TIE Data TIE
and NECTA ?? # Research Reports
?? # Technological In-puts
(III) Improvement of
Examinations

(a) Technological Capacity ?? Modern technologies such as Better quality NECTA Data NECTA
Building scanning
exams and timely MOEC MOEC
?? Staff trained at PHD level
?? Clear Policy
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Programme Component and Verifiable Performance Indicators Outcomes Data Source or Collections &
Objectives (Out Puts) [Results] Means of Reporting
Verification Responsibilit
(b) Design and Admin of ?? Items Bank Established Efficiency in NECTA Data NECTA
Exams. ?? Gestation Periods shortened
operations MOEC
(c) National Assessment of ?? Report Available Bettered standards NECTA NECTA
School achievements and Planning
4. Management Reforms

(a) Review of TOR for key ?? Report Available Better chance to MOEC Data MOEC
actors in the devolution process design devolution
(b) Training of key actors in ?? # of staff trained Impact on Better Devolution MOEC Data MOEC
the Decentralization Process Management process
(c) Development of ?? Manuals Available Better MOEC Data MOEC
operational manual (finance, management of
environment, construction, Project
procurement).
5. Education Management
System Improvement
(i) Inspection and Support ?? # of staff trained Better inspection MOEC Data MOEC
?? New Equipment acquired
system

(ii) Improvement of access and ?? Installed EMIS Better MOEC Data MOEC
use of EMIS in the whole
?? Reports Available Management of the
education system
system
(iii) Capacity Building at all ?? # of Staff trained Better Managed MOED and Survey MOEC
system
?? Not working systems Data
levels
?? Management satisfaction

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(iv) Communication and ?? Publicity Materials Available Better MOEC Data MOEC
publicity for the new implementation of
programme Programs
management
(v) Monitoring and Evaluation ?? Evaluation Reports MOEC MOEC
of the new programme.

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 ANNEX VII
TANZANIA EDUCATION PERFORMANCE INDICATORS 2003

1 PTR - Lower Secondary 1:21

- Upper
2 Student Tutor ratio (TTC diploma)
3 GER - Lower Secondary 10.2
- Upper 1.7
4 NER Lower Secondary 6.3
- Upper 0.3
5 Completion Rates - Lower Secondary 50820
- Upper
6 Transition Rates - Std. VII - Form I 21.7 (02)
- Form IV VI
7 Dropout Rates - Lower Secondary 11.1
- Upper -
8 Repetition Rates -Lower (Form II) 6.5
9 Form I Enrolments: Government 52853
: Non Government 46891
10 Promotion Rate -Lower Secondary 85.5
-Upper -
11 Book Pupil Ratio -Lower Secondary
-Upper

12 Classroom Pupil Ratio - Lower Secondary 40

- Upper 30
13 Classroom Size - Lower Secondary 64.8m2
- Upper 64.8m2
14 Teaching Load -Lower
-Upper
15 Student Contact hours per week Lower Secondary
-Upper
16 Pass Rates -Lower Secondary 86.3
-Upper Secondary 97.3
17 Net Intake rate (NIR)- Lower
- Upper

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18 Apparent (Gross) Intake rate -Lower
-Upper
19 Shortage of Desks -Lower
-Upper
20 Shortage of Staff House
21 Shortage of Latrines holes - Lower
- Upper

22 Shortage of Piped Water Supply Lower

- Upper
23 Budgetary Allocations Primary
Secondary
Teacher Education
Higher Education
Other

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 ANNEX VIII

Criteria for Identification of Underserved, Low Demand,

and High Demand Areas.

Tanzania is a large country, with great social, economic, and geographical

variations, by regions, districts, and wards. This Plan, will respond to one
dimension of these variations, regarding our area being educationally
underserved. These will be districts and wards with one or more of the following
characteristics:-

Secondary Low Gross Enrolment Ratio

Secondary Low Net Enrolment Ratio
Low Transition Rates from P VII to F. 1
High Poverty Index

However, this is not to say other areas are not catered for. The Plan will also
respond to high demand areas, which need a different response, as have
different such as :-

High Transition rates from P7 to F1

High Cut-off Point at [Link] level
Over crowded secondary school classrooms
High PTR secondary schools
Low Poverty Index.

Since the Plan calls for participatory and contributory approaches, it is expected
that communities in the later case will contribute more to the development of
schools in their communities than the former category of communities.

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