REPORT - Tanzania Education Network/Mtandao wa Elimu Tanzania ...

REPORT
16 TH SEPTEMBER, 2010
1

INTRODUCTION
The Context of the 1Goal Campaign for EFA
The 1GOAL campaign on Education For All (EFA) is a global campaign
seeking to ensure that every child can get an education.
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Education Summit Statement
• In 2010 the campaign was supported by the Football
Association (FIFA)- World Cup held in south Africa
• The state leaders who participated in the world cup also held
the Education Summit. Following below are the key summit
statements;
– Education is a fundamental human right enshrined in the
1948 Universal Declaration of Human Rights. Thus
everyone is entitled to free primary education to improve life
and fully participate in society.
– Education is a precondition for sustainable human
development and a catalyst for the realization of MDGs.
– With only five years left before the 2015 target date for EFA,
the leaders call on the world community to give new
impetus to education and scale up efforts to reach the MDG
education targets.
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Education Summit statement
– The governments must combat marginalization to
ensure that the right to quality education is no longer
a privilege for some, but a reality for all. All barriers
limiting access to quality basic education must be
removed.
– The governments should translate their commitment
to education into concrete actions, including
increased financial allocations.
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1.2 Tanzania context
• Tanzania interprets the 1goal campaign in education financing as
one of the key agenda in ESDP with a focus to enhance the goals of
EFA.
• ESDP is a comprehensive programme aimed at transformation of the
education system into the Output/outcome based sector to enhance
the six EFA goals (early childhood care, complete free and
compulsory primary education, equitable access to appropriate
learning and life skills, adult literacy, gender equity, and quality in
education and learning).
• The EFA goals also uniquely fit into the overall goals of education
sector reforms that inform the national vision 2025 on developing a
well-educated and learning society by 2025.
• Cluster II goals 1 and 2 of NSGRP (MKUKUTA) further inform the
vision 2025 education targets by ensuring equitable access to quality
education for promoting the national economic growth by
harmonizing the planning processes at national and local levels.
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Tanzania context -----------
• The need to address EFA goals necessitated
the government to take initiatives to
improvement of education policies and
programmes;
– 1995 Education and Training Policy (ETP)
– PEDP(2002-2006), SEDP (2004-2009) & FEDP
(2007-2011).
• The reforms are also taking into account
education factors to inform the JAST, SADC
and EAC protocols.
6

Objectives
The objectives for this study were to;
• Bring together key information and analysis on
education financing issues in Tanzania
collected from 1goal campaign
• Outline the key policy recommendations for
improved EFA goals in future.
• Provide important advocacy and lobbying on
the 1goal campaign issues as evidenced by
education CSOs.
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Method
• Debriefing meetings with TEN/MET and
government officials as well as other education
CSO members.
• Literature review was undertaken to review the
TENMET and other authors’ documented
opinion on 1goal campaign, specifically on
education financing, challenges, and remedies
taken to enhance EFA goals.
• Interviews and discussions were guided by
specifically designed research questions.
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Million Shillings
Key Findings
The current trend of
education sector financing
•The government has put efforts to
improve the MoEVT budget
allocation as % of total Government
budget, education sector budget and
GDP
•Despite increasing the education
sector budget from 1.7 trillion in
2009/10 to 2.0 trillion in 2010/11, the
share of education sector decreased
by 0.7 % from 18.3 % in 2009/10 to
17.6 % in 2010/11
•This fluctuating education budget
allocation also has implications for
effective education financing
process including compromising the
implementation of EFA goals.
14000000
12000000
10000000
8000000
6000000
4000000
2000000
0
Chart 4.1.1; MoEVT Budget Allocation as % of Total GVT Budget, and Education Sector
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
* 2010/11
Total Budget in mill.shs MOEVT Budget in mill.shs MOEVT Budget as % of Total budget
9

• Education spending by area;
primary, secondary and
other basic education;
- Although there has been a
shift in education spending
with increased spending to
secondary education,
vocational, and higher learning
institutions.
- Primary education remained
the biggest beneficiary by
taking 72 % of MoEVT’s
budget.
- Spending most of the budget
on primary education could
mean improvement of primary
education facilities to enhance
EFA goals in Tanzania.
- This is not the case in practice.
In the education sector the
primary area is still faced with
challenges regardless
government efforts to invest in
this sector.
Chart 4.1.2 Trend of Education Funding by Levels
2%
7%
19%
72%
Primary Secondary Vocatinal training O/Basic education
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Education Financing Shortfalls
Chart. 4.2.1(a) PEDP II Budget estimates & Actual allocation
Financing shortfalls in PEDPII
- Financing performance indicates
that there is a big gap between
budget estimates and actual
allocation.
- On average the three years
implementation of PDEP II was
only 0.15%.
- With this performance there is
still a question of how EFA goals
are to be achieved to enhance
quality education for all
Tanzanian children.
350
300
250
200
150
100
50
0
2007/08 2008/09 2009/10 2010/11
Fiscal Years
PEDP II imple.costs Actual budget allocation
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Classroom Construction in PEDP I & II(2002-2008)
• The chart indicates a
wider gap between
estimated and the
actual classroom
construction in PEDP II
compared to PEDP I.
• Poor financing of PEDP
II has resulted to
classroom
overcrowding
comparing the 2008
classroom-pupil ratio
(1:78) with that of 2002
(1:77).
25000
20000
15000
10000
5000
0
Chart: 4.2.1 (b) Classrooms constructions in PEDP I & II(2002-2008)
PEDP II
PEDP I
PEDP Actual PEDP Estimates
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Pupils per Teacher
Teacher-Pupil ratio
• Poor construction of
teacher houses
increased teacherpupil
ratio.
• The teacher-ratio in
PEDP I was still high
(1:53) the situation
continued to be tense
in PEDP II
implementation where
teacher-pupil ratio
reached 54 students for
every teacher.
59
58
57
56
55
54
53
52
51
50
49
Chart: 4.2.1 (c) Teacher- Pupil Ratio
1:54
1:53
2002 2003 2004 2005 2006 2007 2008
PEDP I
PEDP II
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Percent Passed
Primary School Leaving Results
• Financing gaps of
PEDP has implications
for the deteriorating
rates of the Primary
School Leaving
Examination.
• The information shows
that performance was
better in PEDP I (70.5
%) and the trend
continued to drop to
52.7% in 2008
80
70
60
50
40
30
20
10
0
Chart: 4.2.1 (d) Primary School Leaving Examination Results
70.5
52.8
2002 2003 2004 2005 2006 2007 2008
PEDP I
PEDP II
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Teachers Staffing Levels with respect to Sub-Sectors in Government
Schools 2007/08
Financial limitations to
attaining a Teacher-Pupil
Ratio to 1:45.
•An Education Sector
Performance Report
(MoEVT, 2008) revealed
that the education sector
suffers from a serious
deficit in teaching staff.
•Table.4.2.2 and chart
4.2.2 summarize the
teaching staff levels with
respect to enhancing the
Teacher- Pupil Ratio of
1:45 in government in
2007/08
SUB - SECTOR
Available
number of
teachers
Required number
of Teaching
staff
2007/2008
Deficit
Pre-primary 14,763 32,216 17,453
Primary 149,433 184,369 34,936
Teacher
education
916 835 81
Inspectorate 1,090 1,483 393
Chart 4.2.2 Staffing Levels with Respect to Availabilty,
Requirement and Deficit
27%
50%
23%
Available Requirement Deficit
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Education Financial Management
•The national and local education budget planning is embedded in the MTEF.
•The objective is to implement the Vision 2025 long-term development
aspirations as informed by MKUKUTA cluster interventions in order to bring
about broad based growth and reduction of poverty initiatives.
•Education budget planning and financial management are operationalized
through Decentralization by Devolution (D by D).
•Public funding for various education sector elements are spread across the
number of votes including those of;
• MOEVT responsible for education policy and sector-wide coordination
• MCDGC responsible for Folk and Community Development Colleges
• PMO-RALG responsible for Primary and Secondary Schools as well as Kibaha
Education Centre
• Public Service Commission ( Teachers Service Commission)
• Regions-Social service Support( Education material, supplies and services
• MOEVT and MCGDC works closely with PMO-RALG, MOFEA and LGAs to
coordinate the flow of funds to local levels and institutions
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School-Level Financing
• Sound micro financing management, autonomy, and transparency
are the basis of School level financing
• More effort on relating the School plans and the budget with
empowering the school committees is important for strengthening
the process ownership.
• The ESDP report furthermore indicated that the public/ward based
community secondary schools are starved of operational financial
resources compared to private/ non government schools in the
same locality.
• This gap is a manifestation of weak school leadership that is able to
diffuse the sources of revenue including the proper management of
the taxation system.
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The Role of CSOs
• The role of education Civil Society Organizations (CSOs) in Tanzania is to advise, critique, and
complement government efforts on policies implementation including the financing processes.
• This calls for CSOs to have a “consistent, principled, and committed stand in the interest of human
development values and causes”.
• The large masses are the working people in villages and towns who often need support for their
education development efforts.
• CSOs being broad-based member organizations of working people have proved to be strong in
developing networks and coalitions at local, district, and national levels with common education
objectives in financing interventions.
• CSOs have also engaged in policy analysis and practice including review of financial components
of MKUKUTA II, PEDP ,and SEDP, Education and Training policy (ETP), and active participation in
education research and PETS.
• Recently CSOs have been involved in service delivery to complement government efforts such as;
construction of classrooms, teachers houses, libraries, provision of teaching and learning
materials, WASH facilities, supporting Teacher Resource Centres (TRCs), provision of computers
and other IT equipment.
• The CSOs lobbying and advocacy initiatives in national and international campaigns such as
GWA, GCE, 1 goal campaign have been agents of change in influencing education policy revision
to address the gaps.
• The CSOs under the umbrella of TEN/MET are engaging in financial policy dialogue like in ESDC
and TWG.
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Governance and Accountability Mechanisms
• Transparency and accountability in education planning and budgeting
are one of concerns for certifying that operationalization of the
education planning and budgeting processes follow the MTEF
context.
• The evidence from Bukoba Rural LGA indicated that poor governance
practice and accountability have resulted in the district under
spending Tshs 7 million from its own sources for improving education
services.
• The councilors further admitted that they had an inadequate legal
mandate to hold the district executives accountable.
• Inadequate education actors’ representation in different statutory
meetings contributes to a poor decision making processes at local
levels
• Participation of Non-State actors (CSOs and NGOs) could have been
very instrumental in promoting the governance practice on tracking
public expenditure mechanisms like PETS surveys and related
researches.
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Challenges to Education Sector Financing
• Poor management of the public financing system.
• Late and unpredictable financial transactions.
• Complex system of financial disbursement.
• Embezzlement of the capitation grant
• Misappropriation of student capitation grants
• Weak inspectorate system.
• Absence of education regulatory authority.
• Weak local communities financing process ownership.
• Inflation.
• Poor planning at local government level.
• Inadequate number of trained teachers to bring teacher-pupil ratio to 1:45.
• Corruption.
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Conclusion
• From the study it has been learned that there have been continuous efforts by the
government of Tanzania to improve education financing at national and local levels.
• These interventions by the government have been targeted on creating a conducive
environment to address EFA goals.
• With all these efforts by the government, more could be expect on improved access,
equity and quality of education for all.
• Unfortunately for government interventions, the financing continued to face
challenges including weak competence in funds management, donor dependency,
and inadequate political will to advocate for proper education policies for
implementing and interpreting of EFA goals.
• Weak financing governance practices at different levels constrained articulation of
transparency, accountability, and information sharing processes.
• IGoal campaign on education financing calls for strengthened linkages, where the
Government, CSOs and other education development actors could come together,
solicit resources and competencies for addressing the education sector financing
challenges explicitly demonstrated in the campaign.
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Recommendations
Increasing investment in education
• The government to commit to allocating at least 20% of government
budget to the education sector.
• The government to increase sector spending on pre-primary,
complementary basic education and training (COBET) and adult
education.
• The government to review regional funding allocations and the
capitation grant formula to ensure more equitable distribution of
education finances.
• The government to introduce more progressive taxes and
strengthen national revenue collection to ensure greater public funds
available for education.
• The government to review teacher recruitment, remuneration, and
working conditions to address teacher shortages across the sector.
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Recommendations
Strengthening financial management
• Education finances to be disbursed and managed by a single
ministry to ensure clear lines of accountability and effective
management.
• Funding to be disbursed on time so that schools can buy the
resources they need for the academic year. To support this, the
government should consider transferring capitation grants directly to
schools rather than through councils.
• Education standing and advisory committees to have a strengthened
role in managing education finances at local government level.
• Financial management practices to be strengthened in poor
performing councils and schools through targeted support.
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Recommendations
Improving governance and accountability mechanisms
• Civil society to have greater access to information on education
budgets and expenditure. Annual education budgets should be
published in the media and distributed in schools.
• Civil society to have greater participation in budgeting planning
processes at national and local levels.
• School management committees (SMCs) and parents and teachers
associations (PTAs) to have a greater role in monitoring and
scrutinizing education budgets and expenditure within schools.
• The establishment of an independent fund for civil society
organizations working in education to support their work.
• The establishment of a national system of annual school inspections
to monitoring financial management practices and education
expenditure in schools.
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