at this link. - Tanzania Education Network/Mtandao wa Elimu ...

Table of Contents.Table of Contents. ..................................................................................................................................................................... 2FOREWORD ............................................................................................................................................................................... 4CHAPTER ONE: INTRODUCTION ............................................................................................................................................ 61.1 Tanzania - An Overview .................................................................................................................................................. 61.2 An Overview of the Structure of Education ..................................................................................................................... 71.3 Structure of the PEDP III Document ................................................................................................................................. 8CHAPTER TWO: OVERVIEW AND CONTEXT OF THE PRIMARY EDUCATION DEVELOPMENT PROGRAMME (PEDP III)................................................................................................................................................................................................... 92.0 Overarching Aim for Primary Education .......................................................................................................................... 92.1 Impact of Primary Education on Broader Economic and Social Goals ............................................................................. 92.2 Alignment with Other International and National Policies ............................................................................................ 102.2.1 The Tanzania Development Vision 2025 ................................................................................................................. 112.2.2 National Strategy for Growth and Reduction of Poverty (NSGRP) ......................................................................... 112.2.3 Education and Training Policy (ETP) ........................................................................................................................ 112.2.4 Public Service Reform Programme (PSRP) .............................................................................................................. 122.2.5 Public Financial Management Reform Programme (PFMRP) ................................................................................. 132.2.6 The Public Service Pay and Incentive Policy (PSPIP, 2012/13-2016/17) ................................................................. 132.2.7 National Information and Communications Technology Policy (2003) .................................................................. 132.2.8 Local Government Reform Programme (LGRP) ...................................................................................................... 142.2.9 The Joint Assistance Strategy for Tanzania (JAST) .................................................................................................. 142.3 Overview on the Impact of PEDP II ................................................................................................................................ 152.4 Purpose of PEDP III ......................................................................................................................................................... 16CHAPTER 3: PEDP III (2012 – 2016) PROGRAMME COMPONENTS .......................................................................................... 183.0 Introduction ................................................................................................................................................................... 18

3.1 Pre-Primary Education ................................................................................................................................................... 183.1.1 Access and Equity: ................................................................................................................................................... 183.1.2 Quality: .................................................................................................................................................................... 193.2 Primary Education .......................................................................................................................................................... 203.2.1 Access and Equity: ................................................................................................................................................... 203.2.2 Quality ......................................................................................................................................................................... 223.2.3 Strengthening Capacity in Governance and Management .................................................................................. 293.2.4 Cross-Cutting Issues (CCIs) ................................................................................................................................... 323.2.5 Research, Monitoring and Evaluation .................................................................................................................. 353.2.6 Institutional Arrangements .................................................................................................................................. 38CHAPTER 4: COSTING AND BUDGET FRAMEWORK ................................................................................................................ 40ANNEX 1:PEDP III Logical Framework ...................................................................................................................................... 45Annex 2a .................................................................................................................................................................................. 52Annex 2b .................................................................................................................................................................................. 75Annex 3a .................................................................................................................................................................................. 77Annex 3b .................................................................................................................................................................................. 99Annex 4a ................................................................................................................................................................................ 102Annex 4b ................................................................................................................................................................................ 121Annex 5:PRE-PRIMARY AND PRIMARY PROJECTIONS ............................................................................................................ 125ANNEX 6: ROLES AND RESPONSIBILITIES OF EDUCATION ACTORS ....................................................................................... 133

FOREWORDThe Government of the United Republic of Tanzania has been implementing the PrimaryEducation Development Programme (PEDP I and II) aimed at achieving Universal PrimaryEducation (UPE) since 2002This programme is an effort to translate Tanzania DevelopmentVision 2025; the Education and Training Policy (1995); the National Strategy for Growth andReduction of Poverty (NSGRP); the Education Sector Development Programme (ESDP),together with the Education for All (EFA 2000) Goals and Millennium Development Goals(MDGs) into feasible strategies and actions for the development of pre-primary and primaryeducation.The achievements recorded during the implementation of PEDP I and II are impressive. The GERand NER for primary education increased from 84% and 65.5% in 2001 to 102.7% and 94.0% in2011 respectively; the number of primary schools increased from 11,873 in 2001 to 16,001 in2011; the transition rate from primary to secondary school increased from 22.4% in 2001 to53.6% in 2011. The number of qualified teachers also increased from 52,658 in 2001 to 169,233in 2011. Furthermore, satisfactory performance was achieved in arresting pupil repetition rate,addressing teacher incentives and implementing measures to tackle cross-cutting issues. Theseare but only a few achievement indicators.Despite these achievements, there were challenges that constrained the attainment of objectivesand targets planned in PEDP I and II. For example, the financial gaps were high such that theynegatively affected the achievement of targets set. The rehabilitation of the existing classroomsand construction of new ones could not reach the target of Classroom-Pupil Ratio (CPR) of 1:40from the current 1:66 (2011), due to financial constraints. The shortage of desks is still high.There is a shortage of about 1,836,000 desks which represents approximately 49.1% of therequirements.

Based on the lessons learnt from PEDP I (2002-2006), and its successor PEDP II (2007-2011);and in line with the National Five Year Development Plan (2011/12-2015/16) strategic priorities;PEDP III seeks to raise competencies, increase participation and completion, and preparechildren for life in a multicultural society. In an ever-changing economic, social, political,technological and work environment, children will require a wide range of skills. The focus is onachieving excellence - academically, vocationally, economically and socially.PEDP III has six areas of focus. These are: (1) Access and Equity; (2) Quality Improvement; (3)Capacity in Governance and Management; (4) Cross-cutting Issues; (5) Research, Monitoringand Evaluation; and (6) Institutional Arrangement.This programme has been prepared by the Government in collaboration with DevelopmentPartners and Non-State Actors through stakeholders’ workshops; joint working sessions andESDC consultative meetings.The success of PEDP III will depend significantly on the full participation of all stakeholders.Every pupil, parent, teacher, school manager, community, respective council and centralGovernment official will need to play a part. In addition the private sector, Civil SocietyOrganisations (CSOs) and Development Partners are called upon to support this plan and toensure that all their activities and operations are fully aligned with the strategies outlined in thisdocument. Looking forward to a concerted commitment. It can be doneHon. Dr. Shukuru Jumanne Kawambwa (MP)MINISTER, MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

CHAPTER ONE: INTRODUCTION1.1 Tanzania - An OverviewTanzania is located between latitude 1 o Sto 12 o S and longitude 29 o W and 41 o Ewith a total area of about 947,300 sq km(land: 885,800 sq km and water: 61,500 sqkm). The country is bordering eightcountries namely; Burundi, the DemocraticRepublic of the Congo (DRC) and Rwandato the West;, Kenya and Uganda to theNorth; Malawi, Mozambique, and Zambiato the South and; the Indian ocean to theEast. Tanzania’s coastline is estimated tobe 1,424 km long. In addition Tanzaniahas the highest mountain in Africa namelyFigure 1: : Map of TanzaniaMt. Kilimanjaro, whose peak is about5,895 metres above sea level. Tanzania isalso endowed with three of the largestlakes in Africa namely; Lake Victoria(which is also the world's second-largestfreshwater lake) in the north, LakeTanganyika (which is the world's seconddeepest) in the west, and Lake Nyasa inthe southwest.

Table 1.1: Population Profile of TanzaniaTotal 42,746,620 (July 2011 Estimates) This table indicates that Tanzania hasPopulation 42% (9,003,152 male; 8,949,061 a high proportion of young people. –0-14 years female)It is estimated that 50% of the15-64 years 55.1% (11,633,721 male; 11,913,951 population is under-18 years of age.65+female)The population growth rate of2.9% (538,290 male; 708,445 female) Tanzania, according to the 2002census, was calculated to be 2.9%. InJuly 2011, the birth rate was estimated at 33 births per 1,000 while the death rate was 12 deathsper 1,000. Approximately 26% of total population (2010) live in urban areas. The annual changerate of urbanisation is estimated at 4.7% (2010-15 estimates). Life expectancy at birth was 51.34years for males and 54.42 years for females. The maternal mortality rate was 430 deaths per100,000 live births (2010). Total fertility rate was 4.2 children born per woman. According to the2002 Census, the literacy rate was 77.5% for males and 62.2% for females.The common language is Kiswahili which is the National language, and the lingua franca ofCentral and Eastern African countries. There are also over 120 tribal languages spoken inTanzania.1.2 An Overview of the Structure of EducationThe Tanzanian education system consists of 2 years of pre-primary education (5-6 years), 7 yearsof primary education (7 -13 years), 4 years of Ordinary Level Secondary Education (14-17years), 2 years of Advanced Level Secondary Education (18- 19 years), and 3 or more years ofhigher level (university) education. Some students follow alternative routes to skills developmentoffered by Technical and Vocational Education and Training (TVET) institutions and FolkDevelopment Colleges.Primary Education is a right for all children in Tanzania and so is fee-free and compulsory. TheGovernment is the largest provider of both pre-primary (Year I & II) and primary education

(Standard I – VII) in Tanzania accounting for 95% and 97% of enrolment respectively in 2012.The Primary School Leaving Examination (PSLE) marks the end of the primary education cycleand is used as the base for pupils to join the secondary education cycle.1.3 Structure of the PEDP III DocumentThe PEDP III document is organised into 4 main chapters. This Chapter provides an overview ofTanzania and its education system. Chapter two provides an overview and the context of thePEDP III and outlines the main objectives of the Programme while Chapter Three outlines themajor Programme components of the PEDP III including the Logical Framework. Chapter Fouroutlines the costing and financing framework.

CHAPTER TWO: OVERVIEW AND CONTEXT OF THE PRIMARY EDUCATIONDEVELOPMENT PROGRAMME (PEDP III)2.0 Overarching Aim for Primary EducationThe Education and Training Policy (1995) states that, the major objective of pre-primary andprimary education is to lay the socio-cultural foundations which ethically and morallycharacterise the Tanzanian citizen and the nation. It prepares every citizen to embark on anunending journey of lifelong learning, education and training. Primary school education isfundamental to the strengthening of higher levels of education, laying strong foundations insocial, scientific and technological literacy and capacity and thus providing a means to selfrelianceand national development.Amongst the aims of primary education is to:enable every child to acquire basic skills of literacy, communication, numeracy and problemsolving as well as basic learning content of integrated relevant knowledge skills and attitudesneeded for survival and development to full capacity;provide the child with the foundations leading to self – initiative, self-advancement and selfconfidence;prepare the child for second level education (secondary, vocational, technical and continuingeducation) and;prepare the child for the world of work.Achievement of these aims will lead to the Government’s ambition of Tanzania reaching middleincome status by 2025.2.1 Impact of Primary Education on Broader Economic and Social GoalsEvidence on the economic and social impact of pre-primary and primary education is welldocumented and well known. Children who benefit from quality pre-primary education

programmes are more likely to attend, stay on and do better in school. As adults they also tend tolead healthier lives and contribute more to their society.Thus, primary education remains one of the smartest investments a government can make inorder to build a strong foundation for economic, social and human development. The 2011Tanzania Education Sector Analysis Report found that primary level education has the greatestimpact on social outcomes, contributing to almost 60% of the total impact of education on socialdevelopment. The social rate of return to primary education is also high. For example with regardto girls’ education, it is noted, that well educated girls tend to get married later, have fewer andhealthier pregnancies and support their own children to be healthier and do well in school, thusenhancing the cycle of development.2.2 Alignment with Other International and National PoliciesPEDP III responds positively to international and national goals contributing to global andnational efforts in economic development and poverty reduction. The existing developmentprogrammes and policies have great bearing on the implementation of education reforms. Thepolicy context under PEDP III builds on PEDP I and II. In all national and internationalprogrammes and policies, education is treated as a top priority for achieving the intendedobjectives.On the international level, PEDP III is aligned with the Education for All (EFA) goals as well asthe Millennium Development Goals (MDG) which focus on universal primary education andgender parity in education. Tanzania is also a signatory to the United Nations Convention on theRights of the Child and therefore PEDP III is striving to ensure that there is equity and access toquality primary education for all children.At the national level, the national policy frameworks being addressed by PEDP III are theTanzania Development Vision 2025, the National Strategy for Growth and Reduction of Poverty(NSGRP) popularly known as MKUKUTA in Swahili, the Education and Training Policy (ETP1995) currently under review and the Education Sector Development Programme (ESDP 2008-

2017) - an umbrella education sector reform programme. A summary of these key nationaldocuments is as follows:2.2.1 The Tanzania Development Vision 2025Under the Tanzania Development Vision 2025, the education system is required to berestructured and transformed qualitatively with a focus on promoting creativity and problemsolving. In response to these requirements, the primary education curriculum was revised frombeing knowledge based to competency based. Under PEDP III these reforms will be consolidated.In response to Development Vision 2025, PEDP III aims at developing a highly literateTanzanian primary school pupil, who will be highly knowledgeable and competent to cope withpolitical, social, cultural, economic and technological development challenges at national andglobal levels.2.2.2 National Strategy for Growth and Reduction of Poverty (NSGRP)The Government introduced the National Strategy for Growth and Reduction of Poverty(NSGRP), known as Mkakati wa Kukuza Uchumi na Kupunguza Umaskini Tanzania(MKUKUTA) in Kiswahili, to address the aspirations of the Tanzania Development Vision 2025and adoption of the outcome approach which counts on the contribution of all sectors towardsgrowth and poverty reduction. Thus, the implementation of PEDP III will implement Cluster II(improvement of life and social well-being through education) hence contribute to povertyreduction in Tanzania through provision of equitable access to quality pre-primary and primaryeducation.2.2.3 Education and Training Policy (ETP)The Education and Training Policy (ETP) formulated in 1995 will guide the functions/operationsof the education system, particularly the provision of quality education and training in thecountry. The major objectives of this policy are to achieve increased enrolment, equitable access,quality improvement, expansion and optimum utilization of facilities, and operational efficiencythroughout the education system. All those can be attained through enhanced partnership in thedelivery of education, broadening the financial base and the cost effectiveness of education, and

streamlining education management structures through the devolution of authority to LocalGovernment Authorities (LGAs), communities and schools. The policy is being implementedthrough the Education Sector Development Programme (ESDP) that was initiated in 1997 andrevised in 2001 and 2008 as a strategy towards a Sector-Wide Approach (SWAp) to educationdevelopment.In addition, PEDP III will impact on the achievements of other sub-sector programmes which fallunder the ESDP namely the Secondary Education Development Programme (SEDP), the FolkEducation Development Programme (FEDP), the Technical and Vocational Education andTraining Development Programme (TVETDP) and the Higher Education DevelopmentProgramme (HEDP).Other national policies and programmes taken into consideration during preparation of PEDP IIIare the Public Sector Reform Programme (PSRP), the Public Financial Management ReformProgramme (PFMRP), the Public Service Pay and Incentive Policy (PSPIP), the NationalInformation and Communication Technology Policy, the Local Government Reform Programme(LGRP) and the Joint Assistance Strategy in Tanzania (JAST). The following is a summary ofthese key national documents.2.2.4 Public Service Reform Programme (PSRP)The purpose of the Public Service Reform Programme (PSRP) (2000 - 2011), is to ensure thatservice delivery within priority sectors of the public service conform to public expectations forsatisfaction, relevance and value. In attaining that, the programme developmental objectives arealigned to improve accountability, transparency and resource management for service delivery inthe public service. This will coincide with the main goal of the PEDP III, which is to increaseperformance and accountability of public institutions. In conformity to the PSRP, theimplementation of PEDP III will involve capacity building in good governance and management.

2.2.5 Public Financial Management Reform Programme (PFMRP)The Public Financial Management Reform Programme (PFMRP, 2005) focuses on areas ofbudget and accounting, external resources management, procurement, investment managementand information technology. Under the reform, the Integrated Financial Management System(IFMS) is to be strengthened by linking all Ministries, Departments and Agencies (MDAs) andLGAs to track expenditure, disbursements and expenditure in real time.Since education transfers take into account school age population within the LGAs, theimplementation of PEDP III will ensure the harmonized and equitable distribution of resourcesacross regions and LGAs. This will make all disbursements to LGAs more transparent,predictable and objective.2.2.6 The Public Service Pay and Incentive Policy (PSPIP, 2012/13-2016/17)The Government has developed the Public Service Pay and Incentive Policy (PSPIP, 2012/13-2016/17) as a result of the implementation of the Public Reform Programme (PRP). The mainfocus of the policy is to have an attractive, transparent and appropriate pay and incentive systemthat is expected to motivate and retain government staff, education personnel inclusive, as aprerequisite for a better performing public service. This policy, apart from dealing with issuesrelated to personal emolument, addresses broader issues that cater for a wide range of HumanResources Management. The policy further sets the catalytic principle of equitable distribution ofpublic service employees, teachers inclusive, for improved service delivery across the countryespecially in difficult and hard-to-reach areas. PEDP III will conform to the PSPIPimplementation strategy to provide incentives package to teachers in remote areas as a retentionstrategy.2.2.7 National Information and Communications Technology Policy (2003)Advancement in the Information and Communications Technology (ICT) has led to multipleconvergences of knowledge content, computing, telecommunications and broadcasting. The

advancement has brought about changes in other areas, particularly in knowledge managementand human resource development which are central pillars in the education sector’s development.The increasing use of ICT has improved the way business is conducted, for example; facilitatinglearning and knowledge sharing, creating a simplified global information flow, but has alsoempowered citizens and communities in ways that redefine governance. In 2007, the MoEVTdeveloped an ICT sub-policy for Basic Education intended to guide the integration of ICT inbasic education. It is expected that PEDP III will also be guided by the ICT policy to improveteaching and learning in pre-primary and primary schools. The programme will also takeadvantage of the policy to improve the efficiency and effectiveness of the management andadministration of education and broaden the basis of education financing, while optimizing theuse of education resources, through partnerships and stakeholders participation.2.2.8 Local Government Reform Programme (LGRP)The Local Government Reform Programme (LGRP, 2004) is intended to decentralise powers anddecision making to the LGAs focusing on improving performance in the process of deliveringquality social services. Through these reforms the LGAs are considered to be better placed foridentifying educational needs and public service requirements by encouraging stakeholders’participation, and thus complementing the initiatives of the current PSRP. The LGRP is alsogeared towards strengthening the capacities of staff through well-established structures of thelocal communities in order to enhance the planning, implementation, and monitoring andevaluation of the delivery of quality pre-primary and primary education through the principle ofDecentralization by Devolution (D by D). The Implementation of PEDP III activities will beguided by D by D policy guidelines.2.2.9 The Joint Assistance Strategy for Tanzania (JAST)The Joint Assistance Strategy for Tanzania (JAST, 2006) is an agreed principle betweenGovernment and Development Partners to harmonize and align aid modalities so as to attainincreased aid effectiveness, strengthened accountability and mutual trust and eventually a

educed donor dependency. The Government has been encouraging Development Partners tochannel their development assistance through General Budget Support (GBS) rather than basketfunds and direct project support. However, the Government will continue to be flexible toaccommodate assistance from Development Partners who have decided not to use the GBSfunding modality but who are interested to support education interventions. The main source ofPEDP III funding will be the Government and partners supporting Tanzania’s developmentagenda.2.3 Overview on the Impact of PEDP IIPEDP I (2002 – 2006) had four strategic priorities. These were: expansion of enrolment;improving the quality of teaching and learning processes; building capacity within the educationsystem and; strengthening the institutional arrangements that support the planning and delivery ofeducational services. Based on the lessons learnt from PEDP I its successor; PEDP II (2007-2011) had seven areas of focus. These were: Enrolment Expansion focusing on access and equity;Quality Improvement; Capacity Building; Cross-Cutting Issues; Strengthening InstitutionalArrangements; Educational Research and; Monitoring and Evaluation.Evaluation of PEDP II was conducted in 2011/12 as an activity within the action plan so as tomeasure the impact of its implementation in pre-primary and primary education. The findingsfrom the evaluation of PEDP II pointed to progress in some areas. The pre-primary NetEnrolment Rate (NER) increased from 33.1% in 2007 to 42.4% in 2011 though not at the ratedesired by PEDP II. The evaluation also revealed that the number of Grade B/C teachersdecreased by 66.8%, while that of Grade A teachers increased by 52%, implying that the numberof qualified teachers had increased. In terms of aggregate teacher-pupil ratio at the national level,there was a marginal improvement from 1:52 to 1:48 or a 7.7% improvement, but this is belowthe target ratio of 1:40. Furthermore, satisfactory performance was achieved in arresting pupilrepetition rate, addressing teacher incentives and implementing measures to tackle cross-cuttingissues.

Despite those achievements, there were also challenges that constrained the attainment ofobjectives and targets planned in PEDP II. For example, the financial gaps were high such thatthey negatively affected the achievements of the targets set. The rehabilitation of the existingclassrooms and construction of new ones could not reach the target of Classroom Pupil Ratio(CPR) of 1:40 from 1:66 (2011), due to financial constraints. The shortage of desks is still high.There is a shortage of about 1,836,000 desks which represents approximately 49.1% of therequirements.The Net Enrolment Rate (NER) has declined from 97.9% in 2006 to 94.3% in 2011 (a decline by3.6%), implying that there are still school-age children who are not in school. Although the GERdeclined from 112.7% in 2006 to 102.7% in 2011, implying that the system is still enrollingoverage children.2.4 Purpose of PEDP IIIPEDP III will re-address the challenges experienced in PEDP II and use a participatory approachto implementation. The main areas that need attention in PEDP III include issues on; financing,capacity building, teaching and learning environment, emerging issues in pre-primary andprimary education. Others are the revamping of 3Rs in lower primary, curriculum reviews,assessments and examination, improving school inspection, Education Sector ManagementInformation System (ESMIS), educational research, enrolment expansion and cross cuttingissues. Specifically the main objectives of PEDP III are to:i. Increase equitable access to pre-primary and primary education;ii. Raise the quality of education to ensure better learning outcomes for children includingimproved literacy,iii. Improve the teaching and learning of 3Rs at lower primary education ;iv. Strengthen the capacity for governance and management for effective delivery of pre-primaryand primary education services;v. Ensure that cross-cutting issues are addressed so that children receive a well-roundededucation;

vi. Strengthen research and monitoring and evaluation to support evidence based decisionmakingand;vii. Streamline institutional arrangements and co-ordination mechanisms.To address these issues adequately calls for full participation of all actors in fulfilling their rolesand responsibilities.

CHAPTER 3: PEDP III (2012 – 2016) PROGRAMME COMPONENTS3.0 IntroductionThe Government is committed to increasing equitable access to quality education for all childrenat both the pre-primary and primary education levels. This Chapter describes the current situationfor both levels and outlines the main objectives and strategies to address access, equity andquality. It also outlines objectives and strategies for raising capacity in governance andmanagement; strengthening research and monitoring and evaluation and streamlining institutionalarrangements.3.1 Pre-Primary EducationThe aim of pre-primary education is to ensure that children are ready and prepared to startprimary school in Standard I. There is convincing evidence of the existence of strong linksbetween early learning and school readiness. For this reason, the Government is committed toinvest in pre-primary education as a new critical level of education for expediting thedevelopment of the country.3.1.1 Access and Equity: Pre-primary enrolment has been increasing although the targets setwere not realised during the implementation of PEDP II. Pre-primary enrolment in 2011 was1,069,208 pupils, which is only 52% of the PEDP II target of 2,043,983 pupils. In 2012 theenrolment was 1,034,729 pupils (530,425 were boys and 504,304 girls). This represents a GER of41.8% and a NER of 39.9%. These figures do not show certain regional differences. For examplein Dar es Salaam the NER was at 13.9% whilst in Mwanza it was at 65.8%. In the same year1,648 pupils with special needs were enrolled. This is lower than the number in 2011 (2,170).The main reasons for the failure to reach the target is that many primary schools still lack preprimaryclasses and other adequate facilities including toilets. In 2011 the Pupil Classroom Ratio(PCR) stands at 1:115 which indicates a serious shortage of pre-primary education classroomscountrywide.

3.1.2 Quality: There has been an increase in the number of children accessing pre-primaryeducation. However this has not been matched by the recruitment and deployment of an adequatenumber of qualified teachers. The current qualified: teacher ratio stands at 1:124 (2012) far belowthe recommended ratio of 1:25. This level of education was not included in PEDP I nor were theallocated Capitation Grants (CG) and Development Grants (DG) planned under PEDP II released.This significantly affected the quality of education at the pre-primary level and contributed to theshortage of classrooms, teaching and learning materials and the attendant facilities.PEDP III will put more emphasis on increasing access and improving quality at the pre-primaryeducation level.Objective 1: Increase access and equity at the pre-primary education levelStrategiesi. Ensure that every primary school has a pre-primary class with adequate facilities, includingclassrooms and latrines, for the provision of the two year pre-primary education cycle,taking account of children with special needs;ii. Mobilize and Support LGAs to set up satellite pre-primary classes in difficult and hard-toreachareas;iii. Sensitize LGAs to enforce by-laws in order to promote enrolment in pre-primaryeducation;iv. Mobilize the private sector to continue supporting the provision of pre-primary education;v. Raise the awareness of the community on the importance of pre-primary education for allchildren including those with special needs and;vi. Mobilise the community to support school feeding for pre-primary children.Objective 2: Improve the quality of pre-primary educationStrategies

i). Provide Capitation Grants of: i) Tshs 10,000 per pre-primary pupil per year and; ii) Tshs20,000 per pre-primary pupil with special needs;ii). Mobilise communities to support quality improvement initiatives;iii). Recruit and train an adequate number of pre-primary school teachers and deploy them to theLGAs according to their demand;iv). Facilitate accreditation of qualifications offered by private providers for pre-primary teachereducation;v). Scale up the school based in-service education and training programme nationally for allpre-primary teachers;vi). Ensure that all pre-primary teachers are enabled to support skills for early literacy andnumeracy development for pre-primary pupils;vii). Sensitize LGAs to provide incentives to pre-primary teachers posted to difficult and hardto-reachareas;viii). Recruit para-professional pre-primary teachers to cater for the acute shortage of the teachersin hard-to-reach areas and;ix). Strengthen the monitoring and supervision of teaching and learning in all pre-primaryschools.3.2 Primary EducationThe aim of primary education is to ensure that all children acquire the basic skills, knowledge andattitudes needed for life. Under PEDP I access was the major focus where school fees for primaryeducation were abolished to enhance enrolment. With PEDP II issues of quality came to the fore.The Government remains committed to: maintaining increased access and; improving the qualityof education.3.2.1 Access and Equity:The target for PEDP II (2007 – 2011) was to enrol all 7 year old children into Standard I by 2011.This target was not achieved. In 2007 the NER had reached 97.3% but declined to 94.3% in

2011. In 2012 it fell again to 92%. There are also significant regional disparities. For examplethe NER stood at 80.9% in Manyara and 99.8% in Mbeya. In general there are no significantgender differences in terms of NER but in Dodoma it was 84.1% for boys and 92.1% for girls.The GER was at 98.4% nationally; for Manyara it was 85.5%. The dropout rate was at 3.3%. Inshort these figures show that there are still school-age children who are not in school.The PEDP II evaluation revealed that some schools have overcrowded classrooms; some aredilapidated calling for a need to construct new classrooms and undertake maintenance of theexisting ones. Only 17% of the targeted numbers of classrooms were built during PEDP II. Thishas led to the current high Classroom Pupil Ratio (CPR) of 1:70 which is below the nationalstandard of 1:40. Some forms of violence against children especially to girls have been cited insome schools. This may act as a barrier to participation and learning.During the implementation of PEDP III, the Government will continue to emphasize and enforcecompulsory enrolment and attendance of all school age children. It will promote equity byensuring that all groups of children including children: with disabilities; from poor families; frompastoralists; from nomadic communities; living in difficult and hard to reach areas and; orphansand vulnerable children can access quality primary education.Objective 1: Increase access and equity at primary education levelStrategiesSensitize LGAs to enforce bylaws in order to promote enrolment in primary schools;Construct, rehabilitate and furnish primary education infrastructures;Mobilize the private sector to continue to support provision of primary education throughpublic-private partnership;Raise awareness of parents and communities on the importance of primary education;Scale up school feeding programmes to cover all primary schools;\Expand alternative learningopportunities for out of school children aged 8-13;

Increase enrolment of children with special needs;Ensure that schools are protective and safe environments for children and;Ensure that all teachers are sensitised on the National Code of Conduct and ProfessionalEthics.3.2.2 Qualitya) Teacher Recruitment and RetentionThe Government through PEDP II implemented the following objectives on teachertraining for primary schools to: recruit adequate number of new teachers; establish aTeacher Pupil Ratio (TPR) that could accommodate enrolment increase and; ensure anequitable and gender balanced deployment of teachers.The minimum entry qualification for primary school teachers during PEDP I and IIimplementation was 28 points of the Certificate of Secondary Education Examination(CSEE). However, due to the need to improve quality education, the Government raisedthe entry qualification to 27 points starting from the academic year 2012/2013. Duringimplementation of PEDP II there was a declining TPR as a result of deployment ofteachers throughout the country. However, it has been observed that teachers deployed todifficult and hard-to-reach areas either do not report or they do not stay long. In addition,deployment of teachers did not take into account specialization of subjects in the schools.Thus, all primary school teachers were made to teach all subjectsPre-service teacher training does not guarantee continuous and sustainable improvement inthe quality of teaching and learning. Under PEDP II In Service Education and Training(INSET) was to be provided in line with the Teacher Development and ManagementStrategy (TDMS). In this regard the Government developed and started implementing acost effective INSET strategy for primary school teachers. The strategy focused onimproving the quality of teaching and learning through school-based INSET, using an openand distance learning approach.

Provision of houses to teachers especially the newly employed and those posted to difficultand hard-to-reach areas is an incentive for their performance and retention. Provision ofhousing will also enable teachers to prepare their lesson plans and notes properly hencecontributing to better education outcomes. During PEDP II the government increased theavailable number of houses for teachers from one house to fifteen teachers in 2006 to onehouse to twelve teachers in 2011. However, this is far from the target of one house to oneteacher.Under PEDP III teachers will continue to be recruited and deployed to LGAs according todemand. The Government aims to provide incentive packages to teachers teaching indifficult and hard to reach areas and continue to address established rights of all teachers.Moreover, it will continue to sensitize communities to improve school-communityrelationships. The Government will continue to provide school-based INSET and scale itup to reach all primary school teachers.Objective 1 - Increase the number of primary school teachersStrategiesTrain adequate number of primary school teachers especially of Mathematics, Languages andSciences and;Rehabilitate, expand and maximize capacity utilization of Teachers' colleges.Objective 2 - Recruit and deploy quality teachers especially in difficult and hard-to-reachschoolsStrategiesEnsure equitable distribution of teachers in both urban and rural areas to attain a PTR of 1:40in all schools;Train school committees to mobilize community support to teachers and;

Recruit and orient adequate Complementary Basic Education in Tanzania (COBET)facilitators (Teachers/Ward Education Coordinators (WECs)/school inspectors) on teachingand learning process.Objective 3 - Improve the capacity of primary school teachers to provide quality learningStrategiesBuild capacity of college tutors to provide quality pre-service training;Scale up school-based INSET to all primary school teachers especially in the priority subjectsof science, mathematics and languages and;Provide encouragement for teachers to participate in INSET and provide an appropriatecertification.Objective 4 - Promote the retention of teachers especially in difficult and hard-to-reach areasStrategiesConstruct, rehabilitate and furnish teachers’ houses;Mobilize communities to participate in the construction of teachers’ houses;Mobilize public and private institutions to construct teachers’ houses through public privatepartnership and;Implement the Medium-Term Pay Policy Strategy which addresses the provision of incentivesto teachers.b) Teachers Resource Centers (TRCs)TRCs are effective places for providing learning resources for teachers operating in theirvicinities. In such centers, teachers get opportunities to share professional experiences amongthemselves. However, during PEDP II implementation the TRCs were not functioning well andsome of them are almost closed. TRCs could be utilized as library facilities, study centers orcluster centers for the academic and professional development of teachers. Therefore, TRCs andschool cluster centers will continually be used to support school-based INSET programmes.

Objective - Revamp and improve the utilization of TRCsStrategiesConstruct new TRCs and rehabilitate the existing TRCs ensuring they have adequate facilitiesand;Provide capacity building for all TRC Coordinators.c) Teaching and Learning ResourcesThe Book Pupil Ratio declined from 1:3 in 2008/9 to 1:5 in 2010/11. It is therefore still far fromthe national standard BPR of 1:1. The Government in PEDP III will continue to provide teachingand learning materials in all primary schools. It will also encourage innovations in the teachingand learning practices including improvisation of teaching and learning materials. EducationalMaterials Approval Committee (EMAC) will continue to approve both textual and non-textualteaching and learning materials for primary education.Objective - Ensure provision of adequate teaching and learning materials for quality primaryeducationStrategiesProvide Capitation Grants of: i) Tshs 10,000 per primary pupil per year and; ii) TShs 20,000per primary pupil with special needs and;Mobilize corporate, private, public institutions and other actors to provide teaching andlearning materials to schools.d) Information and Communication Technology (ICT)The use of ICT is inevitable in the process of improving the quality of education. ICT isconsidered to be an integral part in the quality teaching and learning process. Furthermore, ICTuse in schools can reduce teachers’ professional isolation through widening opportunities to

teachers and students to access teaching and learning resources. However, it has been noted thatPEDP II experienced shortage of ICT facilities and inadequate utilization of ICT in improvingteaching and learning process. PEDP III will develop a programme for enhancing ICT teachingcapacity in primary schools that will integrate ICT in teaching and learning processes.Objective - Strengthen the integration and effective use of ICT in teaching and learning inprimary schoolsStrategiesi). Provide appropriate ICT infrastructure including solar power support in primary schools;ii). Train adequate number of teachers and curriculum developers on e-content development forprimary schools and;iii). Develop e-content for all core subjects for teaching and learning in primary schools.e) Curriculum Development and ImplementationCurriculum implementation entails teaching and learning of the subject content. The curriculumis always dynamic in order to accommodate educational changes emanating from social,economic, cultural and technological developments. In 2005 the competency based curriculumwas introduced but during PEDP II this significant change was not addressed adequately in allschools including the teaching of ICT. It has been noted that teacher attendance, regularexercises, marking pupils’ work and assessment of students have high bearing on ensuringdelivery of the competency-based curriculum and on improving performance.Under PEDP III, INSET for primary school teachers on assessment and evaluation, will bepromoted through the newly established school-based INSET for primary school teachers. TheINSET programme will also be used to support teachers in delivering the competency-basedcurriculum to primary school children.

Objective - Improve teaching and learning of the competency-based curriculumStrategiesi). Provide orientation to all primary school teachers on competency-based curriculum;ii). Revise the Curriculum to enhance the basic literacy skills at lower primary grades ;iii). Build capacity of Tutors and Curriculum Coordinators in monitoring and evaluation of theimplementation of competency-based curriculum in all primary schools and;iv). Reinforce teacher attendance in class to promote effective curriculum implementation.f) Reading, Writing and Arithmetic (3Rs)The 3Rs are the basic literacy skills that everyone should master in order to progress in life. Ithas been noted that primary school teachers have not been well versed in facilitating pupils todevelop these core basic skills. As a result some pupils have been reported to complete theprimary education cycle without appropriate mastery of the 3Rs.In order to revamp the skills of 3Rs, a specific training program for 3Rs will be carried outnationwide. The course content for the training of these teachers will be prepared. The trainingfor the 3Rs skills is meant to enable pupils in lower classes to excel in reading, writing andarithmetic. The Government will utilize the existing school-based INSET for primary schoolteachers to put emphasis on literacy development in primary schools. PEDP III will develop aliteracy development programme in schools and TRCs that will employ current literacydevelopment techniques such as Diagnostic Teaching Techniques which have been found to workwell in developing 3Rs skills.Objective - Ensure that children leave the primary education system having mastered the 3RsStrategiesi). Conduct a rapid needs assessment to establish priority areas in 3Rs;ii). Conduct training on 3Rs to primary schools teachers;

iii). Utilize the current school-based INSET to train primary school teachers on 3Rs and;iv). Promote class libraries to enhance reading culture of pupils and teachersg) Examination and AssessmentAssessments and examinations are used to monitor the proper implementation of the curricula tomeasure students’ progress. Within the primary school cycle, two examinations are conducted;these are Standard IV and Standard VII examinations. The former, identifies pupils’ progressafter four years particularly in the mastery of the basic skills including the 3Rs. , PSLE on theother hand, is used as a base for students to join the secondary education cycle.In order to ensure quality assessment and management of examinations, the Government willcontinue to provide financial, material support, security and safety in the entire examinationprocess. Moreover, examination setting will be improved so that a more comprehensive andscientific assessment is achieved.Objective - Improve assessment, examination setting and administrative processes ofexaminationsStrategiesTrain examination personnel on how to set exams reflecting competency-based curriculum;Train teachers on setting competency-based assessment and examinations and;Establish secure and safe environment in the examination process including construction ofsafe rooms in schools/councils.h) School Inspection

The Government under PEDP II was committed to enhancing the capacity for undertaking andutilizing school inspection as a key mechanism for quality assurance. The Controller and AuditorGeneral (CAG) report (2007) and PEDP II evaluation report both indicated that the schoolinspection objective was not achieved satisfactorily due to inadequate: working facilities; numberof school inspectors and; training for school inspectors. The PEDP II evaluation report wentfurther to reveal that science and mathematics subjects suffered the most due to the shortage ofschool inspectors. The current set up of the School Inspectorate Department does not providerequisite autonomy to deliver independently. This calls for a need to establish an independentinspectorate.Objective - Strengthen school inspection for quality assuranceStrategiesProvide school inspectors with adequate tools for effective classroom teaching qualityassurance;Recruit and train competent teachers, especially on science and mathematics subjects, to joinschool inspectorate;Provide capacity building on Competency Based Curriculum for all school inspectors;Construct district school inspectorate offices and;Sensitize key stakeholders on the establishment of an independent School InspectorateAgency.3.2.3 Strengthening Capacity in Governance and ManagementStrengthening capacity involves developing and strengthening structures, institutions andprocedures that help to ensure transparent and accountable governance in all public institutions.This includes improving capacity to analyze, plan, formulate and implement policies andprogrammes. Capacity strengthening in this context entails the process of enabling properfunctioning of human resource in terms of governance and management skills and provision ofworking facilities to the education actors. This includes training on good governance and proper

management of available resources. In addition this involves the provision of equipment andsupplies.Although areas of governance and management have been addressed by both PEDP I and PEDPII, there are challenges that need to be addressed by PEDP III. Aligning with the proposal tocontinue capacity strengthening of education actors, the PEDP II evaluation report reveals thatthere is a gap in governance and management skills among curriculum implementers, including;school committees, Head Teachers, Teachers, WECs, TRC coordinators as well as at Councils,Regional and National levels. Reports have shown that school committees were trained in 2003; along time ago considering the tenure of service for school committee members which is only fouryears. Consequently, newly appointed school committee members were not trained. Consideringthis background, PEDP III is envisaged to address the shortfalls. The earmarked areas include:Governance and Management training for various educational actors; training and facilitation inEducation Sector Management Information System (ESMIS); finance and procurementmanagement training as well as training and facilitation of e-Governance to the councils, regionaleducation actors and ministry headquarters. The Government will also continue to emphasize thebroadening of democratic participation and accountability.Objective 1 - Strengthen the capacity of different actors in primary educationStrategiesCapacity building of school committees on school management, procurement and financialmanagement;Capacity building of WECs in monitoring and evaluation and;Capacity building of education officials at council, regional and national levels in educationmanagement.Objective 2 - Strengthen functions of Ward Education and TRCs CoordinatorsStrategiesProvide WECs with adequate tools for effective quality assurance and;

Provision of IT equipment to TRCs.Objective 3 - Strengthen Education Sector Management Information Systems at councils,regional and national levels.StrategiesProvision of training to educational officials at national, regional, and councils levels onESMIS with a view to improving data and information management and;Procurement and installation of basic ESMIS infrastructure to councils and regions.Objective 4 - Establish e-Governance at councils, regional level as well as MoEVT and PMO-RALG headquartersStrategiesProvision of training in e-governance for education officials at national, council, regional, andnational levels;Provision of internet connectivity to TRCs, councils and regions and;Procurement and installation of e-Governance hardware and software at council, regional andnational levels.Objective 5 - Strengthen Information, Education and Communication (IEC) for primaryeducationStrategiesImprovement of MoEVT and PMO-RALG websites;Awareness creation campaign on PEDP III and;Organization of high level advocacy mission to Ministers and Parliamentarians on PEDP III.Objective 6 - Strengthen capacity for financial management and procurement.Strategies

Capacity building of Head teachers and school committees members on Financial andprocurement management;Capacity building of officials at council, regional and national levels on Financial andprocurement management and;Conduct regular monitoring, auditing and periodic tracking of funds disbursed and spent onprimary education.3.2.4 Cross-Cutting Issues (CCIs)PEDP III will address the following cross-cutting issues: environment; HIV and AIDS; gender;guidance and counseling and; sports and games. The key objective is to ensure that all childrenwill receive a well-rounded education and be prepared for adult life.a) EnvironmentGiven its importance in tackling Climate Change and preventing loss of human life and property,sustainable environmental management was one of the key cross-cutting issues addressed in bothPEDP I and II. The focus was on the provision of environmental education through the schoolcurricula. However teacher training on this area was inadequate and pupils’ awareness onenvironmental issues remains low.PEDP III will strengthen environmental behaviour change and practices in schools. It will alsosupport environmental disaster preparedness. One of the essential areas is water supply andlatrines facilities which are essential for the maintenance of sanitation and hygiene in schools.The Government in collaboration with the communities and other stakeholders will continue tosupply clean water and latrines facilities to attain the required standards.Objective 1: Improve environmental behaviour change and practices in primary schoolsStrategiesSupply clean water, sanitation and hygiene facilities for primary schools and;Enhance the capacity of Ward Education Co-ordinators (WECs) and head-teachers onenvironmental education and environmental disaster preparedness.

) HIV and AIDSNationally, HIV and AIDS has been addressed through the Multi - sectoral Strategic Plans (2003-2007 and 2007-2012) coordinated by Tanzania Commission for AIDS (TACAIDS). Theobjective under PEDP II was to ensure that all actors within the basic education sub-sector wereequipped with the knowledge and skills to protect themselves and others against the HIV andAIDS pandemic and other sexually transmitted infections (STIs). Infected and affected pupils andteachers also received support through guidance and counseling.PEDP III will continue to provide preventive HIV and AIDS education to pupils and teachers,including care and support in line with the current HIV and AIDS Strategic Plan.Objective 1 – Strengthen HIV and AIDS preventive education and care and support inprimary schoolsStrategiesEnhance the capacity of all teachers on HIV and AIDS preventive education and guidance andcounseling;Provide HIV and AIDS tailor-made life skills education to infected and/or affected pupils;Sensitize pupils and teachers to go for Voluntary Counseling and Testing (VCT) and;Improve care and support services for infected and affected teachers and pupils.c) Gender IssuesGender responsiveness across the education system was seen in PEDP II as an importantcontribution to the achievement of access, quality and equity to education, which are the majorinternational goals as articulated in EFA and MDGs. The objectives of PEDP II were tostrengthen capacity building in gender issues at all levels and ensure that gender issues aremainstreamed in policies, strategic plans, programmes and budgets. To achieve these objectivestraining modules on gender were to be developed for capacity building of the education actors.The overall objective was to ensure that gender responsive pedagogy was employed in primary

schools. Despite these intentions capacity building training modules on gender awareness werenot adequately done.Gender parity, in terms of access at the pre-primary level, has been achieved in all but one region(Mwanza, where gender parity in 2012 stood at 0.8). It has been achieved in all regions at theprimary level. Despite this there is no gender parity in terms of completion and examinationperformance at the end of primary schools. In 2012, 57.4% of girls completed primary education,compared to 52.2% of boys. In terms of examination results at the end of primary school of thosegirls that sat the final exams in 2011, only 54.5% passed; for the boys it was 62.5%.The focus of PEDP III will be on addressing gender imbalances particularly in terms ofachievement.Objective1 – Reduce gender disparities at the primary school levelStrategiesEncourage LGAs and community leaders to engage communities in tackling genderdisparities at the community level;Enhance capacity of education planners and managers at national and sub-national levels torespond to gender specific challenges in education and;Enhance teachers’ capacities to equip boys and girls equally with the skills, knowledge andattitudes needed for life.d) Guidance and CounselingThe role of Guidance and Counseling in schools is to ensure that all learners access appropriateguidance and counseling services to enhance and promote educational, personal, social,emotional, and career development of students in schools and in the community. AlthoughGuidance and Counseling services have been institutionalized in schools incidences ofindiscipline, drug abuse and drop-out are still rampant. Under PEDP III the institutionalizedGuidance and Counseling services will be improved.

Objective 1 – Improve capacity of the pre-primary and primary schools to provide qualityguidance and counseling services to learnersStrategiesFinalize and disseminate the National Guidance Strategic Plan on care, support, guidance andcounseling to all primary schools;Disseminate the life skills modules for primary schools and;Train teachers on care, support, guidance and counseling.e) Sports and GamesSports and games are among the important components of culture of any society. They provideentertainment, improve health and the healthy mind of a person, instill good discipline, andpopularize ability and talent of an individual. However, during PEDP II there has beeninadequate number of teachers and play-grounds for games and sports in schools.PEDP III will strengthen sports and games in pre-primary and primary schools.Objective 1 – Strengthen sports and games for pupils and teachers in pre-primary and primaryschoolsStrategiesTrain teachers to deliver quality sports and games activities for pre-primary and primarypupils and;Provide equipment and materials for sports and games in primary schools.3.2.5 Research, Monitoring and Evaluationa) Educational ResearchEducational research is a continuous process that influences political, social and cultural changes,as well as scientific and technological transformations. Research, therefore, provides valid andreliable information for use by decision-makers when formulating new policies and reviewing

existing ones, and identifying priorities which are of major policy concerns within the educationsystem.The PEDP II evaluation revealed that there was not much pre-primary and primary educationresearch that had been undertaken at both levels. There is a need to build capacity to undertakeaction research at all levels. At school level teachers should have skills to help them research theproblems being faced at their level and evolve appropriate solutions. The council level, alsoneeds good research capacity (skills, tools) so that it is able to analyze the challenges andopportunities being faced by the primary education sub-sector in the respective councils, proposeworkable solutions and implement them in a much better and prioritized manner.Strengthening education research and dissemination of research findings is one of the priorities ofPEDP III. . Without appropriate research data, evidence-based decision making and effectiveplanning cannot be done.Objective 1 - Strengthen the capacity to conduct Educational Research, Development andDissemination (RD&D) at all levelsStrategiesBuild capacity of MoEVT, PMO-RALG and LGAs in operational/practical, action-orientedresearch skills and;Provide appropriate infrastructure and materials for the Education Research Unit.Objective 2 - Strengthen action research in pre-primary and primary educationStrategiesDevelop and disseminate action research manual to all schools;Train Head Teachers in action-oriented research skills and;Disseminate and utilize research findings.b) Monitoring and Evaluation (M&E)

Monitoring and Evaluation (M&E) of the Ministries’ annual action plans will be a principalactivity within PEDP III for regular feedback on the achievements made and challenges faced inthe implementation of the programme. Within PEDP III framework there will be a core set ofProgram indicators which will be applied to measure progress on quantity and quality at preprimaryand primary education levels. The tools for conducting monitoring and evaluation will bedeveloped and shared with the implementing institutions. These monitoring tools will be derivedand guided by a log frame matrix. PEDP III will be monitored through logical frameworkdetailing the indicators through which the results could be attained.The Logical Frame Matrix as depicted in Annex 1 shows the goal of PEDP III to be achievedthroughout the five years of programme implementation. This is followed by the six objectives,each having a baseline for 2012 and targets for the duration of the Programme. The Governmentin collaboration with the education stakeholders will strive to ensure that PEDP III targets areattained as indicated in the Logical Frame Matrix.M&E activities will produce information outputs on the basis of data sources which are standardreports/documents for dissemination to stakeholders. The dissemination of information outputwill be carried out using different media such as newsletters, brochures; M&E reports, websites,internet and dissemination meetings/forums.PEDP III will be conducting regular quarterly monitoring reviews in addition to the AnnualSector Reviews to draw lessons for improving practices in the pre-primary and primary educationsub-sector and strengthening inter-linkages with other sub-sectors so as to improve the provisionof education. The results of PEDP III Reviews will be shared through ESDC dialogue structure.Objective - Strengthen the Monitoring and Evaluation of PEDP III implementationStrategiesDevelop and disseminate Monitoring and Evaluation tools and guidelines for pre-primary andprimary education;

Conduct and disseminate quarterly monitoring reviews of PEDP III implementation to allstakeholders;Conduct and disseminate mid-term evaluation/review of PEDP III and;Conduct and disseminate impact/final evaluation of PEDP III to stakeholders.3.2.6 Institutional ArrangementsInstitutional arrangements are vital for the effective implementation of any sector developmentplan. This is more so when successful plan implementation would involve the collaboration ofdifferent ministries and levels of government. It would be recalled that one of the seven prioritycomponents of PEDP II was to optimize the use of human and financial resources within theexisting institutions that comprise the education system. The implementation of PEDP III mainlyinvolves two Ministries (the MoEVT and PMO-RALG), Regional Secretariats, LocalGovernment Authorities, Development Partners, Non-State Actors and the schools. Efforts weremade to strengthen the implementation capacities of all key education players.The roles and responsibilities of all actors are described in Annex 6. MoEVT is responsible forthe formulation of policies, setting standards and the quality control of education. PMO-RALGis in charge of day to day implementation of the policies through the LGAs to school level.During implementation of PEDP III emphasis will continue to be on strengthening capacities forbroader cooperation and collaboration between school and the parent ministries.Objective 1: Strengthen co-ordination of roles and responsibilities among all educationstakeholders StrategiesDevelop and disseminate guidelines to support the smooth implementation of PEDP IIIactivities and;Provision of training to School Committees, WECs, LGAs, Regional Secretariat, MOEVT andPMO-RALG officials on their roles and responsibilities.

CHAPTER 4: COSTING AND BUDGET FRAMEWORK4.1 Financing structure of the education sectorFunding for the education sector in Tanzania comes from four main sources: namely Governmentdomestic resources; General Budget Support; Project Support and; other stakeholders includingparents, Non State Actors and the private sector. The Government has information on the firstthree sources of funding but the contribution of other stakeholders, which is substantial, is notadequately captured. The Government will explore mechanisms for better capturing of theseimportant contributors to support Government effort.During the financial year 2011/12, the share of the national budget allocated to the educationsector was 17.86%. A large proportion of the budget (93.8%) was disbursed through threeMinistries (MoEVT, PMO-RALG and MCDGC). The remaining share (6.2%) went to otherMinistries including the Ministry of Communication, Science and Technology, Ministry of LandsHousing and Human Settlement Development, Ministry of Finance and Ministry of NaturalResources and Tourism. The budget trends analysis below refers only to the three main educationsector ministries.The trend in the distribution of the education sector budget between sub-sectors is shown in theChart 4.1. Table 4.1 also shows the trends in terms of the total Government budget allocated tothe sector. The amount of funds allocated to primary education has increased each year since2008/09 though the percentage allocation has not followed a particular pattern. But it can benoted that between FY 2011/12 and 2012/13 the share of the budget for primary education andteacher education increased whilst others, including for higher education, decreased. As can alsobe noted there has not been specific ring-fencing for pre-primary education. The Government willnow establish a separate budget line for pre-primary education.

Table 4.1: Trends in Government Budget Allocation to Education2008/09 2009/10 2010/11 2011/12 2012/13Total Govt.Budget 7,215,631 9,513,685 11,609,557 13,525,895 15,119,644Total Education 1,430,372 1,743,880 2,195,958 2,415,211 2,892,149Education toTotal Govt.Budget 19.80% 18.30% 18.90% 17.86% 19.13%Chart 5.1: Trends of Budget Allocation by Sub-sectors100%90%80%70%60%50%40%30%20%10%0%2008/09 2009/10 2010/11 2011/12 2012/13OtherTeacher EducationTertiary EducationTVETSecondary EducationPrimary Education

In 2012/13, the budget for the three ministries amounted to Tshs 2,525,674mill equivalent to 87%of the education sector budget. The allocation of funds between the three Ministries is as follows:MOEVT (Vote 46) Sh. 720,310.00 Mill (equivalent to 25% of total budget of the educationsector);PMO-RALG (Vote 56, 79 -89 and 95) Sh. 1,795,050mill (equivalent to 62.1% of total budgetof the education sector). Budgets under PMO – RALG Vote 56 is 4,429mill and LGAsbudgets is Sh. 1,790,621mill and;MCDGC (Vote 53) Sh. 10,314 Mill (equivalent to 0.4% of total budget of the educationsector).4.2 Basis of PEDP III Cost CalculationsLike PEDP II, the PEDP III cost projections are based on the calculated unit costs and theenrolment projections between 2012 and 2016. The unit costs and projections used in PEDP IIIbased on the identified gaps following the implementation of PEDP II as well as the actual datareported in Basic Education Statistic of Tanzania (BEST)-2012.The cost projections have been derived by taking into consideration the following basicassumptions (Annexes 2a -4b provides more detailed information):Government commitment of providing Capitation Grants of Tshs 10,000 per pupil is attained;the average inflation rate of double digit (18%) will be reduced and maintained at single digitover the period of PEDP III implementation;the domestic revenue collection of 16.7 per cent of GDP (2012/13) is expected to increase upto 19.0 per cent of GDP by 2015/16;attain the real GDP growth rate of 7.2 percent in 2012 up to 8.5 percent in 2015 (source:Budget Guidelines – 2012/13 – 2015/16);Government commitment to allocate up to 20 per cent of its overall recurrent expenditure toEducation Sector is met. Out of this total, up to 60 per cent allocated to Basic Education;

the National Population Growth rate of 2.9 per cent (2002 census) is constant over the planperiod;the real exchange rate is expected to follow the purchasing power parity in the medium andlong terms and; construction costs indicated in Scenario 1 assumes the resources required willbe available. In Scenario 2 it is assumed that 50% of construction activities will beaccomplished within the period of Programme implementation while Scenario 3 assumes that25% of construction activities will be accomplished within the period of Programmeimplementation where 20% of construction costs will be derived from other sources includingcommunity support in cash or in kind.As was the case of PEDP II implementation, a large share of the resources for PEDP III (2012-2016) will be used for teacher salaries and Capitation Grants under recurrent expenditure. Inregard to development expenditure, the PEDP III resources allocation and implementation willfocus on the selected national priority areas namely, construction of teachers’ houses in difficultand hard to reach areas, construction of classrooms and improving water supply and sanitation.Furthermore, for the sake of quality education, PEDP III will take care of training of primaryschools teachers and provision of adequate and quality teaching and learning materials as well asfacilities. Other areas for funding are rehabilitation of schools infrastructure, providing care andsupport to victims of HIV and AIDS and addressing other cross-cutting issues like environmentand gender.4.3 Projected Costing of PEDP III and the Financing GapThree costing scenarios have been developed to support implementation of this plan. Scenario I isthe actual resource requirement and the Government’s preferred scenario. It estimates the costsgiven 100% implementation of activities to meet the goals and strategies that feature in previouschapters. Scenario I will cost Tshs 4,807,849,697,307 within the programme duration.

Scenario II is the medium-cost scenario and assumes that 50% of the key constructions i.e.classrooms and required teachers’ houses are completed. It will require a total of Tshs3,431,564,000,000 (Tshs 533282,000,000 for 2011/12) over the duration of PEDP III.Scenario III is the lowest cost scenario and assumes that 25% of the same constructions will becompleted and that 20% of construction costs will come from other sources includingcommunity support in cash or in kind over the five year period. It will require a total of2,796,253,000,000 (Tshs 394,663,000,000 for 2011/12) over the duration of PEDP III. Annexes42a- 4b show more details on the actual costings of each of the scenarios.Table 4.2 shows the three different scenarios and the projected financing gap for PEDP III.Table 4.2: Projected Costs of different PEDP III Scenarios and the Financing Gap2011/12 2012/13 2013/14 2014/15 2015/16Total Scenario 1 747,056 925,109 1,108,496 1,004,861 1,022,328Financing Gap for Scenario ITotal Scenario 2 533,282 669,524 767,485 722,001 739,272Financing Gap for Scenario IITotal Scenario 3 394,663 554,444 633,672 599,877 615,457Financing Gap for Scenario III4.4 Strategies for Addressing the Funding GapThe funding gaps for PEDP III are clearly significant. The Government has learnt lessons fromimplementation of the previous PEDPs. PEDP I was funded through a pooled fund arrangementwhich came to an end in June 2006. PEDP II was mainly funded through the national budgetwhich included General Budget Support (GBS). Both were not fully funded. Taking into account

ANNEX 1:PEDP III Logical Frameworkthe experience learned from the two previous programmes, in implementing of PEDP III, theGovernment in collaboration with Development Partners, Non-State Actors and communities willcontinue to mobilize resources to address the challenges in the pre-primary and primaryeducation sub-sector and in accordance with the outlined priorities, objectives and strategies.The Government has committed to continue focusing resource allocation to the education sectorwhich is one of the national priority areas in poverty reduction as indicated in the NationalBudget, Annual Public Expenditure Review and the Medium Term Expenditure Framework(MTEF) which translate NSGRP into fundable and implementable activities. Efforts will be madeto ensure that at least 20% of Government resources will be allocated to the education sector withat least 60% of the education sector budget allocated to the pre-primary and primary educationlevels.The Government will also explore opportunities for further funding from both internal sourcessuch as private companies, and external sources such as its current Education DevelopmentPartners, potential new Development Partners and other bilateral partners. In addition theGovernment will make efforts to improve the internal efficiency of the system and to ensure thatall resources are used most effectively.

Indicator Name Baseline2012Target2013Target2014Target2015Target2016Datasource/Means ofverificationFObjective 1: Increase access and equity at the pre-primary and primary levelPre-primary NetEnrolment RatePre-Primary GrossEnrolment RatePrimary Net EnrolmentRatePrimary Gross EnrolmentRatePercentage of Orphanageand VulnerableChildren(OVC) enrolledin primary schoolProportion of childrenwith disability attendingprimary school (Based onGER)% gross completion rateof Standard VII39.9%(m=41.0,f=38.8)40.8% 41.8% 42.7% 43.6% ESMIS A41.8% 42.7% 43.7% 44.6% 45.5% ESMIS A(m=42.8,f=40.9)92% 93.8% 95.1% 96.4% 100% ESMIS A(m=91.4,f=92.5)98.4% 98.7% 99% 100% 100% ESMIS A(m=97.6,f=99.2)2.5%ESMISA(m=1.26,f=1.27)0.34%(m=0.19,f=0.14)ESMISA86.1% 89.2% 92.3% 95.0% 95.0% ESMIS A(m=82.3,

f=89.8)Objective 2: Raise the quality of education to ensure better learning outcomes for children, includ% of cohort completing 54.8% 59.3% 63.8% 68.3% 72.8% ESMIS AStandard VII (netcompletion rate)(m=52.2,f=57.4)Primary dropout rate (b/g 3% 2.5% 2.0% 1.5% 1.0% ESMIS Anot available)Pre- Primary1:115 1:74 1:56 1:54 1:52 ESMIS Apupil/classroom ratioPrimary pupil/classroom 1:70 ESMIS AratioPupil/ toilet(pit latrine)ratio for primary schools1:56(m=1:56,f=1:55)ESMISAimproved literacyStandard IV examinationpass rateStandard VII examinationpass rateSACMEQSurvival rate to StandardVIITransition rate fromstandard VII to Form I58.3%(m=62.5,f=54.5)NECTAA72.3% 73.8% 75.3% 76.8% 78.3% ESMIS A(m=68.1,f=76.5)53.6% 54.3% 54.9% 55.6% 56.3% ESMIS A

(m/f not available)Amount of CapitationGrants received perstudents –Pre-primary(Tshs)Amount of CapitationGrants received perstudents –Primary (Tshs)Primary pupil/textbookratioPrimary repetition rate(m/f not available)Total number of preprimaryteachersTotal number of PrimarySchool teachersPre-primary qualifiedteacher/pupil ratioPrimary teacher/pupilratioPrimary qualified teacher(grade A+above)/pupil0 10,000 10,000 10,000 10,000 Monitoring report Q2,172 10,000 10,000 10,000 10,000 Monitoring report Q1:5 1:4 1:3 1:1 1:1 ESMIS A2.8% 2.8% 2.8% 2.8% 2.8% Monitoring report Q9,35224,810 ESMIS A(m=4410 13,424 17,496 21,568, f=4942180,987ESMISA(m=87,6 206,179 206,489 210,506 216,69101,f=93,386)1:124 1:91 1:81 1:75 1:74 ESMIS A1:46 01:45 01:43 01:40 01:40 ESMIS A1:47 01:46 01:44 01:42 01:40 ESMIS A

atioPercentage of Primaryschool teacher withrelevant qualification(Grade A + above)% of inspected preprimaryteachers who arecompetent% of inspected primaryteachers who arecompetent96.6(m=96.3,f =96.9)n/an/a97 98 99 100 ESMIS AInspectors'ReportsInspectors'ReportsObjective 3: Strengthen the capacity for governance and management for effective delivery of preNumber of new teachers’ESMISAhouses constructed. 7,913 10,014 15,110 10,047 10,715Number of Teachers'10 8 8 8 Monitoring report Qcolleges rehabilitated.Number of TRCs n/a 149 149 149 149 Monitoring report Qequipped with ITequipmentNumber of TRCsrehabilitated149 149 149 149 Monitoring report Qand primary education services% of functioning schoolscommitteesn/a 100% 100% 100% 100% Monitoring report Q

Objective 4: Ensure that cross-cutting issues are addressed so that children receive a well-roundeObjective 5: Strengthen research and monitoring and evaluation to support evidence based decisi% of WECs conducting n/a 100% 100% 100% 100% Monitoring report Qregular M&E schoolvisits89% 93% 97% 100% 100% Monitoring report Q% of Councils with atleast a 40% pass rate atPSLE% of schools with at least n/a 40% 60% 80% 100% Monitoring report Qone trained teacher oncare, support, guidanceand counselling% of schools withplaygroundsn/a 60% 75% 90% 100% Monitoring report QMid-term review n/a n/a yes n/a n/a Mid-term ReviewReportMIINumber of annual 1 1 1 1 1 Annual Review AreviewsReportNumber of available 2 2 2 2 2 Research reportsresearch reports on theprimary education sectorObjective 6: Streamline institutional arrangements and co-ordination mechanismsNumber of guidelinesDeveloped to support thesmooth implementationof PEDP III activitiesn/a 8 n/a n/a n/a Monitoring report A

% of educationfunctionaries providedtraining on their roles andresponsibilities:School CommitteesWECsLGAsRegional Secretariat,MOEVT andPMO-RALG officialsn/a 40% 60% 80% 100% Monitoring report Q

Annex 2aPRE- PRIMARY AND PRIMARY EDUCATION RESOURCE REQUIREMENT PROJECTIONS-Scenario 1TARGETSYEAR2011/12 2012/13 2013/14 2014/15 2015/16TOTALINCREASING ACCESS AND EQUITYConstruct and furnish 60,606 pre primary classrooms to get rid ofovercrowded classes/centres by 2016; 36,804 99,162 102,785 106,158 109,638 454,547Mobilize 132 LGAs to prepare bylaws in order to promote enrolmentin pre-primary education by 2016 - - - - - -Recruit 68,391 pre-primary schools teacher to attain the desired TPRof 1:25 by 2016 1,975 5,192 6,166 7,300 8,643 29,276Use a mult-media public Information Education Communication (IEC)campaign to sensitize all education actors at all levels on the need toexpand pre-primary education by 2016 172 - - - - 17252

Rehabilitate and furnish and 4,201 pre-classrooms by 2016;1,890 1,890 1,890 1,890 7,562 15,124Construction of 3000 Playgrounds and Pit Latrines for preprimaryby 2016: 7,200 7,344 7,491 7,641 7,794 37,469Construction of 63,119 Pit Latrines for pre-primary by 2016:2,525 9,799 10,222 10,616 11,022 44,184A total of 127,381 chairs for pre-primary and Primary teachersare procured by 2016 637 650 663 676 689 3,314A total of 127,381 tables for pre-primary and Primary teachersare procured by 2016 764 780 795 811 827 3,977A total of 336,162 Desks for pre-primary teachers are procuredby 2016 1,689 4,807 4,988 5,156 5,330 21,970Sub Total53,655 129,624 135,000 140,248 151,506 610,032Construct and furnish 121,881 Primary classrooms135,946 169,192 197,051 213,905 198,015 914,109Recruit 54957 primary schools teacher to attain the desired TPRof 1:40 by 2016 1,705 3,156 5,130 6,934 6,825 23,74953

Use a multi-media public Information Education Communication (IEC)campaign to sensitize 17,476 school committeesto increaseenrolment in primary education by 2016; 172 175 - - - 347Rehabilitate and furnish 36,564 of primary school classrooms by 2016;27,423 27,972 28,531 29,102 29,684 142,713Construction of 250 Playgrounds primary by 2016:600 612 624 637 649 3,122Construct 251,299 pit latrines to attain the ration of 1:20 and 1:25 forgirls and boys respectively by 2016; 29,618 32,504 37,023 39,709 37,055 175,909A total of 2,963,456 desks procured for primary education by 201613,023 8,460 9,575 10,261 9,644 50,963Sub Total208,487 242,071 277,934 300,548 281,873 1,310,913Develop three guidelines for Special Needs pupils and distribute to17476 primary schools by 2016 36 - - - - 36Provide to 28,195 (Braille, hearing devices etc) teaching and learningmaterials by 2016; 338 345 352 359 366 1,76154

Renovate 430 special needs primary schools by making them friendlyto pupils with disabilities by 2016; 12,900 13,158 13,421 13,690 13,963 67,132Sub Total13,275 13,503 13,773 14,049 14,330 68,929Develop, print and distribute 180,000 copies and disseminate threetypes of COPET guidelines, to 17476 primary schools by 2016. 368 350 333 316 300 1,667Sub Total368 350 333 316 300 1,667TOTAL ACCESS275,785 385,548 427,040 455,160 448,008 1,991,542Rehabilitate, expand and maximize capacity utilization in 34IMPROVING QUALITYTeachers' colleges 4,420 4,508 4,599 4,691 4,784 23,00255

Recruit and orient 30,000 COPET facilitators(Teachers/WECs/school inspectors) on teaching andlearning process by 2016. 180 184 187 191 195 937Redeploy 5000 teachers from over staffed schools toschools with inadequate number of teachers to maintain1:40 PTR. 3,620 3,692 3,766 3,842 3,918 18,839Community mobilization for teacher support throughtraining of 184,944 school committee members. 26,282 26,808 27,344 27,891 28,449 136,773Sensitize 132 LGAs to develop sustainable incentivepackages for teachers which will reflect the demands of thedemographic areas. 101 103 105 107 109 524Scale up school-based INSET to all 216,691 primary schoolteachers. - - - - - -Sub TotalMobilize 17,476 school Committees to participate throughin-kind contribution in the construction of 53,799 teachers’34,603 35,295 36,001 36,721 37,455 180,074213,644 270,368 407,974 271,264 289,312 1,452,56256

houses by 2016;Sub Total213,644 270,368 407,974 271,264 289,312 1,452,562Provide Capitation Grants of TShs 10, 000/= per pupil for1,830,621pupils by 2016 10,347 12,219 14,174 16,202 18,306 71,249Provide Capitation Grants of TShs 20, 000/= per pupil withspecial needs for xxx pupils by 2016 640 653 666 679 693 3,331Provide 17,476 sets of playing materials by 2016 (10,000/=per set) 175 178 182 185 189 909Provide Capitation Grants of TShs 10, 000/= per pupil for8,825,326 pupils by 2016 82,472 84,121 85,804 87,520 89,270 429,186Provide Capitation Grants of TShs 20, 000/= per pupil withspecial needs for 34,419 pupils by 2016 688 702 716 731 745 3,582Provide 17,476 sets of science and mathematics kits, xxslates ,xx models, xx globes and xx charts by 2016 524 535 545 556 567 2,72857

Provideteachers’ guide books for 216,691 teachers by2016 433 442 451 460 469 2,255Sub Total95,280 98,850 102,538 106,333 110,240 513,24117,476 Primary School supplied with one computer andaccessories by 2016 12,233 12,478 12,727 12,982 13,242 63,662Train 2 teachers per school on ICT skills for 17,476 primaryschools by 2016 6,818 6,955 7,094 7,236 7,381 35,484Provide appropriate ICT infrastructure including solarpower support to 50% of 17,476 primary schools by 2016 29,709 30,303 30,909 31,528 32,158 154,608750 Education by Media officials and 60 CurriculumDevelopers trained on e-content development for primaryschools, by 2016. 170 174 177 181 184 887Develop e-content for all core subjects for teaching andlearning in 17,476 primary schools by 2016. 159 - - - - 159Sub Total 49,910 50,908 51,926 52,96558

49,090 254,799Orient 216,691 primary school teachers on competencebasedcurriculum by 2016. 25,625 25,113 24,610 24,118 23,636 123,102Build capacity of 50 Curriculum Coordinators at TIE inmonitoring and evaluation of the implementation ofcompetence-based curriculum in 17,476 primary schools by2016. 43 44 45 46 47 225Build capacity of 60 Curriculum Coordinators at TIE tointegrate ICT in the teaching and learning of Mathematics,Languages, Science and ICT subjects for 17,476 primaryschools by 2016. 167 170 174 177 181 869Recruit 30,824 specialized teachers in ICT and otherspecialized subjects by 2016 3,890 3,968 4,047 4,128 4,210 20,242Develop 3 types of manuals for language developments in17,746 pre-primary schools by 2016 82 - - - - 82Provide intensive 3 months In-service training to 18,41259

pre-primary education teachers by 2014; 7,228 7,373 7,521 7,671 7,824 37,617Sub Total37,036 36,668 36,396 36,140 35,898 182,13815 experts to conduct a rapid needs assessment toestablish priority areas in 3Rs by 2016 - 320 - - - 320Conduct training on 3Rs for two teachers per school for17,476 pre-primary and primary schools by 2016; 2,226 7,373 7,373 7,373 7,373 31,719Facilitate TIE to develop three weeks course on 3Rs skillscontent and production of teaching and learning materialsfor two teachers per school in 17,476 schools by 2016 17 17 18 18 19 89Utilize the current school-based INSET to train 216,691primary school teachers on 3Rs by 2016. - - - - - -Sub TotalProvision of adequate and up to date equipment/resources for assessment and administration of2,243 7,710 7,391 7,391 7,392 32,127- 627 - - - 62760

examinations.(consult NECTA)Making examinations competence based through trainingof 3 examination setters per subject by 2016. 68 72 - - - 140Provide capacity building to 30 NECTA Examination Officerson using ICT in examination processing by 2016 111 109 106 104 102 533Establish secure and safe environment in the examinationprocess including construction of 17,476 safe rooms by2016 105 107 109 111 113 546Sub Total284 914 216 216 216 1,845Scale up school feeding programmes to cover 17,476 preprimaryand primary schools by 2016. - - - - - -Establish school feeding coordination unit at MOEVT by2014 - - - - - -Develop guidelines for school feeding programmes and - - - -61

distribute 17,476 primary schools by 2016 101 101Train two school committees members in 17,476 schoolson NSF by 2016 4,557 4,465 4,376 4,289 4,203 21,890Sub Total4,657 4,465 4,376 4,289 4,203 21,991Provide 2 computers and accessories for each of 133districts by 2016 107 109 111 114 116 557Provide four wheel drive vehicles for 78 districts by 20162,340 2,293 2,247 2,202 2,158 11,241Recruit and train 200 competent teachers especially onscience and mathematics subjectsto join schoolinspectorate by 2016 34 35 35 36 37 177Provide capacity building on Competence Based Curriculumfor 1,283 school inspectors through TIE by 2016. 171 174 178 181 185 889Provide capacity building on 200 science and mathematicsschool inspectors for upgrading academic competencies by74 75 77 78 80 38362

2016Construct 83 district school inspectorate offices by 2016498 508 518 528 539 2,592Sensitize key stakeholders on establishment of SchoolInspectorate Agency by 2013. 53 54 - - - 107Sub Total3,276 3,248 3,167 3,140 3,115 15,946Provide one computers and accessory for 596 TRCs by2016 5,364 5,471 5,581 5,692 5,806 27,914Construct one new TRC for 132 LGAs by 20161,716 1,750 1,785 1,821 1,857 8,930Capacity building for 1,192 TRC Coordinators by 2016216 221 225 230 234 1,126Sub Total7,296 7,442 7,591 7,743 7,898 37,970Total of Quality447,410 514,871 656,557 525,162 548,693 2,692,69463

STRENGTHENING CAPACITY IN GOVERNANCE AND MANAGEMENTTrain 17,476 school committees on school management,procurement and financial management by 2016 2,628 2,680 2,734 2,788 2,844 13,674Train 3,500 Ward Education coordinators in monitoring andevaluation by 2016 530 540 551 562 573 2,756Train 1,378 education actors from councils, regional andnational levels in education management by 2016. 211 216 220 224 229 1,100Sub Total3,369 3,436 3,505 3,575 3,646 17,530Provide office furniture to 3500 Ward EducationCoordinators by, 2016 67 68 69 71 72 346Provide one computer and one printer to 596 TRCs by,2016. 417 426 434 443 452 2,171Provide motor cycles to 3500 Ward Education Coordinators 2,450 2,499 2,549 2,600 2,652 12,75064

y, 2016.Sub Total2,934 2,992 3,052 3,113 3,176 15,267Education Sector Management Information Systemstraining provided to 25 ADEM staffs, 399 councils officials,48 regional officials and 120 MoEVT and PMO-RALGofficials by June 2016. 2,730 2,785 2,841 2,897 2,955 14,208Procure computers and install Basic Education Database(BE-MIS) to 85 councils and 25 regions by, 2016. 385 393 401 409 417 2,004Monitor and evaluate the decentralization of BE-MIS to153 Councils annually 140 143 146 149 152 730Sub Total3,256 3,321 3,387 3,455 3,524 16,942Train 396 council educational officials, 48 regional officialsand 120 educational actors at national levels in e-Governance by 2016. 547 558 569 580 592 2,84665

Connect internet to 420 TRCs, 153 councils and 24 regionsby 2016. 179 183 186 190 194 932Procure and install e-Governance hardware and softwareto 132 councils, 24 regions and at national level by 2016. 124 126 129 131 134 645Sub Total850 867 884 902 920 4,422Disseminated PEDP III to 2808 educational actors fromcouncils, districts, regional, as well as national levels andmembers of parliament by 2016. 367 374 381 389 397 1,907Reconstruct MoEVT and PMO-RALG websites toaccommodate PEDP III documentation by 2016. - 111 - - - 111Disseminate PEDP III messages through leaflets, fliers,calendars, diaries, radio and Television broadcastingannually to 2016 276 282 287 293 299 1,438Sub Total643 767 669 682 696 3,45666

Total Strengthen capacity11,050 11,382 11,497 11,727 11,961 57,618ADDRESSING CROSS CUTTING ISSUES (CCIs)Supply clean water, sanitation and hygiene facilities for 17,476 primary schools by 2016 1,223 1,248 1,273 1,298 1,324 6,366Develop and print 1000 EESD Training Manuals for trainersby 2016 (Robert EESD). - 69 - - - 69Train 17,476 head teachers and 3500 WECs on EESD by2016. 2,694 2,748 2,803 2,859 2,917 14,022Sub Total3,918 4,065 4,076 4,158 4,241 20,457Train 17,476 teachers on HIV and AIDS preventiveeducation and guidance and counselling by 2016. 1,299 1,325 1,352 1,379 1,406 6,761Provide HIV and AIDS tailor-made life skills education to210,075 pupils and 12,600 teachers who are infected4,454 4,364 4,277 4,192 4,108 21,39467

and/or affected by 2016Provide food, school uniform and school material andensure medication to 210,075 pupils and 12,600 teacherswho infected and/or affected by 2016 630 643 656 669 682 3,280Sub Total6,383 6,332 6,284 6,239 6,196 31,435Develop and disseminate 8 capacity-building/trainingmodules on gender management for MoEVT staff,institutions and agencies to respond to specific needsdeveloped by 2016 - 95 - - - 95Print and distribute 200,000 copies of Gender FriendlySchool Handbooks for Pre-primary and Primary SchoolTeachers. - 1,006 - - - 1,006Develop and disseminate 500,000 copies of gendersensitization materials on the impact of gender issues onprovision of education through effective use of IEC by 2016. - 759 774 - - 1,53268

Disseminate the MoEVT Medium-Term Strategic Plan forGender Mainstreaming 2010/11–2014/15 to 153 councils,TIE, NECTA, ADEM, PMORALG and MOEVT by 2014. - - 19 - - 19Sub Total- 1,860 793 - - 2,653Finalize and disseminate the National Guidance StrategicPlan on care, support, guidance and counselling to 17,476primary schools by 2014. - - 204 - - 204Develop life skills modules for 17,476 pre-primary andprimary schools by 2016. 128 131 133 - - 392Provide life skills-based education to 8,247,172 pupils and216,476 teachers in 17,476 primary schools by 2016 73 75 76 78 79 382Sub Total202 206 414 78 79 978Provide sets of sports and games facilities for 17, 476primary schools by 2016 210 214 218 223 227 1,09169

Provide first aid kits for 17, 476 primary schools by 2016.524 535 545 556 567 2,728Sub Total734 749 764 779 794 3,820Sensitize 17, 476 school committees on children againstviolence by 2016 45 46 46 47 48 232Sub Total45 46 46 47 48 232Total Cross cutting Issues11,281 11,397 11,585 11,301 11,359 56,922STRENGTHENING EDUCATIONAL RESEARCHFifty (50) MoEVT and (50) PMO-RALG officials trained inoperational/practical, action-oriented research skills by2016 352 359 366 373 381 1,831MOEVT’s Education Research Unit equipped with 3 laptops,2 projectors, 1 scanner, 1 printer and 2 digital cameras for13 - - - - 1370

smooth undertaking of researches by 2016.Sub Total365 359 366 373 381 1,844Six (6) researches on enrolment and quality improvementin Pre-primary Education conducted by 2016 293 298 304 310 317 1,522Six (6) researches on access, equity and qualityimprovement in Primary Education conducted by 2016 323 329 336 343 349 1,680Sub Total615 628 640 653 666 3,202Two (2) impact studies/assessments of PEDP IIIcomponents conducted by 2016. - 348 - - 366 714One (1) Impact study assessment of PEDP III conducted by2016. - - - - - -Sub Total- 348 - - 366 71471

Six (6) Pre-primary Education research findingsdisseminated for decision making and policyrecommendation by 2016. 55 56 57 58 59 2856 Primary Education research findings disseminated fordecision-making and policy recommendation by 2016. 73 74 75 77 78 377Sub Total127 130 132 135 138 662Total Education Research1,108 1,465 1,139 1,161 1,550 6,423STRENGTHENING MONITORING AND EVALUATIONDevelop and print 5,000 copies each of the two Monitoringand Evaluation guidelines for pre-primary and primaryeducation by 2012 152 - - - - 152Disseminate Monitoring and Evaluation guidelines to 5000actors of PEDP III at all levels according to institutional- 110 - - - 11072

arrangements by 2013Conduct biannual (10 visits in five years) Monitoring ofPEDP III until 2016 269 274 280 286 291 1,400Disseminate biannual Monitoring reports to stakeholdersthrough IEC until 2016 - 61 63 64 65 253Conduct mid-term evaluation/review of PEDP III by 2014- - 270 - - 270Disseminate reports of mid-term evaluation/review ofPEDP III to stakeholders by 2014 - - 66 - - 66Conduct impact/final evaluation of PEDP III by 2016- - - - 329 329Disseminate reports of impact/final evaluation of PEDP IIIto stakeholders by 2016 - - - - 70 70Total Monitoring and Evaluation421 445 679 349 756 2,65173

GRAND TOTAL OF PEDP III747,056 925,109 1,108,496 1,004,861 1,022,328 4,807,85074

Annex 2bScenario I: PEDP III- Financial Framework 2011/12 - 2015/16A: ResourcesResources 2011/12 2012/13 2013/14 2014/15 2015/16A1 Total Govt. Expenditure 13,525,895 15,119,600 16,631,560 18,294,716 20,124,188of which 93.67% 10.00% 10.00% 10.00% 10.00%A2 Recurrent Expenditure 8,666,527 10,591,800 11,650,980 12,816,078 14,097,686Development Expenditure Growth in total Govt.A3expenditure 4,946,829 4,527,800 4,980,580 5,478,638 6,026,502A4 Total Education Expenditure 2,421,135 2,892,149 3,297,050 3,758,637 4,284,846A5 Recurrent Expenditure 1,967,317 2,706,673 3,085,607 3,517,592 4,010,055A6 Development Expenditure 453,818 185,476 211,443 241,045 274,791A7 Total educ.as % of total Govt.expend 17.9% 19.1% 19.8% 20.5% 21.3%75

A8 Total Primary Education Expenditure 1,452,681 1,542,708 1,785,627 2,025,101 2,308,519A9 Recurrent Expenditure 1,285,899 1,488,922 1,681,807 1,905,146 2,157,417A10 Development Expenditure 166,782 53,786 103,820 119,956 151,102A11 Total primary educ.as % of total educ..expend 60.0% 53% 54% 54% 54%B: PEDP II Cost Projections2011/12 2012/13 2013/14 2014/15 2015/16B1 Total PEDP Cost 1,480,779 2,004,759 2,358,736 2,756,013 2,898,219B2 Recurrent Cost 1,044,300 1,526,362 1,718,429 1,939,499 2,193,353B3 Development Cost 436,479 478,397 640,307 816,515 704,866C: Financing Gap2011/12 2012/13 2013/14 2014/15 2015/16C1 Total Financing Gap 28,098 462,051 573,109 730,912 589,700C2 Recurrent Cost 35,93676

(241,599) 37,440 36,622 34,353C3 Development Cost 269,697 424,611 536,487 696,559 553,764C4 Total Financing Gap (in million USD) -199 342 425 541 437Annex 3aPRE- PRIMARY AND PRIMARY EDUCATION RESOURCE REQUIREMENT PROJECTIONS- Scenario 2TARGETSYEAR2011/12 2012/13 2013/14 2014/152015/16TOTALENROLMENT EXPANSION (ACCESS AND EQUITY):Construct and furnish 60,606 pre primary classrooms to get rid ofovercrowded classes/centres by 2016; 36,804 99,162 102,785 106,158 109,638 454,547Mobilize 132 LGAs to prepare bylaws in order to promote enrolment in preprimaryeducation by 2016 - - - - - -77

Recruit 68,391 pre-primary schools teacher to attain the desired TPR of 1:25by 2016 1,975 5,192 6,166 7,300 8,643 29,276Use a mult-media public Information Education Communication (IEC)campaign to sensitize all education actors at all levels on the need to expandpre-primary education by 2016 172 - - - - 172Rehabilitate and furnish and 4,201 pre-classrooms by 2016;1,890 1,890 1,890 1,890 7,562 15,124Construction of 3000 Playgrounds and 63,119 Pit Latrines for preprimaryby 2016: 7,200 7,344 7,491 7,641 7,794 37,469Construction of 63,119 Pit Latrines for pre-primary by 2016:2,525 9,799 10,222 10,616 11,022 44,184A total of 127,381 chairs for pre-primary and Primary teachers areprocured by 2016 637 650 663 676 689 3,314A total of 127,381 tables for pre-primary and Primary teachers areprocured by 2016 764 780 795 811 827 3,977A total of 336,162 Desks for pre-primary teachers are procured by2016 844 2,403 2,494 2,578 2,665 10,985Sub Total52,811 127,221 132,506 137,669 148,840 599,04878

Construct and furnish 60,941 Primary classrooms67,973 84,596 98,526 106,953 99,008 457,055Recruit 54957 primary schools teacher to attain the desired TPR of1:40 by 2016 1,705 3,156 5,130 6,934 6,825 23,749Use a multi-media public Information Education Communication (IEC)campaign to sensitize 17,476 school committees to increase enrolment inprimary education by 2016; 172 175 - - - 347Rehabilitate and furnish and 60,941 primary school classrooms by 2016;27,423 27,972 28,531 29,102 29,684 142,713Construction of 250 Playgrounds primary by 2016:600 612 624 637 649 3,122Construct 125,649 pit latrines to attain the ration of 1:20 and 1:25 for girlsand boys respectively by 2016; 14,809 16,252 18,511 19,855 18,527 87,955A total of 1,481,728 desks procured for primary education by 20166,511 8,460 9,575 10,261 9,644 44,452Sub Total119,193 141,223 160,897 173,741 164,338 759,39379

Develop three guidelines for Special Needs pupils and distribute to 17476primary schools by 2016 36 - - - - 36Provide to 28,195 (Braille, hearing devices etc) teaching and learningmaterials by 2016; 226 230 235 239 244 1,174Renovate 430 special needs primary schools by making them friendly topupils with disabilities by 2016; 12,900 13,158 13,421 13,690 13,963 67,132Sub Total13,162 13,388 13,656 13,929 14,208 68,342Develop, print and distribute 180,000 copies and disseminate three types ofCOPET guidelines, to 17476 primary schools by 2016. 368 350 333 316 300 1,667Sub Total368 350 333 316 300 1,667TOTAL ACCESS185,535 282,182 307,392 325,655 327,686 1,428,45080

QUALITY IMPROVEMENTRehabilitate, expand and maximize capacity utilization in 34Teachers' colleges 1,700 1,734 1,769 1,804 1,840 8,847Recruit and orient 30,000 COPET facilitators(Teachers/WECs/school inspectors) on teaching and learningprocess by 2016. 180 184 187 191 195 937Redeploy 5000 teachers from over staffed schools to schools withinadequate number of teachers to maintain 1:40 PTR. 3,620 3,692 3,766 3,842 3,918 18,839Community mobilization for teacher support through training of184,944 school committee members. 26,282 26,808 27,344 27,891 28,449 136,773Sensitize 132 LGAs to develop sustainable incentive packages forteachers which will reflect the demands of the demographicareas. 101 103 105 107 109 524Scale up school-based INSET to all 216,691 primary school - - - - - -81

teachers.Sub Total31,883 32,520 33,171 33,834 34,511 165,919Mobilize 17,476 school Committees to participate through in-kindcontribution in the construction of 53,799 teachers’ houses by2016; 106,822 135,184 203,987 135,632 144,656 726,281Sub Total106,822 135,184 203,987 135,632 144,656 726,281Provide Capitation Grants of TShs 10, 000/= per pupil for1,830,621pupils by 2016 10,347 12,219 14,174 16,202 18,306 71,249Provide Capitation Grants of TShs 20, 000/= per pupil with specialneeds for xxx pupils by 2016 640 653 666 679 693 3,331Provide 17,476 sets of playing materials by 2016 (10,000/= perset) 175 178 182 185 189 909Provide Capitation Grants of TShs 10, 000/= per pupil for8,825,326 pupils by 2016 82,472 84,121 85,804 87,520 89,270 429,18682

Provide Capitation Grants of TShs 20, 000/= per pupil with specialneeds for 34,419 pupils by 2016 688 702 716 731 745 3,582Provide 17,476 sets of science and mathematics kits, xx slates ,xxmodels, xx globes and xx charts by 2016 524 535 545 556 567 2,728Provide teachers’ guide books for 216,691 teachers by 2016433 442 451 460 469 2,255Sub Total95,280 98,850 102,538 106,333 110,240 513,24117,476 Primary School supplied with one computer andaccessories by 2016 12,233 12,478 12,727 12,982 13,242 63,662Train 2 teachers per school on ICT skills for 17,476 primaryschools by 2016 6,818 6,955 7,094 7,236 7,381 35,484Provide appropriate ICT infrastructure including solar powersupport to 50% of 17,476 primary schools by 2016 15,728 16,043 16,364 16,691 17,025 81,851750 Education by Media officials and 60 Curriculum Developerstrained on e-content development for primary schools, by 2016. 170 174 177 181 184 88783

Develop e-content for all core subjects for teaching and learningin 17,476 primary schools by 2016. 159 - - - - 159Sub Total35,109 35,650 36,363 37,090 37,832 182,043Orient 216,691 primary school teachers on competence-basedcurriculum by 2016. 25,625 25,113 24,610 24,118 23,636 123,102Build capacity of 50 Curriculum Coordinators at TIE in monitoringand evaluation of the implementation of competence-basedcurriculum in 17,476 primary schools by 2016. 43 44 45 46 47 225Build capacity of 60 Curriculum Coordinators at TIE to integrateICT in the teaching and learning of Mathematics, Languages,Science and ICT subjects for 17,476 primary schools by 2016. 167 170 174 177 181 869Recruit 30,824 specialized teachers in ICT and other specializedsubjects by 2016 3,890 3,968 4,047 4,128 4,210 20,242Develop 3 types of manuals for language developments in 17,746pre-primary schools by 2016 82 - - - - 8284

Provide intensive 3 months In-service training to 18,412 preprimaryeducation teachers by 2014; 7,228 7,373 7,521 7,671 7,824 37,617Sub Total37,036 36,668 36,396 36,140 35,898 182,13815 experts to conduct a rapid needs assessment to establishpriority areas in 3Rs by 2016 - 320 - - - 320Conduct training on 3Rs for two teachers per school for 17,476pre-primary and primary schools by 2016; 2,226 7,373 7,373 7,373 7,373 31,719Facilitate TIE to develop three weeks course on 3Rs skills contentand production of teaching and learning materials for twoteachers per school in 17,476 schools by 2016 17 17 18 18 19 89Utilize the current school-based INSET to train 216,691 primaryschool teachers on 3Rs by 2016. - - - - - -Sub Total2,243 7,710 7,391 7,391 7,392 32,12785

Provision of adequate and up to date equipment/ resources forassessment and administration of examinations.(consult NECTA) - 627 - - - 627Making examinations competence based through training of 3examination setters per subject by 2016. 68 72 - - - 140Provide capacity building to 30 NECTA Examination Officers onusing ICT in examination processing by 2016 111 109 106 104 102 533Establish secure and safe environment in the examination processincluding construction of 17,476 safe rooms by 2016 105 107 109 111 113 546Sub Total284 914 216 216 216 1,845Scale up school feeding programmes to cover 17,476 pre-primaryand primary schools by 2016. - - - - - -Establish school feeding coordination unit at MOEVT by 2014- - - - - -Develop guidelines for school feeding programmes and distribute17,476 primary schools by 2016 101 - - - - 10186

Train two school committees members in 17,476 schools on NSFby 2016 4,557 4,465 4,376 4,289 4,203 21,890Sub Total4,657 4,465 4,376 4,289 4,203 21,991Provide 2 computers and accessories for each of 133 districts by2016 107 109 111 114 116 557Provide four wheel drive vehicles for 78 districts by 20162,340 2,293 2,247 2,202 2,158 11,241Recruit and train 200 competent teachers especially on scienceand mathematics subjects to join school inspectorate by 2016 34 35 35 36 37 177Provide capacity building on Competence Based Curriculum for1,283 school inspectors through TIE by 2016. 171 174 178 181 185 889Provide capacity building on 200 science and mathematics schoolinspectors for upgrading academic competencies by 2016 74 75 77 78 80 383Construct 83 district school inspectorate offices by 2016498 508 518 528 539 2,59287

Sensitize key stakeholders on establishment of SchoolInspectorate Agency by 2013. 53 54 - - - 107Sub Total3,276 3,248 3,167 3,140 3,115 15,946Provide one computers and accessory for 596 TRCs by 20165,364 5,471 5,581 5,692 5,806 27,914Construct one new TRC for 132 LGAs by 20161,716 1,750 1,785 1,821 1,857 8,930Capacity building for 1,192 TRC Coordinators by 2016216 221 225 230 234 1,126Sub Total7,296 7,442 7,591 7,743 7,898 37,970Total of Quality323,887 362,652 435,195 371,808 385,959 1,879,501STRENGTHENING CAPACITY IN GOVERNANCE AND MANAGEMENTTrain 17,476 school committees on school management,88

procurement and financial management by 2016 2,628 2,680 2,734 2,788 2,844 13,674Train 3,500 Ward Education coordinators in monitoring andevaluation by 2016 530 540 551 562 573 2,756Train 1,378 education actors from councils, regional and nationallevels in education management by 2016. 211 216 220 224 229 1,100Sub Total3,369 3,436 3,505 3,575 3,646 17,530Provide office furniture to 3500 Ward Education Coordinators by,2016 67 68 69 71 72 346Provide one computer and one printer to 596 TRCs by, 2016.417 426 434 443 452 2,171Provide motor cycles to 3500 Ward Education Coordinators by,2016. 2,450 2,499 2,549 2,600 2,652 12,750Sub Total2,934 2,992 3,052 3,113 3,176 15,26789

Education Sector Management Information Systems trainingprovided to 25 ADEM staffs, 399 councils officials, 48 regionalofficials and 120 MoEVT and PMO-RALG officials by June 2016. 2,730 2,785 2,841 2,897 2,955 14,208Procure computers and install Basic Education Database (BE-MIS)to 85 councils and 25 regions by, 2016. 385 393 401 409 417 2,004Monitor and evaluate the decentralization of BE-MIS to 153Councils annually 140 143 146 149 152 730Sub Total3,256 3,321 3,387 3,455 3,524 16,942Train 396 council educational officials, 48 regional officials and120 educational actors at national levels in e-Governance by2016. 547 558 569 580 592 2,846Connect internet to 420 TRCs, 153 councils and 24 regions by2016. 179 183 186 190 194 932Procure and install e-Governance hardware and software to 132councils, 24 regions and at national level by 2016. 124 126 129 131 134 64590

Sub Total850 867 884 902 920 4,422Disseminated PEDP III to 2808 educational actors from councils,districts, regional, as well as national levels and members ofparliament by 2016. 367 374 381 389 397 1,907Reconstruct MoEVT and PMO-RALG websites to accommodatePEDP III documentation by 2016. - 111 - - - 111Disseminate PEDP III messages through leaflets, fliers, calendars,diaries, radio and Television broadcasting annually to 2016 276 282 287 293 299 1,438Sub Total643 767 669 682 696 3,456Total Strengthen capacity11,050 11,382 11,497 11,727 11,961 57,618CROSS CUTTING ISSUES (CCIsSupply clean water, sanitation and hygiene facilities for 17, 476 1,223 1,248 1,273 1,298 1,324 6,36691

primary schools by 2016Develop and print 1000 EESD Training Manuals for trainers by2016 (Robert EESD). - 69 - - - 69Train 17,476 head teachers and 3500 WECs on EESD by 2016.2,694 2,748 2,803 2,859 2,917 14,022Sub Total3,918 4,065 4,076 4,158 4,241 20,457Train 17,476 teachers on HIV and AIDS preventive education andguidance and counselling by 2016. 1,299 1,325 1,352 1,379 1,406 6,761Provide HIV and AIDS tailor-made life skills education to 210,075pupils and 12,600 teachers who are infected and/or affected by2016 4,454 4,364 4,277 4,192 4,108 21,394Provide food, school uniform and school material and ensuremedication to 210,075 pupils and 12,600 teachers who infectedand/or affected by 2016 630 643 656 669 682 3,280Sub Total6,383 6,332 6,284 6,239 6,196 31,43592

Develop and disseminate 8 capacity-building/training modules ongender management for MoEVT staff, institutions and agencies torespond to specific needs developed by 2016 - 95 - - - 95Print and distribute 200,000 copies of Gender Friendly SchoolHandbooks for Pre-primary and Primary School Teachers. - 1,006 - - - 1,006Develop and disseminate 500,000 copies of gender sensitizationmaterials on the impact of gender issues on provision ofeducation through effective use of IEC by 2016. - 759 774 - - 1,532Disseminate the MoEVT Medium-Term Strategic Plan for GenderMainstreaming 2010/11–2014/15 to 153 councils, TIE, NECTA,ADEM, PMORALG and MOEVT by 2014. - - 19 - - 19Sub Total- 1,860 793 - - 2,653Finalize and disseminate the National Guidance Strategic Plan oncare, support, guidance and counselling to 17,476 primary schoolsby 2014. - - 204 - - 20493

Develop life skills modules for 17,476 pre-primary and primaryschools by 2016. 128 131 133 - - 392Provide life skills-based education to 8,247,172 pupils and216,476 teachers in 17,476 primary schools by 2016 73 75 76 78 79 382Sub Total202 206 414 78 79 978Provide sets of sports and games facilities for 17, 476 primaryschools by 2016 210 214 218 223 227 1,091Provide first aid kits for 17, 476 primary schools by 2016.524 535 545 556 567 2,728Sub Total734 749 764 779 794 3,820Sensitize 17, 476 school committees on children against violenceby 2016 45 46 46 47 48 232Sub Total45 46 46 47 48 232Total Cross cutting Issues11,281 11,397 11,585 11,301 11,359 56,92294

EDUCATIONAL RESEARCHFifty (50)MoEVT and (50) PMO-RALG officials trained inoperational/practical, action-oriented research skills by 2016 352 359 366 373 381 1,831MOEVT’s Education Research Unit equipped with 3 laptops, 2projectors, 1 scanner, 1 printer and 2 digital cameras for smoothundertaking of researches by 2016. 13 - - - - 13Sub Total365 359 366 373 381 1,844Six (6) researches on enrolment and quality improvement in PreprimaryEducation conducted by 2016 293 298 304 310 317 1,522Six (6) researches on access, equity and quality improvement inPrimary Education conducted by 2016 323 329 336 343 349 1,680Sub Total615 628 640 653 666 3,202Two (2) impact studies/assessments of PEDP III components -95

conducted by 2016. 348 - - 366 714One (1) Impact study assessment of PEDP III conducted by 2016.- - - - - -Sub Total- 348 - - 366 714Six (6) Pre-primary Education research findings disseminated fordecision making and policy recommendation by 2016. 55 56 57 58 59 2856 Primary Education research findings disseminated for decisionmakingand policy recommendation by 2016. 73 74 75 77 78 377Sub Total127 130 132 135 138 662Total Education Research1,108 1,465 1,139 1,161 1,550 6,423MONITORING AND EVALUATIONDevelop and print 5,000 copies each of the two Monitoring andEvaluation guidelines for pre-primary and primary education by152 - - - - 15296

2012Disseminate Monitoring and Evaluation guidelines to 5000 actorsof PEDP III at all levels according to institutional arrangements by2013 - 110 - - - 110Conduct biannual (10 visits in five years) Monitoring of PEDP IIIuntil 2016 269 274 280 286 291 1,400Disseminate biannual Monitoring reports to stakeholders throughIEC until 2016 - 61 63 64 65 253Conduct mid-term evaluation/review of PEDP III by 2014- - 270 - - 270Disseminate reports of mid-term evaluation/review of PEDP III tostakeholders by 2014 - - 66 - - 66Conduct impact/final evaluation of PEDP III by 2016- - - - 329 329Disseminate reports of impact/final evaluation of PEDP III tostakeholders by 2016 - - - - 70 7097

Total Monitoring and Evaluation421 445 679 349 756 2,651GRAND TOTAL OF PEDP III533,282 669,524 767,485 722,001 739,272 3,431,56498

Annex 3bScenario 2: PEDP III- Financial Framework 2011/12 - 2015/16A: ResourcesResources 2011/12 2012/13 2013/14 2014/15 2015/16A1 Total Govt. Expenditure 13,525,895 15,119,600 16,631,560 18,294,716 20,124,188of which 10.00% 10.00% 10.00% 10.00%A2 Recurrent Expenditure 8,666,527 10,591,800 11,650,980 12,816,078 14,097,686A3 Development Expenditure 4,946,829 4,527,800 4,980,580 5,478,638 6,026,502Growth in total Govt. expenditureA4 Total Education Expenditure 2,421,135 2,892,149 3,297,050 3,758,637 4,284,846A5 Recurrent Expenditure 1,967,317 2,706,673 3,085,607 3,517,592 4,010,055A6 Development Expenditure 453,818 185,476 211,443 241,045 274,791A7 Total educ.as % of total Govt.expend 17.9% 19.1% 19.8% 20.5% 21.3%A8 Total Primary Education Expenditure 1,452,681 1,542,708 1,785,627 2,025,101 2,308,51999

A9 Recurrent Expenditure 1,285,899 1,488,922 1,681,807 1,905,146 2,157,417A10 Development Expenditure 166,782 53,786 103,820 119,956 151,102A11 Total primary educ.as % of total educ..expend 60.0% 53% 54% 54% 54%B: PEDP II Cost Projections2011/12 2012/13 2013/14 2014/15 2015/16B1 Total PEDP Cost 1,480,779 1,911,084 2,193,933 2,361,504 2,624,701B2 Recurrent Cost 1,044,300 1,506,515 1,698,186 1,918,850 2,172,291B3 Development Cost 436,479 404,568 495,748 442,654 452,409C: Financing Gap2011/12 2012/13 2013/14 2014/15 2015/16C1 Total Financing Gap 28,098 368,376 408,306 336,403 316,182C2 Recurrent Cost (241,599) 17,593 16,378 13,704 14,875C3 Development Cost 269,697 350,783 391,927 322,699 301,307C4 Total Financing Gap (in million USD) -199 273 302 249 234100

101

Annex 4aPRE- PRIMARY AND PRIMARY EDUCATION RESOURCE REQUIREMENT PROJECTIONS - Scenario 3TARGETSYEAR2011/12 2012/13 2013/14 2014/15 2015/16TOTALENROLMENT EXPANSION (ACCESS AND EQUITY):Construct and furnish 60,606 pre primary classrooms to get rid of overcrowdedclasses/centres by 2016; 29,443 79,330 82,228 84,926 87,711 363,638Mobilize 132 LGAs to prepare bylaws in order to promote enrolment in preprimaryeducation by 2016 0 0 0 0 0 0Recruit 68,391 pre-primary schools teacher to attain the desired TPR of 1:25 by2016 1,975 5,192 6,166 7,300 8,643 29,276Use a mult-media public Information Education Communication (IEC) campaign tosensitize all education actors at all levels on the need to expand pre-primaryeducation by 2016 172 0 0 0 0 172102

Rehabilitate and furnish and 4,201 pre-classrooms by 2016; 1,512 1,512 1,512 1,512 6,049 12,099Construction of 63,119 Pit Latrines for pre-primary by 2016: 2,525 9,799 10,222 10,616 11,022 44,184A total of 127,381 chairs for pre-primary and Primary teachers areprocured by 2016 637 650 663 676 689 3,314A total of 127,381 tables for pre-primary and Primary teachers areprocured by 2016 764 780 795 811 827 3,977A total of 336,162 Desks for pre-primary teachers are procured by 2016 844 2,403 2,494 2,578 2,665 10,985Sub Total 37,872 99,666 104,080 108,419 117,607 467,644Construct and furnish 60,941 Primary classrooms 54,378 67,677 78,821 85,562 79,206 365,644Recruit 54957 primary schools teacher to attain the desired TPR of 1:40 by2016 1,705 3,156 5,130 6,934 6,825 23,749Use a multi-media public Information Education Communication (IEC) campaignto sensitize 17,476 school committeesto increase enrolment in primaryeducation by 2016; 172 175 0 0 0 347Rehabilitate and furnish and 30,471 primary school classrooms by 2016; 14,626 14,918 15,217 15,521 15,831 76,113103

Construction of 250 Playgrounds primary by 2016: 600 612 624 637 649 3,122Construct 62,825 pit latrines to attain the ration of 1:20 and 1:25 for girls andboys respectively by 2016; 14,809 16,252 18,511 19,855 18,527 87,955A total of 1,481,728 desks procured for primary education by 2016 6,511 8,460 9,575 10,261 9,644 44,452Sub Total 92,801 111,250 127,877 138,770 130,684 601,382Develop three guidelines for Special Needs pupils and distribute to 17476 primaryschools by 2016 36 0 0 0 0 36Provide to 28,195 (Braille, hearing devices etc) teaching and learning materials by2016; 226 230 235 239 244 1,174Renovate 430 special needs primary schools by making them friendly to pupilswith disabilities by 2016; 12,900 13,158 13,421 13,690 13,963 67,132Sub Total 13,162 13,388 13,656 13,929 14,208 68,342Develop, print and distribute 180,000 copies and disseminate three types ofCOBET guidelines, to 17476 primary schools by 2016. 368 350 333 316 300 1,667104

Sub Total 368 350 333 316 300 1,667TOTAL ACCESS 144,204 224,655 245,946 261,433 262,798 1,139,036QUALITY IMPROVEMENTRehabilitate, expand and maximize capacity utilization in 34Teachers' colleges 1,700 1,734 1,769 1,804 1,840 8,847Recruit and orient 30,000 COPET facilitators (Teachers/WECs/schoolinspectors) on teaching and learning process by 2016. 180 184 187 191 195 937Redeploy 5000 teachers from over staffed schools to schools withinadequate number of teachers to maintain 1:40 PTR. 3,620 3,692 3,766 3,842 3,918 18,839Community mobilization for teacher support through training of184,944 school committee members. 32,200 32,844 33,501 34,171 34,855 167,571Sensitize 132 LGAs to develop sustainable incentive packages forteachers which will reflect the demands of the demographic areas. 101 103 105 107 109 524105

Scale up school-based INSET to all 216,691 primary school teachers. 0 0 0 0 0 0Sub Total 37,801 38,557 39,328 40,115 40,917 196,718Mobilize 17,476 school Committees to participate through in-kindcontribution in the construction of half of 53,799 teachers’ housesrequired by 2016; 42,729 108,147 163,190 108,505 115,725 538,296Sub Total 42,729 108,147 163,190 108,505 115,725 538,296Provide Capitation Grants of TShs 10, 000/= per pupil for 1,830,621Pre-primary pupils by 2016 10,347 12,219 14,174 16,202 18,306 71,249Provide Capitation Grants of TShs 20, 000/= per pupil with specialneeds for xxx pupils by 2016 640 653 666 679 693 3,331Provide 17,476 sets of playing materials by 2016 (10,000/= per set) 175 178 182 185 189 909Provide Capitation Grants of TShs 10, 000/= per pupil for 8,825,326Primary pupils by 2016 82,472 84,121 85,804 87,520 89,270 429,186Provide Capitation Grants of TShs 20, 000/= per pupil with specialneeds for 34,419 pupils by 2016 688 702 716 731 745 3,582106

Provide 17,476 sets of science and mathematics kits, xx slates ,xxmodels, xx globes and xx charts by 2016 524 535 545 556 567 2,728Provide teachers’ guide books for 216,691 teachers by 2016 433 442 451 460 469 2,255Sub Total 95,280 98,850 102,538 106,333 110,240 513,241750 Education by Media officials and 60 Curriculum Developerstrained on e-content development for primary schools, by 2016. 170 174 177 181 184 887Develop e-content for all core subjects for teaching and learning in17,476 primary schools by 2016. 159 0 0 0 0 159Sub Total 329 174 177 181 184 1,046Orient 216,691 primary school teachers on competence-basedcurriculum by 2016 including all other trainings (Cross cutting, Specialeducation etc) 25,745 26,260 26,785 27,321 27,867 133,979Build capacity of 50 Curriculum Coordinators at TIE in monitoring andevaluation of the implementation of competence-based curriculum in17,476 primary schools by 2016. 43 44 45 46 47 225107

Build capacity of 60 Curriculum Coordinators at TIE to integrate ICT inthe teaching and learning of Mathematics, Languages, Science andICT subjects for 17,476 primary schools by 2016. 167 170 174 177 181 869Recruit 30,824 specialized teachers in ICT and other specializedsubjects by 2016 3,890 3,968 4,047 4,128 4,210 20,242Develop 3 types of manuals for language developments in 17,746pre-primary schools by 2016 82 0 0 0 0 82Provide intensive 3 months In-service training to 18,412 pre-primaryeducation teachers by 2014; 7,228 7,373 7,521 7,671 7,824 37,617Sub Total 37,156 37,815 38,571 39,343 40,130 193,01415 experts to conduct a rapid needs assessment to establish priorityareas in 3Rs by 2016 0 320 0 0 0 320Conduct training on 3Rs for two teachers per school for 17,476 preprimaryand primary schools by 2016; 2,226 7,373 7,373 7,373 7,373 31,719Facilitate TIE to develop three weeks course on 3Rs skills content andproduction of teaching and learning materials for two teachers per 17 17 18 18 19 89108

school in 17,476 schools by 2016Utilize the current school-based INSET to train 216,691 primaryschool teachers on 3Rs by 2016. 0 0 0 0 0 0Sub Total 2,243 7,710 7,391 7,391 7,392 32,127Provision of adequate and up to date equipment/ resources forassessment and administration of examinations.(consult NECTA) 0 627 0 0 0 627Making examinations competence based through training of 3examination setters per subject by 2016. 68 72 0 0 0 140Provide capacity building to 30 NECTA Examination Officers on usingICT in examination processing by 2016 111 113 115 118 120 577Establish secure and safe environment in the examination processincluding construction of 17,476 safe rooms by 2016 105 107 109 111 113 546Sub Total 284 919 224 229 234 1,890Scale up school feeding programmes to cover 17,476 pre-primary and 0 0 0 0 0 0109

primary schools by 2016.Establish school feeding coordination unit at MOEVT by 2014 0 0 0 0 0 0Develop guidelines for school feeding programmes and distribute17,476 primary schools by 2016 101 0 0 0 0 101Train two school committees members in 17,476 schools on NSF by2016 4,557 4,648 4,741 4,836 4,932 23,713Sub Total 4,657 4,648 4,741 4,836 4,932 23,814Provide 2 computers and accessories for each of 133 districts by 2016 107 109 111 114 116 557Provide four wheel drive vehicles for 78 districts by 2016 2,340 2,387 2,435 2,483 2,533 12,177Recruit and train 200 competent teachers especially on science andmathematics subjects to join school inspectorate by 2016 34 35 35 36 37 177Provide capacity building on Competence Based Curriculum for 1,283school inspectors through TIE by 2016. 171 174 178 181 185 889Provide capacity building on 200 science and mathematics school74 75 77 78 80 383110

inspectors for upgrading academic competencies by 2016Construct 83 district school inspectorate offices by 2016 498 508 518 528 539 2,592Sensitize key stakeholders on establishment of School InspectorateAgency by 2013. 53 54 0 0 0 107Sub Total 3,276 3,342 3,354 3,421 3,489 16,882Provide one computers and accessory for 596 TRCs by 2016 5,364 5,471 5,581 5,692 5,806 27,914Construct one new TRC for 132 LGAs by 2016 1,716 1,750 1,785 1,821 1,857 8,930Capacity building for 1,192 TRC Coordinators by 2016 216 221 225 230 234 1,126Sub Total 7,296 7,442 7,591 7,743 7,898 37,970Total of Quality 231,052 307,604 367,105 318,097 331,140 1,554,998STRENGTHENING CAPACITY IN GOVERNANCE AND MANAGEMENTTrain 17,476 school committees on school management, 2,628 2,680 2,734 2,788 2,844 13,674111

procurement and financial management by 2016Train 3,500 Ward Education coordinators in monitoring andevaluation by 2016 530 540 551 562 573 2,756Train 1,378 education actors from councils, regional and nationallevels in education management by 2016. 211 216 220 224 229 1,100Sub Total 3,369 3,436 3,505 3,575 3,646 17,530Provide office furniture to 3500 Ward Education Coordinators by,2016 67 68 69 71 72 346Provide one computer and one printer to 596 TRCs by, 2016. 417 426 434 443 452 2,171Provide motor cycles to 3500 Ward Education Coordinators by, 2016. 2,450 2,499 2,549 2,600 2,652 12,750Sub Total 2,934 2,992 3,052 3,113 3,176 15,267Education Sector Management Information Systems trainingprovided to 25 ADEM staffs, 399 councils officials, 48 regionalofficials and 120 MoEVT and PMO-RALG officials by June 2016. 2,730 2,785 2,841 2,897 2,955 14,208Procure computers and install Basic Education Database (BE-MIS) to385 393 401 409 417 2,004112

85 councils and 25 regions by, 2016.Monitor and evaluate the decentralization of BE-MIS to 153 Councilsannually 140 143 146 149 152 730Sub Total 3,256 3,321 3,387 3,455 3,524 16,942Train 396 council educational officials, 48 regional officials and 120educational actors at national levels in e-Governance by 2016. 547 558 569 580 592 2,846Connect internet to 420 TRCs, 153 councils and 24 regions by 2016. 179 183 186 190 194 932Procure and install e-Governance hardware and software to 132councils, 24 regions and at national level by 2016. 124 126 129 131 134 645Sub Total 850 867 884 902 920 4,422Disseminated PEDP III to 2808 educational actors from councils,districts, regional, as well as national levels and members ofparliament by 2016. 367 374 381 389 397 1,907Reconstruct MoEVT and PMO-RALG websites to accommodate PEDPIII documentation by 2016. 0 111 0 0 0 111113

Disseminate PEDP III messages through leaflets, fliers, calendars,diaries, radio and Television broadcasting annually to 2016 276 282 287 293 299 1,438Sub Total 643 767 669 682 696 3,456Total Strengthen capacity 11,050 11,382 11,497 11,727 11,961 57,618CROSS CUTTING ISSUES (CCIsSupply clean water, sanitation and hygiene facilities for 17, 476primary schools by 2016 1,223 1,248 1,273 1,298 1,324 6,366Develop and print 1000 EESD Training Manuals for trainers by 2016 0 69 0 0 0 69Train 17,476 head teachers and 3500 WECs on EESD by 2016. 2,694 2,748 2,803 2,859 2,917 14,022Sub Total 3,918 4,065 4,076 4,158 4,241 20,457Train 17,476 teachers on HIV and AIDS preventive education andguidance and counselling by 2016. 1,299 1,325 1,352 1,379 1,406 6,761114

Provide food, school uniform and school material and ensuremedication to 210,075 pupils and 12,600 teachers who infectedand/or affected by 2016 630 643 656 669 682 3,280Sensitize pupils and teachers in 17,476 primary schools to go forVoluntary Counselling and Testing (VCT) and declare their status by2016. 0 0 0 0 0 0Sub Total 1,929 1,968 2,007 2,047 2,088 10,041Develop and disseminate 8 capacity-building/training modules ongender management for MoEVT staff, institutions and agencies torespond to specific needs developed by 2016 0 95 0 0 0 95Print and distribute 200,000 copies of Gender Friendly SchoolHandbooks for Pre-primary and Primary School Teachers. 0 1,006 0 0 0 1,006Develop and disseminate 500,000 copies of gender sensitizationmaterials on the impact of gender issues on provision of educationthrough effective use of IEC by 2016. 0 759 774 0 0 1,532115

Disseminate the MoEVT Medium-Term Strategic Plan for GenderMainstreaming 2010/11–2014/15 to 153 councils, TIE, NECTA, ADEM,PMORALG and MOEVT by 2014. 0 0 19 0 0 19Sub Total 0 1,860 793 0 0 2,653Finalize and disseminate the National Guidance Strategic Plan oncare, support, guidance and counselling to 17,476 primary schools by2014. 0 0 204 0 0 204Develop life skills modules for 17,476 pre-primary and primaryschools by 2016. 128 131 133 0 0 392Provide life skills-based education to 8,247,172 pupils and 216,476teachers in 17,476 primary schools by 2016 73 75 76 78 79 382Sub Total 202 206 414 78 79 978Provide sets of sports and games facilities for 17, 476 primaryschools by 2016 210 214 218 223 227 1,091Provide first aid kits for 17, 476 primary schools by 2016. 524 535 545 556 567 2,728116

Sub Total 734 749 764 779 794 3,820Sensitize 17, 476 school committees on children against violence by2016 45 46 46 47 48 232Sub Total 45 46 46 47 48 232Total Cross cutting Issues 6,827 8,892 7,307 7,109 7,251 35,528EDUCATIONAL RESEARCHFifty (50)MoEVT and (50) PMO-RALG officials trained inoperational/practical, action-oriented research skills by 2016 352 359 366 373 381 1,831MOEVT’s Education Research Unit equipped with 3 laptops, 2projectors, 1 scanner, 1 printer and 2 digital cameras for smoothundertaking of researches by 2016. 13 0 0 0 0 13Sub Total 365 359 366 373 381 1,844Six (6) researches on enrolment and quality improvement in Pre- 293 298 304 310 317 1,522117

primary Education conducted by 2016Six (6) researches on access, equity and quality improvement inPrimary Education conducted by 2016 323 329 336 343 349 1,680Sub Total 615 628 640 653 666 3,202Two (2) impact studies/assessments of PEDP III componentsconducted by 2016. 0 348 0 0 366 714One (1) Impact study assessment of PEDP III conducted by 2016. 0 0 0 0 0 0Sub Total 0 348 0 0 366 714Six (6) Pre-primary Education research findings disseminated fordecision making and policy recommendation by 2016. 55 56 57 58 59 2856 Primary Education research findings disseminated for decisionmakingand policy recommendation by 2016. 73 74 75 77 78 377Sub Total 127 130 132 135 138 662Total Education Research 1,108 1,465 1,139 1,161 1,550 6,423118

MONITORING AND EVALUATIONDevelop and print 5,000 copies each of the two Monitoring andEvaluation guidelines for pre-primary and primary education by 2012 152 0 0 0 0 152Disseminate Monitoring and Evaluation guidelines to 5000 actors ofPEDP III at all levels according to institutional arrangements by 2013 0 110 0 0 0 110Conduct biannual (10 visits in five years) Monitoring of PEDP III until2016 269 274 280 286 291 1,400Disseminate biannual Monitoring reports to stakeholders through IECuntil 2016 0 61 63 64 65 253Conduct mid-term evaluation/review of PEDP III by 2014 0 0 270 0 0 270Disseminate reports of mid-term evaluation/review of PEDP III tostakeholders by 2014 0 0 66 0 0 66Conduct impact/final evaluation of PEDP III by 2016 0 0 0 0 329 329119

Disseminate reports of impact/final evaluation of PEDP III tostakeholders by 2016 0 0 0 0 70 70Total Monitoring and Evaluation 421 445 679 349 756 2,651GRAND TOTAL OF PEDP III394,663 554,444 633,672 599,877 615,457 2,796,253120

Annex 4bScenario 3: PEDP III- Financial Framework 2011/12 - 2015/16A: ResourcesResources 2011/12 2012/13 2013/14 2014/15 2015/16A1 Total Govt. Expenditure 13,525,895 15,119,600 16,631,560 18,294,716 20,124,188of which 10.00% 10.00% 10.00% 10.00%A2 Recurrent Expenditure 8,666,527 10,591,800 11,650,980 12,816,078 14,097,686A3 Development Expenditure 4,946,829 4,527,800 4,980,580 5,478,638 6,026,502Growth in total Govt. expenditureA4 Total Education Expenditure 2,421,135 2,892,149 3,297,050 3,758,637 4,284,846A5 Recurrent Expenditure 1,967,317 2,706,673 3,085,607 3,517,592 4,010,055A6 Development Expenditure 453,818 185,476 211,443 241,045 274,791A7 Total educ.as % of total Govt.expend 17.9% 19.1% 19.8% 20.5% 21.3%121

A8 Total Primary Education Expenditure 1,452,681 1,542,708 1,785,627 2,025,101 2,308,519A9 Recurrent Expenditure 1,285,899 1,488,922 1,681,807 1,905,146 2,157,417A10 Development Expenditure 166,782 53,786 103,820 119,956 151,102A11 Total primary educ.as % of total educ..expend 60.0% 53% 54% 54% 54%B: PEDP II Cost Projections2011/12 2012/13 2013/14 2014/15 2015/16B1 Total PEDP Cost 1,480,779 1,652,644 1,986,464 2,281,419 2,493,440B2 Recurrent Cost 1,044,300 1,466,346 1,658,667 1,879,965 2,134,025B3 Development Cost 436,479 186,298 327,798 401,454 359,415C: Financing Gap2011/12 2012/13 2013/14 2014/15 2015/16C1 Total Financing Gap 28,098 109,936 200,837 256,318 184,921C2 Recurrent Cost (241,599) (22,577) (23,392)122

(23,141) (25,180)C3 Development Cost 269,697 132,512 223,978 281,498 208,313C4 Total Financing Gap (in million USD) -199 81 149 190 137123

Assumption:Scenario 1 assume availability of safficient resources and fully implementation of activities (100%).While Scenario II assumes 50% of total requirements of Teachers’ houses, Classrooms and Toilets are constructed, the samerequirements will be fully financed in Pre-Primary education.In regard to Scenario 3, 25% of total requirements of Teachers’ houses, Classrooms and Toilets are constructed within fiveyears of PEDP III implementation and community contribution is assumed to be 20% of Total construction costs. Further,given the TCs capacity, 25% of the required Pre- Primary and Primary teachers to be recruited within 5 years of PEDP III.Capitation Grants for Pre Primary and Primary pupils is assumed to be Tshs 10,000/= per pupil per year and Tshs 20,000 forpupils with special learning needs.124

Annex 5:PRE-PRIMARY AND PRIMARY PROJECTIONSTable 1: Pre- Primary Classrooms 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 1034729 1221900 1417404 1620239 1830621Class size 25 25 25 25 25Requirement 41389 48876 56696 64810 73225Existing classrooms 17197 41389 48876 56696 64810Shortage 24192 7487 7820 8113 8415Depreciation 2% 344 828 978 1134 1296Total Shortage 24536 8315 8798 9247 9711Annual construction 4907 13222 13705 14154 14618Assumption: Class size 25 Pupils per classroom, depreciation of 2% peryear and GER of 68% by 2015/16Table 2: Pre- Primary Pit- Latrines 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 1034729 1221900 1417404 1620239 1830621Number of pupils per pit 20 20 20 20 20Requirement 51736 61095 70870 81012 91531Existing Pit latrines 34392 51736 61095 70870 81012125

Shortage 17344 9359 9775 10142 10519Depreciation 2% 688 1035 1222 1417 1620Total Shortage 18032 10393 10997 11559 12139Annual construction 3606 13999 14603 15165 15745Assumption: 20 Pupils per Pit and depreciation of 2% per year by 2015/16Table 3: Pre- Primary Desks 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 1034729 1221900 1417404 1620239 1830621Number of Pupils perDesk 2 2 2 2 2Requirement 517365 610950 708702 810119 915310Existing Desks 240744 517365 610950 708702 810119Shortage 276621 93586 97752 101418 105191Depreciation 2% 4815 10347 12219 14174 16202Total Shortage 281435 103933 109971 115592 121393Scenario 1:AnnualProcurement 56287 160220 166258 171879 177680Scenario 2:50% Annual28144 80110 83129 85939 88840126

ProcurementAssumption: 2 Pupils per desk and depreciation of 2% per year and 50%annual Procurement by 2015/16Table 4: Pre- Primary Teachers 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 1034729 1221900 1417404 1620239 1830621Pupil Teacher Ratio 25 25 25 25 25Requirement 41389 48876 56696 64810 73225Existing Teachers 8768 41389 48876 56696 64810Shortage 32621 7487 7820 8113 8415Attrition 3% 263 828 978 1134 1296Total Shortage 32884 8315 8798 9247 9711Annual Recruitment 6577 14892 15375 15824 16288Assumption: PTR 1: 25 and Teacher Attrition Rate of 3%Table 5: Primary Classrooms 2012-2016Item 2011/13 2012/13 2013/14 2014/15 2015/16Enrolment 8247172 8259546 8420256 8667638 8825326Class size 40 40 40 40 40127

Requirement 206179 206489 210506 216691 220633Existing classrooms 117907 206179 206489 210506 216691Shortage 88272 309 4018 6185 3942Depreciation 2% 2358 4124 4130 4210 4334Total Shortage 90630 4433 8148 10395 8276Scenario 1:Annualconstruction 18126 22559 26274 28521 26402Scenario 2:50% Annualconstruction 9063 11279 13137 14260 13201Assumption: Class size 40 Pupils per classroom, depreciation of 2% per year and 50%annual constructionTable 6: Primary Pit- Latrines 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 8247172 8259546 8420256 8667638 8825326Class size 23 23 23 23 23Requirement 358573 359111 366098 376854 383710Existing Toilet Pits 148501 358573 359111 366098 376854Shortage 210072 538 6987 10756 6856Depreciation 2% 1485 3586 3591 3661 3769Total Shortage 211557 4124 10578 14417 10625128

Scenario 1:AnnualProcurement 42311 46435 52889 56728 52936Scenario 2:50% AnnualProcurement 21156 23217 26445 28364 26468Assumption: 20 Pupils per Pit and depreciation of 2% per yearTable 7: Primary Desks 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 8247172 8259546 8420256 8667638 8825326Number of Pupils per Desk 2 2 2 2 2Requirement 4123586 4129773 4210128 4333819 4412663Existing Desks 2013532 4123586 4129773 4210128 4333819Shortage 2110054 6187 80355 123691 78844Depreciation 3% 60406 123708 123893 126304 130015Total Shortage 2170460 129895 204248 249995 208859Scenario 1:AnnualProcurement 434092 563987 638340 684087 642951Scenario 2:50% AnnualProcurement 217046 281993 319170 342043 321475Assumption: 2 Pupils per desk, depreciation of 3% per year and 50% annualProcurementTable 8: Primary Education Teachers Recruitment, 2012-2016129

Item 2011/12 2012/13 2013/14 2014/15 2015/16Enrolment 8247172 8259546 8420256 8667638 8825326Pupil Teacher Ratio 40 40 40 40 40Requirement 206179 206489 210506 216691 220633Existing Teachers 180987 206179 206489 210506 216691Shortage 25192 309 4018 6185 3942Attrition 1.5% 2715 3093 3097 3158 3250Total Shortage 27907 3402 7115 9342 7193Annual Recruitment 7004 12344 12344 12344 12344Assumption: PTR 1: 40 and Teacher Attrition Rate of 1.5%The 2011/12 recruitment (7004) is the expected TTC output of 2012. andtotal shortage distributed equally in the remaining yearsTable 9: Primary Teachers Houses, 2012-2016Item 2011/12 2012/13 2013/14 2014/15 2015/16Number of Teachers 180,987 185,276 206,489 210,506 216,691Proportion of Teachersin Remote Areas 1 1 1 1 1Requirement 108,592 111,166 123,893 126,304 130,015Existing Houses 30,376 108,592 111,166 123,893 126,304Shortage 78,216 2,573 12,728 2,410 3,711130

Depreciation 3% 911 1,629 1,667 1,858 1,895Total Shortage 79,127 4,202 14,395 4,269 5,606Scenario 1:Annualconstruction 15,825 20,027 30,220 20,094 21,431Scenario 2:50% Annualconstruction 7,913 10,014 15,110 10,047 10,715Assumption: Houses Projected for 60% of teachers assumed in rural areas, depreciation of 3%and 50%of the 60% annual constructionTable 10: Standard 1 Enrolment Projection, 2012-2016Year Pop 7 Years GIR STD 1 Intake2012 1,310,479 107 1,404,8332013 1,348,483 105 1,415,9072014 1,387,589 104 1,443,0922015 1,427,829 102 1,456,3862016 1,469,236 100 1,469,236Table 11: Unit Cost for Construction of Facilities/Furniture (Tshs. Mill.)ScenarioScenario131

1 21. Classrooms (Pre-primary and Primary) 7.5 6.02. Teachers Houses 13.5 10.83. Latrines 0.7 0.74. Chairs 0.03 0.035. Desks 0.03 0.036. Tables 0.04 0.04Scenario I cost for Class rooms and Teachers’ housesconstructionsexcludes Communities contribution of 20% while that ofScenarioII include Community contribution.Table 12: Capitation Grant1. Facility repairs 2,0002. Textbook, teaching guides, supplementaryreading materials4,0003 Chalk, exercise books, pens, pencils 2,0004. Administration materials 1,0005. Examination paper, purchase and printing 1,000Total Capitation 10,000132

ANNEX 6: ROLES AND RESPONSIBILITIES OF EDUCATION ACTORSSchool CommitteeThe School Committee’s roles and responsibilities are to:oversee the day-to-day affairs of the school;maintain, operate bank account(s) and manage funds received forimplementation efficiently and effectively while guaranteeing maximumaccountability and transparency;safeguard school properties;work together with the Head Teacher and Teachers to prepare a Whole SchoolDevelopment Plan;approve Whole School Development Plans and budgets and submit toMtaa/Village Government for consolidation in the village plans and subsequentforwarding to Ward Development Committees (WDC) for scrutiny,consolidation and approval;prepare and submit accurate and timely progress reports (physical and financial)to the Village/Mtaa and Council;communicate effectively educational information to all parents, pupils,community, Village/Mtaa and Council and;sensitize and involve all pupils, village/mtaa community and school staff inrespect of the roles they can play in maximizing the objectives of the school.Village/Mtaa levelPrimary schools are located within the Village/Mtaa. Communities surrounding theschool(s) have the roles and responsibility to spearhead development of the school.The roles and responsibilities of the Village/Mtaa are to:ensure that all girls and boys of school age in the Village/Mtaa are compulsorilyenrolled and attend school;133

sensitize the community in enrolling children in Pre-Primary and Primaryclasses.enact and enforce bylaws on enrolling and continuous attendance andcompletion;ensure safe custody of school properties;mobilize the community to contribute locally available materials forconstruction of school infrastructure and through providing labour;communicate educational information to the Village/Mtaa communityeffectively and;provide land for school activities including expansion of school infrastructure.Ward LevelIt is expected that the community and the leaders in the ward work together toensure that all children of school age are enrolled and attend school withoutdropping out. The Ward Education Coordinators (WECs) are responsible forcoordination and supervision of pre-primary and primary school development intheir respective wards.The WEC’s roles and responsibilities are to:ensure that all children of school age in the ward are enrolled and that theyattend school without dropping out;help school committees in identifying their priorities and assist them indeveloping medium term whole school plans;ensure that the implementation of PEDP III funded activities operate in atransparent and accountable manner;provide professional and administrative support to schools and;share information and facilitate the participation of all parents and thecommunity in realizing the PEDP III objectives.Division Level134

Divisional Officers play a dual role. They report to the District Commissioner onmatters related to Central Government and to the Council Director on matterspertaining to Local Governments, education issues being one of them. DivisionalOfficers have responsibility to oversee implementation of PEDP III activitieswithin their area of jurisdiction.The Divisional Officers’ roles and responsibilities are to:advice the Council Director on implementation of PEDP activities in theDivision; andsupervise implementation of PEDP III activities in the Division.Council LevelThe LGA is responsible for the planning, management, monitoring and evaluationand ultimately the delivery of all pre-primary and primary education serviceswithin its boundaries.The LGAs’ roles and responsibilities are to:involve the community and other stakeholders in the preparation of five yearand annual development plans for the councils’ pre-primary and primaryeducation delivery;involve the community and other stakeholders in meaningful participation inplanning, implementing and monitoring and evaluation processes;guide and enforce the proper use and accounting of funds by the SchoolCommittees;conduct periodic auditing of school funds including Public ExpenditureTracking Surveys (PETS) and provide advice to Head teachers;prepare and submit physical and financial progress reports regularly and in atimely manner to PMO-RALG and MOEVT through the Regional Secretariat;provide technical support to schools and Village/Mtaa committees in the tasksof procurement and proper utilization of funds and;135

communicate effectively educational information to Village/Mtaa, schools andother relevant stakeholders.Regional LevelThe Regional Secretariat Office is responsible for providing technical support andadvisory services to the Councils to enable them to implement PEDP III in the mosteffective and efficient way.The responsibilities of the Regional Secretariat are to:guide, coordinate and monitor the delivery of Pre-Primary and PrimaryEducation by Councils;provide technical support to council education offices;ensure that LGAs prepare consolidated five year and annual educationdevelopment plans in a timely manner;consolidate LGAs’ pre-primary and primary education plans and budgets withinthe Region and submit them to PMO-RALG and MOEVT to facilitate sectoraleducation planning;carry out periodic internal and external audits in the LGAs and schoolsincluding PETS and;communicate effectively education information to councils and other relevantstakeholders.Central levelThe Ministry of Education and Vocational Training (MOEVT)The role and function of MOEVT is to formulate policy and regulations, qualityassurance, setting standards, planning, monitoring and evaluation.There are five core support institutions which play important roles in the deliveryof quality education. The core institutions are:136

Tanzania Institute of Education (TIE) which has the role of developing curriculaand production of teaching and learning materials;National Examinations Council of Tanzania (NECTA) which sets Examinationsand award grades to all levels of basic education;Agency for Development of Education Management (ADEM) which trainseducation managers and supervisors;Tanzania Library Services (TLS) for training of library personnel and provisionof library services support;Institute of Adult Education (IAE), which trains adult education specialists, andcoordinates upgrading of distance learning and;Tanzania Education Authority (TEA) which mobilises funds for education.The Permanent Secretary (PS) is responsible for the overall strategic leadership ofPEDP III implementation assisted by the PEDP Co-ordinator who will beresponsible for coordinating PEDP III implementation and facilitating consultationswith NGOs, Development Partners and other stakeholders supporting the subsectorreforms.The responsibilities of MOEVT are to:set policies that ensure provision of quality education for all in Tanzania;collaborate with PMO-RALG and all key stakeholders to prepare action plans,guidelines and manuals for PEDP III implementation;collaborate with PMO-RALG on issues of planning, monitoring and evaluationand audits;carry out reviews of PEDP III/ESDP implementation jointly with otherstakeholders;support and build the technical and professional capacity of Central, Regionaland Council Education Offices;137

produce regular progress reports (physical and financial) to be submitted to theESDC and the Inter-Ministerial Steering Committee (IMSC);conduct PETS;collate and communicate education information and data to all system levelssupporting education institutions and interested stakeholders and;receive education information from all system levels and stakeholders.Prime Minister’s Office – Regional Administration and Local Government(PMO-RALG)The roles and functions of PMO-RALG are to oversee the decentralization ofGovernment functions to local levels including the delivery of pre-primary andprimary education by Councils. It provides technical support to RegionalSecretariats and LGAs. At national level it monitors, evaluates and co-ordinatesregional development plans in collaboration with MOEVT.The PMO-RALG Pre and Primary Education Section headed by an AssistantDirector, coordinates implementation of PEDP III under the Basic EducationCoordination Division, PMO-RALG also collaborates with MOF and MOEVT todevelop and implement strategies towards harmonization of the education grantsystem and LGAs’ grant system in the context of the Local Government ReformProgram.The responsibilities of the Pre-primary and Primary education Section are to:supervise and oversee the delivery of pre-primary and primary education byLGAs;ensure LGAs prepare consolidated five year and annual education developmentplans that conform to Government development goals and quality assurancestandards;138

consolidate Regional plans and budgets into National Plans of Action, whichprovide the basis for the approval and transfer of PEDP III funds from theTreasury;collaborate with MOEVT in order to monitor, evaluate and review PEDP IIIimplementation;support and build the capacity of education advisers in the regions and councils;produce regular physical and financial reports to the Treasury and MOEVT;conduct PETS;receive education information from all system levels and stakeholders and;communicate education information to all system levels and stakeholders.Education Sector Development Committee (ESDC)ESDC is a consultative dialogue comprised of representatives from PMO, Ministryof Finance (MoF), MCDGC, MOEVT and PMO-RALG, representatives of NGOs,Faith Based Organizations, Teacher Trade Union and Development Partners activein education. The committee has the responsibility of overseeing the development,implementation and monitoring of education sector programmes and; enhancingthe sector dialogue. ESDC is co-chaired by the Permanent Secretaries of MOEVTand PMO-RALG.ESDC has eight Technical Working Groups (TWGs) namely: EnrolmentExpansion, Quality Improvement, Resource Allocation, Cost Efficiency andFinancing (RACEF), Institutional Arrangements, Higher Education, Technical andVocational Training (TVET), Monitoring and Evaluation and Cross-Cutting Issues(CCIs). Each TWG is responsible for planning the implementation of sectordevelopment programmes including PEDP III and SEDP. The ESDC has a TaskForce consisting of representatives of all key members from the TWGs and139

oversees and scrutinizes the work of the TWGs before submission to the ESDC forapproval.The responsibilities of ESDC are to:ensure that sector education plans are in line with Government policies;identify needs for technical and financial resources to support sub-sectoreducation programmes and PEDP III in particular;advise the management on an effective multi-media Information Education andCommunication (IEC) programme;relate to PEDP III plans, budgets and expenditure reports and other educationsub- sector programmes;review PEDP III targets annually in order to assess progress and to set targetsfor the following year;ensure the participation of education stakeholders in the ESDP review processand;collect, communicate and receive educational information among educationstakeholders in the structured ESDP dialogue fora.Education Sector Development Programme (ESDP) Inter Ministerial SteeringCommittee (IMSC)The ESDP Steering Committee is an inter-ministerial organization that co-ordinatesand spearheads ESDP implementation. The committee oversees performance oftwo development committees namely: Education Sector Development Committee(ESDC) and Folk Education Development Committee (FEDC). Members of theCommittee are the Permanent Secretaries of the following Ministries:Ministry of Education and Vocational Training (MOEVT);Prime Minister’s Office, Regional Administration and Local Government(PMO-RALG);140

Ministry of Labour and Employment;Ministry of Community Development, Gender and Children (MCDGC);Ministry of Information Youth, Culture and Sports;Ministry of Communication, Science and Technology and;Ministry of Finance (MOF).Other members are the Directors from Department of Government Business, PrimeMinister’s Office (PMO) and the President’s Office Planning Commission. ThePermanent Secretary in the MoEVT chairs the committee meetings.The roles of the IMSC are to:oversee and monitor implementation of ESDP;provide higher level inter-ministerial co-ordination;ensure ESDP consistency with broad Government policies and;institute an annual joint stakeholder review process that operates in line with theGovernment’s commitments to the Public Expenditure Review (PER), GBS andNSGRP processes.OTHER MINISTRIESThe Ministry of Finance (MoF)The Ministry solicits financial resources from different sources. It also developsand provides guidelines and regulations on financial management and procurementfor the implementation of PEDP III. The MOF in collaboration with MOEVT,PMO-RALG and CAG will take the lead to ensure timely auditing of educationfunds at all levels.The Ministry of Health and Social Welfare (MoHSW)141

The Ministry works closely with MoEVT in the development of an integrated ECDcurriculum, modules and guidelines for ECD service providers, including preprimaryeducation teachers. The Ministry also prepares children 3-4 years to joinpre-primary education. In addition the Ministry handles vulnerable groups ofchildren and those in conflict with the law through the National Costed Action Planfor most vulnerable children. MoHSW in collaboration with MOEVT implementsSchool Water, Sanitation and Hygiene (SWASH).Ministry of Community Development Gender and Children (MCDGC)The Ministry works closely with MoEVT in implementation of IECD. TheMinistry also coordinates all children issues through the Child Development Policyof 2008. In addition the Ministry also is a key advocate for the PEDP III agenda atthe community level. The Ministry leads the Folk Education Developmentprogramme of the education sector.Development Partners and Other Funding AgenciesThere is a partnership among the Government, Development Partners and otherfunding agencies. Development Partners funds designated for support to the PEDPIII are channeled to the Government through GBS, Sector Budget Support (SBS),Basket Funds and Direct Project Support. The Government’s preferred aid modalityis GBS as this reduces transaction costs.The responsibilities of the Development Partners and other funding agencies are to:align Development Partners and other funding agencies’ plans and policies intothe Government’s policies;harmonize Government, Development Partners’ and other funding agencies’policies and plans for the development and support of pre-primary and primaryeducation;142

participate as joint stakeholders in the ESDP review process including PETSand;communicate information effectively to the sector ministries and to otherrelevant stakeholders in a transparent manner though ESDP dialogue.Non State Actors (NSAs)NSAs include Non-Government Organizations (NGOs), Community-BasedOrganizations (CBOs), Faith Based Organizations (FBOs), Civil SocietyOrganizations (CSOs) and the Private Sector. Provision of quality primaryeducation to all children requires the participation of a broad range of actors aseach of them has important roles to play.The responsibilities of Non State Actors are to:participate effectively in planning, implementing, monitoring and evaluatingactivities at all levels that support the ESDP and PEDP III objectives;participate as joint stakeholders in the ESDP review process including PETS;contribute their experiences, knowledge, human, financial, technical andmaterial resources to the improvement and provision of quality basic education;facilitate community participation in primary education;advocate and lobby for innovations in implementation of PEDP III at variouslevels;collect and communicate effectively educational information from and to alleducation stakeholders and;uphold the principles of transparency, accountability and good governance in alltheir activities.143

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