News

Elimination of O-Level Fees

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October 1st, 2014
by Michael


Last month, in “Public Commends Planned Scrap of O-Level Fees“, the Guardian reported that the government plans to eliminate fees at O-Level secondary schools. The stated goal of the plan is to make O-Level financially accessible for everyone. While the plan may have been widely commended, there are several hurdles to achieving the desired effect.

While eliminating school fees would make O-Level more affordable, there are still many other contributions that some families would find prohibitively expensive. In the Guardian’s article Professor Lipumba is quoted as stating that, “even in primary schools where education is free there is quite a number of contributions.” At the secondary level the contributions are even more numerous. In addition to the prescribed government school fees of 20,000/= a year, every school we are aware of also charges an academic fee that is typically 10,000/=. Then, depending on the school, there can be fees for electricity, maintenance, security, food, paper, and potentially other items, each of which is usually between 5,000/= and 15,000/=. When students join they often have one time contributions for an item or two (or money to purchase them) like a desk, bucket, or hoe. Students in examination years (the second and fourth years) have additional fees for the national examinations, regional mocks, and (for some schools) other practice tests. Clearly the sum of these contributions can be quite large and are often greater than the school fees themselves. Eliminating school fees is a step towards making O-Level universally accessible, but as long as the students have such large manditory contributions there will be a few families who cannot afford to send their students to O-Level.

As the article mentions, there is the potential that scrapping the school fees will not result in a smaller financial burden. A decade ago the government eliminated school fees at the primary level and halved the fees at the secondary level. The government promised to provide the schools with capitation grants in order to compensate for the revenue lost through fee reductions, but it has struggled to fulfill its committment. Last year Twaweza reported that between 2010 and 2012 Tanzanian primary schools received less than a quarter of the money they were owed by the government (Capitation grants in primary schools: a decade since their launch, is money reaching schools?). While we have heard that the situation is better at the secondary level, if the government is going to eliminate school fees entirely for O-Level schools it needs to be prepared to fully supply the capitation grants in a timely fashion. The recently announced decision to deposit money directly into school accounts (Yes, Capitation Grants Need Control) is a promising step, but if schools do not receive their money from the government they will likely increase the other required contributions in order to avoid losing revenue. If the elimination of school fees results in an equal increase in other required contributions then there will be no change in the affordability of O-Level.

Sadly, even if the government does manage to transfer the required money to every school in a timely fashion there will likely still be increases in other contributions. School officials know that people are used to paying that amount of money and some will undoubtably raise contributions to increase the revenue at their schools. Hopefully any additional money they require will be used for the benefit of the students


“Big Results Now” Initiative For Education is Underwhelming

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August 31st, 2014
by Keegan


In 2013 President Kikwete announced the “Big Results Now” initiative, a US$416 million effort targeted at eight priority areas, one of which is education. The World Bank largely funded the education initiative’s budgetof $122 million. The program has some positives such as cash transfers to families to who keep children in school. It also is shifting away from what is described as educational inputs such as “books and classrooms” (ironically, in the early 2000’s  the World Bank championed the SEDP program which fueled a rise in classrooms at the expense of education quality).

The program promises financial rewards for school performance. This idea, controversial in many countries, has some shortcomings. Where will this money go? Will it gentrify the education system? Wouldn’t there be even more of a reason to look the other way when students cheat on their PLSE and CSEE? Or, the easiest solution, just make the tests easier.

If you look at the Tanzanian Education National Dashboard there was, for the most part, dramatic improvement in pass rates in nearly every region. It is doubtful that a few months after the program’s announcement such rapid improvements occurred. More likely the CSEE was easier either in content or grading.

The money should be targeted at keeping the best teachers. Teachers are the single most important factor on student achievement. Ensuring that they have the financial means to focus solely on teaching every one of their periods should be part of this initiative. Too often teachers skip periods for side businesses or farming. Also too often ineffective teachers are left in the classroom.  While this program brings a carrot of $122 million pumped into the school system there are few sticks mentioned. “This is the Big Results Now in Education program which includes financial rewards for school performance, early grade student assessments, targeted support to lagging students, recognition incentives for teachers, and ensuring that funds reach schools in a timely manner.” Really this program should give Mkuu’s the ability to hire and remove their teachers as they see fit and be responsible for their respective school’s improvement. The Ministry of Education would have the ability to quickly remove underperforming Mkuus.

The World Bank is rewarding high performers without reforming low performers.

Sources

How Tanzania Plans to Achieve Big Results Now in Education

http://www.worldbank.org/en/news/feature/2014/07/10/how-tanzania-plans-to-achieve-big-reforms-now-in-education

Tanzanian Educational Dashboard

http://www.necta.go.tz/opendata/brn/index.php?mp=1

Big Results Now in Education: Sector Summary http://www.moe.go.tz/index.php?option=com_content&view=article&id=1717&Itemid=635

Teachers Matter

http://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html

 


Tananian Government should Focus on Improving Quality of Education Before Further Expansions

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July 13th, 2014
by Michael


Human rights groups have been campaigning in Tanzania for the abolishment of using the Primary School Leaving Examination (PSLE) as a filter to determine which students will attend secondary school. These groups argue that abolishing PSLE would allow all students to attend secondary school and, as a result, help reduce child labor. While having universal secondary education is a laudable goal, TETEA is concerned that a rapid increase in enrollment at the secondary level would have a detrimental impact on the quality of education provided.

The primary reason for TETEA’s concern is that many children finishing primary school are not prepared to continue their education. Based on several years of research conducted by Uwezo, an educational rights organization, student literacy rates at the primary level are abysmal. Uwezo found that almost 15% of Tanzanian pupils in Standard 7 (the final year of primary school) were unable to read a paragraph at the Standard 2 level in Swahili, which is the language of instruction in primary school as well as the country’s lingua franca. Over 30% of pupils finishing primary school were unable to read a paragraph in English, the language of instruction in secondary schools, at the Standard 2 level. TETEA believes that children who have neither mastered the language of instruction of primary school nor demonstrated satisfactory understanding of the language of instruction used in secondary school should not be allowed to progress.

Eliminating the PLSE would only limit the ability of the Ministry of Education and Vocational Training (MoEVT) to determine who has the necessary skills to succeed in secondary school; it would do nothing to ensure that students are learning. Placing students in an academic program for which they are unprepared is not providing educational access. Instead, it may add more strain to an already poorly funded educational system. This hurts those students who are academically prepared for secondary school, as fewer resources (time spent on teaching, books, classroom space) will be allocated to help them continue to succeed. It will also negatively impact those students who are not prepared, as these students will continue to fall further behind and may develop a lower sense of self-efficacy/self-image. While student achievement/learning would not increase, there would likely be a decrease in secondary school national exam pass rates. A similar educational policy change was implemented in 2009, when the MoEVT eliminated the requirement for students to pass the Form 2 examinations before continuing on to Form 3. While more students were retained through Form IV, the number of Division 0′s (those who were unable to score more than 20% in at least two subjects) rose to more than 50% of students. This, in turn, led the government to reconsider its decision, requiring students to pass Form 2 examinations before progressing to Form 3.

Focusing on eliminating the PLSE draws attention away from another issue related to student attendance: the ability of students to afford schooling. While they would like to go to school, many students face financial burdens that lead them to drop out and seek employment. Not only are there lost wages associated with school attendance, but there are also a number of additional costs (such as school fees and uniform costs). In order to reduce the financial disincentives for attending school, governments often eliminate school fees. The Tanzanian government eliminated primary school fees in the 2000s in attempts to attain universal primary education. Though it promised to compensate those schools for the lost tuition through capitation grants, it has not kept that promise. According to Uwezo, primary schools receive approximately one fifth of the capitation grants that they are entitled to. If the MoEVT were to make secondary education universal, there might be pressures to reduce or eliminate school fees. Given the government’s difficulty in supporting schools at the primary level, TETEA is concerned that any attempts to abolish school fees at the secondary level would leave many more schools under-resourced.

Given the problems associated with rapidly increasing the number of secondary school students (a lack of teachers, books, classroom space, etc), TETEA feels that if the MoEVT does attempt to increase the number of students in secondary school it should do so gradually and ensure that additional resources are allocated to support the increase. Also, the MoEVT should work to allocate more resources at the primary level to ensure that students are better prepared for secondary school. Universal secondary education is a worthy goal to strive for, but it should not be rushed. While an increase in secondary school attendance could reduce the incidence of negative societal outcomes (such as child labor or teen pregnancy), it could also reduce educational quality. Rather than expanding enrollment at secondary schools, TETEA believes efforts should focus on improving the quality of education at primary schools. Achieving universal literacy at the primary level, in both Swahili and English, should be the current aim of government efforts. Only then, and as greater numbers of students are finishing primary school with adequate preparation, should the government begin increasing enrollment at the secondary level.

 

Sources:

Are Our Children Learning? (UWEZO): http://www.uwezo.net/wp-content/uploads/2012/08/TZ_Uwezo2012ALAReport.pdf

Capitation Grants in Primary Schools: A Decade Since Their Launch, Is Their Money Reaching Schools? (UWEZO): http://www.twaweza.org/go/sauti-brief-capitation

Let’s Tackle Primary School Leaving Examination (Daily News): http://www.dailynews.co.tz/index.php/features/31338-education-week-let-s-tackle-primary-school-leaving-examination

Rising Illiteracy Should Be Taken Seriously (IPP Media) http://www.ippmedia.com/frontend/index.php?l=37381


Tanzania Rolling Out Form IV Pre-tests

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May 6th, 2014
by Michael


Tanzania Daily News recently wrote an article, Tanzania: Provisional Form Four Tests in Pipeline, describing the government’s plan to roll out provisional tests designed to help students and teachers assess which topics they should spend more time on before the real national examinations.  The program could be beneficial, though I wonder how detailed the feedback will be.  Form IV students have been doing mock examinations at the regional level for years, though they only receive scores by subject.  Perhaps the schools will receive detailed reports breaking down performance on each question like they’ve started releasing for the national examinations (example for Civics 2013)?


DEO and Headmasters Demoted in Mbinga

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March 8th, 2014
by Michael


Last month Daily News and Habari Leo reported that the District Education Officer and six headmasters were demoted in Mbinga for misusing funds.  Secondary schools receive money from the government (based on the number of students enrolled) and stipulations on how the money is to be spent.  Apparently a lot of money that was intended to purchase books for the schools was diverted to other purposes.
I agree with Marycelina Masha that the punishment doled out to them was fairly light.  I believe that the former headmasters have only lost a position of respect and not received any economic punishment.  (While teaching in Tanzania I was told that salaries at government schools depended only on education and the number of years taught, and that administrators like headmasters did not receive any more money than if they were regular teachers.)  Still, this is better than the more commonly used disciplinary measure of transfering someone to a smaller and/or more rural school.
While the Daily News article states that embezzlement in the education sector is a problem across the country, this case is particularly relevant to TETEA since it occurred in the geographic area where we are focused.  In fact, three of the demoted headmasters teach at schools that are very close to the library we help operate.  The closest, Maguu Secondary, is only a few hundred meters from the library.  Mkuwani Secondary is a bit farther away, though we receive more visits from its students.  Langiro Secondary is less than six miles from the library and its students occasionally go to the library after attending mass at the nearby church or visiting the market on the weekend.  Hopefully the change of leadership will result in these schools being better equipped, but in the meantime I’m glad that the library is nearby to provide access to textbooks for any interested students.

Form Two Results Released

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February 1st, 2014
by Michael


A summary of the 2013 Form 2 examination results was reported by Mwananchi, The Citizen, and Majira. Of the students who took the examination only 62% passed. This is a slight decrease from the previous year when 64% passed.

The papers also reported that students will continue with school regardless of results. Last year the government had announced a return to using Form 2 examinations as a gate, allowing only those who averaged at least 30% to continue on to Form 3. Now the government is stating that students who averaged at least 20% should continue to Form 3 as well, though in a remedial section that will review Form 2 material as well. Also, it appears that the government is going to allow students to repeat Form 2 multiple times, instead of having them end their education career after failing twice as was done in the past.

While it is understandable that the government doesn’t want to abandon its students, I wonder how many of the students who are being allowed to continue in remedial classes will successfully pass their Form 4 examinations. Not only do they have more information to learn over the next two years because of the need to cover the material from the earlier forms, but I suspect they will also be taught less than their peers in the regular sections. Many periods pass without a teacher entering the classroom in Tanzania, and I believe that a remedial section would be much more likely to be skipped than regular sections. Strong leadership is needed from the government to ensure that the students aren’t just given opportunity to take the Form 4 examination in two years, but are also given the education that will help them pass the tests.


TETEA Embarks on a New Education Service: TextTETEA

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November 10th, 2013
by Keegan


Click here for news story: TextTETEA News Article


Government Announces Digital Library

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October 8th, 2013
by Charles


Last month, the DailyNews reported that the Prime Minister of Tanzania has announced government plans to create a digital library which would contain all student textbooks and other paper-based materials (for the article, see: http://www.dailynews.co.tz/index.php/local-news/22592-pm-educational-materials-to-go-digital).  It is unclear when these materials will be publically available or even if work has begun on the project, though it will probably be several years before such a program would be fully operationally.

 

As computers, tablets, and smart phones become more widespread, a digital library could become very useful. Students would be able to access their course materials without having to pay for them. Also, having access to a complete library would allow students to view materials that otherwise would have been unavailable due to the scarcity of textbooks at many schools and the phasing out of old textbooks.

 

While the project has many potential benefits, there are several issues that should be addressed. First, large segments of the population do not have access to the resources necessary for the effective use of a digital library. Many schools do not have access to the technological aids (computers, smart phones, internet connections) required to access a digital repository; some of these schools do not even have electricity. Such schools tend to serve students who are poorer and who are more likely to be located in rural areas; these students tend not to have access to the requisite technological aids, either.  If nothing is done to improve access to such aids, a digital library might increase the educational divide between the wealthy and the poor.

 

TETEA maintains that technology can be beneficial and that a resource such as a digital library would beneficial; this belief led us to develop our own resource library at maktaba.tetea.org, where Tanzanian students and teachers can obtain study guides and past national examinations. That said, it is important that one remains cognizant of the potential pitfalls of such initiatives and work to mitigate any negative consequences.  TETEA, for example, operates a rural library which contains all of the materials available through the online resource library, providing access to students who are unable to use the internet.


Reading for Pleasure Improves Classroom Performance

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October 8th, 2013
by Michael


The Center for Longitudinal Studies recently posted an article describing an Institute of Education study that found that children who regularly read for pleasure perform better in the classroom. We’re hoping that holds true for the children visiting the MACOBICA Library in Maguu. While roughly half of the visits are from secondary school students who come to the library occasionally in search of material to study, there are several young primary school students who regularly visit to read childrens’ books. In August Herieth (Grade 3), Allan, (Grade 2), and Samuel (Grade 2) visited the library 24, 22, and 18 times respectively. By partnering with MACOBICA to start and operate the library these children now have access to a far wider of selection of books to read than would have been available otherwise, and thus can develop the love of reading that will assist them as they continue their education.

Here is a link to the article.


Plight of Poor Rural Girls Evidenced in Tanzanian Education Report

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August 18th, 2013
by Greg


Prepared by the Government of Tanzania with support from UNESCO and the World Bank, Tanzania’s most recent Education Sector Analysis (2011) provides a wealth of analytical information meant to “nourish the dialogue between the government and education sector stakeholders, including development partners.”  In light of our goal of founding and operating a successful secondary school in Tanzania, this document provides a justification for our decision to target female students from rural locations who but for assistance would lack the financial resources to pursue further education.

Across Tanzania, access to secondary level education continues to be problematic, despite recent gains.  In 2009, half of children had access to O-Level secondary school and 23 percent were able to reach the last grade of the cycle, up from just eight percent in 2003. These recent gains are largely attributable to government policy of having a government secondary school in each ward.  A-Level secondary school access is still notably low, at just five percent.

Disparities in educational access, retention, and outcomes exist across area of residence (urban/rural), gender, and income.  Schooling inequalities are particularly unfair to children from rural areas with a gap in the probability of access of 23 percentage points for O-Level entry.  Gender gaps are significant with 95 girls enrolled for every 100 boys in O-Level, dropping to 83 girls for every 100 boys in A-Level, and only 65 women for every 100 men in higher education.  Despite these notable inequalities, the single most discriminatory factor in schooling patterns is families’ level of income.  These effects are seen as early as primary school despite Tanzania’s fee-free policy where there are 95 students from the poorest quintile enrolled for every 100 students from the wealthiest.  Thereafter a precipitous decline leads to 30 of the poorest students for every 100 of the wealthiest students at O-Level, 6 of the poorest students for every 100 wealthy students at A-Level, and 0 of the poorest students for every 100 of the wealthiest at the university level.

These statistics lay bare the educational plight facing the most disadvantaged students standing at the confluence of these three factors: poor rural girls.  While 92.5 percent of poor rural girls have access to primary school, only 50% finish.  7% are reckoned to have O-Level access and only 1% complete O-Level, with 0% having A-Level access.

The report concludes that conditions demand affirmative action to enhance girls’ participation in school to ensure gender parity at post-primary levels.  Suggestions for improving girls participation in the education system include  “awareness raising campaigns to sensitize parents on the value of educating girls beyond primary, and on the negative impact of early marriage and pregnancy on schooling and female health, greater numbers of female teachers and the provision of community-based hostels to avoid girls the long journeys to and from school, addressing security concerns, and scholarships and cash transfers targeting bright girls, reducing direct and opportunity costs.”

TETEA is uniquely positioned to act on these inequalities by implementing policies at its secondary school that make education a reality for the most disenfranchised of Tanzanians.  With school goals that make explicit our dedication to providing access to education to girls without financial ability, we will strive to subsidize their education with a financial model in which a majority of students pay full tuition while those without financial ability are awarded scholarships based on merit and demonstrated need with assistance from outside donations.  Building on the strengths of a student scholarship program that has identified and funded more than 40 students in need of assistance, we are dedicated to continuing to refine our methods for targeting the most needy of poor rural girls to insure our work is for their benefit.

Tanzanian Education Sector Analysis 2011, Executive Summary:

http://unesdoc.unesco.org/images/0021/002152/215247e.pdf