Tanzania   SABER Country Report ENGAGINGTHEPRIVATESECTORINEDUCATION 2015   100095 Policy Goals for Independent Private Schools Status 1. EncouragingInnovationbyProviders Central government has legal authority to set minimum standards for teachers and  determine class size. Central government also has the legal authority over how the curriculumisdelivered.Theschoolhasthelegalauthoritytodetermineteachersalary levels,andtoappointanddismissteacherswithoutreviewfromcentralauthorities. 2. HoldingSchoolsAccountable Governmentsetsstandardsforwhatstudentsneedtolearn,bywhen,andhowwell.  Standardizedexamsareadministeredinselectgradesannually.Government requiresschoolstoundergoastandardterminspection.Inspectionreportsinclude strengthsandweaknessesoftheschool,specificprioritiesforimprovement,and schoolsarerequiredtosubmitaschoolimprovementplanfollowingtheinspection. Sanctionsincludeadditionalmonitoring,andasafinalmeasureschoolclosures basedontheresultsofschoolinspections. 3. EmpoweringAllParents,Students,andCommunities Regularinformationisprovidedtoparentsonstandardizedexamresults.Students  andparentsareinterviewedaspartoftheinspectionprocess.Thegovernmentdoes notprovidetaxsubsidiesorcashtransfersforfamiliesattendingprivateschools.  4. PromotingDiversityofSupply Thegovernmentallowsallofthefollowingtypestooperateaschool:community,  notͲforͲprofit,faithͲbased,forͲprofit.Certificationstandardsthatarenotlinkedto educationoutcomesrestrictentry,includingfacilities(separatesciencelabsetc.) andassets(ownershipoflandandbuildings).Registration/certificationguidelines aremadepublicbutfromasinglesource.Schoolsareabletooperatewhilepaying twoorthreetypesoffees.Schoolssetfees,butaresubjecttoreviewfrom government.      TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Introduction This report presents an analysis of how effectively the currentpoliciesinTanzaniaengagetheprivatesectorin Inrecentyears,theprivatesectorineducation,including basic (primary and secondary) education. The analysis a vibrant mix of forͲprofit, nonͲprofit and faithͲbased draws on the Engaging the Private Sector (EPS) organizations,hasgrownsignificantlyaroundtheworld. framework, a product of the World Bank’s Systems In the last two decades, the percentage of students in Approach for Better Education Results (SABER). SABER lowͲincome countries attending private primary collects and analyzes policy data on education systems schools doubled from 11 percent to 22 percent (Figure around the world, using evidenceͲbased frameworks to 1). This growth in private provision is closely connected highlightthepoliciesandinstitutionsthatmattermostto totheboominaccessthathastakenplaceinlowͲincome promotelearningforallchildrenandyouth. nations over the last two decades—primary net SABERͲEPSresearchinTanzaniahasfoundthataccessto enrolment increased from 55 percent to 80 percent primary education is nearly universal; however between1990and2010. enrolments at the secondary level are low. Challenges As countries redouble their efforts to achieve learning also remain at the primary and secondary levels for all at the primary and secondary levels, the private regardingequityandquality.Theprivatesector’srolein sectorisaresourceforaddingcapacitytotheeducation provision of education exists mainly at the secondary system.Bypartneringwithprivateentities,thestatecan levelasaresultofgovernmentpoliciesrestrictingprivate provide access to more students, particularly poor sector involvement in primary education. All nonͲstate students who remain largely unreached by existing schools in Tanzania are ineligible for government educationservices(PalandKingdon2010;Patrinosetal. funding,andassuchoperateindependently.Basedona 2009; Hossain 2007). Additionally, evidence shows that review of existing policies and in order to meet the governments have been successful at improving challenges of access, quality, and equity, SABERͲEPS education quality and student cognitive outcomes in offers the following recommendations for Tanzania to many countries through effective engagement with enhance its engagement with the private sector in private education providers (BarreraͲOsorio and Raju education: 2011;FrenchandKingdon2010;BarreraͲOsorio2006). 1. Consider publicͲprivate partnerships at the  secondary level that target low income and Figure 1. Private enrolment as a percentage of total primary marginalizedstudentsinordertosupportequity; enrolments,bycountryincomelevel 2. Ensure that the regulatory environment LowͲincomecountries promotesconsistentqualityinexistingnonͲstate schools. The rest of the report provides an overview of SABERͲ EPS, followed by a description of the basic education system in Tanzania, with a focus on the private sector MiddleͲincomecountries and government policies related to private provision of education.ThereportthanbenchmarksTanzania’spolicy HighͲincomecountries environment utilizing the SABERͲEPS framework, and finally offers policy options to enhance learning for all childreninprimaryandsecondaryschool.   Source:WorldBank(2013)     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  2 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Overview of SABERͲEngaging the Private Box1.Keyprivatesectorengagementpolicygoals Sector  i. Encouraging innovation by providers: Local decision In many countries, the extent and activity of the private making and fiscal decentralization can have positive sector in education is largely undocumented and effects on school and student outcomes. Most highͲ unknown. SABERͲEPS is working to help change that. achieving countries allow their schools substantial SABERͲEPS assesses how well a country’s policies are autonomy over managing resources, personnel, and oriented toward ensuring that the services of nonͲstate educational content. Local school autonomy can providerspromotelearningforallchildrenandyouth. improve the power of the poor in determining how localschoolsoperate. The aim is not to advocate for private schooling. The intentionistooutlinethemosteffectiveevidenceͲbased ii. Holding schools accountable: If schools are given autonomy over decision making, they must be held policies specific to each country’s current approach of accountable for the outputs they produce. Increases nonͲstate provision. SABERͲEPS assesses the extent to in autonomy should be accompanied by standards which policies facilitate quality, access, and equity of  and interventions to increase access and improve privateeducationservices.DatageneratedbySABERͲEPS quality. The state must hold all providers in the can support governments in engaging private providers systemaccountabletothe  samehighstandards. intheireffortstoimproveeducationresults. iii. Empoweringallparents,students,andcommunities:  When parents and students have access to Fourpolicygoalstoengagetheprivatesector information on relative school quality, they have the SABERͲEPS collects data on four key policy areas that power to hold schools accountable and the voice to lobby governments for better quality services. For international evidence has found effective for empowermenttoworkequitably,optionsforparents strengthening the accountability mechanisms between andstudentsshouldnotdependonwealthorstudent citizens, policymakers, and providers (see Box 1). These ability. policygoalswereidentifiedthroughareviewofrigorous research and an analysis of topͲperforming and rapidlyͲ iv. Promoting diversity of supply: By facilitating market entry for a more diverse set of providers, improvingeducationsystems. governments can increase the responsibility for The four policy goals allow the government to increase results, as providers subsequently become directly innovation and strengthen accountability between the accountabletocitizensaswellastothestate. critical actors in the education system (Figure 2).  Empowering parents, students, and communities enhancestheabilityofparentstoexpresstheirvoiceand  hold their policymakers accountable for results. Additionally, when parents are empowered, their client  power is increased, and they have greater direct  influence over provider behaviors. Increasing school accountability strengthens the quality and equity  assurancemechanismsbetweenthestateandproviders. Encouraging innovation and promoting diversity of  supplyontheotherhand,allowproviderstorespondto local needs. Increasing schoolͲlevel autonomy over  critical decision making will improve the services providedtostudents.Allowingadiversesetofproviders  toenterthemarketwillincreaseclientpowerandenable citizens to choose from a wider range of provider  models.By developing thesepolicy goals,agovernment can improve the accountability of all providers in the  system, and subsequently have a positive impact on educationaloutcomes.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  3 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Figure2.Relationshipsofaccountabilityforsuccessfulservice SABERͲEPS analyzes laws and regulations to (i) identify delivery the types of private engagement that are legally established in each country and (ii) assess each education system’s progress in achieving the four policy goals. The aim is to provide policy guidance to help governments establish strong incentives and relationships of accountability between citizens, governments,andprivateeducationproviders,withthe subsequentgoalofincreasingeducationresults.  Benchmarking Education Policies: the SABERͲEPS Methodology  The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the four policy goals for each type of private schoolengagementestablishedwithincountries.   Source:AdaptedfromWorldBank(2003) The policy goals are benchmarked separately for each type of private engagement in the country’s education SABERͲEPSrecognizesthatallfourpolicygoalswillassist system.Apointofemphasishereisthatthesetoolsonly governments in raising accountability for the education assess official and established policies governing services provided in their countries. The tool allows private education provision. Additional tools are governments to systematically evaluate their policies required to determine onͲtheͲground implementation andimplementpracticesthathave beenshown towork of these policies. This information is compiled in a acrossmultiplecountrycontexts. comparative database where interested stakeholders Fourtypesofprivateprovisionofeducation can access detailed reports, background papers, methodology, and other resources describing how Acrosstheworld,governmentscanundertakenumerous different education systems engage with the private strategies to support nonͲstate education provision for sector:http://saber.worldbank.org/. improving educational outcomes. SABERͲEPS  benchmarks the key policy goals across the four most For each indicator within the four policy goals, the commonmodelsofprivateservicedelivery: country receives a score between 1 and 4, representing 1. Independentprivateschools:schoolsthatare four levels of private sector engagement: 1 (Latent), 2 ownedandoperatedbynonͲgovernment (Emerging), 3 (Established), or 4 (Advanced) (see Figure providersandarefinancedprivately,typically 3). throughfees Figure3.SABERrubricbenchmarkinglevels 2. GovernmentͲfundedprivateschools:schools thatareownedandoperatedbynonͲ governmentproviders,butreceivegovernment funding 3. Privatelymanagedschools:schoolsthatare ownedandfinancedbythegovernment,but operatedbynonͲgovernmentproviders 4. Voucherschools:governmentprovidesfunding totheschoolthestudentchoosestoattend; thesecanbegovernmentornonͲgovernment providersorboth,dependingonthesystem  Source:WorldBank(2013b) SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  4 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  The overall score for each policy goal is computed by aggregating the scores for each of its constituent indicators. For example, a hypothetical country receives the following indicator scores for one of its policy goals: IndicatorA=2points;IndicatorB=3points;IndicatorC = 4 points; Indicator D = 4 points. The hypothetical country’s overall score for this policy goal would be: (2+3+4+4)/4=3.25.Theoverallscoreisconvertedintoa finaldevelopmentlevelforthepolicygoal,basedonthe followingscale: x Latent: 1.00–1.50 x Emerging: 1.51–2.50 x Established: 2.51–3.50 x Advanced: 3.51–4.00 Theratingsgeneratedbytherubricsarenotmeanttobe additive across policy goals. That is, they are not meant to be added to create an overall rating for engaging the privatesector.  UseoftheSABERͲEPStool The SABER tool is to be used not as prescriptive policy but rather as an informed assessment of the country policies in reference to the current knowledge of effective approaches. The results of this benchmarking serveasagoodstartingpointfordiscussionsofpotential policyoptionstobeconsideredinlightofthenuancesof the local context and national education system. Education systems are likely to be at different levels of development across indicators and policy goals. While intuitionsuggestsitisprobablybettertobeasdeveloped in as many areas as possible, the evidence is unclear as towhetheritisnecessarytobefunctioningatAdvanced levels for all policy goals. National education priorities lay at the center of recommended policy options, and countries may prioritize higher levels of development in areasthatcontributemosttotheirimmediategoals. Finally, the SABERͲEPS policy intent analysis focuses strictly on policies that are in place in each country; its purpose is not to review the implementation of these policies. Acknowledging that practice often differs from intent, further research is necessary to understand the challenges and realities of implementation. The policy optionsofferedinthisreportserveasastartingpointfor consideration.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  5 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  EducationinMainlandTanzania Figure 4: Primary enrolment rate (net), Tanzania, SubͲ SaharanAfrica,andinternationalaverage,1995Ͳ2008 Tanzania is a low income country in East Africa. With a 100 98% GDPpercapitaofUS$609in2012,itisoneofthepoorest countries in the world. By 2007 national standards, 34 90 89% out of 100 people were estimated to be poor (United 80 RepublicofTanzania2010).Thepopulationisestimated 75% at 44.5 million, of which about one million reside in the 70 semiͲautonomous Zanzibar. The Government of Tanzania is responsible for defense, external affairs, 60 fiscal policy and monetary issues in the entire country, while Zanzibar has autonomy over development policy, 50 includingeducation.  40 Education in Mainland Tanzania follows a 2Ͳ7Ͳ4Ͳ2 1995 1997 1999 2001 2003 2005 2007 2009 system, comprising 2 years of preprimary education, 7 Tanzania SubͲSaharanAfrica World years of primary education, 4 years of lower secondary,  and 2 years of upper secondary education. Primary Source:EdStats,WorldBank2014 school is compulsory and feeͲfree, with the legal school  entry age being 7 years. At the end of primary school, Focus now needs to shift to secondary education, students take the Primary School Leaving Examination, equity,quality,andensuringthatanexpandingschoolͲ uponwhichstudentsareselectedintosecondaryschool. agepopulationcanbeaccommodatedinthesystem. Lower secondary school is called Ordinary Level (OͲ  Level),anduppersecondaryAdvancedLevel(AͲLevel).At DespiteTanzania’snotableprogressinexpandingaccess the end of OͲLevel, students take the Certificate of to primary education, there is now a need to focus on Secondary Education Examination (CSEE), the results of improving access to secondary education, increasing which determine selection for AͲLevel government quality across the board, and supporting equity in schools(UNESCOandMoEVT2012). education. The Tanzanian education sector faces the  following challenges, as outlined by the Tanzania TanzaniamadeprimaryeducationfeeͲfreein2002,and EducationSectorAnalysis(UNESCOandMoEVT2012): hassincenearlyachieveduniversalprimaryeducation x Increasing the public resources allocated to  secondaryeducation In 1995, Tanzania had a net primary enrolment rate of x Improving access to and retention in secondary less than 50 percent. Enrolment had increased by 10 cycles percent by 2001, but dramatically expanded following x Achieving greater efficiency gains in the use of the implementation of the feeͲfree primary education publiceducationresources policy in 2002. During 2001Ͳ2006, enrolment increased x Ensuring children enter primary school at the from 61 percent to 96 percent, surpassing even the rightage internationalaverageforprimaryenrolment(Figure4). x SupportingproͲpoorschooling  x Taking affirmative action to enhance girls’  participationinschooltoensuregenderparity  x Reducing disparities between regions, districts  andschools    Additionally, crossͲcutting challenges include the high  proportion of youth in the population as well as  population growth. Under 15ͲyearͲolds currently make  up around 44 percent of the total population. The  population is estimated to grow by 32 percent between 2010and2020.Althoughtheshareofyouthisprojected SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  6 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  to remain the same, in absolute terms primary schools secondaryrepresentsamere1percentchangefromthe willneedtoaccommodatenearly2millionchildrenmore currentsituation. in 2020 as compared to 2009. (UNESCO and MoEVT 2012) Rural and poor children, and girls, do not have equal  opportunities to access education, partly because of Accesstosecondaryeducationhasincreased,butgross indirectschoolingcoststohouseholds. enrolment is still only 39 percent in lower secondary  and4percentinuppersecondary. Disadvantages tend to be cumulative, as noted by the  Tanzania Education Sector Analysis. Girls from poor Enrolment at both levels of secondary education has households,livinginruralareasareinthemostunequal increased since 2000, with progress being made position to access education: for every 100 rich urban particularly in lower secondary education. At OͲLevel, boys that complete primary school, only 53 poor rural totalenrolmentincreasedfromlessthan250,000in2000 girlsdo(UNESCOandMoEVT2012). to over 1.7 million in 2013. Most of this expansion has  been made possible due to the increased supply of Although household wealth is linked to attendance in government schools. At AͲLevel, enrolment has primary education, it has a dramatic impact on a increased more slowly, from around 24,000 students in student’s ability to access secondary education (Figure 2000 to 75,000 in 2013. The rate of enrolment in lower 6).Childrenfromthewealthiesthouseholdsareoversix and upper secondary in 2009 was 39 percent and 4 times more likely to be enrolled in secondary schools percent respectively. Upper secondary enrolment in compared with students from the poorest households particularisfarbelowtheaverageofSubͲSaharanAfrica (Figure 6). Children from rural areas are also at a and low income countries (Figure 5). (UNESCO and disadvantage, partly due to the inadequate supply of MoEVT2012;MoEVT2014a) ruralschoolsandtheunavailabilityofnearbyschoolsfor  someruralchildren(UNESCOandMoEVT2012). Figure 5: Secondary enrolment (gross), Tanzania (2009), low  incomecountriesandSubͲSaharanAfrica(2011) Figure 6: Net attendance rate in primary and secondary 60 schoolbyincomequintile,2010 54% 90 50 49% 80 70 40 Lowincome 39% countries 60 50% 31% 50 Primary 30 SubͲSaharan Africa 40 Secondary 20 Tanzania 30 20 10 8% 10 4% 0 0 Lowersecondary Uppersecondary Quintile Quintile Quintile Quintile Quintile  1 2 3 4 5 Source:Tanzania:UNESCOandMoEVT2012;LICandSSA:EdStats,WorldBank  2014 Source:EdStats,WorldBank2014  ThesecondNationalStrategyforGrowthandReduction One reason why access to education is unequal is that of Poverty, published in 2010, sets the operational householdscontinuetobearindirectcoststoeducation, targets for increasing access to secondary education at such as spending on uniforms and books. Even for 45 percent net enrolment for lower secondary and 5 primary education, households cover a quarter of percent net enrolment for upper secondary (United schooling costs, despite the feeͲfree primary education Republic of Tanzania 2010). The target for upper policy(UNESCOandMoEVT2012).  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  7 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  In terms of achievement, poor and rural students are falling slightly below the Tanzanian Reading average of significantly behind their wealthier urban peers; in 578,andboysslightlyaboveit(Figure8). regionalassessmentsTanzaniaperformswell.   Figure 8: Student performance in Reading, by types of Tanzaniaperformswellinregionalassessments,andhas disadvantage,Tanzania(mainland),2007 even improved from 2000 to 2007. The Southern and 620 614 Eastern Africa Consortium for Monitoring Educational 608 610 Quality (SACMEQ) projects administered to 6th graders showedthatTanzania(mainland)wasabovetheaverage 600 in both 2000 and 2007. The country also improved in 590 586 both Reading and Mathematics during this period. In 580 Tanzaniaaverage 2007,TanzanianstudentsperformedthebestinReading 570 (Figure7). 570 564 558  560 Figure 7: Student performance in Reading in SACMEQ II and 550 III,selectedparticipatingcountries Bottom Top25% Rural Urban Girls Boys  25% 580 Household Location Gender 560 wealth  540 Source:SACMEQ2014 520  These differences in student achievement towards the 500 end of primary school should be of great concern, as 480 students are selected into secondary schools based on 460 their performance in the Primary School Leaving Examination (Education and Training Policy 1995). 440 Accordingly, it can be expected that poor and rural 420 students, and girls, are restricted in their access to secondary education even at the stage of initial admission.  Class sizes in Tanzania are high due to resource 2000 2007 constraintsandashortageofteachers.   Source:SACMEQ2014b In2009,thepupilͲteacherratioinpublicprimaryschools  was55to1,surpassingthenationaltargetof45to1.In Despite Tanzania’s notable performance overall, there publicsecondaryschools,thepupilͲteacherratiowas49 are distinct differences in learning outcomes depending to 1 in 2009, compared to 23 to 1 in nonͲstate schools. onhouseholdwealth,geographiclocation(urban/rural), Classrooms in Tanzania are crowded because of a andgender.InthelatestSACMEQ(2007),studentsfrom shortage of teachers at both levels of education. High rural households scored 44 points less than their urban teacher salaries can also be a constraint to recruiting peers in Reading, while the difference between the furtherteachers.(UNESCOandMoEVT2012) poorest and wealthiest students was 56 points (see  Figure 8). It is important to note that a difference of In its National Strategy for Growth and Reduction of approximately 50 points represents a difference of one Poverty, Tanzania is striving to lower the pupilͲteacher year of schooling (Chitiga and Chinoona 2011). ratios to 45 to 1 in primary education and 25 to 1 in Accordingly, students from the poorest households are secondaryeducation(UnitedRepublicofTanzania2010). overayearbehindtheirwealthiestpeersinschooling.A  difference is also visible according to gender, with girls  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  8 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Although government has prioritized education in its Further, spending,allocationsareunequal. 28. The Commissioner may refuse to register a Over the past decade, public expenditure on education privateschoolifitappearstohim: in Tanzania has increased: in terms of GDP, spending (a) that registration of that school would not be increased from 4.7 percent in 2004 to 6.2 percent in inthepublicinterest; 2010. This surpasses the average of both low income (b) that the school is not intended to provide countries (4.2percent in 2010)and SubͲSaharanAfrican national education wholly or mainly in technical countries(4.3percentin2010).(WorldBank2014) fieldsoflearning;  (c) that the school is not likely to be able in the While the aboveͲaverage spending is a positive nearfuturetoprovidenationaleducationwholly development,secondaryeducationisunderrepresented ormainlyintechnicalfieldsoflearning; in allocations. Nearly half of all education spending was  allocatedtothepreprimaryandprimarysectorsin2009 Consequently, the private sector mainly plays a role in (46 percent), while 34 percent was spent on tertiary secondary education, where its share is 17 percent of education. Meanwhile, secondary education was totalstudentenrolments. allocated only 17 percent of total spending in 2010,  which decreased to 11 percent in 2011. The Tanzania At the primary level, the share of enrolments in nonͲ Education Sector Analysis concluded that this spending state schools is negligible, around 1Ͳ2 percent (Table 1, was excessively low and far below countries that were Figure 9). In secondary education, students in nonͲstate equally close to achieving universal primary education schools currently make up 17 percent of secondary (UNESCOandMoEVT2012). schoolstudents(MoEVT2014a).Inthisrespect,Tanzania  isvery much theaverageSubͲSaharanAfrican country– Tanzania’seducationspendinghasbeennotedtoexhibit theaverageshareofsecondaryprivateenrolmentsinthe other inequalities in resource allocation. For example, regionis18percent(WorldBank2014). teachers have been inequitably distributed between  regions and districts, with teachers being concentrated Two details are notable about the engagement of the in urban areas (United Republic of Tanzania 2010). nonͲstatesectorinsecondaryeducation.First,theshare Additionally, spending on basic education has thus far of the sector has substantially decreased over the past focusedtoolittleonthequalityofservices(UNESCOand decade:whereasprivateschoolsenrollednearly4outof MoEVT 2012). For example, the National Strategy for 10 lower secondary students in 2004, they currently GrowthandReductionofPovertynotedthatlessthan25 enroll just 16 percent of them (Table 1; MoEVT 2014a). percent of planned school inspections were actually At the upper secondary level, the share of nonͲstate beingcarriedout.HardͲtoͲreachschoolsandschoolsthat enrolmenthassimilarlyhalved,from49percentin2004 needed regular inspection were the least supervised to24percentin2013(Table1;MoEVT2014a).NonͲstate (UnitedRepublicofTanzania2010). schools have not necessarily decreased in numbers, but rather the public sector has accommodated the PrivateEducationinMainlandTanzania expansion in access to secondary school over the past decade. Second, although the private sector has been The Education Act only allows private schools to playing a decreasing role in secondary education over providetechnicaleducation. the past decade, the share of enrolments at this level is  stillnotablyhigherthanattheprimarylevel(Figure9). Private schools in Tanzania are legally only allowed to  provide education in technical fields. The Education Act Table 1: Share of students enrolled in nonͲstate schools in of 1978 is the primary policy document regulating the Tanzania,2004Ͳ2009 privatesector,andstipulatesthefollowing:  2004 2006 2008 2009 23.Witheffectfromthecommencementofthis Primary 0.6% 1% 1.3% 1.5% Act, no person may establish a private school OͲLevel 38% 27% 14% 11% unless it is intended to provide national AͲLevel 49% 39% 36% 32% education wholly or mainly in technical fields of Source:UNESCOandMoEVT2012 learning.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  9 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Figure 9: Share of students enrolled in nonͲstate schools in Christian seminary schools: These are schools owned Tanzania,2013 and managed by Christian organizations. Their 30 curriculumtypicallyincludesChristianstudies.Legally,as 26% 27% for Islamic organizations, these schools are not allowed 25 to discriminate on the basis of religion in student 22% admissions. By February 2014, there were 32 Christian 20 18% (secondary)seminaryschoolsinTanzania.  15 14% 13% Schools owned by nonͲgovernment organizations: These are schools owned and managed by individual 10 organizations. Most are registered as notͲforͲprofit organizations, although a few may operate for profit. 5 These form the majority of private secondary schools in 1.8% Tanzania, numbering 968 in February 2014 (about 97 0 percentofallprivateschools).  Standard1 2 3 4 5 6 7 Form1 2 3 4 5 6 The National Strategy for Growth and Reduction of Poverty envisions a role for the nonͲstate sector in servicedeliverytothepoor. Primary Secondary   The National Strategy for Growth and Reduction of Source:MinistryofEducationandVocationalTraining2014a Povertyemphasizesscalinguptheroleandparticipation  of the private sector “in priority areas of growth and Further,theissueofaccessattherurallevelhighlighted poverty reduction” (United Republic of Tanzania 2010). above can also be identified when looking at the nonͲ The National Strategy also sees a role for the private state schools in Tanzania. According to official sector in improving public service delivery to the poor government statistics, there is a divide in terms of the and vulnerable. To achieve this, required government numberofprivateschoolsinruralareascomparedtothe interventionsinclude“providingspecialincentivestothe numberofprivateschoolinurbanareas(basedonschool private sector in order to motivate it to invest in census conducted by the Tanzanian Ministry of underservedlocationsandinbusinessesthatsupportthe Education). poor and vulnerable” (United Republic of Tanzania  2010). NonͲstate schools in Tanzania are independent private   schools;theyreceivenogovernmentfunding.  NonͲstate schools in Tanzania are all independent privateschools,astheyareownedandoperatedbynonͲ government providers and are financed privately, receiving no government support. Independent private schoolsfallintothreecategories:  Islamic seminary schools: These are schools owned and managed by Islamic organizations. Their curriculum typically includes Islamic studies. These schools are not allowedtodiscriminateonthebasisofreligioninstudent admissions,althoughstudentsmayberequiredtofollow basic Islamic principles during their studies. In February 2014, there were 44 Islamic (secondary) seminary schoolsinTanzania.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  10 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  BenchmarkingMainlandTanzania’sPrivate Box3.Internationalbestpractice:Encouraginginnovation byproviders SchoolPolicies x Teacher qualification standards are set at the school This report presents the results of SABERͲEngaging the level. Private Sector for independent private schools, as x Appointmentanddeploymentofteachersaredecided Tanzania (mainland) has decided to involve these attheschoollevel. providersinofferingbasiceducationservices.Thereport x Teachersalarylevelsaresetattheschoollevel. discusses the benchmarking results against the x Dismissalsofteachersaredecidedattheschoollevel. established recommended practices. For more x How the curriculum is delivered is decided at the schoollevel. information on the global evidence underlying these x ClassͲsizedecisionsaremadeattheschoollevel. policy goals, see the SABER framework paper, What x Managementofoperatingbudgetsisconductedatthe Matters Most for Engaging the Private Sector in schoollevel. Education(Baum,Lewis,LuskͲStover,andPatrinos2014). A rubric explaining the criteria for the score categories EncouragingProviderInnovationinTanzania foreachindicatorisincludedintheAnnexofthisreport.  LevelsofDevelopment The main policies, laws and official documentation used Independentprivateschools: tobenchmarkTanzania(mainland)include:   x EducationActof1978 In Tanzania, education policies for independent private x EducationandTrainingPolicyof1995 schools are Emerging, demonstrating some instances of x Education Sector Development Programme goodpractice. 2008Ͳ2017  x Teachers’ServiceAgreement,Regulation120 Teacher standards are set by central government for x GuidelinesforSchoolsSupervision both government and nonͲgovernment schools. x WholeSchoolInspectionChecklist Curriculum delivery is similarly determined centrally for allschoolsbytheTanzaniaInstituteofEducation: Goal1:EncouragingInnovationbyProviders “The Tanzania Institute of Education (TIE) shall be The highly particular and contextualized nature of responsible for preͲprimary, primary, secondary school education delivery necessitates decision making at the and teacher educationcurriculum design, development, school level. In order to be aware of and adapt to dissemination, monitoring, and evaluation.” (Education changing student needs, school leaders require andTrainingPolicy,6.2.1.) autonomyoverthemostcriticalmanagerialdecisions.  Maximum class sizes are also centrally determined for The methodologically rigorous studies assessing the bothgovernmentandnonͲgovernmentschools.Forboth impacts of local school autonomy on student learning primaryandsecondaryschool,themaximumclasssizeis outcomes generally find a positive relationship 40(MoEVT2012). (Hanushek and Woessmann 2010; Bruns, Filmer and  Patrinos 2011). A few studies find evidence that local Independent private schools are currently autonomous autonomyforschoolleadersisassociatedwithincreased insettingteachersalaries,anddeployinganddismissing student achievement, as well as reduced student teachers. This is part of the decentralization of repetitionandfailurerates(KingandÖzler2005;Jimenez management that is outlined in the Education and and Sawada 2003; Gertler, Patrinos, and RubioͲCodina TrainingPolicy: 2012). 4.3.1. “Ministries responsible for education and training shall devolve their responsibilities of management and administration of educationandtrainingtolowerorgansand communities.”  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  11 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Private schools deploy teachers directly from the labor x Strengthen the regulatory environment around the marketandteachersarenormallyemployeesofspecific nonͲstatesector,sothatpolicieswhicharecurrently schools. Schools can dismiss teachers within their own informal (such as certain provisions of school regulations, but, like all employers, they must abide by autonomy)arestipulatedinpolicydocuments. theLabourRelationsAct,2004.Similarly,privateschools have autonomy over setting teacher salaries, as long as x Allow schools to determine their own standards for theyfollowguidelinesestablishedinthelaborlaws. The hiringteachers. policiesthatgrantsuchautonomyforprivateschoolsare presentlyinformal. x Increasetheflexibilityofschoolstoadjustclasssizes  and the curriculum to fit available school resources andneedsofthelocalcommunity. Goal1:EncouragingInnovationbyProviders Goal2:HoldingSchoolsAccountable IndependentPrivateSchools On average, students perform better in schools with Item Score Justification higher levels of accountability to the state Central government (Abdulkadiroglu et al. 2011; Carnoy and Loeb 2002; Who has legal Latent has legal authority to Woessmann et al. 2007; Hanushek and Raymond 2005). authority to set €{{{ set minimum For nonͲstate providers, when government funding is teacherstandards? standards for tiedtoaccountabilitystandards,schoolsareincentivized teachers. to perform more efficiently (BarreraͲOsorio and Raju The school has the 2010; Patrinos 2002). A strong accountability system Who has legal Advanced legal authority to authority to requires that government, parents, and educational €€€€ determine teacher determine teacher professionals work together to raise outcomes. The salary levels without salarylevels? governmentreview. government must play a role in ensuring that superior The school has the educationqualityisdeliveredinschools. Who has legal legal authority to SABERͲEPS assesses multiple policy indicators to Advanced authority to appoint €€€€ appoint teachers determineacountry’slevelofdevelopmentinregardsto anddeployteachers? without review from nonͲstate provider accountability. A list of the key centralauthorities. indicatorsisprovidedinBox4. The school has the  Who has legal Advanced legal authority to authority to dismiss €€€€ dismiss teachers Box 4. International best practice: Holding schools teachers? without government accountable review. x Government sets standards regarding what students Who has legal Central government need to learn, including deadlines for meeting these authority to Latent has the legal authority standards. determine how €{{{ over how the x Students are required to take standardized curriculum is curriculum is examinations; results are disaggregated by school, delivered? delivered. socioeconomicstatus,gender,etc. Who has legal Central government x Schools are required to report on the use of public authority to Latent has the legal authority fundsasaconditionforcontinuedfunding. €{{{ determine maximum to determine class x Government or an external agency performs classsize? size. inspectionofschoolsasdeterminedbyschoolneed.  x Schoolsproduceschoolimprovementplans. x School performance is tied to sanctions and/or BasedonthebenchmarkingresultsforEncouraging rewards. InnovationbyProviders,thepotentialpolicyoptionsfor  Tanzaniaincludethefollowing:      SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  12 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  HoldingSchoolsAccountableinTanzania primary, special education schools, adult and nonͲformaleducationcenters;and LevelsofDevelopment 4. Inspect and recommend for registration of Independentprivateschools: primaryschools.    In practice, the Division has been facing resource Tanzania’s policies for holding independent private constraints, and nearly half the schools were not schools accountable are Advanced, demonstrating best inspectedatallin2013(MoEVT2014a). practiceinengagingtheprivatesector.   According to the School Inspection Checklist, school The government sets standards for what students need inspectionsfocusonthefollowingaspects: to learn, and determines by when and how well. 1. Infrastructure Students must pass a series of examinations to proceed 2. Humanresources to the next level in their education (Education and 3. Managementandadministration Training Policy 1995). These standardized examinations 4. Schoolrevenueandexpenditure are administered at four points during the basic 5. Staffdevelopment educationcycle: 6. SchoolͲcommunityrelations x GradeIV:StandardFourNationalExamination 7. SportsandextraͲcurricularactivities x GradeVII:PrimarySchoolLeavingExamination 8. Guidanceandcounselling x Form IV: Certificate of Secondary Education 9. Curriculumimplementation Examination 10. Schoolculture x Form VI: Advanced Certificate of Secondary  EducationExamination Inspection reports outline strengths and weaknesses of AllexamsarepreparedandadministeredbytheNational the schools, and recommend priorities (Guidelines for ExaminationsCouncilofTanzania(NECTA). School Supervision and School Inspection Checklist). In  practice, schools are also required to submit an The results of these standardized exams are improvementplan. disaggregated by school, gender, region, and school  ownership(governmentornonͲgovernment). Sanctionscanbeimposedonschoolsandincludehigher  levelsofsupervision,and,inextremecases,cancellation Policy outlines that all schools in Tanzania are to be of the school registration and takeover of the school by inspected at least once a year. The only government government.TheEducationAct(art.29)stipulatesthata department that is mandated to conduct school school’s operating license can be cancelled a) on any of inspection countrywide is the School Inspectorate the grounds on which registration could have been Division which is divided into several sections, including refused in the first place, b) if the manager or owner of a Primary Education Inspectorate Section and a the school has committed an offence against the Secondary Education Inspectorate Section. The Primary EducationAct,c)iftheschoolhasceasedtoexist,ord)if Education Inspectorate Section performs the following theschoolhasfailedorisnotlikelytosucceedinthenear activities(MoEVT2014b): futuretoprovidenationaleducationwhollyormainlyin 1. Settargets,guidelinesandcoordinateinspection technicalfieldsoflearning. of preͲprimary, primary, special education  schools, adult and nonͲformal education Ifaschoolistakenoverbythegovernment,thelatteris centers; required to pay reasonable compensation to the owner 2. Inspectandrecommendstrategiesforimproving oftheprivateschool.InaccordancewithTheEducation the quality of preͲprimary, primary, special Act (art. 30), the government can take over a school education schools, adult and nonͲformal underthesecircumstances: education centers and monitor their 1)Where,intheopinionoftheMinister,anyprivate implementation; school: 3. Evaluate relevance and effective use of (a) has failed to provide national education whose instructional materials used in preͲprimary, category,natureorlevelisinthepublicinterest;or SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  13 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  (b) has been closed or its registration has been Informedbytheresultsofthebenchmarkingprocedure, cancelledanditisnotlikelytobereopened;or the following suggested policy options would help (c) the owner or manager is no longer able to Tanzaniaincreasetheaccountabilityofprivateschools: maintaintheschool;or x MovetowardsaneedsͲbasedinspectionsystem (d) the service and facilities provided at the school in order to reallocate resources to schools that wouldbeenhancedforthebenefitofthepublicifit needthemostattention; wereapublicschool. x Clarify the regulatory environment around  improvement plans, to make sure that schools The Minister of Education may, after consultation are required to submit one as part of the withtheMinisterforFinance,byorderpublishedin inspectionprocess. the Gazette, require the owner or manager of that  school to hand over to the Commissioner the Goal3:EmpoweringallParents,Students,and managementandmaintenanceoftheschool. Communities 3) Upon the takeover by the Government of any Empoweringparents,studentsandcommunitiesformsa private school the Government shall pay such foundational piece of providing quality learning compensation to the former owner or manager of opportunities for all students. Poor and marginalized the school as the Minister for the time being children and youth disproportionately lack access to responsible for finance shall consider to be fair, quality education services. To overcome this obstacle, takingintoaccountallrelevantcircumstances. governments need to increase providers’ accountability Goal2:Holdingschoolsaccountable to all clients, and to underserved groups, in particular. IndependentPrivateSchools Educational access and performance of schools and students can be substantially impacted by openly Item Score Justification disseminating comparable school performance Doesgovernmentset Government does set information (Andrabi, Das, and Khwaja 2009; Pandey, standardsonwhat Advanced standards for what studentsneedto €€€€ students need to learn, GoyalandSundararaman2009;Björkman2007;Reinikka learnandbywhen? bywhen,andhowwell. andSvensson2005),increasingparentalinfluenceinthe  school(SkoufiasandShapiro2006;KingandOzler2005; Standardized exams are Are students required Advanced Jimenezand Sawada1999;Gertler,Patrinos,andRubioͲ €€€€ administered in select to take standardized Codina 2008; Di Gropello and Marshall 2005), and grades annually, and exams, with results beingdisaggregated? results are offeringdemandͲsideinterventionssuchasscholarships, disaggregated. vouchers, or cash transfers for the most vulnerable Areschoolinspections Government requires students (Orazem and King 2007; Filmer and Schady performed as Established schools to undergo a 2008;LewisandLockheed2007;Patrinos2002;BarreraͲ determined by school €€€{ standard term Osorio2006).TheeffectivepolicypracticesfornonͲstate need? inspection. providersincludesomeoftheindicatorslistedinBox5. Inspection reports   Does the inspection include strengths and report outline the Established weaknesses of the strengths and €€€{ school and specific weaknesses of the priorities for school? improvement. Sanctions include Are sanctions additional monitoring, administered based and as a final measure on the results of Advanced schoolclosuresbasedon school inspections or €€€€ the results of school performance on inspections or standardizedexams? performance on standardizedexams.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  14 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Box 5. International best practice: Empowering all parents, There are no programs in place to provide information students,andcommunities on standardized exam results to hardͲtoͲreach groups. x Information on standardized tests and school AnattempttoprepareresultsinBrailleformathasyetto inspectionsismadeavailablefrommultiplesources. be realized. Schools are ranked based on their x Parents and students are included in the inspection performance instandardizedexams. Thesestatistics are andimprovementplanningprocesses. available online from the National Examinations Council x Admission processes for entry into publiclyͲfunded website. schools are not based on student background; a  lotteryisusedincasesofoversubscription. Tanzania currently offers no tax subsidies or cash x School choice is not hindered by financial contributions. transfers for families attending independent private schools. x Tax subsidies, scholarships, or cash transfers are available to families attending independent private  schools Goal3:EmpoweringallParents,Students,and Communities EmpoweringallParents,Students,and IndependentPrivateSchools CommunitiesinTanzania Item Score Justification LevelsofDevelopment Are standardized Regular information is Privateindependentschools: exam results and Established provided to parents on inspection reports standardized exam  €€€{ provided regularly to results or inspection parents? reports. In Tanzania, policies for independent private schools with regard to empowering parents, students, and Are parents and Students and parents students interviewed Advanced are interviewed as part communitiesareEstablished. €€€€ as part of the of the inspection  inspectionprocess? process. The Education and Training Policy outlines the central Does the government roleofparentsineducation: The government does provide tax subsidies 4.3.4. “Parents are invaluable allies to the Latent notprovidetaxsubsidies or cash transfers for teachers. Where there is a good teacherͲ €{{{ or cash transfers for families attending families attending parentrelationship,thedevelopmentofthe independent private privateschools. pupils is enhanced. The success of such schools? education and training institutions is as  much the concern of parents and Informed by the results of the benchmarking procedure communitiesastheteachers.” for Tanzania, the following suggested policy options Students and parents are interviewed as part of the would help empower parents and students to influence inspection process (Whole School Inspection Checklist). the quality of education services provided by private However,thegovernmentisnotrequiredtogiveparents schools: or students access to inspection reports. When x Considerimprovingthecomparableinformation informationismadeavailable,itisthroughschoolnotice on the quality of schooling that is provided to boards,letterstoparents,orthroughaschoolnewsletter parents,withspecificattentiononhardͲtoͲreach or newspapers. Schools are ranked according to the groups. results of school inspections, but the public can only accesstheserankingsbyrequest. x Consider strengthening the policy environment  around equity, to ensure that low income and Parentsreceiveinformationonstandardizedexamsthat marginalizedstudentshaveequalopportunities. is disaggregated by gender, school, region, and school Options that could be considered include ownership. National examination results are issued vouchers or publicͲprivate partnerships (PPPs), annually by NECTA and are available from the with safeguards for ensuring equity built into governmentwebsiteandnewspapers. them.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  15 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Goal4:PromotingDiversityofSupply PromotingDiversityofSupplyinTanzania By opening choice options to a more diverse set of LevelsofDevelopment providers, governments can increase client power and Privateindependentschools: make providers directly accountable to students and parentsforresults.Althoughthepublicsectorwillalways remain an important (and in most cases the InTanzania,thepoliciesinplacetopromotediversityof supply for independent private schools are Established, predominant) provider of education services, representingsomeinstancesofgoodpractice. educational choice can be used as part of a package of reformstoimproveeducationaccessandqualityinboth  public and private sectors (Hoxby 2003; Levin and Individuals, private organizations, and nonͲgovernment Belfield 2003; De la Croix and Doepke 2009; McEwan organizations are legally permitted to own and operate private schools in Tanzania. These can be community, 2002; Himmler 2007; Angrist et al. 2002; World Bank 2003). In order to facilitate quality improvements notͲforͲprofit,faithͲbased,orforͲprofitproviders. through increased school competition and choice,  governments can allow multiple types of providers to Guidelines for registration are published only in the Education Act No. 25 of 1978. Criteria for registering a operate; promote clear, open, affordable, and private school in Tanzania relate to the safety and unrestrictive certification standards; and make government funding (and other incentives) available to suitabilityofbuildings,facilities,andequipment;teacher nonͲstate schools. This policy goal aims to increase the qualifications and conditions of work; and the gap that ability for diverse providers to provide education the proposed school will fill in educational services. The applicant also needs to indicate ownership of buildings services.Inordertodothis,anumberofpolicyindicators and land in the registration form for new providers. In aresuggested,asrepresentedinBox6. total, there are 14 criteria upon which a school can be Box 6. International best practice: Promoting diversity of deniedregistration,includingthefollowing: supply  x Government allows different types of providers to 28. The Commissioner may refuse to register a private operateaschool. schoolifitappearstohim: x Certification standards do not prohibit entry into the a) that registration of that school would not be in market. thepublicinterest; x Information on requirements to enter the market is b) that the school is not intended to provide availablefrommultiplesources. national education wholly or mainly in technical x Regulatoryfeesdonotprohibitentryintothemarket. fieldsoflearning; x PubliclyͲfunded non state schools and public schools c) thattheschoolisnotlikelytobeableinthenear receive equivalent student funding; funding is future to provide national education wholly or increasedtomeetspecificstudentneeds. mainlyintechnicalfieldsoflearning; x Government provides incentives for market entry such as access to startͲup funding, public land and d) thattherewouldbeanydangertopersonsusing publicbuildings. the premises of the proposed school arising x Schoolsareabletoplanbudgetssixmonthspreceding inside or outside those premises or that there startofacademicyear. wouldbeariskofthatdanger; x PrivatelyͲmanaged schools are not restricted by e) thatthepremisesoftheproposedschoolare,or studentnumbers,schoolnumbers,orlocation. are likely to be unsanitary or unsuitable for a x Governmentdoesnotrestricttuitionlevelsforprivate school; independentschools. f) that the proposed school does not conform to anyregulationsmadeunderthisAct; g) that the qualifications and experience of the proposed teachers are not adequate to ensure theefficientconductoftheschool; h) that the proposed terms and conditions of service of the teachers are not adequate to ensuretheefficientperformanceoftheirduties; or SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  16 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  i) thatthepremisesofthe proposedschoolorthe Goal4:PromotingDiversityofSupply equipment will not allow of effective tuition in IndependentPrivateSchools thesubjectstobetaughtintheschool;or ForͲprofit j) thatadequateeducationalfacilitiesalreadyexist in the area in which it is proposed to establish Certification standardsthatarenot theschool. linked to education These registration criteria, or rather justifications for outcomes restrict refusaltoregisteraschool,areopaqueinthesensethat Are there minimum entry, including one they do not specify detailed minimum criteria. For of the three following standards for criteria: 1. land instance, a school can be refused registration if “the registration or for Established (undulating, distance premises of the proposed school or the equipment will independent private €€€{ from public venues schoolstobeallowedto notallowofeffectivetuitioninthesubjectstobetaught etc.) or 2. facilities operate? in the school”; however, what kinds of premises or (separate science equipmentwouldalloweffectivetuition(teaching)isnot labs, weather vanes etc.) or 3. assets stated. (ownership of land or  buildings). Schoolssettheirowntuitionfees,buttheyaresubjectto Are there guidelines reviewfromthegovernment.TheEducationandTraining clearly publicized by Registration/certificat multiple sources Established ion guidelines are Policyoutlinesthefollowing: outlining the €€€{ made public but from 10.2.5. School and tuition fees, both government requirementsforschool asinglesource. andnonͲgovernmenteducationandtraining registration? institutions,shallbebasedontheactualunit Are schools able to Emerging Schools are able to cost of providing education and training at operate without paying €€{{ operate while paying fees? 2or3typesoffees. eachlevel. Who has legal authority Schools set fees, but 10.2.6. School and tuition fees for nonͲgovernment Established todeterminetuitionfee are subject to review €€€{ education and training institutions shall be standards? fromgovernment. proposed by the respective owners and  managersoftheseinstitutionsandapproved Informed by the results of the benchmarking procedure bygovernment. for Tanzania, the following suggested policy options  would help to better promote diversity of supply for In order to operate, independent private schools are independentprivateschools: required to pay an inspection fee of 5000 Tanzanian x Ensure that registration guidelines are readily shillings (3 USD) per student per year, as well as an availablefrommultiplesources. examinationfeeof15,000Tanzanianshillings(9USD)for each student in a grade where standardized x Ensure that certification standards are clear in their examinations are administered. The government minimum requirements and linked to education recently introduced an income tax and skills outcomes. developmentlevyforallprivateschools.1 x Consider reducing the number of fees that private  schoolsarerequiredtopay. Goal4:PromotingDiversityofSupply IndependentPrivateSchools Item Score Justification The government allows all of the Does the government following types to allow multiple types of Advanced operateaschool: providers to operate a €€€€ Community school? NotͲforͲprofit FaithͲbased  1 AllinformationwasobtainedfrominterviewswiththeMinistryof EducationinMarch2014. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  17 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  FromAnalysistoAction:PolicyOptionsfor PolicyOption1:ConsiderpublicͲprivate Tanzania partnershipsatthesecondarylevelthattarget lowincomeandmarginalizedstudentsinorderto  supportequity Tanzania has made impressive progress in expanding primary education since 2001, but access to secondary Poor and marginalized children and youth education remains exceedingly low. In 2009, the disproportionately lack access to quality education enrolment rate for lower secondary school was 39 services. In Tanzania, only 8 percent of the poorest percent, and a mere 4 percent for upper secondary students had access to secondary education in 2010. To school. More important, access to secondary schooling overcome this obstacle, governments need to use hingesstronglyonhouseholdwealth,withonly8percent various mechanisms to equalize opportunity. Tanzania ofpooreststudentsbeingenrolledinsecondaryschoolin could consider introducing publicͲprivate partnerships 2010,comparedto50percentoftheirwealthiestpeers. (PPPs)thatexplicitlytargetlowincomeandmarginalized Similar gaps are visible in student achievement, students. Such a step would reflect Tanzania’s National although,asanation,Tanzania’sperformanceinregional Strategy for Growth and Reduction of Poverty, which assessments has been impressive. Classrooms remain sees a role for the private sector in improving public crowded in the country, partly due to resource service delivery to the poor and vulnerable (United constraintsandashortageofqualifiedteachers.Further, RepublicofTanzania2010). there are a number of instances in the Tanzanian  regulatory environment where quality could be better One form of PPPs that could be considered in the instilled as the primary guiding principle, especially Tanzanian context is governmentͲfunded private policies that deal with certification standards, school schools. This model could incentivize investment in autonomy, inspection systems and improvement underserved locations and businesses that support the planning. poor—something that the National Strategy also notes  as critical—but it could also be set up to specifically As examined in the previous section, the status of target poor and marginalized students, for example Tanzania’s policies regulating the private sector in through quotas. Quality assurance can also be ensured educationrangefromanoverallscoreof“emerging”for through governmentͲfunded private schools, as the the policy goal of encouraging innovation by providers, continuation of funding can be tied to certain quality to “established” for empowering parents, students, and standards. communities and for promoting diversity of supply, and  lastlyto“advanced”forholdingschoolsaccountable. Another PPP option is for the government to provide  vouchersfor poorstudentstoattend theschooloftheir Based on the results of the SABERͲEPS benchmarking of choice, including private schools. However, careful Tanzania’s policies, there are two suggested policy consideration of the binding constraints to accessing options to strengthen the government’s engagement secondary education would have to be made before with independent private schools to ensure learning for introducing vouchers. As students are selected into all: secondary schools based on the results of the Primary  School Leaving Examination, the binding constraint to 1. ConsiderPPPsatthesecondarylevelthattarget access for poor and rural students might well be poor low income and marginalized students in order results in addition to low affordability. Affordability is a tosupportequity; criticalchallenge,butitmaynotbetheonlyreasonwhy 2. Ensure that the regulatory environment studentscannotaccesssecondaryeducation. promotesconsistentqualityinexistingnonͲstate  schools. Targeting is critical for PPPs that expand access to poor  and marginalized students without forgoing learning These policy options are supported by international outcomes. Evidence from Cambodia suggests that in evidence, best practice, and examples of countries that order to promote both equity and learning, it might be have used innovative interventions to improve from a preferable to take a ‘twoͲstep’ approach to targeting: varietyofstartingpoints. first,targetthepoor,andsecond,amongthepoor,target SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  18 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  basedonmerit.Theseconsiderationsshouldbemadein Thesecriteriacaninclude,butarenotlimitedto,factors both the case of vouchers and possible quotas in suchas(1)theamountoftuitionchargedtostudents;(2) governmentͲfundedprivateschools. schoolandstudentachievementoutcomes;(3)classͲsize  restrictions;(4)curricularstandards;and(5)forͲprofitor In order to further engage the private sector in nonͲprofitstatusoftheschool. education, the government of Tanzania should also  considertheextenttowhichitsregulatoryenvironment In order to promote equity, governmentͲfunded private currentlypromotesadequatesupplyofeducation.Thisis schools should not, by default, be allowed to select especiallysalientinthecontextofpopulationgrowthand students according to geographic location or academic migration, which leads to rapid changes in demand for ability without consideration of students’ household educationinsomeareas.Incertaincases,privatesector characteristics.Additionalsafeguardsforensuringequity providers may be better positioned than the public for low income and marginalized children could also be system to rapidly respond to such demand. Tanzania built into the partnership. For example, governmentͲ should ensure that the regulatory environment fundedprivateschoolscouldberequiredtohaveaquota promotessupplyratherthanrestrictsit. forpoorstudents,orthegovernmentcouldoffera‘pupil  premium’ for each low income or marginalized student i) Ensure that the regulatory environment in the school. As mentioned earlier, targeting is a key promotesadequatesupply consideration in order to promote both equity and  learning. Tanzaniashouldensurethatitspolicyenvironmentdoes  not hinder adequate supply. Currently, a new provider Country example: GovernmentͲfunded private canbedeclinedregistrationifitappears“thatadequate schools educationalfacilitiesalreadyexistintheareainwhichit  is proposed to establish the school” (Education Act In Burkina Faso, a PPP was set up in order to increase 1978). In a context of high population growth and enrolmentinlowersecondaryschoolsfrom20percentin migration,itcanbeadifficulttaskforcentralauthorities 2004to33.5percentby2009.Throughthispartnership, tokeepupwiththeneedsanddemandforeducation.A the government supported the construction and recent report by UNICEF suggests that the provision of equipment of 80 private schools and hired and paid for basic services, including education, is not keeping pace two teachers per school. The schools aimed to reduce withdemandinrapidlygrowingurbanareasinTanzania disparities in choice for secondary schools among the (UNICEF 2012). The current criterion may therefore provinces. The 18 provinces with the lowest coverage actually hinder the adequate supply of school places. would benefit from 70 percent of the program funding. Tanzaniashouldreevaluatethiscriterionandensurethat Theseschoolsthenoperatedatalowercostthantypical policies promote adequate supply of educational privateschools.Norecurrentcostswereincurredbythe services. government(WorldBank2006).   ii) Support private schools through FormoreinformationontheBurkinaFasoPostͲPrimary governmentfundingmechanisms EducationProject,see:  http://documents.worldbank.org/curated/en/2006/05/ Supporting governmentͲfunded private schools entails 6827171/burkinaͲfasoͲpostͲprimaryͲeducationͲproject payments from the government to schools that are  owned and operated by nonͲgovernment providers. Countryexample:QuotasandPupilPremium Funding can come in the form of direct payments,  bursaries, grants, subsidies, or the transfer of school As part of its Right to Education Act, India outlines that resourcessuchastextbooksortechnologicalequipment. 25percentofplacesinprivateschoolsmustbeallocated Ideally, funding is outlined through a contract or legal to economically weaker section (EWS) and eligibilitystandards.Insomecasesprivateschoolseither disadvantagedstudents(GovernmentofIndia2010). enter into a formal contract or memorandum of  understanding with the government, or meet FormoreinformationontheRighttoEducationActsee: establishedeligibilitycriteriatoreceivefunding. http://mhrd.gov.in/rte.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  19 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  In the UK, the government has introduced a pupil attend; these can be government or nonͲgovernment premium to raise the performance of students from providers or both, depending on the system. Vouchers disadvantaged backgrounds. The government created can be targeted to certain populations or they can be the policy after it recognized that students’ level of universal for all students in the system. A Colombian attainment was linked to their social circumstances. In program that offered school vouchers to lowͲincome the pupil premium scheme, the government awards families had positive impacts on student achievement schools a grant (£900 in the 2013/14 financial year) for and school completion (Angrist et al. 2002.) In the each pupil who is deemed disadvantaged according to Netherlands, where there is a national voucher policy, setcriteria.Anadditionalpremiumisaddedforstudents school choice is used by the majority of parents, with attheprimarylevel(GovernmentoftheUnitedKingdom, over 70 percent of students enrolled in nonͲstate 2014). schools. This includes families from across the income  spectrum(KoningandVanderWiel2010). For more information on the pupil premium, see  https://www.gov.uk/government/policies/raisingͲtheͲ As mentioned earlier, the effectiveness of a voucher achievementͲofͲdisadvantagedͲchildren. program in the Tanzanian context would need to be  carefully considered because of the potential Countryexample:Targeting performance constraint to access. In the latest SACMEQ  (2007),studentsfrompoorhouseholdsscored56points In Cambodia, two evaluations of the impact of less than their wealthier peers in Reading. This scholarships for lower secondary school have shown represents a difference of over one year of schooling substantial increases in school enrolment and (Chitiga and Chinoona 2011). Thus, vouchers can be attendance as a direct consequence of the programs. expected to have little effect in expanding access if low Recipients were 20–30 percentage points more likely to income students are not being accepted to secondary be enrolled and attending school as a result of the schoolsduetotheirlowgrades. scholarships.Impactsonlearningoutcomeswerelimited  (Filmer and Schady, 2008, 2009 and 2011). A new Countryexample approach to scholarships at a primary level were  subsequently tried with two different targeting In Pakistan, the Punjab Education Foundation launched mechanisms, one based on poverty level and the other an Education Voucher Scheme (EVS) in 2006 to benefit on baseline test scores (“merit”). Both targeting children in less affluent and underprivileged areas, who mechanisms increased enrolment and attendance. otherwise could not access education due to financial However, only the meritͲbased targeting induced and social constraints. The scheme was immensely positiveeffectsontestscores.Theresultssuggestthatin popularduetoitspositiveeffectsonpoorersegmentsof order to balance equity and efficiency, a twoͲstep society.Theschemeenableschildrenaged4Ͳ17yearsto targetingapproachmightbepreferable:first,targetlowͲ attend a nearby EVS private school of their choice for incomeindividuals,andthen,amongthem,targetbased free. The scheme particularly targets outͲofͲschool onmerit(BarreraͲOsorioandFilmer2013). children,orphans,childrenofwidowsandsingleparents, as well as children who cannot afford school. There are For more information on scholarships in Cambodia no upͲfront infrastructure costs, as existing schools please see http://wwwͲ express their interest in participating in the EVS. A wds.worldbank.org/servlet/WDSContentServer/WDSP/I partnership between the school and the EVS is B/2013/07/23/000158349_20130723155137/Rendered dependent on continuous quality assurance, including /PDF/WPS6541.pdf schoolvisits andbiͲannualqualityassurance tests (QAT)  thatassessimprovementsinstudentlearningoutcomes. iii) Use Vouchers to Fund Education for Low (PunjabEducationFoundation2014) IncomeFamilies   FormoreinformationontheEducationVoucherScheme, Voucher schools are a system where government see http://www.pef.edu.pk/pefͲdepartmentsͲevsͲ providesfundingtotheschoolthestudentchoosesto overview.html.    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  20 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  PolicyOption2:Ensurethattheregulatory Tanzaniashouldclarifytheexactminimumrequirements environmentpromotesconsistentqualityin for new providers, and ensure that these are strictly existingnonͲstateschools linked to health and safety of students, and educational outcomes. Additionally, guidelines for certification There are a number of instances in the Tanzanian shouldbereadilyavailablefrommultiplesources. regulatory environment where quality could be better  instilled as the primary guiding principle. The regulatory Countryexample environment for independent private schools currently  includes some provisions that are not directly linked to In New York City (NYC), the Department of Education quality, including opaque minimum certification oversees and supports new charter schools to improve standards and restrictions on school autonomy. learning opportunities and meet community needs. Meanwhile, the accountability mechanism does not Charters have the autonomy to determine their own specifically target the most underperforming schools. policies,designtheireducationalprograms,andmanage Thepoliciesforminimumcertificationstandards,school all human and financial resource aspects of the school. autonomy,aswellastheaccountabilityregimecouldall When a new charter school is established, a fiveͲyear benefitfromstrengthening. performancecontract,ora“charter”,issetuptoensure  high student achievement. There are no set minimum For example, the minimum standards for certification criteria for registration, but instead the performance could be reoriented to focus specifically on learning standardsareorganizedunderfourguidingquestions: outcomes. Additionally, policies around school  autonomy could be strengthened, especially in light of 1. Isthisschoolanacademicsuccess? the global evidence that school autonomy generally has a. HighAcademicAttainmentand positive impacts on student performance. With regards Improvement to school accountability, Tanzania currently has an b. MissionandAcademicGoals advanced mechanism for holding schools accountable, c. ResponsiveEducationProgram including standard term inspections and sanctions. d. LearningEnvironment However,thegovernmentofTanzaniacouldimproveits 2. Is this school a fiscally sound, viable accountabilitymechanismbyfocusinginspectionsonthe organization? most underperforming schools, as well as ensuring that a. GovernanceStructureand improvement planning is enforced and made part of OrganizationalDesign officialpolicy. b. SchoolClimateandCommunity  Engagement i) Ensurethatcertificationstandardsareclear c. FinancialandOperationalHealth in their minimum requirements and linked 3. Is this school in compliance with its charter and toeducationaloutcomes allapplicablelawsandregulations?  a. ApprovedCharterandAgreement In Tanzania, schools currently need to fulfill numerous b. ApplicableFederalandStateLaw criteria to be allowed to operate. Further, policy is c. ApplicableRegulations(suchassafe opaqueontheexactminimumrequirementsconcerning, andsecureschoolfacilities) for instance, school premises and equipment. 4. What are the school's plans for its next charter International research has shown that the school term? infrastructure and pedagogical materials that have an a. SchoolExpansionandModel impact on student outcomes are: adequate numbers of Replication textbooks, exercise books, desks, tables, chairs, and b. OrganizationalSustainability blackboards,aswellaselectricityandhighqualitywalls, c. SchoolorModelImprovements (Source:NewYorkCityDepartmentofEducation2013) roofs, and floors (Glewwe et al. 2011). Out of the more  costly interventions, school libraries appear to have a Formoreinformationoncharterschoolcertificationin generallypositiveimpact,whiletheimpactofcomputers NYC,see: islessclear. http://schools.nyc.gov/community/planning/charters/A  ccountability_Oversight.htm. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  21 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  ii) Strengthen policies around school In England, private independent schools and privately autonomy managed schools (known as Free Schools and  Academies) are able to make their own personnel Overall, the methodologically rigorous studies assessing decisionsandadaptthe curriculum.Forexample,some theimpactsoflocalschoolautonomyonstudentlearning schools opt to use the government teacher standards outcomes generally find a positive relationship whileotherschoolstailorthesetomeettheneedsofthe (Hanushek and Woessmann 2010; Bruns, Filmer and local community. They are also able to tailor the Patrinos 2011). International education research shows curriculum providing it is balanced and broad. Schools that teacher credentials, including factors such as years are still required to teach English, Mathematics and ofexperience,certification,andeducation,failtopredict Science and to make provision for the teaching of studentlearning(DobbieandFryer2011;Goldhaberand Religious Education (England Department for Education Anthony 2004; Goldhaber and Brewer 2000; Hedges et 2013). al.1994;Hanushek1997).   FormoreinformationabouttheAcademiesActof2010, In Tanzania, schools currently have the autonomy to see: appoint and dismiss teachers, as well as determine http://www.legislation.gov.uk/ukpga/2010/32/pdfs/uk teacher salary levels. These currently informal policies pga_20100032_en.pdf could be strengthened in official policy documents.  Regarding other aspects of school autonomy, such as iii) Focusonimprovingthequality ofthe most teacher standards, class sizes, and curriculum delivery, underperforming schools by moving to a there are currently restrictions for independent private needsͲbasedinspectionsystem schools. The highly particular and contextualized nature  ofeducationdeliverynecessitatesdecisionmakingatthe A country’s accountability mechanism is crucial in school level. In order to be aware of and adapt to ensuring high quality service delivery. On average, changing student needs, school leaders require students perform better in schools with higher levels of autonomy over the most critical managerial decisions. accountability to the state (AbdulkadiroŒlu et al. 2011; Tanzania could consider expanding the autonomy of Carnoy and Loeb 2002; Woessmann et al. 2007; independentprivateschools. Hanushek and Raymond 2005). An effective inspection  process, including appropriate followͲup, can be an Countryexamples importantmeansofschoolimprovement.   Bangladesh Rural Advancement Committee (BRAC) Tanzania has an advanced accountability system, but Primary Schools currently serve over 670,000 students, resourcescouldbemoreeffectivelyusedtoimprovethe 64 percent of whom are girls. Students attending BRAC quality of the most underperforming schools. Every schoolsdonotpayfees.BRACusesaninnovativeschool school is currently required to undergo an inspection at model: the oneͲteacher school is operated by the same least once a year, even if they are highͲperforming. teacher for the same cohort of children for the entire Tanzania could consider moving towards a needsͲbased period of four years. The teacher delivers lessons in all inspection system, whereby the most underperforming subjects, and the length of the school day is based on schools are given the attention they need and highͲ local needs. A typical BRAC teacher is a female performingschoolsareinspectedlessfrequently. community member with 10 years of schooling  (completedhighschool).Teachersundergoaninitial12Ͳ Countryexamples:InspectionProcess day training course in order to repeat basic information  on teaching and learning and to enhance their teaching In Malawi, the inspection framework covers private abilities. They subsequently participate in monthly, independent schools, religious schools, and public subjectͲbasedrefreshercourses(BRAC2013). schools. Schools are inspected once every two years.  Malawi also has inspections based on need using the followingcriteria:   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  22 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  a)Schoolswithpoorexaminationresults In the Netherlands a new riskͲbased inspection b)Schoolswhicharepoorlymanaged frameworkwasintroducedin2007.Thenewinspection c)Schoolswhichhavenotbeeninspectedformorethan mechanism aims to reduce the burden felt by schools twoyears andmakesinspectionsmoreeffective.Schoolsdelivering d) HighͲperforming schools in order to learn the good agoodeducation(norisksdetected)andgoodresultsdo practices not require inspection, allowing the Inspectorate to Malawihasfourdifferenttypesofinspection(Table2). focusontherapidimprovementofschoolsthatsupplya  poorereducation(risksdetected)andgetunsatisfactory Table2:TypesofinspectioninMalawi results(OnderwijsInspectie2010).(SeeFigure10) Type of Objective Who Duration  inspection carries it Figure10:RiskͲbasedinspectionsintheNetherlands out  Full Evaluation of all Team of Fullday  inspection aspects of the inspectors  1. Datagathering  x Studentoutcomes:Finaltests,examresults,etc. school(curriculum, (3Ͳ6  x Signals:Complaints,questions,newspaperarticles organization of inspectors teaching and depending x Schooldocuments:Annualreport,schoolguide, learning, general on size of  andfundinginformation school school)  administrationand  documentation,  provisions of  2A.Riskanalysis Risk 2B.Qualitystudy buildings and  grounds,  Norisk equipment)  Norisk Risk FollowͲup Evaluation of 1Ͳ2 2hours  inspection extent to which advisors 4.Tailored recommendations  3.Basicinspection  inspection made in the full inspection report  Source:ModifiedfromOnderwijsInspectie(DutchInspectorateofEducation) have been http://www.onderwijsinspectie.nl/english implemented  Partial Examination and 1Ͳ2 Depends iv) Strengthen policies concerning inspection evaluation of one advisors on or a limited gravityof improvementplanning number of aspects aspect  oftheschoollife Improvementplanningcanfacilitatepositivechangeasa Block Improve 6Ͳ 8 1 Ͳ2  schoolstrivestodeliverbettereducationaloutcomesfor inspection inspection supervisors weeks all students. School improvement plans have been an coverage of from  important piece of multiple successful education schools in a different programs in developing countries (Bruns, Filmer, and specific period of districts Patrinos 2011). Improvement plans traditionally outline time the goals that the school desires to achieve, the Source:GovernmentofMalawi  strategies to achieve those goals, and the practical Theinspectionreportincludesthetypeofschoolvisited, actionable steps needed to be taken by each individual enrolment,staffing,andratingofschoolperformancein withintheschool. various aspects of the school and the general strengths  andweaknessesoftheschools.Aftertheinspection,staff Improvement planning is currently informal policy in membersandtheheadteacherarebriefedontheschool Tanzania. The government could strengthen official findings. This discussion gives a chance to the staff and policiestoensurethatallschoolsarerequiredtosubmit head teacher to start working on the weaknesses an improvement plan as part of the inspection and identifiedintheschool. qualitymonitoringprocess.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  23 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Countryexamples  Western Cape, South Africa, requires schools to submit individual school improvement plans. Particular attention is given to those schools that did not achieve the required pass rate on the state examinations. The number of underperforming schools has declined every year, from 85 in 2009 to 26 in 2012 (Western Cape Government2013).WesternCapeisalsocitedinastudy thatreviewedhowthemostimprovedschools continue toimprove(Mourshed2010).  UseoftheSABERͲEPStool The SABER tool is to be used not as prescriptive policy but rather as an informed assessment of the country policies in reference to the current knowledge of effective approaches. The results of this benchmarking serveasagoodstartingpointfordiscussionsofpotential policyoptionstobeconsideredinlightofthenuancesof thelocalcontextandnationaleducationsystem.          SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  24 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION SABERCOUNTRYREPORT|2015  Acknowledgements Bruns, B., D. Filmer and H.A. Patrinos 2011. “Making Schools Work: New Evidence on Accountability Reforms.” This SABERͲEPS Country Report was prepared by AnnaͲ WashingtonDC:WorldBank. Maria Tammi, with inputs from Donald Baum, Rachel Carnoy, M., Gove, A. K., Loeb, S., Marshall, J. H., & Socias, M. Cooper,LauraLewis,WennaPrice,andHugoWesleyatthe 2008.“HowSchoolsandStudentsRespondtoSchool World Bank headquarters in Washington, DC. The report Improvement Programs: The Case of Brazil's presentscountrydatacollectedbyDr.KitilaMkumbousing PDE.”EconomicsofEducationReview27(1):22Ͳ38. the SABERͲEPS policy intent data collection instrument. Carnoy, M., and Loeb, S. 2002. "Does External Accountability The report was prepared in consultation with the Affect Student Outcomes? A CrossͲstate Analysis." Government of Tanzania and the World Bank Education EducationalEvaluationandPolicyAnalysis24(4):305Ͳ Tanzania team. The SABERͲEPS team would like to thank 331. the Department for International Development (DfID) for CERCA. 2006. School report card. Washington, DC: Academy their ongoing support of the Education Markets for the forEducationalDevelopment. Chitiga Z. M. & Chinoona A. (2011). Achievement Levels of Poorresearchstudyintheregion.Fortechnicalquestions Grade 6 Pupils in Zimbabwe. SACMEQ III reports, or comments about this report, please contact the SABER PolicyBrief,Number1. teamthroughhttp://saber.worldbank.org. 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SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  27 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  AnnexI:SABERͲEngagingthePrivateSectorRubrics  Thefollowingtablesdisplaytheindicatorsandscalesutilizedforbenchmarkingeachcountry’sengagementwiththeprivatesectorthroughpolicy.Acrossthefour typesofprivateschools,theindicatorspertainingtoeachgoalarelargelythesame;whereacertainindicatorpertainsonlytocertainschooltypes,thiscontextis notedwithinthetable. Policy Goal: Encouraging innovation by providers Indicator Latent Emerging Established Advanced Central government has Regional or municipal Regional or municipal The schools has legal legal authority to set government has legal government has legal authority authority to set their own minimum standards for authority to set minimum to set minimum standards for teacher standards without Teacher standards teachers. standards for teachers with teachers without final review final review from central final review from central from central authorities. authorities. authorities. Central government has the Regional or municipal Regional or municipal The school (school legal authority to appoint government has the legal government has legal authority principal, school council, and deploy teachers. authority to appoint and to appoint and deploy teachers parent association etc.) has Teacher appointment deploy teachers. without review by central the legal authority to and deployment Appointments are subject to authorities. appoint teachers without final review by central review by central authorities. authorities. Central government has the Regional or municipal Regional or municipal The school has the legal legal authority to determine government has the legal government has the legal authority to determine teacher salary levels. authority to determine authority to determine teacher teacher salary levels Teacher salary teacher salary levels with salary levels without review by without review by central final review by central central authorities. authorities. authorities. Central government has the Regional or municipal Regional or municipal The school has the legal legal authority to dismiss government has the legal government has the legal authority to dismiss Teacher dismissal teachers. authority to dismiss teachers authority to dismiss teachers teachers without review by with final review by central without review by central central authorities. authorities. authorities. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       28 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  Policy Goal: Encouraging innovation by providers Indicator Latent Emerging Established Advanced Central government has the Regional or municipal Regional or municipal The school has the legal legal authority over how the government has the legal government has the legal authority over how the curriculum is delivered. authority over how the authority over how the curriculum is delivered Curriculum delivery curriculum is delivered with curriculum is delivered without without final review from final review from central final review from central central authorities. authorities. authorities. Central government has the Regional or municipal Regional or municipal The school has the legal legal authority over how government has the legal government has the legal authority over how resources are allocated to the authority over how authority over how resources resources are allocated to Classroom resourcing classroom (class size). resources are allocated to are allocated to classrooms classrooms without final classrooms with final review without final review from review from central from central authorities central authorities (class size). authorities (class size). (class size). Central government has the Regional or municipal Regional or municipal The school has the legal legal authority over the government has the legal government has the legal authority over the Budget autonomy management of school authority over the authority over the management management of school (not applicable for operating budgets. management of school of school operating budgets operating budgets without independent private operating budgets with final without final review from final review from central schools) review from central central authorities. authorities. authorities.   Policy Goal: Holding schools accountable Indicator Latent Emerging Established Advanced Government does not set Government does set Government does set standards Government does set standards on what students standards for what students for what students need to learn standards for what Student Standards need to learn need to learn, but there is no and also indicates EITHER by students need to learn, by indication of by when or when OR how well they need to when, and how well how well be learned SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       29 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  Policy Goal: Holding schools accountable Indicator Latent Emerging Established Advanced Students do not take Standardized exams are Standardized exams are Standardized exams are standardized exams. administered, but not administered annually. administered annually, annually. and results are disaggregated by school, Student Assessment socioeconomic background, gender and other types of disadvantage. Government does not Government requires Government requires schools to Government requires require schools to undergo schools undergo an undergo a standard term schools to undergo an an inspection. inspection but no term is inspection. inspection, and frequency specified. of inspection depends on Inspection results of previous inspection. Not applicable if the Inspection reports include Inspection reports include Inspection reports include government does not require strengths and weaknesses of strengths and weaknesses of the strengths and weaknesses schools to take part in the school. school and specific priorities of the school, Specific Improvement inspections. for improvement. priorities for improvement planning and schools are required to submit a school improvement plan following the inspection. Sanctions are not Sanctions include additional Sanctions include additional Sanctions include administered based on the monitoring/ warnings and monitoring and fines are additional monitoring, results of school inspections are administered based on administered based on the fines and as a final or performance on the results of school results of school inspections or measure school closures standardized exams. inspections or performance performance on standardized based on the results of Sanctions and on standardized exams. exams. For government- school inspections or rewards funded, privately managed, and performance on voucher schools: rewards may standardized exams. For also be used. government-funded, privately managed, and voucher schools: rewards are also used. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       30 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  Policy Goal: Holding schools accountable Indicator Latent Emerging Established Advanced Government does not Government requires Government requires schools to Government requires require schools to report on schools to report on the use report on the use of public schools to report on the the use of public funds as a of public funds as a funds as a condition for the use of public funds as a Financial reporting condition for the condition for the continuation of funding during condition for the (not applicable for continuation of funding. continuation of funding but a standard term. continuation of funding independent private adhocly/ no standard term. during a standard term schools) with greater monitoring of schools that have failed to adhere in the past.   Policy Goal: Empowering all parents, students and communities Indicator Latent Emerging Established Advanced No information is provided Ad hoc information is Regular information is Regular information is to parents on the results of provided to parents on provided to parents on provided to parents on standardized exams or standardized exam results or standardized exam results or standardized exam results inspection reports inspection reports inspection reports (disaggregated by school, socioeconomic background, gender, other types of disadvantage, Information etc.) and inspection reports from a variety of sources. Policy outlines information interventions to targeted disadvantaged groups SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       31 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  Policy Goal: Empowering all parents, students and communities Indicator Latent Emerging Established Advanced Not applicable if the Neither students or parents Students or parents are Student and parents are government does not require are surveyed as part of an interviewed as part of the interviewed as part of the schools to take part in inspection process inspection process inspection process inspections Voice Schools are allowed to select Schools are allowed to select Schools are not allowed to Schools are not allowed to Selection students based on both students based on academic select students but schools are select students and are (not applicable for academic performance and performance or geography. not required to use a lottery if required to conduct a independent private geography. oversubscribed. lottery if school if over- schools) subscribed. Parental choice is restricted Parental choice is restricted Parental choice is restricted by Parental choice is not Contributions by compulsory monetary by voluntary monetary voluntary non-monetary parent restricted by any type of (not applicable for parent contributions which if parent contributions i.e. contributions i.e. in kind labor parental contributions independent private not paid prohibits the child contributions to a school or goods schools) from attending the school. fund Government sets Government does not set Schools set fees, but are subject Schools set fees without standardized tuition fees. standardized tuition fees but to review from government. any review from Tuition fees imposes cap (overall amount government. (for independent or % increases on tuitions private schools only) fees). The government does not The government provides The government provides tax The government provides Financial support provide tax subsidies or cash tax subsidies for families subsidies and cash transfers targeted cash transfers (for independent transfers for families attending private schools. which can be used by families which can be used by private schools only) attending private schools. attending private schools. disadvantaged families attending private schools.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       32 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  Policy Goal: Promoting diversity of supply Indicator Latent Emerging Established Advanced The government allows one The government allows two The government allows three The government allows all of the following types to of the following types to of the following types to of the following types to operate a school: operate a school: operate a school: operate a school: Ownership Community Community Community Community Not for profit Not for profit Not for profit Not for profit Faith based Faith based Faith based Faith based For profit For profit For profit For profit Certification standards, Certification standards, Certification standards, which Certification standards, which are not linked to which are not linked to are not linked to education which are not linked to education outcomes, restrict education outcomes, restrict outcomes, restrict entry education outcomes, do entry including all of the entry including two of the including one of the three not restrict entry following: 1.land three following criteria: following criteria: 1.land Certification (undulating, distance from 1.land (undulating, distance (undulating, distance from Standards public venues etc.) or from public venues etc.) or public venues etc.) or 2.facilities (separate science 2.facilities (separate science 2.facilities (separate science labs, weather vanes etc.) or labs, weather vanes etc.) or labs, weather vanes etc.) or 3. 3. assets( ownership of land 3. assets( ownership of land assets( ownership of land or or buildings) or buildings) buildings) Registration/certification Registration/certification Registration/certification Registration/certification Market entry guidelines are not officially guidelines are not made guidelines are made public but guidelines are made public information outlined. public and only available on from a single source. and from multiple sources. request. Schools are able to operate Schools are able to operate Schools are able to operate Schools are able to operate whilst paying 4 + types of whilst paying 2-3 types of whilst paying 1 type of fee. without paying fees. Regulatory fees fees. fees. Academic operating budgets Academic operating budgets All budgets academic and All budgets academic and are not equivalent to per- are equivalent to per-student additional budgets (facilities additional (facilities and Funding student amounts in public amounts in public schools. and transport) are equivalent to transport) are equivalent to (not applicable for schools. per student amounts in public per student amounts in independent private schools. Schools do not receive public school. School schools) targeted funding to meet receives targeted funding specific student needs. to meet specific student needs. No Incentives Schools are supported by Schools are supported by two of Schools are supported by Incentives one of the following 1. the following 1. startup funding three of the following startup funding similar to similar to public schools, 1.startup funding similar SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       33 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABERCOUNTRYREPORT|2015  Policy Goal: Promoting diversity of supply Indicator Latent Emerging Established Advanced (not applicable for public schools,2. access to 2.access to government landed to public schools 2. access independent private government landed or or unused government facilities to government landed or schools) unused government or 3.exempt from local unused government facilities or 3.exempt from taxes(property taxes) similar to facilities or 3.exempt from local taxes(property taxes) public schools local taxes(property taxes) similar to public schools similar to public schools Schools are provided Schools are provided Schools are provided Schools are provided Planning information on the information on the information on the allocations information on the (not applicable for allocations to be transferred allocations to be transferred to be transferred to them allocations to be independent private to them less than 1 month to them between 1 and 3 between 4 and 6 months before transferred to them more schools) before the start of the months before the start of the start of the academic year. than 6 months before the academic year. the academic year. start of the academic year. Coverage of charters is Coverage of charters is Coverage of charters is No Restriction. Charters restricted by three of the restricted by two of the restricted by one of the are not restricted by following: student and following: student numbers, following: student numbers, student numbers, school Coverage school numbers and location school numbers, location school numbers, location numbers, or location (for privately managed (certain cities or districts). (certain cities or districts). (certain cities or districts). (certain cities or districts). schools only) Only new or only existing No restrictions due to schools are able to become new/existing school status. charters. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       34 TANZANIAۣENGAGINGTHEPRIVATESECTORINEDUCATION  SABER COUNTRYREPORT|2015   www.worldbank.org/education/saber  The Systems Approach for Better Education Results (SABER) initiative collectsdataonthepoliciesandinstitutionsofeducationsystemsaround the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policymakers and business people—an accessible, detailed, objectivesnapshotofhowwellthepoliciesoftheircountry'seducation systemareorientedtowardensuringthatallchildrenandyouthlearn.  This report focuses specifically on policies in the area of engaging the privatesectorineducation. This work is a product of the staff of The World Bank with external contributions. Thefindings, interpretations, and conclusions expressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBank concerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries. SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       35