Public Private Partnership In Tanzania: A Framework For Improving The Quality Of Primary Education: A Case Of Selected Primary Schools In Kilimanjaro Region, Tanzania

EXTENDED ABSTRACT

The government of Tanzania adopted the use of the Public Private Partnership (PPP) model as a development strategy for service delivery improvement particularly education since the late 1970s. Despite the adoption and long use of the model for fostering socioeconomic development through improving education services in Kilimanjaro Region, the quality of primary education in schools under PPP model has not yet greatly improved. The overall objective of this study was to assess the existing Public Private Partnership model and its influence on improving the quality of primary education delivery in Kilimanjaro Region. Specifically, the study examined the quality of primary education offered in schools under public private partnership model in comparison with private and public schools, determined the contributions played by private educational development partners on improving the quality of primary education, analysed the influence of the PPP model on the quality of primary education and identified constraints hindering the existing public private partnership framework in delivering quality primary education. The study was conducted in Moshi Municipality and Moshi District Council. A cross-sectional research design was adopted. A total of 300 respondents from thirty primary schools (16 PPP, 8 public and 6 private) were selected for the study. Quantitative data was collected using two structured questionnaires, one for 60 teachers and the other one for 240 pupils from thirty primary schools. Qualitative data was collected through focus group discussions, observation methods and key informant interviews. Qualitative data was analyzed using content analysis technique whereby recorded conversations were transcribed into categories of themes/concepts then discussed in line with the study objectives. Quantitative data was analyzed using IBM SPSS Statistics and Microsoft Excel computer programmes. Descriptive analysis was done to determine distributions of individual variables. Moreover inferential statistics were computed to establish iii relationships between some independent variables and the dependent variable (pupils’ academic performance). Chi-square, One Way-ANOVA, difference in difference (DiD) and ordinal logistic regression were run to determine the actual contributions of PPP model on improving the quality of primary education. Public schools had more insufficient school T/L infrastructure and T/L materials compared to their counterparts PPP and private schools. Various educational benefits were gained from types of support provided by private partners through the PPP model, including increased pupils’ enrolment and rate of pupils’ attendance to school as well as improved pupils: textbooks and pupils: desks ratios. Chi-square analysis showed that the association between types of educational support provided and school academic performance for the previous four years was statistically significant (Chi-square = 16.34, p < 0.05). The outputs of ordinal logistic regression model showed that renovations or construction of classrooms, teachers’ offices, and modern kitchens as well as construction and connection of water systems/points as interventions of the PPP model had significant influence on chances of high schools’ academic performance (p < 0.05). Furthermore difference in difference (DiD) results showed that PPP schools had better academic performance with a mean score of 14.6, compared to schools without PPP which scored a mean of 8.9. A number of constraints hindering effective implementation of the PPP model for improving the quality of primary education were identified including absence of effective PPP institutions and legal framework at local level, lack of awareness among government officials and community at large. On the basis of the findings that public schools had more insufficient school T/L infrastructure and T/L materials and their quality of education was lower compared to their counterparts PPP and private schools, it is concluded that insufficiency of school infrastructure and T/L materials leads to ineffective teaching and learning processes in the classrooms hence causes pupils to complete standard seven with low literacy and numeracy competencies compared to the minimum expected competencies.