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Primary education is the most important responsibility of local governments in Tanzania. Half of all their funds is spent on this activity (although most funds are provided by the central government), and two-thirds of all local government employees are teachers. Local government decision-making is vested in the district council. A majority of its members are directly elected at the ward level. At the lower level, the village council has much the same functions as the district council. At the school level the school committee (in which parents are represented) has the overall responsibility of overseeing the running of the school. 3.7.1Policy framework Education decentralisation in Tanzania is implemented under a framework of various interlinked policies. This section, therefore, is intended to provide the policy context under which education decentralisation takes place. 3.7.1.1 Tanzania DevelopmentThe Assignment is provided by UK Assignment http://www.szdhsjt.com Vision 2025
Tanzania Development Vision 2025 was formulated in 1995, aiming at realising total elimination of poverty in the country by the year 2025. Tanzania’s Vision 2025 recognises education as a strategic agent for transformation of the citizens’ mindsets, and for the creation of a well educated nation adequately equipped with the knowledge needed to solve the development challenges which face the local communities and the nation as a whole. In this view, Vision 2025 stresses on restructuring and transforming education qualitatively, with a focus on promoting creativity and problem solving. Along the same line, Tanzania Development Vision 2025 devolves a greater role to the local actors to own and drive the process of their own development. The document puts it clear that the local people know their problems than any body from outside. In that view therefore, they can decide what they need to prioritise, what is possible to achieve and how it can effectively be achieved under the prevailing local conditions. 3.7.1.2 Education and Training Policy (1995)
The Education and Training Policy (ETP) was formulated in 1995 as a product of the liberalisation policy which started in Tanzania in 1986. The liberalisation policy came to effect in the country after the signing of an agreement with both International Monetary Fund (IMF) and the World Bank (WB) (Mrutu, 2007). As such, the thrust of the policy initiatives is privatisation, and changing of the role of state into facilitation as opposed to state ownership in the provision of services. The major aims of the Education and Training Policy include achieving increased enrolments, equitable access, quality improvements, expansion and optimum utilisation of facilities as well as operational efficiency of the entire system (Mhalila, 2007). It also aims at enhancing partnership in the delivery of education, the broadening of the financial base, the cost effectiveness of the education, and reformation education management structures through the devolution of authority to schools, local communities and Local Government Authorities (Mrutu, 2007). |
