CITIZEN EMPOWERMENT IN THE MANAGEMENT OF EDUCATION AT THE GR(24)

3.7.1.3 Education Sector Development Programme (1996)
The Education Sector Development Programme (ESDP) was developed in 1996.  This followed the development of the Education and Training Policy that was formulated in 1995. ESDP is a sector wide approach that was initiated to facilitate achievement of the government’s long term human development and poverty eradication targets and to redress the problem of fragmented interventions under the project modality of development assistance. The essence of the sector wide approach is collaboration by the key stakeholders, using pooled human, financial and material resources for planning, implementing, monitoring and evaluation. This approach established new relations which promote partnership, co-ordination, and ownership amongst all groups of people with a vested interest in education (United Republic of Tanzania, 2001).

It should be noted that the ESDP derives its objectives from the Education and Training Policy of 1995, as well as from the broader national development strategy of MKUKUTA and the long-term development plan of the country’s Vision 2025 (United Republic of Tanzania, 2001).  The main education- related objectives include: comprehensive efforts to improve the quality of the education process, increase and improve access and equity for all children, the decentralisation of the management structures, the devolution of authority to local levels and broadening the financial base which supports the education system.

3.7.1.4 The Local Government Reform Programme (1998)
Reform of the local government system was initiated in 1996 seeking to move towards a Vision for Local Government in Tanzania. This vision was subsequently summarised in the Local Government Reform Agenda, and, in October 1998, was endorsed by the Government in its Policy Paper on Local Government Reform (Mmari, 2005). The programme implementation of the LGRP began on 1st January, 2000. The  LGRP is a primary mechanism for the decentralisation and devolution of power to local levels, a main feature in the delivery of education at the primary level. The Local Government Reform Programme (LGLP) is a vehicle through which the government promotes and derives the decentralisation processes (Mmari, 2005).

 As such, LGRP is said to be an integral part of the wide public sector reforms.  The Primary Education Development Plan (PEDP) for example, was set firmly within this decentralised framework and includes components that help to develop the capacity of personnel and structures at the local level, enabling the local level to participate in the comprehensive planning and delivery of high primary education services.

To conclude, we can say that the historical perspective presented herein and the current policy context have influence on the contemporary successes and challenges of decentralisation of primary education in Tanzania. Hence, knowledge of primary education trends and policy contexts will help in discussing the successes and challenges in the forth coming chapters.