Abstract:
The main objective of this study was to determine the significance of Plan Tanzania
(Plan) contribution to quality of and access to primary education in Kibaha and Kisarawe
District Councils. This study is guided by the policy failure theory which regards Non-
Governmental Organizations (NGOs) as an alternative to the poor performance of the
public sector in service delivery. Finding shows that the recent education reforms have
given opportunities for the implementation of the Primary Education Development
Programme (PEDP) and actively involved NGOs in the provision of primary education.
The impact of the education sector reforms lies on the improved access to and quality of
primary education from the national level downward to the school levels. Access and
quality indicators addressed in this study included enrolment, drop out, availability and
adequacy of teaching and learning facilities and performance in national STD IV and VII
examinations. The study revealed that Plan Tanzania has significantly improved the
enrolment and reduced dropout rates in schools. Most schools with Plan Tanzania
support had more desks, classrooms, pit latrines, tables, chairs and text books than
schools without Plan Tanzania support. Facilities such as kitchen, library, water tanks
and cup boards were available in all schools with Plan Tanzania support but not
available at all in schools without Plan Tanzania support. Performance in STD IV and
VII national examinations had gradually improved in both schools with and without Plan
Tanzania support. Statistical results fail to accept the significant association of Plan
Tanzania contribution to such variables as availability of desks, classrooms, pit latrines
and performance in national STD IV and VII examinations. Despite the failure ofIll
statistical test to accept the association of Plan Tanzania contribution to primary
education, the significance of Plan Tanzania contribution is highly acknowledged.
Despite
the
achievements,
poor
coordination,
performance,
inadequate
resources/facilities, and lack of effective PPP strategies were registered as major
challenges. The study recommends openness, accountability, community involvement,
viable public-private partnership mechanisms and capacity building as strategies of
active NGO participation in primary education.
