The Ministry of Education and Vocational Training

The Ministry of Education and Vocational Training

Education Sector Human Resource Situational Analysis

“Human Resources for quality Education in Tanzania”

“Inception Report”

Issa M. Omari Heather Baser

August 2010

Table of Contents

1.0 Introduction to the Assignment ……………………………………………………………….. 1

2.0 Background to the Education Sector ………………………………………………………… 1

2.1 The Structure of the Education System …………………………………………………… 2

2.2 The Volume of Current Human Resource and Enrolments………………………… 3

3.0 The Terms of Reference [ToR] ………………………………………………………………….. 4

3.1 The Key Processes and Expected Outputs………………………………………………… 4

3.2 The Scope of the Assignment……………………………………………………………………. 5

3.2.1 Coverage of the Analysis…………………………………………………… 5

3.2.2 Defining and Characterization of Education Sector HR……… 6

4.0 Methodology for the Situation Analysis……………………………………………………… 8

4.1 Introduction to the Methodology………………………………………………….. 8

4.2 The Sampling Strategy……………………………………………………………………. 8

· National Level……………………………………………………………………. 8

· Regions……………………………………………………………………………… 8

· Districts……………………………………………………………………………… 9

· Wards………………………………………………………………………………… 9

· Schools………………………………………………………………………………. 9

· Universities……………………………………………………………………….. 9

· Agencies and institutions…………………………………………………… 9

· Donor and NGO groups ……………………………………………………..

5.0 Key Interviews to be Conducted and Data Sets Required…………………………….. 10

5.1 The Nature of Interviews…………………………………………………………………. 10

5.2 Data Sets Required…………………………………………………………………………… 11

6.0 Terms of Reference for the Enumeration Firm……………………………………………… 15

7.0 Arrangement for the Implementation of the Task………………………………………… 16

8.0 Sample Instruments

1. Ministry level…………………………………………………………………………………….. 18

2. Regional Level Data……………………………………………………………………………. 19

3. District Level Data………………………………………………………………………………. 21

4. School Level Data……………………………………………………………………………….. 24

4.1 School Outcome Indicators………………………………………………………………… 25

5. Institutional Data……………………………………………………………………………….. 23

6. Teachers Ranking Questionnaire…………………………………………………………

9.0 Activities and Time Plan…………………………………………………………………………………… 26

10.0 Structure of Final Report…………………………………………………………………………………. 27

11.0 Annexes

1. Terms of Reference for the Assignment…………………………………………………… 28

2. Terms of Reference for the Enumeration Firm………………………………………….. 35

3. List of Planed Interviews……………………………………………………………………………. 41

1.0 Introduction to the Assignment

This is a Government of Tanzania inspired situational analysis of human resources in the education sector. The overarching purpose is to improve our understanding of the constraints and possibilities in human resources in terms of

· Availability;

· Deployment;

· Distribution; and

· Retention

The ultimate aim is to improve the human resources base for sustainable and comprehensive quality education, with underserved areas receiving special attention.

2.0 Background to the Education Sector

In 1997, the Government of Tanzania formulated the Education Sector Development Program, (ESDP) as an overall strategy and framework for realizing the goals and objectives of the 1995 Education and Training Policy. Under the ESDP, there are notional subsector committees for:

· Basic Education, including secondary education

· Higher and Tertiary Education

· Vocational Education and Technical Training

· Folk and Adult Education and Training

However, all these committees report through the Education Sector Development Committee which has representation from all stakeholders.

Within this ESDP framework, the Government has implemented, or is implementing the following programs:

· Primary Education Development Plan I: 2002:2006

· Secondary Education Development Plan I: 2004:2009

· Folk Education Development Program: 2008/9-2012/13

· Primary Education Development Plan II: 2007- 2011

· Secondary Education Development Plan II: 2008-2015

· Higher Education Development Plan: 2010-2015

· Science and Technology Higher Education Plan: 2008-1013

· Teacher Education Management Strategy: 2006-2010

· Technical and Vocational Education Program: 2011 -2016

ESDP has now been revised and a second sequel is in operation as ESDP II: 2008 – 2017. The main thrusts of the above education development plans have been:-

· Expansion of enrolments and equitable access

· Improvement of quality and the relevance of education

· Strengthening institutional arrangements

· Capacity building across the board

· Addressing cross cutting issues

It is now over 10 years since ESDP was launched but there has not been any candid and comprehensive analysis of the human resources available, their quality, and distribution. It is greatly recognized that human resources are the essential inputs for quality education. Otherwise, one may compromise quality, the pace and scope of expansion, and the provision of education on equitable basis. The current assignment is then to be situated in that context of strategic concerns for effective management, quality, access, equity, and expansion of education and its provision.

2.1 The Structure of the Education System

Tanzania operates a rather diffused or truncated education system in which:

(i) Pre-Primary education has mainly been left to NGOs and private providers

(ii) Primary and secondary education is under the Prime Ministers Office, Ministry of Regional Administration and Local Government

(iii) Higher education, teacher education, technical education, adult education, the inspectorate, and educational agencies and service institutes are in the Ministry of Education and Vocational Training

(iv) Folk Education is in the Ministry of Community Development, Gender and Children.

(v) Tertiary non higher education is in the respective sectoral Ministries

(vi) Vocational Education and Training is under a semi autonomous agency

The structure of the formal education system follows the 2-7-4-2-3+ for preprimary, primary, secondary (O-level), senior secondary (A-Level, and university education. The mandatory age for enrolling in primary education is 7 years.

2.2 The Volumes of Current Human Resources and Corresponding Enrolments

Tanzania is in a very enviable position with respect to educational data. Each year, and for the National Parliament, the sitting Minister of Education presents the Budget Estimates along side an informative booklet called: “Basic Education Statistics in Tanzania” It is an excellent tradition started late in 1980s. Thus one can get official statistics, notwithstanding weakness therein. Table 1 gives the volumes of student enrolments in both public and private institutions combined, and the number of teachers.

Table 1: Enrolment volumes by level and sex: 2010

S/N / Level / Teachers / Enrolments
Total / Male / Female / Total
1 / Preprimary Education / 1,4779 / 460,628 / 463,837 / 925,465
2 / Primary / 165,856 / 4,203,269 / 4,216,036 / 8,419,305
3 / Adult and Non Formal Education (ICBAE) / 29701 / 272,314 / 300,860 / 573,174
(COBET) / 6,011 / 39,503 / 33,296 / 72,799
4 / Secondary Education: Form 1-4 / 40,517 / 866,734 / 699,951 / 1,566,685
Form 5-6 / 43,437 / 28,577 / 72,014
5 / Teacher Education (Non University) / 1,745 / 14,578 / 11,236 / 25,814
6 / Higher Education / NA / 76,934 / 42,916 / 118,951
7 / Technical Colleges / NA / 24,680 / 20,493 / 60,173
8 / Tertiary-higher and technician level / NA / 97,426 / 71,696 / 169,124
9 / Folk and Vocational Education / NA / 62,008 / 54,605 / 116,613

3.0 The Terms of Reference (TOR)

The TOR are quite explicit and clear. The overall purpose is to undertake an in-depth analysis of the current human resources situation in the education sector by:

(a) Doing an analysis of the key issues related to human resources availability and distribution within the sector

(b) Assessing the availability against current and future requirements of each subsector

More, specifically the TOR requires the consultants to provide:

(a) An overview of human resources availability in the education sector, including the relevant MDAs, and the projected needs in the next five years;

(b) An overview of the distribution of the human resources in the education sector by:

(i) Subsectors and agencies;

(ii) Regions and districts;

(iii) Gender; and

(iv) Qualifications;

(d) An analysis of the factors affecting human resources in terms of:

(i) Availability and distribution;

(ii) Training and development, including in-service;

(iii) Recruitment, attraction and placement or deployment;

(iv) Level of job satisfaction and motivations of teachers and staff;

(v) Retention of staff and attrition rates.

(e) Clear and actionable recommendations and the way forward on the basis of the analysis and the findings.

3.1 The Key Processes and Expected Outputs

It is anticipated that the consultants, working as a Team will:

(a) Report regularly to the Director, Policy and Planning in MOEVT

(b) Provide regular progress report to the chair , IATWG through HR SITAN Sub Committee

(i) Review of existing relevant documents

(ii) Interviews and discussions with key stakeholders

(iii) Collect field data on human resources availability and needs

(iv) Participate in the procurement and training of enumerators

(v) Design the sampling strategy

(vi) Develop and pilot test survey tools

(vii) Draft the TOR for fieldwork

(viii) Conduct data analysis and write the draft and final reports

(ix) Create and provide a database compatible with EMIS to the three ministries – MOEVT, PMO- RALG and MCDGC

(x) Present the final report to the Education Sector Development Committee [ESDC]

The expected outputs include:-

(i) Inception Report whose contents will be:

(a) An overview of issues emerging from the review of documents

(b) Information gaps that need to be addressed

(d) Sampling strategy

(e) Survey tools and instruments

(f) TOR for data collection phase of the study

(g) Work plan and time line for its implementation

(h) Outline of the final report

(ii) Draft Report for client review and feed back from stakeholders

(iii) Final Report

3.2 The Scope of the Assignment.

This has two components:

3.2.1 Coverage of the analysis. The Education Sector, which is the subject matter of this assignment, comprises:

(1) Pre-Primary education of two years before primary education;

(2) Primary education of seven years;

(3) Secondary education (a) O-level of four years;

(b) A-level two years;

(4) Adult and non formal comprising:

(a) CBET- Complementary Basic Education Age 11-18

(b) ICBAE – Integrated community Based Adult Education

(d) Distance Education

(5) Vocation Education and Training

(6) Technical Education

(7) Teacher Education

(8) Tertiary non University Education

(9) Higher Education, e.g., Universities and associated colleges

(10) Administration in:

[a] The three ministries: MOEVT, PMO – RALG and MCDGC;

(b) Regions;

(d) Schools; and

(e) Teaching and training institutions

(f) Service institutions

(11) The semi autonomous agencies and institutions that include:

(i) The Higher Education Students Loans Board

(ii) Tanzania Universities Commission

(iii) Tanzania Education Authority

(iv) National Council for Technical Education

(v) National Examinations Council of Tanzania

(vi) Tanzania Institute of Education

(vii) National Council for Science and Technology

(viii) Agency for the Development of Education Management

(ix) The Institute of Adult Education

(x) Vocational and Training Authority

3.2.2 Defining and characterization of the Education Sector Human Resources

The hardest departure point for this assignment is to answer the question:

“What constitutes human resources in the education sector?

“Do we include every body working in the sector or be selective?

Obviously there are the natural categories of staff who permanently belong to the education sector. Then there is an assortment of support staff with no permanent affiliation to the sector as can be moved out any time. Here below is a run down of the possible categories for inclusion and exclusion in the analysis.

S/N / Categories Staff in the Sector / Include / Exclude
1 / Trained Teachers [both teaching and not teaching]
2 / Untrained teachers teaching in schools
3 / Retired teachers teaching in schools
4 / Retired teachers not teaching anywhere
5 / Trained teachers in non state for profit schools (private)
6 / Trained teachers in seminaries/ religious schools
7 / Untrained teachers in private and religious schools
8 / Administrators, e.g., in private and religious schools
9 / Trained educators in government institutions (TEA)
10 / Administrators in institutions, e.g., universities, TEA, etc
11 / Support staff-- secretaries in schools/universities
12 / Laboratory technicians and farm managers
13 / Non educators in the Ministry of Education
14 / Trained educators in the Ministry of Education
15 / Technical support staff, e.g., accountants, bursars
16 / Senior Management Staff in Ministries
17 / Lecturers in higher education institutions
18 / Tutors in tertiary institutions in other ministries
19 / Tutors in public teacher training colleges
20 / Tutors in private teacher training colleges
21 / Zanzibar –only as impacts on secondary education
22 / Publishers
23 / Librarians
24 / Procurement officers
25 / Development educators, e.g., FDC +tertiary edu staff
26 / Vocational education training tutors

4.0 Methodology for the Situational Analysis

Methodology has to do with sampling, instruments, and procedures. All are geared towards the realization of the objectives of the assignment.

4.1 Introduction to the Methodology. The Terms of Reference calls two things:

(i) There should be field survey based on strategic samples

(ii) Underserved areas should receive special attention in sampling

Tanzania is a large country of 886,037 square kilometers of land mass, and 59,050 square kilometers of waters, with a population close to 40 million people. It is characterized by great social, economic, and geographical diversities and variations. An attempt will be made here to cover the whole country and the great variations as much as possible

In social economics, underserved areas should include those with:

· Low Gross Enrolment Ratio at both primary and secondary level;

· Low net enrolments Ratio at both primary and secondary level;

· Low Transition Rates from primary to secondary education level;

· Poor performance in national examination: P7 and S4;

· Poorly supplied with teachers and other key inputs;

· Low in construction of community secondary schools;

· High poverty Index; and

· Overcrowded classes. High PTR

4.2 The Sampling Strategy

As a matter of necessity, the study calls for the use of a multilayer purposeful sampling strategy. Therefore, the sampling will be by:-

(A) National Level: All the three Ministries with some education mandate, i.e., MoEVT, MCDWC, PMORLAG;

(B) Regions. Tanzania had hitherto 21 firmly established regions. It is proposed that the study cover 9 of these regions. These will be selected from three categories of High, Medium, and Low in educational services. There is a lack of a single composite index incorporating all the concerns above with respect to underserved areas.. The most accessible, and possibly the most adequate measures should be GER, NER, P7 pass levels, and poverty profile. Using recent trends we propose to use the following regions:-