STATE OF HE TRANSFORMATION IN TANZANIA

1. STATE OF HE TRANSFORMATION IN TANZANIA By Daniel Mkude September 2012

2. Outline of Presentation • Background and Methodology • Overview of Education System • Socio- economic Context • Decision-making Structures • Key Policy Initiatives • Key Reform Measures • Key Players in Taanzania’s HE • Conclusion

3. Background • A study commissioned by Trust Africa as part of its HE Project that seeks to identify key issues and players in the ongoing higher education transformation in Africa. • Purpose: To build an effective platform and network for strengthening HE so that it can contribute more effectively to the development of the continent.

4. Methodology • The study revolved around two research questions identified by the sponsor: • What are the key issues facing HE transformation in Tanzania? • Who are the key players contributing significantly, at different levels, to the transformation of HE in Tanzania?

5. Methodology • The study was carried out between March and May 2012. It involved: • A documentary review and analysis; • Interaction with selected stakeholders using 2 questionnaires and more than 30 semi-structured face-to-face interviews. • Two focused group discussion with selected students

6. Overview of System • Tanzania’s education consists of five layers: • 2 years of pre-priminary for ages 5-6. • 7 years of primary education for ages 7-13. • 4 years of secondary education for ages 14-17. • 2 years of advanced secondary for 18-19. • 3-5 years of higher/university education, which is subdivided into degree granting and non-degree granting institutions.

7. Overview of System • In between the layers there is technical education which is divided into different levels of competence on the basis of entry qualifications. • The term tertiary education is sometimes used to refer to all formal and technical education offered after secondary education.

8. Socio-economic context • Four issues were selected for scrutiny: political climate, economic trend, social fabric and level of corruption. • Political climate: Focus was on the level of democratization as judged by observers using different parameters. Finding: Support for democratic principles and values is steadily growing.

9. Socio-economic context • Economic trend: Focus was on selected economic indicators [GDP, Inflation, Export Ratio, Balance of Payment, External Debt] and MDG achievements. Finding: A fluctuating economy, not strong enough to sustain a robust HE system; however there is potential for growth with proper planning, wise utilization of resources and curbing corruption

10. Socio-economic context • Social fabric: Focus was on unity and cohesion. Finding: Stable but volatile mainly due to joblessness, deepening poverty and growing social intolerance. • Corruption: Focus was on reports by different organs. Finding: Despite efforts by to fight it, corruption is still high and possibly growing.

11. Decision making structures • HE as a public service is subject to the command structure prevalent in the Government. It consists of four levels: • National level: Level at which policy foresight and national strategic positioning are ultimately determined and shaped, namely, crafting the national vision, drawing the agenda for development and setting priorities.

12. Decision making structures • Ministerial level: Level that translates the national vision into policies, programs and strategies and then facilitates implementation and monitoring. There is a division solely responsible for HE. • Intermediary bodies level: These are over-arching coordinating and regulatory bodies. Currently there are four: TCU, TEA, NACTE, HESLB.

13. Decision making structures • Institutional level: This is the level of the actual implementers, that is, those who translate policies and programs into activities that produce consumable results. They have their own internal decision making structures provided for in the charter that establishes them. They include such organs as Council, Academic Senate etc.

14. Key policy initiatives • There are many policy initiatives relevant to HE transformation in Tanzania. Only three will be cited here: • Education and Training Policy 1995: liberalized the establishment and management of higher education in Tanzania. • Tanzania Vision 2025: declared education as a strategic agent for mindset transformation and economic development.

15. Key policy initiatives • The Higher Education Policy: established a legal and regulatory framework for the establishment and control of new higher education institutions. • Also there are currently two major projects being coordinated by the Ministry, namely the Science project and the higher education development project.

16. Key areas of reform • Access and equity: Within a period of 15 years enrolment rose from 5000 in 1995 to 130,000 in 2011. • Several measures were taken to realize this growth. They include: • Establishment of new institutions. In 1995 there were only 5; in 2011 there were 42.

17. Key Reform areas • Provision of a loan facility • Expansion of existing institutions • Establishment of satellite campuses • Establishment of evening programs • Adoption of Affirmative Action Policy • Mounting pre-entry programs

18. Key reform areas • Expansion of funding base. Measures taken include: • Introduction of cost-sharing • Mounting special fee paying programs; • Soliciting contributions from alumni. • Establishment of fund-raising offices

19. Key reform areas • Improvement of academic programs. Measures taken include: • Semesterization and modularization • Involvement of stakeholders in curriculum design; • Introduction of standard internal and external quality assurance measures. • Support for regional QA initiative

20. Key reform areas • Changes in governance structures and practices: • Universities governed by charters not Acts • Head of State need not be Chancellor • Only two position are appointed by President • Size of Councils trimmed down • Fixed period for holders of top offices • Positions filled through advertising or search committees.

21. Key reform areas • Increased student participation in: • Governance: representation of students at all levels from department to Council; • Quality Assurance Evaluations; • Community engagements

22. Key players • There are many players in HE. It is however difficult to be specific about their distinctive roles in the transformation process. • Government: provides the legal and policy framework for reform. • Development partners: some have a wholistic approach to reform, others have a particularized approach.

23. Key players • International Inter-governmental organizations: tend to support activities that can bring about significant improvements. Some like the World Bank have a direct influence on policy directions at the Ministerial level. • Regional Inter-governmental organizations like ADB,NEPAD,SADC, and AU.

24. Key players • Private Providers: There has been an upsurge of higher education providers in Tanzania since 1995. The majority of them are affiliated to religious organizations. • A number of providers are local; there arer a few foreign providers too who operate either individually or in partnership with local citizens.

25. Key players • Relationships between providers: • The picture is not clear whether the relationship is competitive, collaborative or neutral. • The regulator might wish to indicate the preferred direction of change.

26. Conclusion • Higher education in Tanzania has undergone a tremendous change in the last 15 years. The numbers of enrolled students, of programs on offer and of new institutions are undoubtedly impressive. However, there are also signs that the system is being overwhelmed by inadequacy of infrastructure, human and financial resources. This is affecting quality. • Thank you