Tanzania (Mainland): Report: Part II: Analytic Section: cont. 4

The EFA 2000 Assessment: Country Reports
Tanzania (Mainland)

Table 24: Indicator 10 - Percentage of primary school teachers who are certified to teach according to national standards

Region		1991			1998
	MF	M	F	MF	M	F
Arusha	66.4	67.6	65.2	49.6	48.9	50.1
Dar- es- Saalam	59.7	47.8	62.0	41.9	35.9	43.1
Dodoma	72.8	72.4	73.4	60.7	61.0	60.3
Iringa	67.1	66.6	67.8	53.2	52.5	54.2
Kagera	69.1	67.6	72.1	51.5	48.8	56.5
Kigoma	82.0	78.4	88.0	64.8	64.5	65.4
Kiimdanjaro	62.1	53.0	67.6	52.3	43.9	57.1
Lini	77.9	76.6	81.6	63.6	62.8	65.7
Mara	73.7	71.5	77.7	63.0	63.1	62.9
Mbeya	69.1	68.5	70.1	57.7	57.4	57.9
Morogoro	70.0	68.6	71.6	57.5	59.1	56.0
Mtwara	72.9	71.3	76.6	61.4	61.0	62.2
Mwanza	68.0	70.1	63.6	53.8	54.6	52.5
Pwani	70.7	68.9	73.6	52.7	54.4	50.6
Rukwa	73.8	72.4	77.7	56.5	52.5	68.2
Ruvuma	72.4	72.4	72.4	60.1	62.5	55.9
Shinyanga	64.2	61.0	72.0	52.6	52.1	53.7
Singida	72.5	72.7	72.1	59.9	59.2	61.2
Tabora	72.2	70.1	75.1	59.9	58.6	61.8
Tanga	70.6	66.8	75.9	57.9	54.3	61.7
Total	69.7	68.7	71.2	55.8	55.7	55.9

Table 19 shows the percentage of school teachers who are certified to have received the minimum organized teacher training (pre-service or in service) required for teaching in primary education, expressed as a percentage of total number of primary school teachers.

In case of Tanzania these are Grade B/C teachers (Std.VII leavers, or failures of Form IV who took a Teacher Grade C and B respectively. According to ETP they are required to undergo upgrading courses to acquire Grade A Certificates. It is planned that those teachers who will be untrainable, they retire from teaching voluntarily by 2003/2004.

The overall percentage of Grade B/C teachers is higher than those of Grade A. The overall percentage of teachers with Grade B certificates was 69.7 in 1991 and dropped to 55.9 in 1998. The drop was more significant among female than male teachers. Whereas the percentage of certified female teachers dropped from 71.2 in 1991 to 55.9 in 1998 the percentage of certified male teachers dropped from 68.7 in 1991 to 55.8 in 1998. This is evidenced across all regions. This is due to the reason that pre-service courses and distance courses for Grade B/C were abolished.

Figure 3: Total Distribution of Teaching Staff in Primary Schools by Grade and Geographical Location, 1991 & 1998

7.2.7 Pupil/teacher ratio

The standard teacher pupil ratio in Tanzania is 1:45 (one teacher to 45 pupils). The teacher/pupil ratio is affected by;

Teaching learning environment
Community rate of literacy
Community economic base
Other factors – health factors (e.g HIV/AIDS status), business trend etc.

Table 22 indicates that in 1991 and 1998 only Arusha (59) and Shinyanga (52) had the highest pupils teacher ratio. The main reason is that the regions have adverse environment (aridity) which discourages teachers to work in these areas. The Table also reveals that Lindi (25,32), Ruvuma (26,32), Mtwara (27,32) and Kilimanjaro (29,31) had few pupils in comparison to teacher. Whereas, for Lindi, Ruvuma and Mtwara poor enrolment and high rate of drop outs explains the phenomenon, for Kilimanjaro it is high rate of community literacy and conducive teaching – learning environment.

Table 25: indicator 1 - Evolution of the pupil/teacher ratio by region 1991-1998

	1991			1998
Region	Total enrolment	Number of teachers	Pupil/Teacher ratio	Total enrolment	Number teachers	Pupil/Teacher ratio
Arusha	210825	3590	59	269044	6257	43
Dar es Salaam	183555	4313	43	256839	5901	44
Dodoma	174183	5225	33	212414	5445	39
Iringa	221344	5540	40	248348	6279	40
Kagera	195987	6195	32	209145	6235	34
Kigoma	126625	4281	30	144672	4026	36
Kilimanjaro	230720	7976	29	251280	8150	31
Lindi	73668	2906	25	85182	2683	32
Mara	185442	5069	37	207441	5644	37
Mbeya	250302	7234	35	292301	7956	37
Morogoro	180346	5433	33	200235	5876	34
Mtwara	111483	4152	27	126744	3949	32
Mwanza	288415	7178	40	328470	7653	43
Pwani	89034	2698	33	107431	2960	36
Rukwa	103194	2701	38	118737	3113	38
Ruvuma	127588	4998	26	150517	4720	32
Shinyanga	281541	5685	50	302275	5783	52
Singida	125600	3818	33	151024	3392	45
Tabora	143839	4138	35	158174	4186	38
Tanga	203693	5136	40	214936	6228	35
Total	3507384	98174	36	4035209	106436	38

It is also revealed that with the exception of Arusha and Tanga, the rate of increase of enrolment from 1991 to 1998 was not the same as the increase of teachers.

This could be explained by the fact that the government ceased employment in 1995, that teachers from teachers colleges were not able to find employment in government schools which includes the majority of schools. Also a significant number of licensed teachers who up until 1995 did not acquire the minimum qualifications were removed from teaching force.

Figure 4: pupils teacher ratio by region 1991 - 1998

7.2.8 Internal efficiency of the educational system

Efficiency, a term closely linked with economic production, refers to the situation where maximum output is realised at the least cost. With a given level of inputs, a greater level of the desired output is achieved. In education, an investment in the form of buildings, teachers, learning materials, etc is made (as input) in order to produce an output of educated students. Efficiency in education could be looked at in terms of expenditure on education and the output (graduates) the system produces. Usually, educational specialists take simplified models to assess internal efficiency of education. One such model regards a student-year spent in school to be the unit of input. At primary school level, internal efficiency is low because of low retention rates and high repetition rates.

Table 26 shows that the number of repeaters was reduced from130697 in 1991 to119099 in 1998.The repetition rate was the highest in Shinyanga(53.0) and lowest in Mwanza (45.4) in 1991. In 1998 the highest repetition rate was observed in Kilimanjaro and lowest in Lindi(44.1). Overall the repetition rates for boys is higher for girls both 1991 and 1998as indicated in .

Table 26: indicator 12 - Evolution of the repetition rates by geographical location and by gender

Table 27 shows the cohort dropout in 1995. For example, an average of 1.6 per cent of the total enrolment dropped out of school and 2.1 percent repeated a class. However, due to the limitations inherent in the dropouts index, a better indicator would be to compare Std1 intake with corresponding Std.V11 finalists to assess the extent of dropout over 7 years of primary schooling, without regard to the number of repeaters.

Table 27: indicator 13 - Average pupil-flows rates (Promotion, repetition and drop-out rates) 1997- 1998

	Grade	1	2	3	4	5	6	7
	Promotion rate	91.1	93.5	93.2	79.6	94.0	90.5	90.6
MF	Repetition rates	3.4	2.2	1.3	11.6	0.2	0.2	0.2
	Drop-outs rates	5.6	4.4	5.5	8.8	5.8	9.4	9.2
	Promotion rates	90.3	93.1	92.9	78.8	93.5	90.4	89.5
M	Repetition rates	3.3	2.2	1.3	11.3	0.2	0.2	0.2
	Drop-outs rates	6.4	4.8	5.7	9.9	6.3	9.4	10.3
F	Promotion rates	91.9	93.9	93.5	80.3	94.5	90.5	91.7
	Repetition rates	3.4	2.2	1.3	11.9	0.1	0.1	0.2
	Drop-out rates	4.7	3.9	5.2	7.8	5.4	9.3	8.2

The pupil flow rates were calculated from the data of the years 1997 and 1998. It can be observed that the promotion rates between girls and boys are constant for the grades I, II and III, and decreased in Grade IV from grade I 90.3 boys to 78.8 boys by 11.5. Likewise for girls they dropped from grade I 91.9 girls to 80.3 girls by 11.6. The drop out rate from grade I to grade IV is 11.6. The reason for the high dropout rate is the examinations in which many pupils fail to be promoted to Grade (V) and therefore repeat the same grade the following year. One can note that I grade V the promotion rates has gone up and came constant for the grades VI and VII. On the contrary, the repetition rates increase gradually in grades 1 - 3 and shoots up in grade IV because the majority of children fail to be promoted to grade V which in turn repeat the same grade in the following year. Table 28 can be observed that repetition rates for both males and females is lower in grades 1 - 3 and higher in grade 4 which is 11.6 and almost zero in grades 5,6, and 7 caused by the reason that no repetition is allowed after grade 4. (5,6,7).