Abstract:
The extent to which Public Private Partnership (PPP) model has
improved the quality of primary education in Tanzania is not
empirically known. Specifically, this paper aimed at identifying roles
played by private educational partners and examine the extent to
which the PPP framework has improved the quality of education in
Kilimanjaro Region. Thirty primary schools were randomly selected
from two strata (16 with PPP and 14 without PPP schools). A total
of 60 teachers and 240 pupils were randomly selected and data
were collected through structured questionnaires, key informant
interviews and observation. Difference-in-difference (DiD) and ttest were run to examine the influence of PPP roles in improving
the quality of education. Renovation and construction of
classrooms and connection of water sources within school
compounds had significant influence of improving quality of primary
education at p ≤ 0.05. Schools with PPP were found to have better
academic performance with mean score of 14.6 points compared
to non-PPP schools (8.9 points). It is concluded that PPP schools
stand a better chance to improving the quality of primary education
than non-PPP schools. It is recommended that; local governments
and schools’ administration should collaborate adopt the PPP
model to improve the quality of education
