Public private partnership in Tanzania: a framework for improving the quality of primary education

Abstract

The government of Tanzania adopted the use of the Public Private Partnership (PPP) model as a development strategy for service delivery improvement particularly education since the late 1970s. Despite the adoption and long use of the model for fostering socio-economic development through improving education services in Kilimanjaro Region, the quality of primary education in schools under PPP model has not yet greatly improved. The overall objective of this study was to assess the existing Public Private Partnership model and its influence on improving the quality of primary education delivery in Kilimanjaro Region. Specifically, the study examined the quality of primary education offered in schools under public private partnership model in comparison with private and public schools, determined the contributions played by private educational development partners on improving the quality of primary education, analysed the influence of the PPP model on the quality of primary education and identified constraints hindering the existing public private partnership framework in delivering quality primary education. The study was conducted in Moshi Municipality and Moshi District Council. A cross-sectional research design was adopted. A total of 300 respondents from thirty primary schools (16 PPP, 8 public and 6 private) were selected for the study. Quantitative data was collected using two structured questionnaires, one for 60 teachers and the other one for 240 pupils from thirty primary schools. Qualitative data was collected through focus group discussions, observation methods and key informant interviews. Qualitative data was analyzed using content analysis technique whereby recorded conversations were transcribed into categories of themes/concepts then discussed in line with the study objectives. Quantitative data was analyzed using IBM SPSS Statistics and Microsoft Excel computer programmes.