A Comparative Analysis on the Quality of Primary Education in Schools under Public Private Partnership Model in Kilimanjaro Region, Tanzania

The Government of Tanzania started using the Public-Private-Partnership (PPP) model for provision of education services from the late 1970s, and in the mid of 1990s there was an increased participation of private partners in the provision of such services at all levels. Therefore, it was anticipated that the quality of education would have improved substantially in terms of teaching and learning (T/L) infrastructure, T/L materials and pupils’ academic performance in national examinations. However, the quality of primary education in schools under PPP is not scientifically known. Therefore, the research on which  this paper is based, among other things, identified and  PPP  schools  and private primary schools in Kilimanjaro Region as a case study in Tanzania. Data were collected by using a questionnaire which included an index summated scale, an FGD guide and a key informant interview guide. Observation method was also employed in collecting data. A total of 240 pupils and 60 teachers were selected. The results showed that public schools not under PPP had more insufficiency of school T/L infrastructure and T/L materials compared to their counterpart public schools under PPP and private schools, the highest quality being in private schools. Since school infrastructures and T/L materials were indicators of quality education, it is concluded that the quality of education in PPP schools was intermediate while the quality was the best and poorest in private and public schools respectively. It is also concluded that inadequate school infrastructure and T/L materials  is associated with ineffective teaching and learning process for teachers and pupils in classroom hence poor quality of education. Also, schools with PPP interventions have a better chance of improving the quality of education compared to schools without PPP. It is recommended that the Education Department in Kilimanjaro Region should administer and put in practice an education policy that requires every pupil and every school to be sufficiently provided with required number of school T/L infrastructure and T/L materials. This will be possible if local authorities of the studied districts will team up and collaborate closely with private educational partners.