The Burden of Exam Preparation: A Strain on Students, Parents, and Teachers in Tanzania

By Adonis Byemelwa

As students, parents, and teachers gear up for the looming November Form Four National Examinations in Tanzania, the pressure mounts significantly. Known academically as summative assessments, these exams place a heavy financial burden on parents, particularly those with children enrolled in private schools, as they grapple with various demands from school owners.

During this critical period, while official fees remain unchanged, an array of additional contributions emerges, aimed solely at ensuring students are adequately prepared and perform well. The recent government decision to abolish the nationwide announcement of top-performing students has provided a slight relief from the competitive tension, yet schools often resort to both ethical and questionable methods to secure high rankings.

The challenges of having a Form Four student are exacerbated by extended school holidays, particularly in June and December. School owners in major cities commonly demand that examination classes remain at school over the holidays for payments ranging from Sh 250,000 to Sh 300,000.

 In these discussions, financially challenged parents often find themselves overshadowed by wealthier counterparts who dictate terms, leaving many to suffer in silence or feel embarrassed for disagreeing with the majority. This situation has led to an escalation of contributions within private schools, prompting some parents to consider transferring their children to avoid excessive costs.

Historically, Tanzania withdrew from the East African Examination Council in 1971, placing the responsibility of examination management under the Directorate of Curriculum Development and Examinations within the Ministry of Education.

The first national Form Four examination took place in November and December of the same year, leading to the establishment of the National Examination Council of Tanzania through the enactment of Law No. 21 of 1973.

Despite the historical significance of these exams, many parents lament the ever-increasing costs associated with their exceptional candidates. Reports reveal that parents are burdened with contributions for special meals, supplementary examination costs, and even additional items such as coffee to keep students alert during study sessions.

The National Form Four exams hold great importance for many students across Tanzania, serving as a pivotal moment that assesses their academic performance and shapes their future educational paths. Success in these exams can lead to opportunities for university, vocational training, and various educational and employment avenues, marking a significant transition in students' lives.

Preparation for these national exams demands immense discipline and effort from students. The preparation process includes in-depth and regular studying, self-assessment tests, and participation in additional tuition. Students must develop effective study plans and manage their time wisely to cover the entire syllabus and grasp the necessary subjects.

Additionally, maintaining good health through proper nutrition, exercise, and adequate sleep is essential for optimal performance during exams. Strong collaboration with teachers and parents also plays a crucial role in this journey, providing guidance, motivation, and support necessary for student success.

Nevertheless, many parents of students attending private schools in Dar es Salaam have voiced their frustrations regarding these additional contributions, often feeling trapped as the window for transferring their child has closed. “We've already committed, so we have no choice but to comply. I have a daughter who has been asked to contribute to a special diet for Form Four, on top of the fees I've already paid, which exceed three million shillings annually,” lamented a parent who requested anonymity.

Under the procedures established by the National Examination Council of Tanzania, transferring a student already registered and nearing examination time is challenging, although exceptions may allow for a schoolchild to sit exams at a different center under certain conditions, particularly health or disciplinary issues.

While the government has established a framework for free education, many parents remain skeptical about the quality of instruction provided at certain institutions, resulting in persistent contributions to private institutions. In recent years, some lawmakers have advocated for reducing contributions and high costs in private schools, urging the government to consider implementing regulated fees.

This discussion has faced significant opposition, as many politicians have vested interests in the education business, with private school owners lamenting the high taxes estimated to be over 15%. In this context, parents refusing to pay for their children’s education under the free education policy often find themselves pressured to contribute more for necessary extras.

"It makes no sense that I must pay for additional tuition and special meals for a Form Four student when I have already covered tuition fees. Schools should budget for all these expenses according to the law," asserted another parent whose child attends a boarding school in Dar es Salaam.

Some contributions are unavoidable, such as laboratory supplies and extra classes or competitive exams to prepare students before the expected assessments. However, these costs must be capped by the government through educational quality regulators to prevent parents from feeling trapped by excessive demands.

Despite the recognized importance and quality present in private schools, some procedures starkly contrast with the realities faced by struggling parents. Consequently, many parents, once committed to private schooling for Form Four, find themselves unwilling to continue with subsequent levels, believing their children have a solid foundation to compete in public institutions for advanced education.

As a result, many private schools offering Form Five and Six are struggling to attract students, while those remaining face rising operational costs, similar to those preparing for Form Four examinations.

Our nation should not experience disparities in education. Many African countries have public schools that have made significant strides in quality, leading parents to question the need to enroll their children in private institutions.

In Rwanda, numerous private schools have partnered with public institutions to attract students and reduce operational costs, a strategy initiated following economic downturns affecting private educational entities.

In 2008, President Kagame began providing modern equipment to public schools, constructing contemporary classrooms, and reducing fees, ultimately leading to free education in public schools, mirroring Tanzania’s situation. Some private institutions, such as Aspek and Kihengere, where the author previously worked, found themselves lacking students to meet operational costs.

Tanzania is gradually moving toward a model similar to neighboring countries like Rwanda, and signs of this transition are slowly emerging. Some public schools are now even outperforming private ones. This presents a critical moment for high-cost institutions to reassess their operations.

These institutions resemble oppressive governments imposing higher taxes on every product, ultimately leading to low revenue collection as consumers tighten their spending due to fear of exorbitant costs.

Educational facilities that intimidate parents with excessive contributions risk developing a poor reputation, leading clients to share negative experiences on social media. Many private institutions in regions like the Lake Zone and southern Tanzania charge lower fees compared to major cities like Dar es Salaam, often due to differing operational costs. However, the justification for imposing additional fees for special meals and coffee for Form Four students remains questionable, especially when standard fees hover around four million shillings annually.

To address this growing concern, educational authorities must enforce strict regulations on additional contributions to ensure transparency and fairness. Schools should prioritize quality education over profit, fostering an environment where parents feel valued rather than exploited. By encouraging collaboration between public and private institutions, we can create a more equitable education system that benefits all students, regardless of their financial background. It’s time for a concerted effort to prioritize education over profit and alleviate the burden on families.