Navigating Tanzania’s Education: Challenges and Opportunities in Primary Education After Exams

By Adonis Byemelwa

Upon the completion of the National Primary Education Examinations in Tanzania, parents across the nation are bursting with pride as they celebrate their children’s transition toward adulthood. The air is filled with excitement as social media is awash with congratulatory messages, marking the end of seven years of hard work. Yet, beneath this jubilation lies a pressing concern: how can every graduate secure the best opportunities at the next educational level?

As parents revel in their children’s achievements, many are fervently searching for reputable schools to enroll their children in for Form One. The competition among schools is intense, with advertising efforts reaching a fever pitch.

 Television commercials promote not only academic excellence but also healthy nutrition, good parenting, and vocational training, particularly in computer skills and religious education. This evolving educational landscape reflects a society increasingly aware of the critical role that quality education plays in shaping a child’s future.

Tanzania boasts a free primary education policy, yet private institutions are in a fierce battle to offer what may be lacking in public schools. A major draw for parents favoring private schools is the emphasis on English language instruction.

The nation finds itself in a linguistic conundrum, with ongoing debates about which language should dominate primary education. While the government advocates for Swahili as the primary medium of instruction, English-medium public schools are proliferating, often at a cost that is prohibitive for the average parent. A quick survey indicates that some families pay over Sh 300,000 annually for these English-medium schools, raising questions about the accessibility of quality education.

Once revered institutions like Olympio Primary School and Arusha School are now facing stiff competition from a host of new schools, many of which prioritize English language instruction. This reality prompts a troubling question: if Swahili is hailed as a cornerstone of Tanzanian identity, why is the government so focused on promoting English, even within the public school system?

The debate over language in education recently gained traction when Bishop Benson Bagonza of the Evangelical Lutheran Church in Tanzania, Diocese of Karagwe, criticized the uneven competition between education quality regulators and private schools.

Speaking at a graduation ceremony for a primary school run by his diocese, Bagonza voiced his frustration over the excessive taxation imposed on private institutions. “Don’t you see how they keep taxing us? I often feel so frustrated that I let my assistants deal with them,” he lamented. His words highlight a growing sentiment among private school operators who feel that the government’s stringent demands stifle their ability to provide quality education.

Bagonza pointed out the irony that many government officials opt to send their children to private schools, implying a belief in the superior quality of education offered there. Yet, they fail to advocate for these institutions against the overwhelming tax burdens they face. This raises important questions about the commitment of policymakers to enhance public education when their children benefit from a different system.

The stark competition between private and public schools carries far-reaching implications. The involvement of government officials as school owners raises ethical concerns about potential conflicts of interest in educational policymaking. Just as one might doubt the integrity of a nurse who owns a pharmacy, it’s reasonable to question a minister’s dedication to public education if they operate a private school.

Moreover, government-imposed regulations, such as mandatory tuition fees, face resistance from lawmakers who are also private school operators. These lawmakers often lament the operational costs they incur, forced to make tough choices between more expensive gas and traditional firewood to comply with a government clean energy initiative. “We can’t always afford the best options due to the high costs imposed on us,” one legislator expressed during a public forum, emphasizing the struggles faced by many private school operators.

Another contentious issue plaguing the education sector is the "Pre-Form One" program, where some private schools require incoming students to undergo preparatory courses at hefty fees. While this practice is common in many private institutions, it is not officially recognized by the government, leading to confusion among parents who wish to navigate the landscape of educational opportunities.

One school owner disclosed that this program brings in over Sh 18 million annually, allowing them to support teachers and maintain the school’s operations. However, it raises questions about the justification of such fees when the government has not endorsed the practice.

The competition between private and public schools also manifests in the compulsory entrance exams for Form One, which often take place before the release of the National Examination Council results.

Parents are forced to pay between Sh 25,000 and Sh 50,000 for these entrance exams, and many students find themselves failing, leading to disheartening tales from parents who invest significantly in their children’s education but see little return on that investment.

One frustrated parent shared, “I have struggled to get my child into six different prestigious schools, but he has failed the entrance exams despite doing well in primary school. It’s baffling, and I can’t afford to send him to a public school. I’m lost on what to do next.”

The financial burden of navigating the school selection process is substantial. A prominent private school owner in Arusha shared that they collect over Sh 100 million from student application fees for Form One, relying on these funds to pay salaries and enhance school facilities.

“We can have up to 600 parents buy forms, but we only select 300 based on their entrance exam performance. We carefully filter to find the best students,” he explained. This reality highlights the cutthroat nature of the education market, where the pressure to perform academically weighs heavily on both students and their families.

As Tanzania grapples with this complex educational landscape, it is essential to look beyond its borders for examples of successful public-private partnerships (PPPs) in education. Countries like Singapore, Australia, and Canada have effectively integrated private institutions into their education systems, enhancing overall educational quality and accessibility.

In Singapore, a well-regulated education system fosters a competitive environment that benefits all students, while Australia employs a mix of public and private schools that cater to diverse needs. Canada’s approach to education emphasizes equal access, with a blend of public and private institutions ensuring that quality education is available to all students, regardless of their socio-economic background.

These examples illustrate that the challenge of balancing public and private educational needs is not unique to Tanzania. By adopting best practices from these countries, the country could enhance its educational framework, ensuring that quality education is accessible to all children.

Navigating the complexities surrounding quality, accessibility, and equity in schooling options reveals a pressing need for systemic reform in Tanzania’s educational landscape. Parents, educators, and policymakers must collaborate to create an environment that fosters not only academic success but also a commitment to the well-being of every student.

To achieve this, stakeholders should prioritize increasing investment in public schools, enhancing teacher training programs, and expanding access to resources for underprivileged communities. Additionally, integrating innovative teaching methods and leveraging technology can significantly enhance learning outcomes across all educational levels.

 Engaging local communities in educational decision-making and promoting parental involvement will also be crucial in ensuring that schools meet the diverse needs of their students. The future of education in Tanzania hinges on addressing these pressing concerns, ensuring that every child has the opportunity to thrive in a system that values both their potential and their cultural heritage. By fostering inclusivity and equity, Tanzania can cultivate a generation of learners equipped to meet the challenges of an evolving global landscape.