IncentivisingEquitableAllocationofTeachersand Teaching&LearningMaterialsinTanzania’s EducationProgrammeforResults Joan-NdaambuyoMinja&Dr.AnethAnselmoKomba September2023 UKFIET2023
EducationProgrammeforResults(EPforR)
Multi-donor
1
Verificationis donebyan independent Team
4
Goalsare discussedbyDPs andtheGoTPre-agreed
3
2
Progress assessed throughDLRs &DLIs.
ResultAreasDLIS
RA1:Improving SchoolLearning Environment
EPforRII Result
Areasand Indicators
RA2:Improving Teaching/Teacher Workforce Planningand Management
1.1NewPrimaryTeachersPostingsAreCompliantwith StaffingPriorities
1.4TeachingandLearningMaterialsareallocated effectively.
1.5Primaryschoolsbecomemoreinclusive.
DLI1.6:NewSecondaryTeachersPostingsAreCompliant withStaffingPriorities
DLI1.7SecondaryTeachingandLearningMaterialsare AllocatedEffectively
DLI2.1:Teacherforecastingframeworkdevelopedand implemented
DLI2.2:Teacherincentivizationguidelinesdeveloped andimplemented
ResultAreasDLIS RA3: Strengthening Governanceand Institutional Capacity 3.1EnsuringAdequate&TimelyResourceFlows RA4:Outcome DLIs 4.1aGovernmenthasachievedimprovedprimary survivalrateswithgenderparity.
secondarytransitionrateswithgenderparity.
assessmentson3Rs)
EPforRII Result Areasand Indicators
4.1bGovernmenthasachievedimprovedprimaryto
4.2LearningOutcomes(StandardTwonational
EducationProgrammeforResults(EPforR1)
Upto2020,EPforR:
•incentivisedGovernment todeployteachersso thatmoreandmore councilshavean aggregatePTRwithinthe “acceptablerange”.
•incentivisedLGAsto allocateteachersmore equitablyacrossschools withintheirrespective Councils
TeacherDeploymentScenarios Or
EPforRIIThePivot:TeachersRequirementsProjectionsfrom2022to 2030
TheTeachersattritionlevelhas beenestimatedtobeat5,690 teachersperannum.TheEPforRII programmewilllooktosupport GoTthroughprovidingresultsbasedfinancingforatleast maintainingthenumberofteachers inthesystemandimprovingonthe recruitmentofnewteachersand theirdeploymenttopriority vacancies.
EPforRIIThePivot:DLI1:1.NewPrimaryTeachersPostingsare CompliantwithStaffingPriorities
RevisedTeacherAllocationProtocolImprovessuccessfulallocationof
TeachersAllocationProtocolhas beensuccessfullyappliedfrom theyear2020.Bymeasuringits performancethenewly recruitedteachersarenow placedinschoolswithgreatest shortages.
teacherstoneedyschools. YearTotal Teachers Needed Total Teachers Deployed Successful Allocation %of achievem ent 201917,0083,088191161.9% 20208,3124,7923,86280.6% 202120,05739493,75695.1% 202221,2745,0014,73294.6%
HistoryandChangesinTextbookproductionanddisseminationIn Tanzania
1975-1991:TIEonly(single-textbooksystem);
1992-2004:TIEalongsideprivatepublishers(multi-textbooksystem,with freechoiceoftextbooksbyschools);
2005-June2014:Privatepublishersonly(multi-textbooksystem,withfree choiceoftextbooksbyschools).
July2014todate:TIEonly-single-textbooksystemalongsidewithmultisupplementarybooksproducedbyprivatepublishers.
BackgroundonAllocationoftheTeachingandlearningMaterialsinTanzanian PrimarySchools
Trenduntil2019/2020
TheGoTaimedtoachieve aPBRof1:1
Newtextbookswere printedanddistributedto allschoolsequallyusing onecriteriononly namelynumberof pupils/studentsinaclass.
Improvingequitabledistributionofteachingandlearningmaterials.
Toaddressthecurrentshortfallsandtomitigatetextbookinequalityexperiencedin schools,theGoTdevelopedtheT&LMproductionandReplenishmentPlan.
Thisisafiveyearplanfrom(2022-2026).
Itaimstobringaboutequityinunder-servedschoolsbystrengtheningtheinstitutional processforprioritisingthedisseminationofnewT&LMtoschoolswiththegreatest shortages.
Theplanismeanttoenableeffectivenessandequitabledistributionofteachingand learningmaterialsandincreaselevelsofprovisionoftextbooksandlearningmaterials.
PrimaryTeachingandLearningMaterialsAllocationProtocol
TheTLMAPcomprisestwomainelements:
1.ThesetofprotocolsusedtodeterminethecorrectTLMlevelineach school.
ThisprotocolsbasedoncurrentoremergingMinistrypolicy.
Anallocationformulabaseduponkeyfactorssuchasnumberofavailable textbooksatschoolandnumberofstudentspergrade.
ItisimportantthattheprotocolsleadtoaTLMrequirementthatis feasiblegivenagreedmediumtermresourcelevels.
2.TheapproachusedtoprioritisenewTLMfordistributiontoeachschool.
TLMneedsassessmentwhichhelptodeterminewhereshortagesexist andpriorityisgiventoschoolswithgreatestshortage.
PrioritisationapproachoftheTLMAP
‘Gap-fill’approachtosupplytextbooks toschoolswithgreatestneed.
Textbooksreplacementratemust compensatetheattritionrate.
Intentionistomoveallschoolsto achievethePBRof1:1moving graduallyfromwheretheyaretoat leastachieveaPBRof2:1.
Textbookreplenishmentplantoserveimplementationofnewcurriculum
TheIntroductionoftheNewCurriculum willmeanadjustingtheapproachfor supplyingoftheTeachingandlearning Materialsasfrom2024.
Ingrades/classeswherethenew curriculumwillbeintroducedin2024 (New),theTLMAPhasshownto oversupplytheTLMtoamaximum thresholdof125%ifthebudgetwillallow. Andnoreplacement(NR)willbedoneina yearbeforetheintroductionoftheNew curriculumineachrespectiveclass.
By2026,somenewcurriculumbooksmay needreplenishment(R)andby2027full newcyclewillbeinplace
RolloutofnewCurriculumforPrimary schoolDistributionoftextbooksin2022/2023
Table1:TLMAPPriorityList StandardHealth andEnvironmentWritingArithmeticReadingSports andArtsEnglishMAthematicsKiswahiliSocialStudiesScienceandTechnologyCivicandMoralStudiesVocationalSkillsTotal Standard1 Standard2290,640279,370284,120274,290294,4501,422,870 Standard3 745,220789,860809,210632,100808,240665,9804,450,610 Standard4 634,760640,280668,090532,970660,230533,1103,669,440 Standard5 845,360845,180863,880719,790852,630719,740728,5905,575,170 Standard6 257,490258,800257,250194,810257,350193,460214,8901,634,050 Standard7 343,690344,420356,370267,850357,220266,680281,6602,217,890 Total 290,640279,370284,120274,290294,4502,826,5202,878,5402,954,8002,347,5202,935,6702,378,9701,225,14018,970,030 Table2:ActualTextbooksDistributedbyTIE StandardHealth andEnvironmentWritingArithmeticReadingSports andArtsEnglishMAthematicsKiswahiliSocialStudiesScienceandTechnologyCivicandMoralStudiesVocationalSkillsTotal Standard1 Standard2418,796418,796418,796418,796418,7962,093,980 Standard3 102,620111,800115,66087,430111,08089,340617,930 Standard4 634,760640,280668,090532,970660,230533,1103,669,440 Standard5 136,040135,060136,560115,790137,500114,310116,330891,590 Standard6 00000000 Standard7 00000000 Total 418,796418,796418,796418,796418,796873,420887,140920,310736,190908,810736,760116,3307,272,940
Complianceintextbookdistributionin2022/2023
Compliance-Percentage Standard Health andEnvironmentWritingArithmeticReadingSports and Arts EnglishMAthematicsKiswahiliSocialStudiesScienceandTechnologyCivic and MoralStudiesVocationalSkillsHealthandEnvironment Standard1 Standard2100%100%100%100%100%100.00% Standard3 13.77%14.15%14.29%13.83%13.74%13.41%13.88% Standard4 100.00%100.00%100.00%100.00%100.00%100.00%100.00% Standard5 16.09%15.98%15.81%16.09%16.13%15.88%15.97%15.99% Standard6 0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00% Standard7 0.00%0.00%0.00%0.00%0.00%0.00%0.00%0.00% Average100.00%100.00%100.00%100.00%100.00%30.90%30.82%31.15%31.36%30.96%30.97%9.50%34.80%
Conclusion
1.Systemlevelstrengthening,reformationandequityisatthecoreoftheEPforR programme.
2.Bothprotocolsfortheallocationofteachersandtextbooksareaimingatservingthe mostunderservedschoolsLGAswherethegreatestneedforthesameisobserved.
3.Equitableallocationofteachersandtextbooksisessentialforcreatinganequitable educationsystemthatbenefitsallstudents.Forthefirsttimeaftertheintroductionof theAnnualisedmaterialsreplenishmentplan,theCapitationGrantsfundsallocatedfor TextbooksfromtheMinistryofFinancehasbeenreleasedtoTanzaniaInstituteof EducationthroughPresidentsOffice-RegionalAdministrationandLocalGovernment.
Recommendations
Canthesameapproachof‘PaymentbyResults’beapplied inothercountriestofosterdesiredchangesinthe educationsector?
Educationsystemneedtoadoptaholisticapproachin lookingatthelearnerstakingintoconsiderations technologicaladvancements.
PTRandPBRalonemaynotalwaysbesufficientin determiningresourceallocationforequitypurposes. Educationalistsshouldgobeyondaveragesandcustomise interventionstosuitindividualneeds
