THE UNITED REPUBLIC OF TANZANIA THE MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

Transcription

1 THE UNITED REPUBLIC OF TANZANIA THE MINISTRY OF EDUCATION AND VOCATIONAL TRAINING THE TEACHER EDUCATION DEVELOPMENT AND MANAGEMENT STRATEGY- 2007/08 TO 2010/11 Dar es Salaam September

2 1.0 BACKGROUND, TERMS OF REFERENCE, AND KEY RECOMMENDATIONS Introduction and Background Justification for TDMS The Concept of a Strategy Terms of Reference (ToRs) Methodology in the Inquiry Analysis, Conclusions, and Recommendations Desirable Reforms of Existing Institutional Frameworks Linkages by Types, Levels, and Among Institutions and the Ministries Sustainability of Continued In-Service Programmes Strengthening the Monitoring and Support Systems for Pre-service and In-service Training Appropriate Modalities for Accreditation, Quality Assurance and Control Coherent Programmes for Training and Developing Faculty, Teachers and College Tutors Training and Developing Educational Managers and Administrators Mechanism for Obtaining Data for Effective Planning in Teacher Education Improving the Relevance and Effectiveness of Pre-Service Curriculum Coordination in Developing Teacher Training Materials Infrastructures and Services in Teacher Training Colleges Cross-Cutting Issues in Teacher Education THE TEACHER EDUCATION DEVELOPMENT AND MANAGEMENT STRATEGY (TDMS) Action Plan for Attracting, Obtaining and Retaining Adequate and High Quality Teachers Strategic Objective: Improve and enhance collaboration between education ministries (MoEVT, PROLAG and MHEST) on all matters related to teacher training, development and management Strategic Objective: Enhance teacher professionalism among teacher educators Strategic objective: Improve reform processes and linkages between Teacher Education Programmes Strategic Objective: Ensure sustainability and continued in-service teacher training Strategic Objective: To improve the quality of performance and differentiation of abilities in teacher education Strategic Objective: Strengthen the monitoring and support systems for Effective teacher education

3 2.8 Strategic Objective: Train effective teacher educators and faculty members Strategic Objective: Develop teacher education in a planned and efficient manner Strategic objective: Enhance the quality of teacher training curriculum and its relevance Strategic Objective: College Infrastructure and Facilities made more conducive for learning, teaching and working Strategic Objective: Make Teacher Education Curriculum more holistic by the inclusion of Cross-Cutting Issues PROGRAM COMPONENTS, ACTION PLAN AND BUDGET ESTIMATES IN [TAS. MILLIONS] 36 3

4 List of Figures Figure 1: The Linkages between Teacher Education Levels and Types 19 Figure 2: Information and Data Required for the Teacher Education Data Base 25 4

5 List of Tables Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Table 7: Pre-Primary Education Projected Teachers Requirement ( ). 7 Primary Education Teachers Requirements: Teacher Situation in Government and Private Secondary Schools (2006). 9 Secondary School Enrolment and Teachers Projections ( )..10 Projected Teacher Demand Subject-wise (Diploma and Degree) SCENARIO A, B & C...11 Government Vocational Teacher Training Enrolment..14 Staffing Levels in Faculties and Colleges of Education February

6 1.0 BACKGROUND, TERMS OF REFERENCE, AND KEY RECOMMENDATIONS 1.1 Introduction and Background The Teacher Education Development and Management Strategy (TDMS) is a response to the recommendations of The Primary Education Development Plan (PEDP) Joint Annual Review (JAR) of In that review, one of the major recommendations was for the Ministry of Education and Vocational Training (MoEVT) to put in place a teacher development and management strategy as a mechanism for managing the teaching force. The Strategy is divided in two sections. Section one contains an analysis of the situation and recommendations that form the basis of the strategy. The strategic objectives, strategies and targets, including the implementation plan, time frame and budget are presented in section two. 1.2 Justification for TDMS Tanzania is currently operating two development programmes in the education sector Primary Education Development Programme (PEDP ) and Secondary Education Development Programme (SEDP). PEDP started in 2001 and now it is in Phase II, and aims at the Universalization of primary education. SEDP calls for absorption of at least 50% of primary school leavers to O-Level and 50% of O-Level to A- Level between 2004 and The pressures for expansion have made it necessary for MoEVT to re-examine its strategies for the preparation of teachers and managers of its education system so that the quantitative expansion should not inadvertently affect the quality of education. Specifically, it should not affect the competency, motivations, and commitment of the teachers and faculty. In most developing countries, Tanzania included, education means teachers, as they end up being the key source of knowledge, skills, wisdom, appropriate orientations, inspiration and models for the students. Very often, there are no teachers guides and enough textbooks, and concomitant inputs; hence, it is the teachers who really make a difference. As opposed to developed countries where out-of-school influences are good predictors of pupils learning outcomes, in developing countries, it is the intra-school variables that matter most, and here the teacher is central in facilitating the processes that lead to meaningful education. In the light of all these, any consideration to raise the quality of teaching and learning needs to begin with the teacher. Teacher education therefore is the cornerstone of any success in any education innovation in the world, and at any level of the education enterprise; and this TDMS is based on this reality. 1.3 The Concept of a Strategy The term strategy has its strongest roots in the military. You do not go to war without a strategy or tactics for winning the war. The term has gathered even greater momentum in the business world. A company cannot sustainably succeed without a strategy. TDMS therefore is meant to provide a comprehensive, holistic, and an all encompassing programme for 6

7 attracting, obtaining, training, developing, and retaining adequate and high quality teachers and managers for all levels and aspects of the education system. Tanzania has experienced several and serious strains, if not crises, in the development of education, basically because there has never been a public, transparent, and broadly accepted strategy for the development and management of the teaching force. Even today, the whispers have it that the country is still suffering from that mistake. For instance: (a) In 1978 the first UPE drive was initiated. As schools overflowed with enrolment, there was a great shortage of primary school teachers, and it took considerably long to get them trained and placed in schools. The government had to literally call on all schooled persons to come to its rescue and get short training and teach and run the primary schools. The NER which had been less than 50% reached 90% in the 1990s. (b) By 2001, the NER plummeted to about 57%, hence the government embarked on the second UPE drive to reverse the trend of the NER via PEDP. As children flooded schools for free primary education, the nation experienced another acute shortage of teachers. Again, a call was made upon many secondary school leavers, with minimum passes, to come and get one year training and join the teaching force, instead of the proper route of two years training. (c) In 2004, as the number of primary school leavers increased, the country realized that it had to dramatically expand secondary school enrolment, and hence SEDP. It was again realized teachers were not enough, hence all kinds of stop gap measures were attempted, often against established norms, including the use of untrained teachers; and those who got four-week induction courses later, were all licensed to teach. (d) In 2006 social and economic demands for higher education increased greatly, so more higher education opportunities were created, including the opening of new public and private universities and university colleges. Now the nation is realizing that it does not have adequate lecturers to teach in the new universities as well as replace an aging faculty. It is now self-evident that the supply of teachers at all levels is not only placing serious constraints on the expansion of numbers, but more seriously, on quality assurance, quality control, and quality improvement. This can only be handled by a firm strategy that will allow the training of teachers to precede quantitative expansion in education, as high quality education is the ultimate good system. But more importantly, the country needs a more coordinated and holistic education development strategy that covers all levels and types of education, instead of the current tier by tier approach which more than often leaves out the teachers What does a strategy do? It is of no good having a teacher development and management strategy if there is no basic discipline to live with it, and work with it. Therefore, the very first task of the strategy is to instil discipline among all stakeholders. This will ensure smooth operation of an education system, as things become predictable and clear to everyone. This is a basic essential for a strategy to work, and that is predictability and a longer gestation time between policy pronouncement and the start of its implementation. 7

8 An effective Development and Management Strategy anticipates educational development events, and predicts future features of the education system. For instance, it takes a minimum of four years to: 1. Identify and recruit teacher trainees (one year), 2. Train them for a minimum of two years, 3. Examine and post them to schools (another year), and 4. Monitor their performance, especially during induction and confirmation. Thus, one needs to start training teachers some three to four years before one embarks on any major educational reforms, especially when expansion is contemplated. The same is also true in curriculum development. It takes about four years to design, try out, and implement a new curriculum on full scale. There is always a need for flexibility in any strategy so as to accommodate what might have not been anticipated. However, this flexibility should not involve ad hoc actions. It is anticipated that there will be annual meetings and formal reviews of the strategy at the end of each two years, and a major review after every five years so that adjustments could be made accordingly. Yet, having a strategy without accepting the rules of the game is a futile exercise. Education development cannot be done well through political declarations and dictates. Tanzania education has suffered a lot from that route of declarations. It needs time for reflection on objectives and planning for strategies for achieving them. Thus, all parties have to cooperate if the strategy is going to become a management tool for the education enterprise. 1.4 Terms of Reference (ToRs) The strategy was developed after carrying out thorough analysis of challenges facing teacher education development and management in Tanzania, and this is contained in the TDMS Report. The ToRs for the consultancy team were to: Come up with an efficient and effective action plan for: (a) (b) Obtaining adequate and high quality teachers and tutors to meet current and projected demands of pre-primary, primary, secondary, teacher education, vocational training, as well as tertiary and higher education. Attracting and retaining high quality teachers and candidates in the teaching profession. Propose desirable reforms of existing institutional frameworks, including amalgamation, to improve efficiency and effectiveness. Recommend appropriate strategies for linking: (a) pre-service and in-service training; (b) certificate, diploma and undergraduate programmes; and (c) residential and open learning programmes. Recommend appropriate actions for ensuring sustainable and continued in-service programmes. 8

9 Recommend measures to strengthen the monitoring of support systems and structures for pre-service and in-service teachers. Recommend appropriate modalities for accreditation of the teaching profession within the framework of the Education and Training Policy (ETP). Recommend a coherent programme for training and developing faculty and tutors for pre-primary, primary, secondary, teacher training and vocational training institutions. This will include preparation of lecturers and professors for FoED, DUCE, MUCE, OUT, SUZA and, where appropriate, envisaged faculties of education in emerging institutions. Recommend a coherent programme for training and developing educational managers and administrators as well as other experts for the efficient and effective implementation of PEDP, SEDP, TDMS, and HEDP in a decentralized education system. Suggest an efficient mechanism for obtaining data and information of effective planning. Recommend curriculum and duration of current pre-service training programmes and suggest areas of improvement to enhance relevance, functionality, balance, efficiency and effectiveness. Propose mechanisms for coordinating the development of teacher training materials to avoid duplication. Produce a Teacher Development and Management Strategy (TDMS) draft document including cost implementations. Establish the financial gap in TDMS between the government budget and proposed strategies for increased budget allocation. This was in recognition of the fact that well-managed quality teachers are the key agents for realizing high quality education in any country. 1.5 Methodology in the Inquiry Two methodologies of the inquiry used included extensive reviews of both grey literature and established works and extensive consultations and discussions with informed stakeholders. The team held a stakeholders workshop. It also embraced visits to 24 primary schools, 16 secondary schools, two university faculties of education, and 23 teacher training colleges. Similarly, seven instruments, ranging from institutional profile data, interview schedules, questionnaires for tutors and teacher trainees, check list and observation schedules were administered. Examination records were also reviewed. 1.6 Analysis, Conclusions, and Recommendations The following sections contain a summary of the analyses, conclusions and recommendations that formed the basis for the strategy. These are presented for each Term of Reference. 9

10 1.6.1 Efficient and Effective Action Plans for Obtaining, Attracting, and Retaining Adequate and High Quality Teachers There is noticeable absence of a well-articulated philosophy and a vision to guide education sector policy formulation and planning in Tanzania. There is need to clearly articulate the philosophy, along the lines of education for self-reliance, and vision of education that would determine the kind of capabilities learners would develop through their education career. One also needs to have a clear vision of the ideal teacher, who masters and demonstrates ideal teaching behaviours and skills that will facilitate high quality education. It is conceivable that one can master and regurgitate what a model teacher needs to have but fail to demonstrate those behaviours in the classroom. Thus, one ends up preaching: Act as I tell you but not do what I do. Is this what we want to create here? A quality curriculum that is in line with the country s philosophy and vision (once articulated) is equally vital. A teacher who is perfect in the theory of teaching but poor in teaching! That is why Practical Teaching is also always a central and mandatory component of teacher preparation. In some countries, like Japan, this is always followed up by induction, regular school-based mentoring, peer coaching, supervision by external inspectors, and classroom inspection by the head of the school or subject head, and master teachers demonstration lessons. This is to make sure that the ideal teaching behaviours are alive and have the possibility of manifesting live in the classroom. There is no doubt today that adequate numbers of high quality teachers are central to the functioning of any education system. Adequacy is normally addressed in terms of teacherpupil ratio and distribution spatially, and in terms of teaching load. The issue of quality is more nebulous and complex. However, it is firmly established today that quality starts with great mastery of subject matter. This is the necessary though not sufficient condition for good teaching; most good teachers also need to master and exhibit the ideal teaching behaviours listed below. a. Reflection: Reflection on what to teach, when, why, how to teach it, how one taught it, and how one would teach it again in the future. b. Patience: Showing patience for diverse abilities and speed of learners. c. Fairness: Demonstration of fairness to all students and honesty in delivery. d. Attentiveness: Clear focus of attention on the individual curiosities in the class and the total class. e. Language: Use of clear and simple language to be understood by all. f. Empathy: Showing empathy love, care and willingness to help learners trying to be in their own shoes. g. Tolerance: Demonstration of tolerance to the diverse views and mannerisms. h. Ambience: Creating good ambience in all learning situations. i. Emphasis: Stressing important points in learning. j. Variety: Demonstration of mastery of different teaching skills since students themselves differ greatly in interest and ability. k. Relevance: Remaining focused on the goals of the lesson. l. Clarity: Giving unambiguous messages on what matters and why. m. Problem solver: Demonstration of ability for problem solving behaviours such as investigating, probing, sequencing, and understanding. n. Mastery: Showing evidence of great mastery and internalization of the subject matter. 10

11 o. Humility: Doing things in a sober way, with little pride and modesty, without exaggerations and self-elevation. p. Interaction: Keeping constantly in touch with students, peers, the community and promoting a positive image of teachers and schooling as a profession and an institution. q. Use of Time: Efficient and effective use of classroom time on task for effective learning. r. Good role model: Demonstrating good behaviours that can be emulated by students. s. Adaptability Ability to adapt teaching to new situations and needs, including improvisation. In some lessons, some or most of these behaviours ought to be exhibited. This is the spirit of the proposed strategy. However, a good teacher should also subscribe to possible outcomes of good teaching, as in Box 1. Box 1: Desired Outcomes of Good Teaching (i) Successful learners in life, and not just passing examinations (ii) Successful teachers in life, not, just teaching but happy people (iii) Dependable individuals in classrooms and in the community (iv) Academic achievement in several and diverse subjects (v) Good social skills for intrapersonal and interpersonal relationships (vi) Economic success for teachers and pupils in their lives (vii) Employability of graduates in appropriate tacks (viii) Good image of the school and its products. Quality teaching therefore, embraces effective blending of mastery of subject matter with proper mix of various professional skills to enhance learning and performance by the child. The best strategy, of course, is to start at the top, such as in the production of tutors and lecturers. In this way, good teaching behaviour can trickle down. If there are bad teaching behaviours up there, say at university level, one would get poor products which will trickle downwards, introducing compromises of efficiency and effectiveness at lower levels such as repetition and remediation which affect performance of the entire system. Therefore we should start right and rightly at the top. Through reviews, add the following motivational components as necessary conditions for attracting, retaining and enhancing good quality teaching: (a) There must be a better salary (compared to other occupations), housing and attractive teaching and learning environment. This will guarantee that good candidates get attracted and remain in teaching. Often, teachers work in very difficult environments and circumstances. (b) Use of merit pay and merit advancement. This will keep good teachers in the profession as it pays to work harder than the next person. (c) Pay a higher premium for mathematics, science, and language teachers; it is here where there is the greatest scarcity all over the world. It is also difficult to attract and retain them in this area, given the stiff competition for such candidates. (d) Pay location premium for teachers working in remote rural areas and rotate them on regular basis. 11

12 (e) Exempt fees for all teacher education programmes, especially during this period of acute shortage. (f) Ensure teachers and pupils have access to clean and safe water and sanitation at all schools. (g) Ensure access to subsidized health services for teachers and immediate members of their families. (h) In recognition of the uniqueness of the teaching profession as the foundation to all other sectors there should be a separate and better incentive package for teachers. (i) A firm policy statement on the uniqueness of the teaching profession and thus justifying special packages for teachers would go a long way solving the problem Obtaining Adequate and High Quality Pre-Primary School Teachers The pre-primary circle in Tanzania is of two years, that is 5 and 6, as primary education starts at age 7. So far, it is neither free nor compulsory, but encouraged by ETP. Each primary school thus is supposed to have two pre-school streams, but so far, not all have one, hence the small enrolment volumes. The growth has been slow, moving from a total of 554,835 in 2004 to 638,591 in 2005, and 669,137 in 2006 (BEST, 2006) It is not likely that the rate will change dramatically, given that the education at that level is neither free nor compulsory, except in urban areas where parents can pay and watch their children being attended to while working. According to PEDP II the following are optimistic projections for teacher requirements for pre-primary education (Table 1). Table 1: Pre-Primary Education Projected Teachers Requirement ( ) Item 2006/ / / / /11 Enrolment 791,560 1,033,376 1,399,096 1,894,337 2,043,984 Net Enrolment ratio Pupil/Teacher Ratio Requirements 17,208 22,964 32,537 45,103 51,100 Existing Teachers 14,591 14,153 22,964 32,537 45,103 Additional Requirements 2,617 8,811 9,573 12,566 5,996 Attrition 3% ,353 Annual Recruitment - 9,235 10,262 13,542 7,349 The following actions are hereby recommended: (a) Make pre-primary education a compulsory component of the teacher education system in Tanzania. (b) (c) Encourage, regularize, harmonize, and recognize the products of private initiatives such as those of Montessori and the Korogwe Early Childhood Centre. There is strong interest but dialogue with the government seems stalled. De-link pre-primary and early childhood teacher training in government colleges from Grade A preparation, and create three or four pre-primary colleges among the current ones. This is to appreciate the fact that pre-primary teaching and care is a highly specialized and demanding work that cannot just be entrusted to all Grade A Teachers Colleges. Poor pre-primary background will lead to 12

13 establishing a poor foundation of students at primary school level. There should also be some screening of the kids at that level so that disabilities can be detected early. (d) (e) Establish a department of Early Childhood Education and Care in MoEVT to coordinate pre-primary education in order to accord it its rightful weight. De-link the study of the alphabet and numbers from pre-primary curriculum, especially during the first year, as children at that age may not be ready for those skills, and obviously the period is not sufficiently opportune. That should be left to primary education level and then concentrate on play activities, creative arts, physical fitness, and social skills of working together at pre-school level. Instead of concentrating on play, creative, creative activities, physical fitness, and social skills. An appropriate, carefully designed, holistic pre-school curriculum that takes into account research findings and lessons learnt locally and in other African Countries, is needed Obtaining Adequate and High Quality Primary School Teachers The current enrolments are as follows: 7,959,884 in government primary schools with 148,607 teachers and with a TPR of 1:54. The private sector enrols 80,196 with 3,275 teachers, and a TPR of 1:25. The impact of the new UPE on enrolment has been remarkable as it has climbed from 4.4 million to about 8 million pupils in five years. The implications of this growth could not naturally be matched with teacher outputs, so this has put great strains in the current teaching force, and the government did a commendable job to improvise under quite difficult circumstances. We should now move from crisis management to a more normal and stable teacher training and development patterns. These successes not withstanding, high TPR has negative impact on performance as all learners may not have opportunity to pose questions on unclear topics. The TPR in government schools for example remains at 1:54 as opposed to the prescribed norm of 1:40 in government schools. It is now estimated that the requirements for new grade A teachers will be as follows: 2007 (7,335), 2008 (14,250), 2009 (6,703), 2010 (9,580) and 2011 (14,220) (PEDP II) (Table 2). Table 2: Primary Education Teachers Requirements: Item 2006/ / / / /11 Enrolments 8,217,328 8,213,523 7,970,167 7,849,615 8,088,516 Teacher /Pupil Ratio Requirements 158, , , , ,745 Existing Teachers 151, , , , ,644 Additional Requirements 6,144 9,610 1,775 4,599 9,101 Attrition 3% 4,556 4,640 4,928 4,981 5,119 Annual Requirement 7,335 14,250 6,703 9,580 14,220 Source: PEDP II (March 2007) 13

14 Assuming the current 19 Grade A Teachers Colleges retain the same levels of enrolment, one can comfortably state that the current installed capacity in Grade A TCs is sufficient for producing the 14,660 teachers needed to meet the demand in The physical facilities, materials and equipment, however, need to be enhanced and consolidated. In addition, Grade C/B who fails to upgrade academically should be phased out Obtaining Adequate and High Quality Secondary School Teachers Data on current staffing situation including shortages. This is summarized in Table 3 as obtained from the Secondary Education Department of MoEVT. Table 3: Teacher Situation in Government and Private Secondary Schools (2006) Graduates Diploma Licensed Others Government Private Schools Total Source: BEST (2006) (i) Secondary education teacher demand. Under SEDP, using a PTR of 1:40 for O-Level and 1:30 for A-Level with a 25:75 split for graduate and diploma the projections are as in Table 4. It has often been anticipated that the ratio between diploma and graduates would decrease. However, to-date it is at about 87:13. This needs to be reversed, which means more graduate teachers being produced than diplomats per year as under SEDP II; the recasted requirements and targets are: 11,642 more graduate teachers produced by 2009, and 38,442 more diploma teachers produced by Yet a more realistic estimation of additional teachers needed for the implementation of SEDP can be realized by taking into consideration the factors explained in the subsequent sections. (ii) Stable secondary education enrolment projections. It should be noted that making projections of teacher demand at the secondary education level is obviously more complex. First, the current drive to enrol all those who pass their PSLE is resulting in erratic enrolment patterns because not all communities will meet the targets. Secondly, the pass levels vary from year to year, which makes systemic projections of enrolment less predictable. (iii) Staff- students ratio. However, using staff student ratio of 1:40 gives one the following picture in scenario A (Table 4). Scenario A provides the projection of teacher demand at the ratio of 75:25 diplomas to degrees, a mix far below the minimum teacher mix recommended ratio in ETP so as to realize high quality secondary education according to the Education and Training Policy (URT, 1995: 41) The minimum qualification for a secondary school teacher in both government and non-government schools shall be possession of a valid diploma in education obtained from a recognized institution Diploma teachers are expected to teach in Forms 1 2, while graduate teachers normally teach in Forms 3 6. Desirable Ratio of diploma to degree holders. Scenario B calls for a reduction of the proportion of diploma teachers in secondary school teaching force to 50:50, while Scenario C involves full compliance with ETP. 14

15 As the country reduces the proportion of teachers in the secondary school teaching force to 75:25 (degree to diploma), the oversupply of diploma teachers can get absorbed at primary and ward education levels, as is the case world over where there is an intention to improve quality at foundation levels. Proportion of time allocated for teaching the different subjects as an added factor to determine teacher mix and demands subject wise. When this factor is introduced, new pictures will emerge (Table 5 Scenario A-C). Immediate actions are needed in the areas of: (a) establishing the actual capacity to train science, mathematics and language teachers; (b) revisiting the issue of the pool of students for science and mathematics via solid study and pointed recommendations. (c) taking measures to deal with college specializations in teacher training; (d) ensuring spatial distribution of teachers; and (e) ascertaining political will to allow sufficient investment to solve the teacher education problem. Table 4: Secondary School Enrolment and Teachers Projections ( ) Year STD VII 697, ,117 1,104,352 1,230,648 1,142,912 Abscondmment rate at VII 3.4% 3.4% 3.4% 3.4% 3.4% Pass rate 70.4% 80.0% 80.0% 80.0% 80.0% Transition Rate (Std VII-Form I) for 75.0% 75.0% 75.0% 75.0% 75.0% Government Enrolment Transition Rate (Std VII-Form I) for Nongovernment Enrolment Transition Rate (Form IV-Form V) Government and Non-government 10.1% 7.9% 6.2% 5.8% 4.8% 43.4% 42.2% 40.9% 39.7% 38.5% School enrolment Form 1 243, , , , ,444 Form 5 27,780 31,413 47,335 71,984 86,802 Class size O-level A-level Projected number of teachers (Scenario A) 25:75 Diploma : Degree Degree 1,288 3,024 3,480 5,680 6,152 Diploma 2,870 7,435 8,438 12,645 13,169 Total 4,158 10,459 11,918 18,335 19,321 Projected number of teachers (Scenario B) 50:50 Diploma : Degree Degree 1,288 3,024 5,959 9,167 9,660 Diploma 2, ,959 9,167 9,660 Total 4,158 10,459 11,918 18,335 19,321 Projected number of teachers (Scenario C) 75:25 Diploma : Degree Degree 1,288 3,024 8,938 13,751 14,490 Diploma 2,870 7,435 2,980 4,584 4,831 Total 4,158 10,459 11,918 18,335 19,321 N.B. Data for scenario A are adopted from PEDP II (March 2007). They also formed the basis for computing Scenarios B and C. 15

16 Table 5: Projected Teacher Demand Subject-wise (Diploma and Degree) SCENARIO A = 75:25 Diploma Graduate Ratio FORMS I TO IV S/no SUBJECT NO. OF PERIODS DIP DEG TOTAL DIP DEG TOTAL DIP DEG TOTAL DIP DEG TOTAL DIP DEG TOTAL 1. MATHEMATICS , ,531 1, ,744 1, ,681 1, , ENGLISH , ,785 1, ,035 2, ,129 2,248 1, KISWAHILI , , BIOLOGY , ,163 1, ,788 1, , CIVICS , , PHYSICS ,276 1, ,454 1, ,235 1, , CHEMISTRY , ,163 1, ,788 1, , GEOGRAPHY , ,163 1, ,788 1, , HISTORY , , OPTIONS , TOTAL 41 2,870 1,288 4,158 7,435 3,020 10,459 8,438 3,480 11,918 12,645 5,680 18,335 13,169 6,152 19,321 S/no SUBJECT NO. OF PERIOD S SCENARIO B = 50:50 Diploma Graduate Ratio FORMS I TO IV DIP DEG TOTAL DIP DEG TOTAL DIP DEG TOTAL DIP DEG TOTAL DIP DEG TOTAL MATHEMATICS , , ,744 1,342 1,342 2,684 1,414 1,414 2, ENGLISH , ,785 1,017 1,017 2,034 1,563 1,563 3,130 1,649 1,649 3, KISWAHILI , , BIOLOGY , , , , CIVICS , , PHYSICS , ,454 1,118 1,118 2,236 1,178 1,178 2, CHEMISTRY , , , , GEOGRAPHY , , , , HISTORY , , OPTIONS TOTAL 41 2,870 1,288 4,158 7,435 3,020 10,459 5,959 5,959 11,918 9,167 9,167 18,335 9,660 9,660 19,321 16

17 SCENARIO C = 25:75 Diploma Graduate Ratio in Compliance with ETP FORMS I TO IV S/ SUBJECT NO. OF n o PERIOD S DIP DEG TOTA L DIP DEG TOTA L DIP DEG TOTA L DIP DEG TOTA L DIP DEG TOTA L 1. MATHEMATICS , , ,308 1, ,929 4, ,120 2, ENGLISH , , ,526 2, ,584 5, ,474 3, KISWAHILI ,964 2, ,060 1, BIOLOGY , , ,619 3, ,414 1, CIVICS ,964 2, ,060 1, PHYSICS , ,090 1, ,274 3, ,767 2, CHEMISTRY , , ,619 3, ,414 1, GEOGRAPHY , , ,619 3, ,414 1, HISTORY ,964 2, ,060 1,413 1 OPTIONS ,310 1, TOTAL 41 2,870 1,288 4,158 7,435 3,020 10,459 2,980 8,938 11,918 4,584 13,751 18,335 4,831 14,490 19,321 17

18 Obtaining Adequate and High Quality Teacher Education Tutors Currently, there are 32 state teacher training colleges, 15 of which offer diploma programmes only, and 17 offers Grade A qualification. In terms of tutors, the lines of demarcation regarding qualifications for the different levels are currently blurred. The Education and Training Policy (URT 1995) clearly stipulates that the Minimum qualification for tutors at certificate and diploma level teacher s courses shall be the possession of a valid university degree, with the necessary relevant professional qualification specialization. The total number of tutors on post is about 987, with an enrolment of 15,159, giving a TSR of 1:16, which is low by the general standard of 1:30. It is reported that the greatest shortage is for degree holders who constitute only 35% of the total. Subject-wise, the total shortage however, is 269, distributed as follows: Development Studies (20), Civics (20), History (19), Measurement and Evaluation (18), Psychology (12), English (16), Education Foundations (14) and Pre-primary (12) topping the list of shortages. New subjects such as French, Technology, and Physical Education are particularly hit by both shortages and lack of a coherent programme for the preparation of such teachers to meet the growing needs. In order to enhance the efficiency in use of tutors, and fully exploit the economies of scale, there is need to expand enrolment in small colleges to not less than the policy of having 500 teacher trainees. The University of Dar es Salaam has a whole stream for BED (Teacher Education), which produces over 100 graduates each year, and Morogoro Teachers College is supposed to offer six months induction courses for new tutors, but this is not regular. The University of Dar es Salaam produces on average 50 psychology graduate teachers at undergraduate level as well as ten of masters level could be placed in Teachers Colleges. Apart from Patandi Teachers College, we did not see any concerted efforts to produce qualified teachers on children with special needs, to include those with physical, mental, emotional and sensory problems. Similarly, the University of Dar es Salaam produces on average 20 specialists in educational management at undergraduate level many of whom should be placed in Teachers Colleges to train teachers and middle level administrators for various levels in our education system. It does not seem that there is need for projections for the supply and demand here. Rather, and this was confirmed in the field, there is need for a more active and prudent recruitment of appropriate tutors, and more importantly, making teacher training jobs more attractive to graduates. However, there is need for competency and qualifications audit in all teacher training institutions so that only quality tutors remain on post Obtaining Adequate High Quality Vocational Training Tutors The Vocational Education and Training in Tanzania is characterized by the following subsystems: Government VET institutions comprising of VETA centres (21), FDCs (58), Post- Primary Technical Training Centres (139) and Non-Governmental VET institutions comprising of mission trade schools (220), Private and NGOs (360). The annual enrolment capacity in 2006 in these institutions, in both short and long courses, was 110,000 made up as follows: Government Institutions (VETA centres, FDCs, PPTCs line Ministries etc.) 46,000, Non-Governmental Institutions (NGOs and Private), 64,

19 Given the international teacher/trainee ratio of 1:16, the number of vocational teachers to be employed in the whole system at present is estimated at 6,800. Currently, about 30% of these have not received pedagogical training. Due to the on going expansion and modernization programme of VET facilities, it is estimated that additional 736 new vocational teachers will be needed between 2007/8 and 2011/12. The total number to be trained through long and short pedagogical courses is therefore about 2,475. The Morogoro Vocational Teacher Training College (MVTTC) is the only national college for training vocational teachers. Projections for enrolment (2007/8 2011/12) and requirements for training the trainers (Tutors) are summarized in Table 6. Table 6: Government Vocational Teacher Training Enrolment Year Long Courses Short pedagogical course Total 2007/ / / / / TOTAL Source: BEST, A more accurate projection of teacher demand should also include those who assume technical and management positions at the headquarters, decentralized levels in schools, colleges and other educational agencies such as TIE, NECTA, ADEM, IAE, REOs, DEOs, Zonal School Inspectors and District Education Inspectors who are not engaged in day to day classroom teaching Tertiary and Higher Education The story is different here. First, universities have autonomy in the recruitment and remuneration of their staff that include both academic subject specialists and professional educationists. They have their own staff development plans and fall under the Ministry of Higher Education, Science and Technology. It does not seem that there can be a strategy for this line of activity, but we should make one appeal since the production of teachers fall under two Ministries (MHEST and MoEVT) but much of the consumption takes place in one Ministry (MoEVT), there should be an advisory body which harmonizes and synchronizes the supply and demand of teachers and tutors. In addition, there should be set up a set of basic requirements in terms of qualifications and qualities of faculty teachers and tutors who train for MoEVT consumption. MoEVT should also take active interest influencing the preparation of any higher education plans in order to ensure the issue of producing high quality teachers and experts is adequately covered. It used to be mandatory for example, that one should have a PhD to teach in Universities. It has to be recognized that higher education institutions have their own mechanisms for on-the-job training. In fact, some have whole units on the improvement of University Teaching and Learning. However, of late there has been great scarcity for scholarships, hence the importance of having a dedicated fund for staff development for the whole sub-sector. Table 7 shows that over 50% are not qualified. Sometimes ago, it was mandatory that if one teaches history methods in the form of orientation courses, one should have taught it in schools first, but today trainers of tutors and teachers may lack experience in teaching in teacher training colleges, secondary schools, and others. We need some proxies of these kinds of experiences. 19

20 Table 7: Staffing Levels in Faculties and Colleges of Education February 2007 INSTITUTIONS QUALIFICATIONS PHD MASTERS BACHELORS TOTAL M F T % M F T % M F T % M F T DUCE (1.9) (37.5) (60.6) MUCE (2.3) (56.8) (40.9) SUZA (10.3) (38.2) (51.5) OUT (36.1) (53.7) (10.2) UDSM (45.2) (20) (33.9) DODOMA Key: M = Male F = Female T = Total Attracting and Retaining High Quality Candidates and Teachers in the Teaching Profession The Education and Training Policy (1995) specified that the minimum admission requirements for the teacher education certificate course shall be Division III of the Ordinary Certificate of Secondary Education Examination, while for the diploma course minimum entry qualification shall be two principals in the Advanced Certificate of Secondary Education Examination. At University level, however, the cut off points for education programmes have remained pretty low, especially in the sciences, going as low as 4 points out of a maximum of 15 points. Thus teaching is attracting the poor performers academically, and even these hardly remain in the teaching profession as they exit on the first opportunity to do so. Many candidates, it seems, regard teaching to be one of the most taxing jobs, which is also the least paying. Salaries and benefits are poor and often paid late. Working conditions, especially in rural areas, are poor. There are also limited non-material benefits such as housing, recognition, support and approval by significant others. Furthermore, there is lack of basic inputs to support effective teaching and learning, especially of science subjects. Thus, there is need for conducting a comprehensive study, involving several stakeholders students, parents, employers and informed community members in order to establish the causes of poor attitudes and consequential performance in mathematics and sciences, leading to shortage of quality candidates to join the teaching profession, and thus suggest effective strategies for arresting the situation. Furthermore, there is need for a deliberate move to increase the number of students doing mathematics and sciences, and ensure that they perform well, in order to expand the pool of high quality candidates to be admitted into teacher education programmes. This should involve establishing well-resourced secondary schools strong in O-Level maths and science subjects, and A-Level secondary schools in each region to produce sufficient students that will contribute to breaking the vicious circle. Similarly, universities may need to consider allowing 20