Education Systems and Administrative Structures in Tanzania
Education
Systems and Administrative Structures in Tanzania
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Educational Foundations and Management
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General Introduction
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As a professional practice, every educationist
should possess sufficient working knowledge about the set up of the education
system in his or her country.
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Objectives
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In this lecture we will;
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Examine the education system and how Tanzania
system of education is managed.
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Define
organization structure and the importance of having structure in any
organization.
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Examine the way education organizational
structure operates administratively.
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Tanzania Education system
Tanzania Education system
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The United Republic of Tanzania realizes that
quality education is the pillar of national development.
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It is through education that the nation obtains
skilled manpower to serve in various sector in the nation’s economy
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Education System structure
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The
structure of the Formal Education and Training System in Tanzania constitutes;
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2
years of pre-primary education,
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7
years of primary education,
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4
years of Junior Secondary (ordinary Level),
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2 years of Senior Secondary (Advanced Level)
and up to
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3 or more years of Tertiary Education.
2,7,4,2,3+
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PRE-PRIMARY EDUCATION
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Pre-primary education cater for the children
aged 5 – 6 years old. Pre-Primary Education cycle lasts for 2 years with no
examinations for promotion purpose.
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It is intended to promote the overall
personality development of the child, his or her physical, mental, moral and
social characteristics and capabilities.
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PRIMARY EDUCATION
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It has compulsory enrollment and attendance for
all children of seven years of age.
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seat for a Primary School Leaving Examination
(PSLE) for selection to Secondary , Vocational Training Centres and orientation
to the world of work.
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Primary Education is fundamental to the
strengthening of higher level of education, by laying a strong foundation in
scientific and technological Literacy and capacity.
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SECONDARY
EDUCATION
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Formal Secondary Education has two circles;
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The first cycle is a four-year Ordinary Level
(O-Level) secondary education,
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second cycle is a two-year programme of Advanced
Level (A-Level) secondary education.
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Non-Formal Secondary Education
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refers to an organized educational activity
outside the established formal education system that is intended to serve
identifiable clienteles and learning objectives
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delivered through Continuing Education supported
by a variety of programmes including Correspondence Education, Self-Study and
Extra-mural programmesand Open and
Distant Learning (ODL).
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Cont.
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It is provided in the context of Adult Education
which is primarily concerned with the provision of adult literacy.
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The focus of basic literacy is the provision of
reading, writing and numeracy skills.
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It targets young people and adults who had no
access to formal schooling, dropped out from school or completed formal
education without mastering the three skills.
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UNIVERSITY EDUCATION
UNIVERSITY EDUCATION
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This is a three years or more education circle
which aim at providing various skills for National development.
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It is provided to people who completed form six
and acquire specified qualifications to join the higher learning institutions.
As well as people with equivalent qualifications as prescribed by the Tanzania
Commission for Universities (TCU)
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Organization Structure in Education
Organization Structure in Education
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Organisation
structure is a diagrammatical representation that shows:
a) How the organization has been
designed to function (functions)
b) How individuals and groups are
arranged with respect to positions they hold (status)
c) The relative authority they posses
(power)
d) The component units like vertical
size, horizontal and span of control.
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Organisation Structure
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Clip on Organization Structure
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Why organizational structure?
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Ensure
efficiency and effectiveness of activities in accordance with the targets
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Divide
and allocate work, responsibility and authority
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Establish
working relationship and operating mechanism
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Establish
the means by which work is to be controlled
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Establish
the means of retaining experience, knowledge and expertise
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Meet
the expectations of those involved
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Provide
the basis of a fair and equitable reward system.
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Organisation
structure depends on:
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Size
of the organisation – complex or simple
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Kind
of technology used in service offering and production of goods – under high
technology few people will be
employed.
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Unpredictability
or stability of contextual factors (environment and activities
performed)
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Structure of the Education Sector
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Education implementation in Tanzania is overseen
by three Ministries
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(Ministry of Education and Vocation
Training-MOEVT),
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Prime Minister’s Office, Local Government
Authority-PMO-RALG) and
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the Ministry of Community Development, Gender
and Children.
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Core Functions of Each Ministry
Core Functions of Each Ministry
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Ministry of Education and Vocational Training (MOEVT):
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Education policy formulation, provision of
regulations and guidelines, setting standards, quality control and assurance,
assessment, curriculum development and teacher education.
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Conducts monitoring and evaluation of the Basic,
Technical, Vocational and Higher Education performance.
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Undertakes educational research, planning,
coordination of education programmes and capacity building for education
managers and practitioners for quality education delivery.
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Through alternative methods, provides post
primary and secondary education training opportunities and skills development
required for working in different sectors of the economy.
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The opportunities lead to careers as skilled
workers, technicians and professionals
Prime Minister’s Office, Local Government Authority-PMORALG
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Following Decentralization by Devolution PMO
RALG has the role of coordinating administration and management of Pre-Primary,
Primary, Secondary with the main functions outlined in the PMO RALG 2011
Organisation Structure as follows:
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To coordinate and supervise the delivery of
Pre-Primary, Primary, and Secondary Education services;
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To monitor and evaluate administration and
management.
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To oversee and take remedial measures on
management and administration.
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To prepare and disseminate operational
guidelines and circulars on management and administration.
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To create, update and maintain database.
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Ministry of Community Development, Gender and
Children-MCDGC
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The MCDGC is responsible for policy formulation,
inspection, curriculum development, facilitation of Folk Education provision
and monitoring and evaluation.
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Folk Education focuses on solving community
immediate problems through provision of technical knowledge and skills.
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development and advancement of adult knowledge,
skills and abilities. which enable communities to participate in, social,
political, economic and cultural activities
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areas of agriculture, carpentry, masonry,
mechanics, handcraft, domestic science, business, market, entrepreneurship,
credit referrals and other income generating activities.
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Policies Guiding the Education Sector
Policies Guiding the Education Sector
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The provision of education in Tanzania is guided
by National Macro-policies, and Sector Education Policies and Programmes.
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Macro policies are;
- The Tanzania Development Vision (2025) and
- The National Strategy for Growth and Reduction of Poverty (NSGRP/MKUKUTA).
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Sector Education Policies and Programmes.
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The Education Sector Development Programme
(1997) revised in 2001 and 2008,
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The Education and Training Policy (1995) which
is currently under review,
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The Technical Education and Training Policy
(1996)
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The Higher Education Policy (1999).
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Community Development Policy (1996) currently
under review
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The Child Development Policy (1996).
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Role of the Public and Private Sector on
provision of education
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The government role is now changing from that of
a key player to that of a facilitator in the provision of education.
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This new role of the government provides a more
conducive environment for the private sector to increase its investment in
education.
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Private investment in education will establish a
more learning environment that will allow imparting both knowledge and
technology to the youth.
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Donor community in terms of funds, technical
assistance and carrying out researches has supported various programmes and
projects.
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Ministry of Education and Vocational Training structure
Ministry of Education and Vocational Training structure
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The Management of Education and Vocational
Training is mainly through the Ministry of Education and Vocational Training,
which currently has;
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Minister, Deputy Minister (political fugure)
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Permanent Secretary, Chief Education Officer
(commissioner) and Directors:
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Permanent Secretary
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Is senior most civil servant. Is
responsibilities are;
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Planning, budgeting, Staffing, creating and
implementing policies and guidelines for all the heads of various departments
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Is chief adviser to the minister.
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Is Government accounting officer in the
ministry.
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Chief Education Officer
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Is the head of profession division of the
ministry.
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Responsible to permanent secretary for
formulation of policies for improvement of educational standards at all levels
in the country.
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The policies are related to;
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Curriculum development, implementation and
evaluation.
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Examination, education quality assurance,
students admission to various institutions
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Promotion of teachers on merit.
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Discipline in schools
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Issuing certificates etc.
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Directorates
MoEVT operates under eight directorates, namely:
- Basic Education,
- Secondary Education,
- Teacher Education,
- Policy and Planning,
- Administration and Personnel,
- Chief Inspector of Schools.
- Vocational Training and
- Higher Education
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Units.
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The directorates are further subdivided into
subsections or units headed by officers with generalized and specialized
responsibilities.
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Heads of these subsections or units are
responsible to the principal secretary through their respective directors.
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Special Needs Education Unit;
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Diversity
Unit;
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Education by Media Unit;
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School Registration Unit;
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Pre
Primary and Primary Education Unit;
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Secondary Education Unit;
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Procurement Management Unit;
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Finance and Accounts Unit;
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Internal
Audit Unit;
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Government Communication Unit;
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Legal
Services Unit;
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Information
and Communication Technology Unit;
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National Commission for UNESCO; and
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Zonal and
District Offices.
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Semi Autonomous Government institutions and
Agencies
v Tanzania
Institute of Education (TIE),
(Curriculum design and development)
v The
Institute of Adult Education (IAE),
(Literacy skills and distance learning)
v The
National Examinations Council of Tanzania (NECTA),
(Constuction, Administration of examination and
certification)
v Tanzania
Library Services Board (TLSB),
(Books and readership
behaviour)
v The
Agency for Development Education Management (ADEM).
(Training of
educational managers and administrators)
v Teachers
Service Department (TSD)
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The major public employment agency for the
teaching profession.
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Its functions.
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To register teachers
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To provide terms of service for the teaching
professional eg. Appointment, Probation, Retirement from the service, Salary
structure.
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To cancel registration in case of professional
misconduct.
v Tanzania
Teachers Union (TTU)…..CWU (Chama cha Waalimu Tanzania).
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The schools organization structure
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School Board
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Headmaster/mistress
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Deputy headmaster/mistress
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Heads of departments
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Teachers
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Head prefect
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Students
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Example of school structure
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THE END
