Abstract:
The government of Tanzania has been utilising the Public Private Partnership
(PPP) model to provide primary education since the late 1970s. However, specific
constraints must be addressed to improve the quality of primary education in
Tanzania through PPP. A study was conducted in the Kilimanjaro region to
identify weaknesses and challenges in implementing the PPP framework in the
education sector. The study used a cross-sectional approach, collecting
quantitative and qualitative data through structured questionnaires and
discussions. The study's sample size was 32 teachers randomly chosen from 16
primary schools operated by both partners. The data collected was analysed
through content analysis and descriptive statistics. The findings revealed that
government officials' inadequate awareness of the potential of the PPP framework
was among the significant areas that need improvement. The study also identified
that the time for negotiations between public and private partners was the most
pressing challenge of the PPP framework. In conclusion, the study recommends
that the local and central governments collaborate with private partners to reframe
the PPP framework to create a conducive environment, enabling both parties to
carry out their roles efficiently and contribute significantly to improving the quality
of primary education in the Kilimanjaro region.
