Abstract:
This study assesses the Primary Education Development Plan (2002-06) implementation
in Tanzania. The specific objectives are to determine the changes in pupil enrolment and
number of teachers, the state of teachers' qualifications, the quantity and quality of
Government Support to primary schools before and after the five years of PEDP
implementation. The study used both the quantitative and qualitative research approaches.
The methods employed to collect data were questionnaires, key informant interviews, field
observation, focus group discussions and documentary analysis. Findings revealed that
there were some improvements on access, quality, transparency and management of
primary education. The Gross Enrolment Ratio had increased from 77.6% in 1990 to
114.4% in 2007. The pupil-book ratio had increased from one book to fifteen pupils in
2002, also to one book to eight pupils in 2006 up to 1:5 pupils in 2009. The teacher to pupil
ratio had improved from one teacher to ninety pupils in 2002 up to one teacher to sixty
three in 2006. The school buildings had also relatively increased in number, The pass rates
had also shown some improvement from 10% in 2002 to 24% in 2006. The study
recommends further study to find out the PEDP success in the Region and Southern
Highland zone at large.
