Abstract:
The Government of Tanzania started using the Public-Private-Partnership (PPP) model for provision of education
services from the late 1970s, and in the mid of 1990s there was an increased participation of private partners in the
provision of such services at all levels. Therefore, it was anticipated that the quality of education would have improved
substantially in terms of teaching and learning (T/L) infrastructure, T/L materials and pupils’ academic performance in
national examinations. However, the quality of primary education in schools under PPP is not scientifically known.
Therefore, the research on which this paper is based, among other things, identified and PPP schools and private
primary schools in Kilimanjaro Region as a case study in Tanzania. Data were collected by using a questionnaire which
included an index summated scale, an FGD guide and a key informant interview guide. Observation method was also
employed in collecting data. A total of 240 pupils and 60 teachers were selected. The results showed that public schools
not under PPP had more insufficiency of school T/L infrastructure and T/L materials compared to their counterpart
public schools under PPP and private schools, the highest quality being in private schools. Since school infrastructures
and T/L materials were indicators of quality education, it is concluded that the quality of education in PPP schools was
intermediate while the quality was the best and poorest in private and public schools respectively. It is also concluded
that inadequate school infrastructure and T/L materials is associated with ineffective teaching and learning process for
teachers and pupils in classroom hence poor quality of education. Also, schools with PPP interventions have a better
chance of improving the quality of education compared to schools without PPP. It is recommended that the Education
Department in Kilimanjaro Region should administer and put in practice an education policy that requires every pupil
and every school to be sufficiently provided with required number of school T/L infrastructure and T/L materials. This
will be possible if local authorities of the studied districts will team up and collaborate closely with private educational
partners.
