Abstract:
Tanzania has employed the Public Private Partnership (PPP) model to deliver education since the 1970s. Despite its long-standing use as a means to improve the quality of primary education in Tanzania, its tangible impact on public schools remained largely unexplored. Therefore, it was imperative to scrutinize the educational advantages accrued and the strengths of the PPP model in enhancing primary education quality in the Kilimanjaro Region, Tanzania. The study's specific objectives were to identify the types of private educational partners, the nature of support they provided, and the educational benefits derived from such support. A cross-sectional research design was employed, with data collection encompassing questionnaires, focus group discussions, key informant interviews, and observations using a comprehensive checklist. The study randomly selected 32 teachers and 128 pupils from 16 primary schools that received support and were jointly operated by public and private partners. The findings revealed a prevalence of international private partners, who offered substantial support in terms of educational infrastructure and materials. Consequently, this support translated into numerous educational benefits, including increased pupil attendance and enhanced academic performance, resulting in an overall improvement in the quality of education in the Kilimanjaro region. In general, the PPP model demonstrated several strengths, notably in creating a more conducive learning environment and mitigating educational challenges. In conclusion, the PPP model emerged as pivotal for development, particularly in the context of bolstering the provision of quality education. It is recommended that local and central governments, in collaboration with the Ministry of Education, Science, and Technology, formulate strategies to fortify their partnerships with private entities, thereby enhancing the teaching and learning environment within schools.
