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THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
HIGHER EDUCATION
DEVELOPMENT PROGRAMME
2010 -2015
Dar es Salaam February 2010
i
Higher Education
Development Programme
HEDP
2010 - 2015
Enhanced Relevance, Access and Quality in Higher Education
ii
CONTENTS Foreword
…………………………………………………………………………………
………..iv
Acknowledgements………………………………………………………………………………..vi
Executive Summary .......................................................................................................... viii
Abbreviations ..................................................................................................................... xii
1.0 INTRODUCTION ............................................................................... 1
1.1 Background information ............................................................................. 1
1.2 Methodology used in Programme development ......................................... 1
1.3 Targeted Programme
beneficiaries………………………………………... ................................. 2
2.0 STRATEGIC CONTEXT .................................................................. 3
2.1 Background ................................................................................................. 3
2.2 Rationale for HEDP .................................................................................... 5
2.3 Projected financial needs for tertiary Institutions……………………………5
2.4 Policy thrusts………………………………………………………………6
2.5 Key Drivers ............................................................................................... 10
3.0 PROGRAMME DESCRIPTION .................................................... 11
3.1 Vision and Mission ................................................................................... 11
3.2 Programme Areas..................................................................................... 11
3.3 Activities to achieve targets ...................................................................... 34
4.0 IMPLEMENTATION ...................................................................... 37
5.0 PROGRAMME SUSTAINABILITY AND RISKS ....................... 45
6.0 BIBLIOGRAPHY ............................................................................. 47
7.0 ANNEXES.......................................................................................... 48
Annex 1: Logical
Framework……………………………………………………..48
Annex 2: Selected Statistics on Higher Education…………………………...51
Annex 3: Contributions of DP in higher education development………….53
iii
Annex 4: Indicative Budget distribution for Programme Areas……………54
Annex 5: Detailed Budget for Specific Areas…………………………………..61
Annex 6. List of Stakeholders who participated in the development
and improvement of HEDP…………………………………………..70
iv
FOREWORD
In Tanzania, higher education is the life line for all school children, their parents, guardians,
communities, and the country as a whole. Literally all parents, if asked what their key
aspirations for their children were, they will, in unison, say: “QUALITY HIGHER
EDUCATION”. This accounts for the sacrifices they make by sending their children to schools
and the high social demand for higher education in this country. Currently, most parents are
meeting both opportunity costs and the real costs of feeding and clothing their children up to
university level. Poor and needy students are taking loans to pay for their education with the
expectation that it pays to be educated. Both parents and students are not wrong. Education,
especially higher education is a great economic investment and an asset for them and the
nation in general.
Tanzania is proud to reiterate that, it is committed to all international conventions on the
development of education at all levels. It is a signatory to the 1990 Jomtien Education for All
accord and its subsequent Dakar Declaration in 2000. It is committed to the 2000 UN
Millennium Development Goals and the aspirations of the two most important world-class
reports where it had a significant contribution through the direct participation of the former
President, Mr. Benjamin William Mkapa. These reports are:-
“The Social Dimension of Globalization” (2004); and
“The Blair Commission for Africa.” (2005)
Both reports greatly underscore the importance of education especially higher education for
personal and national development in combating poverty and contributing to economic
prosperity of nations.
The ruling party CCM strongly believes that “Human capital is the main pillar for the
development of a modern economy.” This is the only route for achieving better life for
everybody. That is why the Government of Tanzania is determined to work hard, in
collaboration with all Tanzanians, in the public and private sector, including Development
Partners, to help Tanzanians realize their aspirations and expectations. Thus, it has in place
Primary Education Development Programme (PEDP) and Secondary Education Development
Programme (SEDP). These programmes have dramatically expanded education opportunities
for Tanzanian children.
Achievements of SEDP include increased enrolment in secondary education (Form 1-6) from
432,599 in 2004 to 1,466,402 in 2009, Gross Enrollment Ratio (GER) increased from 11.7% in
2005 to 31.3% in 2009, while Net Enrollment Ratio (NER) increased from 10.1% (2005) to
27.8% in 2009. Transition rate from primary to secondary level also increased from 36.1% in
2004 to 51.6% in 2009 while the number of secondary schools increased from 1,291 in 2004 to
4,002 in 2009. These achievements have had direct impact on the capacity of higher education
to absorb or enroll the expanded outputs from lower levels. For example, in 2008/09 students
enrollment in higher education, was 95,525 in 31 Universities and University colleges. This is
relatively low when compared with the country’s total population and other countries in Sub
Saharan Africa.
My Ministry is committed to ensuring that the efforts of parents and students, and those in the
economy and the Government in particular are not frustrated by the lack of skills, opportunities
for self-advancement and, participation in the social and economic development of our
country. Consistent with Vision 2025 and MKUKUTA (2004) objectives, the Higher
v
Education Development Programme (HEDP) being developed is meant to establish a scientific
and progressive society; a society which is innovative and forward looking – one that is not
only a consumer of technology but also a contributor to the scientific and technological
progress for our common future.
The process of developing the interventions in this programme goes back to the year 2002
when the then Ministry of Science, Technology and Higher Education sponsored a research
project on: Post Primary Education and Training which focused on: Costs and Financing,
Labour Market, Vocational Education, expansion of Secondary Education in relation to Post
Secondary Education and Training. Some of the issues being addressed in the current
programme have their genesis in those studies.
In the interim, the Ministry of Science, Technology and Higher Education developed two Sub
Master Plans in 2003, one on Higher and Technical Education Sub Master Plan (2003-2018);
and the other on Science and Technology (2003-2018).
These Sub-Master Plans were formally launched in October 2003, and have been published.
During the launching, the Ministry promised that the operationalization of these master plans
shall be pursued in stages and be done in very close collaboration with all the stakeholders.
Development of HEDOP gears towards operationalization of these two Master Plans
developed in 2003.
One aspiration of the Government is to see Tanzania grows to a middle income level state with
an economy that is knowledge and technology driven as stipulated under the goals of
MKUKUTA. The interventions being presented here originate from what is contained in the
two Ministry’s Sub-Master Plans and are well in alignment with MKUKUTA and the National
Development Vision 2025 aspirations. They also take into consideration Regional and
International Conventions and Protocols on education of which Tanzania is a signatory.
Under this Programme, there are nine priority areas which if properly and adequately
implemented can help Tanzania attain her visions and aspirations. These priority areas are
grouped into the following main areas;
Institutional Reforms - focusing on policy instruments, governance structures and
management, and institutional linkages;
Service Delivery - addressing challenges pertaining to relevance and diversification,
access and equity, and quality improvement, and
Sustainability Mechanisms - including financial, environmental and human resource
sustainability
The task ahead of us is a daunting one. But we are sufficiently aware that no country can ever
make the leap forward to modernity, rapid economic transformation and development without
a critical mass of a diverse and well-educated people at the higher education levels. The
outcome of an effective implementation of this Programme shall include the creation of a
critical mass of human capital capable of:-
moving the economy up the value chain;
raising knowledge capacity to nurture a first class education system;
addressing sustainable socio - economic innovations;
continuously improving Tanzanians’ quality of life; and
Strengthening institutional implementation capacities.
vi
Finally, this programme is designed to take a national character. The programme seeks and
strives to evolve a common vision and a strong consensus on how to link education to all
sectors of the economy in this country. I am convinced that, anchored on the CCM Election
Manifesto and in close collaboration with all citizens of this great country, we can achieve this
goal. The situation calls for enhanced political will that will make education the top priority in
the allocation of resources, and in making effective use of the right incentives, legislation,
policies and action oriented governance frameworks. We urge everybody to effectively
participate in implementing the identified activities so that programme objectives are achieved.
Hon. Prof. Jumanne A. Maghembe (MP)
Minister for Education and Vocational Training
DAR ES SALAAM
February 2010
vii
ACKNOWLEDGEMENTS
During the three years of preparation of Higher Education Development Programme
(2007-2009), a lot of reflection and analysis of specific policy objectives and strategies
have been considered to realize interventions in this programme. The key stakeholders
and experts involved have provided moral encouragement, intellectual stimulation and
material support very generously. Without such spirit, it would not have been possible
for a small team of experts to do such mammoth work presented in this programme.
With all sincerity, we would like to thank the Team appointed by the then Ministry of
Higher Education, Science and Technology in 2007, under the Chairmanship of
Professor Herman J Mosha. Other members were; Professor Mathew Luhanga, Professor
Issa M Omari, Dr. Naomi B. Katunzi, Dr. Natu Mwamba, and Dr. Musa Asaad. The
Secretariat comprised of; Mr.Francis Magere and Mr. Chacha Musabi. This team, first
and foremost formed the terms of reference, identified areas of concern and agreed to tilt
the programme towards the sciences and technology. The driving theme was to be
knowledge based and technology driven economy that Tanzania is aspiring to build.
Thanks are due to Professor Ludovick D.B. Kinabo for refining the draft document
specifically after merging higher education to the Ministry of Education and Vocational
Training. We also wish to pay special gratitude to the team of experts formed to
incorporate the inputs put forward during the last two stakeholders meetings. This team
led by Professor Mayunga H. Nkunya refined and costed the prioritized programme
activities.
The co-operation received from all stakeholders is much appreciated and has been
instrumental in the successful development of this programme. The list of individuals
and organizations who in one way or another contributed to the development and
improvement of this programme is long. To all we say thank you very much for the
inputs and comments which enriched the final version of this document. Lastly but not
the least, we wish to acknowledge and appreciate the keen interest and support given by
the Minister, Hon. Prof Jumanne Maghembe, MoEVT; Hon. Prof Peter Msolla of
MCST; the Deputy Minister, MoEVT, Mrs Gaudencia Kabaka; the Permanent Secretary,
MoEVT, Prof Hamis Dihenga and Deputy Permanent Secretary, Mr. Selestine Gesimba,
MoEVT during the development of this Programme.
Prof. Willbard S. Abeli
DIRECTOR OF HIGHER EDUCATION
February 2010
viii
EXECUTIVE SUMMARY
Rationale and Strategic Context
The long term objective of the Government is to invest in higher education in order to attain
sustainable social-economic development.
The interventions described in the present document constitute the Higher Education
Development Programme (HEDP) for the period 2010 to 2015. The primary goal of HEDP
is to make a positive contribution towards the achievement of goals stipulated in Vision 2025,
the current national socio-economic strategy, popularly known as MKUKUTA (National
Strategy for Growth and Reduction of Poverty; and MKUZA for Zanzibar), and the
Millennium Development Goals. HEDP is well in alignment with the 2003 Science and
Technology, and the Higher and Technical Education Sub Master Plans. The two Sub Master
Plans identified both the strengths and weaknesses of the existing institutional set up in
higher education, both at macro and micro levels, as well as windows of opportunities for the
improvement of the education enterprise and its contribution to the national economy.
Implementation of HEDP is a logical follow-up of the Education Sector Development
Programme (ESDP) which started with the Primary Education Development Programme
(PEDP) in 2002, and the Secondary Education Development Programme (SEDP) in 2004.
The achievements of both PEDP and SEDP in boosting enrolments are quite substantial. On
the other hand, Tanzania’s participation rates in higher education have remained abysmally
low at about three percent and this seems to be among the lowest rates in the world.
Similarly, other national strategies such as the Vision 2025, Public Service Reform
Programme and MKUKUTA/MKUZA have been calling on the education sector to redefine
itself and make significant contribution to these reforms and other development processes in
the country.
The phenomenon of globalization is also playing a role in shaping our education strategies.
Four recent global developments have urged states to reposition themselves to benefit from
globalization, with education playing a key role in that regard. These developments are:
The Dakar Declaration on Education for All, 2000
The United Nations Millennium Development Goals, 2000
The Commission on Social Dimensions of Globalization, 2004
The Blair Commission for Africa, 2005
Today there is concern on the role of education, science, and technology in the national
economic and social development. So far, Tanzania has not really seen the impact of
education, science, and technology percolate into the day-to-day lives of her people. Poverty,
diseases and ignorance are still ravaging communities on a grand-scale while agricultural
productivity and outputs have remained at peasantry level. This has continued to perpetuate
occasional famines, recurrent food shortages, and disease prone population. Malnutrition
among children and adults remain unabated. Since Tanzania cannot afford to go on accepting
this undesirable situation, there is need for serious rethinking on the role of higher education
in the national development.
ix
Key objectives
The main goal of the HEDP is expected to be achieved through three developmental
objectives:
Establish a comprehensive and coordinated higher education system through
undertaking institutional reforms
Improve delivery of higher education through enhancement of relevance and
diversification of curriculum, increased access, equity and quality.
Enhance capacity of the higher education system so as to maintain and sustain all its
functions effectively and efficiently.
Implementation approach
HEDP has been formulated based on a concerted participatory process of retreats,
consultations, foreign and local visits in the field, which identified nine areas of focus,
organized under three main areas:
Institutional Reforms - focusing on reviewing and improving existing policy instruments,
governance structures and management, and institutional linkages
Service Delivery - addressing challenges pertaining to relevance and diversification, access
and equity and quality improvement, and
Sustainability Mechanisms - including analysis, formulation and implementation of
financial, environmental and human resource sustainability plans.
Implementation of the Programme based on three main areas will depend on participatory
and support engagement within the existing structures of Government and institutions. The
Ministry of Education and Vocational Training will provide a coordination mechanism and
ensure that all stakeholders are fully involved. Four implementation stages have been
defined:
Stage 1: Programme initiation and strategic planning
Stage 2: Formulation of programme design and benefits
Stage 3: Formulation, evaluation and selection of activities to achieve targets
Stage 4: Implementation, monitoring and improving
Budget Summary
Total budget requirement for the Programme specific activities and coordination over a five
year period is TSh 485,905 million. If contingency is calculated at 1.0% and added to the
baseline budget, total Programmes cost amounts to TSh 490,621 million, which is equivalent
to USD 371.80 million. The largest share of the budget, about 96 percent has been
committed to the critical activities under service delivery. These activities include
improvement of academic infrastructure, staff training, new programmes, increased
enrolment and innovative activities.
The overall budget requirement for higher education sub sector for the next 5 years is
estimated at TAS 3,603 billion. Out of this budget, the Government of Tanzania is committed
x
to provide a total of TAS 3,178 billion being recurrent and development expenditure in
higher education. The current Development Partners through basket funding and projects
support are expected to contribute TAS 296,810 million in the next 5 years period. The
financing gap of TAS 130,000 million is expected to come from other new Development
Partners, Financial and Social Security institutions in a form of grants and soft loans. Public–
Private Partnerships and internally generated incomes will also be encouraged and intensified
to fill the gap.
Expected outcomes
Implementation of the planned activities is expected to result in many outputs that will in turn
contribute to the following expected main outcomes:
Institutional reforms
Coherent higher education policies and comprehensive educational programmes
developed
Management and coordination of HEIs improved
Collaboration and partnerships between institutions nationally and internationally
enhanced
Service Delivery
Environment for teaching, learning, research and consultancy improved
Training and research programmes that link with the national socio-economic
agenda increased
Quantity and quality of graduates in diversified fields of sciences and technology
through an improved teaching and learning environment enhanced.
Centers of excellence, ICT parks, demonstration and innovation centers established
Education delivery systems which take advantage of ICT enhanced
Access and equity in higher education, without any form of discrimination,
improved.
Higher education financing mechanism improved.
Sustainability of higher education support systems
Cost reduction activities, e.g. use of energy services, including solar and wind
power, water conservation technologies, etc. promoted;
Conservation activities and reduction of environmental degradation and pollution
promoted;
Care and support services for staff and students affected by HIV/AIDS enhanced
Staff retention schemes developed and maintained;
Alternative ways of financing higher education and research encouraged and
established;
Internal income generation and fundraising activities by HEIs promoted and
diversified.
Challenges and opportunities
xi
The greatest challenge in implementing the Programme is financial resource flow, amidst the
current global recession and the unsatisfactory state of the national economy. It is therefore
important that, MoEVT together with HEIs and other stakeholders in the country work in
unison to implement the Programme. Together, they should carefully examine:
Additional sources of financing, including income generation and fundraising
activities to supplement government allocations
Cost reduction and avoidance measures at institutional, programme, and project
levels
With careful planning, allocation of resources and tracking of performance for improvement,
it should be possible to realize the main goal of the Programme within the timeframe.
xii
ABBREVIATIONS AIDS Acquired Immune Deficiency Syndrome
ARU Ardhi University
CBE College of Business Education
CCM Chama cha Mapinduzi (The Revolutionary Party)
CoET College of Engineering and Technology
COSTECH Tanzania Commission for Science and Technology
DIT Dar es Salaam Institute of Technology
DPs Development Partners
DUCE Dar es Salaam University College of Education
EFA Education for All
ESDP Education Sector Development programme
ETP Education and Training Policy
GDP Gross Domestic Product
GER Gross Enrollment Ratio
HEDP Higher Education Development Programme
HEI Higher Education Institution
HELSB Higher Education Student Loans Board
HKMU Hubert Kairuki Memorial University
HIV Human Immuno-deficiency Virus
IAA Institute of Accountancy Arusha
ICT Information Communication Technology
IFM Institute of Finance Management
IJMC Institute of Journalism and Mass Communication
IK Indigenous Knowledge
IMTU International Medical and Technological University
MDGs
MCST
Millennium Development Goals
Ministry of Communications, Science and Technology
MHEST Ministry of Higher Education, Science and Technology
M&E Monitoring and Evaluation
MIST Mbeya Institute of Science and Technology
MKUKUTA Kiswahili abbr. for National Strategy for Growth and Reduction of Poverty
MKUZA
Kiswahili abbr. for National Strategy for Growth and Reduction of Poverty
(Zanzibar)
MoEVT Ministry of Education and Vocational Training
MTSP Medium Term Strategic Plan
MU Mzumbe University
MUCCOBS Moshi University College of Co-operative and Business Studies
MUCE Mkwawa University College of Education
MUHAS Muhimbili University of Health and Allied Sciences
NACTE National Council for Technical Education
NER Net Enrollment Ratio
NQF National Qualification Framework
OPRAS Open Performance Review and Appraisal System
OUT Open University of Tanzania
PEDP Primary Education Development Programme
PhD Doctor of Philosophy
xiii
PPP Public Private Partnership
PSLE Primary School Leaving Examination
QA Quality Assurance
QAS Quality Assurance Systems
R&D Research and Development
SAUT St. Augustine University of Tanzania
SEDP Secondary Education Development Programme
SUA Sokoine University of Agriculture
SUZA State University of Zanzibar
TACRI Tanzania Coffee Research Institute
TAS. Tanzanian Shilling
TCU Tanzania Commission for Universities
TEA Tanzania Education Authority
TGER Tertiary Gross Enrolment Ratio
TIA Tanzania Institute of Accountancy
TIE Tanzania Institute of Education
UDOM University of Dodoma
UDSM University of Dar es Salaam
UN United Nations
UNESCO United Nations Educational Scientific and Cultural Organization
URT United Republic of Tanzania
1
1.0 INTRODUCTION
1.1 Background information
In 1997, the Government of the United Republic of Tanzania developed the Education Sector
Development Programme (1997) aimed at putting into action the Education and Training Policy
of 1995. This programme has been revised in 2001 and 2008 to address problems in the
provision of education. Key problems identified included low enrolment, poor quality of
education services, underfunding, poor remuneration and inadequate inter and intra coordination
within the sector and other sectors. The revised programme also addressed the increasing
demand for human resource development, and the need to pool together resources for planning,
implementation, monitoring and evaluation of activities within the education sector.
During implementation of ESDP (2001), the Ministry undertook a study in 2002 on Post
Primary Education and Training which focused on costs and financing, labour market,
vocational education and expansion of Secondary and Post Secondary education in relation to
expanded Primary education. This study was followed by development of two Sub-Master
Plans (2003 – 2018) namely; Science and Technology; and Higher and Technical Education.
The Higher and Technical Education Sub-Master Plan identified strengths and weaknesses of
the then existing educational set up as well as windows of opportunities for the improvement of
higher education and its contribution to the economy.
In 2005, the ESDP review team tasked to assess the overall performance of the education sector
in the context of MKUKUTA objectives, Education for All and Millennium Development Goals
revealed that there was low Gross Enrollment Rate in higher education, increased number of
higher learning institutions and poor inter-linkages between education sub-sectors. This team
recommended the development of Higher Education Reform Programme.
Besides the recommendations put forward by ESDP review task force, in 2005, the ruling Party
(CCM) stressed the need to develop a Higher Education Development Programme in its Election
Manifesto (2005-2010). The main aim was to ensure that the majority of form six leavers joined
higher education. Successful implementation of Primary and Secondary Education Development
Programmes (PEDP 2001 and SEDP 2004) also necessitated the intervention of the Government
to develop HEDP, which would address the anticipated challenges.
The increased number of students and higher learning institutions, staff turnover and a good
number of skilled staff retiring has of lately resulted to increased demands for more teaching
staff. Most of the infrastructures built 40-50 years ago now require rehabilitations and new ones
need to be constructed in order to accommodate the increased number of students and
programmes.. In efforts to address this situation, in November 2009, the Government appointed
a Task Force to come up with resource requirements for the next 10 years aimed at addressing
the challenges facing Higher Education Institutions (HEIs).
1.2 Methodology used in Programme development
Development of HEDP was initiated early 2007 by holding a two days brainstorming workshop
at Kunduchi Beach Hotel, Dar es Salaam. This workshop was attended by all higher education
stakeholders including Heads of Higher Education Institutions and Government officials. From
the recommendations put forward by participants of this workshop, a Task Force was formed to
prepare a HEDP draft document.
2
The Task Force besides consulting the necessary/relevant documents available, had the
opportunity to visit eight countries in Africa, Asia and Europe to learn and share experiences on
higher education systems. Lessons learnt from these visits were used in the development of the
first draft document of HEDP. Amongst the lessons learnt included measures being taken to
increase students enrollment in higher education institutions, staff shortages, recruitment and
retention measures being taken, use of ICT for teaching, research and communication,
construction and rehabilitation of infrastructure, alternative students loan schemes and the
contribution of higher education to the economy. The Task Force submitted its first draft
proposal in December 2007 at the Ministry’s Annual Meeting held in Arusha. Most of the
comments made at that meeting have been incorporated into this draft document.
Following the re-structuring of Government Ministries in early February, 2008, the HEDP draft
document was presented to the Ministry of Education and Vocational Training (MOEVT)
Management. Another Task Force was formed to improve the document. The Team solicited
inputs from different stakeholders and incorporated comments given by MoEVT. The improved
draft document was tabled at the Stakeholders meeting held on 20th
August 2009, in Dar es
Salaam. After thorough discussions, the meeting agreed to form another small Team to
incorporate comments and inputs given by the Stakeholders before holding another Stakeholders
meeting for further inputs. The Stakeholders meeting for further inputs was held in December
2009. Inputs and comments given by stakeholders again have been incorporated in this
document.
In addition to inputs and comments given by Stakeholders in various meetings/workshops, this
document has also incorporated inputs submitted by the Task Force formed by the Government
in November 2009 on resource requirements for the next 10 years by higher learning
institutions. Annex 6 shows a list of stakeholders who contributed to the development and
improvement of HEDP document.
1.3 Targeted Programme beneficiaries
This programme is meant to cover Universities and University Colleges accredited by the
Tanzania Commission for Universities (TCU) and higher education service agencies. For non-
university higher education institutions accredited by the National Council for Technical
Education (NACTE), there is another Programme being developed, the Technical and
Vocational Training Development Programme. For the purpose of this document, higher
education refers to the education offered by institutions registered by TCU and does not include
education offered by institutions that are registered under NACTE.
Although private universities will not directly get subventions from the Government budget, to
some extent they will benefit from the programme. For example, private universities will be able
to train their staff in well equipped and staffed public universities, recruit staff trained in public
universities, acquire more students and infrastructure development loans and be connected to the
National Education and Research Network. They will also indirectly benefit from other
government interventions.
3
2.0 STRATEGIC CONTEXT
2.1 Background
The Government recognizes that investment in human capital is vital for improving the quality
of life of Tanzanians and for the reduction of poverty. Therefore, Tanzania has embarked on
major education expansion and consolidation initiatives to reach all its citizens. In order to
ensure a holistic expansion, all levels of education including higher education have been
addressed.
Several policies and structural reforms have been initiated by the Government to improve
access and the quality of education at all levels. Amongst these include: Education for Self-
Reliance (1967); Musoma Resolution (1974); Education and Training Policy (1995); National
Science and Technology Policy (1996); Education Sector Development Programme (1997);
Policy Paper on Government Reforms (1998) and the National Higher Education Policy
(1999).
Unlike the other policies and reforms which were sub-sector based, the Education and Training
Policy (1995) covers the whole education sector. In order to put in action the Education and
Training Policy (ETP), the Government of Tanzania in collaboration with Development
Partners and other Stakeholders developed the Education Sector Development Programme
(ESDP) in 1997 which was revised in 2001 and 2008 to address the following:
problems in the education provision such as low enrolment, poor quality of education
services, under funding, poor remuneration and lack of professional ethics, inadequate
inter and intra coordination within the sector and other sectors;
new challenges resulting from the socio-economic reforms initiated in 1986 and the
increasing demand for human resource development in line with the fast changing
technological advancement;
problems of fragmented interventions; and
call for pooling together of resources (human, financial and materials) through the
involvement of all key stakeholders in education planning, implementation, and
monitoring and evaluation.
In implementing the ESDP, the Government developed and started implementation of the
Primary Education Development Programme (PEDP) and the Secondary Education
Development Programme (SEDP) in 2002 and 2004 respectively.
In the period between 2001 and 2009, enrolment in Primary education has expanded almost
two folds, from 4,881,588 in 2001 to 8,441,553 in 2009. Likewise, the NER has increased
from 65.5% to 95.9%, while GER improved from about 84.0% to 110.5% respectively. There
have also been marked improvements in the teaching and learning environment such as
provision of text books and other teaching and learning materials, rehabilitation and
construction of new school buildings and facilities and , enhanced teacher training.
In 2004, the Secondary Education Development Programme (SEDP) was launched to respond
to the expanded completion and pass rates at primary schools vis a vis the transition rate to
secondary education which was one of the lowest in Sub-Sahara Africa, as can be seen in
Table 1 for 2004. By then, all neighbouring countries were doing much better than Tanzania.
This situation became so glaring that the Government stepped in and developed a Secondary
4
Education Development Plan [SEDP]. By early 2009 the transition/pass rate from primary to
secondary education was estimated to be 51.6 per cent.
Table 1: Secondary School Participation Rates in Selected Countries (2004)
COUNTRY
Tanzania
Kenya
Uganda
Liberia
Lesotho
Namibia
RATES % 9.4 23 12 23 20 34
The Programme (SEDP 2004 – 2009) focused on attaining a transition rate of 50% from
primary to ordinary level secondary education and 25% from ordinary level to advanced level
secondary education. The target of 50% at ordinary level was realized during the initial two
years of implementation, following the enthusiasm shown by communities to build more
secondary schools and the Government’s desire that at least 75% of all those passing the
Primary School Leaving Examination (PSLE), should have access to secondary education.
Concurrently, the transition rate of 25% from ordinary level to advanced level has also been
reached (26%). Consequently, these successes are exerting pressures for the expansion of
higher education to meet the increased social demands for access to quality education.
Participation rates or Gross Enrollment Rates (GER) in higher education have been on the
lower side when compared to other developing countries. For example in 2007 when the
average Participating rates for all counties South of Sahara was about 5%, in Tanzania,
GER in higher education was only 2.2%. Other neighboring countries like Kenya was 3%,
Uganda 3%, Rwanda 3%, Ethiopia 3% while countries like Nigeria was 10%, Ivory Coast
7% and South Africa 15%. Table 2 shows GER in higher education over the past 8 years.
Table 2. GER in Higher Education over the past 8 years
Year 2001/02 2006/07 2007/08 2008/09
GER (%) 0.22 1.47 2.2 3.0
5
2.2 Rationale for HEDP
Following the launching of the Higher and Technical Education Sub Master Plan in 2003, the
next step was to operationalize the sub master plan. Therefore, the development of HEDP is a
step towards operationalization of the sub master plan. Also, as Tanzania implements PEDP
and SEDP, the demand for higher education has been rising. In 2005 the Government, in
collaboration with education stakeholders including Non-State Actors (NSAs) and
Development Partners (DPs) supporting education, conducted an education sector review
which aimed at assessing the overall performance of the education sector in the context of the
National Strategy for Growth and Reduction of Poverty (MKUKUTA), Education for All
(EFA) targets, Millennium Development Goals (MDGs) and other sector policies related to
education. The review revealed among other things that the number of Higher Education
Institutions has increased together with increased enrolment of males and females. However, it
also identified lack of inter-linkages between sub-sectors and low GER as key challenges. The
review therefore recommended the development of the sub-sector reform programme for
Higher Education. This Programme is intended to serve as a strong linkage with PEDP and
SEDP in terms of expanding access to higher education for outputs resulting from secondary
education. Similarly, the Programme will enhance human resource capacity required for
primary and secondary school teachers.
2.3 Projected financial needs for Universities.
The Government appointed Task Force (1.1) on resource requirements for HEIs came up with
a budget of Shs 1,915.8 billion for Universities. Table 3 summarizes the financial needs for the
10 Public institutions in the next 10 years in seven main areas.
Table 3: Financial requirements for the next 10 years by 10 Public Universities & University
Colleges
Activity 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 Total
Rehabilitation 83.7 80.0 65.2 60.7 48.4 43.3 51.4 39.5 36.1 37.8 546.3
New construct.
and expansions 88.5 77.0 39.7 38.0 41.8 95.5 105.2 42.9 38.7 30.0 597.1
Staff
development 24.4 23.7 39.8 41.2 44.5 44.7 43.0 43.2 43.1 46.7 394.3
Acad. programs 2.4 2.0 1.8 1.8 1.8 2.1 1.9 1.8 2.0 2.0 19.4
ICT infrastcture 63.1 43.7 20.7 21.4 19.4 18.2 19.7 20.9 20.4 19.7 266.9
Research 6.9 6.8 6.8 6.8 6.8 6.4 6.4 6.4 6.4 6.3 66.1
Links &
outreach 2.9 2.7 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 25.8
Total 272.0 235.8 176.5 172.4 165.2 212.8 230.0 157.3 149.1 144.9 1915.8
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2.4 Policy Thrusts
It is recognized that the higher education sector cuts across all socio-economic sectors.
Therefore, all policies in any socio-economic sector will have implications on higher
education. However, only few national policies and strategies, which have a clear, direct and
immediate implication on higher education are mentioned here.
(i) Public Service Reform Programme (PSRP) (1998)
The purpose of the PSRP is to ensure that service delivery within priority sectors of the public
service conforms to public expectations for satisfaction, relevance and value. The programme
development objective is to improve accountability, transparency and resource management
for service delivery. The HEDP intends therefore to produce well educated and skilled human
resource to undertake delivery of these services.
(ii) The Tanzania Development Vision 2025
The Tanzania Development Vision 2025, which was formulated in 1998 aims to create a
nation, imbued with key attributes that have serious bearing and implications on higher
education. These include:
high quality livelihood;
peace, stability, and unity;
good governance;
a well educated and learning society;
competitive economy with sustainable growth;
gender balance;
equitable development for all social groups;
high quality education at all levels;
harnessing knowledge to effectively compete in the global economy;
instilling science and technology culture;
making Information, Communication Technologies (ICTs) accessible to all social
groups and using ICT in all socio-economic sectors; and
achieving an annual economic growth rate of 8 percent or more
The proposed HEDP is aimed at addressing most of the Vision 2025 aspirations. For example,
HEDP emphasizes on increased enrolment, quality, access, equity and increased use of ICT in
education delivery in higher education as an intervention to achieve some of the Vision 2025
goals.
(iii) The National Science and Technology Policy (1986)
This policy articulates the importance of science and technology for the socio-economic
development of Tanzania. Policy statements and strategies are given for each socio-economic
sub-sector, for example, food and agriculture, natural resources, energy, health, etc. This
policy, which is currently under review, identifies trained and skilled human capital as the most
important factor in its implementation. Likewise, HEDP aims at producing quality scientists
and technologists who will be absorbed in our economy.
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(iv) The National Research and Innovation Policy (2007)
This Policy envisages Tanzania’s development being anchored on research-based products,
processes and services. This is critical if Tanzania is to evolve into a knowledge-based
economy. The policy covers: a national research agenda, funding, human capital, ethics,
intellectual property rights and issues related to the management and administration of the
research enterprise. As emphasized in the HEDP, this policy specifies that research activities
should be allocated not less than 1% of the GDP for the coming 5-10 years.
The Government through the Ministry of Communication, Science and Technology has
launched a programme to review the existing science, technology and innovation (STI) set up
so as to subsequently undertake a comprehensive reform of the national STI systems. Since
HEIs are among the key players in the national STI systems it is invariable that the reform
initiative will depend on how HEIs position themselves in implementing the national STI
agenda. Therefore HEDP should take cognizance of this initiative so as to ensure
complementarity of the two programmes.
(v) The National Information and Communication Technology Policy (NICTP) (2006)
This policy is meant to facilitate the bridge of the “digital divide” for Tanzania, thus
transforming its economy into a knowledge-based economy, able to effectively compete in the
global economy. HEDP stresses on the need to promote the use of ICT for teaching and
learning, research and communication in higher learning institutions.
(vi) Poverty Eradication Policies (2004)
The most notable and compelling poverty reduction policy thrusts are contained in the
“National Strategy for Growth and Reduction of Poverty (2004)” popularly known by its
Kiswahili acronym as MKUKUTA for Tanzania mainland and MKUZA for Zanzibar. These
development strategies have three clusters of interventions, which are:
Economic Growth and Reduction of Poverty;
Governance and Accountability; and
Quality of Life and Social Wellbeing.
While higher education can directly contribute to all of these clusters, education is squarely
identified as a lever for enhancing the quality of life and the social wellbeing of the country.
Table 4 shows the MKUKUTA education targets and indicators. Although by then these
indicators appeared to be ambitious, some of the targets have already been surpassed, while the
majorities are being achieved. Although this policy document is currently under review, the
role of higher education is expected to feature out prominently in the revised poverty
eradication policy document.
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Table 4: MKUKUTA Indicators and Targets
Indicators Targets
2009/10
Situation
2008/9
GDP Growth per Annum (%) 6-8 5.2-5.5
Net Primary School Enrolment Rate (%) 99 95.9
% of Cohort Completing Std VII 90 62.4
% of Students Passing Primary School Leaving Examination 60 52.7
Transition Rate From Std VII to Form I (%) 50 51.6
NER secondary education (Form I-VI) 50 27.8
% of Students Passing Form 4 Exams with Div 1-III 70 26.7
Transition rate from Form IV to Form V 25 26
Transition rate from Form VI to Universities - 55-60
Enrollment in Universities and Technical education * 55,000 103,082
* Includes only Adv Diploma, PG Diploma, First Degrees, Masters and PhD TCU and NACTE accredited institutions plus
about 4,000 students assumed to be pursuing degrees abroad.
Source: MKUKUTA (2006) and BEST (2009)
vii Political will
All political parties in Tanzania recognize higher education as the engine for the country’s
socio-economic development. Thus, the Ruling Party Election Manifesto clearly recognizes
that human capital is the main foundation for building a modern economy. Therefore, at its
inception, the Fourth Phase Government emphasized on the efforts to develop and expand
higher education access in Tanzania by 2010 and beyond. This required the formulation of a
higher education development programme targeted to facilitate systematic higher education
development, focused on a gross participation rate of at least 6 percent by 2015 so as to be in
line with the human capital aspirations in Vision 2025.
These targets are not accidental. They are meant to provide the nation with the critical mass of
human capital required to realize the Vision 2025 objectives of making Tanzania a medium
level developed country through MKUKUTA.
At an international level, Tanzania subscribes to international conventions and declarations. It
is a signatory to the Jomtien Conference on universal primary education, the 2000 Dakar
Education for All, and the 2000 UN Millennium Development Goals (MDGs). Although the
MDGs do not specifically mention higher education, achievement of all the eight goals
invariably relies on the strong participation of higher education through human capital
development.
viii) Education Sector Development Programme (2008)
As already described in the preceding sections, the Government has embarked on the
Education Sector Development Programme (ESDP) in close collaboration with Development
Partners. The programme aims at increasing enrolments while arresting the declining quality of
education. This initiative will, in the medium to long term perspective, increase the number of
candidates to the higher education system.
In addition, the successfully implemented PEDP (2001) and SEDP (2004) are part of the
education sector reforms introduced by the Government to revamp the provision of education
in Tanzania.
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ix) The Draft Education and Training Policy (2009)
Delivery of quality education and training is largely governed by existing policies and their
implementation strategies. Policies that have been in operation are: Education and Training
Policy of 1995; National Higher Education Policy of 1999; and Technical Education and
Vocational Training Policy of 1996. Although considerable achievements have been recorded
through implementation of these policies, evaluation undertaken in 2008 shows that, there are
many areas of the policies where implementation has been inadequate. And this has been
largely attributed to many factors, including financial constraints, weak implementation
structures and non linkages among the education sub sectors. The evaluation also revealed
areas that needed immediate attention. These included: curriculum improvement; more
involvement of the informal sector in education and training and more provision of technical
education and entrepreneurial skills.
Given the above findings, the Government has therefore reviewed all the education and
training policies so as to evolve a comprehensive national education and training policy. The
key objectives of the current policy are:
To improve the quality of education and training at all levels of education and training
To improve the learning and teaching environment at all levels of education
To improve the capacity of education and training institutions and governance agencies
in order to meet existing needs
To provide quality education and training in diversified fields in order to meet market
demands
To promote the use ICT for teaching, learning and communication at all levels of
education
To broaden the scope of funding sources for education and training
To improve access and equity in provision of education and training
To undertake research in order to guide evidence based decisions and development of
new knowledge
To undertake monitoring and evaluation in order to assess performance and provide a
basis for instituting corrective measures were required.
xi) The Medium Term Strategic Plan (MTSP) 2007/08 – 2009/10
The Medium Term Strategic Plan (MTSP) 2007/08 – 2009/10 of the Ministry of Education and
Vocational Training currently under review is designed to articulate the Government’s vision
for the development of Tanzania’s education and training system. It is a conscious process in
which MOEVT assesses its current state of affairs and the likely future condition of its
environment under which it will operate. Thus, MTSP provides strategies and sets specific
priorities for the sector. The key areas which have been identified are: enrolment; access and
equity, quality, efficiency in education management, cross-cutting issues, and education
management information system.
These areas are based on the vision and mission of the Strategy which are:
Vision
To have a Tanzanian who is educated, knowledgeable, skilled and culturally mature to handle
national and international challenges in various political and social economic fields by 2025.
Mission
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To provide equal opportunity for quality education for all by ensuring that there is an
appropriate legal and practical working environment to enable all stakeholders who are eager
and able to provide quality education participate in its expansion at all levels as well as
enhance management and national cultural development.
2.5 Key Needs
Thus, the development of HEDP is necessitated by increased social demand for higher
education and need for:
Increased growth in agricultural, manufacturing and other economic sectors as
emphasized in Kilimo Kwanza, MKUKUTA and MKUZA national strategies
Capacity building in new and emerging areas of science and technology such as
biotechnology, environmental science, molecular biology, nanoscience and
informatics;
Improving and building capacity on the existing and emerging HEIs;
HEIs to be competitive in a globalized world environment;
Increased demand for middle and high level skilled human capital;
Improved knowledge on entrepreneurship skills amongst youth
Sustainability of higher education by efficient and effective resource mobilisation;
Addressing and solving problems and issues related to poverty reduction; and
Addressing cross-cutting issues such as democracy, gender, environment,
entrepreneurship, good governance, infectious diseases such as malaria, HIV and
AIDS.
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3.0 PROGRAMME DESCRIPTION
3.1 Vision and Mission
The Programme is designed to contribute to the realization of the vision and mission of the
Education and Training Policy (2009) and Medium Term Strategic Plan (2007/08 –
2009/10). The Programme is also designed to adhere to Vision 2025 and some of
MKUKUTA’s and MKUZA’s objectives although the targets have been revised to correspond
to the year 2014/15. Attainment of the objectives of this Programme will therefore serve as an
important milestone for the above strategic policy documents. For example, the vision and
mission of the revised ETP (2009) of which this Programme prescribes to are stated as:
Vision
Tanzania has set a long term vision to become a medium income country by the year 2025, and
several policy frameworks and strategies have been formulated to realise this vision. Notable
policies include; Vision 2025 and MKUKUTA (NSGRP 2004) and MKUZA (Zanzibar). As
part of this long term vision, for the next 5-10 years efforts are being made to attain significant
outcomes in improving:
Education as an engine for human capital development
Agriculture as the main pillar of the national economy
Health to improve quality of life
Communication, infrastructure and technology to facilitate socio-economic growth
Governance through institutional strengthening and reforms
Efforts that have been made in the education sector especially at primary and secondary school
levels are already impressive, but they need to be sustained and nurtured. This will only be
possible if they are supported by a strong higher education system. It is this realization that has
necessitated the re-sharpening of the Education Sector and Training Policy 2009 (Draft) and
the Medium Term Strategic Plan 2007/08 – 2009/10.
As stated earlier, the vision of MTSP is to have a Tanzanian who is educated, knowledgeable,
and skilled and culturally mature to handle national and international challenges in various
political and social economic fields by 2025. While MTSP is designed to articulate the
Government vision for development of the country’s education system, the proposed HEDP is
intended to contribute to the vision of MSTP.
Mission
The primary mission of the programme is to provide equal opportunity for quality education
for all by ensuring that there is appropriate legal and practical working environments to enable
all stakeholders who are eager and able to provide quality education participate in its expansion
at all levels as well as enhance management and national cultural development.
3.2 Programme Areas
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As stated earlier, the programme areas to be implemented were identified through a
consultative process involving higher education institutions and other stakeholders (para 1.2).
Due to a long list of priority areas identified, this Programme is planned to be implemented in
two main phases since one phase cannot accommodate all planned or earmarked activities.
Phase 1 is scheduled for implementation during the period 2010 – 2015. This is essentially a
period of re-organization, rehabilitation, staff development and quality control.. Details of
activities to be implemented during this period are given in the present document (Table 5).
Table 5: Areas of focus under Phase 1 of The Higher Education Development
Programme
1: Institutional Reforms 1.1 Policy reforms
1.2 Governance structures and management
1.3 Institutional linkages
2: Service Delivery 2.1 Relevance and diversification
2.2 Access and equity
2.3 Quality improvement
3: Sustainability Mechanisms 3.1 Financial sustainability
3.2 Environmental sustainability
3.3 Human resource sustainability
Phase two, is planned to be implemented from 2015 to 2020. This will be a logical follow up
of activities undertaken in Phase one, in that it will primarily focus on consolidation and
expansion of strategic areas. Key activities during this period will include:
Establishment of communities of excellence and provision of equipment
Establishment of ICT parks
Establishment of demonstration centres
Establishment of innovation centers
Establishment of virtual education system
3.1.1 Institutional Reforms
3.1.1.1 Policy reforms
Situation analysis
The current National Higher Education Policy (1999) which is derived from the National
Education and Training Policy of 1995 is now 10 years old. During this period, many changes
have taken place and have necessitated the review of this policy. For example, the policy needs
to be reviewed in order to address the ever increasing political and socio- economic changes
taking place both locally and internationally.
The higher education policy called for the establishment of laws and regulations to create
regulatory bodies, students’ loans schemes and other educational development schemes or
13
bodies. The Universities Act of 2005, the Higher Education Students Loans Board Act of 2004,
and the Tanzania Education Authority Act of 2001 are examples of legal instruments which
have been formed to implement the higher education policy. These Acts also need to be
reviewed in order to meet the current situation.
Considering the role played by the higher education policy in other sectors of development, the
review of the policy needs to take in to consideration policy reviews and reforms taking place
in other sectors of the economy. In other words, revisions of the higher education policy, Laws
and Regulations need to be synchronized and harmonized to other relevant policies in order to
make them more applicable, relevant and binding.
Strategic objective
Coherent educational policies that stimulate development of comprehensive higher education
developed.
Strategies
Undertake comprehensive reviews and analysis of all relevant educational policies, Acts and
Regulations in order to update, harmonize, legitimize and make them more applicable, relevant
and binding in other sectors.
Targets
Relevant policies, laws, Acts and regulations reviewed to ensure consistency and harmony with
national educational reforms by 2012.
3.1.1.2 Governance structures, partnership and management
Situation Analysis
The role and responsibilities of MoEVT in collaboration with other stakeholders is to ensure
that HEDP is implemented effectively within the framework of the Education Sector
Development Programme (ESDP). The ESDP main aim is to oversee the implementation,
development and execution of decisions of national education policies. Administratively,
ESDP is managed through different committees, task forces and technical working groups.
The existing partnership between the Government and Development Partners has been to
support HEIs directly (through projects) and occasionally through basket funding. Such
support has been mainly on staff development, research and infrastructure development.
Tanzania has made significant strides in governance of institutions in that the Universities Act
(No.7) requires every university institution to operate through its own Charter. It is in these
Charters where positions of key executive officers and their roles are clearly described. The
roles of HEIs have been to develop and implement programmes in conformity with the
guidelines and standards set by the Government through relevant Regulatory bodies.
However, there is lack of reliable and consolidated data that allows better use of information in
decision-making, instruction, and research in the higher education sub-sector. Thus there is a
need to make efforts to collect and use data to improve the quality and efficiency in the
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management and delivery of higher education. It is important to perceive management in
higher education as “Knowledge Management” as that is crucial for all higher education
institutions. To move in that direction, there is need to:
provide high quality connectivity to research and educational establishments, which
include MoEVT, educational institutions, and its agencies like TEA, TCU, HESLB,
NACTE, TIE and Tanzania Library Services;
strengthen both EMIS and HET MIS systems in the Ministry and its institutions and
agencies, so as contribute to effective management of the higher education sub-sector
in managing the financial, personnel, and general administration functions, including
students related information;
provide electronic and physical support to higher education institutions and libraries for
better and efficient knowledge management as well as for gaining access to science and
research databases for much wider sharing and use; and
enhance the e-learning capacity of classrooms in the institutions through acquisition of
networked computers, audio/visual devices and multimedia tools.
Focus on size and core functions of the institutions
Tanzania has many small institutions and operating units. There are universities of less than
one thousand students and faculties of less than 15 staff members. There are academic
departments with inadequate number and quality of teaching staff. Close examination also
shows that the ratio of academic and administrative staff is high and administrative units tend
to consume a lot of funds at the expense of academic and research activities.
In the context of the liberalization of the provision of services under current public service
reforms, institutions will need to reappraise their core functions and align their resources
accordingly. Higher education institutions need to focus more on teaching, research,
consultancy and public service. Secondary services such as municipality services [sanitation,
water and power], estates, and maintenance services, can easily be contracted out, and at much
lower costs than when own operated. Institutions should publicly show what would be
financed in core functions [including library materials and services, what will go for peripheral
functions, and what will be contracted out] so that all these are budgeted up front. Criteria and
guidelines for funding HEIs and apportioning research or project funds need also to be
institutionalized and coordinated at national level.
Role of TCU
TCU was established in July 2005 under the Universities Act No. 7 of 2005 to succeed the
former Higher Education Accreditation Council which had been in operation since 1995. The
key functions of TCU are to:
Promote knowledge, national ideals and networks amongst universities;
Ensure adherence to standards of quality for all Universities and university colleges;
Register and accredit all Universities and University colleges
Coordinate and validate academic programmes and admissions
Monitor and evaluate quality of education offered by universities and university colleges
Render advisory services to stakeholders; and certification of foreign certificates
Disseminate information on higher education by creating a database on higher education
institutions for easy retrieval and use by the public.
15
Harmonization and establishment of a National Qualification Framework
A National Qualifications Framework (NQF) is a national instrument for the development and
classification of qualifications according to a set of criteria for levels of learning and skills
achieved. NQF defines a national effort aimed at integrating education and training into a
unified structure of recognized qualifications. It seeks to ensure effective comparability of
qualifications and credit across the national education training systems and facilitate the
recognition of those qualifications outside the country’s borders. The principles of a
qualifications framework such as portability and transparency of qualifications lead to criteria
with which all providers of qualifications are expected to comply. A NQF establishes
commonality across different qualifications and specifies qualifications in terms of standards,
levels and outcomes. Tanzania has to develop a National Qualifications Framework in order to
guide the development of a national education and training system which is well
integrated/aligned with the existing structures and processes. Through NQF an individual
acquires knowledge, understanding and skills necessary for appreciating and adapting to the
environment and as means by which one can realize one’s full potential.
Strategic objective
Governance Structures and management efficiency in the HE system improved by 2015.
Strategies
Network all Higher Education Institutions, Research Institutions, Education Service
providers and the Ministry in order to share reliable information for efficient
management and decision making.
Harmonize the education system, strengthen the coordination of HEIs and establish
national guidelines for management and funding of core functions of HEIs, i.e. training,
research and consultancy.
Targets
Rationalized network of HEI’s, higher education servicing agents and the MoEVT
established by 2013.
A national qualification framework which sets qualifications and standards at all levels
of the education system full operational by 2014
Guidelines on management and funding of core functions established by 2013
3.1.1.3 Institutional linkages
Situation Analysis
Collaboration is meant to address the issues of economies of scale, synergy among disciplines,
non fragmentation of knowledge, and collaboration among staff in knowledge generation and
utilization. The higher education system in Tanzania has however not been very successful in
making notable national and international progress towards institutional collaborations and
partnerships. Only a few HEIs are currently involved in effective and sustainable partnerships
and collaborations with institutions within and outside the country. Such collaborations include
inter-library lending, part-time teaching arrangements, exchange programmes for students and
16
academic staff and joint research projects. Most of these are, however, not formally
institutionalized or mainstreamed into the management system.
The partnerships under consideration are not simply about the mobilization of financial
resources for educational institutions but about alliances that fundamentally feed into the
governance processes, the content of learning, the definition of skills and competencies
required from the education system, and new collaborative relationships that bring the world of
higher education in Tanzania and the world of work closer together. One needs to recognize
the increasingly vital role of other stakeholders and partners in the educational enterprise.
Further, there is need to focus on ICT, which holds immense potential to enable higher
education systems to enhance teaching and learning experiences, improve access to educational
resources and programmes, expand knowledge via distance-learning opportunities, and reduce
the costs of education in the long term. For this to happen, an institutional culture has to be
created that motivates and rewards institutional collaboration. Such a culture can be created
and nurtured by having in place, among others, supportive government policies, an enabling
regulatory environment for ICT, strong human resource capacity development, clarity of
educational sector objectives and a sustainable funding base.
HEIs therefore, need to work with other national agencies, the industry, representatives of
organizations, employers, and other consumers of skills and knowledge to meet the fast
changing skills needs, secure appropriate upgrading and ensure responsiveness to the needs of
employers. This can go a long way to ensure relevance and high quality of education.
The Nature of Collaborative linkages in Higher Education
Collaborative linkages encompass the facilitation of effective and coherent partnerships,
working across the range of linkage and initiatives that may emerge within higher education.
The partnership has both external and an internal dimension. The external dimension focuses
on building relationships with international institutions as well as national stakeholders not
directly located within the higher education institution or sector. The internal dimension
focuses on developing collaborations in a local and institutional context, both within
institutions and among institutions, formal and informal networks. These do not emerge
naturally. It requires full backing of institutional leaders and policy makers as well as proactive
long term reforms for comparative advantages, collegial relationships, sustained drive for
quality higher education, and personal initiatives to establish effective partnerships.
In the area of research and development (R&D) the Tanzania Commission for Science and
Technology (COSTECH) is the national coordinating agency. All HEIs are affiliated to
COSTECH as R&D institutions. In the on-going reforms in research coordination the role of
COSTECH is being enhanced with an increasing trend towards coordination of research
funding. Therefore, HEDP should take cognizance of this development by ensuring that HEI
forge close collaboration with COSTECH towards implementation of the national research
agenda.
Public - private partnership
Until 1995, provision of higher education in Tanzania was the sole responsibility of the
Government. Involvement of the private sector to provide higher education since then has led
17
to establishment of 20 private Universities and University colleges which absorbs about 26%
of the total students’ enrolled in higher education. This shows that public-private partnership
(PPP) is possible, necessary and a matter that requires encouragement. If properly exploited, it
offers a considerable opportunity for HEIs to leverage resources for enhancing provision of
services to students and staff. Partnership schemes may range from financing and maintenance
of academic facilities, communication infrastructure, students hostels, cafeteria, social
amenities such as sports facilities and staff houses for a mutually agreed period. Schemes of
this nature are attractive because they can fully recover investment costs and can be self
sustained if properly managed. In addition, such schemes offer HEIs to focus on core functions
– education, research and community service.
PPP is also important for providing opportunities for students’ internships and or practical
studies. Internship and practical studies have turned to be an important part of curriculum for
many academic programmes. Active participation of the private sector (companies and
institutions) in defining problems areas where students can be assigned and provide effective
guiding and supervisory role during the practical studies is critical in contributing in to the
learning process. Companies can also afford themselves an opportunity of assessing and
feeding back to the universities on the relevance to the training programmes. Such feedback
could be one of the sources for curriculum review.
PPP can also be a good source of technological spin-offs arising from research cooperation
between universities and private industry. By undertaking researches emanating from industry
needs, researches can be supported by industry but also the research results can subsequently
be a source of technological spin-offs. Again if the issues of intellectual property rights are
sorted out, then both parties are bound to benefit from benefits accruing from research results.
The above notwithstanding, PPP schemes can be complex. Experiences from HEIs in Europe
have raised a number of concerns that should be carefully addressed. These are:
Difficulties in attracting bidders
Procurement process can be complex
It is only viable for large capital ventures
Long term commitment of up to 25 years or even more, makes PPP schemes devoid of
flexibility.
Lack of familiarity by HEI s leadership and management
Lack of adequate political support
Involvement of the private sector in the provision of socio-economic services is emphasized
under MKUKUTA strategic objectives. For example, under Cluster 2 G5 & 3 G3, the public
sector is encouraged to establish partnership with the private sector in the expansion and
provision of quality social services. Outsourcing of non core functions and joint partnership in
funding some of the development programmes, research and incubation centres are examples
where HEIs could take advantage of Public-Private Partnership.
Strategic objective
Economies of scale and collective efficiency enhanced in HEIs and related agencies by 2015,
through establishment of a framework for institutional collaboration nationally and
internationally.
18
Strategies
Develop a policy framework for institutional collaboration and partnership with a wide
range of stakeholders including other universities, research establishments, industry, the
community and international institutions/organizations.
Mainstream ICT applications at all HEIs and Research Institutions
Mainstream PPP as a complementary strategy for improving service delivery in HEIs.
Targets
Policy framework for collaboration and partnerships developed by 2011
ICT applications mainstreamed in all HEI’s by 2012
Guidelines for PPP mainstreaming developed by 2011
Sensitize HEIs leadership and key stakeholders on the role of PPP in service delivery by
2012
3.1.2 Service Delivery
3.1.2.1 Relevance and Diversification
Situation Analysis
If Tanzania is to develop and have a competitive advantage in the regional and global
economy, it will have to develop a more dynamic and robust education system, especially
higher education that is firmly aligned and integrated with the economy.
Tanzania has not achieved that synergy and synchrony between investments in the economy
and those in higher education. This cannot happen naturally, but rather, through a constant and
continuous dynamic process of analysis, alignment and realignment of the two variables over a
long period. Countries which are endeavoring to have knowledge and technology driven
economies, take specific measures that include:-
creation and development of Knowledge Hubs and Communities of excellence in
higher learning;
development of specialized universities directly linked to specific industries;
development of a coherent policy framework for harnessing new knowledge and
technologies including indigenous knowledge (IK) systems;
provision of an enabling environment in the form of regulatory framework for higher
education and training, providing appropriate financial incentives for institutions and
industries to work together;
encouraging twinning arrangements between local higher education institutions with
world class institutions; and
heavy and sustained investment in human capital by educating a large number of
skilled professionals in various fields of priority. For instance, the state could focus on
some areas of concentration for 10 years such as:-
o infrastructure development – highway engineering;
o mining – minerals, gas, and petroleum exploration;
o targeting increased productivity on farm in key agricultural crops and animal
produce
19
o critical livestock disease control measures on farm
o agribusiness and post harvest value additions;
o encouragement of natural food products and organic farming;
o biodiversity and conservation of ecosystem;
o water resource management;
o increased use of information and communication technologies;
o biomedical and biotechnology; and
o tourism and hospitality.
It is the aspiration of Tanzania to have a knowledge based and technology driven, semi-
industrialized, internationally and regionally competitive middle level economy by 2025. To
link the higher education sector to the economy, there is a need to improve the supply of
qualified science and engineering students by creating a strong A-level system of education by:
improving pass rates at A - level, and diversifying the science subjects that are offered;
diversifying the curriculum to include new programmes for which Tanzania can have a
comparative advantage e.g. textile, tourism and leather industry; and
creating science learning hubs and centres that send correct signals to students that
“Science Matters”.
In addition to that, there is a great need to open the academy to the public to promote
sustainable partnership between universities, the state, and the private sectors for sharing
knowledge, expertise, and facilities so as to rekindle interest in the use of knowledge and
technology for economic growth:
Each Higher Education Institution will be encouraged to develop public interest
activities such as:
o ICT Parks for UDSM
o Demonstration farms for SUA
o Distance and life long education, with satellite stations for OUT.
o Science and technology parks
o Consulting clinics such as business incubators, legal consultation and advice,
counseling and guidance centres.
o City science and animal parks for the public viewing and knowledge established
jointly through public private partnership.
o Establishment of museum for each university to show institutional development.
o Sports and recreation facilities established jointly through public private partnership
and accessible to the public.
o Arrangements for high profile conference/workshop participants to visit and learn
more on university’s activities after the meetings
o Arrangements for University students to act as mentors and friends to young and
future students from nearby communities.
o Improve mentorship and career guidance in HEIs
Likewise, there is a need to improve linkages between the academy, industry, and the
productive sector at all levels. In HEIs, it is important that there should be active collaboration
between training, practical experience or apprenticeship, and production. The strategy here will
be to create Sectoral Networks and Committees that regularly meet to review the synergy
between training and the productive sector. The relevant activities here will include:
select priority growth sectors with quick win impact for priority investment;
20
create private – public partnership clubs or projects, with strong private sector
participation;
conduct training needs assessment by sectors and levels;
review and update, or design new curriculum, according to identified needs; and
stimulate public interest in providing funding for research in areas aligned to
innovations, production and service sectors.
The development process of any society is invariably closely linked to the integration of
Indigenous Knowledge (IK) in socio-economic development systems. Therefore, prosperity of
the national higher education system needs to draw and promote IK experiences by
mainstreaming IK into the national higher education set up.
The ultimate goal is to ensure that education provided in HEIs is holistic in preparing
graduates for entry into the labour market and society in general. Thus, in addition to focusing
learning in specific areas, education has to mainstream cultural values and ethics to enhance
employability and public confidence. These are amongst important issues emphasized in Phase
II and III of the Public Service Reform Programme that seeks to reform the way government
works. They are also issues currently given due weight in the corporate world.
21
Strategic objective
A strong link between the higher education sub-sector, the economy and society established by
2015.
Strategies
Review and adoption of training programmes and research priorities that link with the
national economic agenda
Introduce new academic programmes and education delivery systems that are demand
driven and cost effective
Increase the quantity and quality of graduates in the fields of science, technology and
education through an improved learning environment
Establish centers of excellence, ICT parks, Demonstration centers, Innovation and
Incubation centers, etc.
Mainstream IK, cultural values and ethics in teaching and research programmes.
Targets
Existing academic and research programmes reviewed to take on board IK, cultural
values and ethics by 2012
New and demand driven educational and research programmes with a strong focus to the
national socio-economic agenda designed and implemented by 2014
Educational delivery systems that are demand driven and cost-effective introduced by
2014
Community of research excellence, Innovation and incubation Centres designed in
selected institutions by 2014.
3.1.2.2 Access and Equity
Situation Analysis
Access and equity are important parameters for considerations in higher education. Given that
earnings, power, influence, wealth, prestige, and productivity increase with the level of
education, it is only fair that everybody should be given an opportunity to enjoy these potential
benefits of higher education.
Access has to do with the distribution of incomes, affordability, the cost of education,
convenience in getting it, inbuilt disadvantages such as distances, transport costs, and
perceived relevance of the education provided to the diverse groups of people. Figure 1
projects students enrollment in Secondary schools (Form IV and VI) from 2006 – 2015.
22
Source: MOEVT Statistic Unit, 2009
Figure 1: Projections for direct Form IV and Form VI leavers from 2006 to 2015
Assumptions made in making projections
1) Transition rate: Form IV to V: 30 – 40%
2) Promotion rate: 98%
Equity, on the other hand, has to do with the kinds of measures needed to level the playing
ground so as to make sure that different groups get their rightful share.
Improving the access of women, the poor, and other disadvantaged groups to high-quality
primary and secondary education is essential for any long-term improvement in access and
equity in higher education. It will help to stimulate demand over time, and increase the pool of
students from these groups for admission into higher education institutions.
The universalization of primary education has in part, solved the problem of access, although it
is now documented that children of the poor and traditionally underrepresented groups start
schooling late, access poor quality education, drop out more, fail more, and have lower
completion rates. These limitations spill over to secondary education, where the expanded
enrolments may not equally and evenly reach the disadvantaged groups. This deficit again
transfers to higher education. The traditionally disadvantaged continue to lag behind in
enrolments, performance, and completion.
While there is gender parity at primary school level, the percentage shrinks to about 46.2
percent in secondary school O-level. At A-level, it is 41.9 percent in Form V and was 38.0 at
Form VI level, in 2006. This level translates to lower rates of female participation in higher
education as shown in Figure 2.
The total number of students enrolled in universities and university colleges rose from 37,667
in 2004/05 to 95,525 in 2008/09, which is an increase of 153% (Fig. 2). The percentage of
female students has been in the range of 31.4% to 36.0% during the same period. Thus, as can
be seen from Fig. 2, the increase was predominantly male dominated. The situation is worse in
the sciences and technical fields, where participation rates for female students are at about 10
23
percent only (Figures 3). Despite the increased students’ enrolment, the current GER for
Universities is only 3% which is low compared to figures for other developing countries. The
current aspiration of the East African member states is to achieve a gross higher education
enrolment ratio of 25 to 30% by 2025.
Admission of students into universities is coordinated centrally under TCU. Lack of a common
admission system has led to problems of multiple admissions, some students being left out due
to bad choices while some universities are short of students, and delays in issuing of students
loans.
Gender parity at staff level in HEIs and in particular for academic staff is a matter of concern.
Figures from public universities in Tanzania show that female staff constitutes about 11 to
35% only of total teaching staff. This means therefore, much more efforts are required to
redress the current imbalance.
Figure 2: Enrolment Trends in Universities for the period 2005/06 to 2008/09
The following are access and equity issues to be addressed:
Need for more higher learning institutions to serve the needs of different population
groups in an effective way, i.e., improving access for the disadvantaged groups;
The effectiveness of subsidies (in bursaries, scholarships, grants, and loans) to
qualifying needy students should be directed to best performers and under-represented
groups;
Higher learning institutions should provide equal access and participation not just
physical presence but also in accessing knowledge and skills of equivalent quality and
24
value. This includes improved quality of staff, infrastructure, libraries, textbook stocks,
laboratories, and ICT facilities;
Open and distance learning programmes, offered by open universities, should also be
included among other higher education institutions;
Cross border higher education, through students, programme or institutional mobility
should be improved as one way of increasing access to higher education. Countries
facing a problem of unmet demand for higher education on a large scale take advantage
of cross-border higher education, which is one solution for the facilitation of access of
their citizens to the different forms of educational provision, often of higher quality, if
well solicited;
Gender equity in higher education is still a serious concern in Tanzania, and more so in
science and technology related fields (Fig 3). Performance in science subjects at A’
level examinations from which the pool of female students qualifying for science,
mathematics, engineering and technology programmes are picked is low and the pool
itself is small.
% Female 9.8 10.4 10.2 11.1 10.1
Figure 3: Enrollment in science-based programmes by year and gender
Affirmative actions which cover a wide spectrum of measures could be but not limited
to, preferential treatment in university or college admissions, earmarked financial aid,
remedial courses for university entry, talent searches, bonus points, lower cut off
points, and special outreach programmes. These can help to boost access and
performance in higher education among disadvantaged groups.
Students with a disability in higher learning institutions are still under-represented,
although the past decade has seen a significant increase in the participation rates in
higher education. Data on access for disabled students and the employment of disabled
staff in Tanzanian higher education institutions for 2005/06 indicate that:
o The institutions had only enrolled 54 students with physical disability, of which 15
(28%) were female.
25
o Out of the 54 students, 15 had vision impairment (28%); and 34 had physical
handicap (63%).
o Eleven teaching and six non-teaching staff with disability were employed in higher
education institutions, of which 82% of the teaching staff had physical handicaps.
Strategic objective
Access and equity in higher education improved by 2015.
Strategies
Increase students enrolment through expansion of existing institutions and provision of
loans to needy students and grants and scholarships to best performers in selected fields
Avoid multiple admissions by instituting a common admission system.
Increase enrolment of female students especially in science and technology based
programmes by invoking strategic interventions
Increase enrolment and provide friendly physical learning environment, loans, grants/
scholarships to disadvantaged and underrepresented groups
Targets
Overall students enrolment increased by at least 70% by 2015 so as to increase GER in
higher education to at least 10%
Effective and efficient operation of centralized application and admission system in place
by 2011
Female students enrolment, especially in science and technology programmes increased
by 40% by 2015
Disadvantaged and under-represented groups’ enrolment increased by 25% through
special loans and grants by 2014.
3.1.2.3 Quality improvement
Quality and effectiveness in higher education provide students with the knowledge and skills to
competently and competitively cope with political, social, cultural, economical and
technological development challenges at national and international levels. Education that is
provided by higher education institutions need to be of acceptable quality to learners and the
society at large.
To achieve excellence in the higher education system, one needs:
(i) a clear vision with strong political commitment and action oriented;
(ii) appropriate and sufficient funding from diverse sources;
(iii) visionary institutional leaders with their appointments based on merit; and
(iv) culture of high achievement eschewed by the faculty, workers and students at all
levels.
26
The Tanzanian Government has made a number of efforts aimed at providing excellent quality
higher education in the country. Strong political will, Vision 2025, MKUKUTA and the ruling
party (CCM) election manifesto all emphasize on the need to provide higher education to more
Tanzanians. In addition to that, the government is funding higher education by providing
financial assistance to institutions and students. For instance, over the past two years, the
overall Ministry’s share of higher education budget (in relation to MoEVT budget of 5.3% of
the total national budget) has been as follows; 56% (2008/09), and 70% (2009/10). Although
the budget of HE appear to be increasing, most of the funds (50%) go to students loans.
.Despite the above Government commitment, there are significant quality related challenges,
which face the higher education sub-sector. These include;
Overcrowding: Increased student enrolment which has not matched with expansion of
academic infrastructures.
Inadequate teaching and learning facilities: Teaching and learning facilities have not
increased proportionally to student enrolment. Worse still, most of the teaching and
learning facilities are old and outdated.
Poor learning technique: Most institutions still use traditional old teaching and
learning techniques/methods and; students rely/depend heavily on staff lectures.
Inadequate supply and use of books and other relevant materials: Most courses do
not follow standard textbooks and students do not frequently make reference to
textbooks and library materials. In principle, there is scarcity of standardized course
outlines, textbooks, and supplementary materials for students to access latest
knowledge.
Under-qualified staff: University teaching requires doctoral level training and
research experience. However, due to freezing of employment in mid 1990s to early
2000s, in recent years most institutions have been forced to recruit young staff that
needs further training.
Less competent entrants: Most secondary school leavers do not do practicals in
science subjects and have language problems especially in English, both written and
spoken.
Staff Composition, Level of Training, and Efficiency Issues
It is perceived that both at systems level, and at institutional level, the staff level is not
operating optimally. Deficiencies result to poor or under training, poor mix, poor performance,
and possibly poor attitudes as well. This can greatly tax any management system. As such,
these staff require regular prodding, constant supervision, and close guidance. There is an
urgent need for a thorough and transparent staff audit in all operating units of the higher
education system, followed by a more systematic training and job orientation.
27
Performance Appraisal and Evaluation
Public Service (Amendment) Act No 9 of 2008 provides that public service shall pursue result
oriented management and open performance review and appraisal system – OPRAS (in place
of the former confidential appraisal mechanism). In essence, public HEIs have to adopt this as
a matter of compliance to the law.
The system involves self-evaluation, peer evaluation, student appraisal, and management
evaluation. Such a system gives a better picture of the performance capabilities of individuals,
and appears fair and free from under hand tactics. It greatly helps to motivate and orientate
staff towards the core functions of an institution. This system however works very well if there
are ways and means of correcting any deficiencies observed.
Human Resource Management and Staff Development Strategies
Limited funds allocated to higher education institutions for training render good institutional
staff development plans remain unimplemented. In the past two to three decades staff training
depended largely on support from Development Partners. This trend is evidently not
sustainable, and therefore many institutions are looking for alternative and additional funding
strategies. These include funding staff development programs partly from HESLB,
Government annual allocations, cost sharing and from internally generated sources.
Quality Assurance Mechanisms
Quality assurance (QA) is important to improved learning, teaching and research in HEIs. In
principle, it involves all measures taken by an organization to ensure that its plans are
implemented successfully to enhance the quality of education. TCU is the regulatory agency in
Tanzania mandated to harmonize and streamline accreditation and quality assurance
procedures across HEIs in the country. Currently, not many HEIs in the country have in place
well organized QA units. Thus, support to TCU as well as HEIs is imperative to ensure that
QA mechanisms across HEIs in the country are established and fully functional.
Research and Postgraduate programmes
Research, teaching, outreach activities and consultancy are the key missions of any University.
Ranking of Universities in the league tables to a large extent depend on the level of
publications in refereed journals. The more research activities and postgraduate programmes,
the higher the level of publications. For old Universities, enrollment of postgraduate students is
crucial as they are the ones expected to do research and take up teaching assignments in both
public and private universities after graduating. .
Strategic objective
Effective and efficient teaching and learning attained by 2015 through improved quality of
teaching staff, research and work environment
Strategies
28
Staff requirement of required quality by HEIs improved to 30% by 2015 through local
and international recruitment;
Establishment of staff development fund
Improvement of teaching and learning environment by providing appropriate and
adequate facilities;
Provision of basic staff needs and entitlements
Improvement of infrastructure on all core and supportive functions;
Improvement of research capacity, funding and concentration on products oriented
research priorities;
Installation of quality assurance systems (QAS) in HEI’s.
Selected Universities encouraged to do more research and enroll more postgraduate
students
Targets
Recruitment of staff on short term contracts from within and outside the country as a
short term measures by 2010;
Staff recruitment, development and retention schemes designed and implemented by
2012;
Teaching and learning environment improved by 2015;
All HEIs use ICT for teaching, research and communication by 2015;
Basic staff needs and entitlement provided by 2012
Programme for improving academic staff pedagogical skills designed and implemented
by 2014;
Research financing framework developed and implemented by 2012;
QAS established in all HEI’s by 2010 as a condition for an institution to be given full
registration status
About 40-50% of Tanzanian Universities ranked amongst the best 100 in Africa by
2015
The proportion of postgraduate students in selected Universities ranges between 30-
40% by 2015.
3.1.3 Sustainability Mechanisms
Sustainability is a multifaceted and complex concept. In the context of the present programme,
it refers to the ability of the higher education system to maintain all its educational, research
and public service functions effectively and efficiently into the future. For higher educational
institutions to operate sustainably; they must therefore be able to mobilize and use resources at
rates that can be replenished without severe shocks. The dimensions of sustainability of the
proposed HEDP can therefore be defined as three domains that can be mutually reinforcing as
depicted in Fig. 4.
29
Figure 4: Sustainability model of higher education
3.1.3.1 Financial sustainability
Situation analysis
The higher education sub-sector needs to be adequately funded in order to produce graduates
of high standard to meet skills needed in the labour market place, as well as assisting in the
skills advancement of professionals. Available data on financial resource allocation to the
education sector in Tanzania shows an upward increase from 11.9 % of total budget in
1999/2000 to 18.3% of total budget in 2009/10. Data on budget allocation as percent of total
Government budget, education sector budget and GDP for the period 1999/2000 to 2008/09 are
given in Table 4. As can be seen from Table 4, the allocations still fall short, below the general
range of 20% to 25% for most developing countries, suggesting the need to consider additional
avenues for increasing the education resource envelope.
Further analysis shows that despite the higher education budget increasing over the past 5
years; 2004/05; (12%), 2005/06; (16.9%), 2006/07; (19.9%), 2007/08;(23.9%) and 2008/09;
(26.3), over 50% of the budget goes to students loans and Tanzania Education Authority. On
the other hand, making loans and other financial assistance available to students is a core
component of higher education provisions in the world. In Tanzania, the Government has
dedicated substantial efforts and resources to this facility as part of policy objectives to address
equity, access and commitment to wider policies embedded in structural adjustment,
liberalization and privatization policies.
The third phase of cost sharing requires poor and needy students to apply loans from the
Higher Education Student Loans Board (HESLB) to pay for costs of higher education,
including tuition, books, stationary, faculty requirements, field training, and upkeep expenses.
S= SUSTAINABILITY
Financing
Physical
environment Human resource
30
Table: 4: MoEVT Budget allocation as % of Total Government Budget, Education Sector Budget and
GDP; 1999/00 - 2009/10
Total GDP (at Ed. MoEVT Ed.Sector Ed.Sector MoEVT MoEVT as
Sector as % of as % of % of Ed. MoEVT as %
Year Budget (in current prices Budget (in Budget (in Total as % of Total Sector Of GDP
mill. Shs) in mill. Shs) mil/.Shsl mill. Shs) Budget GDP Budget Budget
1999/00 1,168,778 7,222,561 138,583 35,109 11.9 1.9 3.0 25.3 0.5
2000101 1,307,214 8,152,790 218,051 51,383 16.7 2.7 3.9 23.6 0.6
2001/02 1,462,767 9,100,274 323,864 65,864 22.1 3.6 4.5 20.3 0.7
2002/03 2,106,291 10,444,507 396,780 123,557 18.8 3.8 5.9 31.1 1.2
2003/04 2,607,205 12,107,062 487,729 106,720 18.7 4.0 4.1 21.9 0.9
2004/05 3,347,538 13,971,592 504,745 160,344 15.1 3.6 4.8 31.8 1.1
2005/06 4,176,050 15,965,294 669,537 175,435 16.0 4.2 4.2 26.2 1.1
2006/07 4,850,588 17,941,268 958,819 239,651 19.8 5.3 4.9 25.0 1.3
2007/08 6,066,800 20,948,403 1,100,188 265,680 18.1 5.3 4.4 24.1 1.3
2008/09 7,216,130 24,781,679 1,430,372 527,476 19.8 5.8 7.3 36.9 2.1
2009/10 9,513,685 NA 1,743,900 507,493 18.3 - 5.3 29.1 -
Note: The Education Sector Budget has generally been increasing over the last 11 years from 11.9 % of Total Budget in
1999/00 to 18.3 % in 2009/10. At the same time the Education Sector Budget has shown an increasing trend from 1.9 % of
GDP in 1999/00 to 5.8 %.
NB: Calculation of GDP was revised by NBS in 2007/8 using new price indices hence the slight upward trend compared to
past BEST books.
If loans from HESLB (Government subsidy at 100%) are to be sustainable, strict and realistic
Means Testing method, acceptance of cost sharing policy by all loans beneficiaries and
measures to ensure full cost recovery have to be instituted.
Despite Government’s desire to increase resource allocation to higher education, there is
enough evidence that this level of education is inadequately funded compared with other
developing countries. In addition, there are a number of pertinent issues that need to be
addressed in the short, medium and long terms so as to realize efficiency and effectiveness in
higher education financing in Tanzania. The issues include the following:
Absence of independently determined unit cost estimates for programmes offered by
higher education institutions that lead to unfair resource allocation to institutions;
Absence of adequate funding and realistic allocations for infrastructure and
development projects including research and academic programmes;
Limitations of few academically able students (Div III social sciences) from poor
households and families to secure loans from HESLB;
Lack of clear guidelines in the allocation of public funds to higher education
institutions and lack of transparency by these institutions to declare own generated
income;
Relying on a student financing scheme that seems to be unsustainable in the medium
and long terms,
31
Lack of other sources of funds or alternative students loan schemes to compliment
Government owned student loans scheme;
Lack of efficient and adequate mechanism for recovering students’ loans
Every higher education institution has evolved income generation strategies besides tuition
fees which are paid by all students either through HESLB or privately. Experience elsewhere
shows that HEIs can generate up to 20-30% of their annual budgets. Based on this, HEIs
should be required to put more efforts in income generations so as to reach this level of
income.
Strategic objective
Comprehensive and sustainable higher education financing system developed and functional
by 2014
Strategies
Develop innovative ways of financing higher education and research from diverse
sources. For example, involvement of private and public institutions to provide
financial assistance and loans to institutions and students;
Cost reduction and avoidance: Promote institutional activities that are designed to
reduce operational costs and avoid unnecessary costs across core activities. Examples
of cost reduction measures include use of energy serving devices, use of alternative
energy sources, e.g. solar and wind power, water conservation technologies, use of
electronic publications instead of traditional paper based publications, procurement of
services, outsourcing non core functions, etc. Examples of cost avoidance include
resisting suppliers price increase, value of additional services at no cost, e.g. free
training of staff and students;
Establishment of students financial assistance offices in HEIs to solicit and
administer students loans and grants;
Improvement of Means Testing instruments and efficient students loans recovery;
Development of Institutional framework and guidelines for allocating funds to
institutions based on students enrolment, research outputs, extension services,
infrastructure and general operational cost.
Establishment of realistic students’ unit costs for all programmes
Establishment of a special vote or budget line for students’ loans e.g., separate from
the higher education financial portfolio.
Establishment of a special vote or budget line for TEA.
Targets
A study on innovative ways of financing higher education and research carried out by
2011
Incentive schemes to encourage private institutions, businesses and individuals to
support education and research are formulated and developed by 2014;
Cost reduction and avoidance activities designed and implemented by 2013;
Students financial assistance offices established in HEIs by 2014;
Improved Means Testing System and recovery system established by 2014;
Objective criteria for allocating funds to HEI’s developed and applied by 2013;
32
Participation of parents in higher education financing enhanced by 2014 by
developing mechanisms attracting parents and other stakeholders to save and invest
in children future education.
Realistic students’ unit costs established by 2011
Special vote or budget line for students’ loans under the Ministry established by 2011
Special vote or budget line for TEA under the Ministry established by 2011
3.1.3.2 Environmental sustainability
Situation analysis
Increased demands for access to higher education are concomitantly increasing pressure on the
physical environment due to expansion of space. Most HEIs in the country, with exception of
Sokoine University of Agriculture (SUA) and the University of Dodoma (UDOM) have
limited land areas for expansion. Increased pressure on the environment means a serious risk
on the qualities of living conditions such as clean water and air, climate, and human life. It is
therefore imperative that all stakeholders should adopt strategies for environmental
sustainability.
Strategic objective
Measures to maintain qualities that are valued in the physical environment adopted and
implemented by all HEIs by 2014
Strategies
Undertake activities aimed at:
preventing threats and negative impacts to the environment
protecting the environment from risks and damages
Targets
Environmental protection activities enhanced by 2014
Degraded areas in target institutions identified and restoration activities undertaken by
2014
Environmental issues mainstreamed in all HEIs by 2013
3.1.3.3 Human resource sustainability
Situation analysis
The most valuable resource for any University is its human capital. Inadequate human capital
is among the most serious challenges currently facing the higher education sector in Tanzania.
This is true in terms of quantity and quality, i.e. shortfalls in numbers of qualified academic
staff (PhD holders), which has been addressed under section 3.1.2.3.
The problem of inadequate numbers is increasingly being aggravated by:
Training and staff development that have not kept pace with students enrolment and start
ups for new universities
33
Lack of succession plans to replace staff losses to greener pastures and retirement
Staff losses due to HIV &AIDS and non communicable diseases
These are challenges that require serious attention in the current programme.
Succession Plans, Retirement Benefits and Regular Training
University need continuity in service provision from a stable and well trained staff. Tanzania
does not have a large pool of such trained staff from where recruitments can be made on
retirement of older Professors. Worse still, retirement packages for academic staff do not
attract and retain skilled and experienced staff. Freezing of employment by the Government for
new staff for a period of 10 years in 1990s has resulted to some disciplines having very few
specialists. On retirement, this discipline either is not offered or is taught by very
inexperienced staff. To address this problem, there is need for institutions to design succession
plans, which should be closely tied to staff training and development to ensure continuity in
service delivery.
Strategic objective
Training and Support services to attract, recruit and retain good staff and students enhanced by
2015.
Strategies
Support staff development programmes in HEIs
Enhance measures that contribute to mitigating the negative impacts of HIV/ AIDS and
non communicable diseases at institutional and national level
Develop and implement staff succession and retention schemes
Targets
Staff development programmes in HEIs supported by 2012.
Health Committees including HIV/AIDS Committees established and
strengthened/facilitated in HEIs by 2012;
Attractive employment and staff retention schemes developed and implemented by 2014.
Measures to control incidences and mitigation impacts of HIV/AIDS and non-
communicable diseases instituted in all HEIs by 2014
34
3.3 Activities to achieve targets Programme
Areas
Specific areas Activities Indicators Benefits
Institutional
Reforms
Policy
instruments
Comprehensive analysis and
reforms of higher and tertiary
education policies, e.g.
Students loans policy/Act,
Education and Training Policy,
Higher Education Policy,
Tanzania Education Act,
Universities Act
HEDP document adopted by mid 2010
Reformed policy instruments and
governance structures in place by end of
2012
Reviews of relevant policies and Acts
completed by 2012
Harmonized,
comprehensive
and improved
policies for
HEIs
Academic and
management
standards
harmonized
Optimization of
economies of
scale
Governance and
management
structures
Strengthening the coordination
of HEIs and establishment
national guidelines for
management and funding of
core functions of HEIs, e.g.
training, research and
consultancy
Rationalized network of HEI’s, education
service providers and the Ministry
established by 2013.
A national qualification framework across
the higher education system established by
2014
Institutional
linkages
Promotion of collaboration
with local and international
institutions including the
private sector in core functions
of universities, tertiary
institutions and governing
bodies
Policy framework for collaboration and
partnerships developed and adopted by 2011
ICT applications mainstreamed in all HEI’s
by 2012.
At least 60% of universities establish
institutional collaboration with local and
international institutions
Service
Delivery
Relevance and
diversification
Review and adoption of
training programmes and
research priorities that link
with the national economic
agenda
Increase the quantity and
quality of graduates in the
fields of science,
technology and education
through improved learning
environment
Introduce new education
delivery systems which
take advantage of ICT &
human resources in HEIs
Communities of research
excellence, Innovation and
incubation Centres
designed and established in
selected institutions
(PHASE 2)
At least 50% of universities and tertiary
institutions review and adopt curricula that
are linked to the economy by 2015
At least 20% of universities and tertiary
institutions establish knowledge hubs,
innovation, and science and technology
based centers by 2015
Staff development programmes are
established, supported and implemented in
at least 40% universities
University and tertiary institutions
enrolments increased by at least 70% by
2015
Renovation of selected academic
infrastructure undertaken in at least 80% of
public universities by 2015
Training and research programmes that link
with the national economic agenda
developed and implemented by 2014
Quantity and quality of graduates in the
fields of sciences, technology and education
through an improved learning environment
increased by at least 80 percent by 2014.
Education delivery systems which take
advantage of ICT introduced and used by
2015
Relevant and
effective
programmes
with linkage to
the economy
enhanced
Improved
capacity to deal
with local and
international
problems
Improved
quality of
graduates with
capacity for
competition
and delivery of
quality services
The problem of
brain drain
minimized
Gender balance
enhanced
Poor and
marginalized
students
acquire
University
education
35
Access and
Equity
Increased students
enrolment through
expansion of institutions
and ensure needy students
get loans/grants
Increase enrolment and
recruitment of female
students and staff
respectively
Increase enrolment of
disadvantaged and under-
represented groups by
providing loans/grants
Overall HE students enrolment increased by
70% and GER to be at least 10% by 2015
Loans and grants to all disadvantaged and
underrepresented groups provided by 2015
The proportion of female students and female
staff in HEIs improved .by at least 25% by
2015
HEIs ranked
high in the
international
league tables
Quality
improvement
Recruit quality staff and
establish staff development
and succession
programmes
Improve teaching and
learning environment
Improve research funding
capacity and undertake
poverty reduction
researches
Improve infrastructure for
core and supportive
functions
Promote and maintain
quality education
High quality staff recruited and staff
development programmes established by
2012
Teaching and learning environments
improved by 2013
Research capacity and funding improved,
and priority researches undertaken by 2014
Infrastructure for core and supportive
functions improved by 2015
Staff recruitment of the required quality by
HEI improved to 25% by 2012 through
local and international recruitment
Quality assurance and control system in
place in all HEIs by 2014
Ranking criteria of institutions for
excellence in place by 2012
Sustainability
Mechanisms
Financial
sustainability
Establish innovative and
alternative ways of
financing higher education
and research
HEIs improve internal
revenue generation
Undertake cost reduction
measures, e.g. use of
energy servers including
solar and wind power,
water conservation
technologies, etc.
Innovative and alternative ways of financing
higher education and research including
internal revenue generation established by
2012
HEIs improve internal generation
mechanisms by 2012
Cost reduction activities, e.g. use of energy
services, including solar and wind power,
water conservation technologies, etc.
undertaken by 2014
Enhanced and
sustained capacity
to maintain core
functions into the
future
Environmental
sustainability
Undertake conservation
measures and activities
which reduce
environmental
degradation/pollution
Conservation activities and reduction of
environmental degradation and pollution
implemented
Human resource
sustainability
Care and support services
for staff and students
affected by HIV/AIDS and
non- communicable
diseases
Enhance Staff development
and retention schemes
Care and support services for staff and
students affected by infectious diseases
such as HIV/AIDS and non communicable
diseases enhanced by 2014
Staff attraction and retention schemes
developed and implemented by 2014
Staff development programmes in place by
2012
36
Figure 5: Programme summary
MONITORING
AND
EVALUATION INPUTS
Specific activities
and processes
Personnel/ Human
resources
Financial
resources
ACTORS AND STAKEHOLDERS MOEVT, Universities, , Regulatory and Public Service Bodies (e.g. TCU,
TEA, NACTE, HESLB), Development Partners, Private sector, Local
Government Authorities and other stakeholders
UN
DE
SIR
AB
LE
CU
RR
EN
T S
TA
TE
DE
SIR
AB
LE
FU
TU
RE
ST
AT
E
Portfolio of activities with specific outputs
undertaken
To undertake institutional reforms, improve
service delivery and sustainability mechanism
in higher education across all sectors of the
economy
STRATEGY
OUTPUTS
PURPOSE
Increased contribution of HE to economic
growth and poverty reduction
GOAL
To deliver Policy Reforms; Governance;
Institutional linkages; Relevance;
Diversification; Access; Equity; Quality;
Financing; Cost reduction; Environmental
sustainability; Human Resource services
INTERVENTIONS
37
4.0 IMPLEMENTATION
4.1 Programme Roadmap
This is a long term Programme and has been designed to be implemented in two phases. Phase
I will be implemented between 2010 and 2015 while Phase II is expected to be implemented
between 2015 and 2020. Key implementers include MoEVT, HEI’s, Government institutions,
agencies and stakeholders in the higher education sub sector. The various stages of
implementation, responsibilities, accountability, monitoring, evaluation and control, and
budgets are described below:
4.1.1 Programme Implementation Stages
Stage 1: Programme initiation and strategic planning (2006/07)
Purpose: To agree with stakeholders and actors on the need and goals of the
programme
Output: A comprehensive plan for higher education
Success criteria: An agreed plan to address challenges currently facing the higher
education sub sector
Stage 2: Formulation of programme, design and benefits (2007/08-2009/10)
Purpose: To work with stakeholders to design a comprehensive programme that
addresses current challenges and delivers the expected benefits
Output: Programme document that stipulates the rationale, description of the
envisaged activities, organization, processes, associated costs and benefits to be
realized.
Success criteria: An agreed programme document that defines the current state and
the expected benefits.
Stage 3: Formulation and costing of activities to achieve targets (2009/10)
Purpose: The Ministry in collaboration with all implementing institutions to carry out
analysis and design activities that address the programme goal.
Output: A comprehensive portfolio of priority activities designed that are in line with
the programme goal
Success criteria: Full commitment by the Government and institutions to implement
and deliver planned targets
Stage 4: Implementation, monitoring and improving (2010 – 2015)
Purpose: To carry out all the planned activities and to assess the benefits realized for
the purpose of improvement
38
Output: Evaluation of benefits and review of plans for continuous benefits
Success criteria: Improved delivery of services and products across the higher
education sub sector and realization of benefits.
These stages are intended to be in the sequence shown in order to allow use of outputs from
previous stages. There will be Phase II which will focus more on accomplishing the unfinished
activities (filling the gaps) and introduction of new activities aimed at solving the prevailing
problems in higher education sub sector.
4.1.2 Elements across stages
To ensure focus as the activities of the programme change from one stage to another, activities
will be examined under four elements for each stage. These include:
Governance and management
Strategy and benefits
Actors and processes
Engagement of stakeholders and communication
4.2 Responsibilities
Implementation of the Programme to a large extent will follow the existing structures within
the Government and Institutions. The Ministry of Education and Vocational Training will
however establish a strong mechanism to play a coordination role and ensure that all
stakeholders are fully involved. In view of the number of activities that would be involved,
establishment of a programme management team might be the best option. This team will
regularly report to Higher Education Technical Working Group (HETWG) under the
Education Sector Development Programme (ESDP) so that programme activities can be
mainstreamed into the education sector wide programme.
The Programme will provide funds to institutions based on the priority areas earmarked to be
funded under this Programme. In order to access these funds, institutions will have to review
/prepare their strategic plans where the main objectives will have to match with the HEDP
Strategic objectives. Funds sought from other sources (outside the National budget) will as far
as possible focus or support activities identified as priority areas under this Programme.
4.3 Accountability
Budgeting and management of funds under this Programme will follow normal Government
budgeting and financial resource flow mechanisms. The flow of funds to institutions will
follow the normal Government disbursement procedures and accounted for as normal
Government funds. Every higher education institution through their governing councils will
have to ensure that they are accountable to Programme funds and follow Public Procurement
process in procuring goods and services.
39
4.4 Monitoring and evaluation
Monitoring and Evaluation (M&E) will be a shared responsibility of implementing institutions
and the coordination unit at MoEVT. All activities undertaken under this Programme will be
monitored and evaluated based on indicators shown on Annex 1 in order to assess programme
performance. In principle, every major activity to be undertaken will develop log frames with
gender-sensitive indicators and monitoring calendars with well defined targets as instruments
for M&E.
Issues
The monitoring system will be guided by the following elements:
Consistency with Programme goals
Emphasis on tracking inputs, outputs and outcomes
Inter-relationship with other Programme activities compliance with implementation
schedule
M & E will be implemented through a consultative process as depicted in Figure 8. Oversight
of M &E will be under the mandate of Higher Education Technical Working Group (HETWG)
to be established. Specifically, HETWG will provide an advisory role and report to the
Education Sector Development Committee.
Using the M&E output
The results of M&E will be used by all actors in decision making. Lessons learned will be
integrated into Programme activities to achieve greater effectiveness. Frequency of submitting
reports will normally be quarterly, but depending on the nature of activities, The Programme
Management Team (which will comprise of MoEVT and representatives of the Implementing
Institutions) might issue specific requirements on reporting. In order to ensure consistence in
reporting and share experiences on programme implementation, there shall be annual review
workshops which will harmonize the individual institutional reports.
4.5 Programme budget and costing
The financial requirements (Table 3) indicate that the Government needs to set aside between
Shs 150-230 billion each year for the next 10 years in order to meet the challenges facing
HEIs. Given the economic and financial situation, it is unlikely that the Government will be
able to meet these requirements. In preparing the budget for this Programme, both Institutional
needs and the Government’s ability to fund the Programme have been taken into account.
Despite being pessimistic, implementation of this programme which focuses more on quality
education and improvement on the teaching and learning environment is going to be expensive.
Although the budget might appear high, the programme is within Government fundable limits
with additional support from our strategic Development Partners and other higher education
stakeholders. What is required is political will and each party to play her role. For instance, this
Programme is planned to be funded by the Government through its normal annual budget
while Development Partners are expected to support the Programme through basket funding
40
and direct projects or Institutional support. The programme is also expected to be funded from
other internal and external sources in order to fill in the financing gap which is likely to occur
during the implementation of the programme
An incremental approach, from one year to another will be reviewed and plans developed such
that each activity is closely followed and budgeted. Institutions will have to ensure efficient
and effective utilization of resources and will be encouraged to mobilize and be proactive
enough in generating their resources internally to supplement the central sources. On the other
side, the Government reaffirms its commitment to continue focusing resource allocation to the
education sector which is one of the national priority areas in poverty reduction as indicated in
the National Budget, Annual Public expenditure Review and Medium-Term Expenditure
Framework, which translates MKUKUTA into fundable and implementable activities.
In preparing the budget for this programme, prevailing government guidelines and market rates
have been used. It has been assumed that all activities are of priority given the prevailing
situation in the higher education sub-sector; hence, the key-players will have to mobilize
adequate resources to fund the programme. Thus, this is the scenario used in preparing budget
for this Programme.
The budget and cost projections have been made taking into consideration the following basic
assumptions:
inflation rate will not change significantly over the plan period (2010/11-2014/15);
the GDP will continue to grow from the current 6.8% up to about 10 per cent by
2014/15 and MoEVT budget share to GDP will increase from 2.1% (2008/2009) to 3.0
(2014/2015); and
Government commitment to allocate up to 20-25 per cent to education from the current
18.8 per cent of its overall national recurrent expenditure is met.
The Government is going to increase the higher education budget by 20 percent
annually in the first three years and then 10 percent in the last two years based on
2009/10 baseline budget
Development Partners will increase their contributions (projects support) by 10 percent
in the first two years and remain at the same level for the last three years.
Development partners in addition to direct projects support do also contribute to the
Government annual budgets. For example in year 2009/10 contribution from DP stands at 34%
of the total government budget. However, this is not directly targeted to support higher
education, since it also supports other sectors.
Table 6 shows the overall higher education sub-sector budget for the next 5 years and Table 7
highlights the indicative budgets for the specific activities to be implemented under HEDP.
The funding requirements are high during the first three years as the project implements core
activities and decreases during the last two years. Expected Government and Development
Partners contributions to HEDP are shown on Annex 3 while indicative detailed activity
budgets on annual basis are shown on Annexes 4 and 5.
Table 6: Overall Budget for the Higher Education sub sector for the period 2010 to 2015
41
ITEM 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 TOTAL
(TSh) %
Government contribution
Recurrent expenditure 342 410.4 492.48 590.97 650.1 650.1 2,794.05 77.5
Local development
expenditure
46.84 56.21 67.45 80.93 89 89 382.59 10.6
Development Partners
contribution*
49.97 54.97 60.46 60.46 60.46 60.46 296.81 8.2
Total funds available 438.81 521.58 620.39 732.36 799.56 799.56 3,473.45 96.4
Required funds for implementing the Programme
Institutional reforms 0 2.43 2.22 1.557 0.36 0.10 6.67 -
Service delivery o 100.95 144.42 108.37 80.56 34.45 468.75 -
Sustainability
mechanisms
0 1.16 1.31 0.68 0.6 0.6 4.34 -
Programme
coordination
0 1.36 1.85 1.38 1.02 0.43 6.05 -
Contingencies 0 1.06 1.50 1.12 0.83 0.35 4.85 -
Total programme
budget
0 106.96 151.29 113.10 83.37 35.95 490.67 13.6
Overall H.E Budget
requirements **
545.71 672.87 733.58 815.78 835.51 3,603.45 100
H.E Budget deficit or
Financing gap
24.13 52.48 1.22 16.22 35.95 130 3.6
* Figures do not include DPs contribution to Government budget through basket
funding
**see Annex 3
42
Table 7: Indicative Programme Specific Activities Cost Summary
ITEM TSHS % USD
1. Institutional reforms
1.1 Policy reforms 1,404,862,500 0.29 1,064,290
1.2 Governance and Management 1,943,625,000 0.40 1,472,443
1.3 Institutional linkages 3,323,787,500 0.68 2,518,021
Subtotal 1 6,672,275,000 1.36 5,054,754
2. Service delivery
2.1 Relevance and diversification 175,475,700,000 35.77 132,936,136
2.2 Access and equity 95,440,000,000 19.45 72,303,030
2.3 Quality 197,836,000,000 40.32 149,875,758
Subtotal 2 468,751,700,000 95.54 355,114,924
3. Sustainability Mechanisms
3.1 Financing 924,812,500 0.19 700,616
3.2 Environmental sustainability - - -
3.3 Human resource services 3,418,000,000 0.70 2,589,394
Subtotal 3 4,342,812,500 0.89 3,290,009
4. Total components cost 479,766,787,500 97.79 363,459,688
5. Programme Coordination 5,997,084,844 1.22 4,543,246
6. Total Baseline Costs 485,763,872,344 99.01 368,002,934
Contingency 4,857,638,723 0.99 3,680,029
Total Programme cost 490,621,511,067 100.00 371,682,963
Exchange rate USD 1= TSh. 1,320
Total budget requirement for the Programme specific activities and coordination over a five
year period is TSh 485,763 million. If contingency is calculated at 1.0% and added to the
baseline budget, total Programmes cost amounts to TSh 490,621 million, which is
equivalent to USD 371.68 million. The largest share of the budget, about 96 percent has
been committed to the critical activities under service delivery. This is quite reasonable,
considering the nature of activities in this area. These include activities such as
improvement of academic infrastructure, staff training, and increased enrolment activities.
The overall budget requirement for higher education sub sector for the next 5 years is
estimated at TAS 3,603 billion. Out of this budget, the Government of Tanzania is
committed to provide a total of TAS 3,178 billion being recurrent and development
expenditure in higher education. The current Development Partners through basket funding
43
and direct projects support are expected to contribute TAS 296,810 million for the 5 years
period. The financing gap of TAS 130,000 million is expected to come from other new
Development Partners, Financial and Social Security institutions in a form of grants and
soft loans. This gap is also expected to be filled through Public–Private Partnerships and
intensified internally generated incomes by individual Institutions.
In view of the ongoing global recession, suffices to say that, attempts to inflate the overall
budget in order to accommodate more activities/projects or more allocations to specific
activities/projects should be resisted.
Figure 6: Percent budget distribution across programme areas.
44
Figure 7: Budget distribution for key Programme Areas
45
4.6 Organization structure
The overall structure of Programme organization is depicted in Figure 8. It has
been deliberately designed to be lean for the sake of cost avoidance without
compromising efficiency. However, flexibility needs to be exercised in the course
of implementation to accommodate unforeseen demands.
Figure 8: Organizational Structure of HEDP
5.0 PROGRAMME SUSTAINABILITY AND RISKS
UNIVERSITIES
PRIVATE SECTOR &
OTHER STAKEHOLDERS HIGHER EDUCATION
AGENCIES
e.g. TCU and HESLB
DEVELOPMENT
PARTNERS
Monitoring &
Evaluation
Teams
Higher Education Technical Working Group
(HETWG)
Education Sector Development Committee
Task Forces /
Special
Teams
PROGRAMME
IMPLEMENTATION
TEAM
Central Coordination axis
STAKEHOLDERS
ANNUAL FORUM
PERMANENT SECRETARY
MoEVT
46
As stated earlier, HEDP has been designed as a long term national venture. Therefore,
the Government is committed to ensure programme sustainability over a long term
period without much support from Development Partners. .
In this regard, the Ministry will work together with HEIs and other stakeholders in the
country to implement the Programme through evolving:
alternative and novel sources of financing HEIs including undertaking income
generation activities to complement Government allocations
cost reduction and avoidance measures
With careful planning, allocation of resources and tracking of performance for
improvement, it should be possible to realize the goal of the Programme.
_______________________
47
6.0 BIBLIOGRAPHY 1. Adnett, N. Student Finance and Widening Participation in the British Isles: Common Problems,
Different Solutions. Higher Education Quarterly, Volume 60 # 4, 2006, pp. 296 – 311.
2. Bukuku, E.S. (2006). The Tanzania Mini – Tiger Plan, 2020. Paper presented at the 13 Annual
Consultative Meeting, The University of Dar es salaam,
3. Clancy, P. Goastellec, G. Exploring Access and Equity in Higher Education: Policy and Performance in a
Comparative Perspective. Higher Education Quarterly, Volume 61 no. 2, 2007, pp. 156 – 154.
4. Hefce. (2006). Higher Education Funding Council for England Strategic Plan 2006: 2011. London.
HEFCE.
5. Malaysia. (2007). Malaysia and the knowledge Economy: Building a World Class Higher
Education System. Government of Malaysia. Kuala Lumpur.
6. Mauritius. (2006). Developing Mauritius into a knowledge Hub and A Centre of Higher Learning.
St. Luis Ministry of Education and Scientific Research,
7. MHEST (2006). Medium Term Strategic Plan: 2006/7 – 2009/10. Ministry of Higher Education,
Science and Technology, Dar es Salaam
8. MHEST.(2005).Science and Technology, Higher and Technical Education Development
Programmes: 2005 – 2015: Ministry of Higher Education, Science and Technology, Dar es Salaam
9. MHEST: (2000). A Programme for the Enhancement of: Access, Equity, Quality and Efficiency in
Higher and Technical Education. Dar es Salaam: Ministry of Higher Education, Science and
Technology
10. Msolla, P.M [MB] (2007). Hotuba ya Bajeti ya Wizara ya Elimu ya Juu, Sayansi, na Teknolojia
2007/2008. Ministry of Higher Education, Science and Technology, Dar es Salaam:
11. Omari, I.M. (1991).Higher Education at Crossroads in Africa. Nairobi: Man Graphics
12. Omari, I.M. (1998) Access and Equity in Secondary Education in Tanzania. Dar es Salaam MEVT.
13. Saint, W.S. (1992).Universities in Africa: Strategies for Stabilization and Revitalization.
Washington DC. The World Bank
14. Salmi, J. and Hanptman, A.M. (2006). Innovations in Tertiary Education Financing. Comparative
Evaluation of Allocation Mechanisms. Washington DC. The World Bank. Education Working Paper
series No. 4 September,
15. Salmi, J. (2000) Tertiary Education in the Twenty first Century. Challenges and Opportunities.
Washington DC: The World Bank.
16. Santrock, M. (2004). Managing Successful Universities. Maiden head. Open University Press.
17. Temple, P. Intervention in a Higher Education Market. Higher Education Quarterly, Volume 60 no. 3,
2006, pp. 257 – 269
18. World Bank. (2002)Constructing Knowledge Societies. New Challenges for Tertiary Education.
Washington DC. The World Bank.
19. World Bank (2000). Higher Education in Developing Countries: Peril or Promise. The World Bank,
Washington DC.
20. World Bank (1994). Higher Education: The Lesson of Experience. The World Bank, Washington DC
21. World Bank (1995). Priorities and Strategies for Education. Washington DC. The World Bank.
22. World Bank (2007).Brazil Knowledge and Innovation for Competitiveness. The World Bank,
Washington DC:
23. World Bank (2005). Tertiary Institutions as Drivers of Growth and Competitiveness in Africa. The
World Bank, Washington DC.
24. World Bank (2005); Equity and Development: World Development Report 2006. Washington DC.
New York Oxford University Press.
25. UNTAD (2007). Knowledge, Technological Learning, and Innovation for Development. New York:
UN.
26. URT (2005). The Universities Act, 2005. United Republic of Tanzania. Dar es Salaam
48
7.0 ANNEXES
Annex 1: Logical Framework Matrix of the Higher Education
Development Programme
Narrative Indicators Means of
Verification Assumptions
Programme Goal
Contribution to Vision 2025,
MKUKUTA, and
Millennium Development
goals
Improved productivity and
benefits from increased trained
and skilled human capital
through investment in higher
education
Proportion of population below poverty line
reduced
Annual budget allocations to higher education
is increased by at least 20% per year to focus
on challenges of relevance, access and quality
Survey reports
National
household
income and
expenditure
surveys
Budget speeches
Increased
investment in
higher education
translates into
increased incomes
and reduced
poverty
Political will to
invest in the sub-
sector is
maintained
Development Objective for
the period 2010 - 2015
Targeted students have better
access and equal opportunities
for relevant and quality
education to satisfy market
demands and national
aspirations
Higher education participation rate (GER)
increased to at least 10% by 2015.
The current proportion of female students and
disadvantaged groups in higher education
institutions increased by at least 25 % by
2015.
At least 50% of graduates are engaged in self,
public or private employment within two years
of study completion
Survey Statistics
on Education
Institutions
Enrolment data
National
employment
statistics
Higher education
system responds
to access and
quality challenges
and demands of
the labour market
Political and
economic stability
Outputs
Institutional reforms
undertaken
Coherent educational policies
that stimulate development of
comprehensive Higher
education developed and
implemented by 2015
Strategy document adopted by mid 2010
Reformed policy instruments and governance
structures in place by end of 2012
At least 60% of universities establish
institutional collaboration with local and
international institutions
Publication and
availability of
strategy
Progress reports
Signed
partnership
agreements and
memoranda of
understanding
Political will and
support translated
into actions
International and
private institutions
maintain readiness
for collaboration
and continue to
show support
Governance and management
structures improved
Rationalized network of HEI’s, education
service providers and the Ministry established
by 2013.
Progress reports
Continued Support
49
Governance Structures and
management efficiency in the
HE system improved by 2015
Institutional linkages and
partnerships enhanced:
Economies of scale and
collective efficiency enhanced
in HEIs by 2015, through
establishment of frameworks
for institutional collaboration
nationally and internationally.
A national qualification framework across the
higher education system established by 2014
Policy framework for collaboration and
partnerships developed and adopted by 2011
ICT applications mainstreamed in all HEI’s by
2012.
Service delivery
improved
Relevance and diversification
enhanced
A strong link between higher
education sub-sector, the
economy and society
established by 2015
At least 50% of universities and tertiary
institutions review and adopt curricula that are
linked to the economy by 2015
At least 20% of universities and tertiary
institutions establish knowledge hubs,
innovation, and science and technology based
centers by 2015
Staff development programmes are
established, supported and implemented in at
least 40% universities
University and tertiary institutions enrolments
increased by at least 70% by 2015
Renovation of selected academic infrastructure
undertaken in at least 80% of public
universities by 2015
Progress reports
Reviewed and
new curricula
developed by
various
institutions
New S&T based
centers with
linkage to
industry
Continued support
from Government
and development
partners
Training and research programmes that link
with the national economic agenda developed
and implemented by 2014
Quantity and quality of graduates in the fields
of sciences, technology and education through
an improved learning environment increased
by at least 80 percent by 2014.
Education delivery systems which take
advantage of ICT introduced and used by 2015
Access and equity improved
Access and equity in higher
education, without any form of
discrimination, improved by
2015
Loans and grants to all disadvantaged and
underrepresented groups provided by 2025
The proportion of female students and female
staff in HEIs improved .by at least 25% by
2015
Progress reports Continued support
from Government
and stakeholders
50
Quality of teaching improved:
Effective and efficient teaching
and learning attained by 2015
through improved quality of
teaching staff and work
environment
High quality staff recruited and staff
development programmes established by 2012
Teaching and learning environments improved
by 2013
Research capacity and funding improved, and
priority researches undertaken by 2014
Infrastructure for core and supportive
functions improved by 2015
Staff recruitment of the required quality by
HEI improved to …25….% by 2012 through
local and international recruitment
Quality assurance and control system in place
in all HEIs by 2014
Ranking criteria of institutions for excellence
in place by 2012
Decrease in staff
turnover in HEIs
i.e., brain drain
More foreign
students and staff
attracted to our
local institutions
Sustainability
Financial sustainability
Comprehensive and sustainable
higher education financing
system developed ad functional
by 2014
Innovative and alternative ways of financing
higher education and research in place by
2012
Internal revenue generation established in
HEIs by 2012
Cost reduction activities, e.g. use of energy
services, including solar and wind power,
water conservation technologies, etc.
undertaken by 2014
Report of
special Task
Teams
MoEVT support
establishment of
Task Teams to
formulate
strategies
Environmental
sustainability:
Measures to maintain qualities
that are valued in the physical
environment adopted and
implemented by all HEIs by
2014
Conservation activities and reduction of
environmental degradation and pollution
implemented
Human resource
sustainability:
Support services to attract,
recruit and retain staff and
students enhanced by 2015
Care and support services for staff and
students affected by infectious diseases such
as HIV/AIDS and non communicable diseases
enhanced by 2014
Staff development programmes in place by
2012
Staff attraction and retention schemes
developed and implemented by 2014
51
ANNEX 2: SELECTED STATISTICS ON HIGHER EDUCATION
Enrolment Trend in Universities and University Colleges over the period 2005/06 to 2008/09
S/N INSTITUTIONS 2005/06 2006/07 2007/08 2008/09
F M T F M T F M T F M T
1 University of Dar es Salaam 5,146 9,935 15,081 5,315 8,612 13,927 5,297 9,502 14,799 5,202 9,001 14,203
2 Sokoine University of Agriculture 485 1,801 2,286 780 1,613 2,393 957 2,247 3,204 1,003 2,616 3,619
3 0pen University of Tanzania 2,739 6,493 9,232 2,267 4,875 7,142 5,920 19,909 25,829 6,768 22,167 28,935
4 Mzumbe University 1,121 2,089 3,210 1,341 2,133 3,474 1,466 2,071 3,537 1,785 2,303 4,088
5 Muhimbili University of Health and
Allied Science 630 1,426 2,056 944 1,586 2,530 374 1,057 1,431 664 1,501 2,165
6 Ardhi University 182 1,012 1,194 234 1,124 1,358 281 1,321 1,602 293 1,615 1,908
7 State University of Zanzibar 141 119 260 193 231 424 479 526 1,005 487 548 1,035
8 Dodoma University 328 788 1,116 2,183 5,154 7,337
9 Moshi Univ. College Coop and
Business Studies 255 611 866 337 767 1,104 429 945 1,374 754 1,314 2,068
10 Dar es Salaam University College of
Education 196 331 527 650 833 1,483 1,246 2,080 3,326 1,484 2,044 3,528
11 Mkwawa University College of
Education 283 723 1,006 261 656 917 453 631 1,084 652 1,247 1,899
12 Hubert Kairuki Memorial University 66 43 109 45 64 109 187 255 442 311 220 531
13 International Medical and
Technological University 83 89 172 113 258 371 35 133 168 264 437 701
14 Zanzibar University 171 314 485 403 838 1,241 510 840 1,350 616 861 1,477
15 St. Augustine University Tanzania 503 841 1,344 952 1,713 2,665 1,459 2,706 4,165 2,386 3,858 6,244
16 St. Johns University Tanzania 291 500 791 717 1,155 1,872
17 University of Arusha 52 102 154 126 388 514 304 725 1,029 279 587 866
18 Mount Meru University 45 119 164 87 149 236 117 150 267 298 338 636
19 Muslimu University of Morogoro 67 100 167 117 209 326 245 409 654 66 93 159
20 Agha Khan University 46 77 123 66 121 187 297 464 761 145 69 214
21 Teofilo Kisanji University 5 57 62 109 165 274 300 594 894 594 1,190 1,784
22 Ruaha University College 87 134 221 201 245 446 369 595 964 461 751 1,212
23 Weil Bugando University College 12 23 35 75 80 155 307 407 714 183 355 538
24 Mwenge Univ. College of Education 6 27 33 32 93 125 51 139 190 205 391 596
25 Iringa University College 555 753 1,308 826 1,216 2,042 878 1,371 2,249 1,231 1,700 2,931
52
26 KCM College 78 142 220 87 141 228 115 119 234 326 679 1,005
27 Makumira University College 101 170 271 160 165 325 365 553 918 505 654 1,159
28 Tumaini University DSM College 108 156 264 575 775 1,350 600 728 1,328 672 782 1,454
29 Steph Moshi Mem Univ College 146 250 396 202 291 493
30 Sebastian Kulowa University College 55 83 138 156 282 438
31 University Col of Educ Zanzibar 50 93 143 62 93 155 81 132 213 120 310 430
TOTAL 13,213 27,780 40,993 16,358 29,143 45,501 23,942 52,230 76,17 31,820 63,705 95,525
% of female students 32.2 35.9 31.4 33.3
53
ANNEX 3: CONTRIBUTIONS FROM THE GOVERNMNET AND DP PLUS ACTUAL HEDP BUDGET
[2010/11 – 2014/15] (BILLION SHS)
ITEM 2009/2010
(BASELINE)
2010/11 2011/12 2012/13 2013/14 2014/15 TOTAL
(TAS)
%
Government Recurrent Expenditure
342
410.4 492.48 590.97 650.1 650.1 2,794.05 77.5
Capital Expenditure
46.84
56.21 67.45 80.93 89.0 89.0 382.59 10.6
Development Partners 49.97 54.97 60.46 60.46 60.46 60.46 296.81 8.2
Total Funds available 438.8 521.58 620.39 732.36 799.56 799.56 3,473.45 96.8
Programme Cost - 106.91 151.29 113.19 83.42 35.95 490.76 13.6
Total budget
required
438.8*1 545.71 672.87 733.58 815.78 835.51 3,603.45 100
Financing gap*2 - 24.13 52.46 1.22 6.22 35.95 130.00 3.6
*1 Higher Education Budget as approved by Parliament for 2009/10.
*2 Funds to be solicited/acquired outside the Government and the current DP contributions e.g. 2
nd Phase of WB project, Grants and loans from other DP, Institutions and
efficiency gains
NB: It is assumed that the Government of Tanzania will increase its allocation to both recurrent and capital expenditure by 20% in the first three years of the programme
implementation (from the baseline budget of 2009/10), the fourth year by 10% and the fifth year no increment. For Development Partners, it is expected that they will
increase their contributions in the first two years by 10% (from the baseline) and thereafter remain at the same level (no increment) for three years of the programme
implementation.
54
ANNEX 4: INDICATIVE BUDGET FOR IMPLEMENTATION OF THE HIGHER EDUCATION DEVELOPMENT
PROGRAMME SPECIFIC ACTIVITIES, FOR THE PERIOD 2010 - 2015
1.0 INSTITUTIONAL REFORMS
STRATEGIES TARGETS 2010/11 2011/12 2012/13 2013/14 2014/15 TOTAL (TSh)
1.1 Policy reforms
1.1.1 Strategic objective: Coherent educational policies that stimulate development of comprehensive HE developed by 2015
Undertake comprehensive
reviews and analysis of relevant
Acts and regulations; harmonize,
legitimize and make them
binding for implementation by
all stakeholders.
Relevant Acts and
Regulations reviewed to
ensure consistency and
harmony with national
educational reforms by
2014.
646,750,000 688,112,500 70,000,000 1,404,862,500
Total Strategic Objective 646,750,000 688,112,500 70,000,000 1,404,862,500
1.2 Governance structures and partnerships
1.2.1 Strategic Objective: Governance structures and management efficiency in the HE system improved by 2015
Virtual network HEI's and
service providers
Rationalized network and
common reporting system
established by 2013
261,050,000 171,000,000 313,000,000 253,000,000 998,050,000
Harmonize higher education and
strengthen management and
governance structures of HEI's.
A national qualification
framework and governance
structures established by
2014 for higher education
established by 2014
353,575,000 271,000,000 108,000,000 108,000,000 105,000,000 945,575,000
Total Strategic Objective 614,625,000 442,000,000 421,000,000 361,000,000 105,000,000 1,943,625,000
55
1.3 Institutional linkages
1.3.1 Strategic objective: Economies of scale and collective efficiency enhanced in HEI's by 2015 through establishment of a framework for institutional collaboration
Develop a policy framework for
institutional collaboration and
partnership with a wide range of
stakeholders
Policy framework for
collaboration and
partnerships developed by
2012
104,262,500 76,000,000 62,000,000 242,262,500
Mainstream ICT application s at
all HEIs and Research
Institutions
ICT applications
mainstreamed in all HEI’s
by 2014
1,065,525,000 1,012,000,000 1,004,000,000 3,081,525,000
Total Strategic Objective 1,169,787,500 1,088,000,000 1,066,000,000 0 3,323,787,500
TOTAL 1 2,431,162,500 2,218,112,500 1,557,000,000 361,000,000 105,000,000 6,672,275,000
2.0 SERVICE DELIVERY
STRATEGIES TARGETS 2010/11 2011/12 2012/13 2013/14 2014/15 TOTAL 2.1 Relevance and diversification
2.1.1 Strategic objective: A strong link between higher education sub sector, the economy and society established by 2015.
Review and adopt training
programmes that link with
national economic agenda
Existing academic and
programmes reviewed by
2012
244,500,000 724,500,000 969,000,000
Introduce new educational
programmes that are demand
driven and cost effective
New and demand driven
educational programmes
designed and implemented
by 2014
94,500,000 379,500,000 1,129,000,000 103,000,000 1,706,000,000
Increase the quantity and quality
of graduates in science,
technology and education
through improved learning
environment
Promote admission into
science based programmes
and improve the teaching
and learning environment
for science and technology
programmes by 2014
40,000,000,000 43,000,000,000 25,000,000,000 20,000,000,000 5,000,000,000 133,000,000,000
56
Review, design and implement
research priorities that link with
the national economic agenda
Stakeholders , Consultative
and Review meetings
451,100,000 305,000,000 268,000,000 303,000,000 306,000,000 1,633,100,000
New and demand driven
research designed and
implemented by 2014
5,000,000,000 8,000,000,000 10,000,000,000 10,000,000,000 5,000,000,000
38,000,000,000 Establish pilot centers and
communities of excellence, ICT
parks, Demonstration centers,
Innovation and Incubation
centers etc.
Centres and communities of
excellence, ICT parks,
Innovation centers, and
demonstration centers
designed and established in
target institutions through
PPP by 2014
124,500,000 34,500,000 4,000,000 163,000,000
Total Strategic Objective 45,914,600,000 52,443,500,000 36,401,000,000 30,406,000,000 10,306,000,00
0
175,471,100,000
2.2 Access and equity
2.2.1 Strategic Objective: Access and equity in higher education without any form of discrimination improved by 2015
Increase students enrolment
through rehabilitation and
expansion of existing institutions
Overall students enrolment
increased by at least 70% by
2015
20,004,000,000 40,004,000,000 24,002,000,000 5,000,000,000 5,000,000,000 94,010,000,000
Increase enrolment of female
students especially in science
and technology based
programmes
Female students enrolment
in science based
programmes increased by
40% by 2015
152,000,000 152,000,000 150,000,000 148,000,000 148,000,000 750,000,000
57
Increase enrolment and provide
conducive learning environment
to disadvantaged and
underrepresented groups
Disadvantaged and under-
represented groups
enrolment increased by 25%
through provision of
facilities by 2015.
274,875,000 204,000,000 202,000,000 680,875,000
Total Strategic Objective 20,430,875,000 40,360,000,000 24,354,000,000 5,148,000,000 5,148,000,000 95,440,875,000
2.3 Quality improvement
2.3.1 Strategic objective: Effective and efficient teaching and learning attained by 2015 through improved quality of teaching staff and work
environment
Recruit and retain quality staff
from within and outside the
country
Recruitment of quality staff
required by HEI's improved
to 30% by 2012 through
local and international
recruitment
2,000,000,000 1,000,000,000 1,000,000,000 4,000,000,000
Facilitate establishment of
QA system
600,000,000 600,000,000 600,000,000 - 1,800,000,000
Support staff development
Programme
2,000,000,000 3,000,000,000 3,000,000,000 2,000,000,000 2,000,000,000 12,000,000,000
Establish and fund staff
development programmes
HEI’s staff development
master plans at national level
developed by 2011
6,000,000,000 0 6,000,000,000
Stakeholders, Consultative
and Review meetings
9,000,000 15,000,000 6,000,000
6,000,000 36,000,000
Staff retention schemes
designed and implemented
by 2014 by providing basic
social services
6,000,000,000 8,000,000,000 10,000,000,000 12,000,000,000 12,000,000,00
0
48,000,000,000
58
Improve teaching and learning
environment by providing
adequate facilities
Teaching environment
including infrastructure
improved by 2014
20,000,000,000 38,000,000,000 33,000,000,000 30,000,000,000 5,000,000,000 126,000,000,000
Total Strategic Objective 34,609,000,000 51,615,000,000 47,606,000,000 45,006,000,000 19,000,000,00
0
197,836,000,000
TOTAL 2 100,954,475,000 144,418,500,00
0
108,361,000,000 80,560,000,000 34,454,000,00
0
468,747,975,000
3.0 SUSTAINABILITY MECHANISMS
STRATEGIES TARGETS 2010/11 2011/12 2012/13 2013/14 2014/15 TOTAL 3.1 Financial sustainability
3.1.1 Strategic objective: Comprehensive and sustainable higher education financing system developed and functional by 2014
Develop innovative ways of
financing higher education and
research from diverse sources.
Incentive schemes to
encourage private institutions,
businesses and individuals to
support education and research
are formulated and adopted by
2014
301,362,500 300,000,000 601,362,500
A study on innovative ways of
financing higher education and
research done and supported
under STHEP by 2011
Promote institutional activities
that are designed to reduce
operational costs and avoid costs
across core activities
Cost reduction and avoidance
activities identified and
mitigating measures designed
and implemented by 2013
- 100,025,000 30,000,000 - 130,025,000
Establish students financial
assistance offices in HEIs to
solicit and administer students
loans
Students financial assistance
offices established by 2014
65,000,000 40,050,000 105050000
59
Improve Means Testing tools
and efficient recovery system of
students loans and grants
Improved Means Testing
System and recovery system
established in all HEI's by 2014
Develop institutional framework
and guidelines for financing and
allocating funds to institutions.
Objective criteria for allocating
funds to HEI’s developed and
applied by 2013
50,000,000 38,375,000 - - 88,375,000
Total Strategic Objective 351,362,500 503,400,000 70,050,000 924,812,500
3.2 Environmental sustainability
3.2.1 Strategic objective: Measures to maintain qualities that are valued in the physical environment adopted and implemented HEIs by 2014
Undertake activities to protect
the environment from damage
and risks
Environmental protection
activities enhanced by 2014.
Environment mainstreamed in
all HEIs by 2013
Implement restoration activities
to reverse damage that has
occurred
Degraded areas in target
institutions identified and
restoration activities
undertaken by 2014
Total Strategic Objective
60
3.3 Human resource sustainability
3.3.1 Strategic objective: Support services to attract, recruit and retain staff and students enhanced by 2015
Enhance measures that
contribute to mitigating the
negative impacts of HIV/AIDS
and non-communicable diseases
at institutional and national level
Activities to mitigate the
spread of HIV/AIDS and
non-communicable diseases
and support to affected staff
undertaken by 2014
613,000,000 613,000,000 603,000,000 600,000,000 600,000,000 3,029,000,000
Develop and implement staff
succession and retention
schemes
Schemes for recruiting and
retaining staff developed
and implemented by 2014
193,000,000 193,000,000 3,000,000 389,000,000
Total Strategic Objective 806,000,000 806,000,000 606,000,000 600,000,000 600,000,000 3,418,000,000
TOTAL 3 1,157,362,500 1,309,400,000 676,050,000 600,000,000 600,000,000 4,342,812,500
Total Cost for 3 Areas 104,543,000,000 147,946,012,500 110,594,050,000 81,521,000,000 35,159,000,000
479,763,062,50
0
Programme Coordination 1,306,787,500 1,849,325,156 1,382,425,625 1,019,012,500 439,487,500 5,997,038,281
TOTAL BASELINE COSTS 105,849,787,500 149,795,337,656 111,976,475,625 82,540,012,500 35,598,487,500
485,760,100,78
1
Contingencies (1.0% of Baseline
costs) 1,058,497,875 1,497,953,377 1,119,764,756 825,400,125 355,984,875 4,857,601,008
TOTAL PROGRAMME
COST 106,908,285,375 151,293,291,033 113,096,240,381 83,365,412,625 35,954,472,375
490,617,701,78
9
61
ANNEX 5.1: DETAILED BUDGET FOR POLICY REFORMS
ANNUAL ALLOCATIONS
ITEM QUANTITY UNIT COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Working sessions to analyse current policies
(10 participants x 60 days)
300 472,500 141,750,000 141,750,000
2 Stakeholders needs assessment 5 60,000,000 300,000,000 300,000,000
3 Working sessions to harmonize and develop
new policies (10 participants x 60 days)
600 472,500 283,500,000 283,500,000
4 Cost implication analysis (5 participants x 21
days)
105 472,500 49,612,500 49,612,500
5 Stakeholders meetings on policy reforms 5 20,000,000 100,000,000 40,000,000 40,000,000 20,000,000
6 Consultative meetings 10 3,000,000 30,000,000 15,000,000 15,000,000
7 Development of new Acts and Regulations 500,000,000 150,000,000 300,000,000 50,000,000
TOTAL 1,404,862,500 646,750,000 688,112,500 70,000,000 -
BUDGET NOTES Quantities for Items 1 -3 are based on man days required. Subsistence allowance is based on government approved rates Each stakeholders meeting will consists of at least 50 participants Travel costs refund is estimated for 30 participants each at TSh 150,000/= Consultancy rate is estimated at TSh 472,500 per day (USD 350) Exchange rate is estimated at USD 1 at TSh 1350/= Stakeholders needs assessment undertaken in all regions
62
ANNEX 5.2: DETAILED BUDGET FOR GOVERNANCE
ANNUAL ALLOCATIONS ITEM QUANT
ITY
UNIT COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Engage consultants to develop a draft
document on Higher Education
Institutions Network (HEIN)
180 472,500 85,050,000 85,050,000 85,050,000
2 Stakeholders meetings to discuss and
adopt draft HEIN document
6 10,000,000 60,000,000 20,000,000 30,000,000 10,000,000 60,000,000
3 Operationalise HEIN after securing
Government's approval
1 500,000,000 500,000,000 250,000,000 250,000,000 500,000,000
4 Finalize and operationalize National
Qualification Framework
1 60,000,000 60,000,000 60,000,000 60,000,000
5 Engage consultants to rationalize
regulatory structures for degree awarding
institutions
120 472,500 56,700,000 56,700,000 56,700,000
6 Engage consultants to harmonize
standards and norms for staffing and
promotion
150 472,500 70,875,000 70,875,000 70,875,000
7 Stakeholders meetings 5 10,000,000 50,000,000 30,000,000 20,000,000 50,000,000
8 Develop & implement guidelines for
management and funding of at least 10
HEIs
10 25,000,000 250,000,000 100,000,000 150,000,000 250,000,000
9 Leadership and management training for
HEI's staff (35 institutions)
35 15,000,000 525,000,000 105,000,000 105,000,000 105,000,000 105,000,000 105,000,000 525,000,000
10 Develop & maintain database on higher
education nationwide
1 250,000,000 250,000,000 75,000,000 125,000,000 50,000,000 250,000,000
11 Consultative meetings 12 3,000,000 36,000,000 12,000,000 12,000,000 6,000,000 6,000,000 36,000,000
TOTAL 1,943,625,000 614,625,000 442,000,000 421,000,000 361,000,000 105,000,000 1,943,625,000
BUDGET NOTES
63
ANNEX 5.3: DETAILED BUDGET FOR INSTITUTIONAL LINKS
ANNUAL ALLOCATIONS
ITEM QUANTITY UNIT
COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Engage consultants to develop proposal on
collaboration with partners, including
private-public partnerships
45 472,500 21,262,500 21,262,500
2 Stakeholders meetings to discuss & adopt
draft proposal (50 participants x 3
meetings)
3 10,000,000 30,000,000 20,000,000 10,000,000
3 Provide technical support to HEIs to
mainstream ICT in all functions
2 7,000,000 14,000,000 14,000,000
4 Provide equipment to HEIs institutions &
agencies to facilitate mainstreaming of ICT
12 250,000,000 3,000,000,000 1,000,000,000 1,000,000,000 1,000,000,000
5 Sensitize staff through consultants on role
and use of ICT in institutional management
90 472,500 42,525,000 42,525,000
6 Stakeholders training on public- private
partnerships in national development
12 15,000,000 180,000,000 60,000,000 60,000,000 60,000,000
7 Consultative meetings 12 3,000,000 36,000,000 12,000,000 18,000,000 6,000,000
TOTAL 3,323,787,500 1,169,787,500 1,088,000,000 1,066,000,000 - -
BUDGET NOTES
64
ANNEX 5.4: DETAILED BUDGET FOR RELEVANCE AND DIVERSIFICATION
ANNUAL ALLOCATIONS
ITEM QUANTITY UNIT COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Facilitate institutions to undertake
tracer studies/ needs assessment (15
Institutions)
12
30,000,000
360,000,000 360,000,000
2 Facilitate institutions to review
curricula (15 Institutions)
12 60,000,000 720,000,000 720,000,000
3 Develop and implement diverse
curricula (10 institutions)
10 100,000,000 1,000,000,000 1,000,000,000
4 Facilitate institutions to review &
formulate research priorities
10 75,000,000 750,000,000 150,000,000 375,000,000 125,000,000 100,000,000
5 Provide support to HEIs to improve
science laboratories and teaching
facilities
10 13,300,000,000
000,000
133,000,000,000
40,000,000,000 43,000,000,000 25,500,000,000 20,000,000,000 5,000,000,000
6 Conduct feasibility studies on
establishment of Communities of
excellence & innovation centers
120 472,500 56,700,000 56,700,000
7 Stakeholders meetings on proposal
to establish Communities of
excellence
6 10,000,000 60,000,000 30,000,000 30,000,000
8 Consultative meetings
New and demand driven research
conducted
20
10
3,000,000
3,800,000,000
60,000,000
38,000,000,000
18,000,000
5,000,000,000
18,000,000
8,000,000,000
12,000,000
10,000,000,000
6,000,000
10,000,000,000
6,000,000
5,000,000,000
9 Facilitate conduct of remedial
programmes in science based
programmes (10 institutions)
10 150,000,000 1,500,000,000 300,000,000 300,000,000 300,000,000 300,000,000 300,000,000
TOTAL 175,506,000,000
45,915,000,000
52,443,000,000
36,406,000,000
30,406,000,000
10,306,000,000
65
ANNEX 5.5: DETAILED BUDGET FOR ACCESS AND EQUITY
ANNUAL ALLOCATIONS
ITEM QUANTITY UNIT COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Expand infrastructure in 10
institutions
10 7,000,000,000
70,000,000,000
10,000,000,000 30,000,000,000 20,000,000,000 5,000,000,000,000 5,000,000,000,000
2 Provide funds for equipment &
furniture for new infrastructure
10 2,400,000,000 24,000,000,000 10,000,000,000 10,000,000,000 4,000,000,000
3 Engage a team to develop & adopt
mechanism to identify disadvantaged
groups (5 participants x 30 days
150 472,500 70,875,000 70,875,000
4 Provide special facilities for
disadvantaged groups
12 50,000,000 600,000,000 200,000,000 200,000,000 200,000,000
5 Support pre entry programmes for
female students (12institut.)
12 20,000,000 240,000,000 48,000,000 48,000,000 48,000,000 48,000,000 48,000,000
6 Develop & implement sensitization
programmes for girls in secondary
schools
10 50,000,000 500,000,000 100,000,000 100,000,000 100,000,000 100,000,000 100,000,000
7 Consultative meetings 10 3,000,000 30,000,000 12,000,000 12,000,000 6,000,000
TOTAL 95,441,000,000
20,430,000,000
40,360,000,000
24,354,000,000
5,148,000,000
5,148,000,000
BUDGET NOTES
PHASE 2
Support implementation of virtual
education in at least 5 universities
66
ANNEX 5.6: DETAILED BUDGET FOR QUALITY IMPROVEMENT
ANNUAL ALLOCATIONS ITEM QUANTITY UNIT COST, 'TSh. TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Recruitment of expatriate
staff
100
40,000,000
4,000,000,000
-
2,000,000,000
1,000,000,000
1,000,000,000
-
2 Implement staff retention
and incentive schemes
10 4,800,000,000
48,000,000,000
6,000,000,000 8,000,000,000 10,000,000,000 12,000,000,000 12,000,000,000
3 Development of National
master plan (
3 2,000,000,000
6,000,000,000
6,000,000,000
4 Support staff development
programmes
12 1,000,000,000 12,000,000,000 2,000,000,000 3,000,000,000 3,000,000,000 2,000,000,000 2,000,000,000
5 Rehabilitate infrastructure
in all public universities
12 7,000,000,000 108,000,000,000 17,000,000,000 32,000,000,000 27,000,000,000 27,000,000,000 5,000,000,000
6 Furnish and equip all
rehabilitated infrastructure
12 1,500,000,000 18,000,000,000 3,000,000,000 6,000,000,000 6,000,000,000 3,000,000,000
7 Facilitate establishment &
enhance quality assurance
systems in all universities
12 150,000,000 1,800,000,000 600,000,000 600,000,000 600,000,000
8 Consultative meetings 6 6,000,000,
36,000,000
#
9,000,000
15,000,000
6,000,000
6,000,000
TOTAL 197,836,000,000
34,609,000,000
51,615,000,000
47,606,000,000
45,006,000,000
19,000,000,000
BUDGET NOTES
Special package to 100 expatriate staff estimated at TSh 40,000,000 per year per staff
Rehabilitation is estimated at 7 billion per each institution for 5
years.
67
ANNEX 5.7: DETAILED BUDGET FOR FINANCIAL SUSTAINABILITY
ANNUAL ALLOCATIONS
ITEM QUANTITY UNIT
COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Engage a team to develop incentive schemes for
education and research (5 persons x 45 days)
225
472,500
106,312,500
106,312,500
2 Engage consultants to propose a mechanism to
attract stakeholders to invest in education &
research (3 participants x 60 days)
180
472,500
85,050,000
85,050,000
3 Design and implement cost reduction measures
(3 participants x 30 days)
90 472,500
42,525,000
42,525,000
4 Conduct sensitization workshops to all
institutions on cost reduction measures
5 15,000,000
75,000,000
50,000,000
25,000,000
5 Engage consultants to evaluate the Means
Testing system in use by HESLB & design a
better system of issuing loans to students (3
participants x 60 days)
180 472,500
85,050,000
50,000,000
35,050,000
6 Engage a team to develop criteria for funds
allocation to institutions (5 participants x 30
days)
150 472,500
70,875,000
40,000,000
30,875,000
7 Stakeholders meetings on incentives, cost
reduction and funds allocation
6 10,000,000
60,000,000
20,000,000
30,000,000
10,000,000
8 Support to engage a consultant to establish
education investment schemes
2 200,000,000
400,000,000
100,000,000
300,000,000
TOTAL
924,812,500
351,362,500
503,400,000
70,050,000
-
68
ANNEX 5.8: DETAILED BUDGET FOR ENVIRONMENTAL SUSTAINABILITY
ANNUAL ALLOCATIONS
ITEM QUANTIT
Y
UNIT
COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Develop environmental protection
plans in HEIs
Institutions to handle
2 Implement environmental protection
activities
3 Restore degraded areas
4 Conduct sensitization workshops on
environmental sustainability
5 Consultative meetings
6 Logistical services and facilitation
TOTAL
-
-
-
-
-
-
BUDGET NOTES
69
ANNEX 5.9: DETAILED BUDGET FOR HUMAN RESOURCES SUSTAINABILITY
ITEM QUANTIT
Y
UNIT
COST,
'TSh.
TOTAL, TSh 2010/11 2011/12 2012/13 2013/14 2014/15
1 Support HIV/AIDS
interventions in HEIs
12
250,000,00
0
3,000,000,000 600,000,000 600,000,000 600,000,000 600,000,000 600,000,000
2 Develop staff recruitment and
retention schemes
12 30,000,000 360,000,000
180,000,000
180,000,000
3 Stakeholders meetings 4 10,000,000 40,000,000
20,000,000
20,000,000
4 Consultative meetings 6 3,000,000 18,000,000 6,000,000 6,000,000 6,000,000
TOTAL 3,418,000,000 806,000,000 806,000,000 606,000,000 600,000,000 600,000,000
70
ANNEX 6. LIST OF STAKEHOLDERS WHO PARTICIPATED IN THE
DEVELOPMENT AND IMPROVEMENT OF HEDP
NO. NAME INSTITUTION/ DESIGNATION NO. NAME INSTITUTIO DESIGNATION
1. Hon. Prof. Jumanne A.
Maghembe (MP)
MoEVT Minister 30. Andrew B.M. Swai Muhimbili D/Clinical Services
2. Hon. Prof. Peter M.
Msolla (MP)
MHEST/MCST Minister 31. Prof. F.E.M.K.
Senkoro
UDSM Associate Prof.
3. Hon. Gaudentia M.
Kabaka
MHEST/MoEVT Deputy Minister 32. Dr. M.G. Bilal UDOM Chairman – UDOM
Council
4. Prof. Hamis O. Dihenga MoEVT Permanent
Secretary
33. Prof. Justin R.
Ikingura
FIVE -
UDSM
Dean
5. Dr. Naomi B. Katunzi MHEST/MCST Permanent
Secretary
34. Adam A.Zuku TCCIA CDO
6. Selestine Gesimba MoEVT Deputy
Permanent Sec.
35. Amb. Nicholas
Kuhanga
SUA Chairman – SUA
Council
7. Prof. W.S. Abeli MHEST/MoEVT DHE 36. Ali Ayoub Omar ZNZ Un. Registrar
8. Ameir S.H. Njeketu MoEVT - ZNZ D/Higher
Education - ZNZ
37. Dr. Sylvester L.
Kajuna
HKMU Director
9. Baraka R. Baraka MFEA- ZNZ Senior Planning
& Dev.
38. Dr. Natu Mwamba UDSM Director - DPD
10. Prof. M.K. Possi IJMC Director 39. Prof. Dunstan T.
Shemweta
OUT DVC - Academic
11. Dr. B.L. Benno MUCE - UDSM Lecturer 40. Dr. Khoti Kamanga UDSM Associate Dean
12. Issa I. Pagali MPEE Economist 41. Dr. F.N. Ngassapa DUCE Senior Lecturer
13. Lataste Embassy of
France
Director 42. Dr. Edward V.
Masalla
TAE Chairman of the
Board
14. Felista Meena PO-PSM Principal
Economist
43. Ho. Aggrey Mwanri Mwl. NMA Ag. Board
Chairman
15. Hezon J. Kaaya RAAWU - HQ D/General
Secretary
44. Hon. Joseph S.
Warioba
UDSM Vice Chair of
Council
16. Dr. D. Mwamfupe DUCE Dean Designate 45. Hon. Tabitha Siwale ARU Chairperson of the
Council
17. Vicent Anney UDSM Ass. Lecturer 46. Prof. Simon Mbilinyi OUT Chair of the Council
18. Prof. Salome B. Misana DUCE Depute Principal 47. Pro. Felician S.K. MUCE Deputy Principal
71
Tungaraza ARC
19. Elifadhili E. Mgonja NIT Director of
Studies
48. Prof. Dustan T.K.
Shemwetta
OUT Deputy VC
Academic
20. Magiza D.P. TCU Deputy
Secretary
49. Prof. S.A.K. Mlacha UDOM DVC Planning
21. Prof. Jacob P. Mtabaji WEILL
BUGANDO
Principal 50. Prof. Daimon
Mwaga
St. John’s
Un.
DVC Academic
22. Asanterabi C. Sang’enoi PMO Senior
Economist
51. Joffer M. Magila NACTE Executive
Secretary
23. Prof. Yadon Kohi COSTECH Director General 52. Dr. Christina
Hongoke
TCU D/Exec. Secr.
Accreditation
24. Edward Jambo UDSM Director HRM 53. Dr. John Magoti MWL.
NMA
Executive
Secretary
25. Vewrdian S. Mushi Min.of Planning Principal
Economist
54. Mr. Jackson S.
Mushi
Mwl.NMA Senior Lecturer
26. Janeth Mapande MHEST Chief
Accountant
55. Prof. B.S.
Lembariti
MUCHS Registrar
27. Dr. Marcelina M.
Chijoriga
FCM-UDSM Dean FCM 56. Asange N. Bangu HESLB Director of
Planning
28. Salama R. Makame Hazina - ZNZ Planning Officer 57. Dr. Charles Kitima SAUT VC
29. Prof. J.W.A. Kondoro DIT Principal 58. Mr. Chacha Musabi MHEST Senior Educ Officer
59. Ms. Betty Moshi MHEST Exec. Asst. 94. Prof. J.K. Shija IMTU VC
60. Prof. Y.D. Mgaya UDSM DVC - Academic 95. Prof. Mathew
Luhanga
UDSM Former VC - UDSM
61. Grace J. Miruko MHEST P/Secretary 96. Prof. Suleman A.
Chambo
MUCCoBS Principal
62. Margareth Mandago TUCTA Director of
Education
97. Prof. Magishi N.
Mgasa
MU DVC (Academic)
63. Prof. Mayunga H.H.
Nkunya
UDSM Professor 98. Prof. Eulalia I.
Temba
MU Associate
Professor
64. Faisal H.H. Issa PSM Director HRD 99. Languile EC Programme Officer
65. Kalufunja Osaki UDSM Associate Prof. 100 Prof. Gerald C.
Monella
SUA VC
66. Adolf B. Rutayuga NACTE Deputy 101 Prof. A.V.Y. Mbelle MCST Director of Science
72
Executive Secr. & Technology.
67. Prof. Ali S. Mshimba SUZA VC 102 Dr. G.K. Puja UDSM Representing the
Dean
68. Mwande C.D. Madili ISW Principal
Lecturer
103 Emmanuel Runyoro MHEST Head MIS
70. Prof. A.E. Pereka SUA DVC 104 Prof. Idris S. Kikula UDOM VC
71. Rejabu Mruma BAKWATA Education
Secretary
105 Dr. Mbilima Musabi UDSM Medical Officer
72. Sylvester A. Matemu MHEST SEO 106 Dr. Maria Teressa
Bejarano
Swedish
Embassy
First Sec Higher
Educ.& Research
73. Francis W. Magere MHEST SEO 107 Dr. Fenella E.
Mukangara
UDSM Director
74. Kitali M.A. TCA Ag. Principal 108 Prisca J. Ulomi MHEST Communication
Officer
75. Prof. Fred Mhalu MUCHS Microbiogy/Imm
ology
109 Mrs Mercy E.Sila TEA Director Genera
76. Rosemary Lulabuka TEA Ag. Director
General
110 Prof. D.J. Mkude UDSM Professor
77. Dr. Y.Q. Lawi UDSM Associate DPP
& PA VC
111 S.H. Mmwiry MSTHE Director
78. George R.W. Nyatega HESLB Executive
Director
112 Prof. Evelyne
Mbede
UDSM Dean of Faculty of
Science
79. Lubambula Machunda HESLB Director 113 G. Misana MHEST Education Officer
80. Prof. Ludovick D.B.
Kinabo
UDOM DVC Academic 114 Susane Kalele MHEST Ag. Director HRM
81. Jacob J. Kibona MoEVT Head
Procurement
115 Gordian J. Mukiza MHEST -
UNESCO
Principal Educ.
Officer
82. Abraham M. Nyanda TAEC Director General 116 Dr. Fidelis M.
Mafuniko
DUCE Dean Faculty of
Education
83. Lupungu Bernard TAHLISO President 117 Dr. Mussa J. Assad UDSM Senior Lecturer
84. Prof. Faustin Kamuzora MU DVC Planning 118 Mr. Winston Edward DUCE Asst. Lecturer
85. Prof. M.A.H. Maboko UDSM DVC Academic 119 Hellene S. Mlacky DUCE OMS
86. Lubambula Machunda HESLB Director 120 Ms. Violet David DUCE Secretary
87. Eng. Ebben D. Ringo MIST Chairman of the
Council
121 Mr. Anney W. UDSM Assist. Lecturer
73
88. Prof. L.A. Msambichaka MUCCoBS Chair ofthe
Board
122 Abdulla Abeli Rajab HED Senior Educ.
Officer
89. Pascal N. Mdemu TEC Exec.Secretary
Education
123 Prof. A.G. Nkhoma
Wamunza
UDSM Director UDSM
Library
90. Anna B. Kessy ATE Labour
Relations Officer
124 Therese S.K.
Mbuligwe
MoEVT Sen. Educ. Officer
for Adm.
91. Prof. Egbert M. Kessy Tumaini
University
Deputy Vice
Chancellor
125 Prof. Elias Bisanda OUT DVC Academic
92. Prof. M. Roman CoET Head of
Coll.Train
W/shops
126 Dr. Joviter K.
Katabaro
DUCE Dean Faculty of
Education
93. Dr. D.B. Ndoloi UDSM Rapporteur 127 Dr. Richard Musika DIT Vice Pr.l Academic
128 Prof. Jonathan D.L.
Kabigumila
DUCE - UDSM Deputy Principal 143 Chen Yunfa Embassy
of China
Diplomat
129 Eustella P. Bhalalusesa UDSM Dean Faculty of
Education
144 Anders Franken
Berg
Embassy
of Sweden
Senior Education
Advisor
130 Dr. Tuli J. E. Kassim TEKU VC 145 Jihane Girand Embassy
of France
Attach for Higher
Ed. & Science
131 Prof. D. Rutatora SUA Professor 146 Tanya Zebrot DFID Ed.and Social
Sector Advisor
132 Dr. Abdullah Kanduru SUZA Registra 147 Arun R. Joshi World
Bank
Education
Specialist
133 Prof. Joseph A. Kuzilwa MU VC 148 Prof. A.D. Kiwava MUHAS Professor
134 Prof. Gabriel Mbassa SUA Professor 149 Deocles S.D.
Rutaihwa
MoEVT Principal Education
Officer
135 Prof. Ladislaus K. M.
Mlowe
MUCCoBS Deputy Principal 150 Kinunda Michael MoEVT Principal Ed. Officer
136 Prof. Elizabeth Kiondo MoEVT Exe. Secretary
UNESCO
151 James. Muchunguzi MoEVT Principal Ed. Officer
137 Prof. Tolly S.A. Mbwette OUT VC 152 A.J. Kajigili MoEVT Principal Ed. Officer
138 Prof. J. Msambichak MIST Principal 153 Grace M. Kibaya MoEVT Principal Ed. Officer
139 Dr. Raphael Matheo. COSTECH Director 154 Lazaro Malili MoEVT Principal Ed.Officer
140 Prof. R. Mukandala UDSM VC 155 Charles Philemon MoEVT Dir. Sec. Education
141 Prof. D.M. Kambarage SUA DVC Academics
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