Liberalisation of primary education in Tanzania: Problems of policy implementation

Liberalisation of primary education in Tanzania was prompted by the structural adjustment programme (SAP), which had advocated for a free market mechanism and policical pluralism in Tanzania between the late 1970s and early 1980s. The purpose of this study was to find out the problems of implementing primary education policies in a liberalised education system. Data was collected through interviews, documentary review and comparative perspectives. This was an exploratory study with a very small sample. In all only 36 informants were interviewed across four categories of informants. The study findings indicated that the impact of structural adjustment was a result of choices made by a sovereign state through dialogue with specific country teams of international agencies. The study recommended that a thorough analysis of the existing situation and global experiences should guide the formulation and implantation of an effective primary education policy. Policy makers and implementers should be involved in the entire process of policy making/implementation such that the linkage between human resources development on one hand and sound economic, macroeconomic management as well as economic growth on the other hand, be recognized in giving a clear priority to the protection of the vulnerable groups, both in the long run and short run, by mobilizing additional resources for primary education. The study recommended further research on two areas, namely, on how education could be used as a vehicle of primary, analytic and critical thinking for formulating appropriate educational policies that did not work against the educational opportunities of the poor. Secondly, further research should be undertaken so as to examine on how international partnership and development co-operation will enhance national participation in order to formulate effective primary education policies