THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
HIGHER EDUCATION
DEVELOPMENT PROGRAMME
2010 -2015
Dar es Salaam February 2010
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Higher Education
Development Programme
HEDP
2010 - 2015
Enhanced Relevance, Access and Quality in Higher Education
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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
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
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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 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.
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
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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
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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.
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