#EMPOWERINGYOUTH: Riddle- Centralisation versus decentralisation in education

But numerous challenges have been hampering implementation of these arrangements. This has raised concerns among stakeholders. Previous government-sponsored assessments have confirmed that the management of education and training at the district and regional levels is done by various authorities guided by different regulations as well as by Tamisemi. For example, teachers are being prepared and employed by the ministry of Education, Science and Technology, but their labour rights, as well as disciplinary issues, are dealt with by the Teachers Services Department (TSD). This arrangement whereby education is administered by three different authorities complicates accountability and good governance in the sector. Analysts have at different times recommended that the government forms a single professional board responsible for teacher-related professional development.

For an education commentator and author of various books, Mr Richard Mabala, the current system would be more meaningful if the local government authorities had more power, like that of collecting revenues and even employing its cadre of workers that they may think are best in executing the authorities’ responsibilities. “We have a system of local governments, which is bereft of any financial muscle and which are forced to obey to whatever central government directives without having been involved [in their making] in the first place,” says Mr Mabala who has been vocal in championing the country’s education reforms, especially on the need to make Kiswahili the medium of instruction in schools. “That’s why even Tamisemi is a central government ministry dealing with all local governments issues. Many people from the ministry of education have been transferred to Tamisemi something which complicates accountability.”

The policy points out that the performance of accreditation organs as well as other organs such as the Tanzania Institute of Education, the Tanzania Library Services Board, the Institute of Adult Education and the Tanzania Education Authority is so poor that they have failed to improve the quality of education provided in various levels in the country. “The relationship between these institutions and the Ministry of Education and Vocational Training (now Ministry of Education, Science and Technology) together with Tamisemi is very low and there is no system of coordinated functions among them,” states the policy in its page number 26. “Laws of these organs require to be re-looked so that they can be written in a way that they can improve coordination in the entire system of education management in the country,” notes the policy documents.

#EMPOWERINGYOUTH: Riddle- Centralisation versus decentralisation in education

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