Browsing by Author "Paul, Paulin"

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A comparative analysis on the quality of primary education in schools under public private partnership model in Kilimanjaro region, Tanzania
(THE IJHSS, 2018) Paul, Paulin; Kayunze, Kim A.
The Government of Tanzania started using the Public-Private-Partnership (PPP) model for provision of education services from the late 1970s, and in the mid of 1990s there was an increased participation of private partners in the provision of such services at all levels. Therefore, it was anticipated that the quality of education would have improved substantially in terms of teaching and learning (T/L) infrastructure, T/L materials and pupils’ academic performance in national examinations. However, the quality of primary education in schools under PPP is not scientifically known. Therefore, the research on which this paper is based, among other things, identified and PPP schools and private primary schools in Kilimanjaro Region as a case study in Tanzania. Data were collected by using a questionnaire which included an index summated scale, an FGD guide and a key informant interview guide. Observation method was also employed in collecting data. A total of 240 pupils and 60 teachers were selected. The results showed that public schools not under PPP had more insufficiency of school T/L infrastructure and T/L materials compared to their counterpart public schools under PPP and private schools, the highest quality being in private schools. Since school infrastructures and T/L materials were indicators of quality education, it is concluded that the quality of education in PPP schools was intermediate while the quality was the best and poorest in private and public schools respectively. It is also concluded that inadequate school infrastructure and T/L materials is associated with ineffective teaching and learning process for teachers and pupils in classroom hence poor quality of education. Also, schools with PPP interventions have a better chance of improving the quality of education compared to schools without PPP. It is recommended that the Education Department in Kilimanjaro Region should administer and put in practice an education policy that requires every pupil and every school to be sufficiently provided with required number of school T/L infrastructure and T/L materials. This will be possible if local authorities of the studied districts will team up and collaborate closely with private educational partners.
Influence of public private partnership framework on improving the quality of education: a case of primary schools in Kilimanjaro region, Tanzania
(Tanzania Journal of Community Development, 2023-09-12) Paul, Paulin
The extent to which Public Private Partnership (PPP) model has improved the quality of primary education in Tanzania is not empirically known. Specifically, this paper aimed atidentifyingroles played by private educational partners and examine the extent towhich the PPP framework has improved the quality of education in Kilimanjaro Region. Thirty primary schools were randomly selected from two strata (16 with PPP and 14 without PPP schools).A total of 60 teachers and 240 pupils were randomly selected and data were collected through structured questionnaires, key informant interviews and observation. Difference-in-difference (DiD) and t-test were run to examine the influence of PPP roles in improving the quality of education. Renovation and construction of classrooms and connection of water sources within school compounds had significant influence of improving quality of primary education at p ≤ 0.05. Schools with PPP were found to have better academic performance with mean score of 14.6 points compared to non-PPP schools (8.9 points). It is concluded that PPP schools stand a better chance to improving the quality of primary education than non-PPP schools. It is recommended that; local governments and schools’ administration should collaborate adopt the PPP model to improve the quality of educatio
Influence of public private partnership model on improving pupil academic performance in Kilimanjaro Region, Tanzania
(Research journali, 2018) Paul, Paulin; Kayunze, Kim A.
In spite of long time use of the Public Private Partnership (PPP) model and many roles played by private educational partners in Tanzania, the extent to which the model has influenced schools’/pupils’ academic performance in Tanzania is not empirically known. The study on which this manuscript is based was focused on filling in this gap in knowledge and make a scientific documentation on the actual contribution of the PPP model towards improving schools’/pupils’ academic performance in Kilimanjaro Region. Specifically, this manuscript (i) identifies educational interventions played by private partners and (ii) examines the extent to which the PPP model has improved schools'/pupils’ academic performance in Kilimanjaro Region. Data were collected through a structured questionnaire, key informant interviews and observation. Sixteen primary schools were selected from two strata of (16 schools with PPP and 14 schools without PPP interventions). Difference- in-difference (DiD), t-test and an ordinal logistic regression model were run to determine the influence of each PPP educational intervention on schools’/pupils’ academic performance in Kilimanjaro Region. It was found that the private educational partners had implemented three categories of interventions that had assisted to improve schools’ and pupils’ academic performance. Also, the results showed that school infrastructure was the category that used a larger amount of money (70.7%) than any other category of interventions implemented by private educational partners for the previous four years (2010 to 2015) in Kilimanjaro Region. In view of these results, it is concluded that the PPP model is an effective development tool that assists to reduce educational challenges hence improves pupils’ academic performance in a given school. Also, it was concluded that schools with PPP interventions stand a better chance of improving schools’/pupils’ academic performance than schools without PPP interventions. In connection to these conclusions, it is recommended that authorities of Moshi District and Moshi Municipality should set strategies that will inspire more private development partners to continue supporting and investing in improving schools’/pupils’ academic performance.