Community Participation for Sustainable School Development in Tanzania: The Parent-Teacher Partnership

• In Event: Sustainability/development

Proposal

Community Participation for Sustainable School Development in Tanzania: The Parent-Teacher Partnership
The target of sustainable development goal number four is to ensure that by 2030 all girls and boys complete free, equitable and quality primary education and secondary education . The underlying question in realizing this goal is; who has the responsibility? This target has looked at both primary and secondary education as basic education. Countries have different education policies and systems that either favour or hinder the achievement of this goal. This brings to discussion on who owns the schools? The involvement of parents and community members play a big role in school development thus attaining the above-mentioned target. Understanding this potential, the UK-funded Education Quality Improvement Programme in Tanzania (EQUIP-Tanzania) incorporated interventions to enhance community participation in school development.
In 2014 a baseline survey identified little involvement of parents in school development matters. To address this matter the programme-initiated activities to enhance community participation:
1. Community Education Needs Assessment Programme: over 60 micro-civil society organisations mobilised communities to identify pressing needs and develop locally-appropriate solutions.
2. Parent-Teacher Partnership: Made up of two parents (male and female) and a teacher from each grade. Following training to school committees, PTPs are established and focus on daily school activities including academics, attendance and inclusion. The programme provided two grants in support of PTP activities. The first grant was focused on school development and the second grant was on girls and inclusion.
3. Income-generating activities: In 2017 and following approval of a business proposal, over 2,200 schools were given small grants to launch IGA with profits intended to support school development.
This paper presents findings from three independent impact evaluations (2014, 2016 and 2018). It focuses on PTPs in the original seven programme-supported regions. The impact evaluation included mixed method approach across 200 panel schools were included (100 treatment and 100 control). Interviews were held with government officials, head teachers, teachers and community members and documentation at school level was reviewed. In addition ward education officers participated in two surveys administered using the online Kobo tool in 2018 on the utilization of PTP grants and implementation of the IGA.
The paper analyses the achievements, challenges and lesson learned from engaging parents after the training and provision of the grants. Evidence from the research showed a large improvement in community-led activities. It found that the 89% of PTPs have effectively utilised the grant in line with the school development plans. 72% of PTPs used the girls’ education PTP grant as expected. The impact evaluation showed that PTPs’ achievements include decreasing truancy, improving attendance, providing meals to pupils and constructing pit latrines and extra classrooms.
The PTP and associated activities were successful in improving community involvement however some parents still believe education is the government’s responsibility. The efficacy of PTPs tended to decrease when training was not continued, or the grant was finished. Although the programme is zero cost at school level, budgetary provision is required for ongoing training and commitment from government stakeholders.

Author

• Joan-Ndaambuyo Melchior Minja, Cambridge Education/ Mott MacDonald