AF58 IMVW ..---- RESTRICTED Volume 17 tiL1 UPPY Report No. AF-58a Thi;repo, was preparedl for use within the [lank an'. its affi-liated organization;-1. Th-e-y d-onot accept respo"nsibility for, it" accuracy or completeness. The rep'ort may nor ue pubuisheud nor mriay it ue quoteu as representing their views. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION PROSPECTS FOR ECONOMIC DEVELOPMENT IN EAST AFRICA (in, fouir volumes) V'OLUME III - TANZANIA (in seven parts) PART SEVEN: ANNEX F - EDUCATION August 31, 1967 Africa Department EQUIVALENTS Currency 1 Tanzania Shilling U. S. $0. 14 U.S. $1 = T. Sh 7. 14 E 1 = U.S. $2.80 T 1 _ . oi- r%f% j 1 1. JIL LJ. Uv Weight Throughout this report, unless otherwise stated, tons refers to long tonn of 2240 lh. COMPOSITION OF THE MISSION Thi s renort is based on the findings of a Mission to East Africa which did its field work in October, November and December 1966 and consisted of the following: .TJnon Cf -r1eilpA.T Glhief rof Mvi ssi nn (ITBRPT) Colin M. F. Bruce, Deputy Chief of Mission and Chief Economist - Kenya (IBRD) Kudlapur G. V. Krishna, Economist - Kenya (IBRD) C. G. Akhur st, AvgrAcultu+.ii rAl Advise r _ Kenya (FAO Maurice Fenn, Agricultural Economist - Kenya (FAO) LPer Tveitel, LI Iy CL1.hif L -, Mlssion and Chief Economist - Tanzania (Consultant) 'Drun UlD Oche 1s] D clol n omis1u b dlananLd DD Archie Forbes, Agricultural Adviser - Tanzania (FAO) dacques Kahuante, l:rULt UU[1LJEc ristL - TanzIa[iad (IBLDRD) Otto Maiss, Deputy Chief of Mission and Chief Economist - Uganda (IBRD') Nicholas Carter, Economist - Uganda (IBRD) David Vl. M. Haynes, Agricultural Adviser - Uganda (IBRD) Montague Yudelman, Agricultural Economist - Uganda (Consultant) H. David Davis, Adviser on Tourism (IBRD) Bernard H. DecaLuc, Adviser on Industry (Consultant) Jack Derrick, Adviser on Industry (Consuitant) Edward V. K. Jaycox, Adviser on Transport (IBRD) Aristides J. Macris, Adviser on Agricultural Training and Education (IRD) David McLellan, Adviser on General Education (Consultant) Lyell H. Ritchie., Adviser on Industrial Finance (IFC) Gavin Wyatt, Adviser on Power (IBRD) The Missionts findings relate for the most part to the situation as of the end of 1966, although in some respects note has been taken of developments up to the middle of 1967. TABLE OF CONTENTS P~ae No. 5ST1MaRY AND cONCLUSIcNS -.................. ......... i TT q't- n Q-- 9 The General Structure ....... ............ ........... 2 Organization and Control ............................ 2 General *.... g.gf g 2 Organization of the Ministry ................... Primary Education ....gg.g.g .. ..*gg**... h Secondary Education 4...........e.g ................ III. Teachers: Supply, Training and Conditions of Service ... The Prese:nt Supply ........ 5...................... Primary Schools ...... .......... .. egg..... 5 Secondary Schools ............... . 6 Teacher Training .............. g g e . 6 Nongraduate Teaching ........................... 6 Grade A and Grade C Training egeggeggeggeggeggeg 7 Graduate Teachers 7................ ....e.. 7 The Institute of Education .........e .............. ° Training College Staff .............................. C Conditions of Service .egegggegeeegeggeegeee.e.ee 9 IV. Content and Quality .e...........g. eec. 9 Primary Education .................. ............. 0 Secondary Education .............................. ... 1l V. Technical and Vocational Education .......... . The Technical College ..................... . Il Moshi Technical School ..2... . ..... .ee 7-2 Ifunda Technical School .....so.......... 1.3 Training of Teachers for Trade and Technical Schools ................... . ...... .. .. -1.3 Vocational Training ............................. . ... 13 VI. Higher Education .....4......................... 1. The Universiitv of East Africa - - . -. . 4I Tanzanian University Students .. IL U-niversity College, Tar esSalaam-1 The Common Faculties . 15 Thl Fn-ii+.v nf' T,nw- - - - - - - National Programs 5. .; TABPTEP. ON ( CoTTT tir.ue P-ae-- No. VII, Thle Cosrmsry Education ......................... ....... ... 16 Primary EducationU, .....1.6.... ....L1 Seconduary- Edaucation1- 18 Technical Education 19 Teach-nr Lrau.ailrg ...... , 19 Higher Education ........... 20 General ... . ....S.. 2 Viii. Manpower Needs and the Development Plan .... .......21 !X. Assessment of the 1964-69 Development Plan ............... 25 Primary Education ... SSSS See..... .............. 25 General Secondary Education 25 Teacher Training ...... 60*0000000......**.- ... . 25 Technical Education 26 Higher Education 26 Sunmmary 27 X. External Aid ........O 28 United Kingdom ....... ... 28 USAID e . . S ee....SSe. *S eee.S. 28 Other Governments 28 Ford Foundation 30 International Development Association 30 United Nations .......6960.......... .......... 31 General 31 STATISTICAL APPENDIX CHARTS 1 - Tanzania: The Structure of Education, 1966 2 - Tanzania: Educational Pyramid EDUCATION IN TANZANIA SUImARY AND CONCLUSIONS 1. The program for education in the 196h-69 Development Plan was based on so01nd policies and a real-st-c appraisal of -ha -A - wa -ossibl in the light of the information available at the time. The emphasis was rightly purt on expanding secondary and higher education tuo meeLU uiihe l1thien estimatd.Ied 1 man- power needs and on improving the quality of primary education while limiting its expvanLs ion. c r .fle dUVevelopmet(iu1b 01 p1l[ulary t:uueLUauluIIj UfltU r±E aiiiVulVUU. a. a clearly def'ined set of priorities reinforced by a system of sub- ventions admirably designed to guide local authorities in the!ir development pians; b. the reorganization of the teacher-training system by replacing post- primary training (Grade C) by post-secondary training (Grade A), con- solidating it into fewer larger colleges with 240 to 360 places and providing opportunities for serving teachers to earn promotion; c. the improvement of curricula and teaching materials. Considerable progress has been made in carrying out this program and its continua- tion should have high priority even though it will raise the cost of primary edu- cation and put an increasing strain on the resources of local authorities. 3. At the secondary level, the Plan provided for the addition of 7,600 extra places by building new schools and extending many old ones and for' a rapid expansion of graduate teacher training with an emphasis on the sciences rather than the arts. The building program has made good progress. The number of places is roughly up to schedule and over 90 percent of the £1.65 million IDA credit supporting the program has been disbursed. A new Department of Education at University College (UCD) provides courses in education for students in the facul- ties of arts and science; science students are given preference over arts students in the award of bursaries and a proportion of bursars are bonded to teach for five years after graduating. The education courses are well designed and the measures proving effective though care will be needed if teacher-training facili- ties are not to be overextended. 4. The Plan did not make adequate provision for the broadening of' the cur- riculum in the secondary schools to include courses with a vocational bias. Many schools lack the necessary workshops, laboratories and other specializecl facili- ties, and the next phase of the Plan should concentrate on providing them. By doing so and by using accommodation more intensively, about 10,000 extra places could be provided at about one-third of the cost of new schools. At nresent; a nupil in an iurban primarv school has a 50 nprcnrt bhtter chance of a secondary school place than a pupil in a rural school. The Govern- ment .s policy is to providre oppnnrn'nitAie more nearlyr equal by giving priority - ii - to the development of secondary education in rural areas. The liission supports this policy and the proposal to buid 1A r.ew., -choo a+ n-i An 6. Technical education is provided in four separate institutions at degree level at University College, Nairobi, at technician level at the Technical Col- lege, at the general secondary level at Tringa Secondary Technical School and a+ the prevocational craft level at lioshi Secondary Trade School. Because the trade a lnnAo a o n nn-nrr,,+n+- or ; + ...ns r.nnnn4- -, Ann-i A~A +n c r.nxrr+ 74n0h 1 ir1, ttt-At E ULA V4tL W V VItA A. x, 1.4 V) J.V]J tAL' Wat.At. U V1J tWA | V t.I VL V X ; ..4 9 f lt Iringa, into a secondary school with a technical bias. The Mission recommends hua thIe dec4ision sh__ould. be --e----ider bu ecause. a. tihere ias recently Ueeni a biR increaIsd IIWit Uthe i,dIU dUrn f Lor1t Itcraftil pupils, especially from the metal trades, b. there are few firms in Tanzania with the staff or facilities to provide alternative training.l/ 7. The Plan provided £0.265 million for extensions at the Technical Col- lege and a new Department of Catering and Hotel lianagement. The Mission supports the extensions but can see no continuing Justification for the new department. It would be much cheaper and more effectiv-e to send overseas the few who would rneed training each ycar in management, while training at lower levels is best provided by the industry itself. The MTission also thinks it was premature to include provision for a new £0.72 million technical college while there is so much scope for expansion at the present college. 8. It is difficult to predict at all accurately the scope or the timing of developments at the university level. At present each of the three constitu- ent colleges of the University of East Africa has its own so-called "common" faculties of arts and science but the more expensive professional faculties are shared, with agriculture and medicine taught at Makerere, architecture, engineer- ing and veterinary science at Nairobi and law at Dar es Salaam. However, the colleges are evolving rapidly into independent universities and this evolution is naturally associated with plans to establish separate professional faculties. It is most important that these plans should be carefully phased. The questions for UCD to decide are: a, when and how to develop its own faculties of agriculture, engineering and medicine, and b. what the future of its own faculty of law is to be. The Mission believes tha-t the opening of new faculties of medicine and engineer- ing should be deferred as long as possible because the capital and recurrent costs would be so high. There is a stronger case for establishing a faculty 1/ After completing its field work the Mlission was informed that Tanzania received in June 1967 a grant of £293,000 from the UiADP to establish a model industrial and apprenticeship training scheme which involves the use of former trade school faculties for sandwich courses and other off-job instruction. - 1 i i - of agriculture, perhaps by developing Morogoro. For the faculty of law a-t UCD the outlook is gloomXy; if Kenya and Uganda are to develop degree-lvel courses at their own schools of law, its continued existence could scarcely be justified b0y t1he O-LIM 1 ou tppu t req-ui;rled forL Taanz a~nia - alone. 444° O~ iii~ U - In -i l4s4 to 4. the expanslon of the eAucatlona ste to--4- .j I*LZL I LC Y~ L..Ay ..L0 LV. L IIIU Z-&YCI X .L.JO LJ L.J. ui U1I LUU L. ~U LJ'_L .~'J Q LUII LIU) manpower requirements. I]n the short run, however, these are abnormally influenced W.. , h _o41 --A44- s ._|1 . ,4 1, -1,4 1-, n - - A A. A 4- 4_1 - - - 4-- A1- ---I - A W A_ LJJ 1UI I. JXIC I JJ Wt UUL WL±..L '.. 1i ULL J O U0111 | J JGI,U - J. LJI Y14±1 LA. U Ut O. C 4 U JC - . Moreover, manpower projections have been changed several times. New pre:liminary esiae which Ieam a)~Iva~-llable ln Ocoe 19661 lmledta ams alte og eSU.+ U 4Ma+e WI14.LL,iL U1.14 .V0.L.OL.L I aw 44n nc J UC .L'_J. L...L.U.A 1,1±0. U 0..LIIi'J U O..L.L ULIK- C L6 term requirements could be met even if after 1968 there were no increase for ten year s lnthe num,ber of stuet a;--. 3444 --- ---- -i i ,UL dm11ltt_ ed to- secondary s)chooVls VI unli-v KrsitOiUes. In the first part of 1967, however, revised estimates indicated substantially larger re qu±ir eumens f 0or thue e,,Ipl0ymenu of graduates in a"arts-based"- and O t:, U- occupations. 10. Plans for the development of secondary and higher education must be re- viewed on the basis of a careful appraisal of the latest manpower survey. A sig- nificant expansion of secondary education will apparently be necessary over the next decade not only in the light of this survey but also because the containment of secondary school enrollment would probably have proved impractical and unrealistic in any event. In the revision of the higher education program particular care will have to be taken to prevent a costly overexpansion of the University College of Dar es Salaam. Expansion should be governed primarily by permanent long-term requirements instead of the short-term needs which arise out of the need to re- place expatriates employed in the country and which could in large part Le met more economically by sending Tanzanians abroad for higher education. 11. The major constraint on educational development is financial. Education tends to be very expensive, the cost per pupil ranging from £4 a year in a lower primary day school to about £1,000 a year at the University compared with a GDP per capita of only £25 a year. The striking difference in costs is due to wide differences in teachers' salaries, student/teacher ratios and the need for (and high cost of) boarding accommodation. Every effort to reduce these costs should be made, e.g., by having secondary classes of 40 (lower) and 30 (upper) instead of 35 and 20, and by raising student/teacher ratios at UCD. Capital costs are also high. Though boarding accommodation is necessary the provision should be frugal. For secondary schools there should be double bunks in dormitories and two sittings for meals, and building plans should be based on a usage factor of at least 80 percent for all teaching areas. Recent estimates of the cost; of student and staff accommodation at UCD are particularly high and should be care- fully scrutinized. 12, The Plan provided for a total capital expenditure of £14 million, of which £2 million was to be in 1964/65, £2.3 million in 1965/66 and £2.7 million in 1966/670 Actual expenditures were £2.16 million in 1964/65 and £2.19 million in 1965/66. 13. In view of the uncertainties about the scope and phasing of future de- velopments, the Mission can make no reliable estimate of the investment required during the balance of the 1964-69 Plan and the immediate subsequent years. The conclusions of the latest survey of manpower requirements imply the need for greater outlays on secondary education even on the basis of the more intensive usage of accommodation we have suggested, and they entail substantial new capital investment in new facilities at 'JCD in the early 1970s even i. the need for new places required solely to replace expatriates employed in the country is heavily discounted. l4. The recurrent cost of education to the central Government has in- creased from £F.44 million in 1962/63 to £6.5 million in 1965/66, i.e., at 14 percent a year, while remaining roughly ccnstant at about 18 percent Of its total recurrent expenditure. The proportion allocated for higher educa- tion has been increasing steadily at the expense of that for primary education, the burden for which is falling increasingly on local authorities. The 1965 salary award to teachers has added about £0.4 million a year to the recurrent costs vwhich the Mission expects to exceed £l1 million in 1971/72, when it would be about 22 percent of the Governmentis total recurrent expenditure. EDUCATION I\T TANZANIA I. INTRODUCTION 1/ 1. In many respects, Tanzania's education system still bears the imprint of its long association with Britain. Although the curricula and syllabuses have been progressively modified in recent years to make them more relevant to the Tanzanian environment, they are still governed by the requirements of the examina- tions of the Cambridge University Syndicate. Moreover, many of the teachers are British, a high proportion of Tanzanian students studying overseas are in the U.K. and there are close links between the University of East Africa (UEA) ancd British universities. Above all, the use of English as the medium of instruction at the upper primary and all higJher levels makes it easy to maintain these contacts not only with Britain but also with other countries of the Commonwealth and the U.S. at a time when Tanzania is greatlv in need of external assistance. However, aid from Britain has been greatly reduced since the rupture of diplomatic rela- tions a few years ago. 2. Tan7.ani owp_-, i.h%o Pqnrlv rPvP1nnm Pnnt. of it..q qvstfm nf' PHlrlntAion qlmnst. entirely to the Christian missions and other voluntary agencies, which not only nronvidrerd schools and tarchers hut-. also iunrertonk the. respnsihility for -.Pteher training and inspection. Though they continue to play an important role in man- nain qnd staffina schools and training collegae their financia1 ntntribution is now relatively small, the main burden falling on the central and loca-L governments. 3. If the population statistics are accurate, Tanzania has been fortunate in that its population has been growing at the comparatively modest rate of 1.75 per- cent a year. Though it Ls reported that the rate has now risen to somewhat over 2 percent a year, this would still be considerably lower than the 3 percent in K.enya and 2.5 percert 1 4 n Uada andU the pesr o0 UIthe so crep.dingly less. Even so, merely to maintain the proportion of children in the four-year lowerjI primary school L[IiU LUO a itspresent level of 00 perIcetLJ Uof thle apo)JJI_Pri at 7-10 age group requires the provision of an extra 12,000 places a year. To r-aise the percentage by IL percent a -year an additional 10,000 places a y,ear would have to be provided. 4. Swahili is widely spoken and accepted as the medium of instruction for lower and primary education and there is little pressure for the use iiof trlb dialects as media. This greatly simplifies the organization of primary education. 1/ The Mission was unable to take into account President Nyerere's restatement of educat-io~nal policy, "rEducation for Self-Reliance-" whiich was ~issue only after the Mission completed its field work. In many respects this is evidently an admirable definition of educational objectives and of the importance of re- lating education more to the practical requirements of people living in a basically rural -envi]-nment. The ac-tu,al measures that should be tak,en to realize these objectives will, however, require careful consideration. - 2 - 5. At the time of the 1957 census, only 3.2 percent of the African popula- tion lived in towns, and of the rest most preferred to live on farms rather than in villages. Though the urban population has probably doubled since then it is still relatively small and the problems of providing an effective education for a widely dispersed predominantly rural community remain. II. THE EDUCATION SYSTEM The General Structure 6. The school system as shown in Chart A consists of a seven- or eight- year primary course 1/ followed byTr a fo)ur-year lower secPnarrv and a two-year upper secondary course. At the apex is the University of East Africa where the firvs+. dreor,co course - i ,z mpnmnn1v of three yars- Thz he q bic- patte.+rn Jis, +.hiucs 7 (or 8) : h:2:3 as in Yenya and Uganda. Promotion from primary to lower secondary lower to upper secondary in the Cambridge School Certificate (S.C.) examination, and from +Ihle upper secondary school to fOe Jnilversity. in the Higlher Sch=ol Cer- tificate (H.S.C.) examination. 7. On the technical side, the Ministry is concerned only with prevoca- tional courses. These arc provided for futurc technicians at the Techn.cal" Col lege and for future craftsmen at secondary trade schools. Courses leading to klIl Lechu.IDLca±L w'ouL-Le are giv.eVn au a oL-1±U.Lary Uc,1.L(,dca.L SCIIUoU. . urauualtle en- gineers are educated at University College, Nairobi or overseas. 8. Teacher training is at four main levels - at the University where euWd.u1.iul iL uadien as onie of' tUhJle tLIh'iree subjectI s fLor B.A. andu B.c. LUegrees., and in two-year training colleges wqith admission at the H.S.C., S.C., and G.E.E. levels. Organization and Control General 9. The responsibility for formal education in Tanganyika lies with the Minister of Education. Though he has delegated part of his responsibility for administering primary schools to local authorities and for administering post- primary schools and colleges to boards of governors he still retains full con- trol through the powers given to him under the Education Ordinance of 1961. These include the registration of all schools and teachers, the right of in- spection, the control of syllabuses, hours of work and standards of accommoda- tion, and the power to pay subventions. The use of a graded scale of subven- tions for local authority primary schools, for instance, is a particularly 1/ The course is being changed from eight years to seven. - 3 - effective means of ccntrolling the development of the primary school system. The establishment of a unified teaching service has made it easier to contro:L standards of staffing. The Minister is not responsible for informal 1/ education or train- ing (except teacher training). nor has he any formal authority over University College, though he is represented on its Council and is a member of the lJniversity Develonpment. Gommi ttee - pThe ITniversitv constittinon nrovides for hoth au-tonomy in determining admissions and courses and cooperation with the governments in planning dRvelo pmrnt. AgrePment. may notal. ays be easy. 10 The WMinister is renrPsPnt.Pri on t.he lroal Prdiation committes uhich all local authorities are required to set up for the oversight of primary education. The central G1overnment. also exercis masuiire of control over l ocal authoritv planning and financing through the i4inistry of Local Government. The vo:Luntary agencies are organized on a national basis, each having its own secretari_t. headed by an education secretary-general to whom grants-in-aid are paid. The agencies are usually strongly represented on local education committees and boards of governors. 11. The Minister of Community Develo-pment is responsible for most informal ed-ucati Lon . Tis4 include adult 44_ edcaio and44----cy for which subvent-tions are ~ UL~.)LJ * _L.L LL'LUL Z) U-LL, U UU (:ULL L,kUJLJ ~IJ%A ± ~ Ck', 1 LU) VvxIL Ii u LV I U.)LJQ -) U, paid to local authorities. Community development officers are often closely in- vo'Lvedu tin "lself-h0e0lp!' uilduiljg, pluogra1m10 wiclh1 may LInclud e s11U±l0 Ut sUid Ulle Ministry of Education Development Plan. It is important, therefore, that they shou'ld be fully briefed on educto poic an 4ha the should - 1, +41, coopera-tue closely ,I1'..UL) Lu l.UJ.lly U). LLUL .J U.L). UUL-.L,ULI ULILU UIIl-U U11Uj( U±UL ~ W z'~' U Jp' with local education officers. However, pressure to conform to the Plan can usually be brought to bear through the system of graded subvention s. IC0 Alto-u uIUUgit iu LIs Uesirable tLha 1 uitere suluud be Ua cloUe oUUinU-LJti LULJ Uof the prevocational training provided by the Ministry of Education and vocational trainilog in related fielClS provided by industry arid other governmentr deprrairmetsr, strongly held and often conflicting views about how and where early training can best be given make effective cooperation more difficult than it ought to be. Organization of the Mlinistry 13. The senior offi-cials of the Ministry are the Principal Secretary, wno is responsible for administration and for relations with other ministries and organizations, and the Chief Education Officer (CEO)) wno is the Minister's chief professional adviser and responsible for the professional aspects of edu- cation. Under the CEO are assistant CEO;s in charge of departments for primary, secondary and technical education, teacher training, inspection, and planning. The CEO and ACEOis constitute the de facto education planning commission. They are assisted by a competent planning unit under the ACEO (planning) which is re- sponsible for collecting statistics, organizing capital works programs, negotiat- ing with the Directorate of Development Planning, and preparing requests for ex- ternal aid. 1/ In the sense of "provided outside the formal education system." Primary Education 14. Until recently the primary course was of eight years with a selection barr four years which.1 cut down en*rollmeents i-n Primary '5 to less t-n -all those in Primary 4. Primary 1 and 2 classes and 40 percent of Primary 3 and 4 hlave only halif-day classes, shi-aring teachers, so -that the fCour=yearr 10wer -rimar course is in effect only two years or three and the eight-year course only six years or seven. Notwithstanding this * the Government has byeen constraind by the shortage of funds to reduce the primary course to seven years, and Primary 8 is LoUw UbeIng phasd.5Pl1 u u ALI u the same tLIm LA tU L1Wthe UtLJ U Utih U pemULJUS Pt-,)11. L, Ithe selection barrier at Primary 4 is to be abolished so that children who enter Primary I - - ' ' I _ li u .y 'o co p' ' "e .nn.A will lld veth opptunity to compnlete th f U U prim ary cou rse. DUetermin eIfJU r ts Ul are also being made to convert all Primary 3 and 4 to full-day classes and to im- prove thie curriculum anudL tLhe qua'ity of the teaching. About two-thirds of Pr±imrary school pupils are in voluntary agency schools. 15. Tables 1 and 2 give data on the growth in enrollments from 1960 to 196o and Table 3 fuller data about enrollments in 1965. They show that: a. in 1965, nearly three of every five children in the appropriate age group were in lower primary and one in five in upper primary classes. Over 90 percent of the pupils were in public scnools. b. while enrollments in Primary ]. increased by only 28 percent ki.e., by 5 percent per annum) total primary enrollments increased by 58 percent (9.6 percent per annum) and enrollments in Primary o by over 180 percent (23 percent per annum). In other words, the in- crease in total enrollments was due very largely to the much greater proportion of children ccmpleting the course. This may be attributed in part to the compulsory attendance order under which children who start the course are required to finish it. However, while there are far fewer drop-outs than there were five years ago, a great many children still repeat classes. c. Though the proportion of girls entering Primary 1 is rising9 the wastage rate is considerably higher than for boys. d. The average class size is 42. This is high and suggests that in many classes the maximum enrollment of 45 is exceeded. e. The actual pupil/teacher ratio is 52:1, but if allowance is made for pupils in half-day classes the ratio is 38:1, which is reason- able under the circumstances. f. At the lower primary stage only one pupil in 250 is a boarder, at the upper primary stage nearly three in ten. Secondary Education 16. There are 69 public secondary schools 1/ of which just over half are government schools, the rest being voluntary agency schools. Of the total, 40 1/ In 1966. - 5 - are boys' schools, 15 girls' schools and 14 coeducational; 45 are boarding schools with an enrollment of over 14,000 pupils, 19 are day schools and 4 un- specified. Hlost schools have two or three streams and between 250 and 00 pupils. Onlv three schools have rnore than 600 Duoils and these are urban day schools. There are 17 schools with upper secondary classes, including one school, Mkwawa, which has no lower secondary section. There are 27 private secondary schools with a total enrollment of 3,819. Eleven of these schools are seminaries. 17. Data on enrollments are given in Tables 1, 2, 4, 5, and 6. They show that, a Enrollments in Forms 1 to )t of niiblic schools ncreased at an average rate of 16 percent a year between 1961 and 1965, in Forms i5 and 6 at percent a yar. Ten +r da+ta forv 1 Q show aini n cr-l i ne in *)i cgrowth rate of enrollments in public secondary schools but this is cushioned b-v a nnmc-r,c!+iYrr ;-nM, n +-a v. J n anv'l1 vr n+-c ; r. re; irs + - Qrh rnnl Q IJJ ~ AIayL U.IJ 5~J~'LI~ -LJ I.4J JLi±U- - b . Though the first private school opened only in 1962 +there re now 97 such schools. The number of classes increased from two in 1963 to 13 in 196L, 36 in 1965 and about 133 in 1966, when enrollment-c were 3,819. This strikingly rapid growth is a measure of the public pres- su1r f'0.- mnr, S, c no - J. - dl -n l; t-,A d ca 4t i-- LnJ -, L-J d S, ri- ,-,nee S- t S t h -, t t-. e -nJ-- vr - te+ .aUo LA. LA VlJ LIU4 LAtf 0 LA LAIJLLCA J L>ALULAL- UaLJL CI.JLL 0 la.6sLA va Dla U bILL. pa J_ V Ca C schools may soon become as serious a problem in Tanzania as; they are in KenAIya. c.* The proportion of girls in Forms 1 to L is only one in foui and decreasing; in Forms 5 and 6 it is one in six and, paradoxically, increasJing. d. In 1965, one in 40 of the appropriate age group was in a lower secondary class and one in 300 in an upper secondary class. The corresponding proportions in 1961 were 1 in 70 and 1 in 1,)000. e. The average class size is 34 for Forms 1-4 which is reasonable, and 18.7 fcr Forms 5 and 6, which is small but increasing. The pupil/teacher ratio for Forms 1-6 is 20.6 which is too low under the present economic circumstances. f. The index of opportunity, i.e., the ratio of the number of places available in Form 1 to the number of pupils leaving Primary 8, has fallen steadily from h1 percent in 1961 to 24 percent in 1565. III. TEACHERS: SUPPLY, TRAINING AND CONDITIONS OF SERVICE The Present Supply Primary Schools 18. In the public primary schools there are nearly 13,600 teachers 1/ almost all of whom are locally trained (see Table 7). Of this number, 8C 1/ In 1966. - 6 - percent are Grade C teachers, 11.5 percent, Grade B teachers and only 6 percent Grade A teachers. These teachers were recruited after eight, ten and twelve years of general education respectively and all are given two years of training. As the desirable aualification is a Grade A certificate the general level of staffing is very low. Moreover, the position deteriorated in 1965 when the supnlv of teachers was insufficient to maintain even the 196) standard. One of the most serious weaknesses is that in many rural schools teaching in the upper nrimarv classes is in the. 1hands nf Gl.rarde Bn or C t.e.ache.rs whose abhilitv to use English as a medium of instruction is very limi-ted. Secondary Schools 19. Data on the secondary school teaching force 1/ are given in Table 8. Judge by qualfiaios the level -f staff1 -P~D--ingp -shg ith 73 pecJ of, h teachers graduates and 81 percent of them trained. However, 73 percent of the teachers (and 92 percent of the graduates) are noncitizens. Although th oen ment gives a high priority to replacing these expatriates by local teachers, 4- .4rL lA .J 4UI- 4. - JO 1cr uio.. 4.1-1.; Tacl.- of'4. n r1> Jo. T n'1. b4-u4- +14e corm_ position of the expatriate teaching force by subject discipline and about the future supply madeit dfiu Uf.i±±uu u j1uJ.or uth1e ii.-Lon 'u to esLLmatte accurately wVheuL n U VJitw LU Ut' possible to dispense with this help. Teacher Training Nongraduate Teaching 20. Preservice training for nongraduate teachers is now provided at three le-vels leading to the qualifications oL Education Officel Grade 3 (E.U.3), Grade A teacher and Grade C teacher. Data about enrollments, levels of entry and lengths of courses are given in the table on the following page. mne E.0.3 teachers are trained to teach in the lower forms of secondary schools, Grade A teachers in upper primary classes and Grade C teachers in lower primary classes. However, many Grade A teachers are teaching in Forms 1 and 2 because of the shortage of African graduates. Similarly the shortage of Grade A teachers in upper primary classes is partly met by us-ng Grade C teachers who have been promoted to Grade B after special upgrading courses. These include correspondence courses during term time and residential courses during vacations. 21. The E.O.3 course was started in 1965 at the Dar es Salaam Teachers' College. The intake is at present very small even though the standard of ad- mission is well below the full H.S.C. However, enrollments should increase appreciably as admission to the University becomes more selec-tive. In 1965, the number of students admitted was 17, irn 1966 it was 35 and it is expected that it will soon be 60. The extra numbers could be admitted to the course without any appreciable increase of staff, Training is also provided at the college for Grade A teachers. 1/ For 1965. ENROLLi4ENTS IN NONGRADUATE TEACHER-TRAINING COURSES, 1965 . . Level of Admission Length Enrollment Years of of Course Year 1 Year 2 Course _ Qual ifica tion School (Years) M F fl F Total E.0.3 a!/ Modified H.S.C. ih 2 13 4 - - 17 Q.rade A S2C. 12 2 L08 85 205 70 768 lrcTh C 0TE_F_ (Sec antrancE) 8 2 J10 215 C,< 295 l,h75 Upgrading C to B G,rade C certificate (selected) 8 2 b/ - - 2-1 100 314 a/ Course started only in 1965. Admission is at a standard below university entra,n ]ce. ¾! In-..rservice , cn Quse given in foniur' c,anrs+ They are par coF.nnrrespondence,n part residential during vacations. 22. The College is housed in modern buildings provided with the help of TTC ATm 1-.~~~., ml,.-. - 1- r~- -.A-~-4C , aS .,-..n,r 4-.- a Uu) art,LL ±ua somesLLA ±±t ciusL.)auu Ut ± WLWIi C V-LLJ5, C-.VtsLJO_L Vi U]. a TTS A ID loan . The buLJULL_ings ar-e opten to oeciiima biJepniet run and not altogether suited to their purpose. There is a small practice schIilI at taceu to L tuhe CullegeU ILwhuic is adejuate f or uiemois'Lu ratiouwn purpou:uo but not for teaching practice. Grade A and Grade C Training 23. A comparison of the enrollments in the first and second years shows that the intake into GrUadU e A courses is flucreasbLJtg while Vn uth - e ±nJakue intorade u courses is decreasing. This is the result of the present policy, which is to expand the provisionr for Grade A traLilig rapidly while phaszng out urade C training. lIoreover, because many of the present colleges are too small t;o allow a full range of subjects to be offered, 1it is also the policy to exparjn s,omre colleges and close down others to give eleven or twelve larger colleges with enrollments ranging from about 240 to 400. Tne lower of these limits is set by the need for effective staffing, the upper partly by the difficulties of providing teaching practice) partly by social and political considerations. - -L e~~~~~~~~~~~~~~rn m -- e24. in adaition to the teachers trained in tL-these coileges, 50U dJzcLIJians went overseas for training in 1965. The Mission has no information to show how many of them were serving teachers wno had been sent overseas for training to fit them to become training college tutors. Graduate Teachers 25. Until the recent establishment of degree courses in education at Uni- -versity College, ar es Salaam (UCT), graduate teachers were trained either overseas - 8 - or at Makerere, where it is possible to follow either a one-year postgraduate course leading to the Diploma in Education or a three-year undergraduate course leading to the degree of Bachelor of Education. In 1965, the enrollments of Tanzanian students in these two courses were respnectivelv 8 and 20. 26. Education is now taught at UGIDM as one nf three subjects for the BRA. and B.Sc. degrees, the other two being the academic subjects in which the teacher proposes tn sTecialize In the first. year nne-thirc nf the students' time is allocated to general educational theory and to each of the academic subjects9 in the second and third years, 20 percent of the time is given to education and 4i0 percent each to the academic subjects. The studies in education are devoted to scpec-ia I niathnc te.qarhlnga fonr t.1-i arcandmic snpen;ci ali 1-tij Pzs andt.n to erduc'at-io nnal nrnhl pmq of special interest to Tanzania. In addition, the students do two six-week spells of p rac t e t ea + ch Ii n g Thou,gh the c ou rs e has c ert a - +1+ ndisad+an c nrarr d ,.i+h the postgraduate diploma course, it is admirably designed to resolve the teacher sil-or Ul0a q uicSklyJ -W ±ile s 4.L. 4. V +d 5, a V | LS£.CCL US CL Lvt J1 L UIa I LJCL 5± L USL _14 i ing which would be a useful baclkground for w-ork in other fields. 27, Of the 1965 intake of 134 students into the faculty of arts and 37 into the faculty of science, 86 and 27 respectively had government bur-saries which bound them to teach for five years. The shortage of science teachers is moe . sros -than th1at of arts teachers and w11 remn J - so for several a but the system of tied bursaries should help considerably to redress the balance. 28. The training of science teachers is supported by a £4.h2 million UNDP program. The UN is contributing the services of nine e fo 2t52 years each, fellowships for counterparts and equipment and books to the value of £35,000 and zl2,500 respectively. The iwoik of the TURN iNission is impeded by the serious shortage of suitably qualified Tanzanians for training as counterparts. The Institute of Education 29. In August 1965, an Institute of Education was opened with external help. It has already been very active in coordinating secondary teacher training at Uni- versity College and at Teachers' College, Dar es Salaam, organizing in-service courses for teachers, revising curricula and syllabuses, producing new teaching materials, and research. The programs have been admirably chosen and are par- ticularly relevant to Tanzania's needs at this time. In short, the Institute has made a most impressive start in coordinating these activities, some of which it also initiated. Training College Staff 30. Tne following table gives a breakdown of the different grades of train- ing college lectureres according to their citizenship. It slhows the preponderance of noncitizens in the higher grade posts. It is particularly difficult to find Africans to replace themn because very few who have suitable academic qualifications have any experience of teaching in primary schools. A regional conference on the staffing of teachers' colleges has indicated possible courses of action to be explored by the Institute of Education. Nevertheless, it is likely that the de- pendence of the colleges on expatriate staff iwill continue for many years yet. - 9 - LECTURERS IN TEACHERS' COLLEGES BY QUALIFICATION AND CITIZENSHIP, 1965 Dom. SEO E01 E02 E03 GrA GrB GrC Sci. Total Citizens 3 4 14 35 9 7 7 4 83 Noncitizens 4 22 84 8 6 11 9 1 145 Total 7 26 98 43 15 18 16 5 228 Note: SEO's and about half the E01 and E02 teachers are graduates. All others are nongraduates. Source: Ministrv of Education PlanningI Unit. Cnndition-, n Service 31 The salaries olf' teachers are basd onn the s1cae recommendeA by the 1961 Adu Report, under which the starting salaries for various posts in tlhe Ciil Service were determined not so mr.uch by the work to be done as by the educational qualifications of those appointed. Thus a person's salary was t-he same whether he became a teacher or a member of the Civil Service. ]t was later decided that teachers were at a disadvantage compared with civil servants in, p rno- mon- tiA von prospects -and n g a v to work in rural -ares,- ar;d starng- -'-" -~""*' -'-'-' .V-~ '-"1-'v--' -LJlJ A I' --46fl~ t± . V1.5LJr 1V .Lf .1 I L a!CAO tit0 aA 0t salaries were accordingly raised. Before the award, Grades A, B and C teachers were on a cont-iinuou,S-SC,,e-. sca'ie o-11 £1Lt1 4to-_ AUI -Ln o G % -118 LLI.i U- £420 a year, Grade B £219 to £636 a year, and Grade A £300 to £636 a year. The new starting salcaries are GUade C 0 LIU andut Grd A )). By far the larkest part of the award, estimated to cost the Government £400,000 in a full year, goes to C-rade C teach-ers. ThLne 10r percent- in-crease in t,h- -tarting salar of Grade A teachers should help to attract better-qualified students to this key grade. VVVI., A I.A A-A V, VL. 14111 UAdjd V-'4 4 L LO~ J 141114 Wd. VJL 1.1 V . ULA JAdVA iL 14-- U, 1l11C, F1- IJIL L413.L JlP U.4F914A U4 for teachers are now relatively much more favorable. A further attraction is the A- , -4 _ _A_ - r1 r4 _ _ _ A-_ -CA _lA .-Au -s 2A..5_|_ f r _nA_.___|Ar pIUV±LJ J.L LI 1J8V LV&]VJi1IJILU± 1 Sl OUlICl CatsU gvUA qAua ay 1aU10.t, L! V1 VW 1i Cl] ±3 lUl primary schoolteachers who are willing to serve in the more remote and less at- tlracutive parlts of. ltil4e count 4r-y. rTT r('KTMLr'h~TM AKlTh (NTTAT Tm,)- IV. uC TA Q UiALI .1I ±WJ A"uB J. Primary Education 32. Primary education is unsatisfactory in the following respects: a. All P1 and P2 and 40 percent of P3 and P4 classes are half-day classes. In effect, therefore, the full course is equivalent to only five or six years of full-time study. - 10 - b. Eighty percent of the teachers have themselves had only a primary education followed by two years' training. c. In most rural schools, Swahili has been used as the medium of in- struction up to P6, with English taught as a second language, and English has been the language of instruction in P7 and P8. Most African teachers are fluent in Swahili, but until recently their work has suffered from a lack of suitable courses of study, of textbooks and other teaching aids, and of well-organized teacher-training pro- grams. The Ministry, in cooperation with the Institute of Swahili Research, has now prepared and is testing new materials both for teachine Swahili as a subject and for teaching other subjects in the medium of Swahili. This work is important and merits full sunnort. Tn urban schools . where a large Droportion of the children are Asian, English has generally been used as the language of in- struintion- For English. on the othpr hand. the course. the materials and the training have been satisfactory, but the teachers' own know- ledge of the language has been inadenuate and the standard of in- struction correspondingly poor. In urban schools, where a large pronortion of the children are Asian anrd Fngllish has often heen iised as the medium, the situation has been the reverse. The Government decided in 1967 to make Swahili the language of instruction in all primary schools beginning in 1968. d. Though the number who enter Form 1 represents only about 6 percent of those who started P1 eight years earlier, the primary course is almost exclusively dominated by the secondary entrance examination. More needs to be done to adapt the course to the needs of the large majority for whom it will be the end of their formal education. 33. The Ministry is aware of these weaknesses and is taking appropriate meaasurecs to remedy them. 1Thle sub-vention syse+m has been admiral y p,ranned t-o encourage local authorities to give priority to the replacement of half-day ~ 1~n., al -,,-,. D--,.n-.-,,~ .,.-A n-oA +- .,-.4,- - onAc - A +-n.,-l,eo's + a 41--,e ±yLU__ Ott 4 I.-0~0LQ0 QOUC WLJ 4. 4. ±LLIL4 JY OLJU 04 -0100± U'. '01JJU'.'t0 U 0.44 "CI..' t A U'000i.'ll 0 0 UZII upper primary classes wherever possible. Under the Institute of Education, excel-lent progress is being made- in currl 'um de men, e- -----3 i in 4to ducing new ideas in mathematics and elementary science, and in encouraging a livelier approach to teaching generally. In accordance with President Nycrere' s emphasis on "education for self-reliance," additional efforts must now be made to relate the curriculum much more clearly to local requirements and the nieeds of the majority of primary school leavers. Teacher training must also be improved. There is a wide range of in-service courses for teachers and a new primary school in- spectorate whose main function will be to advise teachers and help them in their work, But improvements in curriculum and teaching will take time and money. Secondary Education 34. Despite recent improvements, the secondary school curriculum is still too academic and the arts subjects better taught than the sciences. Though the !DA credit granted in 1964 has helped to finance extensions to over 50 schools it concentrated on providing general academic facilities. With the curriculum now being broadened to include more science and practical courses with a bias towards industry, agriculture, ccmmerce and home economics there is a pressing - 11 - need for laboratories, wcrkshops, home economics rooms and other specialized facilities. 35. Two new schools provided by external aid are experimenting withl modi- fied curricula. They are the Kibaha School, built and staffed by the Nordic Tanganyika Trust, and the Gallanos School, provided by the Gallanos Trust. The Kibaha School is part of a multipurpose project embracing farmers' training, rural health, housing, shops and workshops and estimated to cost £3 million. The school itself cost £0.33 million excluding staff housing and is exceLlently equipped with laboratories and workshops. The curriculum has an agricultural bias, the practical work being done at the adjacent farmers' training unit. The Trust is to provide the staff for the first five years. The Gallanos School is a new two-stream school with its own farm and poultry unit. They are used as yet only for extracurricular activities, but agriculture will soon be included in the curriculum. 36. A study of the results in the Higher Certificate Examination (Table 9) shows that fewer candida-tes have taken science subjects than arts and that their level of performance has been appreciably and consistently lower, at least until 1965 when a higher proportion of science than of arts candidates reached the standard required for adrmission to the University. However, even in science many experienced overseas teachers are favorably impressed with the potential of the students. With the system of tied bursaries the number of trained teachers of science will soon rise raoidlv. to the benefit of the whole system, but as with all vigorous remedial action, care will be needed to ensure that the pendulum does not swing ton far 37. The lack of facilities for teaching practical subjects and scienc ha diverted attention from the weakness in English, which is used as the medium of instruction. and in Swahili; which is a omnnulsorv subhiect_ These twaknesse have their origin in the primary school and it is in primary teacher training and curricuinllim dp1opuenrrnmnt. rat.her tha-in in t.he secrrnHdry scbhoitn sl t- a the remedies can be provided most effectively. Nevertheless, it is important; that many nnmore arts grii adte.s shnould r,npi alinze in language-c teac-'hingr foyr zf.-q ffi inc, nnf only the secondary schools but also the training colleges and the inspectorate and that snecial coirses should be desi gned for their training. VT TiOICMTCAL .NAD V\TOCATIOMAL EDUCATION 38. Technical education is given at only three institutions in Tanr anla the Technical College, Dar es Salaam, and the technical schools at Moshi and TI-funAn G-raduanten -engineers are ed-ca-ed at-- -Pt -14- P ofenlne - ln TNTl-,- or overseas. The Technical College 39. The College offers instruction in a wide range of technical and com- meM -ic.-al cours-,-.e-s wn tim c r f1. l Pinto -, four mai gous IIL±D 1 _ 1C.L I _ V L 0O O VVUU9LiUL 4z.a. | |LJ ULi eLL Vu IIaCJ . J 5,s V LijO a. post-school-certificate techIjicJIJ Uuurses ab diploma and certificate level in buiilding and engineering; - 12 - b. three-year, post-primary craft courses in building, engineering and electrical trades; c. a secondary technical school course for Forms 1-4; and d. secretarial courses, most of which are in-service courses for government servants. Enrollments in these courses in 1965 were respectively 236, 160, 97 and 301, giving a total enrollment of 79h full-time students. The Mission has no infor- mation about the number of part-time students in 1965; in 1966 there were 1,700. 40. Entry. regulations to the College are weighted in favor of African as against Asian applicants but relatively few reach the standard required in English, mathematics or science. Moreover, at least half of those selected withdraw when they are later admitted to upper secondary classes. At the tech- nician level, most students are in sandwich courses and sponsored either by the onvernment nr by t.hp TnngAnviknn Fod1rnt.ion nf BRuildiing Rmployevrs, so thnt. their placement in employment is not a problem. At the craft level, however, the proportion absorbed by the Government declined from 1n00 nprent in 190)i to 50 percent in 1966, making the placement of pupils more difficult. It was then denclde to take onnlv sponsorerd st.udent.s into these craft. conrses even though this meant that the enrollments might fall well below the capacity of 130. In this way, it is hoped to exclude students who have little interest in technical education but are attracted to the College by the generous allowance of £15 a month. There is boarding accommodation at the College for 250 students. Tt. is frequently overloaded. h1. There is a total teaching staff of 67, of whom h1 are regular staff (27 non-An rn- A are volunteers (Is British) )t Peare rlorps)' and I are sup- ported by foreign governments (13 Canadian, h U.S. and 1 German). The teachers of the secondary technical classes are nont inc1red in these figures. Ms -; l2.~~~~~~l This 4is reall I trad scoo offering -P_ three-year courses in bulld ing 14L. * 111± A0 1 . _a±, CZ h Idau t 0 ul' U _J U .It: LL I. ±1JI hl t q. ~_- t .I -.AUJ 0 _L~1 UU4-_ULt l rLJ, trades, electrical installation, motor vehicle work, and mechanical engineering craft practice. Enrollments in 1965 were 152 in thIe first year, 151 in the second and 187 in the third year of the course. Because the demand for the s' bU'Uen hb dappeardei U Uo hiave faIllen i th was 1 .1centL] Uy UCz ,±UzU hU piLud0t UUU Diiz t, 1-aj h courses and convert the school into a secondary technical school, but this year the offers of employment have exceeded the output in all except the building trades, in some cases by as much as four to one. Moreover, when the decision became known, several government departments applied for permission to set up their own trade training courses. Since the decision appears to have been pre- mature, it would be wise to retain at least the nonbuilding craft courses and per- haps even to expand them. The school has a capacity of about 550 in trade courses and dormitory accommodation for 600. If the scnool is converted to a secondary technical school, four laboratories and six extra classrooms will be needed. 43. There is a total staff of 47 of whom about half are of graduate or diploma status. Of the rest, 18 are junior technical assistants, 4 volunteers (1 German, 3 Danish) and 1 is a Canadian paid by the Canadian Government. The senior staff are predominantly non-African. - 13 - Ifunda Technical School 44. This former trade school was converted into a three-stream secondary technical school in 1964 and now offers courses with a technical bias leading to school certificate or equivalent examinations with the possibility of further study at the Technical College or University. The 1965 enrollment was 115 in the first year and 120 in the second. There is a staff of 33 of wjhom 14 are junior technical assistants and one is a German volunteer. Apart from tlae head- master, the more highly qualified staff are non-African. 45. Ifunda is essentially a general secondary school whose pupils will probably - but may not - follow a technical career, whereas Moshi is a trade school whose pupils follow a mainly practical course of study designed to fit them for a particular trade. The future of Moshi depends directly on the de- mands of employers for its students. Because trade schools in general have not been successful. the view is stronglv held in some quarters that all trade training should be provided by industry. This ignores the fact that in ranzania industrial develonment is still modest and very few firms have the resources or the staff to provide efficient training. In these circumstances, the best solu- tion is nrobablv to provide the training in a nationa!L industrial vocational training center which could give accelerated and "upgrading" training for adults as well as follow-un training in sandwich courses for auDrentices. Training of Teachers for Trade and Technical Schools The staff are at three main levels- (a) trained graduates of diplo- mates, (b) trade instructors and (c) junior assistant instructors. Those in (a) ann (hb) are predominantly expatriate, in (r) nll Africans. The technica1 schools will have to rely on expatriates until Africans graduating from the faculty of enginee-ring in Nairoih nr frorm the Tehnicnl Crolle Pelect to. te.o h For the trade courses, over 30 recruits have been sent overseas for training, 14 of them selected from assistant instructors. Thirteen have returned after taking the necessary craft courses and a course of technical teacher training and 1S more are due to return in 196A.7. The mairn prob-lem is that few of 'them have hadi indu- trial experience except for short periods. However, these courses are valuable and T.111 1wilb needed for Sever-all moVY'e yearS . V^r% +-Yn;nrlnmt? 1liinVl fnY ;z+vi'ie+1nrq t T.7n courses were arranged at the Technical College. These might well be repeated as the need arises. Vocatinal Trapining '-4.1I.lSX- L. .L t) LQ ..L..L .1V.tA4t4 J.Ut) LLJ V.~ ,± L-I.LUJ .t)Ut, J /I. .L.u -L UJ..JJ. * f L - U/V L*tIt- tute of Business Administration recently established with West German Government supportu will operalte as partu of the DeUpcal LmentL ofL Co,,merc and UU Inus for threeI years, after which it will become part of the Technical College. Its courses are designed for the private sector and ---'asize ent urepreneurial skll. The Civil Service Training Center in Dar es Salaam provides both in-service and pre- ser-vieU trVainJ[ing Ifo execLUti±Ve, clerical dIJU dUULJ a unting UILU le r l Tu GlIiJluny Development Training Center at Tengeru, the Cooperative College at Moshi and the Local Government Training Center at Morogoro are all residential colleges provid- ing essential departmental training. With all of them the present demand may well exceed the later long-term need. This should be considered wiehen capital expan- sion is planned. Training at a higher level is given at the Institute of Public Administration. In addition, most government departments operate in-service training courses for their staff. VI. HIGHER EDUCATION The University of East Africa h8. The University (UJEA) has three constituent colleges. Makerere College, Kampala (UCH) and the University Colleges of Nairobi (UCN) and Dar es Salaam (UCD) All have so-ca-lle 1 r "c'onnmmnn" famcMl ties nf arts anrd srcia sic(iej an(.P5 nd science 1/ but, in general, professional courses are provided on a regional basis. Thus- there are faculti es . P-) o agri cutiiu tirei andr medici rnre on, a,t Okmr're -oT architecture, engineering and veterinary science only at Nairobi, and of law only at Dar es Sal+am The only faculty of education is at Makerere but depart- ments of education have been started at both Nairobi and Dar es Salaam. There e t+dAent+ Ifrnm l 2t h.Cn coun+r.ie so ni + thne 1 colle geAs c nn -n +h Cii C Li lJiA4 LJ UVLi Vi) A. l i DVI JII i. U±.Lv C.i C, L]lL Cii .±.,- Ul4 '-|.. iiiLi i.1 C'W4i5 . .-6i-S ell-... i. VLi4.iJ uiiU professional faculties are by quotas which are roughly equal. Thus each coun- try can send to Hlakerere 30 studen-ts a year for medicine and 20 for agriculture, to Dar es Salaam 24 students for law, and to Nairobi 56 students for engineering, arclitecture andu veterinJarY sierce ThIe qUUoLtCL are usualOly - ir,ufficie to meet the demand so that it is necessary to send some students abroad for train- : - - 41 . .-~1_ z . , ____ _ ._ T7-: '_ "r 4 a A M ss on lo Il AcommA _on| 1L V u tVUJ AiIUU,1 bUUU DUD o1 t U U V1UtU LJail A-L * o UuIiu . _LI LUVI.IIIIIUJ faculties are determined only after the professional quotas have been taken up and are in p ot to te [nuriumers Uf stud frU o eruir a Cu l UU ti^y -who are quali- fied for admission. From the point of view of student enrollments and recurrent costs Tanzania is concerned with Tanzanian students not only in Tanzania but also in Kenya, Uganda and overseas, from the point of view of capital development its concern is only with University College, Dar es Salaam. Tanzanian University Students 49. Table 10 gives the enrollments of Tanzanian students in the University of East Africa in 1965/66. It will be seen that enrollments in undergraduate degree courses in the first year are more than treble those in the third year. Given normal wastage, it may therefore be assumed that intakes more than trebled between 1963/64 and 1965/66. Of the 1965/66 intake to arts and science, arts students outnumbered science students by three to one. Ninety percent of these students were at UCD. 50. The number of Tanzanian students estimated to be taking degree courses overseas in 1964 was 590, which at that time was almost double the number enrolled in the University of East Africa. With stricter control of bursaries for over- seas study the number of students going abroad for first degree courses in arts and science should decrease. However,, so long as it costs the Government less to send them overseas than to educate them locally there may be a delay in imple- menting the policy of giving priority to the University. 1/ Nairobi also has a faculty of ccmmerce which is designated a common faculty. - 15 - Urjiversity College, Dar es Salaam 51. Th ollege was openeud ii temporary accoUmouudUiL in 1961 adu umve u its fine new premises only in 1964. As there is enough land for a university of 9,000 students anjdu tlhle accom[llodation hlas been dCes-[ g u eignieu lor- flUA± ite Lts, ULith physical expansion of the College should present no insuperable problems. 52. The total enrollment in undergraduate degree courses at the College increased from 210 in 1964/65 to 697 in i966/67, 1.e., 3) percent more thanIdIJ UI enrollment predicted by the University Grants Committee. In 1966 President Nyerere meted out a two-year suspension to nearly 400 students, most of them frcm the College, for taking part in demonstrations against the proposals for national service. This almost halved enrollments in 1966/67. In 1967, however, almost all the sus- pended students were permitted to return. The Mission has no estimate cf recent en- rollments, but figures for 1965/66 are given in Table 11. The Common Faculties 53. The Faculty of Arts and Social Science is organized by subjects rather than departments. It provides teaching in economics, education, geography, language and linguistics, literature, history and sociology. A program in sta- tistics is also being developed which will include postgraduate as well as undergraduate studies. The present facilities are adequate but a larger lecture theater and more office space may soon be needed. 54. In science, botany, chemistry, mathematics, physics and zoology are taught as subjects. Before the student dismissals in 1966, the facilities in the Science Faculty were rapidly becoming inadequate. The pressure of numbers has been temporarily relaxed, but additional facilities will soon be needed in all subjects. 55. The most significant development has been the introduction of tied bursaries binding students to serve the Government for five years after graduat- ing. This is especially important for the supply of teachers, since abcut 70 percent of students admitted to the arts and science faculties are thus under bond. Arts and science students normally take a broad 3:2:2 degree course, i.e., they study three subjects in their first year, two in the second and two in the third. For those who take education, the pattern is slightly changed. (See paragraph 26.) The Faculty of Law 56. This, the oldest faculty, had an enrollment of 155 in 1965/66. Its output was 30 in 1965, 34 in 1966 and 43 (estimated) in 1967. Its future depends on the long-term demand for law graduates in Tanzania and on when Kenya and Uganda decide to use their own schools of law for graduate training. National Programs 57. These are programs of national rather than regional interest which are financed directly either by government subvention or by external sources. They - 16 - include the Institutes of Education,l/ Adult Education, Public Administration and Swahili Research, and the Economic Research Bureau. 58. The InsThTnti.tutP of Adultlf Ecanntinn nrovidesp flull-time anci nart-timp courses for adult students in subjects and by methods appropriate to a univer- sity, serves asa center for training and research annd helns lo al adultt ediu- cation associations with lecturers, information and advice. The Institute has resident tutors in Dar es Salaam, Moshi , Mwanza and Mheya. 59. Kiinlkoni Collese, though not part of the University and the responsibility of the Minister of Community Development and National Culture rather than the Mini- ster of Education, is most appropriately described here. It was set up in 1961 by the Tanganyika Education Trust Fund to which local people subscribed £120,000. T+c. nim 4 r -a c 'nni4+,1oA,'c f-nhnrn,,4-r t¾a ln0nra)cA nin clr QIJ11 Its aim is to help ou+standing communi+y leaders to acquire the knoTIledge and skills~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~cmmniy -3 o -l-r te - they need to promote development in their own field, whether it be political, Jsi- c'IL O WULr e Jd u J ai . * .I[ ILL iL-J 1. VU-Jure1 s Vf 401h CV l conceJ nL -r aed on an eight months' residential course on the problems of development. Enroll- mern 'us in this course hiave grown Iror,, 5) in 19671J Uto I72 ir7, ' 111e College also gives short courses of from one to seven weeks and produces a weekly radio program and newsletter. The less formal education given at Kiv-ukoni is a valuable supple- ment to the formal education provided vwithin the education system itself. 60. The Institute of Public Administration trains senior public servants andu othi'er a'dministrators. It enjoy the- priilge __ a dea-m e nt of University44 aliI Uuiii CU -U] L OLLLZ7 b bIUjO . I Lb t:LJ juyo u1114 J41 ±LVJ±_Uttz0 UI bIUjJD.JJ iiieij U U UL J ±LV 1.L 0 ± UY College without the need to conform fully to College rules and procedures. It started -in 1962 -withI dau hloc courses for magistratLes, local governuesU Uo-iciab±lb and administrative officers, but its main activities now are a one-year course i-uo seiour adUinuistratLive Uoffeers andu the UolUlctiLon f1 teaching mea ItEIdI was established with US AID support and help with staff from several sources in- cluding the public service. It is temporarily housed in the College library but will have to seek new quarters in 1968. 61. The Institute of Swahili Research was established in 1965 to further the study of tne Swahili language and literature. The Institute is supported mainly by the Gulbenkian Foundation and the British Government. Though Swahili is the lingua franca, teaching in the schools both in the medium of Swahili and of Swahili as a second language has been very poor. The improvement that is being made in this respect has already been noted. VII. THE COSTS 'F EDUCATION Primary Education 62. The recurrent costs of primary education include teachers' salaries, materials and equipment, maintenance and boarding expenses. For some 50,000 boarders, nearly all of whom are in upper primary classes, the average cost of boarding is about £15 a year, which for most of them is more than half the total cost of their education. Teachers' salaries ccmprise about 80 percent of the 1/ See paragraph 29. - 17 - nonboarding costs, materials and equipment about 12 percent. The average non- boarding cost per student rises fairly steeply from about £h a year in PL to about £18 a year in P7. 63. Future costs will depend mainly on the differential rates of expansion of the primary system and on the rate at which the teaching force can be rein- forced by better-qualified teachers. The present policy is to limit enrollments in P1 classes in the pub:Lic system to the same percentage of the age group as at present, but to convert the existing half-day classes in P3 and Ph to full-day classes and to expand the upper primary classes following the abolition of the selection bar for promotion from Ph to P5. The increase in the average cost will depend on the relative priorities given to the provision of full-day P3-4 classes and the expansion of P5-7 classes. 64. The Government is giving a high priority to the recruitment ancd train- ing of Grade A teachers ior upper primary classes. The extent to which tlhis can be done will be limited by the financial resources available, since each Grade A teacher will cost at least £150 a year more than a Grade C teacher of the same seniority. 65. The recurrent costs of primary education are met by the central Govern- ment. local authorities, voluntarv agencies and fees. The Government contribution takes the form of a subvention to local authorities part of which is fixed at the 1961 rate.- nart. a variable addition of up to 50 percent. nf the cst. nf arnrovud new development. Before the Development Plan, about 50 percent of the costs were met by the central Government, 30 percent hn y Inoca authorities) 16 percent by fees and 4 percent by voluntary agencies. In 1965, rural authorities cortributed aboui±t ha lf' t.hpir tort+.al rerbrnne o-f ' 9. R milli n tpri rmarv euriiip+.1on rr.mnp-rprl with only 25 percent of their £5.1 million revenue in 1961. Urban authorities, which mad e no c-on+tr ibution to +t he costs of pr imary educati-n in 1J n I roQAI vide 16 per cent of their £2.1 million revenue in 1965 for this purpose. Thus the burden is being throw.n increasingly on local authorities, and though their revenues have so far been able to meet the demands it seems likely that a limit will soon be reached. 66.A Primary school fes ar witih - he - a1 - Th-e minimum fe -- is S-l year for Pl-Lt, Sh25 for P5-6 and ShhO for P7-8. For boarders in P5-8 it is Sh1-2,45 for bos and SQh0 fPr glrls Fees Jn urban schools are oft'+n much highr than in rural schools. No more than 20 percent of day school fees and 32-1/3 per- centlu of b-oarding school lees may le rem4tted. In vi ew of the- financial st4in4ency- 001 L .) U/.~ L6 ~ J iuJ'-L -L0 ~ II. L .01. L uOL .L VL-L W -L ULLO ± -LJ-JLjO4.aL ZV' U.. J6.1~ LJ'-Y,y it is most unlikely that fees will be abolished. For political reasons it is equa'l'ly uneikely04 -4at t1h -4 --s 4,7 At. the present stage of edAt Ale o n ag n vt t EJI . Mt L' | UZI C. vL{ ZUC i G>cUb WLJVI/> _l w,. VFIIIUIJU, a -] LV -,|U] V l produce the greatest return if it were concentrated on the further development of an already developed area. But social Justice requires that a large share of the resources should be devoted to raising educational standards in the least developed areas, eveni tho-ugh (since boarding facilities are needed) the cost per student will be higher. The Government is committed to such a policy. 68. The materials and labor for building primary schools are generally sup- plied , by ,- 1-c cm.un Ui-.-,- Jv if funds arc -e avalal capi+tl assistance is sometimes given by the central Government for projects which accord closely - 18 - with its Development Plan, such as full-day classes for P3 and P4, the addition of P7 classrooms tc schools ending at P6, or houses for Grade A teachers. In the 1966/67 development estimates, O.£12 million has been provisionally included for these purposes. _Secnndarv Education 69 A1 thoulgh half, t.he scondarr hrnl rp vl I int, r v mDQpnc schonls nearly the whole burden of local recurrent costs for secondary education now fa1ll on +he ren+tra1 Groerrnment TY 1Q6o it. crnt.ribute.prl 78 percent of the costs compared with 4 percent from the voluntary agencies, with the remaining 18 percent coming fromn feesO Fees were then abolished because it was thought that inability to pay them was responsible for the high drop-out rate, and the Government now[ bcars about 0952 percent o-J local costs. A-;d is give o the v untary agencies in the form of a block grant which covers the full cost of approved sal0aries and allo-wkances and provides capitation grants for administra- tion and maintenance (&4 per pupil)) equipmcnt (£5 to £15) and boarding (L24). Board's o . inanag-ement are gL Vive ± rao -bl dct as to - h 1ow thc -- . gran t should be spent. The system works well. 70. Foreign governments contribute to the recurrent costs of secondary edu- catiorn in two woays. a. They share w it the Ge n [ the additLonal cossL of Liate staff by supplementing salaries and paying part of the costs of leave passages and gratuities. bo Countries providing capital aid for sotmle projects have agreed to staff and maintain them until they are established. Both forms of aid are a great help to the Government, which finds the consequen- tial recurrent costs of educational development a greater burden Lhan the initial capital costs. An extension of both forms of aid would be welcome, either by the payment of expatriate costs in full or by the support of more capital projects with recurrent costs in the early stages. 71. A breakdown of the recurrent cost per pupil in upper and lower secon- dary classes is given in Table 12. The total cost varies from £73 a year in a lovwer secondary day school to £203 a year in an upper secondary boarding school. The costs of tuition amount to from 50 percent to 80 percent of the total. These tuition costs depend on the average salary and the pupil/teacher ratio. W4hile salary differentials in Tanzania are very wide, any revision of teachers' salaries could only be undertaken as part of a general wages policy. However, the pupil/ teacher ratio of only 20.6.1 for all secondary classes is unduly generous in the present financial circumstances. If it were raised to 24;1 by increasing class sizes or reducing teacher/class ratios, or both, total recurrent costs would be reduced by nearly 10 percent. 72. On the basis of recent experience the Government esti-mates the cost of a new secondary school with four streams of Forms 1 to 4 and two streams l/ of 1/ In the generally accepted sense. In Tanzania, an upper secondary stream is a d~rouble 'tream - 19 - Forms 5 and 6 at about £0.32 million. Wi':th the present standard class sizes of 35 for Forms 1 to L and 20 for Forms 5 and 6, such a school would provide 6ho places at an average cost of £500 a place. Since this estimate was made a UNESCO team has carried out a survey of secondary school accommodation and recom- mended that teaching and hostel space should be used much more intensively. This woulid involveT incrrPaing stand1arrd rclan si from 3 to )i4 fnr Forms 1 to )i and 20 to 30 for Forms 5 and 6 and using teaching spaces for a longer time each day and on a shnet. rat.hpr t.han arThc claqss The IIissi on a,grppe with thp team that substantial economies can thus be made but suggests that they can be carried beyond a cer+ain stage only by sacrificing the less formal but also valuable extracurricular activities of the schools. What is effective in a European mnetroplitan dayshoolAN is not onecessail - + -P- W-n + A tP-4- ue A; 111A U±Uaj C .JJV f a±CL.J.J. LXV J 11 [fl lUD LI aa 11~a $bJU V JJ VL | Ja U ±1 £1 LaL LIJa I 1'S school. The great value of the survey lies in the attention it has drawin to the present wasteful use of classrooms and other teaching spaces. This means that enrollments can be considerably increased with comparatively little extra build- in9 VJit-h t1hte result th 1±at fo-r a .few --a thei -ap t+a cos+ fr' -ach addition' 1 student should be a marginal sum of between £150 and £200. Technical Education 73. It is much more difficult to estimate the present cost of technical education because of recent changes in policy , the range of cour-ses with -widely differing costs, the high proportion of expatriates on the staff and (at the Technical College) the large numbers of part-time students. The most recent data are for 1963; the recurrent cost for a boarding pupil at a trade school was then £173 (including overseas contributions of £41), at a secondary technical school £120 (overseas contribution £17) and at the Technical College £218 (over- seas element £65). Present costs are probably considerably higner than tnis at the Technical College, but substantially the same for the schools. Teacher Training 74. Table 13 gives a breakdown of the recurrent costs to the Government of different forms of nongraduate teacher training. These range from under £150 a year for a Grade C trainee in residence to £355 for a nonresident student in the E.0.3 course. hne surprising feature is that the allowances paid to nonresident students exceed the cost of residence by £50 to £90 a year. Either the nonresi- dential allowances are too high or the courses should be made fully residential as soon as possible. The respective costs of the full training courses for gradu- ates, E.0.3, Grade A and Grade C teachers are approximately £3,000, £60C, 48O0 and £300. 75. In the 1966/67 budget estimates, a sum of £0.625 million has been pro- vided for recurrent expenditure on nongraduate teacher training. This includes the cost of in-service as well as preservice training. 76. The present capital development program involves alterations and addi- tions to existing colleges as well as building new ones. Recent estimates of £0.235 million for the cost of new colleges are based on the provision of the basic facilities for 360 students although enrollments in the first phase will be only 240. This gives a cost per place of £640 or an initial cost per student of £960. The liission has had no opportunity to check the plans and estimates, but the cost per place suggests that some reduction should be possible through a fuller use of teaching spaces. - 20 - Higher Education 77. The recurrent costs of higher education to the Tanzanian Government depnnd mainly on thp numbers of Tanzanian students it sunnorts at the UEA and overseas. Nearly all students at the UEA are fully supported, directly by bursaries (or loans) and indirectly by grants paid to the colleges. A much smaller proportion of the students overseas are supported by bursaries. Of a total sum of LOU86 million provided for higher education in the 1966/67 recur- rent budget estimates, £0.46 million was for bursaries to the UEA, £o.o64 mil- lion fo bursaries overseas -n --01- million for loans- £.26 million was for grants to the UEA and its colleges (£O.012 million to the UEA, £O.047 mil- li 4on to Ilkrere £005 ----illif" on 4e to~ -- _aroi -ond £i). illo to Dar es Sa-l-a)- ..LJA1 JS a c.C.C .fJ , 1Ii±.L-L-L- U'J uaj - JLL, at... J ' .LL~4-J 1!.L.L.L'L U - J4 C. J.LA[1 and £0.04 million was for the Institute of Adult Education. Parents contributed -C, 0 n13 milin 1 n additiong- the Govrnen pay arprto f' theparit costs, but there is no breakdown in the estimates to show how much of the total is8fo Iteahes.dfiutt siaeteaeaeana oto dctn a. ~~ U * ~ L U -LS U_L_I II-U±L LIUo e t UU W Li~U iltf : cVVtl dAJIJUd LAa U U, U-L tUUUL.~U±LJt, Ld.11 zanian students at the UEA because the financial procedures are involved, the data are incomplete and often inconsistent and the costs differ from one college to another. An estimate by the Ministry of Education puts the cost at £950 a year lnlcludUing thi-e costbs of residence and tiravel butu1 othU er data sudgguet that it1 may be somewhat higher. 79. However, as an increasing proportion of Tanzanian students will be entering UCD the costs to the Government will depend more and more on the costs at that college. Table 14 shows the growth in student enrollments, staff and recurrent costs from 1963/64 to 1966/67. As enrollments in degree courses have risen from 35 to 684 the cost per student has fallen from £1,900 in 1963/64 to £1,500 in 1964/65, £880 in 1965/66 and an estimated £890 in 1966/67,1/ excluding residential costs. The total cost including residence would thus be about £1,100. 80. Under the present system, proposals for capital development at UCD must be submitted first to the Develcpment Committee of the UEA, on which the three governments are represented. If the proposed development is approved, the College and the government concerned then seek funds to provide the facilities. If the project is financed by loans from external sources, the government acts as loan guarantor. 81. The main sources of revenue for capital development at UCD up to 1966 have been the U.K., U.S. and Tanzanian Governments and private sources both local and overseas. Of a total estimated sum of £3.74 million spent up till 1966, £2.58 million was provided in grants (the U.K. Government £ZO94 million, private sources, £1.03 million and the Tanzanian Government £0.6 million) and £1.16 million in loans (the U.S. Government £0.74 million and the Tanzanian Government £0.42 mil- lion). Capital aid from the U.K. ceased when the Tanzanian Government broke off diplomatic relations. 1/ On the basis of data given in the 1966/67-1969/70 UEA Plan the cost per student exclusive of residence would be about £950 a year in 1966/67. - 21 - 82. The UEA and its colleges work to triennial development plans. The pres- ent 196I)-67 Plan provided 2.0hi million for capital develpnment at UCT cn its new site, and construction work has already been undertaken which will cost £197 mil- lion. PBesirdes the facult,y, admi-nistrative= aqnrl lib)rary builrdings t.here, will bep byv June 1967 accommodation for 1,200 students, rather more than half of whom will be in double rooms.1/ T7here are also 180 units of staff housing and a cafeWteria for 800 students. The costs work out at about £4,400 per student overall, of which £-7 2 0) was for hos4tel acco;rmmodation. Staff houses have cost about+ -P7 00. T;ecent I C.Li vao i. i. IAJ.. 12t3 aL .'IIIJ U..'L * ! 11a .L jtuQUS ±101-vU '' u - -jLL U 1 I.. -JYa ±.' L -- estimates are considerably higher at about £1,000 for a hostel place, £10,000 for a staff Uh.ouse0, L,uuu lor a sUafLl f'Ula t[J andL for a Uedu-i roorL,.2/ Th Mission had no time to check these costs but they are high enough to call for car-elU- b ullruu 1lJy. Gerniera'l U). Table 15 gi-ves the rec-uirerent expendibure onU educat±ion uy the centr-ale Government since 1962/63 and recent projections by the Ministry of Education of expenditures to ly97/ 72. iile abnormaliy large increase from LOU/ U4 to 1 7U4/u) was due almost entirely to the 1965 salary award to teachers, which by June 1969 will have cost about £1.o8 million. However, recurrent expenditure on ecducation expressed as a percentage of the Government's total recurrent expenditure has remained constant for the past three years at just under 18 percent. 84. Total expenditure on education by the central Government, capital and recurrent, increased from £5.791 million in 1962/63 to Z9.h96 million 3/ in 1965/66, i.e., at 18 percent a year. During the same period, total central Government expenditure increased from £29.6 million to £57.6 million, i.e., at 25 percent a year, and eXxpenditure on education expressed as a percentage of total expenditure fell f'rom 19.6 percent to 16.5 percent. VIII. MANPOWER NEEDS AND THE DEVELOPMENT PLAN 85. According to t;he 1964-69 Development Plan the main objectives of the Ministry of Education are: a. to meet the requirements of the national economy for high-level manpower; b. to maintain the quality of primary education; c. to progress toward the long-term aim of self-sufficiency -n the supply of teachers. 86. The Tobias Manpower Survey in 1962 established broad orders of manpower 1/ It is the intention that first-and second-year students will share rooms but third-year students have single rooms. 2/ Source: University College. needs and indicated the outputs needed from the education system to meet them. These provided guidelines for the first Development Plan of -w hich a sta tii c+ summary is given in the following table. TIHE DEVELOPWIENIT PLAN (1964-1969) THE EDUCATION SYSTNM - PROJECTED INTAKES AND OUTPUTS Level 1964 1965 1966 1967 1968 1969 Entry to Form 1 5,250 5,705 5,915 6,195 6,475 6,755 (5,302) (5,942) (6,307) Completion of Form 4 (SC) 49165 4,900 5,0140 5355 5,705 5,915 (3,630) (4,505) (4,677) Entry to Form 5 680 800 840 880 1,080 1,220 (616) (780) (834) Completion of Form 6 (HS) 520 680 800 8`40 880 1,080 (463) (603) (761) Entry to UEA 178 312 408 480 504 528 (291) (391) Completion of three-year course at UEA 55 89 123 178 312 4o8 87. Though no allowance was made for wastage, these Twere reasonable tar- gets. Actual, as distinct from Plan figures, are given in parentheses in the table and show that the number of students admitted to Form 1 has exceeded the target while other enrollments have fallen a little short. The Plan did not aim at self- sufficiency in high-level manpoiwver by 1969; it wqas estimated that the supply of graduates, for instance, would then be about 1,600 short of the need. 88. In 1964, the manpower unit which had been set up in the Directorate of Planning on the recommendation of the Tobias Report, published a second report (the Thomas Report) which concentrated on projections of demand and supply for high-level occupations for the 1964-69 Plan period. Though the two reports dif- fered in scope, there was a broad measure of agreement between their findings. 89. For the purpose of the Thomas survey, occupations were divided into three categories - Category A requiring a degree, Category B requiring one to three years of formal education or training at the upper secondary (post-Form 4) level, and Category C requiring a secondary education. Category A included the professions and top-level management, Category B subprofessional and technical posts A0d midC-level manapement,. and CategorV C skilled office ard manual workers. - 23 - 90. The survey determined the 1964 stock of manpower in the various occupa- tions and projected the stock which would be needed in 1970 if the growth rates planned for different sectors of the economy were to be achieved. The otitputs required from the ecnnation system to nroduiire this stoek were then calciulated, allowance being made for normal wastage, the replacement of expatriates, and increases in productivityj but not for changes in the occupational nptJte.rn_ Q1 The sul-rveya- +ther pro jecbrted thn prohbhle supply ron t.he accismnti.orn t.hqt. school and university enrollments would be as planned. The survey showe6. that for C(nategory A po+s +ter,-e wuAl be i shortage over the five-year -p nrl nof 943 1/ suitably qualified people, including about 120 civil engineers) 50 agri- cutrss 36-n,-' 40 n-l-e-44,, amnd -condary schoolteacher-s and 70 accountant;s. Almost 600 of the shortages were! expected to be in the science- or mathematics-based occupa- tions--sc ad, oe 3 - in other ocupatios- requiring -pofessi-nal t-rainina It was estimated that the supply of general arts graduates would be in balance with the deAm-..n-Ad for a-dm ,in-is tur-atiV+i-ve, and cxec u t i;ve_ o-P-ffincers in. t+h. e_ubl in aInd pria seo-ctrt . For Category B posts, the estimated shortage was less serious, being only 13 per- centu ofL thie 4tot~a'Il -, _- reur.et-s T4 -t 4was ,I-4 thought thtith a few except-ior;sti ceis i-,J AL L _ 1 ± _.L%L1 U ~ L U VU~O UI1'.JU5ii U UiiOU A5w USI L~VM U-SaU,' -,WL shortage could be met by in-service training courses. The output from the lower secondlary schiooUls Uwould Obe suff±icient to r,.eet' ) percent of the nee' 'or the skilled office workers (13,000) and skilled modern craftsmen (3,900) in Category C for whom training would be mostly- " on the job.!! Again9, the shortage was not re- garded as serious because it could be met partly by upgrading. 92. The implications of these findings were (a) that expansion at the grad- uate level should be concentrated on the science-based courses and training for the professions and (b) that more science teachers should be trained so that the imbalance in the supply of secondary teachers coild be corrected. The necessary change of direction was made possible by concentrating bursaries in those fields of study for which the need was greatest, and by requiring a proportion of bur- sars in arts and science to teach for five years after graduating. Though these measures are beginning to bite, there will-inevitably be a considerable itime lag before their effect is fully felt. 93. The picture was radically changed when new, preliminary project,ions of long-term manpower needs were made by the manpower unit in October-November 1966. These projections indicalted that the level of output from the education system would very soon be numerically sufficient to meet all except a few special needs for high- level manpower till 1979 and that school and university intakes should therefore begin to level off in 968o. 94. This unusual situation arose because the estimates of manpower needs in the short run had included the abnormal requirements for (a) rapid localization (principally Africanization), and (b) a great expansion of the social services after independence. In contrast, the longer-term needs were expected to be much smaller because most posts would be occupied by young Africans with a very low replacement rate. Thus the output from a system which is designed to match short-term needs would be far too big for long-term needs. As the capacity of the economy to 1/ Nllen the Development Plan was prepared, the estimated shortfall for Cate- gory A posts was about 1,700. absorb highly qualified manpower is very limited, the transition frcm a shortage tIuo a surplus could bOe very rapidO aznai o ail prahn uhasae 95. Tn it trlmnr har te mLanoe unit transla~ted the revised manpower 4- ..ne,-nn Ioe,l A -,- r.UIL--,-oAA o,0 a nLi- ron A1, onn,- -lnc ncV 0-L 0 - requirements into the enrollments required in the education system to meet them. 1110,)' ±L.UL.iu 100. U1a U LII G .II an uaL iLL -ua~.~ 1 I LLb :ii L 1 J e I LL UIt1±. U,''.JJ 0 The -ndica4t_ ed 4that anua itks int r i 19 Form I and 4-vriy ore could remain fixed at 6,400, 920 and 580 respectively from 1968 onwards, These ]intak-es would lead to ccra enrollments of1 0 1 over 1 900 ic n I ower- secon- dary classes, 1,840 in upper secondary classes and about 2,000 in universities for most of the 1969-1979 decade.l/ The distribution of univer_sity st-udents would depend on the opening of new professional faculties. Pending this, the enroll- ment of Tanzanian students at the UEA might be expected to remain steady at about 1,200 and of all students at UCD at about 1,100. 96. These preliminary manpower estimates were again revised in the first part of 1967 after the l/iission completed its field work, As compared with the previous estimates, these raised projected employment in 1979 of graduates in so-called "arts-based occupations" from 3,373 to h,462 and in the "science-based occupations" from 3,953 to 5,024 (see Table 16). To meet the "gross" requirements for graduates, including the substantial numbers of Europeans and, to a lesser extent, nU1oU-i-tizen Asians that would be replaced during the 1969-79 decade, the IManpower Unit estimated that intakes into Form 1 should rise gradually from 6,615 in 1967 to 11,65 in 1979 (416 average increase per year). Intakes into Form 5 should rise gradually from 1,020 in 1967 to 1,640 in 1979 (average 51 per year). Intakes into university courses should rise gradually from about 590 in 1967 to 1,072 in 1979 (average increase of about 40 per year). Total university enrollment (UEA and elsewhere) would reach about 3,300 in 1979. The distribution of the enrollments would depend on the opening of new professional faculties in the three UEA carmpuses. If the original distribution of faculties continued to 1979, which is unlikely, the en- rollments a-t UCD would be about 1,530 with 1,830 elsewhere. 97. The Mission could not judge the validity of this latest revision of man- power requirements. Tlphile it is obviously important to gear educational expansion to manpower needs, experience also indicates that the projection of the requirements for employment is still not an exact science. In any event the implications of the new estimates for the expansion of secondary and university education appear to be more realistic. It would have been difficult on social, cultural and political grounds to contain secondary school and university enrollment at present levels even if manpower requirements had justified such a course. 98. It is now necessary for the Ministry of Education and the University to draw up a new-i long-term plan for educational development using the latest manpower findings as a guide. In view of the cost of education, the financial implications will have to be carefully s-tudied. In the secondary school plan the proposals of the UNESCO mission on the use of school accommodation will need to be taken into account3 and in university planning serious consideration should be given to the possibility of educating abroad a substantial proportion of the Tanzanian graduates who will be required over the next decade to replace Europeans employed in the country. 1/ Enrollments projected in the Plan for 1969 were 25,340; 29300 and about 2 )nno rpsprtively. - 25 - 99. The danger of excessive expansion of the University College, Dar es Salaam should be particularly stressed. It is important that the capacity of UlCD should be related to continuing long-term needs rather than to the abnormal short-term re- quirements arising out of the need to Africanize employment. In this connection it should be noted that the latest manpower estimates indicate that almost 29 percent of all the additional graduates required in the 1969-79 decade are expected to re- place Europeans and Asian non-citizens. IX. ASSESSMENT OF THE 196h-69 DEVELOPMENT PLAN 100. In the opinion of the Mission, the education section of the De!velopment Plan was based on sound Dolicies. the Plan itself was well-designed. and at this halfway stage good progress has been made in implementing it. However, changes in estimates of mannower renuirements make a review of the Plan Droposals for the development of secondary and higher education urgently necessary. Primary Education 101. At the primary level the emphasis has been on improving qualit,y and ronnatiinng enrollments. A well-chosen st. of priorities reinfnrc ber-hv a _er tive system of subventions has proved very effective in controlling the general patteprn o~f' development± Gesndroll Secondary Educpmn + tiTn first phase covered by the £2.1 million IDA project is almost complete. The next nVi~J...L1 ±ao U~~J 11LLI ta ed by tL1It I-1LLIJ_L LI. LU .UO U O . L4 LILiLLI ---Ii v es ph-ase, w1hich hias bjeen estilla by the -4 Minstr tocs Vl il givolve the provision of laboratories, workshops and other specialist rooms as well as dormitories an' st-aff~ h-cuses an,' tIhe building of a rnewv sclool a't1 rig--a 'or wh4ch 013 uLLl -1 u.J1 U _LL±J 11Ul dAu Liit LUi -LIJU- , 0± d JtV n.II L u U . .LLLJLU. 101 V1i-L 1I there is a political justification. With more intensive usage 10,000 extra places could b poded fLor bVLetweenUULJ A-rl.) li-LirUIJ aduLJL III±iLJIJ m illiJ Ti pirO i . UULLc ld be developed into a project, suitable for IDA financing. While urgent acticn is needuedu if practOUi,caVIl courses are to LUe adudedu tAo tUhe curriLcu'lum as plannted-, the project cannot be properly prepared because the extent of the program will not be fully knownL , L u L U EiLJ ld.d LetiJ I t X I tooUiLULJUiueJ Ltn ew rbisioun in paragraph 98. The Mission suggests that financial arrangements might be made more flexiblUU Uti UsUai LU permuit an appl-eU-buleU ifiUU ioLU oLfULJ th wiU prougram if this should prove to be necessary. Teacher Training 103. The extension of Grade A teacher training and the associated construc- tion program is one ofI 'LliI1e most important parts of tlhe rPlan. * The Uorigi[ald etoLi- mate of the cost of the project was £2 million but this was later revised to £2.Uu [(LliU[]on. (see Table 10 ). wn-le reasonably good progress has been made, work to the value of about £1.6 million remains to be done. This includes the construction of new colleges at Arusha, Iringa and Tabora at an estimated cost of Z0.235 million each. This works out at the rather high cost of £640 a place, so plans and unit costs should be carefully scrutinized. 104. There is no doubt that the teachers to be produced by this program are needed. Even a modest expansion of primary education such as that in the Mission's tentative projections in Table 18 would call for a net increase of at least 1,150 teachers a year for the next 12 years for the primary schools alone. Taking - 26 - wastage through retirement into account, the continuing need for primary teachers should be at least 1,500 a year and might reach 2,000 a year depending on the pattern of development. In addition there is a need for Grade A teachers to staff the lower forms of secondary schools. while any surolus would be readily absorbed by the private schools. The TIission's only doubt is of the ability of the Govern- ment and local authorities to meet. the much hipher recurrent costs. A net increase of 1,150 in the number of new Grade A teachers would increase the recurrent cost by nearly .)f million a year- to which would have to be added the cost of replac- ing retiring Grade C teachers and the bigger increments of the Grade A salary scale (perhaps 0.1 million) T Despite the higher cost, how^pever, tYhe Mission would regard this as a good investment. 105. The merits of the very large college with accommodation for about 1,000 students w;ere thoro- hly inestigated by th-e Gove-rnment and US AID, but it was agreed that on financial and educational as well as political grounds the smaller coll gecs are t- be rrc?credAS A ar+ti cul nc nAdvrn+tage cq tht+ thern r,n-,l -, ur,,rv-e W~~~~l CJ LJ UA. E , -- = w| V-- U A-'A2L'AJ; _. ' .t'A'v. AL U 'Al_ 5..v _X ,A~' U5L_z . ± L U V±L., a 1 colleges to serve as centers for upgrading courses and as regional foci for the wide range of activities designed too improve th01e quality of education whnich are being organized by the Institute of Education. Technical Education 106. The Mission understands that its original reccmmendation that the proposed conversion of th Iosh11 TrdeU. ScoolI ir.t a secodary techijcal school± be reconsi- ered has not been accepted. It notes, however, that a UNDP project approved in uie 196U i As to se-t up a modFe'l apprenticeshi1p systLelle w11iAc11 II In volv e Lhe use of the technical schools for giving sandwich courses and other off-job instruction. 107. 1Jhile the lViission appreciates the need to expand engineering facilities and' 11hostLe'l accommodation ab tL 'L1e TI1c hnIcaUdl L eI±gIU, ± L cnLJ U Lthe U JI L p LI p P sIaUPU to set up a new department of catering and hotel management. Except initially, the numbers to be trained each year in the different types of course would not justify the heavy investment in accommodation and equipment that would be needed. It would be cheaper and more effective to send abroad the few who are likely to need training in hotel management and let the industry itself provide training at lower levels. 108. in the Hission's view the proposal to establish a second technical col- lege at a cost of £0.72 million is also premature, since there is scope at the present college for a considerable expansion. Higher Education 109. The proposals for the development of higher education in the 1964-69 Plan were geared closely to the then estimated manpower needs, Since that time two different estimates of the number of people with university training required in the decade 1969-79 have been produced. The latest estimate coripleted in 1967 substantially alters the earlier conclusion that the number of university admissions could be leveled off and envisages a significant increase in requirements. This implies a considerable expansion in UCD, but, as already indicated) the cost in- volved makes it necessary to consider carefully whether that proportion of graduates required for replacement of expatriates employed in Tanzania would not be more economically educated outside of East Africa. - 27 - 110. The need for such a careful review of The plans for hi-her education is reinforced 1by the rapid evolution of the universi-ty colleges into independent uni- versities. Tanzania will have to decide soon when and how it will provide its own degree courses for agriculturists, engineers and doctors and what is to happen to its Faculty of Law if 'Kenya and Uganda establish their own degree courses in law. In the Hiss:.on's view, the opening of new faculties of engineering and medicine should be deferred as long as possible because the costs would be prohibitive. There is a stronger case for starting degree courses in agriculture, perhaps at Morogoro, and this is discussed elsewhere.l/ The output of lawyers needed for Tanzania alone is likelN to be too small to justify a Faculty of Law. lllo Some of these developments may appreciably affect the need fo-r capital investment at UCD, especially in student hostels and staff housing for which over £1 million is provided in the 1966/67-1969/70 UEA Plan. The Mission therefore suggests that the expansion of these facilities should be deferred unti-l a new development plan has been prepared. Surmmary 112. The Plan provided £IL million for capital investment over the five years 196h-69, of which £2 million was for 196h/65 and £2.3 million in 1965/66. Actual expenditures were £2_15 million in i96h/65 and £2219 million in 1965/66. Because of the uncertainty about future plans for secondary and higher education, the Misslon can .nake no rpeiah1l Pet.irnat.P of the capital inves1tqment. likely tio b needed in the next five years. A thorough study of the basis and implications of the most recent survey of manpower rureen s+ -41 1 ho -eAndA +t --n 1I term plans. Meanwhile it should be possible, over the next three years, to reduce manrginal rcs-ts -f -pnd-A-in n sc4ondary school progra- 4p -f intensive use of existing accommodations can be effected. Large capital investment hin highern educati,o-n can be -avoidedA only if t-e Covernment decides to defer fa- cilities for degree studies in engineering and medicine. 113. Recurrent expenditures will continue to rise, though at a somewhat slower rate than- - -the past. Anna exediue are a-lred --4in at - -4r c-~L_Vl4 4.C U .1 -110 _LU J LL CLIS U nnual expenLULli Itu iZ. e l s 0 0±L-.L 0CLUy I 4U1l1JJL1lJ C L, ~U million to 0.h4 million a year above the Plan projections because of the salary award to teachers in JTa,inuy',, 1 QAC T-e r.ost rcet m enn at+ fall in+o question the earlier conclusion that enrollments in secondary and higher education and th-11-eref:ore recurrent costs can be expected lo level oll. The costs of4pimar 011). JlO 04LiiS . LLI4.VLU L.Jl U.S L.L US S.) U LI U L) tOV L kiL *L 11.10 'J L.UC U.S .L .J L0LLd education will in any event rise as more Grade A teachers are recruited, and those 0± ~UL~LJU.S1yOULIUd iO dOb jJId.LU LijUdi.t uuulrau d%L-u I Li L.'IUL1LUeCI. 1' LUI JaluId (J;UlIO Lidli]LL1 1, of seconduary edu -c-a t - ui-onn-__-- --Z - _--I as prctca ---se ar inrdcd Fiaca Io- --- raI - - undoubtedly make it important that the Ministry's estimate of £11.3 million in r1ecurren- expendŽ i tures fwor.LU - J217 1/2 C as sIhUownI iii Table 15 IIUi rshi uol noct be exeedeC. Though the projections are based on a steady decrease in the annual rate of in- crease from L4 percent to 8 percent, the expenditure on education expressed as a percentage of total government recurrent expenditure might be expected to increase o-ver tie same period roia-ri 1U percent in 1965/66 uo abo-ut 20 percent in 1971, /7. 1/ See Annex III-A. - 2 8 - X. EXTERNAL AID ll. The iMlission was unable to obtain complete data about the aid provided for education by external sources. The following summary of the contributions made by some of the main donors does not claim to be complete, but gives some indication of the scope and complexity of the assistance given. United Kingdom 115. Since indpendencer in 1961, the U=K. Gonvernment has nrnvideA £33 million in aid of all kinds. Of this, £12 million was in the form of technical assistance, e.g., for meeting part of the expatriate costs of officers recruited under the OvPr- seas Service Aid Scheme (OSAS). These costs include inducement pay, half the cost of passages, and children's educational allowances and holiday passages For of- ficers recruited under the Special Commonwealth African Assistance Plan, the ex- patriate costs are met in full No breakdown is given to show what pronrt.ion of this aid was for education. However, in mid-1966 there were 306 British personnel ci,,-~-i,-s,-sv-- -in-. educAt-n,+-,io na- pts+c i -Tn TnzaniaT under thesec so Zschemca SiY in amin+irti) 29 in technical education, 228 in secondary schools and 43 in teacher training. In addi.t i o n the 11 re ar e a b ouat 5 n0 a l ified v ou nt +e e rs from the UTT. teacing i n Tanzanian schools and 1,200 Tanzanian students studying in the U.K., of whom about 180 are on technica-l acssistace. Of +1the 251 Vi i l ion in financial aid ro IugVhyII h.-) has1n been in the form of grants, half of loans. Most of it has been used to meet the costlus ofL ccmnpensati4on and commuted P- pension for reirn officers. A de-lpment--4 loan of £5.63 million in 1965 included a number of educational projects in the DevelopmiLen'tLI PFlan), e. g., the Technica]J UUCIoIege) sever. tachr-tLir.ing o secondary and primary school expansions and library services. When diplomatic relatLijon weRrle bro'ken offL arn int-erest-fIree loarn ofL E'71.5 mi1llion -which was then- being negotia-ted and of which £1.47 million was earmarked for educational develop- 2 ~~~~~~~T T _ .- , - 4 A _ - _ |_ -_A t_.>_S - _ . _ - .4\.A motet , -wa s Ii U[J .r uz vev ni atV ±0 V0 1 LII U , -J5 U1JLLU1 0J5,1 lZAUIIIUIJ LO U'IlL.hich 1iad Ue eI ne- gotiated before the breach. US AID 116. Under this program, aid has been concentrated in four main fields of wnich education is one. in all four fields, the emphasis has been r thile euucat±un and training of key personnel. Information on the aid given recently for educa- tion purposes and the amounts undisbursed as of mid-1966 is summarized in the table on the following page. Other Governments 117. Reference has already been rnade in paragraph 35 to the Kibaha School provided by the Nordic Tanganyika Trust. It is particularly interesting in that it is a new kind of project which provides not only buildings and equipment but also the recurrent costs during the development period. The cost is shared by Sweden (50 percent), Denmark (20 percent) and Norway and Finland (15 percent each). 118. The Swedish Government has also provided 75 percent of the capital cost and agreed to meet the recurrent costs for five years of a three-stream - 29 - boarding schooi for girls at Korogwe. The project was completed in OCGboer 90606 at a cost of £O.35 millicn. ASSISTANCE FOR EDUCATION UNDER USAID (in thousands of African Pounds) Type of Total Undisbursed Subject Aid Amount on 6/31/66 Remarks Teacher training T.A. 320 28 Staff for teachers' col- I. eachers' C s I C o ll Lo 285E - Ne :;wj bu.ldLngsJ1±1T '"nOAFlAT--l.t June 1966 Technical College, DSM T.A. 210 160 Staffing and curriculum deve'lopment' m r ' L Atn. A ____ Teachiers for E'aas'u Africa a/ TL.A. u63 d/ 7u Regiolal program replaceu by Peace Corps UCD Phase 1 Loan 280 18 Building library, students union uCD Pnase 2 Loan 525 14o Hostel, cafeteria, admin. block and 29 staff houses -UCD Phase 3 Loan 280 280 Hostel, cafeteria ex- tension Institute of Education T.A. 70 35 In-service training, etc. Education materials T.A. 5o 35 For adult education, li- braries, and secondary commercial ccurses a/ This is a regional program started in 1963 jointly with the U.K. Only 20 USTEA teachers now remain in Tanzania. It has been supplemented by a Teacher Educators' (TEEA) program under which 1 tutors are now serv- ing in teachers' colleges in Tanzania. 119. Canada has provided technical assistance, especially in technical edu- cation and teacher tra-Ln4ng. There d- are now Canadian teachers and nine ad- visers in Tanzania and 70 Tanzanians training in Canada. - 30 - 120. France has provided about ten French language teachers and a language laboratory. Ford Foundation 121. Betiween 1959 and 1964 the Foundation made grants to Tanzania to-taling roughly E1 million and provided technical assistance costing £0.2 million. The grants were nearly all for developments in education or training, the technical assistance in large part for manpotwer planning which is an essential basis for effective educational planning. The grants also included large contributions for capital development, e.g., £0.45 million for new buildings at UCD including £o.115 million for the Law Faculty. Other grants provided £0.1 million for strengthening scientific and technical education at the secondary level (e.g., £24,000 for Sixth Form laboratories at HIwanza and £43,000 for secondary technical courses at the Technical College), £14,000 for the Institute of Public Adrministra- tion, £18,000 for the Journal of African Studies, £22,000 for legal training, and £54,000 for assistance with training African staff for the University and the Africanization of teachinwi materials. 122. Since 1961, a further £0 25 million has bhen nrovided in Pgrants. thoigh these iwere only indirectly for the support of education, e.g., £33,000 for train- ing laboratory technicians, £55,000 for the Civil Service Training Center and L65,000 for research on village settlements. International Development Association 123. Under an agreement negotiated in 1963 and effective froi larch 1964, the onvernment. was granted an IDA credit for £.1.61 million tnowards the cost of a £21 million secondary school project. This included £0.h million for constructing two new schools at Tanga and Shinyanga, £0.71 million for improvi ng and expanding the facilities at 27 existing schools, £0.345 million for completing seven partially operating schools, £0.23 million for adding boarding facilities at nine day schools and £0265 million for converting ten primary schools and teachers' colleges to secondary schools. O-f the 5~3 exiti, shols 3weevlutr agency schools (27 boarding, six day schools) and 20 government schools (12 board- -i, ni c+11+ An,' 'TT, rrn ny.n -n+ - n c Anc circ, ~A +r ny.,riAn ( U +Z -.v+r I- irn c 'T'b estimated average cost was £300 a place. 124. The project is almost complete, £1.53 million of the £1.61 million T n crA A X4 4a ng lee, 4 s Tr e4 , , A1 -4 -1 I /_ a l, 1dl U U i Li l - i ^ ri U1 V -L 1 C, . 11 3 A C010 . i ld _ lk LIJ±h bI ~U;U U llC VJAJ U1] I D.L U U4:il n I J t I G UL y i.iJ . 1 \1ii J 1 2"J I o 1iIW Obi.1JiJ± LJL Ui W 1L' Vi G IG main basic facilities of classrooms, boarding facilities and staff housing, but are unevenly equipped with laboratories, bWo-rkshops, art-and-craft, domestic science and geography rooms, libraries and assembly halls, for w'hich assistance is nols being sought. It is to be noted that the new schools cost much more than the originally estimated cost of £0.2 million each. The four-stream school at Tanga cost £0.277, the three-stream school at Shinyanga £0.32 million. The in- creases can be explained only partially by the rising costs of building. - 31 - United Nations 125. The main U.N. contribution is one of LO.34 million towards the cost of a £l.h2 million prolect for training secondarv school science teachers at the Faculty of Science, UCD. The project provided the services of nine experts (in- cluding the nronent director) for from two to five and a half years, as well as equipment, books and fellowships for counterparts. General 126. The general pattern of aid for education is changing. There are now fewer si-glen easily identified p io n-rn - or. but more complex, riple projects which are part of a continuing program of development. These projects are CL 10e diiLfficult ut)o def.'ine, too prepare and to Qsupe0jrviseV , but thley areC molr-3e valWu= able because they are closely identified with the Government's Developme!nt Plan. 127. One of the dif'ficulties of the multiple project is that it tak:es so long -to prepare, to --4---- -- --44 --4 appraise 4n to -eoit tha thr is usull - d-la A of tot) ~ ~ ~ 0~ Ut) ajJ±J.LCL OOC) Z- 11a0. U O U LI t- U U _L U Q UllACU. ~ - U UI _JLD± U')OottL_y CL IACtCLd, V at least two years between the preliminary request for aid and the start of work on thi'je proJect. Ais tUhie need0s are notu static but continually changing, Ji.U is likely that modifications in the agreed programr will be necessary. In t,hese cir- cumsoanUesL), itU woUUU Ube UdesraUbl eL) tolcl± make th LJd1JL C rrangements flJe!0xJ iL bl±-e to permit such modifications to be made. 128. In addition, the developing countries are becoming increasingly con- scious of the heavy cont;inuing commitment in recurrent expenditure which is associated with any capital investment in education and particularly welcome the kind of project that helps to allevlate this burden. The Kibaha and Korogwe school projects, in which the donors provided not only most of the capiltal cost but also the recurrent costs during the development stage, are examples the Gov- ernment would like to see followed by other donors. 129. Without expatriate help in the schools and colleges little progress in educational development would have bee-n possible. The U.K. in particular makes a heavy contribution 'oy paying an inducement pay, passages and children's allow- ances, a large part of ithe excess cost of the expatriate over the equivalent local officer. Even so, a part of the excess which it can ill afford is still paid by the Tanzanian Government. The assumption of the full burden of "ex- patriation costs" by the external government would be particularly welcome. LIST OF TABLES Table 1: Pnhlir G crhool - (rnwth in Fnrol Lments (1901-1965) Table 9- E nrnIlmnn+.t fo,i 1 QA1 nnd 19Q6; EpressedS na PPrcent.agqe of Age Groups Table 3: Data on Enrollments in Primary Schools 1965 Table 4: Enrollments in Secondary Schools (1966) Table 5: Average Class Sizes in Public Secondary Schools Table 6: Growth in Number of Classes in Unaided Secondary Schools Table 7: Data on Primary School Teachers 1965 Table 8: Teachers in Secondary Schools by Qualifications & Citizenship (1965) Table 9: Examination Results Table 10: University of East Africa - Enrollment of Tanzanian Students (1965/66) Table 11: University College, Dar Es Salaam - Student Enrollments (1965/66) Table 12: Annual Recurrent Cost Per Pupil in Public Secondary Schools (1966) Table 13: Annual Recurrent Cost per Student in Teachers' Colleges (1966) Table 14: University College, Dar Es Salaam - Summary of Student Enrollments in Degree Courses, Staff and Recurrent Expenditure (1963/64 - 1966i/67) Table 15: Central Government Recurrent Expenditure on Education (Actual and Projected) 1962/63 to 1971/72 Table 16: Projections of Manpower Needs in Category A (Graduates) Occupations - Made in 1967 Table 17: 1964-1969 Development Plan - Cost of Teacher Training Colleges Table 18: Projections of Enrollments in Public Primary Schools, 1964-1977 Table 1: PUBLIC SCHOOLS - GROWTH IN ENROLLMENTS (1961 - 1965) (a) Primary schools (1960-65) % of Girls Class 1960 1961 1962 1963 1964 1965 1960 1965 Primary 1 116,57 121;386 125,521 136,496 140,341 1L9,314 39 42 2 99,4),6 1nR-992 115,556 125j889 130.976 137.665 3 91,147 97,4)0 10),583 117,989 122,718 1,i ), 4 87,989 95,391 98,139 106,768 114,471 126,536 5 17,370 19, 721 26,803 40,508R 4 i r IR,R A 15, n75 1 7 ,21 18,601 2oR oA 3 ,A 77 47 \ 7 _11,1702 - 1. , 6. - 15,730n 184l A A637 33,892 I ......I ~I ~ L4 -4.7 ' II.-"-' -±'w'44L4 ~ L4., --'I J5 ~ ' r~~~~~~ ~~~ ~~~~ _v- -L %J4IA«n Primary 448,874 486,462 518,663 592,104 633,678 710,200 34 37 % Increase 1/ P1-8 6.1 8.8 14.2 7.0 12.1 1960-1965-58% (b) Secondary schools (1961-66) 2~% of Girls 1961 1962 1963 1964 1965 1966 1961 1966 Secondaryl 4,196 i,81o h,972 5,302 5,942 6,307 29 26 2 3,453 3,982 4,845 5.013 5,223 5,873 3 2,088 2.948 3,666 4,873 4,862 5,o69 4 1,603 1,950 2,839 3,630 4,505 4,677 30 26 Secondary 1-4 11,340 13,690 16,322 18,818 20,532 21,926 29 26 Second-ary 5 92A 2R )4Q7 616 78n R834 1n0 17 6 176 199 258 463 603 761 14.2 15 Sec-oHndayT-v 41()I2 45755( 1,07Q 1,38 1,595 [ 12.1 I16 Total Sec.1-6 11,752 14,175 17,077 19,897 21,915 23,521 % Inc. Sec.1-6 20.6 20.5 16.5 10.1 7.3 1961-66-lool00% 1/ Equivalent to 9.6% p.a. 2/ Eouivalent to 1l% D.a. Sonurnp_ Miniqtrv of FAunation (eorrected anfi aianted). No tai are auvi1abh1e on -fhe growth in enrollments in unaided sc-hools. Table 2: ENROLLMENTS FOR 1961 AND 1965 EXPRESSED AS PERCENiTAGES OF AGE GROUPS Year Clas P 1-2 P 3-4 P 5-6 P 7-8 F 1-4 F 5-6 (a) Age group 480,ooo 460,000 440,000 420,ooo 800,000 (380,000) (b) Enrollment 267,000 197,000 391,000 27,800 11,400 400 1961 (c) (b) as a % of (a) 56 43 9 6 1.4 0.1 Ratio boys : girls 2.5 to 1 3 to 1 5 to 1 6 to 1 7 to 1 25 to 1 (a) Age group 520,0 uu,UUU 4000 U,UUU 4-0U5,UU 86U,uuu 4u5,UUU (b) Enrollment 328,000 269,000 107,000 64,500 21,600 1, 4O 196a (c) (b) as a % of (a) 63 54 23 14 2.4 0.35 Ratio boys : girls 1.4 to 1 1.6 to 1 2.2 to 1 2.9 to 1 2.9 to 1 5.8 to 1 Sources: 'or 1961 Repor -I U.SOEuctoa lannfoso,16 Fo,uuvu ~.; r 1 96L5, aLtapUte Lf r.o U1UinLs.)%U oJu f EicatL I sLtLA titLlc. £o U.L )iyU.~ I aUdapteJLrom..11 Ministry 1) 01. BOUCCLLL101I1 S L,UIS L.UIC. Table 3: DATA ON ENROLLMENTS IN PRIMARY SCHOOLS 1965 (a) Public Schools P1 P2 P3 P4 P5 P6 P7 P8 P 1-8 No. of boys 86,662 81,499 81,077 78,850 36,820 32,855 24,960 21,.82 444,305 No. of girls 62,652 56,16S6 52,268 47,686 16,663 14,500 8,932 7,0l28 265,895 I utla Enrollment 149,314 137,665 133,345 126,536 53,483 47,355 33,892 28,610 710,200 % of girls 42.0 40.8 39.2 37.7 31.1 30.6 26.4 2L.6 37.4 No. of full day classes - - i;986 1L932 12q2 1-159 832 687 7 8-l8 No. of half day classes 3,362 3, 298 1,261 114 - - - - 9,105 Total No. of classes 3,362 3,2'i8 3,247 3,116 1,252 1,159 832 687 16,953 Of which boarding 14 L4 14 14 290 290 290 285 1,211 Av. size ( 1965 4h.4 41.7 41.1 4o.6 42.7 40.9 40.7 41.6 41.9 of las (1- `94 14 3.9 - 29 39. -60 3.1 3. 353 37.1 36.6 (b) Unaided Schools P1 P2 P3 P4 P5 P6 P7 Po Total No. of boys 13,783 11,192 3,374 2,818 1,962 1,886 916 603 36,516 No. of girls 9,551 7,122 2,012 1,388 1,158 926 321 154 22,632 Total Enrollment 23,334 18,314 5,386 4,206 3,120 2,812 1,237 757 59,1h8 % of girls L0.9 38.9 38.1 33.1 37.1 32.9 25.9 20.3 38.3 No. of full day classes - - 56 37 82 80 35 31 321 No. of half day classes 611 577 109 95 - - - - 1,392 Total No. of classes 611 577 165 132 82 80 35 31 1,713 Av. size of class 38.2 31.7 32.6 31.9 38.0 35.2 35.3 24.4 34.5 Source: Ministry of Education Table 4: ENROLLMENTS IN SECONDARY SCHOOLS (1966) Public Schools (69) Private Schools (27) All Schools (96) Class B G T B G T B G T Form 1 4,639 1,668 6,307 1,557 711 2,268 6,196 2,379 8,575 2 4,262 1,611 5,873 659 128 787 4,921 1,739 6,660 3 3,824 1,245 5,069 378 71 449 4,202 1,316 5,518 4 3,466 1,211 4,677 278 31 309 3,744 1,242 4,986 Forms 1-4 16,191 5,735 21,926 2,872 941 3,813 19,063 6,676 25,739 Form 5 Arts 259 87 346 2 2 261 87 348 Science 435 53 488 435 53 488 Total Form 5 694 140 834 2 2 696 140 836 Form 6 Arts 290 70 360 4 4 294 70 364 Science 354 47 401 354 47 401 Total Form 6 644 117 761 4 4 648 117 765 Forms 5 & 6 1,338 257 1,595 6 6 1,344 257 1,001 Forms 1-6 17,529 5,992 23,521 2,878 941 3,819 20,407 6,933 27,340 Source: Ministry of Education Planning Unit Table 5: AVERAGE CLASS SIZES IN PUBLIC SECONDARY SCHOOLS 1961 1962 1963 1964 1965 Forms 1 - 4 31.1 31.5 32.5 34.2 34.o T,orms 5 - 63 2.5 ' 12,17 -16.8 -I A- 1. 18.7 rorms -? u ±L .. . , i .( ±kJ.U -LU Source: Ministry of Education Table 6: GROWTH IN NUEBER OF CLASSES IN UNAIDED SECONDARY SCHOOLS 1961 i962 i9603 i964 io965 ±yoo\- Form 1 - 1 1 7 13 (458) 67 (2,268) 2 - - 1 5 13 (347) 26 (787) 3 - - - 1 8 (211) 16 (449) 4 - - - - 2 ( 49) 12 (309) Forms 1 - 4 - 1 2 13 36 (1o6,) 121 (3,813*) * Approximate. Figures in brackets refer to total number of pupils. Source: Ministry of Education Table 7: DATA ON PRIMARY SCHOOL TEACHERS 1965 (a), Teaching force byr cra'l 4-lca" on I OLiu*~&i3 * Lii LiV LJJ .{UOU.L.I. At.~ UULJLL Public Schools Unaided Schools All Schoo:Ls Grade M F Total % M F Total % M F Total % A 448 364 812 6.0 5 5 10 0.9 453 369 822 5.8 B 1,367 189 1,556 11.5 22 11 33 2.9 1,389 200 :1,589 10.8 C 8,447 2,383 10,830 79.8 263 63 326 28.6 8,710 2,446 11L,156 75.8 Other trained 145 156 301 2.2 122 36 158 13.9 267 192 459 3.1 .. _. _ _ , .................... H_ A, _ A- , t_.5, n c } - - I _ A Untrained 513 24 77 0.o 600 13 o1 5)J.8 63 37 6oyu 4.7 Total lOjdni1 3II6A 13,576 100. 1,012 128 1,1n 0 100. 11,472 3,24P 1!,,716 100. (b) Pupil/teacher ratios Public schools Unaided schools All schools Total number of pupils 710,200 59,148 769,348 Total num.ber of teachers -13,5C76 II.4 'lL,.716A Pupil/teacher ratio 52.3 51.9 '2.3 Full-time equivalent number cf pupils 511,311 35,049 546,360 1Uota U a WIIU6e r1 o u'itecers 3,, 57U 13±L40 14>,7( F.T.E. nunil/teaeher ratio 37.7 30.7 q7.1 Source: Ministry of Education Table 8: TEACHERS IN SECONDARY SCHOOLS BY QUALIFICATIONS & CITIZENSHIP (1965) Public Schools Private Schools Qualification Citizens Non-Cits. Total Citizens Non-Cits. Total Trained Graduates (a) Makerere enuivalent (1) TEA 164 16 -- (2) Others 3h 1Q3 227 1 16 17 (b) Others 17 212 229 - 1 1 MAkerere diploma equivalentl/ 30 L3 73 - 4 Grade A teachers 160 11 171 - 1 1 Total trained 241 623 864 1 35 36 Untraine d Graduates (a) Makerere equivalent 6 - 6 - - (b) Other 9 139 1h4 8 17 17 Ot, rso 7 19 46891 TLo4ta-l untura-Lned' L4° 158 -0 63 T1tal trained/untrained 283 781 1064 9 61 70 % trained 85 80 81 11 57 51 Pupil/teacher ratio 20.6 15.2 1 / Thls- ls~ +he undrgadute not- the potgaut,i diloma. Includes "unspecified." Source: Ministry of Education Table 9: EAMINATION RESLULTS (a) School Certificate (1956-65) No. of Can- Number Passed Percentage Year didates a/ Div. 1 Div. 2 Div. 3 Total Passed 1956 4Sl 91 1I17 Rl 99 71 J. 1957 606 98 197 122 4]7 68.8 1958 681 92 226 160 478 70.2 1959 954 103 301 156 560 58.7 1960 1,359 169 407 256 832 61.2 1961 1,6nq 162 457 2)10 859 53.5 1962 1,950 182 522 296 1,000 51.3 1963 2,839 242 604 626 1,472 51.8 1964 3,630 224 679 622 1,525 42.0 1965 4,505 370 929 996 2,295 50.9 18,5EO 1,733 4,469 3,558 9,760 52.5 (9.3%) (24.1%) (19.1%) a/ The number of candidates is the same as the enrollment in Form 4 in public secondary schools. (b) igher School Certificate (1960-65) (i) Arts students Achieved Percentage 2/ Percentage ,ear S--t n..C PasdUEA... 3/ 1960 53 32 60 1961 84 k8 57 1962 1/ 85 55 65 1963 I./ 14L 100 71 - - 1964 1/ 239 121 51 196 82 1965 1/ 348 153 45 229 66 (ii) Science students Achieved Percentage 2/ Percentage Year Sat H.S.C. Passed U.E.A. U.E.A. 3/ 1960 65 34 52 1961 73 22 30 - - 1962 1/ 114 47 41 - - 1963 I/ 117 4hL 35 - - 196k4 1/ 232 70 30 139 58 1965 T/ 269 106 39 190 71 (c) All candidates Achieved Percentage 2/ Percentage Year Sat H.S.C. H_S.C. U.E.A. U.E.A. 3/ 1960 118 66 56 n.a. n.a. 1961 157 70 45 n.a. n.a. 1962 1/ 199 102 51 n.a. n.a. 1963 I/ 261 141 54 n.a. n.a. i . / I -.. - 1064 1/ 4 (.L 1Y1 IL 335 71 1965 I/ 617 259 42 419 68 1/ In these years the percentage of passes given does not take into account that a number of candidates were not examined for the full H.S.C. 2/ Number meeting minimum standard for admission to U.E.A. 3/ Percentage of those taking H.S.C. examination who met minimum U.E.A. admission standards. Source: Ministry of Education Table 10C: UNIVERS:[TY OF' EAST AFRICA ENROLME.NT OF TANZAITAN STUDENTS (1965/66) Dar es SalaLam M__ akerere Nairobi Total Course/Year T- 3 2 am T 1 T 3 3 7F r 2 3 4' Arts & Social Scierre 134 60 - 194 1 14 33 - - 48 7 15 B - 30 1L42 89 41 _ 272 Science 37 - - 37 2 5 5 - - 12 9 8 .3 - 20 48 13 8 - - 69 Cornmerce - - - - - - - - - 21 5 3 - 29 2: 5 3 - - 29 Educaticn 1/ - - - Lt 10 6 - - 20 - - - - - i4 10 6 - - 20 Total Common Faculties 171 60 _ 231 7 29 t4 - - 80 37 28 ]J - 79 215 ].17 58 - 390 Architecture - - - - - - - - - - 1 4 1 - 6 l 4 1 - -- 6 Agriculture - - - - 13 6 5 - - 24 - - - - - 1.3 6 5 - ' 24 Engineering - - - - - - - - - - 44 20 9 - 73 44 20 9 - -- 73 Law 33 13 16 62 - - - - - - - - - - - 33 13 16 - - 62 Medicine - - - - 25 20 7 12 4 68 - - - 25 20 7 12 IL 68 Veterinary Science - - - 7 4 2 2 - 15 _ - - - _ 7 4 2 2 -- 15 Total Professional Faculties 33 13 16 62 45 30 1L 14 it 107 45 24 10 - 79 12.3 67 40 l1t i 248 Postgradluate - - - - 8 - - - - 8 1 - - - 1 9 - - - -9 Undergraduate Diploma Architecture - - - - - - - - - - - - 2 1 3 - - 2 1 - 3 Art - - - - 2 3 3 - - 8 - - - 1 1 2 3 3 1 -- 9 Domestic Science - - - - - - - - - - 4 2 1 - 7 4 2 1 - - 7 Engineering - - - - - - - - - - 1 1 - - - 1 1 Land Developren-t - - - -. _ _ - - - - 2 1 - 3 - 2 1 - 3 Social Work - - - 5 4 - _ _ 9 - - - - - S 4 - 9 Total Undergraduate Diploma - - - - 7 7 3 - - 17 4 4 Lt 3 15 11 11 7 3 32 Other Ccourses Public Administration 50 - - _0 _ _ , _ - - - - - - - - - - 5 Statistics 8 - - 8 - - - - - - - - - - - 8 - - - -- 8 Others 3 - - 3 - - - - - - - - - - 3 - - - 3 Total Other Courses 61 - - 61 - - - 61 - - - 61 Total All Courses at the Universit y 740 1/ At Makerere on:ly. Other education students are enrolled in the faculties of Arts and Sc-Lence. Source: Ministry of Educationi Tahle 11 ITNTVERSTTY cOT,T.LFR- nAR ES SATLAAM - S;TTUTnNT ENROT.T,MFNTS (196q/66) Course Year Kenya Uganda Tanzania Other Total B.A. 1 11 8 134 8 161 (Arts & Social Science) 2 20 2 60 L 86 3 - - _ _ _ B. Sc. 1 1 1 37 1 40 (Science) 2 - - 3 Total B. Sc. 1-3 1 1 37 1 ho Law 1 20 19 33 1 73 2 19 12 13 4 48 3 8 8 16 2 34 Total Law 1-3 47 39 62 7 155 Total Undergraduate Degree 79 50 293 20 442 Post-graduate - - - - 2 2 Non-graduate Public Admin. - - 50 - 50 Statistics 4 4 8 2 18 Other - - 2 9 11 Total Non-graduate 4 4 60 11 79 Total All Students 83 54 353 33 523 Source: University College r1}1l - 1 '1. AAThTTTAT DWnFTDTOIWPP r)PCM DWI DTrTT TNT 'DTMT Tr ±.L~VL ±Lr. A~ uuzT.uL %d..LkA ' .LAIJA& S A VJSL J..U SU.Li%V ..L'j SBCONDLRY SCHOOLS (1966) (L) Forms 1-4 Forms 5-6 Item Day Boarding Day Boarding Tuition 55 55 137.5 137.5 Boarding -- 30 - 30 Equipment 7.5 7.5 20 20 Travel -- 4 - 5 Administration/Upkeep 8 8 8 8 Sundries 2.5 2.5 2.5 2. _ Total 73 107 168 203 Source: Ministry of Education Tablel3: ANNUAL RECURRENT COST PER STUIENT IN TEACHERSt COLLEGES (1966) (L;) EO.3 Grade A Grade C Item Res, Nonres. Res. Nonres,_ (res.) Tuition fee 105 105 105 105 75 Training allowance 39 39 27 27 15 Eauuinment -rant 50 50 20 20 7.5 Travel cost 8 8 4 4 4 Block TeaGhing 'Practine Allowance 36 25L 5 _ Boarding grant/Allowance for 153 a/ 108.4 b/ nonresidents 30 30 30 Total Recu-rent Cost 268 355 211.5 284 4), 146 5 _f/ AU n do-wance o.f LJ a mont fUIILor 8--/2 Imonth a JaJ is jl to nonresident students. b/ An allowance of E12.15 sh. a month for 8-1/2 months a year is paid w norvresId'ent students. Sourceu : Ministury ofi Euca'u uor Table 14: UNIVERSITY COLLEGE, DAR ES SALAAM S1UMMARY OF STUDENT ENROLLMENTS IN DEGREE COIJRSES, STAFF AND RECURRENT EXPENDITURE, (1963/64 - 1966/1967) OQOOS 1963/64 1964/65 _ __65/66 1966/67 ._ Rec. Expend. Rec. Expend. -Rec. Bxpend. Rec. Expend. Ite., 0,-., Staf+ DV A4R T,O± St1ud. it.zi CE OC^R TtL - 1u -I L,. St a PEff s is , Total Stud. Stafl' PE PCAR Total 1. Admhninisstration - 7 27 13 40 - 8 5;8 49 107 - 13 96 79 2.75 - 17 103 133 236 2. L-Lbraryr - 2 10 7 17 - 4 13 10 23 - 7 28 17 45 - 12 45; 18 64 3. Faculty of Law 35 6 9 - 9 52 7 1]7 2 19 ].64 9 19 I 22 195 14 36 51 41 4. Faculty of Arts and - - 1 __ 1 87 1L3 36 2 313 246 27 73 8 81 426 44 120 25 145 Social Scieinces 5. Faculty of Science - - -- - - 3 ]11 8 19 28 13 54 11 65 63 25 a/ 81 16 97 Total 35 15 47 20 67 139 35 135 71 20'7 438 69 270 118 389 684 112 385' 197 582 Av. cost per student £ 1,900 £ 1,485 £ 887 £ 898 Student/teacher ratioc 5.8 6.o 8,9 9.8 a/ Includes five technicians. Source: University College Table 15: CENTRAL GVERNMENT RECIURRENT EXPEND-ITURE; ON EDUCATION (,ACTWLL & PROJCTED)) 1962/63 to 1971/72 L 000's Actual Estimnated Pro ected No, Item O,637 3/w l97 7 065,6 - 7 9 7 6,37 .9 , 9747/79 i,, L 5 7 I 1 Acninistra-tion 371 393 469 549 8.4 592 6510 705 775 850 920 8.1 2 Primary education 2,168 2,219 2,604 2,760 42.5 3,039 3,200 3,360 3,560 3,800 4,070 36.0 3 (EL) General secondary 984 1,,411 1,538 1,729 30.7 2,252 2,505 2,780 3,105 3,4130 3,690 32.6 (b) Technical 162 174 237 265 4 Teacher training 307 370 480 578 8.9 625' 690 760 850 940 1,030 9.1 5 Higher eduLcaticin 419 373 _ 482 9 8591,075 1,2495 1,360 1 4.0 1,600 :L4.22 6 Total educastiorL 4,412 4,941 5,797 6,500 100 7,367 8,120 8,850 9,6!50 10,470 11,310 100 7 Total central Govt. 23,935 27,827 32,660 36.427 - 390L 1.198 ,J5 6,10 4.0154 -4 8 Item 6 as % of item 7 18.4 L7.8 1L7.7 17.8 - 18.9 19.7 20.3 20,8 21.7 _ 2 % annua inacrease in 6 12.0 17.3 12.1 13.3 10.2 9.1 9-°IL8. 8. C) Sources: For 1962/63 to 1965/66, Miniistry of Finance; for pro'Jections, Ministry of Education (adapted). Table 16: PROJECTIONS OF MANPOWER NEEDS IN CATEGORY A (GRADUATES) OCCUPATION',-MA.DE IN 15967 A. Arts-based Occupatioins 1/ Errployed in 1964/65 Projected Employment in 1969 Projectedt - o _ Totl O)ccupation Net Asian for nunereqire African Asian European. Totabl African Asian European Total in Increase Non- Europeans in ments 1979 Citizens p pe1ine mnts a, Lawyer 41 95 45 1131 16:L 47 62 270 389 119 47 62 - 20 208 b,. Accountant (Prof.) 11 56 79 146 83 28 119 230 437 207 28 119 - 13 341 c, Director/Manager I2 49 90 181 103 24 173 300 777 477 24 173 - 2 672 d, Teacher (graduate only) i. University 6 3 25 34 34 - 46 80 107 27 - 46 - 73 ii, Secondary school 38 14 354 406 174 - 613 787 1,554 767 _ 613 - 72 1,308 e, Economist Statistician - 1 9 LO 64 - 1 65 85 20 - 1 - 3 18 f. Administrators, authors, journalists etc. Q1; 2'; 156 3'72 425 12 179 616 1,045 429 12 179 - 24 596 g. Other 1]4 ' 7 21 28 - 10 38 68 30 - 10 - 40 Tctal 343 243 765 1,351 1,2313 195 761 2,194 4,462 2,076 1LL 1,203 - 134 3,256 B. Science-based Occupations-. Employed in 1964/65 Projected Employment in 1969 Projected - - EmpLoyment Need 1969to 1979 ____________ ___________ _ _____ ___ ___________Repl acemerit flF X dust mesnt Total Occupation Ta Aoza- Tanza 7 _ FSnp n Net Asian fcr nu7nber Require.- _a.n Asin European Total nian Non- European Total 3.n Increase Non- EuLropeans in ents Citizens 1979 Cptizenne prents a, Physician/Surgeon,etc. 42 131 261 4.34 209 66 340 615 902 287 66 340 - 83 610 b. Dentist - 7 9 1L6 8 3 27 38 76 38 3 27 - 4 64 c . Ph.armaciLst 7 21. 21 49 35 10 37 82 132 50 10 37 - 97 d, Veterinarian 2 2 27 .31 37 1 29 67 185 11.8 1 29 - 10 138 e. Engineer i. Civil 8 17 131 1.56 9l4 8 144 246 337 91 8 144 - 4 239 ii. Electrical 17 22 41 80 74 11 6C 145 245 100 LL 60 - 4 167 iii. Mechanical 8 2Q 85 122 8L 14 121 216 459 243 14 121 - 10 368 iv. Other 1 25 26 21 - 23 44 74 30 - 23 - 1 52 f. Surveyo-r 12 30 50 37 4 47 88 1.27 39 4 47 - 90 g., Architect/Town Planner 4 8 11 :23 19 4 31 54 83 29 4 31 - 4 60 h, Agricultiurist 22 2 51 75 96 1 120 217 616 399 1 120 - 8 512 i,. Fcrestry/Fisheries 5 .. 50 55 2.3 - 56 79 109 30 - 56 - 6 80 j. Scientists 6 4 70 80 1:14 2 51 167 300 133 2 51 - 15 171 k. Teacher a, UEA, - 4 4 9 - 31 40 55 1.5 - 31 - 46 ii. Secondary Schools - 14 354 368 6J4 - 578 642 1, 324 682 - 578 - 17 1,243 Tctal 134 265' 1,170 1,569 921 124 1,695 2,740 5,024 2,2814 124 :L,695 - 166 3,937 1/ The earlier (preliminary) estimates made in October 1966 projected 1979 employment of lawyers and secondary school teaoAers at substantiall;y lower figires - 264 and 645 respectively, They put the total 1979 employment of "arts-based" graduates at 3,373 instead cf 4,462. 2/ The October 1966 survey gave much lower estimates for 15179 employment of veterinarians (714), agriculturists, etc. (379) and secondary school teachers (660). They projected total anployment of science-based graduates in 1979 at 5,024 instead of 2,740. Source: Manpower Unit, Ministry of Economic Development and Planuning. No allowance is made for wastage of Tanzanians. Tqhl 17i 1 9QtS-1 QAQ nFVRTnPMNKT PT.AN - GOST OF TRAf-R TRATNTTr? rnT.TRrWEs it OOOs Development Revised Istimates N41me of fCollege Plan T-l I1966V, vga~~~ii~~ ~~J.I. LC L U LL_L.Y _L l 1L. Viorogoro 170 I226_C 2. Marangu 170 245 3. rMpwapwa 70 100 4. Butimba 190 200 5. Dar es Salaam 220 jjoa/ 6. Korogwe 140 235 7. Peramiho (Songea) i40 235b/ 8. Tabora 200 235 9. Iringa 200 235 10. Arusha 170 235c/ 11. Katoce 150 175 12. Unallocated 180 220 Total 2,000 2,675 a/ Total cost including three-year plan building. b/ Increase partly due to need to re-site college. j/ Fhnds temporarily frozen. Source: Development Plan, 1964-69 Table 18: FROJECTIONS OF ENROLlMENTS IN PUBLIC PRIMARY ECHOOLS, 196h--1977 £ 000s Class 1961* 1965* 1966 1967 1968 1969 _ 1970 1971 1972 1973 1974 1975 1976 1977 Pl L4i0 70 L49 75 153 77 158 79 163 82 16 8 8k 173 8i7 178 89 183 92 188 9k 194 97 200 100 206 103 212 1:L0 2 131 65 136 68 1L3 72 1L7 74 152 76 157 79 162 81 167 83 172 86 177 89 183 92 188 94 194 97 20D 10k 3 128 100 128 108 133 116 140 126 l14 133 1k 1LI. 151g 1k 9 158 156 163 163 167 167 172 172 178 178 183 183 188 188 4 114 94 121 103 125 110 130 118 137 127 lk] 133 145 141. 150 148 155 155 159 159 16k 164 168 168 173 173 178 1'78 5 44 84 63 63 69 69 76 76 84 84 92 92 101 101 ill 111 122 122 134 134 145 145 155 155 164 16k 168 168 6 37 37 47 47 61 61 67 67 74 7k 8]. 81 8? 89 98 98 108 108 118 118 130 130 14l L41 150 150 159 159 7 25 25 35 35 45 k5 59 59 65 65 72 72 79 79 86 86 95 95 105 105 115 115 126 126 137 137 145 115 8 20 20 29 29 15 15 - - - - - - - - - - - - - - - - - - - - - Total 639 455 708 528 74k 565 777 595 819 641 860 682 90.3 727' 948 771 998 821 1,048 866 1,103 915 1,156 962 1,207 1,007 1,250 1,049 * Actual Notes: 1. This is a tentative working model from wqhich to get a rough idea of the number of teachers likely to bet needed over the long term. It is assumed: a. that enrdlnients in Pl increase at three percent a year; b., that wastage is at two percent a year; c., that all P3 and 1'4 classes are to be full day classes by 1972; d. that there is a niormal progression f'rom Ph to P5 by 19'76; e.. that if P1 and P2 have not by that time been merged in to a orne year, full day class, the conversion into separate full. day classes will begin in 1977. 2. For each year, the fi-rst column represents the number of puipils enrolled, the seconcL column the full-time pupil ecquivalent. Estimated Requirements for Teachers Average net increase in full-time student equivalents = 46,000 p.a. Minimum number of extra teachers required for net in2rease - 1, 50 p.a. Retirements at three percent in 1965 = io00; in 1970 = 600, in 1975 = 750 p.a. Total requirements * 1,550 p.a. in 1965 increasing to 1,900 p.a. in 1975. TANZANIA: THE STRUICTURE OF EDUCATION, 1966 Secondary Trade School Secondary Technical School TFchnicai College Prirnary Education General Secondary Education University College Courses in Medicine and Agriculture ar-e given at Maokereire, in G.E.E. S.C. ~~~~~~~~H.S.C. Enigineering, Commerce, ArchitectureI 7-. 0F9 6:m ml5 __} :.E `-E51-F-6 'C and Veterinary Science at University Arts and Social Sciences, College, Nairobi. ~~~~~7Jf4 _ _ _ _ ~~~~~~~~~~~~~~~~Science,Laiw,Education. Teacher Training E.O. 3 Grade A -E [2 Grade C LIIH1 GGE.E. - General Entrance Exarninatioin __ ] 32_ S.C. - School Certificate Examination ___- --______ H.S.C. - Higher School Certificate Examination IIOTE In primary schools (a) classes 1 and 2 and about 40% of classes 3 and 4 are part-time, and o (b) class 8 is being phased out and the course reduced to 7 years. IBRD - 33~,9 TANZANIA: EDUCATIIONIAL. PYRAMID ENROLLMENT IN PRIMARY AND SECC)NDARY SCHOOLS, 1965 SECONDARY (31) 1521 812 (~~~~~~~~~~~~~~~~) ~~~~~~~~~~~~~~659 12IF U1NAIDEO SCHIOOLS (Il) 3 3416 I,OE}q PUJBLIC SCHOOLS (Ir) 3'6|33,792 k281 3,94 3 1,280 (][) ~~~~~ ~~~~~~~~~~~~~~~~~~~~~~4,311 1,631 PRIMARY BOYS GIRLS (7 2586 4, 2 53 (6) 3474 51,2 (g5) 3 9,78 2 32 l (4) 81,668 9,074 (3§) 84,451 54,280 (2>) 9 2,69fX 56,16 63.20|gggggr88t (I) 100,445 _ LiJ g MAgE 7220j I00,OOC) 75,000 50,00C) 25,000 0 25,000 50,000 75,000 0 BoytIO GIR'LS (R) IBRD - 3341) N