DQAF mission Tanzania (Mainland) 2010

Latest revision as of 13:31, 15 October 2012

Background

1. The assessment took place during May 2009 over 7 working days.
2. UIS met with:
   • Ministry of Education and Vocational Training (MoEVT)
   • EMIS unit
   • National Bureau of Statistics (NBS)
   • 2 Districts – Temeke and Bagamoyo districts
   • Dar Es Salaam regional office
   • Two schools
3. DQAF report draft is forthcoming.
4. Country feedback to be integrated in final report.

Positives

1. Statistical techniques are sound and applied regularly to data e.g. to adjust data as necessary.
2. Statistical staff is well suited to their tasks.
3. External feedback on statistical publications is elicited from data users.
4. Well-designed EMIS database conforming to international standards.
5. Strong efforts to train school head teachers’, district and regional education officers on data collection requirements.
6. National publication follows internationally accepted deadlines.
7. Data sharing is common within MoEVT and other ministries.
8. A statistical master plan ensures coordination of data collection activities.
9. Strong collaboration between MoEVT and NBS (e.g. MoEVT participates in the activities of NBS as a stakeholder e.g. includes questions to Household Survey.
10. Quality statistics are ensured through data verification procedures e.g. There is checking and verification of data by ward education coordinators, Statistical and Logistical Officers (SLO) and municipal /district Education Officers. HE and VET has nominated statistical focal person (within the context of the current ESMIS project)

Areas to strengthen

1. There are limited human resources at the national level.
2. The statistical policy (in the form of the Act) should be revised to cover the requirements of the education sector.
3. There should be institutionalized regular use of secondary data sources.
4. Data capturing, processing and analysis should be managed at the district level (not at central level).
5. Competitive recruitment and retention policies should be implemented e.g. EMIS has lost several staff with no succession plans in place.
6. Data storing facilities at the district levels should be improved to ensure security.
7. Dissemination of timely data within 6 – 12 months should be improved (In particular improvements need to be done for HE and VET and Finance data.
8. Capacity at the central and district levels should be strengthened in particular data analysis and more detail in Basic Education Statistics in Tanzania (BEST) publications.

Recommendations

1. Improve motivation of staff (through competitive packages to retain staff and in particular recruitment of EMIS staff).
2. Improve the budget allocation to allow expansion of statistical activities e.g. training of staff, printing of publications.
3. Management should be sensitized to regularly use statistics produced by the education sector for planning, monitoring and evaluation.
4. There should be wider support for use of the EMIS system.
5. MoEVT should consider building a well integrated and harmonized EMIS system e.g. Higher Education, TVET and Adult Education.

References

1. ↑ A Synthesis of Seven Country Assessments March 2010 - UNESCO SADC

See also

• Tanzania (Mainland) country page