Contextual issues in decentralization of primary education in Tanzania

Abstract

Steps to decentralize the control of primary education are presently under way in Tanzania. Based on experiences over the last 15 years, a considerable inertia in the implementation of such changes can be expected. Thus, despite the reform efforts of the mid-1980s, local government councils remain marginalized in decision making regarding primary education, and parents have limited influence on collective decision making in these matters. The challenges to present local government and primary education reforms are therefore considerable. To address them requires significant changes in the relations between central and local governments and, equally important, in the rules of political representation as they are presently stated in the Constitution.