Challenges Facing Primary Education under Decentralisation of Primary School Management in Tanzania
Rose Matete

Abstract
Decentralisation of primary school management in Tanzania has mainly been implemented by the Primary Education Development Programme (PEDP). This programme has shown some successes in enrolment expansion and some improvements in classrooms, teachers’ houses and pupils’ latrines construction. The increase in enrolment, however, has resulted into crowded classrooms that make teaching a big challenge. In this study, the visited primary schools in Dar es Salaam and Mbeya faced a massive shortage of desks and classrooms and teaching and learning materials that affected the whole process of teaching and learning. Data indicate that there had been some improvements of pupils’ performance in Primary School Leaving Examination (PSLE) in the beginning of the PEDP implementation (2002-2006). Recently, the available evidence suggests a declining trend of the pass rate in this examination for three years consecutively from 2007-2009. While involvement of the community in the school development plans may be important, there is a need for the government to intervene where it seems to be some problems in order to safeguard the pupils. I argue in this paper that, what is regarded as free education for all in primary schools is likely to create more harm than what is expected. For Tanzania to achieve its vision of 2025 that stresses on the learned society and preparation of people who are conscious about their own environment and be able to solve their problems encountered in their daily life class size has to be controlled and the provision of teaching and learning materials is vital.

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