Abstract:
The extent to which Public Private Partnership (PPP) model has improved the quality of primary education in Tanzania is not empirically known. Specifically, this paper aimed atidentifyingroles played by private educational partners and examine the extent towhich the PPP framework has improved the quality of education in Kilimanjaro Region. Thirty primary schools were randomly selected from two strata (16 with PPP and 14 without PPP schools).A total of 60 teachers and 240 pupils were randomly selected and data were collected through structured questionnaires, key informant interviews and observation. Difference-in-difference (DiD) and t-test were run to examine the influence of PPP roles in improving the quality of education. Renovation and construction of classrooms and connection of water sources within school compounds had significant influence of improving quality of primary education at p ≤ 0.05. Schools with PPP were found to have better academic performance with mean score of 14.6 points compared to non-PPP schools (8.9 points). It is concluded that PPP schools stand a better chance to improving the quality of primary education than non-PPP schools. It is recommended that; local governments and schools’ administration should collaborate adopt the PPP model to improve the quality of educatio
