Influence of public private partnership model on improving pupil academic performance in Kilimanjaro Region, Tanzania
Loading...
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Research journali
Abstract
In spite of long time use of the Public Private Partnership (PPP) model and many roles played by private
educational partners in Tanzania, the extent to which the model has influenced schools’/pupils’ academic
performance in Tanzania is not empirically known. The study on which this manuscript is based was focused
on filling in this gap in knowledge and make a scientific documentation on the actual contribution of the PPP
model towards improving schools’/pupils’ academic performance in Kilimanjaro Region. Specifically, this
manuscript (i) identifies educational interventions played by private partners and (ii) examines the extent to
which the PPP model has improved schools'/pupils’ academic performance in Kilimanjaro Region. Data were
collected through a structured questionnaire, key informant interviews and observation. Sixteen primary schools
were selected from two strata of (16 schools with PPP and 14 schools without PPP interventions). Difference-
in-difference (DiD), t-test and an ordinal logistic regression model were run to determine the influence of each
PPP educational intervention on schools’/pupils’ academic performance in Kilimanjaro Region. It was found
that the private educational partners had implemented three categories of interventions that had assisted to
improve schools’ and pupils’ academic performance. Also, the results showed that school infrastructure was
the category that used a larger amount of money (70.7%) than any other category of interventions implemented
by private educational partners for the previous four years (2010 to 2015) in Kilimanjaro Region. In view of
these results, it is concluded that the PPP model is an effective development tool that assists to reduce
educational challenges hence improves pupils’ academic performance in a given school. Also, it was concluded
that schools with PPP interventions stand a better chance of improving schools’/pupils’ academic performance
than schools without PPP interventions. In connection to these conclusions, it is recommended that authorities
of Moshi District and Moshi Municipality should set strategies that will inspire more private development
partners to continue supporting and investing in improving schools’/pupils’ academic performance.
Description
Researchjournali’s Journal of Education, Vol. 6 | No.5
Keywords
Influence, PPP model, Quality education, Kilimanjaro, Tanzania