Paul, PaulinKayunze, Kim A.2023-07-252023-07-2520182347-8225http://www.suaire.sua.ac.tz/handle/123456789/5464Researchjournali’s Journal of Education, Vol. 6 | No.5In 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.enInfluencePPP modelQuality educationKilimanjaroTanzaniaArticle