Examining the Implementation of Public-Private Partnership Model in Primary Education Provision in Kigamboni Municipality, Tanzania

Abstract

Public-Private Partnerships (PPPs) involve a contractual collaboration between the government and the private sector in delivering public services, including primary education. This paper examined the implementation of the PPP model in the provision of primary education within Kigamboni Municipality, Tanzania. The study investigated the types of partnerships utilized and their impacts on primary education. Grounded in an interpretive paradigm, the research employs a qualitative methodology using a multiple case study design. The target population included schools, educational officers, teachers, and pupils. The sample comprised of 26 participants: 15 head teachers, 2 ward education officers, 1 district education officer, and 8 classroom teachers, selected through purposive and snowball sampling techniques. Data were collected through semi-structured interviews and document analysis, and analyzed using thematic analysis. Results indicated that the forms of partnership included government agencies, community engagement, international organizations, non-governmental organizations, faith-based organizations, and private organizations. Regarding the impacts of PPP implementation, participants disclosed that several positive outcomes, including: increased enrollment of pupils in schools; improved attendance rates; enhanced infrastructure; better teaching and learning conditions; increased motivation among pupils and teachers. On the negative side, participants highlighted several challenges associated with PPP implementation, which included: lack of competent personnel; political influence; economic factors; legal factors and lack of awareness. The study concludes that while PPPs have significantly contributed to the provision of primary education in Kigamboni Municipality. Implications of these results suggest that strengthening the capacity of local stakeholders and promoting awareness of PPP roles can further enhance educational outcomes. Policymakers, educational leaders, and community organizations are the primary beneficiaries of these findings, as they can utilize the insights to refine partnership strategies and address existing challenges, ultimately leading to improved primary education delivery in the region. There is a need for strategies to address the identified challenges to enhance the effectiveness of the PPP model in Tanzania's education sector.