International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue X, October 2022|ISSN 2454-6186
Robert Mukasa and Cosmas Mnyanyi
The Open University of Tanzania, Faculty of Education, Dar-es-Salaam, Tanzania
Abstract: This study adopted a qualitative research approach and the data collection process included tools like; document analysis and interviews, where nineteen (19) semi-structured interviews were conducted involving six (8) administrators from; (3) Faith Based Organization (FBO) aided schools, (3) private schools and (3) government ministry officials; three (3) officials from public-private intermediary institutions. The purpose of this study was to find out the challenges faced by Public-Private Partnerships (PPPs) with FBOs aided schools in Tanzania taking a case of Dar-es-salaam and Pwani regions. The qualitative data were analysed using thematic and content analysis. It was found out that PPPs with FBOs aided secondary schools are passive and ineffective and the only interface between the two sides is at the level of interactions and dialogue. It is recommended that more efforts be spent on the advocacy for PPPs and providing training in the art and craft of designing effective and efficient PPP contracts.
Keywords: Interaction, Faith Based Organisations, Partnerships, Dialogue, Models and Contracts
I. INTRODUCTION
1.1 Background
The National Public Private Partnership policy document (URT, 2009) highlighted the Public Private Partnerships (PPPs) between the Government of Tanzania (GoT) and the Faith based Organisations as a success story worth emulating by other sectors. It was important to conduct an investigation into the the nature and type of both the existing and proposed PPPs in the secondary school education sector, with special focus on the Dar-es-salaam region in Tanzania. The term “Public Private Partnerships” is commonly used in the provision of utilities like, secondary education in Tanzania. According to Delmon (2017), PPPs provide a process by which the role of a government as a provider of would-be public services like education is rolled back, while the private sector is deliberately expanded. According to LaRocque (2006), contracting involves a government agency agreeing with a private provider to procure a service, or a bundle of education services, in exchange for regular payments. A slight variation is that of Patrinos, Barrera-Osorio, and Guáqueta (2009) definition the process whereby a government procures education or education-related services of a defined quantity and quality at an agreed price from a specific provider.