Educational accountability relationships and students’ learning outcomes in Tanzania’s public schools

Drawing on the literature on educational accountability and the practices of public educational service provision in Tanzania, this study explores ex ante students’ learning outcomes associated with the existing accountability relationships in public preprimary, primary, and secondary schools. The article responds to three questions: (a) What accountability relationships exist and how do they explain learning outcomes in public schools? (b) What accountability arrangements exist and how do they stimulate a focus on the desired learning outcomes? (c) What are the approaches to accountability in education and how do they explain students’ learning outcomes? The study adapted the accountability framework developed by the 2004 World Development Report. The research approach used is qualitative and informed by historical case study design. Data were collected using documents and analyzed using content analysis. The study findings indicate that the term accountability is well-documented in Tanzanian educational policies and programs; however, there is lack of clear accountability relationships, arrangements and structures to support accountability at various levels, which is among the possible factors that contribute to students’ poor learning outcomes. This study’s findings also affirm that the four approaches to accountability—financial, regulatory, professional, and participatory accountability—are ineffective in enhancing positive students’ learning outcomes. The study recommends (a) establishing clear and effective accountability policies and relationships to enhance students’ learning outcomes, (b) promulgating guidelines to engage families in their children’s education, and (c) developing an eclectic model for managing public education whereby every level of the system is answerable to the Ministry of Education.