Public School administrators report struggling to provide basic meals due to delayed payments, and the quality of food is steadily declining. Photo: Courtesy
By Adonis Byemelwa
The Tanzanian Parliament has raised serious concerns about the growing debt owed to contractors and suppliers, particularly those providing essential services like food to public schools. On November 4, 2024, legislators highlighted the challenges facing these service providers, calling for urgent government intervention to prevent a potential financial disaster that threatens the quality of education in public schools.
This growing crisis has prompted discussions around alternative measures to ease financial burdens on schools and suppliers, with proposals ranging from cost-cutting initiatives to resource-sharing models.
One pressing concern raised by Moshi Urban MP Priscus Tarimo was the government’s commitment to addressing the delayed payments, particularly to those supplying food to schools. Small-scale suppliers, many of whom provide essential daily necessities, face financial strain due to prolonged delays in payments, with some suppliers reportedly waiting up to three years for their dues.
The impact is felt directly in the schools, where administrators struggle to maintain meal quality under increasingly constrained budgets. The food shortages and quality compromises that result from this debt issue underscore a deeper problem—many public schools in Tanzania are financially strapped, yet they rely on suppliers who, in turn, depend on timely payments to maintain services.
The Tanzanian government recently allocated Sh 949 billion toward debt repayments, raising hopes that school suppliers might finally receive their payments. However, the ambiguity surrounding the inclusion of school service providers in these plans has only increased frustration.
MP Asia Halamga emphasized the urgency of setting a clear, transparent timeline for these payments, underscoring the impact of delays on small businesses that rely on these payments for survival.
Such delays, if unaddressed, could lead to severe disruptions, not only for the suppliers themselves but also for the thousands of students who depend on reliable food services to focus on their studies. Without prompt payment, many suppliers may withdraw services, pushing schools to search for alternative solutions that could come at a higher cost.
The situation is particularly dire for public boarding schools, where food services play a critical role. School administrators report struggling to provide basic meals due to delayed payments, and the quality of food is steadily declining.
Some students are served subpar meals, such as beans with insects and bitter maize flour, a far cry from the balanced nutrition needed to support young learners. This issue affects not only students’ health but also their ability to focus, which in turn impacts academic performance and overall school morale.
The ongoing crisis paints a bleak picture of Tanzania’s educational system, where suppliers and students alike bear the brunt of administrative inefficiencies and financial mismanagement.
The debt problem isn’t limited to individual schools or regions. For example, in Bukoba Urban, six government secondary schools are owed a staggering Sh 936 million, with some debts dating back several years. These delays are more than just an administrative inconvenience—they represent a fundamental breakdown in the support system that should sustain Tanzania’s public schools.
If this financial neglect continues, it risks fostering a climate of distrust and instability that could deter future suppliers and investors from supporting the educational sector, thereby compromising the very foundation of free education in Tanzania.
One promising solution lies in the potential of agricultural self-sufficiency for schools with arable land. Historically, under Tanzania’s socialism and self-reliance principles, certain rural schools managed to supplement their food supplies by cultivating crops.
These efforts could be revived to provide a sustainable, long-term solution to the food crisis affecting public schools. With a coordinated effort involving the government, prison departments, and local communities, schools could use their land to grow staple crops like maize, beans, and vegetables, reducing dependence on external suppliers and ensuring students have access to fresh, nutritious meals.
Such a model would entail a special agreement between schools, the prison department, and possibly other government agencies. In this arrangement, schools with available land would receive support from the prison department to help cultivate crops.
Prison inmates, as part of community rehabilitation programs, could participate in agricultural activities under strict supervision, providing labor while also acquiring valuable skills in farming and self-sufficiency.
This approach would allow schools to build self-reliance and create a cost-effective means of ensuring a steady food supply, while also reducing the financial pressure on both schools and the government.
In addition to the prison department’s involvement, local governments and agricultural extension officers could play an instrumental role in guiding schools on sustainable farming practices.
By providing technical support and training, these experts could help schools maximize yield, diversify crops, and implement eco-friendly practices, ensuring that their food production efforts are both efficient and environmentally sustainable.
Additionally, partnerships with local cooperatives could help secure seeds, fertilizers, and other necessary farming inputs at affordable prices, further reducing costs and supporting local economies.
Reviving this model of self-reliance in rural schools could also have positive effects beyond food security. Schools that embrace agricultural projects could incorporate these activities into their curriculum, offering students hands-on learning experiences in agriculture, environmental science, and economics.
This strategy would promote practical skills, instill a sense of responsibility, and deepen students’ connection to their community and environment. In the long term, such initiatives could foster a generation of self-reliant, resourceful individuals equipped with both academic knowledge and practical skills to contribute to Tanzania’s agricultural sector.
The broader implications of this debt crisis also prompt reflection on the free education policy itself. While the government’s commitment to free education is commendable, the policy’s sustainability is under strain, as evidenced by the mounting debts owed to suppliers.
Some stakeholders argue that reintroducing a cost-sharing model could alleviate financial pressures on the government, with parents contributing a modest amount to support essential services like food and maintenance.
For instance, an annual fee structure of Sh 20,000 for primary schools and Sh 70,000 for secondary boarding schools would create a revenue stream specifically for school needs, reducing reliance on external suppliers and enabling public learning facilities to cover minor expenses without awaiting government allocations.
Tanzania is exploring innovative solutions to tackle its school debt crisis, focusing on self-sufficiency and streamlined payments. A proposed cost-sharing model, coupled with an agricultural self-sufficiency program, aims to ensure schools receive essential resources while allowing parents to contribute according to their means. The government would then prioritize critical expenses like teacher salaries and infrastructure.
Plans to digitize and expedite payment verification processes would eliminate lags and enhance transparency, restoring supplier trust. Additionally, short-term government-backed loans with favorable terms could provide immediate relief for suppliers, enabling continued support for schools.
With these proactive strategies, Tanzania seeks to uphold education quality while easing financial strains on schools and local suppliers, paving a sustainable path forward.