A critical analysis of school accreditation policy in Tanzania and its implications for access, equity, and efficiency in education provision

Abstract

This study critically analysed Tanzania’s school accreditation policy, which has been in place since independence, to uphold educational standards. Data were collected from policy documents and semi-structured interviews with ministry officials, education officers, school managers or owners, school quality assurance officers, and heads of school. The study revealed that the accreditation policy is constructed through discourses that reinforce centralised control over school registration and establishment. These discourses emphasise regulation, authority, and compliance, significantly restricting local actors’ decision-making autonomy and framing the central government as the primary authority. Three dominant discourses were identified: establishment by local authorities, public school registration, and non-government school registration. Collectively, these discourses redefined accreditation as a tool for enforcing uniformity and central control rather than fostering local responsiveness or innovation. The analysis further revealed a biased two-tiered system that advantages public schools with minimal requirements, while subjecting private schools to stringent and multi-layered accreditation procedures. This disparity limits private sector participation, fosters inefficiency, and undermines equity and educational innovation. The study concludes that while the current accreditation policy aims to ensure standards, it inadvertently hinders inclusivity and responsiveness. A more balanced and participatory approach is recommended to create a fair and dynamic education sector in Tanzania.