In spite of long time use of the Public Private Partnership (PPP) model and many roles played by private educational partners in Tanzania, the extent to which the model has influenced schools’/pupils’ academic performance in Tanzania is not empirically known. The study on which this manuscript is based was focused on filling in this gap in knowledge and make a scientific documentation on the actual contribution of the PPP model towards improving schools’/pupils’ academic performance in Kilimanjaro Region. Specifically, this manuscript (i) identifies educational interventions played by private partners and (ii) examines the extent to which the PPP model has improved schools'/pupils’
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