Since independence in 1961, Tanzania declared war against three social enemies, which are ignorance, poverty, and diseases. The fight against ignorance was to succeed by giving special attention to the education sector. Thus, throughout the history of Tanzania, education is regarded a key priority for development that impacts the lives of people (Rajani & Omondi, 2003). The importance attached to the education sector manifests itself in various national development frameworks. From early 2000s, the Poverty Reduction Strategy identified education as one of the priority social sector. Later during implementation of the successor National Strategy for Growth and Poverty Reduction (MKUKUTA), emphasized improvement of quality of life and social well-being, which included education, health, and water as one of its three outcome areas. The most recent second Five-Year Development Plan covering the period 2016/17 to 2020/21 also gives special attention to the education sector as a key quality enhancer of the country’s labour force in realizing the National Development Vision 2025, which aimed to take the country to the middle-income status, driven by industrialization by 2025 (URT, 2016).