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Poverty and Human Development Report 2009 - UNDP in Tanzania

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pOVertY aND hUMaN DeVeLOpMeNt repOrt <strong>2009</strong><br />

Adjustments may be needed to the strategic path due to economic <strong>and</strong> political constra<strong>in</strong>ts,<br />

some of which may lead to unexpected or unplanned outcomes. 101 F<strong>in</strong>ancial, social <strong>and</strong> capacity<br />

constra<strong>in</strong>ts <strong>in</strong>volve <strong>in</strong>escapable trade-offs <strong>and</strong> political consensus, <strong>in</strong>herent to any national<br />

development strategy <strong>and</strong> especially difficult to manage <strong>in</strong> a low-<strong>in</strong>come country. The growth<br />

path of the Asian tigers is characterised by adjustments, ab<strong>and</strong>on<strong>in</strong>g what did not work <strong>and</strong><br />

nurtur<strong>in</strong>g what did. Adjustments though should not be at the expense of the overall direction,<br />

rather ref<strong>in</strong>ements with<strong>in</strong> the medium-term development strategy. It is vital that a clear view of<br />

the long-term horizon is ma<strong>in</strong>ta<strong>in</strong>ed, all the while recognis<strong>in</strong>g that the nation is cont<strong>in</strong>uously<br />

shaped by local <strong>and</strong> global contexts which <strong>in</strong>evitably mean that significant social <strong>and</strong> economic<br />

changes will need to be accommodated.<br />

Changes can also br<strong>in</strong>g about opportunities that, if properly exploited can lead to the next level<br />

of socio-economic transformation. For example, an exp<strong>and</strong><strong>in</strong>g middle class, if exposed to a<br />

competitive environment, can become a catalyst for growth <strong>and</strong> <strong>in</strong>novation, but if allowed to<br />

create monopolies can become an obstacle to transformation.<br />

Strengthen<strong>in</strong>g <strong>and</strong> Align<strong>in</strong>g the Institutional Framework for<br />

Implementation<br />

Once the strategic direction has been determ<strong>in</strong>ed it is crucial that implement<strong>in</strong>g <strong>in</strong>stitutions <strong>and</strong><br />

<strong>in</strong>centive systems are properly aligned <strong>in</strong> order to effectively support implementation. These<br />

<strong>in</strong>clude:<br />

(i) the <strong>in</strong>stitutions of government;<br />

(ii) the private sector <strong>and</strong> civil society; <strong>and</strong><br />

(iii) market <strong>and</strong> regulatory systems.<br />

Incentive systems with<strong>in</strong> the <strong>in</strong>stitutional framework must provide very clear expectations <strong>and</strong><br />

benefits which are derived from the vision <strong>and</strong> the strategic choices of the country.<br />

The Institutions of Government<br />

In many African countries, <strong>in</strong>clud<strong>in</strong>g <strong>Tanzania</strong>, it has been the practice for central government<br />

m<strong>in</strong>istries to coord<strong>in</strong>ate <strong>and</strong> distribute resources. This however can result <strong>in</strong> the preferential<br />

allocation of human <strong>and</strong> f<strong>in</strong>ancial resources to central m<strong>in</strong>istries which, <strong>in</strong> turn, determ<strong>in</strong>e power<br />

relations. Lessons from Asia on this matter are useful, where the choice of strategic sectors/<br />

activities determ<strong>in</strong>es the centrality of m<strong>in</strong>istries <strong>and</strong> the allocation of human resources. Thus<br />

m<strong>in</strong>istries are aligned to the thrust of the strategic direction, <strong>and</strong> become responsible facilitators<br />

with oversight for the strategy’s implementation.<br />

101 The expansion of primary <strong>and</strong> secondary schools is a case <strong>in</strong> po<strong>in</strong>t for <strong>Tanzania</strong>, where rapid expansion <strong>in</strong><br />

school <strong>in</strong>frastructure <strong>and</strong> student enrolments has put <strong>in</strong>creas<strong>in</strong>g pressure upon teacher numbers <strong>and</strong> the<br />

delivery of quality education. Another example is the global f<strong>in</strong>ancial <strong>and</strong> economic crisis that necessitated<br />

adjustments <strong>in</strong> many countries <strong>in</strong>clud<strong>in</strong>g <strong>Tanzania</strong>.<br />

174

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