PhD-ThesisThe main objective of this study was to determine the significance of Plan Tanzania (Plan) contribution to quality of and access to primary education in Kibaha and Kisarawe District Councils. This study is guided by the policy failure theory which regards Non- Governmental Organizations (NGOs) as an alternative to the poor performance of the public sector in service delivery. Finding shows that the recent education reforms have given opportunities for the implementation of the Primary Education Development Programme (PEDP) and actively involved NGOs in the provision of primary education. The impact of the education sector reforms lies on the improved access to and quality of primary education from the national level downward to the school levels. Access and quality indicators addressed in this study included enrolment, drop out, availability and adequacy of teaching and learning facilities and performance in national STD IV and VII examinations. The study revealed that Plan Tanzania has significantly improved the enrolment and reduced dropout rates in schools. Most schools with Plan Tanzania support had more desks, classrooms, pit latrines, tables, chairs and text books than schools without Plan Tanzania support. Facilities such as kitchen, library, water tanks and cup boards were available in all schools with Plan Tanzania support but not available at all in schools without Plan Tanzania support. Performance in STD IV and VII national examinations had gradually improved in both schools with and without Plan Tanzania support. Statistical results fail to accept the significant association of Plan Tanzania contribution to such variables as availability of desks, classrooms, pit latrines and performance in national STD IV and VII examinations. Despite the failure ofIll statistical test to accept the association of Plan Tanzania contribution to primary education, the significance of Plan Tanzania contribution is highly acknowledged. Despite the achievements, poor coordination, performance, inadequate resources/facilities, and lack of effective PPP strategies were registered as major challenges. The study recommends openness, accountability, community involvement, viable public-private partnership mechanisms and capacity building as strategies of active NGO participation in primary education.