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This report is based on the study about effects of SEDP-I on the quality of education
in Musoma Municipal Council, Tanzania. SEDP-I was established for the purpose of
improving the education sector on the aspects of access, equity, quality,
management reforms and education management system.
The major purpose of the study was to to examine the effect of SEDP- I on
the quality of secondary school education in Musoma Municipal Council between
2008 to 2013. A case study was carried out on respondents with the aim of
evaluating the availability of school facilities among secondary schools in Musoma
Municipal Council between 2008 to 2013, assessing the trend of academic
performance of secondary school students in the CSEE between 2008 to 2013,
examining the correlation between SEDP- I and the academic performance of
secondary school students, and examining the contributing factors with regard to the
trend of academic performance of secondary school students.
The study employed case study design in which Musoma Municipal Council
was purposively selected for the in depth and comprehensive study in the subject
matter.The sample of 71 respondents was selected using convenient sampling which
was purposive and simple random sampling technique was used to select secondary
schools. Semi-structured interviews, focus group discussion, observations, and
documentary review methods of data collection were used to gather information, and
data were analysed using descriptive statistics for data related to quantitative and
used thematic technique of analysing the qualitative data (related to semi structured
interview and focus group discussion).
The study findings showed that shortage of teachers, teaching and learning
facilities, human resource development, the language problem, poor accommodation
for students, poor working and living conditions for teachers, are some of the causes
that hinder provision of quality secondary school education.
Recommendations given include: teachers should be provided trainings or
short courses on new curriculum. Also, curriculum changes should be accompanied
by provision of instructional materials to teachers and specification of textbooks to
be used. Finally, teachers should not be the fountain of knowledge to their students
rather; they should be acting as facilitators of the learning process and knowledge
acquisition. |
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