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Although much effort has been taken by the Government of Tanzania including the
introduction of Education and Training Policy, 2014 so as to overcome the challenges
that seemed to affect quality education in Tanzania, but there is no empirical evidence
regarding the implementation of 2014 Education Policy in attaining quality education in
Tanzania. For example, Mollel (2015) assessed quality education practice in Tanzania
and Mwanga (2015) investigated determinants of quality of education provided at
secondary school level. Therefore, this study was carried out to assess the
implementation of 2014 Education Policy in attaining quality education in Tanzania.
Specific objectives were to examine the influence of learning environment in the
attainment of quality education in public secondary schools in Dar Es Salaam Region, to
determine the influence of teaching facilities in the attainment of quality education in
public secondary schools of Dar Es Salaam Region and to assess the influence of
curriculum in the attainment of quality education in public secondary schools of Dar Es
Salaam region. The study used descriptive survey study design whereby simple random,
stratified, snowball and purposive sampling techniques were used to select 150
respondents. The study used questionnaires and interviews and secondary data as data
collection methods whereby data were analyzed using correlation and multiple
regression.
The study findings indicated that, all three study independent variables namely: learning
environment, teaching facilities and curriculum are positive and statistically significant
on quality education attainment as the dependent variable. However, shortage of
classrooms, offices, text books, teachers of science and commerce subjects, sports play
grounds and a curriculum which is flexible to meet the socio-economic and
technological changes were identified as challenges. The study concluded that it is
certain that quality education attainment in secondary schools in Tanzania through 2014
education policy is positively realized through several encounters including learning
environment, teaching facilities and curriculum It was, therefore, recommended that, the
government should address the mentioned challenges in a fresh bid to ensure quality
education. |
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