| dc.creator |
Metta, Simon |
|
| dc.date |
2020-07-14T08:18:15Z |
|
| dc.date |
2020-07-14T08:18:15Z |
|
| dc.date |
2019 |
|
| dc.date.accessioned |
2021-05-05T08:21:51Z |
|
| dc.date.available |
2021-05-05T08:21:51Z |
|
| dc.identifier |
APA |
|
| dc.identifier |
http://hdl.handle.net/11192/3558 |
|
| dc.identifier.uri |
http://hdl.handle.net/11192/3558 |
|
| dc.description |
A Dissertation Submitted in Partial Fulfillment of the Requirements for the
Award of the Degree of Master of Public Administration (MPA of Mzumbe
University |
|
| dc.description |
This study on assessment of fee free education and training policy, 2014
implementation in Dare s salaam public secondary schools Tanzania, seeks to assess
the execution of education policy of 2014 in Tanzania. It was mainly guided by three
specific objectives of the study; the first two are the ones which actual leading in
filling directly the knowledge gap and the last one specifically for the recommended
measures on the observed issues as lessons learned. The study used exploratory study
design using qualitative approach; whereas information were generated specifically
from the key informants (i.e parents and students). The information generation
process was undertaken specifically using interviews, focus group discussions
(FGDs) and a questionnaire. The information collected using focus group discussions
(FGDs) and the interviews were gathered grouped all together and analysed using
content analysis approach. The data collections which were gathered using
questionnaires were computed in SPSS datasheet whereas descriptive statistics were
generated to support results on the profile of the students as the respondents and
participants in Public secondary schools in Tanzania for that matter. Findings of the
study indicated that the contribution of free education policy in secondary education
in Tanzania has been highly positive and useful to the government and beneficiaries
countrywide to a great scale as the cost incurred by the government for educating one
student has been found and explained in the findings. Despite that, policy has been
facing massive challenges in its execution in secondary education though as time
goes on they are highly mitigated for that matter. In addition to that, stakeholders’
perception on the policy has been different with some perceiving the efforts
positively and others negatively with massive recommendations as lessons to be
learnt. The implication of the study is that free education policy is useful in fostering
secondary education prosperity in Tanzania by the government since most of the set
objectives and goals have been well attained. The study further recommends that the
government must make sure that the execution of free education policy in secondary
schools in Tanzania adhered in practice access, quality and equity in all actors and
stakeholders responsible with specific focus to students and teachers as tutors |
|
| dc.language |
en |
|
| dc.publisher |
Mzumbe University |
|
| dc.subject |
free education |
|
| dc.subject |
training policy |
|
| dc.subject |
Execution of Education policy-Tanzania |
|
| dc.title |
Assessment of Fee Free Education and Training Policy implementation in Dar es salaam Public Secondary Schools |
|
| dc.type |
Thesis |
|