| dc.description |
Quality education leads to an excellent student education. The future of the country
depends on a quality education being provided in every school and it plays a major
role in the student education. Education quality is from school inputs and the ability
of the student admitted. It doesn’t have to be a college or university related. Quality
is at the heart of education.
The quantity and quality of school inputs the effectiveness of the curriculum and
teaching methods and the quality of the school and home environment. The study
examined different qualitative and quantitative dimensions of quality that are
recurring themes of debate on promoting quality of education in public primary
schools in Tanzania. Whereby a case study was Ilala district municipal council. The
study was exploratory and descriptive in nature. Thus the study was a qualitative one.
It used the descriptive and explanatory study approach, whereby primary and
secondary data were collected by using questionnaire, interview and observation
instruments from the 40 respondents including Heads of the schools, Pupils,
Teachers, School Committee Members, and District Education Officers (DEO).
In the analysis, quantitative data were tabulated, totaled, converted to percentages.
While qualitative data were descriptive analyzed and some direct quotations were
reported. Research findings revealed that the presence of damp nearest to the public
primary schools contribute to lag behind the policy of promoting quality of education
in Tanzania. Secondly, class room overcrowded hindered the efforts of promoting
quality of education in public primary schools in Tanzania.
Thirdly, the grade IIIA teachers to teach from standard one to seven contrary to
education policy of 1995 whereby the grade IIIA were supposed to teach only stand
one to four, this is still a challenging factor for promoting quality of education in
public primary schools in Tanzania. |
|