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Perceptions of education stakeholders on the implications of textbook liberalisation policy in Tanzania

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dc.creator Bukagile, Godfry
dc.creator Kira, Ernest
dc.date 2019-07-05T12:48:36Z
dc.date 2019-07-05T12:48:36Z
dc.date 2013
dc.date.accessioned 2022-10-20T08:59:21Z
dc.date.available 2022-10-20T08:59:21Z
dc.identifier 2222-288X
dc.identifier http://dspace.cbe.ac.tz:8080/xmlui/handle/123456789/311
dc.identifier.uri http://hdl.handle.net/123456789/79686
dc.description The purpose of this study was to determine perceptions of education stakeholders on the implications of textbook liberalization policy in Tanzania. The researchers used various methods of data collection. The findings were both negative and positive. Negative views involved frequent change of the school syllabus, approval of books with low quality, piracy and corruption. Positive views involved improved quality of textbooks, enhanced intellectual diversity and increased employment opportunities. However, pedagogical issues were less considered by the respondents. Hence improving the skills of those involved in the chain of publishing should go together with appropriate management system under liberal policy.
dc.format application/pdf
dc.language en
dc.publisher College of Business Education Journal
dc.relation Volume 4;Issue No:1
dc.subject Curriculum, textbooks, publishing, liberal policy
dc.title Perceptions of education stakeholders on the implications of textbook liberalisation policy in Tanzania
dc.type Article


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