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Education for Self-Reliance has been practiced in Tanzania for several years since 1967.
The country made reforms on various education policies and programs to ensure that
students in secondary schools are provided with Education for Self-Reliance (ESR) to
realize national education objectives. This study sought to assess the effectiveness of
ESR in secondary schools. The study was guided by four specific objectives. The study
anchored on human capital theory developed in 1776 and adopted by Theodor Schultz
in1969 in the field of education. The researcher employed a mixed research approach
and convergent parallel research design was used to collate data from the field. Target
population involved were teachers, school heads, students, DEO, parents and graduated
youth. A sample size of 192 informants was employed to provide data in quantitative
and qualitative terms. Quantitative data was analyzed through SPSS version 20, while
qualitative data was analyzed through coding, categories and themes. Validity and
reliability of the quantitative instruments were checked to obtain 0.80 coefficients which
indicated that the instruments were valid and reliable while for qualitative instruments
validity and reliability were tested through triangulation. The findings demonstrated that
ESR is relevant to students in secondary schools although teachers in school do not
teach subjects which lead students into Self-Reliance. Therefore students complete
secondary education with inadequate skills for Self-Reliance which leads to
unemployment, increase of crimes and failure to seize opportunities around. It also
indicated that poor infrastructure, curriculum content, and financial problems set back
the provision of ESR in schools. The researcher recommended that the Ministry of
Education Science and Technology to contrive an educational curriculum, policy and
strategies to ensure students in secondary schools are trained in Self-Reliance. |
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