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This research study focuses on assessing the implementation of Literacy and
Numeracy Education (LANES) programme in Tanzanian primary schools in
Kinondoni District. The objectives were to examine the extent to which LANES
programme was implemented in primary schools as proposed by the Ministry of
Education, Science and Technology, find out any students‟ improvements in reading
and writing skills, identify challenges faced during the implementation of the
programme and propose possible strategies to be undertaken to improve
implementation of the programme.
The study was guided by the theory of formative assessment and writing theory
which explains the strategy for using formative assessment in the classrooms and the
writing theory which analyses the linguistic perspectives in teaching writing skills.
Furthermore, the study used a case study design to support the qualitative and
quantitative approach. The respondents included 1 district education officer, 4 ward
education officers, 4 head teachers, 20 parents, 8 Standard I and II teachers, and 4
observed classes with more than 130 pupils per class. The data were collected by
using questionnaire, interview, observation and documentary review.
The findings of this study revealed that LANES programme is somehow effectively
implemented. Most of the respondents approved the improvements of learners after
the implementation of the LANES programme. Meanwhile, LANES programme
implementers acknowledged that the overcrowded classrooms were the major
challenge for implementation. The study recommends that the community,
government, and social workers should address the identified challenges to reach the
maximum success that reflects the vision, mission, and expectations of the LANES
programme. |
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