An Assessment of the Implementation of 2014 Education Policy in Attaining Quality Education in Tanzania: A Case of Public Secondary Schools in Dar es Salaam Region
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Mzumbe University
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A Dissertation Submitted in Partial Fulfillment of the Requirement for the
Award of Degree of Masters of Public Administration (MPA) of Mzumbe
University
Although much effort has been taken by the Government of Tanzania including the introduction of Education and Training Policy, 2014 so as to overcome the challenges that seemed to affect quality education in Tanzania, but there is no empirical evidence regarding the implementation of 2014 Education Policy in attaining quality education in Tanzania. For example, Mollel (2015) assessed quality education practice in Tanzania and Mwanga (2015) investigated determinants of quality of education provided at secondary school level. Therefore, this study was carried out to assess the implementation of 2014 Education Policy in attaining quality education in Tanzania. Specific objectives were to examine the influence of learning environment in the attainment of quality education in public secondary schools in Dar Es Salaam Region, to determine the influence of teaching facilities in the attainment of quality education in public secondary schools of Dar Es Salaam Region and to assess the influence of curriculum in the attainment of quality education in public secondary schools of Dar Es Salaam region. The study used descriptive survey study design whereby simple random, stratified, snowball and purposive sampling techniques were used to select 150 respondents. The study used questionnaires and interviews and secondary data as data collection methods whereby data were analyzed using correlation and multiple regression. The study findings indicated that, all three study independent variables namely: learning environment, teaching facilities and curriculum are positive and statistically significant on quality education attainment as the dependent variable. However, shortage of classrooms, offices, text books, teachers of science and commerce subjects, sports play grounds and a curriculum which is flexible to meet the socio-economic and technological changes were identified as challenges. The study concluded that it is certain that quality education attainment in secondary schools in Tanzania through 2014 education policy is positively realized through several encounters including learning environment, teaching facilities and curriculum It was, therefore, recommended that, the government should address the mentioned challenges in a fresh bid to ensure quality education.
Although much effort has been taken by the Government of Tanzania including the introduction of Education and Training Policy, 2014 so as to overcome the challenges that seemed to affect quality education in Tanzania, but there is no empirical evidence regarding the implementation of 2014 Education Policy in attaining quality education in Tanzania. For example, Mollel (2015) assessed quality education practice in Tanzania and Mwanga (2015) investigated determinants of quality of education provided at secondary school level. Therefore, this study was carried out to assess the implementation of 2014 Education Policy in attaining quality education in Tanzania. Specific objectives were to examine the influence of learning environment in the attainment of quality education in public secondary schools in Dar Es Salaam Region, to determine the influence of teaching facilities in the attainment of quality education in public secondary schools of Dar Es Salaam Region and to assess the influence of curriculum in the attainment of quality education in public secondary schools of Dar Es Salaam region. The study used descriptive survey study design whereby simple random, stratified, snowball and purposive sampling techniques were used to select 150 respondents. The study used questionnaires and interviews and secondary data as data collection methods whereby data were analyzed using correlation and multiple regression. The study findings indicated that, all three study independent variables namely: learning environment, teaching facilities and curriculum are positive and statistically significant on quality education attainment as the dependent variable. However, shortage of classrooms, offices, text books, teachers of science and commerce subjects, sports play grounds and a curriculum which is flexible to meet the socio-economic and technological changes were identified as challenges. The study concluded that it is certain that quality education attainment in secondary schools in Tanzania through 2014 education policy is positively realized through several encounters including learning environment, teaching facilities and curriculum It was, therefore, recommended that, the government should address the mentioned challenges in a fresh bid to ensure quality education.
Keywords
Education- Policy,, Education-Training