Browsing by Author "Chua, Consolata Louis"

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    Enhancing school performance through the management of quality assurance and control mechanisms in Tanzania secondary education
    (University of Dar es salaam, 2012) Chua, Consolata Louis
    The study set out to explore how quality assurance and control mechanisms were managed in Tanzania’s secondary schools to enhance performance during SEDP I implementation. It used a case study strategy through qualitative research approach. A comparative analysis between the best and least performing secondary schools from the Eastern Education Zone was done by involving ninety respondents. Five specific objectives guided the study namely; to examine how schools’ external environment influenced the implementation of SEDP I; investigate how schools used internal mechanisms to enhance performance during SEDP I; assess how quality assurance mechanisms were managed in secondary schools during SEDP I; describe how quality control mechanisms (teaching and learning processes) were managed during SEDP I implementation and examine how management of quality assurance and control mechanisms enhanced secondary school performance during SEDP I. Data for the study were generated through documentary analysis, observation, interview and focus group discussion. Analysis of data was done through content analysis method. Overall, it was found that quality assurance and control mechanisms were poorly managed during SEDP I implementation as both the best and least performing schools were negatively influenced by regulations and political pressure. The best performing schools were better in articulation of school vision and setting strategies for improving performance. Teacher recruitment procedures, securing of physical and material resources differed from government to denominational schools. Use of innovative teaching and learning methods was still elusive in both best and least performing schools coupled with weak monitoring systems. Finally, teachers in the best and least performing government schools were more dissatisfied with their jobs than those of denominational schools. From the study findings and analyses it can be concluded that there was weak management of quality assurance and control systems during SEDP I implementation. Furthermore, although the Government had set in place mechanisms (Tanzania Institute of Education, National Examination Council of Tanzania and the School Inspectorate Unit) for managing quality assurance and control, there was lack of follow up on how these mechanisms were effectively used to ensure that they contributed to the enhancement of performance in every secondary school in Tanzania. It is recommended that stakeholders at District and school levels should be trained on how to formulate a coherent vision; teacher recruitment should be decentralized at district level; improvement in the financing system of education; strengthening of schools’ internal mechanisms for quality assurance and control; review of selection criteria for Teacher Education Programs; ensure teachers are adequately motivated to perform their jobs more effectively; policy implementers should be involved in all stages of policy formulation and there is a need for an action research to uncover areas for professional development.
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    Quality assurance as a management tool for attaining excellence in primary education
    (University of Dar es Salaam, 2004) Chua, Consolata Louis
    Quality Assurance system at primary school level was examined and assessed to find out the extent to which it is effectively enforced for realization of high quality education. The study sought to find out minimum standards of knowledge, skills and experiences expected of managers and teachers; processes primary schools use for realizing expected level of learning and recommend desirable improvements on the quality assurance system for attaining excellence in primary education. A sample of 284 respondents from six primary schools in Arusha and Kinondoni districts provided the requisite data. Data were obtained through questionnaires, semi structured interviews, focus group discussions, documentary review and classroom observation. Qualitative data were subjected to content analysis while quantitative data were categorized and presented in tabular form. Findings indicated that most sample schools did not have a manifest vision; public schools faced a shortage of teachers and basic inputs such as textbooks, wall maps and charts. Content mastery of primary school teachers was poor, especially in English and Vocational skills. It was also found out that high students' performance was contributed by the use of proper teaching [learning methods as well as school practices. Stakeholders were not satisfied with primary school outputs and outcomes as school leavers completed while very young and did not have the requisite skills that would make them useful members of the community. It is concluded that schools had quality assurance system in place but it was not effectively enforced for realization of high quality primary education. It is recommended that school managers and teachers be trained on the process of developing a sound vision; teacher recruitment should be decentralized to district level; INSET courses be provided regularly to teachers and training of competent vocational skills subject teachers be given serious consideration in order to provide the intended skills to students.