Browsing by Author "Mangosongo, Shabani"

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    Effects of mapping and micro planning of secondary schools on students ’ access, survival and Output: a Survey of Morogoro District, Tanzania
    (University of Dar es Salaam,, 2017) Mangosongo, Shabani
    This study examined the effects of school mapping (SM) and micro planning (MP) implementation on students’ access, survival, and output. It was conducted in five secondary schools in Morogoro district, Tanzania. Specifically, the study was aimed to examine SM and MP implementation of secondary schools’ effects on students’ access, survival and output. The study involved 78 respondents including school heads, district secondary education officials, ward education Officers and school board chairpersons who were selected through purposive sampling technique, while teachers and students were chosen through stratified random sampling technique. Data were gathered through interviews, focus group discussions and documentary review whereby content analysis strategies were used in data analysis. Findings disclosed that key steps for SM and MP which are diagnosis, projections and proposal were not addressed effectively; enrolment of students in public secondary schools had increased notably however, there were various challenges that weaken the students’ access, survival and output that challenges include poor infrastructure such as libraries, laboratories, latrines, teachers’ houses and playgrounds, low number of science teachers and shortage of social science books. Others include distance from homes to school, lack of supportive services such as hostels and midday meals, poor teaching and learning methods, poor behaviour in some of teachers, as well as low participation from the parents. Consequently secondary schools experience high rate of absenteeism, drop-out, low performance in final examinations, and many form four completers have poor skills (incompetent), and not act as models to the society. The following are the recommendations: Involvement of all education stakeholders including community and observing critically households’ factors including socioeconomic, and topographic factors such as deep rivers, forest, and space for sports and games in SM and MP; offering midday meals, and establishment of hostels; supplying enough number of teachers in terms of sex and specialisations; physical resource such as furniture and books; fiscal resource and improving schools’ infrastructure including libraries, laboratories, and pit holes; equipping teachers with full pedagogical methods and ethics; and implementing SM and MP continuously.