Browsing by Author "Meli, Benjamin Mbeba"

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    An evaluation of teacher education and training in Tanzania: a comparative study between licensed and normal trained teachers
    (University of Dar es Salaam, 2014) Meli, Benjamin Mbeba
    The focus of this study was to make an evaluation of the two types of teacher education and training (crash and normal) programs in Tanzania. The study had the following specific objectives: to explore the nature of normal and crash programs that existed/exist for teachers’ education and training in Tanzania; to examine the nature of teachers’ operation in classroom for both types of teachers and to explore types of in-service training that are offered to both types of teachers in order to update their knowledge and skills. Furthermore, the objectives were to explore self initiatives of licensed teachers in attaining in-service training course to update their knowledge and skills and to identify challenges and problems that face tutors, licensed and normal teachers so as to suggest the way forward in terms of improvement. The study adopted a theoretical framework of an Instructional Model of teaching and learning for teachers. Such a model helps teachers to become competent in preparing lesson plans, schemes of work and preparation of enough materials to the students. The study involved a total of 200 respondents and the sample for the study was obtained by using purposive sampling and snow ball techniques. The data for this study was also collected in the existing public secondary schools, zonal secondary inspectorate department, Tanzania Institute of Education, Ministry of Education and Vocational Training, Teachers’ training colleges and some education stakeholders. Data collection methods included interview, questionnaires, documentary review, and classroom observation. The study revealed that normal trained teachers performed their teaching better. However, both types of teachers had similar weaknesses of preparation of lesson notes and plan. Several recommendations have been made for further action in order to salvage the situation. These are as follows: Ministry of Education and Vocational Training should provide and support general specific in-service training programs especially for the crash trained teachers, so that they become more knowledgeable and skilled in teaching and learning processes. The Ministry of Education and Vocational Training should also support the existing Teacher Resource Centres so that there are regular and continuous in-service activities going on at the centres to equip the teachers with more knowledge and skills. The Zonal and District Secondary Schools Inspectorate Officers should conduct frequent schools inspection in order to monitor the teachers in their day-to-day activities. School Headmasters/Mistresses should see to it that daily routines of the teachers are monitored and that local arrangements are made for teachers to share knowledge and skills among themselves. Lastly, the Tanzania Institute of Education should ensure that school curricula are in operation for a long time before changing them.
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    Factors Contributing To Poor Teaching By Primary School Teachers A Case Study Of Musoma Urban District
    (University of Dar es salaam, 2004) Meli, Benjamin Mbeba
    The purpose of this study was to investigate factors that contribute to poor teaching by primary school teachers in Tanzania with focus on Musoma Urban District. The study had the following specific objectives to access primary school teachers qualification to assess primary schools performance against inspected and non-inspected ones; to examine the contribution of the central government and district council (local government) towards primary school teaching aspects and to assess community participation in primary schools.The study also investigated seven variables that were assumed to have an impact on poor teaching by primary school teachers. These included; teachers ‘ education qualifications, schools’ requirements, pupils per teachers ratio, pupils dropout rates, in –service training, school inspection and pupils’ poor performance. Respondents includes grade iiiA teachers, grade iiiB/C teachers, primary school inspectors, District Education Officers, head teachers, Ward Education Coordinators pupils ‘parents and Ministry officers. Data collection encompassed interviews and questionnaires. Other data collection methods included documentary reviews and classroom observations. Documentary review covered primary as well as secondary sources of information. Secondary sources included attendance reports, examination result and school inspectors’ reports, included journals, papers and related textual materials. Interviews were semi-structured and were administered to some respondents using questionnaires which were both closed-ended and open ended. The study revealed that Universal primary education (UPE) teachers were not only the causal factors for poor teaching by primary school teachers, but also the problem was largely contributed by many variable such as lack of in-services training, high level of poverty, parents’ low level of awareness, family conflicts, frequent changes in schools curricular, lack of teaching as well as learning materials, low salaries and lack of competent teachers to teach complicated subjects. In due regard several recommendations have been suggested for futher action in order to salvage the situation.