Browsing by Author "Mgulambwa, Albert C"

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    Factors affecting the implementation of administrative functions of district adult education coordinators in Tanzania: a case study of Morogoro region
    (University of Dar es Salaam, 1983) Mgulambwa, Albert C
    The main purpose of the study was to investigate the factors affecting the implementation of the administrative functions of District Adult Education Co-ordinators (DAECs) in Tanzania in order to find out the causes of the problems and ways of alleviating them. A composite model incorporating key ideas suggested by Gregg (1957), Miklos (1975) and Campbell (1977) was built to guide investigation into the problem. The key components of the model were internal and external factors affecting the implementation of DAECs’ functions. A descriptive case study approach was adopted for this study because it provided an opportunity for an in depth investigation into the problem. The study was conducted in four of the five districts of Morogoro Region .Morogoro Urban, Morogoro Rural, Kilosa and Kilombero. Ulanga district was excluded because of transport constraints. The information needed to fulfill the purpose of the study was collected through documentation semi-structured interviews and questionnaires. A combination of multiple data sources was preferred in order to enhance validity of the information. All data were subsequently subjected to content analysis in order to extract information relevant to the study. Data collected through documentation, interviews and questionnaires showed that although the Party and Government politicians were not specifically for the implementation of DAECs’ administrative functions, they favourably affected their duties. Circulars and guidelines from the MNE Headquarters facilitated the initiative of the DAECs in implementing the administrative functions for they emphasised creativity of the DAECs. Information from the above data sources also showed that occasional advisory visits by key adult education officials from the MNE Headquarters and Zonal Education Inspectorate Office were effective an instrumental in improving leadership skills and adult education expertise of the DAECs. However, the infrequent advisory visits by the key adult education officials contributed to mismanagement of adult education funds, materials and records by some DAECs. Some of the key adult education officials and inspectors were disliked because they were arrogant. About 70.3 percent of the respondents to interviews and questionnaires did not think that the role of DAECs in implementing their administrative functions was diffuse. All respondents though the functions were effectively and successfully implemented. A majority of the respondents (73.0 percent) suggested that DAECs should be members of DP and IC so that they can implement their functions smoothly through the members of the DP and IC. It was also found out that although DAE Committees existed in all the districts, they were not meeting four times a year as stipulated in the Adult Education Guidelines. Finally, money voted by government for the DAECs function was too little to enable them operate efficiently. In view of the above findings, it was recommended that the Party should form a sub-committee at every level specifically for mobilising people and leaders to implement adult education programmes well. It was also recommended that adequate funds to affect frequent supervisory visits should be made available to key adult education officials and inspectors. Furthermore, it was recommended that DAECs should become members of DP and IC to facilitate smooth implementation of DAECs’ functions. It was also recommended that DAE Committee structure should be adopted to include representatives from CCM, the five Party Organs the main religious denominations (TEC, CCT and BAKWATA) the District Development Council, the National Adult Education Association of Tanzania and representatives from each ministerial department at the district level. Finally, it was recommended that DAECs and other co-ordinators who have no expertise in preparing adult education budgets should be given a seminar on it. Adult education programmes too should be included in the overall development plans at all levels.