The contribution of civil society organisations in education policy development in Tanzania: the case of Haki Elimu, TENMET and Twaweza.
| dc.contributor.author | Masebo, Benjamini Semu | |
| dc.date.accessioned | 2020-09-04T13:12:56Z | |
| dc.date.available | 2020-09-04T13:12:56Z | |
| dc.date.issued | 2018 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library | en_US |
| dc.description.abstract | This study assessed the contribution of civil society organisations in education policy development in Tanzania. I used a case study of three civil society organisations, namely Haki Elimu, TENMET and Twaweza. Using the phenomenological qualitative approach, the study systematically traced how the selected CSOs participated and influenced the development of education policy in Tanzania, using the 2014 Education and Training Policy as a case example. Data were collected through documentary review and in-depth interviews with key informants. The findings of the study show that although CSOs participate in the development of Education and Training Policy process, their participation does not reflect their contribution in policy development. It is evident that CSOs and other stakeholders are key elements in the process of education policy development in Tanzania especially in the early stage of problem identification and policy formulation. Nevertheless, the contribution of CSOs is not evident in the final policy document released by the ministry responsible for education. The study has also identified several challenges during the education policy development. These challenges include the following: the formulation of the 2014 Education and Training policy took a long time; there was a diversity of stakeholders’ interests in policy statements. The other challenge was financial problems. Several recommendations have been offered to improve the engagement of CSOs in future education policy development. These includes the government should have framework and modality of doing policy development process, the government should set a clear policy and guidelines on participation of civil society organisations. Lastly education should be provided to all civil society organisations and other stakeholders on the development of Education and Training policy. | en_US |
| dc.identifier.citation | Masebo, B. S. (2018). The contribution of civil society organisations in education policy development in Tanzania: the case of Haki Elimu, TENMET and Twaweza. Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/13498 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Civil society organisations | en_US |
| dc.subject | Education policy development | en_US |
| dc.subject | Haki Elimu | en_US |
| dc.subject | TENMET | en_US |
| dc.subject | Twaweza | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The contribution of civil society organisations in education policy development in Tanzania: the case of Haki Elimu, TENMET and Twaweza. | en_US |
| dc.type | Thesis | en_US |