Implementation of in-service training for primary school teachers after the introduction of geography competency-based curriculum in Tanzania

Mtokoma, Amiry Hebel

Implementation of in-service training for primary school teachers after the introduction of geography competency-based curriculum in Tanzania

Date

2012

Authors

Mtokoma, Amiry Hebel

Publisher

University of Dar es Salaam

Abstract

The purpose of the study was to assess the process of in-service training (INSET) to primary school teachers after the introduction of Geography Competency-Based Curriculum (GCBC) in Tanzania Mainland. The study was carried out in Mbeya City and Rungwe Districts. The objectives involved to explore the different models of the INSET programs conducted to primary school teachers after the introduction of the CBC. The study also assessed how INSET programs were planned and implemented in primary schools after the introduction of CBC. Above all, the study assessed the challenges faced by the government in implementing INSET to primary school teachers after the introduction of CBC. The study was guided by a Systematic Design Model developed by McKenzie, Kirby and Mims in 1996 to facilitate staff development at West George College in the USA. Data were collected from a sample of 53 respondents involving the Tanzania Institute of Education official, the DEOs, chief school inspectors, headteachers, and geography teachers. The study employed qualitative research approach and exploratory design. Data were collected through interview schedules, questionnaires and documentary review and analyzed mainly through content analysis. Findings revealed that the cascade model was employed in training Primary School Teachers (PSTs) on the GCBC. The planning and implementation of such an INSET program was top-down destined to take place at the national, zonal, district, and school levels. However, it was found out that the TIE did not plan and budget for or establish contextually realistic support systems. Also the TIE did not set up elaborate and long-term evaluation mechanisms for the program. During the implementation process the study also revealed that there was no direct link between the PSTs and the zonal inspectorate department. It showed that there was a problem of recruiting workshop participants and loss of trained personnel through promotion and transfer, going for further studies and dropping out from civil service of some tutors. Teachers are experiencing heavy shortage of GCBC materials to undergo self-study. Also there is dilution of the training contents delivered and reduced time scheduled at the lower levels of the cascade. The reduced number of training days has led to reduced quality of the training provided. Also some of the training levels such as the regional level were skipped in the process. The study further revealed shortage and/or delay of funds, lack of collaboration among key stakeholders as challenges faced by the government in implementing this

Description

Available in print form

Keywords

primary school teachers, in-service training, curriculum in Tanzania, Tanzania

Citation

Mtokoma, A.H (2012), Implementation of in-service training for primary school teachers after the introduction of geography competency-based curriculum in Tanzania , master dissertation, University of Dar es Salaam (available at)