Participatory approach in policy formulation the case of Tanzania’s education and training policy (2014).
| dc.contributor.author | Kapilima, Vivian Christopher | |
| dc.date.accessioned | 2019-12-14T12:05:25Z | |
| dc.date.accessioned | 2020-01-07T15:57:42Z | |
| dc.date.available | 2019-12-14T12:05:25Z | |
| dc.date.available | 2020-01-07T15:57:42Z | |
| dc.date.issued | 2018 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF H97.T34K36) | en_US |
| dc.description.abstract | The study set out, as its general objective, to assess the extent to which participatory approach was applied in the formulation of Tanzania‘s Education and Training Policy (ETP) 2014. Specific objectives were: to examine the extent of stakeholders‘ involvement in the policy formulation process; to compare the level of participation in the formulation of ETP (1995) and ETP (2014); to find out the perceptions of stakeholders who were involved in the policy formulation process; to analyze how power, and power relationships, impacted the adoption of participatory approach in formulating the policy; and to identify challenges in adopting participatory approach in policy formulation-process. The study was administered in four districts in Dar es Salaam region. The applied methodologies were qualitative. Data and information were gathered using In-depth face to face interviews, telephone interviews, focus group discussion, and documentary review. The study found that, top government education officials and few influential representatives from the civil society organizations were of the view that, the extent of stakeholders‘ involvement in the formulation of ETP (2014) was high. On the other hand, majority of informants outside the government, especially those from the community and some civil society based-organizations at the lower levels of society claimed to have been moderately involved in the ETP (2014) formulation-process. Nonetheless, the informative and consultative levels/approaches of stakeholders‘ participation were effectively applied in the formulation of ETP (2014), when compared to the ETP (1995). However, the empowerment approach was not effectively applied in formulating both two policies. It was also found out that, power and power relationships among policy actors did affect significantly the formulation processes of the two education policy papers. Basing on the findings of the study, it was concluded that the extent of stakeholders‘ involvement in the ETP (2014) formulation was moderate, and faced a number of challenges, ranging from poor policy design, to non-representation sample of stakeholders. In order to ensure an effective participatory policy formulation process in the future, it was recommended that, firstly, there should be adequate budget allocation to the entire process of policy formulation. Secondly, there is a need to put in place a mechanism to widen and deepen the level of stakeholders‘ representation. | en_US |
| dc.identifier.citation | Kapilima, V. C. (2018). Participatory approach in policy formulation the case of Tanzania’s education and training policy (2014). Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3011 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Policy formulation | en_US |
| dc.subject | Policy science | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Participatory approach in policy formulation the case of Tanzania’s education and training policy (2014). | en_US |
| dc.type | Thesis | en_US |