Evaluation of the implementation of school-based in-service training programme (mwakem) in makete primary schools in njombe, Tanzania

This study evaluated the implementation of school-based in-service training programme known by its Kiswahili acronym, MWAKEM, in Makete primary schools. Specifically the study explored the reactions of education stakeholders to the implementation of the programme; assess primary school teachers’ ability to apply the knowledge and skills acquired through MWAKEM; examine challenges for the implementation of MWAKEM; and suggest strategies for overcoming these challenges. The study adopted a qualitative research approach with a single embedded case study design. Purposive and simple random sampling techniques were used to select five schools and 31 respondents for the study in Makete district. Interviews, observations and documentary review were data collection methods for the study. Data obtained from interviews; observations and documentary reviews were subjected to content analysis. The study findings found that education stakeholders were not satisfied with the implementation of MWAKEM due to limited follow-up, low quality of modules, poor service provided to teachers and incompetent school based facilitators. In addition, the study findings show that teachers’ ability to apply knowledge and skills acquired through MWAKEM was low. Moreover, there were several challenges to the implementation of MWAKEM initiatives which include the shortage of textbooks, irresponsible parents, time constraints, heavy teaching load and overcrowded classrooms. To conclude, the study findings suggest the provision of enough funds, appropriate time to participate in inset programmes, effective follow-up, provision of enough teaching and learning materials, ensuring parents support their children, and ensuring there were enough classrooms and teachers. The study recommends that Ministry of Education Science and Technology in collaboration with other education stakeholders should design and implement special trainings on the use of participatory teaching methods and on preparation and use of teaching aids among primary school teachers. The government should provide enough funds and adequate teaching and learning materials for effective implementation of inset programmes in schools.