Enhancing school performance through the management of quality assurance and control mechanisms in Tanzania secondary education
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Date
2012
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Publisher
University of Dar es salaam
Abstract
The study set out to explore how quality assurance and control mechanisms were managed in Tanzania’s secondary schools to enhance performance during SEDP I implementation. It used a case study strategy through qualitative research approach. A comparative analysis between the best and least performing secondary schools from the Eastern Education Zone was done by involving ninety respondents. Five specific objectives guided the study namely; to examine how schools’ external environment influenced the implementation of SEDP I; investigate how schools used internal mechanisms to enhance performance during SEDP I; assess how quality assurance mechanisms were managed in secondary schools during SEDP I; describe how quality control mechanisms (teaching and learning processes) were managed during SEDP I implementation and examine how management of quality assurance and control mechanisms enhanced secondary school performance during SEDP I. Data for the study were generated through documentary analysis, observation, interview and focus group discussion. Analysis of data was done through content analysis method. Overall, it was found that quality assurance and control mechanisms were poorly managed during SEDP I implementation as both the best and least performing schools were negatively influenced by regulations and political pressure. The best performing schools were better in articulation of school vision and setting strategies for improving performance. Teacher recruitment procedures, securing of physical and material resources differed from government to denominational schools. Use of innovative teaching and learning methods was still elusive in both best and least performing schools coupled with weak monitoring systems. Finally, teachers in the best and least performing government schools were more dissatisfied with their jobs than those of denominational schools. From the study findings and analyses it can be concluded that there was weak management of quality assurance and control systems during SEDP I implementation. Furthermore, although the Government had set in place mechanisms (Tanzania Institute of Education, National Examination Council of Tanzania and the School Inspectorate Unit) for managing quality assurance and control, there was lack of follow up on how these mechanisms were effectively used to ensure that they contributed to the enhancement of performance in every secondary school in Tanzania. It is recommended that stakeholders at District and school levels should be trained on how to formulate a coherent vision; teacher recruitment should be decentralized at district level; improvement in the financing system of education; strengthening of schools’ internal mechanisms for quality assurance and control; review of selection criteria for Teacher Education Programs; ensure teachers are adequately motivated to perform their jobs more effectively; policy implementers should be involved in all stages of policy formulation and there is a need for an action research to uncover areas for professional development.
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Available in print form
Keywords
Education, primary, Quality assurance (Primary education)
Citation
Chua, C. L (2012), Enhancing school performance through the management of quality assurance and control mechanisms in Tanzania secondary education, master dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx)