The contributions of civil society organizations in improving the quality of secondary education in Tanzania: a case Sstudy of ward secondary schools in Dar es Salaam region
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Date
2015
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Publisher
Unversity of Dar es Salaam
Abstract
This study examined the contributions of civil society organizations (CSOs) in improving the quality of ward secondary schools in Dar es salaam, Tanzania. Specifically, the study focused on identifying advocacy and activism activities that civil society organizations engage and its influence in the provision of quality education. The study also explored the extent to which civil society organizations have improved transparency and accountability of governmental educational activities through monitoring and advocacy. Moreover, the study examined the extent to which advocacy and activism of civil social organizations are based on community and people’s struggles for quality education. The study employed qualitative approach, and sampled 60 respondents. Data were collected through interview, focused group discussion and documentary review. Findings revealed that CSO are using different strategies in advocating provision of quality secondary education. These included: coalition building, conducting dialogues with policy makers, organizing open meetings and workshops. The study findings also revealed that CSOs play a significant role in: giving technical support and advice; enhancing community participation in the implementation of the school curriculum; changing community attitudes and exceptions for more and better education. Although the Tanzania institute of education (TIE) is responsible for curriculum design, inputs in terms of opinions from local community are sought when developing school curriculum. Civil societies in Tanzania have been in front line to advocate through the media the need for capacity building programmes or initiatives to improve teachers’ skills and knowledge through both short term and long term training programmes. These contributions however, lack sustainability. In addition to this, most of local community interests were not considered, as most of the advocacy was top down structured? The study concludes that CSOs have the strength of working in collaboration with the local communities for school academic development. The study recommends that CSOs should work with local community to avoid donors’ dependency and use local resources available. The study also recommends that further studies to be conducted to all levels of education to find out the effectiveness of CSOs in improving the quality of education in Tanzania. With regard to the future research, it was recommended to do a comprehensive study that would involve a wide range of CSOs and larger samples (not just parents and teachers) for both qualitative and quantitative results. In addition, for the sake of continuity and sustainability of school programs, a study should be done to investigate how local community and local resources can be mobilized.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1607.53.T34M33)
Keywords
Education, Secondary, Civil society, Ward secondary schools, Dar es Salaam region, Tanzania
Citation
Magome, F. J. (2015) The contributions of civil society organizations in improving the quality of secondary education in Tanzania: a case Sstudy of ward secondary schools in Dar es Salaam region, Master dissertation, University of Dar es Salaam, Dar es Salaam