Capacity of education policy provisions in enhancing quality basic education in Missenyi district, Tanzania

This study aimed at analyzing the capacity of education policy provisions for enhancing quality basic education in Tanzania. The study was guided by four research objectives, namely: identifying strengths and weakness of the available education policy statements for accountability practices reflecting the implementation of education policies for basic education in Tanzania. Other objectives were: assessing the influence of accountability practices used in implementing education policy in enhancing quality basic education; and exploring the ways to improve the capacity of education policies in enhancing quality basic education. Qualitative data relevant to the study objectives were collected from Missenyi District, Kagera region by using interviews, focused group discussions and documentary review. The sample comprised of 88 participants, including 65 teachers, 15 heads of schools, five ward education officers, two district education officers and one district school quality-assurance officer. The study employed purposive sampling technique in selecting the sample for the study. The collected data were qualitatively analysed employing content analysis strategy. The findings of the study indicated that the capacity of education policy provisions in enhancing quality basic education is low mainly because the education actors do not know policy statements. Education policy statements found to have strengths such as emphasizing on accountability; identifying components of enhancing quality education; specifying inputs and process for successful policy implementation and showing the responsible organ for providing quality education. However, the weaknesses of policy statements found to be unawareness of policy implementers about education policy statements; theoretical nature rather than practical; not financial realistic; not build on evidence; silent on the qualification of quality teacher; providing dilemmas on management accountability and contradict on the language of instruction. There were accountability practices of education actors towards policy goals achievements. The practices done by teachers are preparing teaching and learning documents; attending all indicated periods as well as assessing and evaluating learners. Other practices done by education managers are providing directives as received from the top authorities; proposing the budget and distributing resources to the school as well as checking teachers’ documents and reporting to the top authorities. Accountability practices of education actors found to have low influence on quality education standards. The study suggests ways of improving policy capacity to enhance quality education such as adopting bottom-up approach of policy formulation; improvement of quality education standards and ensuring availability of adequate resources and facilities. Based on the findings, it is recommended that the government should involve grassroots education management structure as well as ensuring sufficiency of basic education resources and facilities for effective policy implementation. It is also recommended that further studies should focus on quantitative research method of the same topic.