Practices of district councils in using strategic planning for managing secondary education in Tanzania

This study explored practices of district councils in using strategic planning for effective management of secondary education in Mtwara, Tanzania. The study specifically examined the process of developing district educational strategic plans; strategies employed in implementing the plans; strategies employed in monitoring and evaluating the plans; efforts used to handle challenges facing district councils in developing and implementing education strategic plans and identify best practices in developing and implementing district educational strategic planning for effective management of secondary education. The study was conducted in Mtwara region using two sampled districts selected along the criteria of performance in the national examinations and location of the district. The study employed a qualitative research approach with phenomenological research design. Data were collected from 22 respondents through interviews with DPLOs, DSEOs, DSAOs, DSSLOs, WECs and HoSs obtained using the criterion and snow ball sampling procedures, and the documentary review. Data were analyzed using content analysis method later presented in narration using frequency, percentages, quotations, excerpts and tables. The study revealed that, secondary education departments have no independent education strategic plan documents thus use the whole district strategic plan documents; districts were involving education stakeholders in strategic planning process using direct and indirect methods. However, the methods were viewed not sufficient in the district strategic planning process. The study also identified stages used by the district in developing strategic plans. Moreover several strategies were used in implementing, monitoring and evaluating strategic plans. In implementation; linking strategic objectives with department and district budget, developing action plans with specific time frame and assigning responsibilities to specific people/committee for close supervision and accountability and holding meetings to present plans to stakeholders/community were identified. In monitoring and evaluation strategies were the use of frequent reporting of activities and projects, forming task forces to supervise projects, observation of activities, use of external examination results and supervision reports. Similarly, the study identified three efforts employed to handle challenges facing district councils in developing and implementing education strategic plans to involve increasing collections from internal sources, employing external strategic planning process experts, conducting inspirational and educative meetings with communities. Respondents identified that districts have to use direct involvement of stakeholders through community meetings and provide education to stakeholders. The study findings imply that practices of district in using strategic planning to some extent were sufficient as they have produced available strategic documents though not education department strategic plan documents. As practices were faced by some shortcomings which requires districts to solve them, this study recommends that secondary departments have to develop and posses their own strategic plans, districts should not use top down method but initiate the process by allowing departments and sections to develop then combine them to get an overall strategic plan and the government in particular is required to provide fully resources required to make these practices more successful.