The implementation of family life education programme in Tanzania: a case study of Morogoro Teachers' College

This study stems from the concerns about the implementation of Family Life Education (FLE) Programme in Morogoro Teachers College. The main empirical focus of investigation is the views and experiences of tutors, student teachers and college administrators. The study describes how FLE Programme was introduced in the education system in general and teacher education in particular. An Illuminative Evaluative Model developed by Parlett & Hamilton, (1987) was used to guide the investigation. The information was obtained through questionnaires, observation of classroom interaction, focus group discussion and documentary reviews. The study involved 163 student teachers, 20 tutors and 5 college administrators. These populations' perceptions of different facets of relationships was investigated, recorded and documented. A detailed analysis of their experiences shows differences in the understanding and appreciation of meaning and the importance of FLE-Programme in the Teachers' college context. Findings from related literature are examined and the main finding is that there was a disarticulation of FLE Programme in the classroom interaction in the teachers' college. The tutors and the student teachers lacked an understanding of the meaning and the importance of the progamme in the professional work of teachers. The student teachers showed little self-confidence on the knowledge base of the aims of FLE. The tutors also had little training on the programme and therefore lacked a framework through which they could interpret the programme into practice. The administrators argued greatly for little achievement toward the implementation of FLE. Their argument was connected with positive behavioral change among the student teachers and environment conservation. However, they identified the factors such as socio-cultural values and poverty as the main constraints towards implementation of FLE programme. It is suggested that, continuous professional development of tutors particularly on the new topics in the curriculum could result to better implementation of this programme. Whilst the development and distribution of teaching and learning materials concerning FLE is necessary, the curriculum of teacher education must be continuously evaluated and monitored. The use of feedback from this evaluation to inform negotiations between the MoEC, TIE and Teachers' college is urged by this study. Achieving a full implementation of FLE in Teacher education curriculum, which meets the professional standards of teachers, is a challenge, requiring a thoughtful and informed response.