Stakeholders’ perceptions on home economics subject and its influence on student enrolment in secondary schools in Dar es salaam region

The study was designed to investigate stakeholders’ perceptions on Home Economics subject in students’ life setting in secondary schools. In carrying out the study, the focus was to examine stakeholders’ views on the studying of Home Economics subject in secondary schools, analyze the causes of the declining student’s enrolment on Home Economics subject in secondary schools and find out stakeholders’ opinions on how to improve enrolment. The study adopted a multiple case study design and utilized a qualitative research approach. Purposive and simple random sampling procedures were used to select a sample of 104 respondents. The key stakeholders involved in the study were students, teachers, school administrators, MoEVT coordinators, school inspectors, curriculum developers, parents and employers related to the subject. Data were collected through the use of interviews, focus group discussions and some documentary review. Qualitative data were subjected to content analysis and some quantitative data were then converted into percentages. The findings of the study revealed that, the majority (63%) of respondents had positive perceptions towards Home Economics subject in students’ life setting. The rest of the respondents (37%) perceived the subject negatively. Despite the higher positive perceptions shown by stakeholders on Home Economics subject to be studied in secondary schools, there are factors which affected their interest including poor government support, poor administrative practices, volatile educational policies, negative language and statement used to describe the subject. The factors seem to have contributed to the declining students’ enrolment in secondary schools. It was concluded that, despite its apparent declining students’ enrolment in schools, Home Economics subject should continue to be taught in secondary schools in order to open up employment opportunities for the youths and contribute to country’s economic development. Basing on the findings, it was recommended that, the government through Ministry of Education and Vocational Training should recognize the importance of the subject in students’ future life by providing appropriate support to ensure its viability and sustainability in Tanzanian curriculum. Furthermore, the study provided suggestions for further studies to address the concerns