The perception of education stakeholders on the new TEHAMA subject in primary school curricula in Tanzania.

The study investigated the perception ' education stakeholders on the new "Teknolojia ya Habari na Mawasiliano (TEHAMA) subject in primary school curricula in Tanzania, Kinondoni district and it involved fifteen primary schools. Specifically this study investigated the perceived understanding of education stakeholders on TEHAMA as a new subject in primary school education, acceptability of TEHAMA subject by education stakeholders in primary schools, examination on the availability and quality of teachers and other teaching and learning resources for TEHAMA subject, stakeholders views on the TEHAMA knowledge in learning other subjects and challenges as well as possible remedies for smooth teaching and learning of TEHAMA subject in primary schools. The study used mainly qualitative research approach and a descriptive survey design to inform the study. Purposive, stratified and random sampling procedures were used to select 272 participants namely, 45 TEHAMA subject teachers, 30 parents, 180 pupils 15 head teachers, I curriculum developer from TIE and Hakielimu representative (Table 1) The interviews, documentary review, field observations, Focus group discussions and observation checklists were used for qualitative and quantitative data collection which were analysed mainly qualitatively. Few data were analysed quantitatively. Findings revealed that most education stakeholders have positive and right perceptions ofthe inclusion of TEHAMA subject in primary schools of Tanzania due to its importance it peoples' life and development; Education stakeholders accepted the inclusion of TEHAMA subject in primary schools and that it has been introduced at the right time. TEHAMA knowledge was seen to be very important and useful skill to learners in obtaining important materials from various sources of information. The findings also showed that there is a serious shortage of professional and qualified TEHAMA subject teachers and important teaching and lemming facilities. Overcrowdings of students in a single class was also a major barrier to teaching and learning of TEHAMA subject. The findings showed that there were no belief factors that hindered the teaching and learning of TEHAMA in primary schools. Basing on the research findings, it was concluded that despite of insuperable obstacles such as lack of qualified teachers and relevant teaching and learning materials, education stake holders have accepted the inclusion of TEHAMA subject in the primary school curricula and they perceived it very positively. However, with the availability of teaching and learning materials and qualified TEHAMA subject teachers, TEHAMA subject will be more attractive and the most useful subject to primary school pupils. The study recommended that the government through MoEVT and its organ TIE should involve all important education stakeholders wheel designing and implementing any new curriculum in all levels of education to create awareness which will in turn facilitate availability of T/L materials and effective teaching and leading of the new subject to the society. The MoEVT should conduct frequent seminars and on-Job training, train enough teachers to specialize in TEHAMA subject. Education stakeholders should make sure that all necessary resources for teaching and learning TEHAMA are available to teachers and pupils to facilitate easy tithing and learning of the subject. The study recommends further studies on a similar study that is extended to more districts and more regions in Tanzania using similar or different methods so it include the overall perception of the entire community.