Constraints to the successful implementation of the universal and compulsory primary educational policies in Tanzania, 1967-2013

This study investigated the constraints to the successful implementation of the universal and compulsory primary education (UCPE) policies in Tanzania spanning the period 1967 to 2013. The study was guided by four research objectives, namely: to identify empirical evidence of the constraints to the successful implementation of UCPE policies in Tanzania; determine the causes of the constraints; examine the links between the constraints and the way in which the policies were developed and evaluated; and identify the limitations to addressing the constraints. Qualitative data relevant to the study objectives were derived from four purposively-selected regions, comprising seventy four participants. The participants whose experiences informed the study were heterogeneous in nature, although largely educational professionals. The data were collected through in-depth interviews, focus group discussions and a documentary review. The hand-coded data were analyzed through a thematic analysis approach. Triangulation of the data within and across cases and methods was performed to produce better-informed interpretation and conclusions. The findings were varied. Empirically, whilst there are several different explanations, insufficient educational resources, irrelevant learning content and the lack of the comprehensive involvement of policy stakeholders in the grassroots communities contribute considerably to the persistent policy failure within the sphere of education. A further scrutiny of the roots of the constraints unveiled a lack of political will and commitment, misappropriation of government fund, an absence of needs assessment, a lack of strategic plans for policy implementation and misinformed decisions. The findings revealed that a wish to address these constraints was limited largely by the double standards within the policy decisions and inadequate capacity building in the sphere of education. The findings suggested that these constraints are multifaceted, multidimensional and contextual in character that calls for an eclectic approach to detect and address them. The findings are developmental in nature, aiming to lay an evidence-based foundation for the decisions of education policymakers and practitioners. In light of the key research findings, the implications for policy and practice are discussed. The study concludes with a call for well-informed policy decisions in education. It calls, further, for intensive and extensive strategic publicity and advocacy programmes to educate, sensitize and mobilize people to participate in the educational policy activities. The study recommends a deliberate government and public commitment to capacity building and strong investment in education for successful policy implementation ir^this sector. Several directions for further research related to educational policies and practice in Tanzania are also suggested.