Planning and implementation of economic projects in secondary schools in Rombo district, Tanzania.

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dc.contributor.authorWilbard, Theopista Kissela
dc.date.accessioned2019-12-14T15:26:22Z
dc.date.accessioned2020-01-08T09:15:59Z
dc.date.available2019-12-14T15:26:22Z
dc.date.available2020-01-08T09:15:59Z
dc.date.issued2018
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC71.2 T34 W35)en_US
dc.description.abstractThis study had the purpose of examining the planning and implementation of secondary school economic projects. The specific objectives of this study were to: identify the main types of economic projects conducted in secondary schools; determine key reasons for establishing school economic projects; determine the procedures that are used in schools in developing and implementing economic projects; and investigate the social and political structures that are influencing schools to plan and implement economic projects. The study employed qualitative research approach with case study design. A total number of 56 participants were purposively selected and interviewed by the researcher in which there were 21 students, 22 teachers, 6 head teachers and 7 project managers. The data collection was conducted through interviews, observations and documentary reviews. The finding in this study revealed that, the schools had two main economic projects that were agricultural and business projects. Further findings indicated that schools had different procedures and processes in the planning and implementing their projects. The findings also indicated different social and political structures that were influencing and constraining school economic projects. For instance, the study revealed that poor support of government to school economic projects contributed to the poor implementation of projects. The government change of policy has been indicated as the main constraints for success of economic projects in schools. The study recommending the educational planners, policy makers, the government and all stakeholders to review education policies and their implications in school economic projects. Finally, it is concluded that, school economic projects were more improved and supported during the policy of education for self reliant, but after the emergence of new polices these project lacked support from the government and all educational stakeholders. The influence of emerging educational policies such as fee free educational policy has been underscored especially the fact that just like many other policies, it is misunderstood by many stakeholders.en_US
dc.identifier.citationWilbard, T. K. (2018). Planning and implementation of economic projects in secondary schools in Rombo district, Tanzania. Master dissertation, University of Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4618
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectEducation planningen_US
dc.subjectEducation policyen_US
dc.subjectEducation (secondary)en_US
dc.subjectEconomic developmenten_US
dc.subjectRombo districten_US
dc.subjectTanzaniaen_US
dc.titlePlanning and implementation of economic projects in secondary schools in Rombo district, Tanzania.en_US
dc.typeThesisen_US

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