The impact of cost sharing on diploma teacher education programmes and training facilities in Tanzania

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dc.contributor.authorMalisa, Gerald Timothy Ndesamburo
dc.date.accessioned2020-05-28T05:34:17Z
dc.date.available2020-05-28T05:34:17Z
dc.date.issued2004
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC1072.C6M34)en_US
dc.description.abstractThe study investigated the impact of cost sharing in Diploma Teachers’ Training Colleges(TTC) in Tanzania. It was conducted in Korogwe and Klerruu Teachers Colleges. The main respondents in this study were the principals, academic deans, registrars, and all second-year diploma students. The data was collected through questionnaires, interviews, documentation, observation, and checklists. The data collected was subjected to statistical techniques for tabulation and cross tabulations. It was found that the decline in enrolment in diploma programmes was not as severe as that in grade A training, and female students were more affected than boys. The funds allocated to the colleges and fees were inadequate to run the colleges, and had been declining over time, which has led to the failure to maintain furniture, provide teaching and learning materials and students’ social welfare. To make the colleges still operate effectively, adaptive strategies employed included the reduction of food quality and quantity; intensification of self-reliance activities; students bearing medical treatment costs; and the reduction of teaching practice days. Many diploma trainees who are being prepared to teach in secondary schools were sent to primary schools for teaching practice, to reduce transportation costs, as secondary schools are more scattered compared to primary schools. The observed teacher-students ratio was 1:4 for Korogwe and 1:8 for Klerruu. Employment opportunities influenced dropout and completion rate in teachers’ colleges as well as cost sharing. Proximity to the colleges also influenced access to teachers’ colleges. It is recommended that to help qualified students who do not register due to cost sharing, means testing needs to be established to determine the poor students requiring Government subsidy. Self-reliance activities need to be re emphasized in colleges and block-teaching practice should be eight weeks instead of four weeks, with diploma trainees posted to secondary schools for their teaching practice. Food quality and quantity should meet previously set standardsen_US
dc.identifier.citationMalisa, G T N (2004), The impact of cost sharing on diploma teacher education programmes and training facilities in Tanzania,Master dissertation, University of Dar es Salaam. Dar es Salaamen_US
dc.identifier.urihttp://41.86.178.5:8080/xmlui/handle/123456789/11623
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectcost sharingen_US
dc.subjectdiploma teacheren_US
dc.subjecteducation programmesen_US
dc.subjecttraining facilitiesen_US
dc.subjectprincipalsen_US
dc.subjectregistrarsen_US
dc.subjectacademic deans,en_US
dc.titleThe impact of cost sharing on diploma teacher education programmes and training facilities in Tanzaniaen_US
dc.typeThesisen_US

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