An Evaluation of Universal Primary Education (UPE) Program in Sumbawanga District

The purpose of this study was to evaluate through the case study approach the implementation of the UPE plan in Sumbawanga Rural District. The fulfilment of this objective entailed finding out whether the UPE programme had succeeded in enrolling all the children of school age and retaining them in school util they finish standard seven. Success was also measured by establishing whether or not the provision of teachers, classrooms, desks, was adequate. Further, success was measured by establishing whether or not the programme did not lower the educational standards. By reviewing literature on the experiences of other countries which have attempted UPE before and by considering the social and economic realities of Tanzania, questions were raised and hypotheses formulated to facilitate field work research. The hypotheses and major findings were as follows: (1) The government has not been able to enroll all children of primary school age in the district. It was found that all parents, teachers and village leaders were satisfied that every child who attained the age of seven got registered and enrolled. The only exception was the physically handicapped who did not go to school because village schools did not have special facilities to cater for their needs. (2) The system of education has not been able to keep all children who register, in school until they finish primary education. The results show that about 17 percent of the children drop out before reaching Standard Six, and about 19 percent drop out before reaching Standard Seven. Results show also that wastage rate was higher among the girls than among the boys. In the UPE schools, results demonstrate a higher wastage rate than in the old school. (3) The government has not managed to supply enough teachers to meet the requirements of UPE in the district. Results show that Sumbawanga District was sufficiently supplied with teachers to meet the requirement of UPE. In 1982 the teacher pupil ratio in the district was 1:43.2 were as the requirement ratio was 1:45. Quantitatively, this can be said to be the area in which the programme has succeeded. (4) Evidence however, confirms the hypothesis that UPE teachers are not fully prepared and competent. Because there were no standards followed for recruitment of trainees, low ability primary school leavers were recruited for the distant training programme. The poor guidance that these trainees received has been attributed to paucity of instructional materials and untrained tutors. (5) The district not been able to construct enough classrooms to meet the requirements of UPE; and (6) Those that have been constructed were poorly made and equipped. Results show that there is a deficit of 31.4 per cent of the total classroom requirement. This has resulted in overcrowded classes, which in turn has an adverse effect on children’s performance. Results show also that those classrooms which were constructed under UPE programme were poorly constructed and equipped. Regarding desk requirement, there was about 38 per cent deficit in the four schools. The situation concerning the provision of books was appalling. (7) Universal Primary Education programme has resulted in lowering the standard of education. The results of two achievement tests show that the old schools performed relatively better than the UPE schools. This state of affairs has been attributed to the fact that there are relatively better school facilities in the old schools. There was a disparity between girls! and boys’ performance. Results show that boys outperformed the girls in both Kiswahili and Arithmetic. Girls were however, relatively stronger in Kiswahili than in Arithmetic and vice versa for boys. (8) Practically, UPE in the district is not compulsory. Results show that despite there being an act of parliament which compels children to enrol and attend school regularly until they finish Std. 7, the drop outs are not punished. Children abandon schooling and yet no action against them and their parents is taken by teachers and village leaders. (9) UPE in the district is in practice not free. The 20/= education levy for every child in school per year, the labour contributed in constructing school buildings and many school items parents have to buy for their children, are interpreted as other forms of school fees. These findings, were obtained by using documentary sources, questionnaires, interviews, non—participant observation, and performance tests. To make sure the physically handicapped are not deprived of their right to education, it is recommended that special facilities should be provided and teacher trained who would cater for their needs. It was also recommended that village governments should take the responsibility of sending the disabled children to special schools in other parts of the country. To minimize the drop—out rate it is recommended that sex education be introduced in primary schools. In order to raise the standard of education which has declined with the advent of UPE, it is recommended that courses should be mounted for UPE teachers so that they can upgrade themselves both professionally and academically. Since school fees were a disincentive, and so long as Tanzania has declared free and compulsory Universal Primary Education, the education levy of 20/= per child in school per year should be abolished. In order to curb the high drop—out rate it is recommended that teachers and village leaders be strict on the application of the compulsory enrolment and attendance rules. It was hoped that the findings would act as a feedback to policy makers and educationists. The study would serve as a basis for improvement this area of the country where little research on education has been done. It also hoped that the problems encountered and the techniques used in solving them would provide background information from which other UPE plans in other African countries could be formulated. And as an academic Endeavour this study is hoped to be a contribution in the area of Sociology of Education in Tanzania.