School mapping and primary education development in Tanzania: a case study of Maasai pastoral Community in Longido district

This study investigated the relationship between school mapping and primary education development in Tanzania using Longido district in Arusha Region as a case study. The study sought to investigate the relationship between school mapping and primary education development in terms of coverage of education system, internal efficiency of the education system, and the pastoral community`s perceptions and attitudes towards formal education. Data were collected through interviews; focus group discussion and documentation guides. Finding revealed that school mapping facilitated the developing and improvement of primary education in the district in terms if increased enrolment and attendance, decreased incidents of dropping out, decreased incidents of repetition, increased promotion rates, decreased illiteracy; level, and increased transition top secondary education. School mapping also increased awareness on the importance of education to the community. The study recommends that LGAs should conduct school mapping yearly in pastoral areas and they should build more schools to match with increasing demand for education. It is also recommended that pastoralists work in their communities to serve as role models for other community members. There is also need to involve the pastoralists in decision making in the schools as to build pre-primary schools in all sub-village communities to build a good foundation for formal education.