Implementation of complementary basic education in Tanzania: the case study of Dodoma rural district

The study investigated implementation of complementary basic education in Tanzania(COBET)Six COBET centers, 9 COBET teachers , 40 COBET pupils, 5ward Education Coordination, 16 school committee members and one District education coordinator were involved in the study. Data were collected through interviews, observations, questionnaires and documentary reviews. Factor for dropouts, problems that face implementation of the program and achievements during implementation of the program were investigated Statistical program for social Sciences (SPSS) was used in analysis. The study found out that in the implementation process, COBET centers received a big number of students who droop out from formal primary school due to different factors. Also the study revealed that during the implementation, there were factors that face programme. Furthermore, findings revealed that the program were not participatory. This study among other things, recommends the following first, there should be an enabling environment to make education less costly, favoring disadvantaged groups such as the poor and those with disabilities. Formal primary schools need to have standardized classrooms.