Asssessment of implementation of information and computer studies (ics) syllabus in Tanzania’s public teachers diploma colleges: the case of Morogoro and Dakawa Teachers Colleges

Abstract

This study assessed the implementation of Information and Computer Studies (ICS) syllabus as teaching subject in public diploma teacher colleges. The purpose of this study is to assess the implementation of ICS syllabus in public diploma teachers colleges. The study was designed using a combination of qualitatively and quantitatively approaches. The study was conducted at Dakawa and Morogoro teachers colleges. Data were collected through questionnaires, interviews, and observations. The sample for the study was 146 respondents, and was purposively and randomly sampled. The findings of the study revealed that ICS subject as teaching subject implementation was not effectively done due to poor tutors’ roles and responsibilities for ICS subject teaching, though they had university ICT degrees. The study has established that both sampled public Diploma Teachers’ Colleges face a critical shortage of computers as well as ICS textbooks and syllabuses for both diploma colleges and secondary schools and offer limited time for both tutors and student teachers to use the computers with learning and teaching materials. Moreover, the major challenges hindering ICS subject as teaching subject implementation in teachers’ colleges were poor student teachers’ ICS subject background, large ratio of the student teachers to the ICS tutors, shortage of ICS equipment and materials, and too few periods allocated for ICS laboratory practices per week. Furthermore, it was revealed that only 10% of student teachers were practised teaching practises practically in ICS subject during microteaching in classrooms, single lesson teaching practice in demonstration schools, as well as Block Teaching Practice hence majority of student teachers would be ineffectively in teaching ICS subject in secondary schools even after completion of their diploma studies. The study concluded that both teachers colleges and secondary schools environments would be a key determining factor for improvement of students’ teachers training in terms of both theoretical acquisition and practical teaching practices skills development of ICS subject. So ICS infrastructure as well as teaching and learning materials in both secondary schools and Diploma Colleges should be provided to ensure that teaching practices take place. Also, the effective teaching roles and responsibilities for ICS tutors would provide student teachers with a solid matter, and proficiency in the learning and teaching of ICS subject as teaching subject in diploma teachers colleges and secondary schools respectively. It is recommended that the Ministry of Education and Vocational Training (MoEVT) should set a clear ICS implementation policy which can act as a roadmap towards ICS development in education. Short courses and long courses are also recommended to enable tutors and teachers build capacity in the ICS subject. It is imperative that teacher colleges develop strategies for implementing ICS as teaching subject as an independent subject and ICT subject as general subjects like Communication Skills. In addition, MoEVT should ensure adequate provision of funds for ICS infrastructures and textbooks and syllabus materials for both diploma colleges and secondary schools, and training on practical teaching practices opportunities for student teachers and tutors through pre and in-serving trainings. The study has not been exhaustive; further studies need to be conducted to assess challenges and opportunities of ICS syllabus implementation in secondary schools in Tanzania.