The contribution of ward education co¬ordinators to the realization of quality primary education in Tanzania: a case of Bagamoyo District

This study was aimed at investigating the contribution of Ward Education Co¬ordinators (WECs) to the realization of quality primary education in Tanzania. The study was conducted in Bagamoyo district. It mainly focused on determining WECs’ awareness of their roles in realising the quality of primary education, the impact of their supervisory visits on the teaching and learning processes, and the challenges that hinder them from accomplishing their roles. A qualitative approach through a case study was employed in data collection and analysis. Semi-structured interviews, questionnaires and documentary reviews were used to collect relevant information. The study consisted of 156 informants made up of teachers, head teachers, WECs, the District Chief Inspector of Schools (DCIS) and the District Education Officer (DEO). The study came up with three major findings. First, a good number of the WECs informants were aware of their roles, the government circulars, guidance manuals and training were indicated as sources of their awareness. Second, the WECs’ supervisory visits and support to schools have a direct impact on the teaching and learning processes. The WECs’ impact was evident in their support to head teachers, newly-employed teachers and underperforming teachers. They also support various activities that enhanced pupils’ performance. Third, the WECs faced a number of challenges in their day-to-day obligations. These challenges were related to poor management system, lack of resources and low levels of qualifications among WECs. Inevitably, these drawbacks limited their contribution to enhancing the quality of primary education in their respective areas. Consequently, their contribution to the realisation of quality primary education in Tanzania was insignificant. The study therefore recommended that the Prime Minister’s Office, Regional Administration and Local Government (PMO-RALG) and the Ministry of Education and Vocational Training (MoEVT) should empower WECs with capabilities and essential pedagogical and management skills for them to play their roles efficiently and effectively. They should provide them with formal orientation courses and on- the-job trainings. Moreover, WECs should be provided with support from the government to ensure they get resources they need. However, further study should be done to investigate why school supervision services in the country, especially at the ward level seem to be ignored regardless of its importance in promoting quality of education. Also, other study should be conducted to find out how WECs managed to promote standards of teaching and learning while they were not allowed to enter and observe curriculum implementation in classrooms.