The implementations of Primary Education Development Plan(PEDP) that articulates the vision of Universal Primary Education (UPE) in Tanzania primary education system is probably a most important pedagogical move, which requires a lot of resources to realize. The study aimed to investigate the implications of PEDP program on primary school administration and on teaching – learning process in public primary schools in Dodoma urban and Chamwino districts in Dodoma region. The sample of the study consisted of one hundred and twenty (120) head teachers. The teaching experience of the sample ranged between 1 and 35 years with the mean being 15 years. Both qualitative and quantitative approaches were employed in which interviews, structured questionnaires and documentary reviews were employed. It was found that although there were quantitative gains in terms of pupils’ enrolment, insufficient and quality resources were still adverse as a result head teachers suffers as far as school administration is concerned. This research article recommends that the government should empower head teachers in terms of leadership training as well as resources allocation as possible measure to facilitate teaching and learning.
Table of Contents
1. Introduction
2. Methodology
3. Results
3.1 Research question One: What are the major achievements gained in the implementation of PEDP phase 1 in public schools in Dodoma urban and Chamwino districts?
3.2 Research question Two: What are the major challenges of the PEDP program in phase 1 in public primary schools in Dodoma urban and Chamwino districts?
3.3 Research Question Three: What are the strategies which the government can apply in facilitating the implementations of PEDP phase II in Dodoma urban and Chamwino districts?
4. Discussion
4.1 Research question one: What are the major achievements gained in the implementations of PEDP phase 1 in public primary schools in Dodoma urban and Chamwino districts?
4.2 Research question Two: What are the major the challenges of the PEDP program in phase 1 in public school in Dodoma urban and Chamwino districts?
4.3 Shortage of teachers
4.4 Shortage of Physical Facilities, Teaching and Learning Resources
4.5 Lack of Training
4.6 Lack of Allowances
5. Conclusion and Recommendations
Research Objectives and Focus Areas
This study aims to investigate the implications of the Primary Education Development Plan (PEDP) on school administration and the teaching-learning process in Dodoma, Tanzania, specifically focusing on the achievements, challenges, and necessary policy improvements for phase two of the program.
- Analysis of pupil enrollment trends following the implementation of PEDP.
- Evaluation of administrative challenges faced by head teachers due to resource scarcity.
- Investigation of the impact of teacher shortages and deployment issues on school performance.
- Identification of strategies for government intervention, including leadership training and resource allocation.
Excerpt from the Book
Shortage of Physical Facilities, Teaching and Learning Resources
The findings show that, the inadequacy of physical facilities in most public primary schools in Tanzania has created a heavier burden on head teachers. Through document search, the district education offices and schools provided statistics on physical facilities that were required, available and shortages in public primary schools. The findings showed also that there was a shortage of various physical facilities in all schools.
According to district statistics, the Dodoma urban district had a deficit of 46% desks, 36% chairs, 77% cupboards, 47.6% classrooms, 85% teachers’ offices, 66.4%teachers’ latrines and 77% pupils’ toilets. On the other hand, Chamwino district had a deficit of 55.3% desks, 51% chairs, 83%cupboards, 39.9% classrooms, 51% teachers’ offices, 66%teachers latrines and 85% pupils toilets. Further to this there were no a single school with library or laboratory.
The findings indicated that the shortage physical facilities are critical. This suggested that the increase in pupils’ enrolment did not go hand in hand with the provision of enough facilities for effective teaching and learning and hence school administration.
Summary of Chapters
1. Introduction: Discusses the global and national context of Universal Primary Education and introduces the Primary Education Development Plan (PEDP) as a strategy to improve Tanzanian primary schooling.
2. Methodology: Describes the mixed-methods research approach, utilizing surveys of 120 head teachers, interviews, and document reviews to ensure data validity.
3. Results: Presents the statistical findings regarding enrollment spikes and the categorized challenges faced by head teachers in both rural and urban districts.
4. Discussion: Analyzes the implications of these results, highlighting the strain on school administration, the impact of teacher deployment, and the necessity of improved leadership training and remuneration.
5. Conclusion and Recommendations: Summarizes the study's findings and advocates for prioritized government investment in resources and professional capacity building for educators.
Keywords
Primary Education Development Program, PEDP, School administration, Teaching, Learning, Tanzania, Education quality, Teacher shortage, Enrollment, Infrastructure, Leadership, In-service training, Educational policy, Public schools, Dodoma.
Frequently Asked Questions
What is the core subject of this research?
The research examines the implementation of the Primary Education Development Plan (PEDP) in Tanzania and its specific consequences for school administration and the teaching-learning process.
What are the primary themes addressed?
The study centers on the challenges of rapid enrollment growth, the scarcity of teaching materials and physical infrastructure, and the administrative burden placed on school head teachers.
What is the ultimate goal of this research?
The main objective is to identify the achievements and obstacles of PEDP phase 1 to suggest actionable strategies for the government to facilitate a more effective phase 2.
Which scientific methodology was employed?
The authors utilized a triangulation approach, combining quantitative data from structured questionnaires with qualitative insights from semi-structured interviews and documentary analysis.
What topics are covered in the main body?
The main body covers enrollment trends, the impact of teacher-pupil ratios, the lack of professional leadership training, and the critical deficit in basic school facilities like desks and classrooms.
What are the key terms associated with this work?
The research is characterized by terms such as PEDP, School Administration, Teacher Motivation, Resource Scarcity, and Educational Reform in Tanzania.
How does the shortage of teachers impact the schools in the study?
The study finds that the shortage of teachers leads to significant stress for head teachers and is worsened by uneven deployment and the lack of adequate staff in rural areas compared to urban centers.
Why are current in-service training programs considered ineffective?
Respondents indicated that these programs are either too infrequent or fail to address the specific leadership and stress-management skills required to manage the demands of the modern curriculum.
What role does gender balance play in the staffing problems identified?
The study highlights a lack of female teachers in remote rural areas, which complicates counseling for girl students who may feel uncomfortable discussing sensitive issues with male teachers.
- Arbeit zitieren
- Lecturer Enedy Mlaki (Autor:in), Joseph Manase (Autor:in), 2012, The Implication of PEDP on School Administration, Teaching and Learning Process in Tanzania - Success and Challenges, München, GRIN Verlag, https://www.hausarbeiten.de/document/196371
