The desire to address equity issues in the education sector is a shared philosophy by a number of countries, including Tanzania. As a result, Tanzania as a country is striving to address the issue of equity in its education system through the implementation of various equity strategies. This paper therefore sought to examine stakeholders’ prospects on the implementation of equity-based strategies in public secondary schools in Tanzania. Precisely, the interest of the researchers was to explore what was being done in the selected public secondary schools to implement equity-based strategies. A mixed-methods research approach combining both qualitative and quantitative analysis approaches was employed. The study also used a multiple case study design, which allowed the selection of two case study areas i.e. Dodoma City representing the urban setting, and Kondoa district representing the rural setting. A total of One Hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires. Quantitative data were analyzed through descriptive analysis and presented in numerical and graphical form while qualitative data were analyzed through inductive content analysis and presented in thematic form and narratives. Study findings revealed that the selected study schools were indeed implementing a number of activities towards the realization of equity and thus the prospects for implementing equity based strategies in these schools was found to be positive. For instance, activities such as the use of common and understandable language i.e., English and Kiswahili; ensuring that schools have qualified teaching staff, ensuring a supportive learning environment as well as strengthening and supporting school leadership were being implemented. Nevertheless, the study also noted that the implementation of some key factors critical for realization of equity in the schools such as incentive provision to teachers, use of appropriate technology and use of different learning styles was still weak and thus needed improvement.
| Published in | Education Journal (Volume 13, Issue 5) |
| DOI | 10.11648/j.edu.20241305.18 |
| Page(s) | 311-317 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Equity-Based, Strategies, Public Secondary Schools, Stakeholders & Prospects
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APA Style
Matowo, F. W., Msoroka, M. S., Kiwonde, F. M. (2024). Examining Stakeholders’ Prospects on the Implementation of Equity-Based Strategies in Public Secondary Schools in Tanzania. Education Journal, 13(5), 311-317. https://doi.org/10.11648/j.edu.20241305.18
ACS Style
Matowo, F. W.; Msoroka, M. S.; Kiwonde, F. M. Examining Stakeholders’ Prospects on the Implementation of Equity-Based Strategies in Public Secondary Schools in Tanzania. Educ. J. 2024, 13(5), 311-317. doi: 10.11648/j.edu.20241305.18
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author = {Faith William Matowo and Mohamed Salum Msoroka and Flora Mercury Kiwonde},
title = {Examining Stakeholders’ Prospects on the Implementation of Equity-Based Strategies in Public Secondary Schools in Tanzania
},
journal = {Education Journal},
volume = {13},
number = {5},
pages = {311-317},
doi = {10.11648/j.edu.20241305.18},
url = {https://doi.org/10.11648/j.edu.20241305.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241305.18},
abstract = {The desire to address equity issues in the education sector is a shared philosophy by a number of countries, including Tanzania. As a result, Tanzania as a country is striving to address the issue of equity in its education system through the implementation of various equity strategies. This paper therefore sought to examine stakeholders’ prospects on the implementation of equity-based strategies in public secondary schools in Tanzania. Precisely, the interest of the researchers was to explore what was being done in the selected public secondary schools to implement equity-based strategies. A mixed-methods research approach combining both qualitative and quantitative analysis approaches was employed. The study also used a multiple case study design, which allowed the selection of two case study areas i.e. Dodoma City representing the urban setting, and Kondoa district representing the rural setting. A total of One Hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires. Quantitative data were analyzed through descriptive analysis and presented in numerical and graphical form while qualitative data were analyzed through inductive content analysis and presented in thematic form and narratives. Study findings revealed that the selected study schools were indeed implementing a number of activities towards the realization of equity and thus the prospects for implementing equity based strategies in these schools was found to be positive. For instance, activities such as the use of common and understandable language i.e., English and Kiswahili; ensuring that schools have qualified teaching staff, ensuring a supportive learning environment as well as strengthening and supporting school leadership were being implemented. Nevertheless, the study also noted that the implementation of some key factors critical for realization of equity in the schools such as incentive provision to teachers, use of appropriate technology and use of different learning styles was still weak and thus needed improvement.
},
year = {2024}
}
TY - JOUR T1 - Examining Stakeholders’ Prospects on the Implementation of Equity-Based Strategies in Public Secondary Schools in Tanzania AU - Faith William Matowo AU - Mohamed Salum Msoroka AU - Flora Mercury Kiwonde Y1 - 2024/10/18 PY - 2024 N1 - https://doi.org/10.11648/j.edu.20241305.18 DO - 10.11648/j.edu.20241305.18 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 311 EP - 317 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20241305.18 AB - The desire to address equity issues in the education sector is a shared philosophy by a number of countries, including Tanzania. As a result, Tanzania as a country is striving to address the issue of equity in its education system through the implementation of various equity strategies. This paper therefore sought to examine stakeholders’ prospects on the implementation of equity-based strategies in public secondary schools in Tanzania. Precisely, the interest of the researchers was to explore what was being done in the selected public secondary schools to implement equity-based strategies. A mixed-methods research approach combining both qualitative and quantitative analysis approaches was employed. The study also used a multiple case study design, which allowed the selection of two case study areas i.e. Dodoma City representing the urban setting, and Kondoa district representing the rural setting. A total of One Hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires. Quantitative data were analyzed through descriptive analysis and presented in numerical and graphical form while qualitative data were analyzed through inductive content analysis and presented in thematic form and narratives. Study findings revealed that the selected study schools were indeed implementing a number of activities towards the realization of equity and thus the prospects for implementing equity based strategies in these schools was found to be positive. For instance, activities such as the use of common and understandable language i.e., English and Kiswahili; ensuring that schools have qualified teaching staff, ensuring a supportive learning environment as well as strengthening and supporting school leadership were being implemented. Nevertheless, the study also noted that the implementation of some key factors critical for realization of equity in the schools such as incentive provision to teachers, use of appropriate technology and use of different learning styles was still weak and thus needed improvement. VL - 13 IS - 5 ER -
Faculty of Education, The Open University of Tanzania, Dodoma, Tanzania
Faculty of Education, The Open University of Tanzania, Dodoma, Tanzania
Faculty of Education, The Open University of Tanzania, Dodoma, Tanzania
