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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Methodology
- Results
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the impact of the Primary Education Development Plan (PEDP) on primary school administration and the teaching-learning process in Tanzania. It aims to assess the achievements and challenges of PEDP implementation in Dodoma region's public primary schools.
- Impact of PEDP on school administration
- Effect of PEDP on the teaching-learning process
- Challenges encountered during PEDP implementation
- Resource allocation and its influence on PEDP success
- Strategies for improving PEDP effectiveness
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter sets the stage by discussing the global push for universal primary education (UPE) inspired by the UN Charter and the Universal Declaration of Human Rights. It highlights the significance of UPE for economic development and poverty reduction, tracing the implementation of UPE in Tanzania and the subsequent launch of the Primary Education Development Plan (PEDP) in 2002. The PEDP, a five-year program (2002-2006), aimed to achieve UPE by 2011 while improving the quality of primary education. The chapter underscores the context of PEDP within broader national policies and international initiatives such as the Education Sector Development Programme (ESDP) and Education for All (EFA) goals. Specific projects undertaken as part of PEDP are detailed, including curriculum changes, infrastructure development (building classrooms and providing furniture), resource allocation through capitation grants, and improvements to teaching and learning materials. The chapter concludes by noting that while enrollment rates increased, concerns remain about the quality of teaching and learning due to insufficient implementation of PEDP's various aspects. This sets the scene for the research study's focus on examining the implications of PEDP on school administration and the teaching-learning process in Dodoma region.
Methodology: This chapter describes the research design employed in the study. The study used a mixed-methods approach, combining quantitative and qualitative data collection techniques. The sample consisted of 120 head teachers from public primary schools in Dodoma urban and Chamwino districts, with teaching experience ranging from one to 35 years. Data were collected through semi-structured interviews, structured questionnaires, and documentary reviews. The qualitative data, from interviews, were analyzed thematically to identify common themes and patterns, while the quantitative data, from questionnaires, were subjected to descriptive analysis. This triangulation approach aimed to enhance the validity and reliability of the findings. The chapter meticulously outlines the data collection and analysis methods, emphasizing the complementary nature of the qualitative and quantitative approaches in understanding the complex impacts of the PEDP.
Results: This chapter presents the findings of the study. It begins by analyzing the achievements of PEDP phase 1, focusing on enrollment trends. A figure displaying enrolment data from several schools between 2000 and 2008 is included, illustrating variations in enrollment across different schools. The chapter then shifts to addressing the challenges faced during PEDP implementation. A table (not included here due to absence in original text) outlines these major challenges. While the original text mentions a figure showing enrollment trends, the actual figure is not provided, which limits a more detailed summary of the quantitative aspects of the results. However, the chapter's description focuses on the qualitative findings concerning the success and challenges of PEDP in primary school administration and teaching-learning processes.
Schlüsselwörter (Keywords)
Primary Education Development Plan (PEDP), Universal Primary Education (UPE), school administration, teaching, learning, Tanzania, resource allocation, quality of education, teacher training, educational policy.
Frequently Asked Questions: Analysis of the Primary Education Development Plan (PEDP) in Tanzania
What is the main focus of this document?
This document provides a comprehensive preview of a research study analyzing the impact of the Primary Education Development Plan (PEDP) on primary school administration and the teaching-learning process in Tanzania. It includes the table of contents, objectives and key themes, chapter summaries, and keywords.
What are the key objectives and themes of the research study?
The study investigates the impact of the PEDP on school administration and the teaching-learning process. Key themes include the impact of PEDP on school administration, its effect on teaching and learning, challenges encountered during implementation, resource allocation and its influence, and strategies for improving PEDP effectiveness.
What methodology was used in the research?
The study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques. Data was gathered through semi-structured interviews with head teachers, structured questionnaires, and documentary reviews. Qualitative data was analyzed thematically, while quantitative data underwent descriptive analysis.
What are the key findings regarding the PEDP's impact on school administration?
The provided summary does not detail specific findings regarding the impact on school administration. The complete study would be needed to access this information. However, the summary indicates that the qualitative findings concerning the success and challenges of PEDP in primary school administration and teaching-learning processes are discussed in the "Results" chapter.
What are the key findings regarding the PEDP's impact on the teaching-learning process?
Similar to the impact on school administration, the specific findings regarding the teaching-learning process are not detailed in the provided summary. The "Results" chapter of the complete study would provide this information. The summary mentions that while enrollment rates increased, concerns remain about the quality of teaching and learning due to insufficient implementation of various PEDP aspects.
What challenges were encountered during PEDP implementation?
The summary mentions that a table outlining the major challenges faced during PEDP implementation is present in the full text, but it is not included in this preview. The complete study should be consulted for details on these challenges.
What is the role of resource allocation in the PEDP's success?
The study examines the influence of resource allocation, including capitation grants, on the success of the PEDP. Specific findings on this aspect are not provided in this preview and require access to the complete study.
What strategies are suggested for improving PEDP effectiveness?
The preview doesn't detail specific strategies for improving PEDP effectiveness. This information can be found in the complete research study.
What is the context of the PEDP within broader national and international initiatives?
The PEDP is situated within the context of the global push for universal primary education (UPE), the UN Charter, the Universal Declaration of Human Rights, Tanzania's efforts to achieve UPE, and international initiatives like the Education Sector Development Programme (ESDP) and Education for All (EFA) goals.
What are the keywords associated with this research?
Keywords include: Primary Education Development Plan (PEDP), Universal Primary Education (UPE), school administration, teaching, learning, Tanzania, resource allocation, quality of education, teacher training, and educational policy.
- 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.grin.com/document/196371
