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ST. AUGUSTINE UNIVERSITY OF TANZANIA
Faculty of Education
An Assessment on the Quality of Education in Community Secondary Schools in
Meru District-Arusha Region.
VENOSA V.MARO
SAA /MEM/53881
A Dissertation Submitted to the Faculty of Education in Partial Fulfillment of the Requirements for
the Degree of Master Education Management at St. Augustine University of Tanzania
© October, 2017
ii
DECLARATION
This research is my original work and has not been presented for an award of a degree or a diploma in
any other university or institution.
Signature _______________________ Date ___________________________
Name: VENOSA V. MARO
Reg. No. SAA/MEM/53881
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CERTIFICATION
This Research has been submitted for examination with my approval as University Supervisor
Name: Dr. Omondi Kennedy Otieno (PhD)
Department: Education
Institution: St. Augustine University of Tanzania
Signature: ……………………..
Date: ............................................
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COPYRIGHT
No part of this Dissertation may be reproduced, reported, stored in any retrieval system or transcribed
in any form or by any means; electronically, mechanically, photocopy, recording or otherwise without
permission of the author or Saint Augustine University of Tanzania.
© Copyright 2017
Venosa V. Maro
All Rights Reserved
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DEDICATION
This work is dedicated to my dear husband Living Tarimo and my children Lilian, Liston and Libron
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ACKNOWLEDGEMENTS
I wish to sincerely thank the Almighty God for enabling me to undertake this noble academic exercise.
My heartfelt gratitude is extended to my research supervisors Dr Omer, Dr. Mkulu D. and Dr. Omondi
Kennedy Otieno who has tireless worked with me as my supervisors. I appreciate their advice and
scholarly recommendations which they offered to me for the successful completion of this study.
-I am also indebted to my employer Permanent Secretary of Ministry of Education, Science and
Technology for releasing me to undertake my master degree at St. Augustine University of Tanzania.
In a very special manner, I would also like to thanks teachers and head of schools of Meru District who
willingly furnished me with the necessary information that I used to complete this study. I can’t forget
my fellow students, especially who gave me all the encouragement and guidance in the whole process
of undertaking this study. May God bless all those who made any contribution to this thesis writing.
To my family, i am very grateful for their moral and material support during my course of study. Their
prayers have made it possible for me to complete this work. May the Almighty God bless them all for
their endless love that they demonstrated to me throughout this study.
Finally, I am thankful to the St. Augustine University of Tanzania for giving me the opportunity to
study and creating conducive environment for my studies.
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LIST OF ABBREVIATIONS
CSEE - Certificate of Secondary Education Examination
DEO - District Education Officer.
ETP - Education Training Policy.
LGAs - Local Government Authorities
MOEST - Ministry of Education, Science and Technology
NGO’s - Non Government Organizations
NKRA - National Key Result Area.
PMO-RALG - Prime Minister’s Office Regional Administration and Local Government.
SEDP - Secondary Education Development Plan
SPSS - Statistical Package for Social Sciences
STBR - Students Text Book Ratio
STR - Students Teacher Ratio
URT - United Republic of Tanzania.
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ABSTRACT
The study sought to assess the quality of education in community secondary schools in Meru District,
Arusha region. This research employed cross section survey design. A total of 91 respondents from
Five (5) community secondary schools were selected for the study. These comprised of five (5)
Community Secondary School Head Teachers, fifty (50) students, 35 teachers and one District
Educational Officer. Structured Questionnaires and interview guide were used in collecting both
qualitative and quantitative data which was later analyzed basing on the objectives of the study. The
quantitative data were analyzed by using simple descriptive statistics in the SPSS Version 20. The
numerical data was finally summarized and presented in frequency tables while Qualitative data was
analyzed mainly by using content analysis. The study found that the main challenges that limit access
to quality education are shortage of teachers, inadequate teaching and learning materials as well as
school infrastructures. The study recommended the following for the current status of community
secondary schools: - The Government should employ qualified teachers and enroll students according
to the resources available. For the Challenges faced by community Secondary Schools in Provision of
Quality Education, the researcher recommends the following: The government should employ enough
qualified teachers, teachers should be taken for in-service training and seminars, the government in
collaboration with heads of schools should ensure that quality teaching and learning materials and
supporting learning infrastructures are made available, school inspections should be done regularly to
monitor smooth delivery of quality education, there should be harmony in education policy and political
interest. Consequently, school managers, heads of schools together with their teaching staff should be
motivated for extra workload they are undertaking in managing their schools. The following were
recommended for further research: A study on assessing the quality of education in private secondary
school in Meru District, a study on the causes of poor quality education in community secondary
schools should be conducted in Meru District and other parts of the country.
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TABLE OF CONTENTS
DECLARATION ................................................................................................................................................ ii
CERTIFICATION.............................................................................................................................................. iii
COPYRIGHT ..................................................................................................................................................... iv
DEDICATION ........................................................................................................................................................ v
ACKNOWLEDGEMENTS ............................................................................................................................... vi
LIST OF ABBREVIATIONS ........................................................................................................................... vii
ABSTRACT ..................................................................................................................................................... viii
TABLE OF CONTENTS ................................................................................................................................... ix
LIST OF TABLES ............................................................................................................................................ xii
LIST OF FIGURES .......................................................................................................................................... xiii
CHAPTER ONE ................................................................................................................................................. 1
INTRODUCTION............................................................................................................................................... 1
1.0. Introduction .............................................................................................................................................. 1
1.1. Background of the Study .......................................................................................................................... 1
1.2. Statement of the Problem ......................................................................................................................... 4
1.3 Objective of the study ................................................................................................................................ 5
1.3.1. General Objective .............................................................................................................................. 5
1.3.2. Specific Objectives ............................................................................................................................ 5
1.4. Research Questions .................................................................................................................................. 5
1.5. Significance of the Study .......................................................................................................................... 6
1.6. Scope of the Study .................................................................................................................................... 6
1.7. Conceptual Framework ............................................................................................................................ 7
CHAPTER TWO .............................................................................................................................................. 11
LITERATURE REVIEW .................................................................................................................................. 11
2.0. Introduction ............................................................................................................................................ 11
2.1. Status of Quality Education in Expansion of Community Schools ......................................................... 11
2.2. Challenges Faced by Community Secondary Schools in Provision of Quality Education ...................... 13
2.3. Remedial Measures in the Provision of Quality Education..................................................................... 16
2.4. Summary and Research Gap ................................................................................................................... 20
CHAPTER THREE ........................................................................................................................................... 22
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METHODOLOGY ............................................................................................................................................ 22
3.0. Introduction ............................................................................................................................................ 22
3.1 Research Design ...................................................................................................................................... 22
3.2. Area of Study ......................................................................................................................................... 22
3.3. Target Population ................................................................................................................................... 22
3.4. Sampling Procedure and Sample size ..................................................................................................... 23
3.5. Research Instruments.............................................................................................................................. 24
3.5.1 Questionnaires .................................................................................................................................. 24
3.5.2. Interview Guide ............................................................................................................................... 25
3.6. Validity and Reliability of the instruments ............................................................................................. 25
3.6.1 Validity ............................................................................................................................................. 25
3.6.2 Reliability ......................................................................................................................................... 25
3.7. Data Analysis ......................................................................................................................................... 26
3.8. Ethical Consideration ............................................................................................................................. 27
DATA PRESENTATION ................................................................................................................................. 28
4.0. Introduction ................................................................................................................................................ 28
4.1. Questionnaire Return Rate...................................................................................................................... 28
4.2. Demographic Information of the Respondents ....................................................................................... 28
4.3. The Findings on the Current Status of Education in Community Secondary Schools .......................... 30
4.4. Challenges faced by community Secondary Schools in Provision of Quality Education ........................ 32
CHAPTER FIVE ............................................................................................................................................... 33
DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSION AND RECOMMENDATION ............... 33
5.0 Introduction ............................................................................................................................................. 33
5.1. Discussion of the Findings ..................................................................................................................... 33
5.1.1 The Current Status of Education in Community Secondary Schools .............................................. 33
5.1.2 Challenges Faced by Community Secondary Schools in Provision of Quality Education ................ 38
5.1.3 Best Measure of Improving Quality of Education in Community Secondary Schools...................... 43
5.2. Summary of the Findings ....................................................................................................................... 45
5.3. Conclusion.............................................................................................................................................. 46
5.4. Recommendations .................................................................................................................................. 47
5.5. Areas for Further Research ..................................................................................................................... 49
APPENDICES .................................................................................................................................................. 56
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Appendix A: QUESTIONNAIRE FOR THE STUDENTS ........................................................................... 56
Appendix B: QUESTIONNAIRE FOR THE SCHOOL HEAD MASTERS AND TEACHERS .................. 60
Appendix C: INTERVIEW SCHEDULE FOR THE DISTRICT EDUCATIONAL OFFICE ...................... 64
Appendix E: RESEARCH CLEARANCE .................................................................................................... 65
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LIST OF TABLES
Table 3.1 Shows the Split- Half Method used to determine the Reliability of the Questionnaire……..26
Table 4.1 Demographic Information ………………………………………………………………….29
Table 4.2 Current Status of Education in Community Secondary School……………………………..31
Table 4.3 The quality of education in community secondary schools ……..………………….……....32
Table 4.4 Challenges in Community Secondary Schools in Provision of Quality Education ..............32
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LIST OF FIGURES
Figure 1.1: Conceptual Framework …………………………………………………………… 8
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CHAPTER ONE
INTRODUCTION
1.0. Introduction
This chapter presents Background of the study, Statement of the problem, Research Objectives,
Research questions, Significance of the study, Scope of the study, Conceptual Framework, and
Definition of key terms.
1.1. Background of the Study
Historically, community schools were started and managed by communities and churches during the
colonial period. With the coming of independence, these schools were taken over by the government
and became the basis of the public school education system.
Community secondary schools in Tanzania are basically established by the people at the ward, division
or district levels thereafter, the central governments give support by supplying teaching and learning
materials, teaching staff and administrators.
The goal of providing and achieving basic quality education for all children in all nations has been one
of the agendas since the affirmation of the Universal Declaration of Human Rights in 1948. The Dakar
Framework for Action in 2000 (UNESCO, 2009) recognizes the quality of education as a prime
determinant where it is declared that increasing access alone would be insufficient for education to
contribute socially, economically and politically to the development of an individual and the society at
large.
Grandvaux and Yoder (2009) reported that community schools are currently an important part of the
educational target policy in Sub-Saharan Africa and are frequently taken up as successful educational
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missions in developing countries trying to reach universal access to basic education and improve
education quality.
Expansion of secondary education in most African countries, soon after attainment of political
independence, was necessitated by the inadequacy of human resources to occupy the middle and high
level administration positions, which were left vacant by the colonial administrators. The expansion of
education sector in developing countries is accompanied with problems and challenges on quality that
needs interventions (Krishnaratne, White, & Carpenter, 2013 & Shapiro, 2006). The debate in many
cases is based on what should be done to improve on quality, what interventions are best and what are
the impacts of the interventions. One of the interventions to increase secondary education enrolment
was through use of community-based secondary schools. These schools accommodate students in both
urban and rural areas. However, little is known about perception of stakeholders on its quality thereby
calling for further investigation.
The Government is fully committed towards expanding access to quality education at all levels with a
focus on primary and secondary education given priority. The government continued with the
implementation of several programs in the education sector such as Secondary Development Program
(SEDP 2010-2014). Furthermore, in order to address gender imbalance in accessing secondary
education, the Girls Secondary Education Support Project (GSES), has been mainstreamed into SEDP
to assist girls coming from poor families to access secondary education. School stakeholders through
good management can empower schools in order to develop a better quality educational process,
healthier teaching/learning environments, and improved student outcomes (Gamage, 2008).
The strong parental and community interest in education resulted in joint ward level decision, supported
by local government authority at district level in the process of identification for site to build schools.
This joint decision enables community to pull resources together and build schools in their areas
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supported by local and central government technical and financial support in building basic structures.
For example, between 2004 and 2006 alone about 1,050 Community Secondary Schools were built
(MoEVT, 2007).
The Government of Tanzania has shown serious commitment in achieving Education for All (EFA)
through its poverty reduction strategy which led to the introduction of Secondary Education
Development Programme (SEDP, 2004-2009). The National Strategy for Growth and Reduction of
Poverty (NSGPR) and SEDP have affirmed governments’ commitment to the attainment of the
Millennium Development Goals (MDGs) by 2015/2025 (URT, 2004). The Ministry of Education,
Science and Technology through SEDP has four thematic areas outlined in its Education Strategic Plan
(ESP) in achieving the MDGs. These areas include the provision of quality education, enrolment
expansion and access, equity and efficiency in the management of secondary schools. One of the policy
goals under quality of education is to improve the quality of teaching and learning for enhancing student
achievement. The comprehensive nature of Tanzania’s education strategy has been acknowledged by
the international community; hence SEDP has been enjoying financial support from the International
Development Association (URT, 2004).
Poverty and Human Development report (URT, 2009) indicates that the net enrolment in secondary
school has been sustained from 20.6 percentages in 2007 to 27.8 percentages in 2009 and the report
estimated about 4.1 million of secondary school students (Form 1 to 4) to be enrolled by 2010. This
significant increase has outstripped the estimated government enrollment (URT, 2009). Such changes
would undermine the achievement of quality education if no predetermined scientific information to
help get precautions as experience from Malawi demonstrates (UNESCO, 2003).
While we have impressive numbers as indicated above, it is still not clear whether the above mentioned
achievements are associated with quality. Research has shown that “in many parts of the world, an
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enormous gap prevails between the numbers graduating from Community schools and those among
them who can master a minimum set of cognitive skills”. That rapid quantitative improvement is
slightly associated with poor qualitative outcomes (UNESCO, 2005). Measurement of the quality of
education in developing countries including Tanzania has focused principally on resource inputs and
outcomes that is, student teacher ratio, student textbook ratio and national examinations outcome. There
is a general perception in Tanzania that educational standards are low in community schools compared
to private schools of the same location. This is because unlike community schools, private schools have
been generally performing well in the national examination results.
Many parents therefore continue to patronize private schools as places and means of getting quality
education for their children, the myth which need to be investigated. Little scientific information is
known with regard to disparities of the quality of education between community and private schools in
Tanzania. This is the motivation behind assessing the quality of education in Community and private
secondary schools.
1.2. Statement of the Problem
Community secondary schools that are dominantly located in different areas are geographically and
socially isolated. These schools face a number of problems in ensuring quality availability of learning
materials. Such schools face three critical issues that are global in perspective, but remain focused on
learners' needs. These are: shortage of teachers, quality of teaching and the capacity of schools in terms
of incentives/motivations (MoEVT, 2007).
The problem comes from the mushrooming of secondary schools as one of the education policy that
every ward must have its own Community Secondary School. Since last decade, schools had been
established by the citizens in every ward but there were inadequate number of trained teachers. In some
schools, there were no teachers for some subjects especially science subjects, this problem has
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worsened day by day particularly in rural area. In other schools, especially the community secondary
schools, the majority of the students had failed or had not shown good performance in results hence
hindering them from further studies (Gamage, 2008). It is becoming increasingly evident that demand
for secondary education which led to increase in the construction of schools and consequently increase
in the number of students has created a bigger constraint on the provision of quality secondary
education. This explains why parents prefer Private schools for quality education for their children. It
is in this regard that this study intends to assess the quality of education in community secondary
schools in Meru District.
1.3 Objective of the study
1.3.1. General Objective
This study intended to analyze the quality of education in community secondary schools.
1.3.2. Specific Objectives
The study was guided by the following objectives:
i) To find out the current status of education in community secondary schools in Meru District.
ii) To explore Challenges faced by community Secondary Schools in Provision of Quality
education in Meru District.
iii) To explore the intervention measures that might be used to improve the quality of education in
community based secondary schools in Meru District.
1.4. Research Questions
The study was guided by the following research questions:
i) What is the current status of education in community secondary schools in Meru District?
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ii) What are the Challenges faced by community Secondary Schools in Provision of Quality
education?
iii) What are the intervention measures to improve quality of education in community based
secondary schools in the study area?
1.5. Significance of the Study
The study will help Ministry of Education, Science and Technology (MoEST), Local Government
Authorities (LGAs) and Non-Government Organization (NGOs) to generate knowledge and
understanding on various policies which will influence the development of education sector in a country
so as to improve the access in quality of education.
In addition, the study will guide the policy makers to improve on the policies that support and guide
the performance of students in community secondary school. Similarly, it will add up the literature
materials on the topic influence of quality education in community secondary schools. Theoretically
the result of the study will increase the awareness and improve the situation of quality education in
community Secondary schools. Furthermore, the study will pave way to other researchers to launch
more research on factors affecting the provision of quality of education in community secondary
schools. Finally, it will inform the education stakeholders on the strategies to improve quality of
education in the district.
1.6. Scope of the Study
The study was delimited to assess the quality of education in community secondary schools. It will be
conducted in 5 Community Secondary School in Meru District in Arusha Region. The study is expected
to be conducted in a period of two years, starting from November, 2015 to November, 2017.
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1.7. Conceptual Framework
Drawings from the literature review in this study and based on conceptual framework understanding
that various factors such as Lack of qualified & experienced teachers, Overcrowded Class room, In
adequate teaching & learning materials, In adequate staffing, Parents involvement, In adequate physical
infrastructure, Insufficient library materials and Poor management and supervision– Independent
variables combine to influence students academic performance – dependent variable in school. Figure
1.1 illustrates the conceptualized relationship between the variable in this study.
Figure 1.1: Conceptual Framework
SOURCE: Adopted from Paulin, (2015)
For instance, qualified and experienced teachers are considered to be one of the inputs in the process
of providing quality education. When qualified and experienced teachers interacting with students who
Independent variable Dependent Variable
CLASSROOM INTERACTION PROCESS
Learning time
Teaching & learning methods or practices
Medium of instruction.
Conducive Teaching and Learning environment
OUTCOMES
Quality education as seen in:
School Gross Point Average
(Academic performance in form two
and form four national
examinations)
School leaver’s behavior
Ability to display through speaking
or writing what one has learnt in
the classroom
Ability to study and remember facts and being able to communicate
INPUT RESOURCES
Availability of Qualified & experienced teachers
Class size
Teaching & learning materials
Stakeholders support
Government financial support
Adequate staffing Parents involvement
Adequate physical infrastructure
STUDENTS CHARACTERISTICS
Students’ readiness and perseverance.
Barriers to learning. Interest in education
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are ready to learn in a conducive teaching and learning school environment, good academic
performance in form two and form four national examinations is achieved.
The availability of qualified and experienced teachers has a great role to improving students’ readiness
and perseverance to learn which in the process improve the quality of learning and school academic
performance i.e. in Form Two (2) and Form Four (4) National Examinations; and the state/quality of
local examinations performances too.
School environment and teaching-learning facilities and resources in school: This is a fundamental
aspect in education. Textbooks, teaching and learning materials and a conducive school environment
contribute to better learning, both in psychological and physical terms. Psychologically, if students feel
comfortable in school, with adequate security and a friendly environment, they enjoy learning; this
leads to better academic performance and achievement. As a matter of fact, a quiet, suitable and
comfortable environment plays a significant role in learning and results in better educational outcomes.
Good classrooms with adequate and appropriate lighting, and enough benches or chairs, facilitate
learning. Cumulatively, these contribute though indirectly, to quality education. In short, a conducive
environment characterized by internal and external surroundings facilitates better learning.
The class size has its influence on students’ readiness and perseverance and may be a barrier or
hindrance to effective teaching and learning. Big class size can pose difficulties in class management
process in the teaching and learning. This can negatively or positively affects learners’ educational
interests, the time for teaching and learning and the methods are also likely to be affected. The medium
of instruction is not going to be used efficiently and effectively. If the teaching and learning
environment is not conducive for learning it will affect the state of education in terms of academic
performance, school leavers’ expected behavior too will be affected in the displaying of the acquired
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abilities and skills will be demonstrated in the performance in the National Examinations and Local
Examinations too.
Teaching and learning materials are key important aids in quality education. Textbooks and teaching
aids such as maps, charts and audio visual aids enhance teaching and learning. Therefore, both
environment and teaching and learning facilities play a significant role in quality education. Without
teaching and learning materials teacher effectiveness is undermined.
The stakeholders’ support contributes to readiness and perseverance, reduce the possible barriers and
improve education interests of the students which will translate into quality performance; classroom
learning interaction, learning time, teaching and learning methods or practices and the decision in what
medium of instruction should be used is also influencing the outcomes as too to the creation of
conducive teaching and learning environment. All these therefore lead to possible education quality
outcomes translated into the school academic performance, quality of the school leavers and the
displaying of the acquired skills and being able to remember and use the learnt facts for life.
Adequate staffing is a factor also to the quality of education in a school. If the available teaching staffs
are inadequate, then students’ readiness to learn is affected by the availability of adequate qualified and
experienced staff.
Parents’ involvement in the provision education their children is a very important contribution to
influencing the quality of education being offered by a school. The responsible involvement creates
and improves readiness to learn and perseverance in education. Parents have the room to influence
therefore the attitudes of the children, performance in examinations. They should stress on the
children’s daily attendance in school and in class which will therefore improve the quality of coverage
and pace.
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Adequate physical infrastructure can also contribute to the improvement of the quality of education.
There should be enough class rooms and various offices to carter for need of the school so as to make
the school function efficiently and productively.
1.8. Definition of the key Terms
Access to education: - is the ability of all people to have equal opportunity in education, regardless of
their social class, ethnicity, background or physical disabilities.
Community member is an individual or group in the community with an interest in the success of an
organization in fulfilling its mission delivering intended results and maintaining the viability of its
products, services and outcomes over time.
Community/ Ward secondary schools as those schools which are built by the efforts of local
communities with both cash and in-kind contributions but operate and are managed by the government
and considered as government schools.
Poor Academic Performance refers as, fail to attain a set standard performance in a given evaluation
exercise such as examination or series of continuous assessment.
Quality education: Refers to how much and how well the knowledge gained by learners translates to
a range of personal social and developmental benefits such as interaction, careers and intelligence or is
the education which fulfills the desired standards of skills or knowledge suitable for the time being.
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CHAPTER TWO
LITERATURE REVIEW
2.0. Introduction
This chapter review related literature on quality of education of community secondary schools based
on the following: To find the current status of education in community secondary schools, To explore
Challenges faced by community Secondary Schools in Provision of Quality education, To explore the
measures that might be used to improve the quality of education in community based secondary schools
and ends with the gap in literature reviewed.
2.1. Status of Quality Education in Expansion of Community Schools
Zimmer and Buddin (2006) in their research argued that community education has taken diverse forms
worldwide, with reference to different historical sources. The practical models of progressive education
in USA and the community schools of educational priority areas in England were committed to the
philosophy of community education. Principles of community education could be recognized in the
public education movement in Korea at the time of the Japanese occupation.
Popular education emerged from the anti-apartheid movement in South Africa. Today such education
is found in different areas in Latin America as well as the Buddhist-influenced productive community
schools in Thailand, Islamic oriented Pesantren in Indonesia or the youth at risk projects or
neighborhood schools in Europe. Moreover community schools have managed to provide opportunities
for increasing access to education and raise community participation in education development.
Despite the achievement in community secondary school development, great challenges of community
schools are related to the quality, relevance and equity for the poor who are the majority. Thus, quality
to secondary education remains an unanswered challenge. Transition from one level to another has its
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reflective features. The transition from primary to secondary education is only 62% in Sub-Saharan
Africa, compared to 99% in developed countries (World Bank, 2008), while Tanzania has only 51.6%
(URT, 2009). Some programs have been adopted and used to work out this challenge of quality
community schools.
Studies on school effectiveness have been conducted by the United States Agency for International
Development (USAID) in 2005 and the World Bank in 2004 (UNESCO, 2003). These studies revealed
that familiar medium of instruction to teachers and students in classroom, desirable characteristics of
students, adequate number of textbooks and well trained teachers significantly contribute to higher
levels of students’ and school academic achievement. In 2009, Secondary Education Development
Programme (SEDP) managed to increase enrollment rate, 2.7 beyond the projected enrollment rate by
2010 (URT, 2009) the situation which could lead to poor quality education if precaution measures are
not considered.
Carr-Hill and Ndalichako (2005) analyzed education sector reform in Tanzania Community schools
and revealed that some secondary schools particularly in remote rural schools deployed diploma
teachers from primary schools due to shortage of qualified teachers in secondary schools. Lwaitama
and Galabawa (2008) conducted an appraisal upon the progressing of community secondary schools
under SEDP based on availability of enabling inputs only and the study revealed that community
schools were served on big of inadequate of resource inputs. The above literature show that no major
studies have been conducted to analyze the quality of education of secondary schools established under
SEDP in Tanzania, except that similar studies have been conducted in other developing countries. This
study has filled the information gap of the quality of education of community secondary schools or
schools under SEDP.
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2.2. Challenges Faced by Community Secondary Schools in Provision of Quality Education
The environments in schools are unfriendly for working and living especially for new teachers who
have difficulty in adjusting to the rural areas (Makombe, 2010). Evidence was given for rural schools
failing to attract and retain new teachers posted because of the lack of modern houses. Equally
important, improved classroom practices are expected to result from motivated teachers (Mwaimu,
2001).
The results show that the situation is poor as classroom practices were reported to be badly managed
because of the many challenges. The practices include classroom activities, interactions between
teacher and students, and among students, aimed at improving students’ achievements. Teachers argued
that classroom practices are limited because of the deficiency in the language of instruction, large
classes, and inadequate teaching skills and subject matter knowledge.
Teachers claimed to fail to use interactive methods because of the large classes (Benell, 2004). To be
able to improve interactions in classes, language proficiency also needs to be improved (Davidson,
2006; Qorro, 2006). As it has been discussed, teachers fail to interact because of poor command of the
language of instruction. Among the three types of schools in Tanzania, ‘community schools’ are the
most challenged. They lack most of the important facilities, e.g. laboratories, teaching staff and teaching
and learning materials. They are poorly staffed because they lack teachers’ facilities like housing and
common and preparation rooms and thus they fail to retain teachers (Sumra and Rajani, 2006).
Furthermore, care and support for the schools from the local authorities is low from the poverty level
of the community they serve (Wedgwood, 2005).
Parents said that children fail because some teachers do not go to schools regularly as they concentrate
to their personal business such as part-time teaching in other schools, tuition, running their petty
businesses (Tondi, 2014).Teachers conceived quality as meeting the challenges that hinder teaching
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and learning in secondary schools. In other words, quality was understood as the ability of education
to meet the challenges in schools. In the analysis, it was noted that overcrowded classes, lack of teaching
and learning materials, and a poor teaching force were explained as the major challenges hindering the
quality of teaching and learning in schools. Also in community secondary schools the number of
students is bigger than the number of classrooms available. There are few classrooms and the students
are many, so they have to be squeezed into the few rooms available (Tondi, 2014).
Lack of lunch services in the community secondary schools also negatively affect the provision of
quality of education. No lunch is given to the students in some schools as parents are reluctant to
contribute for their children to have lunch services. Thus, students study half a day due to lack of food
(Parri, 2006). Parents are not cooperative to the education to their children as some of them never attend
parents meetings for whatever reason to discuss about the progress of their children. They hate to be
asked about contributions of buildings (infrastructure), though they want their children get quality
education. Also they have a perception that the government has to pay for all requirement of school so
long as a child has passed to join secondary school (Gamage, 2006).
Community Secondary Schools national wide are challenged by a number of challenges ranging from
inadequacy of human to non-human resources. All these have direct impact to education system,
delivery and performance of students which not only limit and exclude them at secondary level but also
for further studies and their potential contribution to economic growth and the country strategy on
poverty reduction in the long run. Community Schools have increased in number, and those who access
secondary education have also increased with time. However, issues like equity and quality not yet
addressed. Thus, policy planners, implementers and other education stakeholders should find ways to
dealing with the limits and improve the schooling opportunities to the younger generation (Ngao, 2011).
15
The study by Hakielimu (2009) reveals that, however clear and well stated the policy document is, the
certificates of registration for most of Community Secondary Schools have been granted without
meeting the minimum standards of infrastructure requirements for secondary school as provided in the
guidelines for Secondary Schools. This has resulted in substandard, few and sometimes lack of school
infrastructures, and hence, decline in the quality of secondary education.
In the community secondary schools visited the management teams are very weak and this creates a
problem for the smooth delivery of quality education. In some cases, the management teams in order
to protect their own interests and privileges deliberately neglect to promote their relationship with the
District Education Department (Wema, 2014).
Kivenule (2015) in his research suggest that the success of teaching and learning is likely to be strongly
influenced by the resources made available to support the process for the provision of quality education.
These inputs include textbooks, classrooms, teacher guide books, lesson plan books, chalks libraries
and laboratory facilities. Human resource inputs include administrators, supervisors, inspectors and
most important professional teachers who are vital to the learning process. Qualified and experienced
teachers, textbooks, lesson plan books and teaching aids are specific academic resource inputs of this
study.
The number of teachers and their qualifications show an important but complex relationship to student
outcomes (O’Sullivan, 2006). Conversely, highly qualified teachers can have very marked impacts on
the outcomes for diverse students, particularly younger students. Students learn more from teachers
with high academic skills than teachers with weak academic skills, (Cameron and Baker, 2004).
Teaching aids are objects or representation that may be used to clarify or enhance understanding of a
concept. The use of teaching aids in classroom may help students make better connections between a
16
classroom and the real world. Teaching aids enhance teaching – learning process, provide interest and
motivation to students and increase retention of information and other subject content.
Wema (2014) in her research observed that, learners remember 20% of what they hear, 30% of what
they see and 50% of what they see and hear.
2.3. Remedial Measures in the Provision of Quality Education
In Education Policies for Sub –Saharan Africa, World Bank (2007) noted that quality of education in
Africa can be achieved by; availability of textbooks and instructional materials, a reviewed
commitment to academic standards through strengthening examinations systems and greater
investment in the maintenance of physical facilities. (Nkya, 2000) argues that the most important factor
for achieving quality in education in Africa is restoration of the dignity of the teacher, a factor which
the World Bank saw as unimportant.
Komba, W. and Nkumbi, E, (2008) denotes that teachers are key element in raising quality of education
in developing countries, determine the quality of education inputs include funds, quality and motivation
of teachers quality of pupils, infrastructure and facilities, instructional materials. There has been a trend
of decrease of funds allocated to education form the national b budget that has continued to have a
negative effect on the quality of education offered (URT, 2005) As a result all secondary schools
(including community – based ) have out been receiving any funds from the Ministry of Education.
Pupils in the schools are not provided with free lunch had neither are the teachers.
The question of the teacher quality, motivation and adequacy had been discussed frequently, since the
rapid expansion of secondary education began. This expansion did not parallel the training of teacher
(URT, 2005) conform the inadequacy in quality and quality of teachers in Tanzania, Increased
enrollment at primary and secondary levels and the effects of the previous needs for quick preparation
17
of teachers to cope with the expansion continued to cause the present manifestation of qualitative and
quantities shortage of teachers .This shortage has mostly affected many community-based secondary
schools. Expansion and quality are linked, but there appears to be little agreement about how this link
operates and even how it can be strengthened.
This is emphasized within World Bank documents for example, with one saying that, “There is little
point expanding access to education unless there is reasonably quality” (Chediel, 2000). In Tanzania,
this complex relationship between expansion and quality has become somewhat simplified as it has
already greatly increased secondary school enrolment rates; this must surely make us question whether
or not quality has been maintained in the process, and also whether the quality of education can be
improved from the current position( Wema, 2014).
OUT (2007) asserts that quality education is one which the intentions of education are reasonable and
up to date and in which the education system from policy formulation design and development of
curricula and syllabuses as well as teaching, learning and assessment are working effectively.
Davidson (2005) argues that, quality of education refers to the overall running of education system and
the schools themselves, alongside the experiences undergone by the various actors within the system
and the school. In Tanzania for example, when discussing the issue of quality education, it necessary
not to leave aside the issue of work load, the low level of salaries and denial of teachers rights. In this
regard, this paper will attempt to explore in detail the expansion of secondary expansion in relation to
quality education.
In Financial year 2007/08, Capitation Grants (CG) amounting to 53,507.8 Million and 12,168 Million
Tanzanian shillings were carried forward from the financial year 2006/07 and were disbursed to
councils and schools for the purchase of teaching and learning materials including textbooks, science
18
kits, human body models, slates, mathematical kits and other textual and non textual materials. The
national average Students Textbook Ratio (STR) in the period under review is compared to an average
of 3:1 in (MoEST, 2005).
Teachers in Tanzania, as elsewhere, are considered the most important determinants in the provision
of quality of education in schools (Davidson, 2006). They have the pivotal role in promoting learning
outcomes and hence their motivation are considered important ( Bennell, 2004). As such, governments
have a responsibility to ensure that teachers perform to the best of their abilities. To do this,
governments must pay attention to a number of factors that affect teachers’ performance. In schools,
learning outcomes cannot be achieved if teachers are inadequately motivated (Ololube, 2006). A well-
motivated teacher is expected to promote students’ learning, and hence improve performance (Chireshe
and Shumba, 2011).
Teacher motivation in Africa and Sub-Saharan Africa in particular, remains a challenge. Different
issues like high workloads, large classes, lack of professional development training, poor living and
working conditions, low salaries and poor policy and administration have been raised as affecting
teacher motivationz (Ololube, 2006; Chireshe and Shumba, 2011; Bennell and Mukyanuzi, 2005;
Davidson, 2006; Komba and Nkumbi, 2008).
In Tanzania, teacher motivation seems to be a neglected issue in the education plans (Davidson, 2006).
Attempts to improve classroom practice and learning outcomes in schools are assumed to be
unsuccessful because teacher motivation is ignored (Bennell and Mukyanuzi, 2005). Insufficient
teaching materials are a major disincentive to the profession. Trying to perform teaching without the
appropriate materials is very frustrating to teachers, as it may lead them to start thinking about leaving
teaching and looking for other jobs. Due to this implication on teacher retention, the provision of
19
teaching materials is recommended as one of the strategies for influencing quality education in schools
by keeping teachers in the profession (Hakielimu, 2011).
Improvement of conditions of service for teachers is a promising way of increasing teacher morale,
making the profession more attractive, enhancing retention of teachers, and improving the quality of
teaching and learning. Likewise, the lack of housing in schools makes teachers rethink their profession
and perhaps look for other alternatives (Hakielimu, 2011).
When teachers are employed and posted to teach in various schools, it is expected that the government
can provide housing for their accommodation. Instead, they find few houses to share and sometimes
traditional houses which are below standard (Komba and Nkumbi, 2008; Makombe, 2010). In most
cases, they are offered nothing and are forced to rent accommodation themselves (Hakielimu, 2011).
In this case, housing is an important incentive for motivating teachers, particularly for new teachers,
and those teaching in rural schools. Where teachers stay far from the school, they are likely to spend
more of their time on traveling to schools, and this is often to the disadvantage of their school work and
their learners as they usually arrive late.
Despite the good intentions of the policy towards building self-reliance, it led to different interpretations
among stakeholders in the country. Its emphasis started to decrease from projects management to
curriculum integration. Now its implementation is fading among schools, and the poor quality of
education in schools is, according to Benson (2005), associated with the failure to integrate self-reliance
in teaching and learning. The current education curricula suffer in a varying degree from a lack of
integration of theory and practice and a failure to address the everyday realities in classrooms
(Hardman, 2012). Thus, the expected end results as regards self-reliance have not been achieved in the
majority of schools, except for a few technical schools (Sumra and Rajani, 2006; Wedgwood, 2007).
20
The poor achievement comes from the poor competence of graduates who are leaving schools without
the basic skills for work and life (Hakielimu, 2007).
According to Vavrus (2009), improving the quality of secondary school education is considered
important for educating the needed work force for different sectors in member countries including
Tanzania.
Improving the quality of education may have budget implications as the mobilization of resources in
terms of teachers, teaching and learning materials, text books, science equipment, school structures and
other facilities are also necessary. It is important that these elements be included in the national plans
and education budgets (Jidamva, 2012). The study shows that some important physical facilities were
missing especially in community schools. This may be due to lack of financial resources to construct
them, and poor prioritizing among communities in the establishment of these schools (Makombe,
2010). Schools lack essential facilities including housing, preparation rooms or offices and furniture
for teachers.
2.4. Summary and Research Gap
It can be learnt from the above literature review that the quality of education in many community
secondary schools are not encouraging. Using the indicator of the academic achievement, the researcher
has noted that many students are in schools but learning. The studies reviewed were carried out in
developed countries and in Africa and mostly focused on quality of education in private secondary
school. However, in a current study the researcher dealt with community secondary school in Meru
District, no such study has been done in respective area. Regarding methods and designs, the reviewed
studies used case study design. Examples are Zimmer (2006) and Bennel (2004). The studies employed
the quantitative method only to collect data from respondents. However, the current study employed
both qualitative and quantitative method of collecting data from 91respondents.
21
The purpose of this study was to assess the quality of education in community secondary schools in
Meru District in Arusha Region sought information from teachers, students, headmasters and District
Educational Officer, seeking their views on quality education and practical ways for improving
curriculum and teaching and learning that encourage thinking at secondary schools in Meru District. In
spite of quality education in some community secondary schools, as seen in literature review above,
poor student’s academic performance has remained as a challenge that needs to be addressed. There
are few studies on intervention measures to improve the quality of education in community based
secondary schools especially in East Africa, Tanzania in particular. Therefore, the current study
suggests the measures that might be used to improve the quality of education in community secondary
school.
22
CHAPTER THREE
METHODOLOGY
3.0. Introduction
This chapter presents research design, area of study, target population, sampling procedure and sample
size, research instruments, validity and reliability of the instruments, data collection procedures, data
analysis and ethical consideration .
3.1 Research Design
A research design is the glue that holds together all the elements in research project and it is used to
structure the research (Kombo, 2006). This study employed cross section survey design which is a
model of mixed method approach whereby both qualitative and quantitative data was adopted at single
point in time from the respective respondents in the study area.
3.2. Area of Study
The study was conducted in Meru District in Arusha Region - Tanzania. The researcher selected this
district because it is one of the districts in Tanzania, earmarked a challenge on quality of education in
community secondary schools. Similarly, the place is having a good communication system so it will
be easy to get the needed information from the required respondents. The District was also selected
because of having experienced increase in number of community secondary schools since 2007 for
about 92% and relatively good distribution of these secondary schools within the District wards.
3.3. Target Population
According to Ary, Jacobs & Razavieh, (2010) population is the large group about which a study is
being made. Target population is the population for whom the findings will be generalized or for which
23
information is desired (Msabila and Nalaila, 2013). The target populations of this study were
community secondary schools that are found in Meru District, head teachers, teachers, students and
Educational Officer.
3.4. Sampling Procedure and Sample size
Sampling technique is a process of drawing the sample from a large population. Moreover, Kothari
(2004) defines sampling techniques as the techniques or procedures that the researcher would adopt in
obtaining the respondent for the study from the given population. The study employed purposively
sampling, stratified sampling and simple random sampling, techniques in determining the sample from
the population.
Msaghaa, (2008) define a sample size as a smaller group of subjects drawn from the population in
which a researcher is interested in gaining information and drawing conclusions. It involves a process
where a researcher extracts from a population a number of individuals so as to represent adequately a
larger group. The sample involved 5 Community secondary schools, District Educational Office, 5 head
of schools, 35 teachers and 50 students, making the total participants of the study to be 91 respondents.
The schools were randomly selected, the researcher used this method because it allowed the study to
have yield research data that can be recognized to large population. It provides equal opportunity of
section for each element of population. In this case, 5 community secondary schools were selected
among 29 community secondary schools in the study area.
The Head Teacher was direct involved due to their unique characteristics compared to other teachers
in schools. In that case, 5 Head Teachers from five community secondary schools were selected in the
study area.
24
Teachers were selected by using stratified sampling technique from all seven basic subjects in school.
After getting teachers who teach these subjects they were stratified into different strata based on their
department and then use simple random sampling to select one subject teacher from each stratum to get
one teacher from each subject. In that case 35 teachers were selected from five community secondary
schools as respondents.
Stratified sampling was used to select students to get two strata in form four classes (boys and girls)
students from the class. The Form four students were involved because of their experience in
assessment through different examinations/ tests. This was followed by simple random sampling within
the boys and girls groups to obtain a total of 50 students for the study. In that case, each school provided
10 students; 5 boys and 5 girls
3.5. Research Instruments
In order to capture the required information of the study, two techniques of data collection was
employed: questionnaires and Interview guide.
3.5.1 Questionnaires
This is the most widely used instrument for collecting information from individuals. The instrument
enables the researcher to collect data from a large group of respondents within a short period of time
(Kothari, 2004). The researcher intended to use both close and open-ended questions. The Instrument
was used to collect data from 5 Head teachers, 35 teachers and 50 students. Section A of the instrument
gathered the demographic information of the respondents and section B investigated the following
objective; to find the current status community secondary schools, to explore Challenges faced by
community Secondary Schools in Provision of Quality education, to explore the measures that might
be used to improve the quality of education in community based secondary schools
25
3.5.2. Interview Guide
Face-to-face interview with District Educational Officer conducted in the study to give detailed
information. The interviews was administered to the District Education Officer with an aim of getting
more information on the quality of education provided on the shortlisted schools, the challenges and
measures taken to improve quality of education.
3.6. Validity and Reliability of the instruments
3.6.1 Validity
Validity indicates the degree to which an instrument measures what it is to be measured (Msaghaa,
2010). The instrument was taken to the supervisor at St. Augustine University to judge and advice on
their content. His inputs were used to make the necessary correction on the instruments.
3.6.2 Reliability
Reliability means the ability of the instrument to give accurate and consistent result after repeated trials
(Creswell, 2009). Reliability of instruments was tested by Test-retest method during pilot study. The
researcher had directly assess the degree to which the questionnaires were reliable by administered
them to students who were not included in the study and re-administered the same questionnaires to the
same group after one week and correlated the first answers with the second and made necessary
corrections. The researcher visited 2 secondary schools and arbitrarily drew a sample of 10 participants
from each school. Participants who involved in pilot had not taken part in the actual study. This process
enabled the researcher to identify if there were items in the questionnaires that were not clear to
participants.
The split-half method was used to determine the reliability of the questionnaires. Using Split-Half
reliability by Spearman Brown Prophecy Formula
26
rSB =2𝑟ℎℎ
1 + 𝑟ℎℎ
Where rhh= Spearman Correlation of scores in the two half tests.
Spearman Correlation was calculated by: rxy =rhh = ∑(𝑿−�̅�) (𝒀−�̅�)
√⌊∑(𝑿−�̅�)𝟐 (𝒀−�̅�)𝟐⌋
Table 3.1 Shows the Split- Half Method used to Determine the Reliability of the Questionnaire.
1st Half 2nd Half
Spearman Correlation 0.482 0.482
N 10 10
rSB =2𝑟ℎℎ
1 + 𝑟ℎℎ =
2 × 0.482
1 + 0.482 =
0.964
1.482= 0.650
... Reliability of the questionnaires = 0.7
3.7. Data Analysis
According to Krishnaswami (2009), data analysis means a critical examination of the assembled and
grouped data for studying the characteristics of the object under study and for the determining the
pattern of relationship among the variables relating to it. This study combined both qualitative and
quantitative data analysis techniques, thus different methods of data analysis were used. Qualitative
data was analyzed mainly by using content analysis. Content analysis according to (Msaghaa, 2010) is
a method which helps the researcher to analyze text in form of writing, sounds or picture. Content
analysis gave the researcher an opportunity to organize information into relevant categories or themes
before arriving at the final argument. On the other hand, the quantitative data were analyzed using
simple descriptive statistics in the SPSS package Version 20. The quantitative data were put in
27
numerical form to easily allow mathematical operations. The information were coded and frequented
before calculation of percentages. The numerical data was finally summarize in percentages and
presented in tables.
3.8. Ethical Consideration
The researcher obtained an introductory letter from directorate of the post graduate studies from St.
Augustine University of Tanzania Arusha Centre which taken to Regional Administrator Secretary (
RAS) office and write a permit letter to DED who then wrote an introductory letter to secondary schools
where data collected. The researcher explained the study to the respondents in advance before the
interview in order to enable the respondents to participate voluntarily by allowed them to make
informed responses. Similarly the researcher carried out the interviews in isolated places such as in
their office or under tree basically to avoid disturbance and observe confidentiality of the study, the
researcher observe punctuality and all interviews were done within 25 minutes in order to ensure that
the respondents did not get bored.
The researcher treated all the data and information obtained from the respondents with extremely
confidentiality. In addition no respondent or institution was identified by name. The analyzed data was
also used to the schools involved on request.
28
CHAPTER FOUR
DATA PRESENTATION
4.0. Introduction
This chapter presents Questionnaire return rate, the demographic information of the respondents in
terms of their level of education, age and position in their working institutions. Tables on research
objectives which were; to find out the current status of education, Challenges Faced by Community
Secondary Schools in Provision of Quality Education in community based secondary schools in Meru
District.
4.1. Questionnaire Return Rate
The questionnaire return rate is the proportion of the sample that participated in the research study that
was intended to take part in the research procedure. The questionnaires that were distributed to the
participants were 90. All the respondents returned their dully filled questionnaires. Therefore the study
achieved 100% return rate.
4.2. Demographic Information of the Respondents
This study was about the assessment of quality education in community secondary schools in Meru
District. Thus respondent’s level of education and occupation were considered to be important
demographic Information in this study. The information was presented in table 4.1.
29
Table 4.1 Demographic Information (n=90)
Table 4.1 above shows that there were many students as compared to other respondents because they
have the highest percentage than any other respondents for example, students were 55.5%, teachers
were 38.9% and School head masters were 5.6%. Note that it was very important for the researcher to
include students because of the fact that students are mostly involved in the whole issue of academic
performance which by implication indicates quality education. From the table above gender of
respondents were presented by male and female, but the large portion of the respondents in term of sex
was formed by female (65.6 %) while male were 34.4%.
Age of the respondents was very crucial to the researcher, because of the fact that, through age it was
very easy to the researcher to know the level of maturity of the respondents in the study. However
from the figure above, a large portion of the age were formed by the young respondents who were
students. For example from the figure above, respondents between 15-25 years were 55.6% , 26-30
years were 2.2%, 31-35 years were 27.8%, 36-40 years were 6.7% and 41years and above were 7.8%.
Gender f (%) Age f (%) Position of
Respondents
f (%) Level of
education
f (%) Experienc
e with
study Area
f (%)
Male 31(34.4) 16-25 50(55.6) Students 50(55.6) Secondary 50(55.6) Below
1year
0(0)
Female 59(65.6) 26-30 2(2.2) School
Heads
5(5.6) Certificate
Diploma
6(6.7)
14(15.6)
1-2 years 21(23.3)
31-35 25(27.8) Teachers 35(38.9)
Degree
10(11.1)
3-4 Years 50(55.6)
36-40 6(6.7)
Post graduate
5(5.6)
5Years and
Above
19(21.1)
41-45 7(7.8)
Master
5(5.6)
TOTAL 90(100) 90(100) 90(100) 90(100) 90(100)
30
From table 4.1 those with secondary education were 50 (55.6%), Certificate were 6(6.7%), Diploma
were 14(15.4%), Degree holders were 10(11.1%), Post graduate were 5(5.6%) while master were
5(5.6%). From the table above respondents with secondary education were the majority (55.6%)
compared to other respondents. This number could be attributed to the understanding that students
were part of the respondents in this study.
Similarly, the table above shows that those respondents who have stayed in the school for a long time
ranged from 3-4 years with a percentage of 55.6. For example, from the table, 1-2 years were
21(23.3%), 3-4 years were 50(55.6%) while 5-6 years were 19(21.1%). Most the respondents who
responded to this question were school head teachers, students, parents and other teachers.
4.3. The Findings on the Current Status of Education in Community Secondary Schools
The table below shows responses from the respondents on Current Status of Education in Community
Secondary Schools under the following Items: Stakeholders support, Teaching and Learning Materials,
Enough qualified Teachers Class size, Well equipped laboratory, Adequate Furniture in the Classroom,
Incomplete classroom, the government distribute funds to running all costs of the school and Provision
of meals in school.
31
Table 4.2 Current Status of Community Secondary School
The Current Status of
Education in Community
Secondary Schools
Students
n=50
f (%)
Other teachers
n=35
f (%)
School Head
Teachers
n=5
f (%)
Total
n=90
f (%)
Stakeholders support 16(32) 21(60) 2(40) 39(43.3)
Teaching and Learning Materials 15(30) 11(31.43) 0(0) 26(28.9)
Enough qualified Teachers 19(38) 5(14.2) 0(0) 24(26.7)
Class size 10(20) 9(25.7) 1(20) 20(22.2)
Parents involvement in school 15(30) 20(57.1) 3(60) 38(42.2)
Well-equipped laboratories in
school
15(30) 17(48.6) 3(60) 35(38.9)
Adequate Furniture in the
Classroom
23(46) 18(51.4) 2(40) 43(47.8).
Incomplete classroom at your
school
19(18) 15(42.9) 0(0) 34(37.8)
The government distribute funds
to running all costs of the school
28(56) 8(22.9) 0(0) 36(40)
Provision of meals 20(40) 14(40) 2(40) 36(36.2)
Well-equipped laboratories in
school
15(30) 17(48.6) 3(60) 35(38.9)
Adequate Furniture in the
Classroom
23(46) 18(51.4) 2(40) 43(47.8).
From the above table, respondents identified Stakeholders support, Teaching and Learning Materials,
Enough qualified Teachers, Class size, Parents involvement in school, Well equipped laboratory,
Adequate Furniture in the Classroom, Incomplete classroom, the government distribute funds to
running all costs of the school and Provision of meals in school as factors that define the current status
of education in community secondary schools.
32
4.4. Challenges faced by community Secondary Schools in Provision of Quality Education
The table below shows responses from the respondents on Factors affecting the provision of quality
education in community secondary schools s under the following Items: Lack of enough qualified
teachers, In adequate instructional materials, Insufficient School infrastructure and Shortage or lack of
books in school.
Table 4.3 Challenges faced by community Secondary Schools in Provision of Quality Education
Challenges faced by
community Secondary Schools
in Provision of Quality
Education
Students
n=50
f (%)
Other teachers
n=35
f (%)
School Head
Teachers
n=5
f (%)
Total
n=90
f (%)
Lack of enough qualified
teachers.
32(64) 22(62.9) 4(80) 60(66.7).
In adequate instructional
materials.
37(74) 29(82.9) 5(100) 71(78.8)
Insufficient School
infrastructure.
29(58) 31(88.6) 5(100) 65(72.2)
Shortage or lack of books in
school.
22(44) 28(80) 3(60) 53(55.6)
From the above table, respondents identified lack of enough qualified teachers, in adequate instructional
materials, insufficient school infrastructures and shortage or lack of books in school as challenges faced
by community secondary school in provision of quality education.
33
CHAPTER FIVE
DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSION AND
RECOMMENDATION
5.0 Introduction
This chapter presents discussion of the findings, summary of key findings of the study, conclusion,
recommendations and suggestions for further studies.
5.1. Discussion of the Findings
The findings are presented according to the following objectives; to find out the current status of
education, to explore Challenges faced by community Secondary Schools in Provision of Quality
education, to explore the intervention measures that might be used to improve the quality of education
in community based secondary schools in Meru District.
5.1.1 The Current Status of Education in Community Secondary Schools
When respondents were asked to show the level of the agreement on the question that demanded them
to show the stakeholders support to education in community secondary schools, results were as follows,
Disagree were 51(56.7%) while Agree were 39(43.3%). From the results obtained in order to improve
the quality of education in community secondary school there is a need for educational stakeholders.
The stakeholders’ support contributes to student’s readiness to learn, reduce the possible barriers and
improve education interests of the students which will translate into quality performance. The general
findings showed that most of schools have no support from educational stakeholders because those who
disagreed were many as compared to those who were against. In building on the above results Gamage,
(2008) suggest that, school stakeholders through good management can empower schools in order to
34
develop a better quality educational process, healthier teaching/learning environments and improved
student outcomes.
From table 4.2 above, the results shows that most schools have inadequate teaching and learning
materials. Basing on the results obtained disagree were 64(71.1%) while agree were 26(28.9%). From
the results obtained in order to improve the quality of education in community secondary school there
is a need for the government to supply enough teaching and learning materials because the results shows
that there is great need of teaching learning materials. In building on the above results (Davidson, 2006)
point out that the problem that faces community secondary schools in Tanzania is lack of teaching and
learning materials. For example we expect that every student in community secondary schools should
have his/ her own book, however, that is not the case in most community secondary school in Meru
District.
From table 4.2 respondents were asked to show the level of agreement that, if the school has enough
qualified teachers, Disagree were 66(73.3%) while agree were 24(26.7%). The general findings showed
that, some school have enough qualified teachers, however these are results of town schools that
showed teachers are enough, the case may be different in rural schools where most workers don’t like
to go and work there. Davidson, (2006) pointed out that, teachers are very crucial to better achievement
of the students, however teachers who bring changes in the education system are those teachers who
are effective in the field of their subject. It is very difficult for incompetent teachers to bring changes
in the field of education.
From table 4.2 above respondents were asked to say if the number of the students in the classroom is
adequate, the results showed that, the number of the students in the classroom is not adequate, this
means that the number of students in the classroom is bigger than normal. For example the results
obtained shows that disagree 70(77.8%) while agree were 20(22.2%). The findings above is in
35
agreement with (Ngao, 2000) who pointed out that, in community secondary school students are
recruited and are selected to join secondary schools without considering the number of available
resources like classes. It is very normal to find one class with ninety (90) students or more than that. In
addition one respondent from school B added that “it is very difficult to achieve quality education in
community secondary schools, because the number of students does not match with the available school
infrastructure”.
When respondents were asked to show the level of the agreement on the question that demanded them
to show the Parents involvement in community secondary schools, results were as follows, Disagree
were 52(57.8%) while Agree were 38(42.2%). The general findings showed that community secondary
schools does not involve parents in school meeting and decision making because those who Disagreed
were many as compared to those who were against. The above views are in agreement with (Parri,
2006) that, Parents are not cooperative to the education to their children as some of them never attend
parents meetings for whatever reason to discuss about the progress of their children. They hate to be
asked about contributions of buildings (infrastructure), though they want their children get quality
education.
Laboratories equipment in community secondary schools in Meru district is poor and not good at all,
from table 4.2 above, researcher wanted to know the availability of laboratories equipments in
community secondary schools in Meru District, the results obtained were terrifying. The results were
as follows, Agree were 35(38.9%) while Disagree were 55(61.1%). The general findings showed that,
in community secondary school in Meru District there were no enough laboratories equipments.
Because those who disagreed were many as compared to those who agreed. The above results is in
agreement with Mole (2000) who portrait that community secondary school in Tanzania are very poor
state, school infrastructure are poor teaching materials are not available in most areas even competent
36
teachers are not there all those will lead to poor quality of education (Parri, 2006) also points out that
it difficult to think of the better quality education if the school environment does not resemble to the
better quality education, quality of education in most case starts from effective teachers, good learning
environment, good school infrastructure well equipped laboratories as well as presence of good
administration system the presence of those will lead to a better quality of education in such area.
From table 4.2 above respondents were asked to say if there is provision of meals in school, the results
showed that, most of schools there are no provisions of meals. For example the results obtained shows
that disagree 54(60%) while agree were 36(36.2%). The findings above is in agreement with Parri,
(2006) that, Lack of lunch services in the community secondary schools also negatively affect the
provision of quality of education. No lunch is given to the students in some schools as parents are
reluctant to contribute for their children to have lunch services. Thus, students study half a day due to
lack of food. Furthermore, they have a perception that the government has to pay for all requirement of
school so long as a child has passed to join secondary school (Gamage, 2006). Community Secondary
Schools national wide are challenged by a number of challenges ranging from inadequacy of human to
non-human resources. All these have direct impact to education system, delivery and performance of
students which not only limit and exclude them at secondary level but also for further studies and their
potential contribution to economic growth and the country strategy on poverty reduction in the long
run.
From the field, the researchers wanted to know if there are enough tables and chairs in the classroom,
the results shows that, there are no enough tables and chairs in their classroom. The results obtained
from the respondents in table 4.2 were as follows Disagree were 47(52.2%) while Agree were
43(47.8%). The general findings from the above figure indicate that those who agree means that in their
classes there is enough tables and chairs. The result is in agreed with Makombe, (2010) that, Schools
37
lack essential facilities including housing, preparation rooms or offices and furniture for teachers and
students.
From table 4.2 above the researchers wanted to know if there are incomplete classrooms at the schools,
the findings showed that there are incomplete classes to some schools and that is according to the
respondents views, from the table above the results obtained agree were 34(37.8%) while disagree were
56(62.2%). The results is in agreement with (Meyer, 2009) who pointed out that, it is impossible to
think of the quality of education without considering first the school infrastructures like, school
buildings, eg classes, staffrooms, laboratories ,well equipped libraries as well as good learning
environment. In developed countries like the United States of America it is very rare to find school
with poor infrastructure, but in developing countries like Tanzania the case of incomplete classes, poor
learning environment is common (Corro, 2006), also affirmed that quality of education firstly starts
from well trained teachers, good school infrastructures, presence of teaching- learning materials as well
as presence good and well equipped laboratories. When those are enabled by the government then
quality of education will be realized.
From table 4.2 above, respondents were required to show the level of their agreement on the question
that demanded them to show whether the government provide funds to run all costs of the schools, the
results showed that disagree were 54(60%). This indicated that the government does not provide enough
funds to the running cost of the schools. On other hand respondents who agreed that the government
do provide funds to the running cost of the schools were 36(40%). However, those who disagreed said
that, the funds from the Government are not enough to run all costs of school. One respondent affirmed
that in “the previous years when parents were contributing situation were good but today is not ok”.
Bitahika (2015) affirmed that if the government wants to improve the quality of education in Tanzania
then it must do the following, support teachers, with enough motivation, improve teaching and learning
38
environment, improve school infrastructures as well as provide to teachers enough salary that will
enable them to meet their basic needs.
5.1.2 Challenges Faced by Community Secondary Schools in Provision of Quality Education
Respondents were asked by the researcher to say if their schools faced challenges, all respondents who
responded to this question agreed that, their school faces challenges.
Shortage of qualified teachers is one among the factors that influence quality education in Meru District
community secondary school, if there are no enough teachers for all subjects and effective the quality
of education can not improve. In developed countries teachers are trained frequently the aimed is to
make sure that, the quality education keep on improving. From the findings above in table 4.3, Disagree
were 30(33.3%) while Agreeing were 60(66.7%). The general findings show that teacher’s
effectiveness has great impact on the quality education.
Qualified and experienced teachers, textbooks, lesson plan books and teaching aids are specific
academic resource inputs of this study. The number of teachers and their qualifications shows an
important but complex relationship to student outcomes (O’Sullivan, 2006). Conversely, highly
qualified teachers can have marked impacts on the outcomes for diverse students, particularly younger
students. Students learn more from teachers with high academic skills than teachers with weak
academic skills, (Cameron and Baker, 2004). Teaching aids are objects or representation that may be
used to clarify or enhance understanding of a concept.
In table 4.3 the results obtained showed that in adequate teaching and learning resources are among the
factors that influence quality education in Meru District community secondary schools, if schools have
enough teaching and learning resources, teachers can be more effective in provision of quality
education. From the findings above in table 4.2, agree were 71(78.8%) while disagreeing were
39
19(21.1%).The general findings show that teaching and learning resources has great impact on the
quality of education.
This is in agreement with Koda (2007) asserts that quality of education lies in the hand of availability
of enough teaching learning resources to the schools, especially in the school libraries. Presence of
enough teaching and learning materials not only will make teachers not to suffer in preparing teaching
notes, but also will facilitate schools learners to obtain the materials easily in the library. With the
support of the government in supplying teaching and learning materials to the community secondary
schools not only will lead to better academic achievement of the students but also will lead to great
improvement in the education quality of the country especially in community secondary schools that
are found in different part of the country.
From table 4.3 respondents were asked by the researchers to show their level of agreement if school
insufficient school infrastructure is among the challenges faced by community secondary school in
provision of quality education, the results obtained show that school infrastructure has great impact on
the quality of education in community secondary schools, this is due to the fact that most respondents
who responded to this question agreed that, school infrastructures is among the factors that affect the
provision of quality education.
The results were as follows agree were 65(72.2%) while disagree were 25(27.8%). The results above
is in agreement with Mtambuka (2014) who pointed out that, school infrastructures has great impact
on the quality education in community secondary school, if the government want to improve education,
academic performance of the students and quality education in community secondary schools in
Tanzania then first the government must start with the improvement of schools infrastructures, which
is associated with, construction of school libraries, school laboratories, construction of classes as well
as improving school learning environments but provision of school teaching and learning materials
40
should not be left behind all those will finally lead to the improvement of the quality of education in
community secondary schools.
Education system, not well managed by the government in most cases it may lead to poor quality of
education in the country , everything that takes place in terms of academic performance, education
quality in most cases starts from the system of education that have been planned by the ministry of
education under cover of the government. Planning for the better quality education while the education
system is poor is like waiting a spicy of soup from the empty boiling pot. The results obtained from the
above figure shows that those who agree were 53(55.6%) while disagree were 37(41.1%). The general
findings showed that the system of education has influence on the quality on education. The results is
in agreed with Wema, (2014) in her research said that, there is a difference between the education
policy objectives and politicians’ interests. Whereas secondary development policy aims at maximum
growth of 50% National Enrolment Ratio, political leaders’ interest was to undertake mass enrolment,
regardless of the availability of the required facilities and human resources. This influenced the
implementation of the policy of building schools in every ward under no proper technical preparations.
Shortage of books in school is one among the challenges faced by community secondary school in
provision of quality education, if there are no enough books for all subjects the quality of education can
not improve. From the findings above in table 4.3, Disagree were 30(33.3%) while Agreeing were
60(66.7%). The general findings show that teacher’s effectiveness has great impact on the quality
education. This is in agreement with Kivenule (2014) in his research that suggested that, the success of
teaching and learning is likely to be strongly influenced by the resources made available to support the
process for the provision of quality education.
41
These inputs include text/reference books, classrooms, teacher guide books, lesson plan books, chalks,
libraries and laboratory facilities. Human resource inputs include administrators, supervisors,
inspectors and most important professional teachers who are vital to the learning process
Large Number of Students in the Classroom was one among the themes that were mentioned by the
respondents. Most of the respondents argued that enrolment of the students does not match with the
available resources. One respondent from school B said that. The education of Tanzania will never
improve because the number of students in the classroom is very high as compared to the size of the
class.
“For example we expect that one classroom should have only 40 students but
in our school one classroom has more than 90 students, for that case is very
difficult for the teacher go through exercises of all students.” (Respondent from
school C, 2017)
Also another respondent noted the following on the same question.
Large number of the students in classroom is the major problem that is facing
community secondary schools, while in private schools students are very few in the
classroom but in community secondary schools are different, for example come and
see the number of students in one of the classroom down there, just see how they are
congested, the government should build enough classroom which can accommodate
all students. But also selection should be done by considering the number of available
resources. (Respondent from school A, 2017)
Lack of enough science teachers also is among the challenges that was mentioned by the respondents,
some of them said that, it is true that teachers are there at the schools but science teachers especially
physics teachers, chemistry teachers and mathematics teachers they are few in the community
secondary schools . Community Secondary Schools national wide are challenged by a number of
challenges ranging from inadequacy of human to non-human resources. All these have direct impact to
education system, delivery and performance of students which not only limit and exclude them at
secondary level but also from further studies and their potential contribution to economic growth and
the country strategy on poverty reduction in the long run. Community Secondary Schools have
42
increased in number and those who access secondary education have also increased with time.
However, issues like equity and quality are yet to be addressed. Thus, policy planners, implementers
and other education stakeholders should find ways to dealing with the limitation and improve the
schooling opportunities to the younger generation (Ngao, 2011).
Another challenge facing community secondary school is lack of qualified teachers. The results of the
pro-focused foundation led to the lack of qualified teachers on all levels. Here is the evidence: “Many
Tanzanian writers (e.g Leshabari and Masesa 2000; Rajabu 2000) identify the push for UPE as the
major cause of the deterioration in quality at all levels of education in Tanzania. ‘UPE’, pronounced
‘oopay’, has become a colloquial term associated with low quality education rather than with
universalisatiorn. Some jest that the letters UPE stand for Ualimu Pasipo Elimu (teaching without
education). Expansion of primary without expansion of secondary led to reduced transition rates, which
was perceived by parents as reduced quality of primary. The expansion of primary also caused a high
demand for teachers, to the extent that there were not enough secondary graduates to supply the demand
and primary teachers were drawn from populations who had not attended secondary school and it is
normal in a community Secondary school for Arts teacher to teach Science subject like
Physics.” (Respondent from school C, 2017).
Lack of textbooks in the classrooms especially in Language and Arts subjects. The classes have no
textbooks. They are required to take extensive notes that become their textbooks. They want to succeed,
but in the end, it will take a change of the foundation of the Education system of Tanzania to really
make lasting change.
The researcher did an in-depth project that included asking teachers what they thought could be the
greatest challenge in relation to classrooms.
43
“In response to the question, ‘what challenges do you face while teaching your subject?’ Two
outstanding challenges were cited by most respondents: overcrowded classrooms and lack of
relevant textbooks. Other challenges were lack of skills to handle certain topics in the revised
secondary school curricula, handling of students with special needs and shortage of desks.”
(Respondent from school B, 2017)’
The last factor the study covered was the overcrowding of classrooms. This connects with the lack of
teachers. The teenagers that I mentor have all confirmed the overcrowded classroom situations in their
government school. They say that there is one teacher per 200 students, due to the lack of teachers in
their school. These young people continue to impress me. The challenges do not make them quit, but
rather make them pressed even harder.
5.1.3 Best Measure of Improving Quality of Education in Community Secondary Schools
Based on the study findings, there seemed to be a need for a commitment strategy on quality education
Improvement, possibly at every school.
The researcher wanted to know the view of the participants concerning the remedial measures that
should be taken so that to improve the quality of education in community secondary school, one
participant uttered the following words.
“Despite the role of the government in improving education quality as a whole,
schools together with parent have a task in the whole scenario of improving education
quality in secondary schools. In order to improve the quality of education in
community secondary schools it is not enough for school authorities as well as
parents totally to dependent on the Ministry of Education’s direction as general
policies by the Ministry may not necessarily be responsive to local school needs”.
The school should formulate the quality strategies which will improve quality
education in their Institution. For example we expect that the quality strategy in a
school will provide frameworks and procedures involving all processes and
operations. The strategy will set out how quality development is managed, explain
how customer perceptions are collected and how the quality of the service is
evaluated so that needs are analyzed and targets are set for quality improvement.
44
Building on the above arguments another participant affirmed the following on the same question that
demanded remedial measures that should be taken in order to improve quality of education in
community secondary schools. One school head teacher affirmed that the government should increase
funds to schools.
One of the great myths surrounding traditional views on quality education is that it costs more. Despite
glaring inadequacies in the funding of education across most schools, it is noted that not all solutions
lie in increased funding. Oftentimes those in school leadership are starved of ideas and are desirous of
critical friends. One participant said that;
“A commitment to a quality strategy will mean the coming together of various
stakeholders including local business, religious and political leaders, parents and
students, thus providing an open and explicit commitment to quality offering rigor and
a consistent approach to improving standards, processes and outcomes in an
environment that is open and non-threatening and inclusive. At the heart of any quality
strategy must be the teachers‟ enduring commitment to quality as they envisage their
learners‟ potential in life as national assets”.
With schools set in different localities, it must be noted that what works in one situation may not
necessarily work in another, hence the need by the schools governing bodies to constantly review their
institutions‟ quality strategy. The opening up of borders in East Africa signaled a competitive
environment; not just on business markets, but also on education, placing greater demand on Tanzania’s
education system to position its human resource base to favorably compete and meet International
Journal of Asian Social Science, regional and global challenges.
One respondent pointed out the following on the measures that should be taken in order to improve
quality of education in community secondary schools
45
“It is said that a nation’s wealth is its people who are regarded as the resource.
Seeking to provide quality education to its citizens is one of the major ways Tanzania
may ensure its continued relevance and competitiveness”.
One of the best remedial measures that should be taken by the government in order to improve the
quality of education in community secondary school is through the provision of quality teaching
materials. One respondent who seemed to be active in responding to question from the researcher said
the following word;
“Frankly speaking quality educational materials play a great role in improving the
quality of education, performance of the students won’t be attained if the available
materials are of poor quality. The government must ensure that available resources
to the schools especially community secondary schools are of great quality and this
will lead to better improving of quality of education in community secondary
schools”.
5.2. Summary of the Findings
One of the concerns of this study was to find out the current status of education in community secondary
school in Meru District. Scrutiny of the findings from the respondents revealed that students’ academic
performance in the community secondary schools in Meru district was not as good as that of non-
government schools in the district; that is the performance in the community schools is poorer than the
performance in the private schools.
Identifying the Challenges Faced by Community Secondary Schools in Provision of Quality Education
was also another intention of the study. In this regard, the identified challenges were; overcrowded
classrooms, lack and acute shortage of Science and Mathematics teachers, lack of non-teaching staff,
and shortage of text and reference books. The challenges were considered to have direct negative
impact on the students’ academic performance. Acute shortage of qualified teachers mostly affected
Physics and Chemistry subjects as compared to other Science subjects. The research findings showed
that the factors to include: good school environment, availability of teaching and learning materials,
adequacy of teaching staff, good infrastructure, and disciplined students
46
Finally the researcher wanted to explore the measures that might be used to improve the quality of
education in community based secondary schools in the study area. Dealing with quality education in
community secondary schools, the government should make sure that the available resources at
community secondary schools are of good quality. Combined efforts need to be employed to put in
place conducive teaching and learning environment. Conducive teaching and learning should be
established in community secondary schools. Having motivation schemes to both teachers and students
is of paramount importance to academic performance.
5.3. Conclusion
There should be no doubt that our education is in crisis and needs immediate solutions. In the final
analysis it is the government who has to make decisions to ensure the quality education improves and
that our youths are able to compete favorably in East African, African and the World labor market. The
paper shows that the quality of education in the country has deteriorated in the last few years. The focus
of the government has been on expansion, at the expense of quality to ensure that as many children as
possible enter school. Great deal of effort and resources have been directed in building classrooms,
ensuring schools have textbooks, hiring more teachers, building toilet facilities. These are important
for education and adequate infrastructure is necessary, but more important is the learning that takes
place within the four walls of these shining classrooms and that has not happened.
We have also argued that education progress is worth its name if and where it enables students to
develop capabilities, aptitudes and skills that will enable them to thrive in further education and in the
world. This approach measures success in terms of outcomes rather than inputs, assessing both the
quantity and quality of student graduates. It is focused on the central question: ‘what are students able
to do?’ Our basic point is simple. The major education policy challenge in Tanzania is to have basic
education goals focused on capabilities and organize everything else (teacher education, curriculum,
47
textbooks, libraries, examinations, inspection, use of mobile phones, internet and other technologies)
around this. Teachers will need to be at the heart of this transformation and therefore must be
meaningfully involved from the beginning to the end. This is the right time to do it. The question is
whether the Government, its development partners, civil society, and all of us are up to the task.
5.4. Recommendations
Based on the conclusions above, for the current status of community secondary schools, the researcher
wishes to recommend the following:-
i) This study found that a good number of teachers had no adequate educational and professional
qualifications and training. Therefore, is recommended that the Ministry of Education, Science and
Technology should ensure that schools have enough teachers who hold professional qualifications and
are well trained. This is the caliber of teachers who can deliver quality instructions and bring about
good student academic performance.
ii) The findings also indicated that there were not enough teachers, such that some subjects were not
taught by professional teachers of the subjects. Therefore, government should construct Teachers
Training Colleges in the country to train teachers on various teaching subjects. Meanwhile, the
candidates for the teaching profession should be sent to neighboring countries to study. Also, the
government should consider offering five-year contracts to foreign teachers as it trains more of its
citizens for the job.
iii) Further, the study has shown that teachers were not motivated because of low remuneration. As a
result, it was suggested that improvements be made to teachers‟ working conditions. They should be
motivated by paying them well and awarding appreciation tokens for good work. Such tokens could
include chalk allowances, promotion and recommending others for professional development. This will
48
motivate teachers and minimize staff turnover. Higher teacher motivation will lead to improved
teaching and learning as well as better students‟ academic performance.
iv) The findings also showed that most schools lacked instructional materials and facilities, such as
textbooks, science and computer laboratories and libraries, clean drinking water, good sanitation
facilities and fences. The Ministry of Education should provide enough textbooks, put up science and
computer laboratories and libraries, provide clean drinking water, good sanitation facilities and
construct fences around the schools. A public library should be put up and equipped with relevant
course books for students to read extensively.
Other interventions that will boost quality education are the provision of adequate teaching and learning
resources, ensuring a conducive educational environment in schools, involving all the stakeholders in
decision making and providing adequate physical facilities in the schools. The government should also
invite Non-governmental Organizations to construct educational facilities, such as libraries and
laboratories in the country. The old printing press should be revived to print educational books and
other teaching and learning materials. In addition, donor agencies should be asked to support the
country with educational resources, such as textbooks and science apparatuses.
v) The study found that there was poor collaboration between teachers and students; in particular,
students were not committed and interested in studies. Furthermore, both teachers and students skipped
lessons. We propose that guidance and counseling services be provided to students and teachers,
especially on career guidance, good time management skills as well as physical developmental issues,
especially for girls. Also, administrative systems should be streamlined to focus mainly on achieving
the goals of the school.
49
vii) The respondents also reported that teachers and administrators lacked new insights, ideas and skills.
Thus, there is need to provide on-the-job training programs for head teachers on supervision and
administration. The practicing and untrained teachers should participate in the program on teaching
methodology and other teaching skills.
Besides, most of the teachers and administrators travelled from distances to schools so much so that
they normally arrived late for classes. In addition, they spent most of their pay on transport and rent.
Thus, it was proposed that the government should construct teachers‟ quarters in some schools in order
to reduce the cost of rent and transportation. Moreover, the teachers‟ pay was so low that it hardly
covered their basic needs. It was noted that support staff were so dedicated in their duties but the
majority were not employed by the government. Thus, they earned less than those in other sectors. The
researcher suggests that that the Ministry of Education should grant employment and professional
development to support staff, especially clerks, bursars and librarians. This will boost the morale of
support staff to work better and more professionally.
5.5. Areas for Further Research
The researcher suggests that:-
i. A study on assessing the quality education in private secondary school in Meru District should
be conducted.
ii. A study on the causes of poor quality education in community secondary schools should be
conducted in Meru District and other parts of the country.
50
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APPENDICES
Appendix A: QUESTIONNAIRE FOR THE STUDENTS
My name is Venosa V.Maro, a student at St.Augustine University of Tanzania (Arusha campus),
pursuing a Masters Degree in Education. I am carrying out research to find out the quality education
in community secondary schools in Meru District. Please you are kindly requested to provide me
with information. The information provided will be used for the academic purpose and will be treated
confidentially.
SECTION A: Demographic Information
Please tick in one box only in each questions bellow.
1. What is your position at your school?
1. Student
2. What is your age range?
1. 15-18 2. 19-25
4. Gender
1. Male 2. Female
5. How long have you been in this school?
i. Less than a year ii. 1- 2 years iii. 3-4 years iv. 5-6 years
v. None of the above
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SECTION B
This section assesses to find out the the quality of education in community secondary schools in Meru
District. Please indicate the level of your response, by putting tick in one box only as the number of
your selection. The rating is; 1= Disagree, 2= Agree, = Neutral
Statements
Responses
Disagree Agree Neutral
The current status of education in community
secondary schools
1. The school has enough teaching learning
materials?
2. Are there enough teachers at your school?
3. Is there involvement of parents in school
meeting and decision making?
4. Are you more than 45 students in your class?
5. Do your school have equipped laboratories?
6. Are there enough chairs and tables in the
classroom ?
7.There is enough class room at your school?
8. Is there incomplete classroom at the school?
9. Government distributes funds to support the
running costs of the school?
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10. Do your school provide meals and
accommodation?
Factors affecting the provision of quality
education in community secondary schools
11. Lack of enough qualified teachers.
12. In adequate instructional materials.
13. School infrastructure.
14. Shortage or lack of books in school.
15. Leadership style in school.
16. Teaching Aids.
17.Unfriendly learning environment
18. Does your school face challenges?
Desagree ( ) Agree ( )
If the answer is yes please mention at least five challenges that face your school
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
..........................................................................................................................................................
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19. If you agree in question 16 above, please mention at least five measures that can be used
to improve quality of education in community secondary schools in your area
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
...........................................................................................................................................................
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Appendix B: QUESTIONNAIRE FOR THE SCHOOL HEAD MASTERS AND
TEACHERS
My name is Venosa V.Maro, a student at St.Augustine University of Tanzania (Arusha campus),
pursuing a Masters Degree in Education. I am carrying out research to find out the quality of
education in community secondary schools in Meru District. Please you are kindly requested to
provide me with information. The information provided will be used for the academic purpose and will
be treated confidentially.
SECTION A: Demographic information
Please tick in one box only for the following questions.
1. What is your position at your school?
1. Student 2. School head teacher 3. Deputy Head teacher 4. Academic
teachers 5. Teacher
2. What is your age range?
1. 20-25 2. 25-30 3. 30-35 4. 35-40 5.40-45 6. 45 and above
4. Your Gender
1. Male 2. Female
5. Highest education level attained
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1. Secondary 2.Certificate 3.Diploma 4. Degree 5. Post Graduate
6. Masters 7. PhD
6. How long have you been in this school?
1. Less than a year 2. 1- 2 years 3. 3-4 years 4. 5 years and Above
SECTION B
This section assesses to find out the the quality of education in community secondary schools in
Meru District. Please indicate the level of your response, by putting tick in one box only as the
number of your selection.
Statements
Responses
Disagree Agree Neutral
The current status of education in community
secondary schools
1. The school has enough teaching learning materials?
2. Are there enough teachers at your school?
3. Is there involvement of parents in school meeting and
decision making?
4. Are you more than 45 students in your class?
5. Do your school have equipped laboratories?
6. Are there enough chairs and tables in the classroom?
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Challenges that faced community secondary school in
the provision of quality education
11. Lack of enough qualified teachers.
12. In adequate instructional materials.
13. School infrastructure.
14. Shortage or lack of books in school.
15. Leadership style in school.
16. Teaching Aids.
17.Unfriendly learning environment
18. Does your school face challenges?
Disagree ( ) Agree ( )
If the answer is yes please mention at least five challenges that face your school
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
7.Do you have adequate class rooms at your school?
8. Is there incomplete classroom at the school?
9. Government distributes funds to support the running
costs of the school?
10. Do your school provide meals and accommodation?
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...............................................................................................................................................................
......................................................................................................................................................... .
19. If you agree in question 16 above, please mention at least five measures that can be used
to improve quality of education in community secondary schools in your area
...............................................................................................................................................................
...............................................................................................................................................................
............................................................................................................................................................
Thank you very much for your co-operation. God bless you abundantly
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Appendix C: INTERVIEW SCHEDULE FOR THE DISTRICT EDUCATIONAL
OFFICE
Dear respondent, I am Venosa V. Maro, a post graduate student at ST. Augustine University of
Tanzania (Arusha Campus). I am doing a research on the Quality of Education in community secondary
schools in Meru District. You are well come to answer the following questions. Please note that the
information you provide will be treated confidentially and shall be used for research purpose only.
1. What are the challenges do your community schools face that affect the academic performance?
2. How did you ensure the availability of a quality education in your secondary schools?
3. What are the measures do you take to solve those challenges in your schools?
4. Are there any comments towards the procedures that might be taken by Government to ensure quality
education in this district?
THANKS FOR YOUR COPERATION
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Appendix E: RESEARCH CLEARANCE