Dissertations (Masters)-MRPP-SOPAM

Permanent URI for this collectionhttps://scholar.mzumbe.ac.tz/handle/123456789/1514

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End date: 2025Subject: search.filters.subject.Educational equalization—Tanzania

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    Implementation of inclusive education programme in public primary schools in Uvinza District Council in Tanzania
    (Mzumbe University, 2019) Kayagula, B
    The implementation of inclusive education programmed in some areas has been reported very challenging. This has caused some of public primary schools to have low enrolment of children with disabilities (CWDs). With this regard, this study aimed at examining the extent to which inclusive education programmed has been implemented in Public primary schools to ensure that children with disabilities are enrolled and have access to education in Uvinza District Council. The study was designed to; ascertain the presence of infrastructures and facilities, determine the level of teachers’ preparedness, identify the approaches used by schools to identify and enroll children with disabilities and assess parents’ attitude on inclusion of children with disabilities in public primary schools. Mixed Methods Research approach and descriptive research design was used to guide this study. A sample size of 121 respondents from teachers, head teachers, parents and district education officer for special needs education was used. Interview, questionnaire and observation methods were used to collect primary data while documentary review was used for secondary data. The study found that amongst the selected public primary schools had no improved infrastructures and facilities to accommodate children with disabilities. Majority of teachers (88.1%) had no professional skills and lacked trainings to respond to CWDs. The approaches used by schools to identify and enrolls children with disabilities varied from one school to another. Most of parents are aware that children with disabilities are supposed to be placed in inclusive schools although they still doubt if CWDs can learn effectively with non-disabled children. Therefore, the study recommends that; Central government should prepare a special budget for supporting implementation of IEP. LEAs should seriously take into account in supporting those schools to have improved infrastructures, facilities, well trained teachers and mobilized community members, and build special canters for children with severe disabilities.
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    Accessibility of formal adult education in rural areas: A case of Mvomero District in Tanzania
    (Mzumbe University, 2016) Timu, Ilankunda
    This study assessed the accessibility of formal adult education in rural areas specifically in Mvomero district. The study aim was based on assessing availability of adult education centers and learners, adequacy of adult facilitators, availability of learning materials and learning infrastructure and looking at how government officials enhance of the accessibility of adult education in the district. The study used structured interviews and focus group discussion during data collection. The purposive sampling selected 23 respondents where 5 respondents were selected from government officials in the department of education in the district, 4 adult education facilitators from four wards and 14 adult learners. Content analysis was used in analyzing the collected data and findings were presented through text and narration. The findings reveal that, the district provides an adult education program in a few centers where there is a long distance from one center to another, and actual number of enrolments stand by 1071 adult learners currently. The program lack adequate facilitators where there are only 8 facilitators running the programmed and 6 out of them are volunteering in different centers. Also, the study found of lack learning materials and learning infrastructure where in all centers visited by the researcher lack books, curriculum and in some centers, there are neither classrooms nor desks for adult learners. Government officials in the district try to ensure the accessibility by finding solutions to the challenges facing the program, like establishing centers in areas where there is no centers and using primary school teachers as facilitators in areas where there is no facilitators. There are the needs of the government to put more emphasis on the program. The policy requires all education and training institutions in the country to designate adult centers, but few institutions implement that, the government must ensure also in the policy stipulate on how different learning institutions must coordinate the implementation of the program and there is the need to engage other stakeholders like private and civil society organization in the implementation of the program. Education can bring changes and development without investing in education especially, in adult education it will be difficult for the government to realize its development plans.