Institutional factors contributing to ineffective monitoring of educational programmes implement in public primary schools in Mvomero district
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Date
2019
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Mzumbe University
Abstract
This dissertation explored the institutional factors that contribute to ineffective monitoring of Educational Programmes, using BRN Ed) in Mvomero District as the case. The study specifically intended to find out the perceptions of participants on the implemented BRN Ed programme , assess whether the level of knowledge (cognitive factor) of the participants on the implemented BRN Ed programme contribute towards ineffective Monitoring of such an educational programme, examine the extent to which the level of involvement (Normative Factor) in BRN Ed programme contribute towards ineffective Monitoring of such an educational programme and find out whether there was any provision or rules (Regulative Factor) on the implementation of BRN Ed programme that contribute towards ineffective Monitoring of the educational programme in the study area.
The study employed a descriptive, case study research design in which qualitative data dominated over quantitative one, giving raise to qualitative sequential quantitative mixed research approach. It involved a sample size of 110 participants who were selected through purposive and stratified sampling techniques. Data for this study were collected through questionnaires, interview checklists, and documentary review. Qualitative data were analyzed through narrative content analysis, while the quantitative data were analyzed descriptively through a Software Package for Social Science (SPSS) version 21. The findings show that several institutional factors from both formal institution such as government schools and informal institutions operating under the umbrella of parents, teachers and politicians at the local level were found to contribute to ineffective monitoring of Big Results Now Education Programme. It shows that there is lack of provision of regulations in the BRN Ed document that set clear roles of parents and guardians in the implementation process. Because of that, there have been mixed results in the implementation of BRN. While at one pole, parents realized and achieved a norm of supporting school feeding programs, at the other pole,there was competition between formal and informal institutions over several school matters. This terrain compromised the process of monitoring BRN Ed. Because of this, conventional ways of monitoring educational programme driven by inputs and outputs attributes in terms of acquired learning and numerical skills have ipso facto dominated the school settings. The study concludes that for the educational programs such as BRN Ed to realize her intended objectives, effective monitoring of educational programs requires establishing institutional and legal framework to accommodate norms, interests and diversity of actors in both formal and informal institutions during the follow-up and after implementation of educational programmes. The recommendation is that there is a need for a government to improve institutional coordination among actors from formal and informal institutions. Also, the Ministry of Education should clearly develop guidelines on how to involve various actors at the school settings in the monitoring and evaluation process.
Description
A Dissertation submitted in partial fulfillment for the requirements for the Degree of Master of Arts in Education of the Mzumbe University
Keywords
Monitoring educational Programme, Policy evaluation in Education, Big Results Now in Education - Mvomero district, Educational achievement - Tanzania
Citation
APA