Secondary education development plan (SEDP) in Tanzania; An assessment of its implementation: A case study of Temeke municipality
| dc.contributor.author | Felix, Francis | |
| dc.date.accessioned | 2024-11-20T08:00:37Z | |
| dc.date.available | 2024-11-20T08:00:37Z | |
| dc.date.issued | 2014 | |
| dc.description | Dissertation submitted in partial fulfilment of the requirements for the award of the degree on Masters of Science in Human Resource Management (Msc-HRM) of Mzumbe University | |
| dc.description.abstract | This study examined the effectiveness of the implementation of secondary education development plan phase I (SEDP I) in Temeke Municipality. Specifically, it was an attempt to address the achievements of SEDP I in the municipality, to identify the perceptions of teachers and educational stakeholders on the implementation of SEDP I in Temeke, to find out the challenges hindering the effectiveness of the SEDP I in Temeke and lastly to find out the government’s strategies in improving secondary education in Temeke and the entire of Tanzania. Both theoretical and empirical reviews were done. The study employed a descriptive research design which portrayed an accurate description and a better understanding on the topic under the study. Data collection was carried out through questionnaire, interview and documentary review. Then analyzed through quantitative and qualitative techniques and presented in diagrams, tables and charts. The findings indicated that SEDP I has been accredited for the increase of ward secondary schools and students enrollment in the municipality, employment of both teachers and school contractors. It is also accredited for decrease of illiteracy rate among Tanzanians, decrease in number of street youths, early marriage and pregnancy for school girls. It also ensured availability of teaching and learning materials. In spite of those achievements, there were still various challenges facing the established ward secondary schools. Such challenges included inadequate number of teachers especially for science subjects, lack of hostels, low salaries and motivation for teachers, inadequate working facilities and other physical infrastructures, lack of non-teaching staffs, remoteness of schools and poor academic performance among students. In line with the strategies that are being taken by the government through SEDP II Big Results Now (BRN) and National Strategy for Growth and Reduction of Poverty (NSGRP II), different recommendations were made so as to alleviate these vii challenges. Such recommendations included provision of teaching and learning, facilities, improvement of social and physical infrastructures, increase of salary and teaching allowance for teachers, increase of the community accountability as well as teachers’ involvement in planning and decision making on matters pertaining to education. | |
| dc.description.sponsorship | Private | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/1726 | |
| dc.language.iso | en | |
| dc.publisher | Mzumbe University | |
| dc.subject | Education development | |
| dc.subject | Education development plan | |
| dc.subject | Government Secondary Schools | |
| dc.subject | Secondary Education | |
| dc.subject | Education | |
| dc.subject | Community secondary schools | |
| dc.title | Secondary education development plan (SEDP) in Tanzania; An assessment of its implementation: A case study of Temeke municipality | |
| dc.type | Thesis |