The effects of BRN programme on examination performance of primary schools pastoral girls in Mvomero district, Tanzania

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dc.contributor.authorShange, Alfred John
dc.date.accessioned2024-10-03T08:07:50Z
dc.date.available2024-10-03T08:07:50Z
dc.date.issued2017
dc.descriptionA dissertation submitted for fulfillment of the requirements for the award of the degree of Master of Public Administration (MPA) of Mzumbe University
dc.description.abstractThe increased trends of premature departure from primary school especially for girls’ students coming from pastoral societies, quite often affect girls’ performance in PSLE in Tanzania. This study explored whether the implementation of education policies such as BRN Programme has had positive effects on the examination performance of primary schools pastoral girls in Mvomero District. Specifically, the study explores the gendered effects of BRN programme in pastoral girls’ enrolment, retention and their examination performance in PSLE in Mvomero District from 2012 to 2015. This is a period when the government introduced the Big Results Now Programme which intended to make change of the quality of basic education by increasing PSLE pass rate up to 80% by 2015. The study utilized the Descriptive case study design, conducted using both qualitative and quantitative approaches to research. Also, a sample of 120 study participants sampled for this study from Mvomero District was utilized and approached through the use of structured questionnaires and interview schedules. The study relied on descriptive analysis of primary data through the use of SPSS, and secondary data analysis. The findings of the study show that the implementation of BRN programme offered mixed results from the problem of premature departure from primary school especially for girls’ students coming from pastoral societies. While positive effects had been realized such as the increase in students’ enrollment, and training for teachers coordinating 3Rs, some negative effects were also pronounced. For example, due to lack of specific funds for financing BRN, coordination of the established standard two and six primary examination fueled several challenges at schools and within the District level. Apart from that, the BRN programme failed to implement some strategies including school incentive scheme and motivation to the teachers who were willing to utilize extra hours, providing remedial classes and thus recognize good performance of pastoral in PSLE. Those findings imply that just like previous programmes/initiatives such as PEDP and UPE, BRN programme has little to celebrate especially for the girls coming from nomadic pastoral communities. In this light, the study concludes that the implementation of educational policy or changes should be context specific reflecting the local context instead of adherence to the Top down kind of policy implementation whereby the implementers at the lower level such as in schools were just puzzled. As for the marginalized pastoral communities, the study has revealed that such societies have characteristics different from others; therefore special programmes for them need to be prepared to solve their educational problems. The study ends up by advancing several recommendations to policy makers, heads of schools, teachers, as well as pastoral communities.
dc.description.sponsorshipPrivate
dc.identifier.citationAPA
dc.identifier.urihttps://scholar.mzumbe.ac.tz/handle/123456789/1368
dc.language.isoen
dc.publisherMzumbe University
dc.subjectBRN programme
dc.subjectPrimary schools
dc.subjectExamination performance
dc.subjectPastoral communitty
dc.titleThe effects of BRN programme on examination performance of primary schools pastoral girls in Mvomero district, Tanzania
dc.typeThesis

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