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Volume 14 (4); 25 December, 2024
Research Paper
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The influence of new public management on performance of secondary schools in Tanzania: The case of big result now (BRN) in secondary education service delivery in Dar es Salaam Region
Mtasigazya P.
J. Educ. Manage. Stud., 14(4): 80-93, 2024; pii:S232247702400009-14
DOI: https://dx.doi.org/10.54203/jems.2024.9
Abstract
Tanzania embarked on public sector reform in 1990 due to the influence of New Public Management (NPM) and in particular introduction of Big Result Now (BRN). Nevertheless, the empirical knowledge with regard to the influence on NPM and BRN is scant. This paper investigated the influence of NPM and BRN in particular on secondary education service delivery in Dar es Salam Region. Specifically, this paper examines if teachers’ performance with the advent of NPM and BRN has improved, the state of academic performance in secondary schools and the challenges accounting for unsatisfactory performance of secondary schools in Tanzania and propose productivity improvement measures to curb the problems. Dar es Salaam region was used as a case study and the methods of data collection were interview and documentary review. The sample size was 100 respondents selected through purposive sampling. The data analysis was done thematically and descriptive statistics. The study findings indicated that despite an increase in school enrollment, some secondary schools experience dismal academic performance in some of the years (2010, 2011, 2012 and 2024). Mass failure of students in the appalling results from the form four national examination in 2010 were (50.4%), 2011 (53.6%), and 2012 (65.5%). Students who scored between division four and zero amounted to 93% of all students who sat for the certificate of secondary education examination in 2022 (240,903 got division zero, 103,327 scored division four out of 397,136 total candidates). This paper came to a number of conclusions regarding education within NPM from a BRN perspective. Firstly, education through secondary school examination conforms to this principle of NPM in that evaluation is aimed at improving the quality of education. However, despite the BRN and NPM in broad perspective, the secondary education sector is still facing policy challenges such as inadequate learning and teaching resources, bilingual challenge and weak teaching strategies. Tanzania education and training policy should be geared to achieve quality education for national development.
Keywords: New Public Management, Performance, Secondary education service delivery, Tanzania, Big Result Now
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Research Paper
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Promoting inclusive education in Zimbabwe’s higher and tertiary institutions: challenges and opportunities
Marambi S, Mangwaya E, and Mangwaya E.
J. Educ. Manage. Stud., 14(4): 94-100, 2024; pii:S232247702400010-14
DOI: https://dx.doi.org/10.54203/jems.2024.10
Abstract
In Zimbabwe's higher and tertiary institutions, inclusive education is critical for ensuring equal access to education and opportunities for all students, regardless of their ability or circumstances. The growing recognition of diversity and inclusion in society serves as a catalyst for change, encouraging higher and tertiary education institutions to adopt inclusive practices. This study explored the various educational contexts in higher and tertiary education and the specific challenges and opportunities associated with implementing inclusive education in such contexts in Zimbabwe. Steeped in an interpretivist philosophy and adopting a multiple case study design the study utilised interviews on purposively selected lecturers and administrators from three faculties in three state universities in Zimbabwe. Observations of facilities by the researchers and students’ focus groups were also utilised to unravel specific challenges and opportunities in implementing inclusive education. The study proffers interventions that higher and tertiary education institutions in Zimbabwe can adopt in order to create an inclusive educational environment that embraces diversity, promotes equal opportunities, and prepares all students for success in a diverse and interconnected world.
Keywords: Higher and tertiary institutions, Inclusive education
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Review
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Enhancing English language teaching in Tanzanian secondary schools: systematic literature review
Kinyero J, O-saki KM and Mwila PM.
J. Educ. Manage. Stud., 14(4): 101-107, 2024; pii:S232247702400011-14
DOI: https://dx.doi.org/10.54203/jems.2024.11
Abstract
This systematic literature review investigates the interplay between teachers, Internal School Quality Assurance (ISQA) teams, and school management in enhancing English language teaching standards in Tanzanian secondary schools. Drawing on 80 empirical studies published between 2000 and 2023, the review synthesizes findings to examine collaborative practices, challenges, and strategies for quality improvement. The findings reveal that teachers' innovative pedagogical approaches, ISQA teams’ evaluative and feedback mechanisms, and management's strategic resource allocation are central to fostering effective English instruction. Quantitative evidence highlights the critical role of professional development and modern teaching tools in improving learning outcomes, while qualitative insights underscore the importance of stakeholder collaboration and trust. Barriers such as inadequate resources, limited training, and fragmented communication are identified as persistent challenges. This review concludes with actionable recommendations for strengthening stakeholder collaboration, resource investment, and professional capacity-building to address these systemic issues. The findings contribute to the broader discourse on improving education quality in resource-limited settings and offer practical insights for policymakers and educators.
Keywords: Systematic Literature Review, English Language Teaching, Quality Assurance, Educational Collaboration, Professional Development, Tanzania
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