ASSESSMENT OF THE ADEQUACY OF RESOURCES AND FACILITIES TO ENHANCE LEARNER CENTRED PEDAGOGY IN SECONDARY SCHOOLS IN KILIMANJARO REGION, TANZANIA

Salema Victorini, Paschal Wambiya

Abstract


This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementation of LCP? The researcher adopted mixed research methods for data collection and analysis. Specifically the researcher used triangulation design. This study sampled 580 students, 115 teachers, 6 heads of secondary schools and one education inspector. Data collection instruments were questionnaires for students and teachers, in-depth interview guides for heads of school and educational inspector, observation guide and document analysis guides. The study found that teaching and learning resources are inadequate in schools. The government commit in supporting secondary schools is also lagging behind the required standards. Despite the fact that the government supports public secondary schools, yet private schools are far better in terms of resources and application of LCP. The government has to provide adequate resources for schools, training more teachers and change of mind set and attitude of teachers who maintain teacher centred pedagogy.

 

Article visualizations:

Hit counter


Keywords


pedagogy, learner centeredness, assessment, resources and facilities

References


Barrett, A. M, (2007). Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools, Comparative Education, 43(2), 273-294.

Barrett, A., Chawla-Duggan, R., Lowe, J., Nikel, J. and Ukpo, E. (2006). Review of the 'International' Literature on the Concept of Quality in Education, Bristol, EdQual.

BEST (2012). Basic Education Statistics in Tanzania 2010-2012. Dar es Salaam. Ministry of Education and Vocational Training.

BEST (2013). Basic Education Statistics of Tanzania 2011-2013. Dar es Salaam. Ministry of Education and Vocational Training.

Bruner, J. S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press.

Bruner, J. (1978). The Role of Dialogue in Language Acquisition. In A. Sinclair, R., J. Jarvelle, and W. J. M. Levelt (eds.) The Child's Concept of Language. New York: Springer-Verlag.

Creswell, J. W. & Clark, V. P. (2007).Designing and Doing Mixed Method Research.

London: Sage Publications.

Cuseo, J. (2000). The Case and Context for Learner-Centred Pedagogy. FYE resource.

DeJaeghere J. G ., Chapman, D. W & Mulkeen, A. (2006): Increasing the Supply of

Secondary Teachers in Sub‐Saharan Africa: a stakeholder assessment of policy options in six countries, Journal of Education Policy, 21(5), 515-533.

Ginsburg, M., (2006). Challenges to Promoting Active-Learning, Student-Centred Pedagogies U.S. Agency for International Development.

Mgina, S. S., & Lwehabura, M. F. (2011). Status of Secondary School Libraries under the Secondary Education Development Plan: Case Study of Dodoma Municipality, Tanzania. African Journal of Library, Archives & Information Science, 21(2), 159-168. Retrieved on 7/6/2012 from http://web.ebscohost.com/ehost/detail?vid=8&sid=5d4bf08.

Levacic, R., Jenkins, A., Vignoles, A. & Allen, R.(2005). The Effect of School Resources on Student Attainment, In English Secondary Schools. Institute of Education and Centre for the Economics of Education, Institute of Education.

Jensen, D. (2000). Creating Technology Infrastructures in a Rural School District: A

Partnership Approach. Retrieved on 9/5/2012 from

http://web.ebscohost.com/ehost/detail?vid=5&hid=18&sid=fc117251-5ec8-41ef-b7ea-b413132b2cca%40sessionmgr13&bdata.

Kabendera, D. (2009). Assessment of the Heads of schools effectiveness in implementing

the objectives of secondary education development plan (SEDP) in Ngara District- Tanzania. Unpublished thesis submitted in partial requirement for the degree of M.Ed., Catholic University of Eastern Africa, Nairobi.

Kafumu, M. P. (2010, November). Assessment of Learner-Centred Education in

Tanzania. Paper Presented at the 3rd Conference on Community of Practice Learner-centred Education in Tanzania, at the Tanzania Episcopal Conference (TEC): Dar Es Salaam.

Okumbe, J. A. (2001). Human Resources Management, An Educational Perspective. Nairobi: Educational Development Research Bureau.

Phurutse, C. (2005). Factors affecting teaching and learning in SA public schools,

Research for the Education Labour Relations Council, (Pretoria, Human Sciences Research Council (HSRC)

United Republic of Tanzania, (2000). The Tanzania Development Vision 2025

Vavrus, F. and Salema, V. (2012). “Working Lives of Teachers: Social and Material

Constraints”. In Vavrus, F. and Bartlett, L., (Ed). Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania (pp.75-92). Rotterdam: Sense Publishers.

Vavrus, F. (2009). The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. International Journal of Educational Development, 29(3), 303-311.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.208

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Salema Victorini, Paschal Wambiya

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).