Browsing by Author "Kambuga, Yusuph"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    The impact of teacher-pupil ratio on teaching-learning process in primary Schools: experiences from Tanzania
    (Conscientia Beam, 2013) Kambuga, Yusuph
    The purpose of this paper was to examine teaching-learning process in primary schools in Tanzania within the context of the impact of teacher- pupil ratio on the teaching- learning process with reference to two selected administrative districts in Dar es Salaam region, which are Temeke and Kinondoni, to represent the entire country. Tanzania has made a significant effort to improve the educational system through the Primary Educational Development Plan (PEDP). The government launched the Primary Educational Development Plan (PEDP) in 2002. This reform aims to show Tanzania’s commitment towards the global education for all targets expressed by the international community in Jomtien 1990 and Dakar 2000. The main priority of Primary Educational Development Plan (PEDP) is to increase an overall enrolment of girls and boys. The country has been awarded and recognized for the attainment of the millennium development goals before the time frame of 2015. This incredible job on universal primary education enrolment has been due to the eradication of school fees for primary education. In 2001, primary school enrolment expanded to 95%. This reform has brought about a substantial increase in enrolment which in turn brings one important question to the fore. What are the effects of hasty enrolment on the teaching-learning of pupils in primary school?
  • Thumbnail Image
    Item
    School inspection in Tanzania as a motor for education quality: challenges and possible way forward
    (Conscientia Beam, 2015) Kambuga, Yusuph; Dadi, Habibu
    The quest for having quality education has always been the Tanzania dream and can be traced even soon after independence. After independence 1961, Tanzania passed different laws and a number of Acts as to regulate the education in the country, among the laws and Acts passed by the government, the most important one is education Act No 25 of 1978 which led to the establishment of School Inspectorate. Since then, the school inspection was recognized as the legal instrument to be undertaken by selecting education specialists as a strategy to monitor education quality in the country. The purpose of this paper is to illuminate the Tanzanian experience on school inspection as an instrument for quality assurances in the overall process of teaching and learning. Efforts have been made to discuss how effective school inspectorate is supposed to be in order to improve the standards and quality of teaching and learning process in the educational institutions.
  • Thumbnail Image
    Item
    Understanding students’ leadership role and challenges in secondary schools in Tanzania
    (SCIENCEDOMAIN international, 2017) Kambuga, Yusuph; Omollo, Abich
    Student leadership refers to education principles and practices that give young people the opportunities and support to find their voices, to participate in decision-making, understand their rights, and responsibilities as active citizens. The study used a descriptive survey to understand the role and challenges of students’ leadership in secondary schools in Tanzania. There were a total of 94 participants, amongst these, 70 students’ leaders, 6 discipline heads and 18 ordinary teachers were obtained from 6 public and private schools in Arusha Region using purposive and stratified sampling technique. Students and teachers filled out questionnaires and discipline heads were involved in the interviews. The results show that Head boys, Head girls and Secretary General were the top positions of the students’ government. Results also reveal that good discipline, confidence and academic competence were the main qualities that teachers used to select a student to be a leader. The results therefore show that missing lessons while attending student matters, failure to complete class assignments on time, lack of enough time to engage in private studies, fear to report on teachers who miss classes/come to class late and lack of leadership training were the challenges that student leaders faced as while performing their duties. Conversely, no significant difference was found in students’ leadership role and academic performance in the classroom. The study finally concludes that training for student leaders is vital so as to allow them to perform their duties diligently, since the future leaders of our society are the current leaders in schools.