Equity-Based Strategies in Tanzania Public Secondary Schools: An Assessment of Awareness Level Among Stakeholders

Abstract

Globally, the desire to achieve equity in education from a global perspective is clearly spelt out in the Sustainable Development Goals. In fact, equity in the context of education is a goal that everyone in the education sector would wish to achieve for every child. This paper is based on a research project that sought to assesses the level of awareness among education stakeholders on various equity-based strategies implemented by the Tanzania Government. The study employed the pragmatic research paradigm and a mixed-methods research approach.  Multiple case study design, which allowed the selection of two case study areas (Dodoma City representing the urban setting, and Kondoa district representing the rural setting), was employed. One hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires.  Quantitative data were analysed through descriptive analysis and presented in numerical and graphical form while qualitative data were analysed through inductive content analysis and presented in thematic form and narratives.Study findings suggest that three equity-based strategies that include free fees, eradication of contributions and introduction of ward secondary schools were to a large extent known among interviewed education stakeholders unlike the strategy on inclusive education. The strategy on inclusive education appeared not to be well articulated among interviewed education stakeholders and this was attributed to the focus of the strategy not being a common problem in the studied schools. Principally, this strategy was put in place to assist students with special needs and therefore much more common in schools with students of such needs. On account of the study findings, it was noted that there is still a degree of unawareness of the strategies among the teachers as key implementers of these strategies. Hence, the study recommends that further sensitization about these strategies is of necessity so as to enhance effectiveness in the implementation of the strategies.

Keywords: Equity-Based, Strategies, Public Secondary Schools, Stakeholders & Awareness

DOI: 10.7176/JEP/14-32-07

Publication date: November 30^th 2023