Tag Archives: Quality Education

Teaching and Learning Challenges On Implementation of Learner-Centred Pedagogy for English Language Subject in Selected Secondary Schools in Longido District (Published)

This paper explores the need of a good knowledge of the English language subject for teaching and learning processes. Tanzanian government is in a race to provide the quality education to all people. The study adopted mixed methods research under concurrent triangulation design. The theory guided this study was Social Constructivism. The target population for this study was 1381 respondents from Longido District.  A sample of 100 respondents was selected through probability and non-probability methods. Questionnaires were used to collect quantitative data from secondary school teachers and students whereas interview guides were used to collect qualitative data from school heads and heads of English department. Validity was established through expert to the area of study whereas reliability was determined using split-half method. Credibility of qualitative data was ascertained by involving multiple analyses, whereas dependability was established through detailed reporting of the research process. Qualitative data were analyzed thematically along the research question and presented in narrative forms whereas quantitative data were analyzed using descriptive statistics and inferentially using ANOVA and presented in tables. The study concludes that LCP challenges can be diminished if seminars, workshops and enough resources can be offered to both teachers and students. The study recommends that school management and Ministry of Education Science and technology should motivate teachers by providing incentives, instructional resources and physical facilities when implementing LCP. Also teachers need to develop positive self-esteem, attitude and positive perception towards oneself.

Citation: Naishiye Raphael Olokwani; Timoth Mandila; Ladislaus M. Semali (2022) Teaching and Learning Challenges On Implementation of Learner-Centred Pedagogy for English Language Subject in Selected Secondary Schools in Longido District, International Journal of Education, Learning and Development, Vol. 10, No.9, pp.104-116

Keywords: Competence, Education, English language teaching, Quality Education, learner centred pedagogy

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania (Published)

This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education.  Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in  preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementation of education goals by ensuring that teaching strategies are guided by clear objectives for improving quality education, facilitates effective monitoring and evaluation of teaching and learning process for ensuring regular and early report of students’ academic progress, increases teachers’ commitment and efficiency to the attainment of students’ performance especially in lesson preparation and syllabus completion. The study concluded that teacher and students’ leaders are mainly implementers of the strategic vision rather than designers and thus affect the provision of quality of education. The study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

Keywords: Arusha, Participative leadership style, Quality Education, shared strategic vision

Quality Enhancement in Teaching Using Self-Assessment Strategies: A Case Study of Selected Schools in the Zambezi Region of Namibia (Published)

This qualitative study explored how self-assessment strategies can be used to enhance quality education in schools. Purposefully sampled school principals and heads of department (HoDs) of five combined schools in the region participated in the study.  Face-to-face interviews were conducted with the five participating school principals while the HoDs were engaged in a focus group interview. This study revealed that schools have common understandings of quality and quality education.  The study revealed that the use of a single type of teacher self-evaluation (TSE) deprives innovative teachers from initiating and exploring other viable self-assessment strategies. Therefore, this study recommends a creative application of alternative self-assessment strategies in order to enhance the quality of education in selected schools in the Zambezi Region of Namibia.

Keywords: Continuous Professional Development, Quality Education, Self-assessment, quality education enhancement, self-assessment strategies, teacher effectiveness

Contribution of School-Based Income Generating Activities in Quality Education Provision in Secondary Schools Managed by the Catholic Diocese of Moshi, Tanzania (Published)

The purpose of this study was to find out the contribution of school-based income generating activities (IGAs) in quality education provision in secondary schools managed by the Catholic Diocese of Moshi (CDM). This study was conducted in October, 2017 in 12 secondary schools managed by the CDM comprising 8 co-education, 2 girls and 2 boys’ secondary schools. The study adopted a quantitative approach under a cross-sectional survey research design. A sample size of 252 respondents was selected to be part of this study; this included a total of 168 Students and 72 Teachers using stratified and simple random sampling. The study also automatically involved 12 Heads of schools. Data was collected through self-administering Questionnaires to the Heads of schools, Teachers and Students; and Document Analysis Schedule for examine Form Four National Examination results from secondary schools selected as a sample of the study. The data obtained was analyzed through Statistical Package for Social Sciences (SPSS) version 14, into percentages and frequencies; and presented by using tables. The results of this study indicated that; crops, vegetable and poultry farming were the main school-based IGAs in secondary schools managed by the CDM; provision of teaching and learning materials as the most contribution of school-based IGAs to the secondary schools managed by the CDM; lack of entrepreneurship skills among the school-based IGAs stakeholders was the main challenge affecting Heads of Schools in management of school-based IGAs in secondary schools managed by the CDM; and finally a suggestion of  creation of awareness and cooperation’s among the school-based IGAs stakeholders were the main possible solution to challenges facing Heads of Schools in management of school-based IGAs in the secondary schools managed by the CDM. This study concluded that school-based IGAs are very useful alternative ways of producing additional funds as they enable secondary schools managed by the CDM to solve financial problems. The study recommended that; Heads of Schools, Teachers and Students should be given special entrepreneurship training on transparence and accountability before the design and implementation of any school-based IGAs in secondary schools managed by the CDM.

Keywords: Education Sector, Income Generating, Quality Education, Secondary Schools, Tanzania


This paper deals on challenges of climate change on provision of and accessibility to quality education in Nigeria. It also looks at the implications for quality education in Nigerian educational system. The study is a survey carried out in the three education zones in Ebonyi State. The population is made up of 2,855 secondary school teachers and simple random sampling technique was used to draw a sample size of 300 secondary school teachers. Two research questions guided the study. A structured questionnaire made up of 26 items was used for data collection. Two experts in curriculum studies and one expert in Measurement and Evaluation validated the instrument. To determine the reliability of the instrument, a pilot test was done outside the area of the study. Using Cronbach Alpha method, a reliability coefficient of 0.78 was obtained. Data collected were analyzed using mean statistics. The findings of the study among others, showed that climate change-related problems adversely affect teaching and learning by causing the following: lateness and absenteeism to school among teachers and students; destruction of school buildings and learning materials, unconducive learning environment, destruction of means of livelihood; incompletion of curriculum content, ineffective instructional supervision, and poor performance in examinations. Based on the findings the following recommendations were made: climate change should be integrated into secondary school curriculum; and seminars, workshops, and conferences should be organized for teachers, students, and school administrators on adaptation and mitigation measures of climate change.

Keywords: Accessibility, Climate Change, Quality Education