Towards Effective Implementation of Equity-Based Strategies in Tanzania Public Secondary Schools. A Case Study of Dodoma Region
Abstract
Access to education is a fundamental right for every child. As such, promoting equity in the education system so as to facilitate access by every child is key to realising this goal. This study, therefore, sought to explore mechanisms for promoting effective implementation of equity-based strategies in Tanzania's public secondary schools. The study was carried out in the Dodoma region and employed a multiple case study design, which allowed the selection of two case study areas that included Dodoma City, representing the urban setting, and Kondoa district, representing the rural setting. 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 the successful implementation of equity-based strategies in public secondary schools in Tanzania will require employing strategic actions that have the ability to make it possible for equity to be achieved in these schools. Hence, a set of possible strategies were identified and some of them include increasing support to schools so as to strengthen implementation of more activities for enhancing prospects for implementing equity-based strategies, promoting teacher professional training and instituting measures to mitigate socioeconomic status stigma for students while at school, among others. Implications of the above findings show that, if such actions are not taken seriously by education stakeholders, effective implementation of equity-based strategies to respond to equity issues in public secondary schools may not easily be achieved, and as a result, this may hold back government efforts towards promoting equity in public secondary schools in Tanzania.
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