Contributions of Educational Stakeholders Towards Access to Quality Education in Morogoro Municipality

Abstract

This study aimed to explore the contribution of educational stakeholders in enhancing access to quality education in Morogoro municipality secondary schools. The study adopted a mixed research approach and descriptive survey research design towards a sample of 170 respondents composed of parents, teachers, students, educational administrators, and a representative from NGOs and political leaders from selected secondary schools. Respondents were selected by using simple random sampling techniques and purposive sampling techniques. Methods used for data collections were questionnaires and interviews. The validity of data collection was tested using a pilot study. Using Cronbach’s Coefficient Alpha, reliability was tested, and a coefficient of 0.8 was realized, which was considered reliable. The quantitative data were analyzed using descriptive statistics that gave tables of frequencies and percentages. Meanwhile, qualitative data were coded thematically for easier narration. The study results reveal that the key stakeholders who have been very interactive in supporting quality education provision in secondary schools in Tanzania are the ministry of education, ministry of finance, PoRALG, business association and employers, teachers’ union, parents, and international organizations through providing financial, facilities, materials, technical support and programs to initiate quality education provision in secondary school. However, the extent of quality education in Morogoro Municipality secondary schools has not been fully reached due to limited area support of stakeholders as each stakeholder supports its ability to do so as well as due to their priority areas. The study recommended that the government and other stakeholders should intensify facilities and support for students’ and teachers’ training as strategies to improve the teaching and learning process toward improving access to quality education provision in secondary schools