The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz Education Master Dissertations 2017 The significance of stakeholders´ awareness and participation in the implementation of 2014 education and training policy in Tanzania: a case of Karatu district council Mkonyi, Samson Samwel The University of Dodoma Mkonyi, S. S. (2017). The significance of stakeholders´ awareness and participation in the implementation of 2014 education and training policy in Tanzania: a case of Karatu district council. Dodoma: The University of Dodoma http://hdl.handle.net/20.500.12661/430 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. THE SIGNIFICANCE OF STAKEHOLDERS´ AWARENESS AND PARTICIPATION IN THE IMPLEMENTATION OF 2014 EDUCATION AND TRAINING POLICY IN TANZANIA: A CASE OF KARATU DISTRICT COUNCIL By Samson Samwel Mkonyi A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education of the University of Dodoma The University Of Dodoma OCTOBER, 2017 CERTIFICATION The undersigned certifies that he has read and hereby recommends for acceptance by the University of Dodoma, a dissertation entitled The Significance of Stakeholders´ Awareness and Participation in the Implementation of 2014 Education and Training Policy in Tanzania. A Case of Karatu District Council in partial fulfillment of the requirements for the degree of Master of Arts in Education of the University of Dodoma ……………………………………………….. DR MAJIYD H. SURU (SUPERVISOR) DATE ………………………………………………… i DECLARATION AND COPYRIGHT I, Samson Samwel Mkonyi, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other University for a similar or any other degree award. Signature ………………………………………. No part of this dissertation may be reproduced, stored in any retrieval system or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma. ii ACKNOWLEDGEMENTS I remain very thankful for the many blessings in my life, especially the blessings that contributed to successful completion of this journey. I so much thank my Wife, Kudra Massawe. She supported me throughout and did not complain about the late nights at the computer, evenings and weekends and at times having to miss family events due to school obligations. This also includes my children, Helen, Beata, Dickson, Doreen and Divina. Dr. Majiyd H. Suru remained a consistent source of support for me throughout the time of doing my Dissertation. As my Supervisor, he was extremely patient with me and my struggles in writing this Dissertation. The most important piece of this mentoring relationship is that Dr. Suru allowed me to struggle long enough to figure out the solutions on my own, but with support and encouragement along the way so that I never felt like giving up. His guidance never ever failed. I acknowledge the contribution made by HTs and WEOs who provided the required information for this study. Special thanks go to the District Executive Director and District Education officer of Karatu District Council who allowed me to collect data in their district. Last, but certainly not least, I owe humble gratitude to the members of my class (MAED 2015). Throughout the 18 months of study, I learned a great deal of many things from them. Most importantly, I learned the value of collegial friendship. As a group, we remained faithful to each other in providing support when needed, celebrating successes, and sharing experiences. It is my belief that we formed a bond that would remain with us forever iii DEDICATION With thoughtful gratitude and love, I dedicate this work to my family iv ABSTRACT This study focused in examining the significance of stakeholders´ awareness and participation in the implementation of 2014 Education and Training Policy in Karatu district council. A case study was used with a sample of four Head Teachers (HTs), two Ward Education Officers (WEOs), and one District Educational Officer (DEO). Data were collected using observations and interviews. The findings revealed that, Free Basic Education (FBE) policy has had increased access to schooling for children who would otherwise have missed a chance to receive basic education. However, there was a mismatch between policy statement and actual implementation of the policy due to government poor involvement of the stakeholders in the planning processes. The findings also established that poor planning had resulted into several challenges compromising the implementation of FBE policy and demoralization of community initiatives in funding education and its provision. The stakeholders have had belief that the government has taken over the full responsibility of providing education and they have been relieved from financing education. The study concludes that there is a need to consider policy-making as an inclusive process that involves all stakeholders from policy formulation to its implementation. The study recommends the need for maximum participation of all stakeholders for fully realization of the country‘s educational reforms, and in particular for clear translation of FBE policy statement to actual implementation. Further research in other districts is needed to substantiate the findings obtained in the current study. v TABLE OF CONTENTS CERTIFICATION ................................................................................................................. i DECLARATION .................................................................................................................. ii COPYRIGHT ........................................................................................................................ ii ACKNOWLEDGEMENTS ................................................................................................. iii DEDICATION ..................................................................................................................... iv ABSTRACT .......................................................................................................................... v TABLE OF CONTENTS ..................................................................................................... vi LIST OF FIGURES ............................................................................................................. xi LIST OF APPENDICES ..................................................................................................... xii LIST OF ABBREVIATIONS AND ACRONYMS .......................................................... xiii CHAPTER ONE ................................................................................................................... 1 INTRODUCTION AND OVERVIEW OF THE STUDY ................................................... 1 1.0 Introduction ..................................................................................................................... 1 1.1 Background of the study ................................................................................................. 1 1.2 Financing the Primary Education .................................................................................... 6 1.3. Statement of the Problem ............................................................................................... 7 1.3.1. The Purpose of the Study ............................................................................................ 8 1.3.2 Specific Objectives ...................................................................................................... 9 1.4 Significance of the Study ................................................................................................ 9 1.5 Limitations of the Study................................................................................................ 10 1.6 Definitions of Key Terms ............................................................................................. 10 CHAPTER TWO ................................................................................................................ 12 LITERATURE REVIEW ................................................................................................... 12 2.0 Introduction ................................................................................................................... 12 vi 2.1 Free Primary Education and its Rationale .................................................................... 12 2.2 Stakeholders´ Responsibilities in Free Basic Education Policy. .................................. 17 2.3 Financial Management under Free Basic Education Policy ......................................... 18 2.4. Research gap ................................................................................................................ 20 CHAPTER THREE ............................................................................................................ 22 METHODS AND MATERIAL .......................................................................................... 22 3.0 Introduction ................................................................................................................... 22 3.1 Research Approach ....................................................................................................... 22 3.2 Study Design ................................................................................................................. 22 3.3 Study Location