Abstract:
The purpose of this study was to assess the provision of quality Primary Education
in Tanzania. This has been motivated by different Government drives toward
achieving the goal of education for all. The study was conducted using the
descriptive survey in 40 Primary Schools in Kagera Region of Tanzania. Data was
collected from 160 teachers, 40 heads of schools and 5 Regional Education Officers.
Data collection was done through the four instruments namely questionnaire,
interviews, observation and documentary analysis. The responses in terms of
opinions, views as well as reactions by different respondents were subjected to
descriptive and inferential statistics. The study aspired to produce new knowledge
and insights into specific challenges in providing quality Universal Primary
education (UPE) in Tanzania. It also aimed at shedding light on the adequacy,
appropriateness and workability of Government strategies to provide quality
Primary School Education in Tanzania. The findings reveal that provision of quality
Primary Education in Tanzania is facing many challenges, the major ones being low
professionalism of teachers, deficiency in application of pedagogical skills, and little
supply and poor use of teaching/learning resources. Since the teacher is the centre of
successful learning, these problems that affected teaching compromises the quality
of education given in Primary schools. In the light of findings, it is recommended
that teachers should be well trained and supplied in schools to ensure maximum
provision of quality education. The Ministry of Education and Vocational Training
should emphasise frequent use of professional in-service training programme to
complement pre-service training which is not adequate for effective teaching. In
addition, teachers in school should be encouraged to prepare instructional materials
to mitigate shortage of books. The education budget should be increased so as to
meet the dire demand for textbooks and other teaching/learning resources in Primary
Schools in general.
