Abstract:
The vetting and evaluation process is important to ensure quality provision of
textbooks. Although, vetting and evaluation process is important, the link and
functional role of the publishers, Tanzania Institute of Education and the Ministry of
Education and Vocational Training, who are the key players in the process seems to be
unclear. This study aimed at investigating textbooks vetting and evaluation process in
Tanzanian in order to propose strategies that would enhance vetting and evaluation
process. The objectives of the study were: to investigate the role of publishers and TIE
in the textbooks vetting and evaluation process; to examine criteria which are used to
approve primary and secondary school textbooks; to examine the differences between
the multi-textbook vetting and evaluation process and single-textbook vetting and
evaluation process; to examine the challenges faced by publishers in complying with
Government’s vetting and evaluation guidelines and to propose strategies that would
enhance the vetting, evaluation and approval process. The study was guided by the
Value Chain Theory which helps to understand relationship among various textbook
publishing activities and how they help to improve the value of the textbooks. The study
used a mixed method research design. This study was conducted in Dar es Salaam with
a total population of 108 and a sample size of 58 respondents including: educational
publishers managerial staff; Department of Planning and Policy in the Ministry of
Education and Vocational Training, Baraza la Kiswahili Tanzania (publishing section),
Tanzania Institute of Education (publishing section, Vetting Evaluation Section), and
key staff of Publishers Association of Tanzania. The respondents were selected using
purposeful and judgemental sampling techniques. Open and close-ended questionnaire
as well as semi- structured interviews were used to collect data which were then
analysed qualitatively and quantitatively. The major findings of the study were that; the
textbooks vetting and evaluation process had not been professionally conducted
although there were standard criteria used; and there was no well-defined textbook
publishing and provision system as well as vetting and evaluation process which
incorporate views of all the major stakeholders with a number of challenges facing the
various players involved. There had not been a good relationship, clear communication
and well established roles among key players involved in the vetting and evaluation
process leading to conflict of interest between TIE and the publishers. The multiple textbook publishing system was perceived to be more appropriate for the Tanzania
education system than a single system. Thus, the study concluded that, there is a missing
link between education system, curriculum development body and the publishing
industry which result in ineffective vetting, evaluation and approval process that could
not produce quality textbooks. Recommendations were; having an independent
professional evaluation board with experienced experts in the field, have a well-defined
timetable and effective communication; involving all important players in making
important decisions, players should fulfil their duties effectively and make use of the
new technology, enacting a book policy and adopting a limited multiple-textbook
publishing system and the government should coordinate publishing activities but not
participating in it