Education Stakeholders’ Perception On Effectiveness Of New School Quality Assurance Tools: A Case Of Public Primary Schools In Kilolo District, Tanzania.

ABSTRACT

The introduction of the new school quality assurance (henceforth SQA) tools are intended to change the previous system of school inspection. School inspection was based on process while the new system of SQA tools in school inspection is a holistic and participatory approach as it involves many people in evaluation of learning outcomes. Studies about SQA done in Tanzania have concentrated on how quality assurance or inspection is done, outcome and way forward. Contrary to the previous studies, this study explored the education stakeholders’ perception on the effectiveness of new school quality assurance tools in public primary schools in Kilolo District. Mixed approaches (quantitative & qualitative) being used along with the case study research design.Population included the District school quality assurers, heads of schools, internal school quality assurer teachers, Ward Executive Officers,and pupils’ parents. A sample of 54 respondents was used. Statistical Package for Social Sciences (SPSS) was used to code, analyse and summarize quantitative data through descriptive statistics while qualitative data were analysed using content analysis. The findings revealed that the new school quality assurers’ tools have improved teaching and learning through provision of strategies that engage pupils and their teachers in learning process. Teachers have been able to solve their challenges they face using teaching aids. Parents have been involved in facilitating learning materials to their children hence reducing the challenges that previously encountered children. Likewise, the new tools enabled teachers to be partners in teaching, learning and ensured transparency in teaching and learning process while instilling confidence among them. Yet, the challenges that remain include non-linear changes of pupils, little knowledge of the system among parents, a few parents not being aware of school development and their participation and inadequate funding. It is recommended that all stakeholders need to use the tools for proper facilitation of teaching and learning.