The management of educational changes in primary education in Tanzania

Abstract

The aim of the study was to investigate the current management of educational change in Tanzania, with specific reference to the Primary Educational Development Plan (PEDP) and relate it to the roles of different stakeholders in education reform in order to determine factors that underlie its success or failure. The problem was investigated by means of a literature survey and an empirical inquiry. The literature survey revealed that educational change management is a social phenomenon whose process is considered overlapping. Implementation of educational change requires knowledge and understanding of the change objectives and the roles necessary to sustain the change. This process requires a shared vision among the educational stakeholders. A qualitative inquiry using in-depth individual and focus group interviews was conducted to explore the experiences of people affected by the implementation of the PEDP in Tanzania. The sample was purposefully chosen and reflected a number of stakeholders on various levels. The empirical study revealed factors outside the country that influence the management of educational change. These include a change in global focus and donors’ influence. The implementation of educational change in Tanzania has also depended largely on an understanding of directives and guidelines provided by the headquarters. The achievements that have been made are mainly quantitative and unlikely to be sustained. A lack of motivation among teachers has resulted in their passive participation in the reform. The top-down management of the reform has also adversely affected the sustainability of the reform. The PEDP was intended to have grassroots participation with broad involvement of stakeholders in outcomes. However, PEDP has been top-down, removed from local context. The study concluded that the implementation of reform was done without clear direction and scope. Thus, the sustainability of the reform is uncertain. Following the findings, the study recommends a constant dialogue using interpersonal communication with stakeholders on the purposes, strategies and practical working environment of the reform. The study also recommends change agents operating at district and school levels and the provision of clear roles and functions to specific stakeholders.