Effectiveness of School Mapping and Micro-Planning On Improving the Quality of Teaching and Learning Facilities in Public Primary Schools in Arusha Region

Abstract

This seminar paper is guided by a mixed-method approach under convergent design to explore the effectiveness of school mapping and micro-planning in improving the teaching and learning facilities in public primary schools in the Arusha region-Tanzania. The study was guided by Open systems theory as postulated by Katz and Khan (1966). The target populations were 395,003. Both probability and non-probability sampling techniques were used while questionnaire, observation checklist were used to gather quantitative information from pupils, teachers, Ward Education Officer, school Committee Members and interviews were used to collect Qualitative data from District Education Officer, District planning officer and District Executive Director. Quantitative Data were analyzed by descriptive statistics and qualitative by coding and creating themes and final data was merged to ensure comparison of the findings. The reliability of the instruments was tested by using the Cronbach Alpha; while conformability of qualitative data was ensured by adherence to data collection procedures and ethics. The study found that there is an inadequate teaching and learning facilities in primary schools and concluded that school mapping and micro-planning was ineffective in improving teaching and learning facilities and recommended that the Ministry of Education, Science and Technology Collaborate with the President Office Regional Administrative and Local government (PO-RALG) through Departments of planning should maintain school mapping and micro-planning at district level for effective improvement of teaching and learning facilities in public primary schools and Local government and education stakeholders should mobilize and allocate, reallocation funds for building and maintenance of teaching and learning facilities in primary schools.