Provision of Contextualized Secondary Education in Tanzania for Sustainable Development: Teachers’ and Students’ PerceptionsinDodoma Region

Abstract

Contextualized education seeks to make education morerelevant and meaningful by bridging a gap between classroom learning and the world outside. It fosters a more holistic and engaging learning environment, preparing students for success in both academic and real-world setting. This study explored provision of contextualized secondary education in Dodoma; Tanzania for sustainable development by assessing teachers’ and students’ perception. This study employed quantitative approach, applying the descriptive approach. Sample of the study were teachers and students from six secondary schools in Dodoma Region who were obtained through simple random sampling and convenience sampling techniques. Data were collected through questionnaires. The data collected were coded and analysed using SPSS. The findings of the study indicated that there is little contextualised content and pedagogy in teaching and learning in Tanzanian secondary schools. The study concludes, curriculum should include cultural, contextual and non-contextual aspect to enforce meaningful learning. Basing on the findings and conclusion, the study recommends curriculum developers and implementers to reconsider including cultural elements in order to improve contextualized education in teaching and learning for sustainable development. Keywords: Learning, pedagogy, integration, globalisation. contextualised education, sustainable development