The Role of School Quality Assurance in Improving Curriculum Implementation in Secondary Schools in Tanzania

Leonard T Burra ,Ibrahim M Fanuel

doi:10.7176/jep/12-2-10

Abstract

The purpose of the study was to assess the role of school quality assurance in improving curriculum implementation in secondary schools in Tanzania. Specifically, the study intended to determine strategies used by SQAs to enhance secondary school curriculum implementation and examined the usefulness of school quality assurance reports in improving secondary school curriculum implementation. The study employed a cross-sectional descriptive design to collect data from 166 respondents using interview guides, questionnaires and documentary review. The study reveals that: SQAs insisted on the use of academic documents as well as conducting internal school quality assurance as the strategies to improve curriculum implementation and the SQA report gives an overall picture of the position of the school in the aspects of curriculum implementation. It was concluded that SQAs play a great role in ensuring proper implementation of the curriculum in schools, however, SQA alone could not be an adequate factor for improving curriculum implementation. Keywords : school quality assurance, curriculum implementation DOI: 10.7176/JEP/12-2-10 Publication date: January 31 st 2021

Highlights

Curriculum implementation is the core function of every training institution
The presentation of the key findings of the study was based on the specific objectives of the study which were to: determine strategies used by School Quality Assurance (SQA) to enhance secondary school curriculum implementation and examined the usefulness of school quality assurance reports in improving secondary school curriculum implementation
3.1 Strategies used by SQAs to improve curriculum implementation This objective intended to determine different strategies employed by SQAs to ensure proper implementation of the secondary school curriculum

Summary

Introduction

Curriculum implementation is the core function of every training institution. It is a well-organized course of study necessary to achieve the desired performance. Both ordinary and advanced levels, assessment of the attainment of the curriculum goals are assessed by the National Examination Council of Tanzania (NECTA). Through Certificate of Secondary Education Examinations (CSEE) and Advanced Certificate of Secondary. The poor performance is recognized by the Education and Training Policy (ETP) of 2014. It stipulates that secondary examination performance has been dramatically dropping with a sharp slope from 90% in 2007 to 43% in 2012 (URT, 2014).

Objectives

Methods

Results

Conclusion