Education Stakeholders’ Perceptions of the Quality of Secondary Education Under Education Sector’s Big Results Now

UNIVERSITY OF IRINGA
DEPERTMENT OF COMMUNITY DEVELOPMENT
EDUCATION STAKEHOLDERS’ PERCEPTIONS OF THE QUALITY OF
SECONDARY EDUCATION UNDER EDUCATION SECTOR’S BIG RESULTS
NOW
By
Creptone I. Madunda
A Dissertation Submitted in (Partial) Fulfilment of the Requirements for the
Degree of Masters of Community Development and Project Management of the
Iringa University

University of Iringa
September, 2014
2

CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the
University of Iringa entitled: “Education Stakeholders’ Perceptions Of The Quality Of
Secondary Education Under Education Sector’s Big Results Now” in partial fulfilment
of the requirements for the degree of Masters of Community Development and Project
Management of the Iringa University
.........................................
Rev. Dr. Cornelius Asyikiliwe Simba
(Supervisor)
Date: .....................................
i

DECLARATION
AND
COPYRIGHT
I, Creptone I. Madunda, declare that this dissertation is my own original work and that
it has not been presented and will not be presented to any other University for a similar
or any other degree award.
Signature............................................................
This dissertation is copyright material protected under the Berne Convention, the
Copyright Act 1999 and other international and national enactments, in that behalf, on
intellectual property. It may not be reproduced by any means, in full or in part, except
for short extracts in fair dealings, for research or private study, critical scholarly review
or discourse with an acknowledgement, without the written permission of the Director of
Post Graduate Studies, on behalf of both the author and the University of Iringa.
ii

ACKNOWLEDGEMENT
First, I would like to thank God for giving me strength and courage to undertake this
course and the entire work of the research, this work is a product of remarkable
contributions of collaborative efforts of many individuals. Unfortunately, it is not
possible to mention each one by name. But I find it imperative to single out the
following persons for special thanks. I would like to extend my sincere gratitude to my
supervisor Rev. Dr. Cornelius Asyikiliwe Simba for his guidance and support. His
valuable scholarly advice, inputs, critics and encouragement was fruitful in shaping this
work to the present form.
Second, I am indebted to my wife Clara Komba for her financial support, advice,
encouragement she made the same to my mother Rehema Msigwa. I won’t also forget
my father Ignas Madunda also for his financial support. I wish to express my sincere
thanks to my brothers and sisters Frank Madunda, Benson Madunda, Olivia Madunda
and Mary Madunda for their prayers, materials and moral support.
Third, I am grateful to the Iringa Town District Education Officer, School Inspectors,
Head teachers, Secondary teachers, Committee Members, Parents and students from
Secondary Schools who participated in this study. However, I remain solely responsible
for any shortfalls in the structure and the content of this work.
Lastly, my sincere appreciation goes to all teaching staff of MACDPM course my course
mates of MACDPM and all the staffs of Tagamenda Secondary School for their
academic, moral and material support which gave me insight and peace of mind to
accomplish this study.
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DEDICATION
This work is dedicated to my beloved Mother Rehema Msigwa and my Father Ignas
Madunda who devoted their meagre resources to lay down the foundation of my
education. Otherwise, I could not have reached where I am today. I also dedicate this
work to my lovely wife Clara Komba who worked hard to build my confidence towards
achieving the goals of my studies.
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ABSTRACT
Education development in Tanzania has a long background since 1960’s. Several
initiatives and strategies were made whereby in 2002 the country initiated Primary
Education Development Program (PEDP) whereby capacity expansion and quality of
education were observed in Primary schools. And further, the achievements gained from
primary schools leads to the establishment of Secondary Education Development
Program (SEDP) phase one starting from 2004 -2009 as phase two from 2010 – 2015. It
was during this period when the mushrooming of Community Secondary Schools in
every ward national wise started for secondary education.
On 22nd February 2013 the President of United Republic of Tanzania, President Jakaya
Mrisho Kikwete inaugurated the Big Results Now in an effort to transform the country’s
economy over from its current LDDC status to a middle-income nation-state by the year
2025. On 15th August 2013 by Honorable Dr. Shukuru Kawambwa, Minister for
Education and Vocational Training inaugurated Big Results Now in Education sector
aiming at raising the quality of education and examination pass rate in primary and
secondary schools.
The study findings revealed the following: First, the majority of the students, parents,
school committee members and some of the secondary teachers who are the core
implementers were unaware of what entail Big Results Now. Second, challenges faced
the key implementer of BRN including shortage of teachers, poor support from parents,
shortage of fund, shortage of important school infrastructures, irregular and insufficient
staff training and support as well as insufficient teaching and learning materials.
Moreover, the strategies which were employed to deal with the challenges faced Big
Results Now implementation including building of important school infrastructures,
salary increase, payment of allowances, regular and sufficient staff training, enough
supply of books as well as improvement of school management and administrative
system.
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The study recommends by addressing things which have to be taken into action by all
the in education stakeholders for implementation and areas for further studies with
regarding to Big Results Now in education sector for the sake of raising the quality of
education and increasing examination pass rate in Primary and Secondary schools in
Tanzania and Iringa municipal in particular.
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TABLE OF CONTENTS
Page
CERTIFICATION...............................................................................................................i
DECLARATION...............................................................................................................ii
AND...................................................................................................................................ii
COPYRIGHT.....................................................................................................................ii
ACKNOWLEDGEMENT................................................................................................iii
DEDICATION..................................................................................................................iv
ABSTRACT.......................................................................................................................v
TABLE OF CONTENTS.................................................................................................vii
LIST OF TABLES ..........................................................................................................xii
LIST OF FIGURES ........................................................................................................xiii
CHAPTER ONE.................................................................................................................1
INTRODUCTION..............................................................................................................1
1.1 Chapter overview................................................................................................................1
1.2 Background Information......................................................................................................1
1.3 Statement of the problem...................................................................................................5
1.4 Research objectives.............................................................................................................7
1.4.1 General objective ............................................................................................................7
1.4.2 Specific objectives............................................................................................................7
1.5 Research Questions ....................................................................................................7
1.6 The significance of the study...............................................................................................8
1.7 Assumption and delimitations of the study .......................................................................9
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CHAPTER TWO..............................................................................................................10
LITERATURE ................................................................................................................10
2.1 Introduction......................................................................................................................10
2.2 Theoretical literature review.............................................................................................10
2.2.1 Social change theory......................................................................................................10
2.2.2 Theory of Individual and Group Change ........................................................................11
2.3 Conceptual framework......................................................................................................11
2.4 Empirical literature review...............................................................................................13
2.4.1 Big Results Now for Education sector.............................................................................13
2.4.2 Concepts of Big Fast Results in Malaysia........................................................................15
2.4.3 Five Big Fast Results strategies aim at improving quality of education .........................16
2.4.4 Research gap.................................................................................................................17
CHAPTER THREE..........................................................................................................18
METHODOLOGY...........................................................................................................18
3.1 Introduction .....................................................................................................................18
3.2 Research approach...........................................................................................................18
3.3 Geographical Area of the Study.........................................................................................18
3.4 Research design ...............................................................................................................20
3.5 Population of the study.....................................................................................................21
3.5.1 Sampling techniques, sampling frames and samples .....................................................21
3.5.2 Sampling techniques......................................................................................................21
Purposive sampling.................................................................................................................21
3.6 Sampling frame.................................................................................................................22
3.6.1 Sample size.....................................................................................................................22
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3.7 Data collection methods....................................................................................................23
3.7.1 Primary data collection methods....................................................................................23
3.7.2 Secondary data collection methods...............................................................................24
3.8 Data analysis......................................................................................................................24
3.9 Ethical consideration........................................................................................................25
3.10. Summary of the Chapter..............................................................................................26
CHAPTER FOUR............................................................................................................26
RESULTS OF THE STUDY AND DISCUSSION.........................................................26
4.1. Introduction....................................................................................................................26
4.2. The factors which lead to the introduction of Big Results Now in education sector........27
4.3 Determine the implementation of BRN in secondary schools in Iringa municipality. .......32
4.4 The education stakeholders’ perception of the quality of education in secondary schools
under education sector’s BRN. ...............................................................................................48
The findings uncovered the major findings on the poor quality education which is reflected
through the poor quality content of what is taught in secondary schools, the respondents
claimed that the curriculum does not provide a room for the teachers to prepare our young
for the future as most of the things taught in schools does not reflect our real life situation,
poor teaching and learning environment which is reflected through shortage of books and
other teaching materials, qualified teachers, classes, houses for teachers, laboratories,
library as well as poor management and administrative system would have hampered the
provision of quality education even if we could have improved our curriculum. The
government should make a considerable change or improvement of our curriculum in both
primary and secondary schools and improve the teaching and learning environment in order
to improve the quality of education and raise the examination pass rate in primary and
secondary schools in Tanzania................................................................................................61
4.5 Strategies that could be adopted to improve the implementation of BRN in secondary
schools in Iringa municipality. ................................................................................................61
4.6. Summary of the Chapter.................................................................................................67
CHAPTER FIVE..............................................................................................................69
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS....................................69
5.1. Introduction....................................................................................................................69
5.2. Summary of the Study....................................................................................................69
5.3. Summary of the Major Findings......................................................................................72
5.3.1. The factors which lead to the introduction of Big Results Now in education sector.....72
5.3.2. Determine the implementation of BRN in secondary schools in Iringa municipality.....72
5.3.3. The education stakeholders’ perception of the quality of education in secondary
schools under education sector’s BRN....................................................................................73
5.4. Conclusions......................................................................................................................74
5.5. Recommendations..........................................................................................................75
5.5.1. Recommendations for Action.....................................................................................75
5.5.2. Recommendations for further Research.......................................................................76
i.A similar study can be done in primary schools “assessing the education stakeholder’s
perceptions on Big Results Now in education sector in Iringa Municipality”.................76
ii.Another study can be done to assess the contribution of Big Results Now to the
development of education sector. ....................................................................................76
APPENDICES............................................................................................................................76
APPENDIX A.............................................................................................................................76
APPENDIX B...................................................................................................................78
APPENDIX C...................................................................................................................79
APPENDIX D.............................................................................................................................83
GUIDING QUESTIONS FOR SECONDARY STUDENTS.................................................................83
APPENDIX E...................................................................................................................87
GUIDING QUESTIONS FOR PARENTS / GUARDIANS (In English).......................87
REFERENCES:................................................................................................................91
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LIST OF TABLES
Table 3.1: Sample and sample size of this study was consisted of 60 respondents .......22
Table: 4:1 Construction of Basic school facilities in secondary school...........................34
Table 4:2: Have your claims already been solved by the government?...........................43
Table: 4:3: Allowances provision for secondary teachers. ..............................................44
Table 4:4. The percentage showing the presence of books in all subjects.......................47
Table 4:5. The percentage showing the presence of qualified teachers in schools..........47
Table 4:6. The percentage showing the quality of education in Tanzania.......................60
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LIST OF FIGURES
Figure 1: Conceptual framework underpinning the study................................................12
Figure 3.1: A map of Iringa Municipality showing the studied area (Mpate, 2012)........20
Figure: 4:1. Shows the parents visit at schools for asking the development of their
children.............................................................................................................................30
Figure 4.2: Illustrates the percentage of teachers who attended seminars and workshops
on the implementation of Big Results Now from 2013 to 2014.......................................37
Figure: 4:4: Shows the toilet with only six (6) latrine pits with no water which are used
by all the boys’ students at Magereza Secondary School.................................................41
Source: Field data, 2014...................................................................................................41
Figure: 4:5: Inadequate space for keeping the teaching and learning resources..............42
Figure: 4:6. Books found to be full on the shelves (Mwangata secondary school library).
..........................................................................................................................................46
xiii

CHAPTER ONE
INTRODUCTION
1.1 Chapter overview
This chapter introduces the whole report here chapter one of this report carries
background of the problem, statement of problem, objectives, research question, the
significant of the study and delimitation of the study.
1.2 Background Information
Tanzania for a long period of time has been struggling to invest in education to for the
sake of speeding up the rate of development in the country. Many strategies through
launching different programs and projects have been undertaken to ensure development
of education in the country, these strategies includes moderation of education policy,
introduction of the Secondary Education Development Programme I (SEDP I). The
overall objectives of SEDP I were to improve the Quality of education with the overall
aim of raising the pass rate of Div. I-III from 36% (2004) to 70% (2009) through in-service
courses for up-grading and continuous professional development of teachers,
curriculum review, improvement of school libraries, providing capitation grant for
teaching and learning materials and other charges, improvement of examination
structure, type and quality and expansion of production of Diploma and Degree teachers.
Improvement of Equity, the goal was to ensure equity in access to, and participation
particularly in underserved areas by geographical locations, gender and income
inequalities through allocating more resources in education to underserved areas,
providing scholarships to students from poor families, improving facilities in schools of
children with disabilities, improving education provision for the marginalized social
groups and reducing school fees for day students.
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Improvement of Education Management System, its principal goal was to make sure
that the MOEVT becomes more efficient in executing its core functions of policy
formulation, monitoring and evaluation, providing regulatory framework, coordination
and optimization of resource use. This was to be achieved through strengthening the
inspectorate and support mechanisms, improving access to and use of Education
Management Information System, management capacity building at all levels,
communication and publicity of the plan and strengthening monitoring and evaluation
(URT, 2010).
Management Reforms, the overall goal of SEDP I was to increase efficiency and
responsiveness in the delivery of secondary education. This has been achieved through
devolving the management and supervision of secondary schools from the Central
Government to the Local Government Authorities in 2008.
Improvement of Access, the goal was to reach 50% of cohort participation and
transition rate from primary to secondary education by 2010 through optimum utilization
of teachers, tutors and physical facilities, expansion of school facilities especially in
underserved areas, support to the non-government sector, expansion of Form Five and
Six, expansion of Open and Distance learning, reduction of dropout, repetition and
failure rates at all levels and Improving affordability and reduction of household
education costs (URT, 2010).
SEDP I implementation has shown that the programme was most successful in
improving access and equity. The number of secondary schools has more than tripled
between 2004 and 2009 to serve different underserved communities and so has the
number of enrolees, the increase in the community built secondary schools in Tanzania
had gone hand in hand hence increase of secondary school graduates in Tanzania (URT,
2010).
Despite these successes, there have been a number of challenges, including Poor
performance in secondary education examinations with most students getting marginal
pass of Division IV or failing completely, acute shortages of teachers especially in the
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science subjects and mathematics with many students not able to do these subjects at all,
poor teaching and learning environments among different schools resulting in
inequalities of learning outcomes, lack of or non-use of, laboratories in most schools
resulting in students doing the science theoretically and most of them doing poorly, Low
transition rates (hardly 30%) from Ordinary to Advanced Level secondary education due
to limited availability of Form five (V) places, Limited school management skills of
some Heads of Schools affecting daily running, academic performance and financial
management of schools, Increasing number of students from poor households in relation
to available resource for provision of scholarship grants and limited access to secondary
education for nomads, marginalized groups and disabled learners (URT, 2010).
The Secondary Education Development Programme II (SEDP II) was launched with
expectation of solving the challenges which were found on SEDP I, implementation of
the educational goals under (SEDP II) focused on:
· Poor performance in secondary education examinations, with most students getting
marginal pass of Division IV or failing completely.
· Acute shortages of teachers, especially in the sciences and mathematics, with many
students not able to do these subjects at all.
· Asymmetrical deployment of teachers of required qualifications have been varying
from place to place whereby urban areas having an advantage in recruiting more
and better teachers compared to rural community secondary schools most of which
have acute shortages of teachers.
· Inequalities in learning environments among different schools resulting in
inequalities of learning outcomes, with girls doing poorly in both participation rates
and pass rates, especially in science and mathematics subjects, and community
secondary schools doing consistently poorly.
· Insufficient infrastructure, including many construction projects that started under
SEDP I but were not completed.
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· Lack of or non use of laboratories in most schools resulting in students doing the
science theoretically, and most of them doing badly, which in turn has resulted in an
avoidance syndrome, with most students enrolling in social science/arts subjects,
rather than natural sciences.
· Poor teaching approaches in the classroom, as it is teacher-centered, with students
relying heavily on the teacher and old notes, and classroom time not being used
efficiently and effectively for mental engagement of the students.
· Low transition rates (hardly 30%) from Ordinary to Advanced Level Secondary
Education due to limited Form 5 places.
· Limited school management skills of some Heads of Schools affecting daily
running, academic performance and financial management of schools.
· Increasing number of students from poor households in relation to available
resource for provision of scholarship grants.
· Limited access to secondary education of nomads, marginalized groups and
disabled learners
Despite of all the efforts which the government has been taking to ensure that Tanzania
education is out of this merciless condition, still it looks as if nothing has done because
we have been witnessing mass failure of students in secondary schools in some years
passed continuously from 2014 and this indicates that the quality of education in
Tanzania is going down.
Today we have the new strategy called Big Results Now (BRN); it is the initiative is
basically the proverbial Leaf taken out of the Malaysian development model titled ‘Big
Fast Results’. This is a comprehensive system of development implementation described
as a fast track people-centred growth that focuses on six priority areas articulated in the
Tanzania National Development Vision 2025 namely; energy and natural gas,
agriculture, water, education, transport and resource mobilisation (Lyimo, 2013).
4

On February 22, 2013 the President of United Republic of Tanzania, President Jakaya
Mrisho Kikwete inaugurated the BRN which is a development model the government of
Tanzania adopted from Malaysian model namely Big Fast Results (BFR) in an effort to
transform the country’s economy over from its current Least Developed Developing
Countries (LDDC) status to a middle-income nation-state by the year 2025 (Lyimo,
2013).
It has been argued that these six sectors can bring swift big results as they bear
fundamental factors for opening up opportunities for national economic growth and
being a catalyst for improved general welfare of citizens (Lyimo, 2013). Education
sector being one among the six prioritized areas in Big Results Now (BRN), it is taken
as the key ingredient of the new production paradigm as it plays a very big role in the
modernization of production systems and the economic behavior of individuals
(Nyirenda, 2013).
In other words, education is the brain of the socio-economic development of any
country. The education system of a society need to be stable, well structured and have
firm foundation which could not be shaken easily but the implantation of education
programmes and other activities associated with education in Tanzania are in a very
pathetic situation as we have recently witnessed the building of many primary school
and secondary schools going hand in hand with mass failure in both primary school and
secondary school which is under-development in education sector. Education sector has
been included in this strategy of BRN with the expectation that raising the quality of
basic education and improve pass rates in primary and secondary schools (Nyirenda,
2013).
1.3 Statement of the problem
Many things have been done to raise the quality of basic education and improve pass
rates in primary and secondary schools. On August 15, 2013, Education minister
Kawambwa, formally launched implementation of BRN initiative in Dar es Salaam by
5

administering an oath of sorts to top ministerial brass, including institutional directors
and regional education officers. The main objective of the nine Big Results Now
initiatives in education sector which are Official school ranking, School incentive
scheme, School Improvement toolkit, National reading, writing and arithmetic (3Rs)
assessment, 3Rs teacher training, Student Teacher Enrichment Programme, Basic
facilities construction, Capitation grants and Teacher motivation was to raise the quality
of basic education and set a very ambitious target to raise examination pass rate from 31
percent for primary schools in 2012 to 60 percent in 2013; likewise, in secondary
schools, pass rates to rise from 43 percent in 2012 to 60 percent in 2013. In addition,
pass rates should also rise to 70 percent in 2014 and 80 percent in 2015. It is also been
stressed that economic growth and quality of basic education goes hand in hand and the
development of other sectors depends very much on education sector (Nyirenda, 2013).
Improving education is of high importance to Tanzania – it is a strategic agent for
development for the country. With this perspective, significant efforts have been made
to increase access for all, resulting in a huge enrolment expansion over the last 10
years. Over the same period of time quality of education dropped significantly. To
address this challenge and reverse the trend, the education lab has focused on finding
ways to raise the quality of basic education, and has set a very ambitious target to
improve pass rates in primary and secondary schools.
Some education stakeholders count on Big Results Now as solution to the fall of
education sector in Tanzania while others do claim that Big Results Now in education
sector does not hold water as it won’t change anything in education sector.
It is on this ground the researcher saw the need for assessing the education stakeholder’s
perceptions on Big Results Now because every education stakeholder has got his, her or
its own perception about Big Results Now in education sectors, others are saying Big
Results Now will help in raising the quality of basic education and improve pass rates in
primary and secondary schools while others do claim that Big Results Now is just a
6

politics, it will not do anything in raising the quality of basic education and improve pass
rates in primary and secondary schools.
1.4 Research objectives
This subsection covers the main research objective and specific research objectives. The
subsection further presents the research questions drawn from the specific objectives.
1.4.1 General objective
The general objective of this proposed study was to assess the stakeholders’ perceptions
on education sector’s Big Results Now (BRN).
1.4.2 Specific objectives
The purpose of this study was to assessing the education stakeholder’s perceptions on
Big Results Now in education sector in Iringa Municipality. Specifically, the study
aimed to:
· Explore the factors which lead to the introduction of BRN in education sector;
· Determine the implementation of BRN in secondary schools in Iringa municipality;
· Assess the education stakeholders’ perception of the quality of education in
secondary schools under education sector’s BRN.
· Determine strategies that could be adopted to improve the implementation of BRN in
secondary schools in Iringa municipality.
1.5 Research Questions
i. What are the factors which lead to the introduction of Big Result Now in
education sector?
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ii. How can we determine the implementation of Big Result Now in
Secondary School in Iringa Municipality?
iii. What are the education stakeholder’s perceptions of the quality of
education in secondary in secondary schools under BRN?
iv. What are the strategies that could be adopted to improve Big Result Now
implementation?
1.6 The significance of the study
The justification and significance of the study is based on the importance of the problem
it conveys to the various individuals, stakeholders and organizations that may benefit
from using the study as a resource. The study is considered to be significant if it
contributes to the knowledge or scholarly research and literature in the field; if it helps
improve practice within the communities; and if it informs important policy issues and
contributes to improvement of policy (Creswell 2009:107).
The study findings, suggestions and recommendation will become a guidelines and
crucial source of information to education departments, agencies and individuals in
modifying their performances regarding to education development in Tanzania.
The study will be significant to secondary school administrators, educational
stakeholders, and the Ministry of Education and Vocational Training for it will reveals
the situation of secondary school education in Tanzania with special references to nine
Big Results Now initiatives / strategies which are Official school ranking, School
incentive scheme, School Improvement toolkit, National reading, writing and arithmetic
(3Rs) assessment, 3Rs teacher training, Student Teacher Enrichment Programme, Basic
facilities construction, Capitation grants, Teacher motivation (Nyirenda, 2013).
Numerous studies on education development in Tanzania have been carried out
internationally, nevertheless, no comprehensive studies have been undertaken on BRN
in education sector in Tanzania, particularly Iringa municipality in Iringa region.
8

Consequently, the survey results of the study, which essentially constitute the
importance of the problem to be conveyed, contribute to a better understanding of the
BRN in education sector, implementation of BRN, success of BRN, failure of BRN and
its challenges in implementation in Iringa municipality especially in secondary schools.
1.7 Assumption and delimitations of the study
This study was based on the assumption that many projects or strategies have been done
to ensure the maximum development of education and increase in pass rate in primary
education and secondary education but still the quality of education we have is still low
and failure of students in secondary school is still high, this is according to my personal
observation and evidence from (URT, 2010 ), with the introduction of BRN as a new
strategies to tackle the same problem of quality of education and increase in pass rate,
the researcher aim at looking at the education stakeholder’s perception towards BRN in
education sector.
The study was conducted in Iringa municipality of Tanzania. The choice of the area of
the study was based on the researcher’s interest and initial survey done in Iringa urban
area.
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CHAPTER TWO
LITERATURE
2.1 Introduction
This chapter is concerned with literature review which covers theoretical review, social
change theory, theory of individual and group change, and philosophical literature
review the major concern here is implementation of BRN in education sector.
2.2 Theoretical literature review
These sub-section present ideas in relation to BRN from various literatures reviews by
the researcher. Some of issues covered here are Social change theory, Theory of
individual and group change, concept of Big Results Now in Tanzania, Big Results Now
for Education sector, Nine Big Results Now initiatives / strategies aim at improving the
quality of education, Concepts of Big Fast Results in Malaysia and Five Big Fast Results
initiatives / strategies aim at improving quality of education.
2.2.1 Social change theory
Theory of change is an on-going process of reflection to explore change and how it
happens - and what that means for the part we play in a particular context, sector and/or
group of people.
Theory of change locates a programme or project within a wider analysis of how change
comes about, draws on external learning about development, articulates our
understanding of change - but also challenges us to explore it further, acknowledges the
complexity of change: the wider systems and factors that influence it also it is often
presented in diagrammatic form with an accompanying narrative summary (James
2011).
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2.2.2 Theory of Individual and Group Change
According to Backer (2001), behaviour is more likely to change if: the person forms a
strong positive intention, or makes a commitment, to perform the behaviour; there are no
environmental constraints that make it impossible for the behaviour to occur; the person
possess the skills necessary to perform the behaviour; the person perceives that
the advantages of performing the behaviour outweigh the disadvantages; the
person perceives more normative pressure to perform the behaviour than not to perform
it; the person believes that performance of the behaviour is more consistent than
inconsistent with his or her self 'image or that it does not violate personal
standards; the person’s emotional reaction to performing the behaviour more positive
than negative; and the person perceives that he or she has the ability to perform the
behaviour under a number of different circumstances (Backer, 2001).
2.3 Conceptual framework
Is a written or visual presentation that explain either graphically or in a narrative form,
the main things to be studied, the key factors concepts or variables and the presumed
relationship among them (Vaughan, 2008). Conceptual framework is an overview of the
ideas and practices that shape the way a researcher conducts a research. It is an
organized way of thinking about how and why a study takes place. That is to say it is a
set of coherent ideas organized in a manner that makes them easy to communicate to
others. In general it is an idea that guides the study to achieve its objectives (Orotho,
2002). Figure 1 bellow illustrates the conceptual framework that was adopted for this
study.
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Figure 1: Conceptual framework underpinning the study
Independent variables Moderating variables Dependent variables
Student Teacher Enrichment
Programme
State-of-the-art library
3Rs teacher training
National reading, writing and
arithmetic (3Rs) assessment,
Facilities and equipment
Basic facilities construction
Capitation grants
Teacher motivation
12
Quality of education (equity, access, performance in exams etc)
Poor performance
Policy
Finance
Human resources
Curriculum
Regulation
Strategies
School Improvement toolkit
School incentive scheme
Official school ranking
Government support

2.4 Empirical literature review
Big Results Now is predicated on the concept that by implementing some key
innovations at critical points in the way government does business, the existing system
can be made to deliver more effectively and efficiently.
On 22nd February 2013 the President of United Republic of Tanzania, President Jakaya
Mrisho Kikwete inaugurated the BRN which is a development model the government of
Tanzania adopted from Malaysian model namely Big Fast Results in an effort to
transform the country’s economy over from its current LDDC status to a middle-income
nation-state by the year 2025 (Lyimo, 2013).
2.4.1 Big Results Now for Education sector
BRN for Education sector was publicly inaugurated on 15th August 2013 by Honorable
Dr. Shukuru Kawambwa, Minister for Education and Vocational Training. During the
process of inauguration of BRN, senior education officers took oath pledging to meet
targets as set in the education sector through BRN (Nyirenda, 2013).
Nine BRN initiatives / strategies aim at improving examination pass rate and
quality of education:
i. Official school ranking: rank 100 percent of all schools in the annual official
school ranking, starting with 2012 PSLE and CSEE results.
ii. School incentive scheme: reward 4,000 most improved schools every year with
monetary and non monetary incentives and recognise top 200 performers, starting
with 2013 results. A monetary incentive expects to be between TShs. 1,000,000/=
and 5,000,000/= for primary schools and TShs. 2,000,000/= and 10,000,000/= for
secondary schools.
13

iii. School Improvement toolkit: distribute school improvement toolkit and train
19,000 school heads. This kit aims at supporting school heads to execute their
work effectively. It complements the existing guidelines and is focused around a
practical advice and simple best practices on school management.
iv. National reading, writing and arithmetic (3Rs) assessment: conduct the first
national 3 R assessment in Standard Two in October 2013.
v. 3Rs teacher training: train 12,300 Standard One and Two teachers in 3Rs
teaching skills that are reading, writing and arithmetic.
vi. Student Teacher Enrichment Programme: train 17,000 primary and 8,000
secondary school teachers to support low performing students.
vii. Basic facilities construction: construct basic facilities in 1,200 secondary
schools.
viii. Capitation grants: ensure 100 percent timely delivery of books and materials to
all students through alternative funding and monitoring. The Resource
mobilisation lab aims to provide TShs.158 Billion by 2015 for teaching and
learning materials to schools through the “Education Investment Levy”
ix. Teacher motivation: recognise teachers through non monetary incentives, ensure
zero outstanding claims by end of June 2013, and zero unresolved claims not more
than three months ahead (Nyirenda, 2013).
Implementation of the above mentioned strategies have started since 17th April 2013.
There are a number of tasks which have been accomplished including preparations of
tool kit, training of teachers, releasing of TShs.26 Billion to start construction whereby
260 contracts have been awarded and payment of teachers’ accumulated claims
(Nyirenda, 2013).
14

2.4.2 Concepts of Big Fast Results in Malaysia
Big Fast Results is a method, a slogan, and more importantly, a mindset. BFR puts to
rest the programmes and initiatives that never get off the ground because of unrealistic
goals, because of a lack of buy-in, because of insufficient thought to go along with them.
Providing access to quality education is fundamental to the process of nation building
and ensuring that Malaysia is globally competitive.
BFR is about assessing initiatives. It aims to drill an initiative down to its smallest
components to ensure that it is implementable. Government Transformation Programme
is designed to ensure that big socio-economic developmental results come about thick
and fast on the ground (PAMANDU, 2011).
GTP is unveiled with the motto ‘People First: Performance Now’ on Jan. 28, 2010 by
Malaysian Premier Najib Tun Razak, GTP sought to address seven key areas of the
Malaysian economy with a view BFR is about assessing initiatives. It aims to drill an
initiative down to its smallest components to ensure that it is implementable w to
making that country attain its ‘Vision-2020’ of becoming a high-income, developed
country (PAMANDU, 2011).
The seven selected National Key Results Areas are reducing crime, fighting corruption,
improving student outcomes, raising the living standards of low-income households,
improving rural basic infrastructure, improving urban public transport and addressing
the cost of living (PAMANDU, 2011).
Big Fast Results in Malaysia under education sector aim at assuring quality of
education with its focus on; Improving students’ outcomes, Assuring Quality Education,
National Pre-School Information System, Fee Assistance for Children with Special
Education Needs and Fee Assistance and Incentives for Early Childcare (PAMANDU,
2011).
15

2.4.3 Five Big Fast Results strategies aim at improving quality of education
Improving students’ outcomes: through increasing pre-school enrolment rates, ensuring
basic literacy and numeracy skills, identifying and rewarding high-performing schools,
introducing new deals for principals and head teachers, closing the gap in school quality
(PAMANDU, 2011).
Assuring Quality Education: through enhancing pre-school and early childcare,
enhancing the quality of English language teachers, introducing linus 2.0, enhancing the
high performing schools programme, enhancing principal career packages and
introducing the new teacher career package (PAMANDU, 2011).
National Pre-School Information System: The rollout of the National Pre-school
Information System or SMPK to collate data on both pre-school institutions and students
has been pivotal in monitoring and evaluating pre-school education in a transparent
manner. As such, private pre-schools are highly encouraged to register in the SMPK to
ensure the operations comply to guideline. These guidelines are important to ensure all
pre-schools adhere to safety and health regulations for the children's education
environment (PAMANDU, 2011).
Fee Assistance for Children with Special Education Needs: To increase access to early
childcare education, the Ministry of Education via the Education National Key Results
Area is offering fee assistance to children with special education needs from low-income
families to ensure an equal head start for all children. Pre-school education providers
with special needs children may also apply for a one-off grant amounting to RM 20,000
(PAMANDU, 2011).
16

2.4.4 Research gap
The development of education in Tanzania has been very critical since 1961, during the
reign of the late Mwalimu Julius Kambarage Nyerere many things were done including
Adult Education initiative and Arusha Declaration were introduced to speed up the rate
of development in economic, social, cultural as well as education sector, Benjamin
William Mkapa introduced privatization aim at speeding up the rate of development in
different sector including education sector, under president Jakaya Mrisho Kikwete,
reformulation of syllabus, interventions such as the Secondary Education Development
Programme (SEDP) where undertaken. Despite all these efforts still there is a
significantly drop of education and mass failure in secondary schools and primary
schools. The Big Results Now initiatives has been established aiming at transforming
the country’s economy over from its current Least Developed Developing Countries
(LDDC) status to a middle-income nation-state by the year 2025 focusing on education
development and other five prioritized areas including energy and natural gas,
agriculture, water, transport and resource mobilization. With all the significantly
initiatives aiming at rescuing the education status of Tanzania which has not shown a
very big positive results and of the late we have Big Results Now where by no studies
have been undertaken on the perception of education stakeholders on the quality of
education under the BRN in Iringa Municipality (Lyimo, 2013).
17

CHAPTER THREE
METHODOLOGY
3.1 Introduction
Kothari (1990) defines a research methodology as a way to systematically solve the
research problem. It may be understood as a science of studying how research is done
scientifically. This chapter covers research design, target population, area of study,
sampling method, data collection methods and data analysis.
3.2 Research approach
The study used both qualitative and quantitative approaches. Qualitative approach was
opted for because it helped me to solicit in depth information on how studies and other
school programmes are conducted in secondary schools in Iringa municipality. Through
the use of qualitative approach, participants freely expressed their thoughts, perceptions
and experiences on how studies and school programmes are conducted with regard to
Big Results Now in secondary schools in Iringa municipality. Qualitative data aimed at
obtaining in-depth information on the research topic as well seeking greater insight.
Quantitative approach was used because the study aimed to collect numerical data on the
implementation of Big Results Now in education sector. The numerical data has been
obtained from all the education stakeholders, this show as to what extent the Big Results
Now has been implemented in secondary schools.
3.3 Geographical Area of the Study
This study was conducted in Iringa Region. The region is located in the southern
highland zone of Tanzania. It is bordered by Singida and Dodoma Regions in the North,
Morogoro Region in the East and Njombe Region in the South and West.
Administratively, the region has four districts namely Iringa Municipality, Iringa Rural,
Kilolo and Mufindi. Since the region is large, and the researcher intended to undertake
18

an in-depth study, only Iringa Municipality was studied. Iringa Municipality was
preferred because within it there is a growing number of colleges and universities that
produce teachers for different levels of education as compared to other districts. These
colleges and universities include Mkwawa University College of Education (MUCE),
Ruaha University College (RUCO), Tumaini University and Kreluu teachers’ college. It
was expected that the presence of these colleges and universities could in one way or
another facilitate or hinder the implementation of Big Results Now in secondary schools.
Students, parents and teachers from secondary schools may either benefit by having
opportunities to interact with experts/lecturers from those colleges. Moreover, these
schools are likely to be used as centres for field block teaching practices for student
teachers hence promoting interaction. Additionally, the presence of these institutions
may motivate teachers to engage in further studies in those colleges, which may lead
teachers to increase knowledge and skills of practising leading to the positive realization
and implementation of Big Results Now in secondary schools.
Furthermore, Iringa Municipality is also a centre for social and economic activities of
the region. Therefore, it was expected to be bettered with recreation, transport and
communication facilities than other districts, which in one way or another could
facilitate or hinder the implementation of Big Results Now. In this regard, teachers
might have an opportunity to access information, in-service training, and regularly
receiving school inspectors. Teachers were also considered to engage in private
activities, hence lowering their commitment (URT,2013).
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Figure 3.1: A map of Iringa Municipality showing the studied area (Mpate, 2012)
3.4 Research design
A research design is a plan that enables the investigator to come up with solutions to
those problems and guides in various stages of the research (Kothari, 1992). The
proposed study used case study research design, the reason for the choice was to collect
systematic and in depth information which had to give me clear picture of the education
sector which was under the study. The researcher was able to capture all of the details of
a particular individual or group (a small group, classroom, or even a school), which are
relevant to the purpose of the study, within a real life context. Mwangata secondary
20

school, Magereza Secondary School and Kibwabwa Secondary School were studied
(Yin, 1993).
3.5 Population of the study
The population of the study were all the education stakeholders in Iringa municipality.
The target population in this proposed study were the secondary students in Iringa
municipal, the secondary education teachers, heads of secondary schools, parents /
guardians, DEO for secondary school, school committee members and secondary school
inspectors of Iringa Municipality.
3.5.1 Sampling techniques, sampling frames and samples
This subsection includes the sampling techniques, the sampling frames and the samples
as presented below.
3.5.2 Sampling techniques
Sampling is the process of selecting a few (a sample) from a bigger group (the sampling
population) to become the basis for estimating or predicting the prevalence of an
unknown piece of information, situation or outcome regarding the bigger group. The
study employed the following methods to select schools and informants (Simba, 2014).
In studying the suggested study the researcher used sampling technique particularly
purposive sampling and census in identify the schools to be studied and the education
stakeholders who were the informants of my study.
Purposive sampling
Purposive sampling is selecting a sample on the basis of your own knowledge of the
population, its elements, and the nature of your research aims. That is the population is
non-randomly selected based on a particular characteristic (Kothari, 1990). Purposive
21

sampling was used to select secondary school teachers, parents/guardians, school
committee members and school inspectors.
Census
A census requires a researcher to survey all the population and in that case census was
used for District Education Officer for secondary school in Iringa municipality,
Chairperson and secretary of school committee members and the heads of schools of
Magereza, Mwangata and Kibwabwa (Krejcie and Morgan, 1970).
3.6 Sampling frame
According to Babbie and Mouton (2001: 647) as cited by Simba (2014), defined
sampling frame as a list of units composing of the population from which the sample is
selected.
3.6.1 Sample size
According to Merriam-Webster (2000) as cited by Simba (2014) a sample is defined as a
finite part of a statistical population whose properties are studied to gain an
understanding about the whole. Determining the size of the sample is central in survey
research for the purpose of gaining an insight into how many observations are needed in
a sample so that the generalization about the population can be made (Rea and Parker
2005: 142).
The sample size of the study was consisted of 60 informant or respondents by its
distribution consist of the following informants; sixteen (16) Students from secondary
schools, fifteen (15) teachers from secondary schools, six (6) school committee
members, three (3)Heads of schools, sixteen (16) Parents / guardians, three (3) School
inspectors, and One (1)District Education Officer as follows;
Table 3.1: Sample and sample size of this study was consisted of 60 respondents
Participants Sample Sampling
22

size technique
DEO 1 Census
Heads of schools 3 Census
Secondary school teachers 15 Purposive sampling
Parents / Guardians 16 Purposive sampling
School committee members 6 Census
School inspectors 3 Purposive sampling
Students 16 Purposive sampling
TOTAL 60
3.7 Data collection methods
This section presents the methods that were used to collect data to answer the research
question.
3.7.1 Primary data collection methods
There are various methods of collecting primary data for research projects. For the
purpose of this study two methods were used. These include interviews and
questionnaire as described below (Kothari, 2003)
Interview
This is a two-way systematic conversion between an investigator and informant,
initiated for obtaining information relevant to a specific study. Some of the respondents
are busy in with their businesses this become an issue on using questionnaire in
collecting data because of this the researcher opted for interview, the researcher used
semi- structured interview to collect in-depth information from DEO, Heads of school
and School committee members. The researcher used this method because it is flexible
23

and convenient; also it avoids delaying of feedback because questions are asked face to
face so feedbacks are obtained face to face (Kothari, 2003).
Questionnaire
Kothari (2003) argues that a questionnaire consist of a questions that are typed in a
definite order on a form or set of forms. Questionnaires are designed to be easily filled
with respondents while proceeding with their daily duties. Of course, there are
disadvantages in terms of low response rate but the researcher constructed questions,
which were simple enough for respondents to complete meaningfully. Self- administered
questionnaires contained both open - ended and close - ended questions. The
questionnaires were self-administered to students, secondary school teachers, and
parents/guardians. This technique enabled the respondents to be free and have enough
time to digest the questions and finally offered the desirable answers. Apart from that the
technique is convenient for it saves resources and it avoids personal biases by the
researcher.
3.7.2 Secondary data collection methods
Secondary data means data that are already available i.e., they refer to the data which
have already been collected and analyzed by someone else. Secondary data were
collected for this study. The data included various government documents pertaining to
RBN and education sector development, non-government documents related to the
research problem and other sources of information that were consistence with the
problem under scrutiny (Kothari, 1992)
3.8 Data analysis
The data that were collected by using mixed methods approach which require a
combination of qualitative and quantitative data analysis tools. The content analysis was
used to analyse qualitative data. The semi-structured interviews which are qualitative in
nature were evaluated and coded for identification of themes and patterns. The aim of
24

coding was to reduce data to simple categories and themes that allows comparison and
testing of the critical questions of the study (Kvale, 2007).
The quantitative data that were solicited using the questionnaire and were analyzed
computer aided software called SPSS. The descriptive statistics were employed to
describe data and visual present those using graphs and tables.
3.9 Ethical consideration
Ethical research is critically important in social science research (Simba, 2014). To this
end, all research ethical considerations were strictly observed with the high sense of
moral obligation, in accordance with the policies and guidelines set by the Iringa
University and with the understanding that ethics promote good research. Considerations
were applied to methods of data collection, presentation and interpretation of the
findings, and citations and referencing:
· Both the questionnaire and the semi-structured interviews included an
explanation of the purpose of the research;
· Cover letters to the respondents introducing the researcher, describing the
purpose of the research, the expected participants and the plan to disseminate the
results of the study were also included in the instruments;
· The informed consent of the participants was obtained prior to administration of
the instruments;
· Participants were informed that participation was voluntary and assured that
there would be no adverse consequences for refusal to participate or withdrawal
from the study;
· The confidentiality and anonymity of participants was carefully protected;
· Data collected were used only for the purpose of the research and analysis and
use of data conformed to confidentiality standards;
25

· Findings and interpretations of the research were presented honestly and
objectively; and
· References to information sources were cited and referenced appropriately.
3.10. Summary of the Chapter
This chapter has presented the methodological procedures of the study that led to the
collection and analysis of data on the stakeholders’ perceptions on education sector’s
Big Results Now. The chapter has presented the design and approach of the study, the
study area, the population from which the sample was drawn and the sampling
techniques. It has also highlighted the data types and methods of data collection, data
analysis procedures as well as ethical issues relevant in conducting this study. The next
chapter focuses on data presentation, analysis and discussion.
CHAPTER FOUR
RESULTS OF THE STUDY AND DISCUSSION
4.1. Introduction
This chapter reports and discusses the findings on the stakeholders’ perceptions on
education sector’s Big Results Now. The chapter draws on data generated through
26

questionnaires, document search and face-to-face interviews. The presentation and
discussion is organized alongside four research objectives:
i. Explore the factors which lead to the introduction of Big Results Now in
education sector.
ii. Determine the implementation of Big Results Now in secondary schools in Iringa
municipality.
iii. Assess the education stakeholders’ perception of the quality of education in
secondary schools under education sector’s Big Results Now.
iv. Determine strategies that could be adopted to improve the implementation of Big
Results Now in secondary schools in Iringa municipality.
4.2. The factors which lead to the introduction of Big Results Now in education
sector.
The researcher sought to capture education stakeholders’ awareness of the factors which
leads to the introduction of Big Results Now in Education sector. Interviews held with
informants and the questions provided to the informants regarding stakeholders’
awareness of the factors which leads to the introduction of Big Results Now in
Education sector established two categories of informants. The first category consisted
of informants who were aware of the Big Results Now in education sector. The second
category on the other hand, consisted of informants who were not aware of the Big
Results Now in education sector.
Question one(1) and two(2) for District Education Officer, School inspectors, students
and Heads of secondary schools were directly linked to the research questions of the
study.
The students were asked in question one if there is anything they have benefited from
Big Results Now and as to how they have benefited from the introduction of Big Results
Now in education sector. Of 3 (18.75%) students claimed that there is nothing they have
benefited from Big Results Now in Education sector. Of 13 (81.25%) are the ones who
claimed that there are some of the things which they have benefited from Big Results
27

Now in education sector but some of them as from what they have responded it show
that they know nothing about the factors which leads to the introduction of Big Results
Now in education sector.
Only ten students (76.9%) out of thirteen (13) students were said to know the factors and
the main objective of Big Results Now in education sector which was to increase the
examination pass rate as well as the quality of education in Tanzania. One student said:
Because it have led to many people(student) to get good grades since the grade
of passing the exam have being decreased like “A” (75-100) so this helps
students to get grade “A” only and pass well (Student from Magereza
Secondary school, 2014). Another student added.
From the Big Results Now program, first it is easier to pass exams, since the
government has introduced grades which make students to be hard working so
that they can get good results. For example if you have “B+” in seven (7)
subjects is a division one of 14 points, and as for me it has made me to be hard
working so that I can do well in my final exam(Student from Kibwabwa
Secondary School, 2014).
Three students (23%) of those who were claimed to be aware of about Big Results Now
in education sector they knows not about Big Results Now in education sector as one of
the student said:
“Yes….Big Results Now is good for the students and I heard about it the day I
was watching Television news at home about Al shabab” (Student from
Mwangata Secondary school, 2014).
The enrollment of students has increased significantly, while the quality of education
dropped significantly which have been witnessed from the mass failure of the students in
the recent years. From the data above and description above it shows that what is in the
mind of the students is that the government has helped them to pass their final exams by
28

reducing the passing grades but they do not know what is entails of Big Results Now in
education sector what constitute BRN in education sector, what are the role of education
stakeholders including the students themselves towards implementation of Big Results
Now.
Most of the parents and guardians were said to know nothing about Big Results Now in
education sector whereby only 3(18.75%) out of sixteen 16 parents were said to know
about Big Results Now and the factors which leads to the introduction of Big Results
Now in education sector. The 13(81.25%) of the parents were not aware of the Big
Results Now in education sector.
Unawareness of the parents and guardians about Big Results Now in education sector
has made them to be in dilemma and not knowing their role and responsibility towards
implementation of the initiatives which aim at raising the examination pass rate and
increasing the quality of education in Tanzania.
The successful implementation of Big Results Now in education sector depended very
much on the education stakeholder’s awareness on the intervention. Their awareness on
the intervention will provide them or would have provided them with a room of knowing
where they should get involved and which role they should play in implementing the Big
Results Now.
This suggests that the parent being one among education stakeholders who have to make
sure that their children are provided with uniforms, school fees, books and other
stationeries, check the exercise books of their children for the sake of knowing their
development academically would have played a very great role if they would have been
well informed about the intervention either through educative advertisement, seminars
and trainings, parents and other education stakeholders would have also participated in
teachers in building teachers houses, classes, library, laboratories and other school
infrastructures if they were involved from the early beginning.
29

Irresponsibility of the parents has also been as a results of unawareness of the Big
Results Now initiative, from the data in the figure 4:1: below it shows that 16 (100%)
the parents who were asked about BRN they never visited their children at school to ask
for their personal development as well as academic development from their teachers
because teachers who stays with the children at school for a long time at school in that
case they know their development in different aspect.
Figure: 4:1. Shows the parents visit at schools for asking the development of their
children
Private schools are properly managed and supervised as their owners make a follow up
and see what their ‘consumers’ and members of the community would want them to do.
Unlike in private schools, public schools have no supervisors to look after students.
30

Teachers are trying to push them to study but find it very difficult as their parents are not
doing the same (Onyango, 2012).
Specifically, children whose parents are more involved in their education have higher
levels of academic performance than children whose parents are involved to a lesser
degree. The influence of parent involvement on academic success has not only been
noted among researchers, but also among policy makers who have integrated efforts
aimed at increasing parent involvement into broader educational policy initiatives (Hill
and Craft, 2003) A student whose discipline is controlled at school and outside the
school is in the good position of not developing any bad behaviour which will affect his
or her studying and later on affect his or her carrier development or academic
development, the control of student discipline is simple and easy if parents collaborate
positively with the teachers of the students.
The District Education Officer of Iringa Municipality had said that the teachers are the
key implementers of Big Results Now and students are our targeted stakeholders that we
want them to pass in their final examination. Teachers on their part they have not been
doing their job properly, with the introduction of BRN every one has to be responsible
and accountable in his or her part in making sure that we raise the examination pass rate
in 2014 as contrary to the mass failure of our students in2012 and 2013, the teachers
whose exams will have more failures will be answerable for the bad results. According
to the Iringa town District Education Officer the raise in examination pass rate depends
very much in the teachers efforts that is why he had said that the teachers whose exams
will have more failures will be answerable, the examination pass rate will raise under the
collaborative hands of teachers, students, education officers, parents and other education
stakeholders if they will all play their parts.
Three (3) heads of secondary schools which were under the study were said to know
about Big Results Now in education sector and the general reason of raising the
examination pass rate and the quality of education. The heads of schools of Magereza
31

and Mwangata secondary schools who attended a one week seminar on Big Results Now
claimed that the government has introduced the Big Results Now which aim at solving
different challenges facing the education sector like shortage of teaching and learning
materials, teachers accountability, shortage of classes, teachers claims, shortage of
teachers especially science teachers, incompetence of teachers, school management and
many other challenges which had a very big contribution to the decline of education
sector and mass failure of our students in the recent years.
Generally development of any sector including education sector as far as examination
pass rate increase and quality of education increase is concerned has to come through a
collaborative hands of different stakeholders, students and teachers alone they won’t
raise examination pass rate and quality of education as they depends many things from
parents, education officers, political leaders like Members of Parliament as well as
government leaders.
4.3 Determine the implementation of BRN in secondary schools in Iringa
municipality.
Big Results Now in education sector is a good initiative which aims at raising the quality
of basic education and improves pass rates in primary and secondary schools, the
implementation of Big Results Now in education sector started in April 2013.
The report regarding the implementation of Big Results Now in education sector since it
was introduced up to now line with the nine initiatives of Big Results Now where by
some of the activities which were to be undertaken includes training staff, solving
teachers claims, provision of allowances, improvement of school management, delivery
of capitation grant, provision of incentives for the performing schools and students,
motivation for teachers and basic facilities construction such as houses for teachers,
classes, toilets, hostels, laboratories, library, water installation.
32

The District Education Officer (DEO) in question 2 was asked to describe the things that
have been implemented in secondary school under Big Results Now in education sector.
The results show that many things which are the challenges of education sector were to
be solved through Big Results Now, DEO has said through BRN the government has
managed to build one (1) laboratory, construct two (2) houses for teachers at Mlandege
Secondary School, at Mkwawa Secondary School one (1) class has been constructed and
at Tagamenda Secondary Schools one (1) laboratory has been built, two (2) houses for
teachers, (4) classes and one office have been constructed, water and electricity
installation have been done, he added that the government has managed to do a lot
things in Iringa municipality under BRN in education sector, now the government is
building another school at Nduli ward for the sake of helping the students from Nduli
who have been travelling far distant from Nduli to Kihesa Secondary, Mtwivila
Secondary and some of the students at Miyomboni secondary schools.
The information and data provided above shows that the schools in Iringa Municipality
still needs more houses for teachers, classes, laboratories, libraries, hostels, toilets and
many other basic school infrastructures. This can be witnessed through the data which
were obtained from teachers who responded on questions 5, 10, 16 and 19 and students
for questions 2 to 5 with regards to the construction of basic school facilities.
33

Does the government managed to build the
following Basic school facilities at your
school?
Respondents who says
“YES”
Respondents
who says
“NO”
1 Houses for teachers 0(0%) 15 (100%)
2 Library 7(43.75%) 9(56.25%)
3 Enough classes 9(60%) 6(40%)
4 Enough toilets 14(87.5%) 2(12.5%)
5 Hostels 6(37.5%) 10(62.5%)
6 Water installation (Pumps, Wells etc.) 10(66.6%) 5(33.3%)
7 School Laboratories 5(33.3%) 10(66.6%)
(a) Biology laboratory 10(66.6%) 5(33.3%)
(b) Chemistry laboratory 0(0%) 15(100%)
(c) Physics laboratory 0(0%) 15(100%)
(d) Geography laboratory 0(0%) 15(100%)
Table: 4:1 Construction of Basic school facilities in secondary school
The results from the table 4:1 above of the questions asked to both teachers and students
shows serious problems about lack or shortage of basic school facilities in secondary
schools in Iringa municipality.
Houses for teachers, in figure 4:1 above shows the total of 16(100%) teachers who
were asked claimed that the government under Big Results Now in Education sector has
not built any houses for teachers. Houses for teachers has been taken as motivation for
teachers as it reduces cost of living for teachers with no houses of their own but it also
make teachers be available at the school in that case they do provide whatever support is
needed to the students living at hostels or living nearby the school.
With no houses for teachers for the schools which are far from where the teachers are
living make the teachers travelling long distance and arrive at school very late and tired,
34

sometimes with transport problem make the teachers arrive late at school as well as back
home very late, this has got a very bad effect in teaching and learning which later leads
to poor delivery hence poor performance or failure of the students in their final exams.
Library in secondary schools, students who were asked question 2 about the presence
of the library in their school 7(43.75%) students were said to have library in their
schools and 9(56.25%) of the students said that they have no library in their schools.
The data shown on the table 4:1 above shows that the situation in public schools with
regards to library and books is terrible because the 7(43.75%) of the respondents
includes those from Kibwabwa Secondary School a private school where its library is
full of books and internet for students to access online notes and other materials in that
case the percentage of schools with no library is more than 7(43.75%).
Classes, in question 16, teachers were asked if their schools have got enough classes for
their students to be accommodated in the classes but it show that most of the schools
face the problems of overcrowding in the classes as they fails to maintain the ratio of
forty five (45) students in the class, of 6(40%) teachers said that their schools have got
shortage of classes for their students which have got a negative impact; management of
the students during teaching and learning become very difficult for the teacher, teaching
and learning become not conducive for the students which sometimes does not favour
the students who sometimes develop truanting habit because the environment does not
encourage the students to stay all the time in the class.
The availability of hostel, the results from the table 4:1 above of question 5 which the
students were asked of the presence of hostel in their schools shows that of 10(62.5%)
students claimed that their schools have got no hostels. This has got a very bad impact in
teaching and learning as most of the students who coming far distant from their home to
school do arrive very late and tired, sometimes these students who are coming very far
they have been going back home before time because they do afraid arriving at home
very late. Some of the students have been truanting and some of them have been
35

dropping out from school because of the long distance they have been travelling from
their home to school, students are tempted and raped on their long way from home to
school ending getting pregnancy and diseases. One student had said;
“I was doing sex with the man who impregnated me with an agreement that he
will be sending me with his motorcycle "bodaboda" to school, I was doing so
because I had no any alternative which would have made me arrive to school
early and as you know that once you come late to school you are whipped to the
maximum by the teacher (Tagamenda Secondary School, 2013”
Laboratories for science subjects, teachers were asked question 10 were the terrible
situation were shown on the base for scientific studies were by the results on the table
4:1 above shows that 10(66.6%) of the teachers claims to have no laboratories in their
schools and those schools with laboratories were said to have only one (1) laboratory
which is used for all the scientific studies for Chemistry, Physics and Biology and all the
three (3) the schools under the study were said to have no Geography laboratories.
Training, seminars and workshop for teachers, in the figure 4:4 below the highest
percentage of teachers of secondary school respondents, 46.7% claimed that they never
attended seminar or any training under Big Results Now also 20% of the teachers
strongly claimed that they never attended any seminar or training conducted under Big
Results Now making a total of 66.7% teachers who responded that they never attended
any seminar conducted on the implementation of Big Results Now.
36

Figure 4.2: Illustrates the percentage of teachers who attended seminars and
workshops on the implementation of Big Results Now from 2013 to 2014.
During the interviews with the heads of schools, only two heads of school of Magereza
and Mwangata had said to attend only one seminar on BRN together with four teachers
of English language, Mathematics, Kiswahili and Biology from all the government
secondary schools in Iringa Municipal Council leaving on cold the private secondary
schools as well as other teachers of Physics, Civics, Chemistry, Geography and History.
Student Teacher Enrichment Programme methodology which included test exams to
identify poor performing students in the class that are behind and at risk of failing the
final exam, item analysis to understand core gaps, focused Student Teacher Enrichment
Programme classes to the identified students on Saturdays and Fridays after prayer,
37

training of teachers in the methodology through a cascading train were planned to help
the low performing students but according to the researching findings and general
observation the programme has failed because of irregular and insufficient in-service
training for teachers including BRN seminars and training. This was evidenced through
a small number of teachers who attended seminars and workshops on implementation of
BRN intervention since its introduction in 2013 to 2014 in the figure 4.2: above which
illustrates the percentage of teachers who attended seminars and workshops on the
implementation of Big Results Now.
Delivery of Capitation grants, teachers were asked question 7 and heads of schools,
school inspectors and District Education officer were asked question 5 on the delivery of
capitation grants for books and materials to all students through alternative funding and
monitoring. The 40% of the teachers in the figure 4:3 who were asked about delivery of
capitation grants in their schools claimed that the government does not deliver
capitation grant and if it does, sometimes do it very late hence making all the planned or
programmed activities are not done on time and sometimes are undone at all. The 26.7%
of the teachers strongly argued that the government does not deliver the capitation grants
on time in that case many activities or programmes are left undone till the end of the
year or next year of the study.
38

Figure: 4.3: Grant delivery in secondary schools
Poor delivery of capitation grants, the heads of Schools of Mwangata Secondary
School and Magereza Secondary said that the government under Big Results Now has
not delivered any amount of money which would have facilitated teaching and learning
for example buying of books and other different materials and payment for the teachers
who are teaching the low performing students but currently the programme has stopped
or failed because of insufficient fund. Out of Big Results Now the low performing
students in most of the schools in Iringa municipal are asked to contribute two hundred
(200/=) shillings per session which live the poor students on cold because they are not
able to afford the cost of 200/= for remedial classes. The heads of school claimed to ask
during the general assembly / meeting with the councillors of Iringa District council if
39

there were money which were allocated for Big Results now in education sector the
District Executive Director (DED) replied that for the time being the government has got
no money for Big Results Now, she asked the head of school to keep on encouraging
teachers to teach effectively and help the low performing students, she added that the
Iringa municipal will be in the position to solve the problem of undertake the BRN
initiatives only if they will manage to collect the money or contribution under Iringa
Municipal Education Trust Fund(IMETF).
On time grant delivery would have affected the teaching and learning process positively
contrary to this is what we can see in our schools they fail to buy enough books and
other teaching and learning materials for students and payment for the teachers who
would have been teaching the low performing students. On teacher had said;
The government had ordered the heads of school and academic masters to
identify the performing students for the sake of teaching them on Friday after
prayer and Saturday, the problem came some of the students have been claiming
that it is their time for praying, when they go for prayer they have not coming
back to class for the program. The program itself here at school had gone only
for two weeks if not a month because of payment failure to the teachers who
were undertaking the programme (Male teacher, Magereza Secondary School:
26:08:2014).
On top of that poor delivery of capitation grant has made some of the schools fail to
create conducive environment for teaching and learning. For example Magereza had a
toilet with only six (6) latrine pits with no water for all the boys in the school, this has
got a very bad impact on learning as some students especially girls do decide to go back
home or go into the forest where they found it is better than the school toilets hence
developing truanting habits.
40

Figure: 4:4: Shows the toilet with only six (6) latrine pits with no water which are used
by all the boys’ students at Magereza Secondary School.
Source: Field data, 2014
Poor delivery of capitation grants has not impacted only shortage of books, research
findings shows the shortage of teaching and learning materials like books, laboratory
equipments but also inadequate space for keeping the teaching and learning resources as
shown in the figure 4:5: below.
This calls for the need of having more building in the schools where each and everything
will be placed on the right place. Plastics which were supposed to be kept in the store
were kept together with beakers, tripod stand, test tube kits even the delicate laboratory
apparatus were poorly handled hence the possibility of damage of those apparatus is
high. There is a high need of having more buildings to restore the bad situation of
handling materials which could lead to the big loss of materials and equipments.
41

Figure: 4:5: Inadequate space for keeping the teaching and learning resources.
Source: Field data 2014
Claims solving, the government had planned to recognise teachers through non
monetary incentives, ensure zero outstanding claims by end of June 2013 and zero
unresolved claims not more than three months since the day BRN started to be
implemented in April 2013. Question 3 was asked to teachers as to whether the
government has motivated them through incentive provision and ensuring them with
zero claims whereby by table 4:4 below shows that, of 10 (66.6%) of the teachers
strongly disagree and 2(13.3%) disagree on the issue that the government has managed
to solve their outstanding claims like salary increase, arrears and allowance hence
demotivated them in their teaching and learning process. Motivation being as an
incentive(s) given to a worker to attract him towards his job. It is the encouragement
given to workers in an organization in order to put in their best. It is a condition under
which an organization can induce its members to combine their participations and
contribution in various ways, as well as to ensure that organizational survive in the midst
of all odds. Motivation is can also be referred to the way urges aspirations, drives and
42

need of human beings directs or control their behavior. Motivation factors could be
intrinsic or extrinsic. So many things motivate workers such as study leave with pay,
payment of allowance, attending conferences/ workshop/seminar, and prompt payment
of salaries among others and different things motivate individuals within an organization
1 Strongly agree 0 0
2 Agree 2 13.3%
3 Neutral 1 6.6%
4 Disagree 2 13.3%
5 Strongly disagree 10 66.6%
TOTAL 15 100%
Table 4:2: Have your claims already been solved by the government?
Provision of allowances, question 15 was asked to teachers as to whether they are
provided with any allowances in their schools including housing allowance, transport
allowance, hardship allowance and overtime allowance or any other teaching
allowances. According to the table 4:3 below it shows that only 1(6.6%) teacher who is
provided with housing allowance and 14(93.3%) teachers are not provided with housing
allowance. Also 15(100%) of the teachers are not provided with any type of allowances
that is transport allowance, hardship allowance and overtime allowance or any other
teaching allowances.
Are you currently provided with the
following allowances in your school?
Respondents who
says “YES”
Respondents who
says “NO”
1 Overtime allowance 0 15(100%)
43

2 Transport allowance 0 15(100%)
3 Hardship allowance 0 15(100%)
4 Housing allowance 1(6.6%) 14(93.3%)
5 Any teaching allowance 0 15(100%)
Table: 4:3: Allowances provision for secondary teachers.
Millman (1985: 35) as cited by Oredein and Awodun (2013) argues that when the
teachers who arrive at schools and are unsecured about health protection, financial
security for their families, and work in poor and cramped working conditions, they are in
poor condition to demonstrate their highest level of proficiency. Similarly,
Bakahwemama (2010) as also cited by Oredein and Owodun noted that the motivation
for teaching comes from good payment. A good salary helps teachers to meet their basic
needs and concentrate on teaching activities. While low salary discourages teachers to
teach effectively.
Lyimo (2014) has also said that some boycotts and strike for teachers happen because
teachers are not paid their allowance on time for example leave allowance. This is
affirmed by one teacher who claims that:
We have problem in getting our allowances. No leave allowance is paid even
after you have filled a form. When we invigilate an exam we are required to be
paid invigilation allowance. Few days ago I invigilated a mock exam for which I
was promised an allowance. I filled a claim form but till up to now I have not
received a single cent. It affects my motivation to teach well. This is the reason
why we teacher strike. Even the government promises to pay us our allowances
but up to now we have not been paid (Lyimo, 2014).
Absence of allowances for teachers, table 4:3. shows the absences of allowances like
housing allowance, hardship allowance, transport allowance or any other teaching
allowances and insufficient payment forces some of teachers to borrow some money to
44

meet their basic needs. It also affects them psychologically because of thinking about
debts, instead of thinking how to teach effectively. This delay of paying teachers their
payments discourage them to dedicate and commit to their work.
This situation forces teachers to teach very harshly, shallowly, and unwillingly. This
circumstances directly affect students’ learning negatively specifically for slow learners.
Therefore, there is a need to increase teachers’ salaries and pay their allowances on time
like leave allowances and other allowances including housing allowance, hardship
allowance, transport allowance so that they may be motivated to concentrate on teaching
activities and this will possibly improve teaching and learning. Teachers’ motivation
promotes and encourages teachers to devote most of their time in planning for teaching
activities like preparing teaching notes, teaching aids, lesson plan and other teaching and
learning materials (Oredein and Awodun, 2013).
Shortage of books for both teachers and students, the public secondary schools are
faced with the shortage of reference books and textbooks, question 13 which the
teachers were asked about the presence of enough books in all subjects in their schools
have shown that there is a shortage of books. In the table 4: 8: the results shows that
9(60%) of the teachers said that the books are not enough in all subject. The research
finding in the figure 4:6: below shows the lack of text books and reference books as one
English reading book is shared by ten (10) students and many of those which were
available were irrelevant, the school library from the schools under the study had no
enough relevant books and materials as well as internet services which would have
provided the student with online relevant notes for his or her studies. The libraries were
full of imported literature books which are rarely used in teaching and learning in
secondary schools as well as magazines which are also not used for teaching and
learning. One teacher said;
I fail to understand the so called Big Results Now, what really is it doing........is
it there to bring good results for our students and how if ten students in the class
45

shares one English reading book? (Second Master, Kibwabwa Secondary
School: 26.8.2014).
(a) (b) (c)
Figure: 4:6. Books found to be full on the shelves (Mwangata secondary school library).
Source: Field data 2014
The Tanzania Institute of Education and the Ministry of Education and Vocation
Training are responsible for deciding what should be the reference and textbooks to be
used in schools. In this regard, the researcher observed several biology books in the
academic master’s office. Only few books were found to be recommended by Tanzania
Institute of Education and Ministry of Education and Vocation Training. The majority of
books were not approved by the concerned educational authorities such as Tanzania
Institute of Education. This was evidenced by the absence of stamps of the said
authorities in those biology books.
Does your school have enough books for
all the subjects?
Respondents who
says “YES”
Respondents
who says “NO”
46

6(40%) 9(60%)
Table 4:4. The percentage showing the presence of books in all subjects
Enrollment of secondary school teachers, Big Results Now in education sector aimed
at ensuring that there are enough and qualified teachers in all subjects in secondary
school, in question 17 teachers were asked if there are enough and qualified teachers in
all subjects, the results in table 4:5. Below shows that, of 7(46.6%) teachers who were
asked had responded that there is a very big shortage of teachers in all subjects
especially in science subjects. The head of school had said:
We face the problem of Physics teachers’ shortage every year. But at least we
have some part timers from nearby schools. They indeed help us otherwise the
situation could have been worse (Head of school, Mwangata: 26.08.2014).
The use of part time teachers it is found to be the best solution to the shortage of
teachers, Shemwelekwa (2008), revealed that many secondary schools and vocational
trainings in Tanzania use part time teachers/and tutors to cater for the problem of
inadequate number of teachers. Despite its usefulness in lessening the problem of
teacher deficiency in schools, the use of part time teachers was observed to have
setbacks because some of the invited part time teachers especially those student teachers
from universities and colleges were unqualified.
Do you have enough teachers in all
subjects in your school?
Respondents who says
“YES”
Respondents who
says “NO”
8(53.3%) 7(46.6%)
Table 4:5. The percentage showing the presence of qualified teachers in schools.
47

4.4 The education stakeholders’ perception of the quality of education in
secondary schools under education sector’s BRN.
Quality education is that which enables people to develop all of their attributes and skills
to achieve their potential as human beings and members of society. In the words of the
Delors, Education is at the heart of both personal and community development; its
mission is to enable each of us, without exception, to develop all our talents to the full
and to realize our creative potential, including responsibility for our own lives and
achievement of our personal aims (UNESCO, 1996). A quality education actively seeks
out learners and assists them to learn using a wide range of modalities, recognising that
learning is linked to experience, language and cultural practices, talents, traits, the
external environment, and interests. We learn in different ways, each emphasizing
different senses and abilities. A quality education is one that welcomes the learner and
can adapt to meet learning needs. It is inclusive. A quality education strives to ensure
that all learners, regardless of sex, age, language, religion, and ethnicity, for example,
are reached—that they have the possibility of participating in and learning from
organised learning activities. (UNESCO, 2004).
According to UNICEF (2000) the perception of the education stakeholders on the
quality education in secondary schools under education sector’s Big Results Now can be
viewed under the following dimensions of quality of education:
Quality of learners, poor quality education has been shown by the quality of learners,
the quality of education is very much influenced by the learners who are healthy, well-nourished
and ready to participate and learn, and supported in learning by their families
and communities, according to the report the quality of education in secondary school
has declined because the students are not well supported by their parents or guardians,
figure 4:1 shows that of 16(100%) parents/guardians are reported to not never attended
to school to ask for their children development at school and ask for their need at school,
teachers are trying to push the students to study but find it very difficult as their parents
48

are not doing the same with this poor support from parents it becomes very difficult to
build the student or children for academic excellence for the sake of raising the quality
of education and examination pass rate in secondary school.
In addition to that, active participation of learners and their readiness to learn has got a
very big impact to the quality of education, the students who were asked question
numbers 13 reported that mass failure and decline of education has been greatly
contributed by the students themselves in one way or another , of 11(68.75%) of the
students reported that students fail because of their laziness, students are said to be
truants, never study hard, they don’t do homework, write notes and exercise provided to
them by their teachers and some of them they don’t do even test and internal exams
expecting to pass their final form four examination. Students should be strongly guided
to learn independently on the work provided by their teachers as well as their own
enrichment for improving their academic excellence.
Physically and psychosocially healthy children learn well, students who are provided
with food and other nutrition at school have a greater chance to grow well and perform
well in their studies, of 11(68.75%) of the students who were asked question 10
reported that students are not provided with any food at school from 7:00 AM to 3:00PM
this make them not concentrate hundred percent (100%) in their studies because of
hunger, some of the students decided to run away from school before time, they go back
home or go into streets to look for food during class hours. Other students have been
engaging in sex with men for the sake of getting money to buy some stuffs or food at
school or in street where they have been going to look for food, most of them they have
been ending in getting pregnancy and diseases.
Academic achievement is brought when a child attends to school consistently. A child’s
learning is significantly influenced by exposure to curriculum, of 6(37.5%) of the
students who were asked about truancy in their schools has reported that there is
irregular attendance of students for learning. The decline in quality of education and
49

Education Stakeholders’ Perceptions of the Quality of Secondary Education Under Education Sector’s Big Results Now

Education Stakeholders’ Perceptions of the Quality of Secondary Education Under Education Sector’s Big Results Now

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