Education situation in Zanzibar

International Journal For Multidisciplinary Research, 2023

The aim of the study focused on Assessment of Zanzibar Improving Student Prospects (ZISP) project on Provision of Quality Education in Zanzibar at Micheweni district. The study used descriptive research design by applying quantitative and qualitative research approach. Among the participants were 100 Students, 2 English, 2 mathematics and 6 science subject Teachers, 1 DEO, 4 member of school boards and 2 head of schools which comprise 117 total participants who's selected by using purposeful and simple randomly sampling. The data was collected by using questionnaire, interview and observation instruments within 2 public secondary schools out of 14 secondary schools in Micheweni district which validated by expert and experienced from ZISP project. This study was guided by Victor Vroom Expectancy theory, he believes that Effort will lead to acceptable performance (expectancy), performance will be rewarded (instrumentality), the value of the rewards is highly positive (valence). The study findings revealed that ZISP were focused on construct infrastructure and facility, emphasize teacher's professional development through in-service training and curriculum modified by reviewed science subject topic to ensure quality education achieved. Some setback was overloaded for science subject teachers, construction is not completed and there is lack of sustainability of project planning where all affect the provision of quality education in Zanzibar. Possible intervention measures that can be used were improvement of some areas commonly infrastructure and facility and collaboration between school, community and Revolutionary Government of Zanzibar to ensure quality education. The study recommends that English, mathematics and science subject teachers, head of schools, school boards, DEO should be supportive on effort of RoGZ for ZISP in order to achieve its goals. Also, the project planner and implementers should be honest and integrity because all donors aware on what is going on, in project.

Open Journal of Social Sciences, 2017

The study assessed the implementation of the education policy for primary education in Zanzibar so as to enhance the quality of education as well as to ensure that every child has access to education. The descriptive statistics were employed to analyse the data from the period 2012-2016. The results indicated that the implementation of education policy in Zanzibar has a real influence on the access to education in primary schools.The number of students' enrolment and teachers increased remarkably over these periods; however, enrolment rates were fluctuated by genders and geographical distributions. The lowest rate of enrolment was in the North "B" which was 72.0% compared with other districts. The results also revealed that dropout rate was reasonable with 6.87%. The paper suggested that the MoEVT collaborate with the other education partners to strengthen the capacity of the teachers so as to ensure the quality of education in Zanzibar.

International Journal of Educational Administration, Management, and Leadership

Early childhood education is a critical period of rapid, cognitive and psychosocial development of a child. The quality of education received by a child at this important age determines to a large extent the level of his or her physical, cognitive and social development. In Zanzibar, pre-primary school education (PPE) is an aspect of two years compulsory basic education provided to children attained four to five years of age. The intention is to increase the access of children to basic education in the Islands. This paper explores educational stakeholder’s perceptions on the provision of PPE in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 22 participants participated in the study where by 07 were pre-primary school teachers, 04 were pre-primary school head teachers, 05 were quality assurance officer from the Ministry of Education and 06 were parents. Data was generat...

2015

A Dissertation submitted in Partial Fulfilments for the requirements for the award of the Master in Development Policy (MSc DP) of the Mzumbe University

PROSPECTS, 2015

This article explores recent developments in linguistic choices in education in Zanzibar and examines the arguments for using local languages of instruction (LoI) as a right. The article's analysis is based on a study of a curriculum change in Zanzibar in which English replaced Kiswahili as the LoI in the last two years of primary school in mathematics and science subjects. The article reviews theory and practices regarding the consequences of LoI for quality education and its implications for human rights in education. The methods included several field visits, observations in classrooms, and interviews in order to address both the reasons behind the curriculum change and its consequences. The conclusion is that expanding the use of English in primary school will reduce the quality of teaching and learning; from the perspective of a rights-based approach, this violates the educational rights of Zanzibari children. Keywords Language of instruction Á Curriculum reform Á Rights in education Á Science Á Mathematics Á Zanzibar Á Tanzania In 2006, Zanzibar endorsed a new education policy, also known as EP 06. The Educational and Training World Bank project, entitled Zanzibar Basic Education Improvement Project (ZABEIP 2007), supported this new policy. Zanzibar's educational program had a number of successes but also had unresolved problems in such areas as quality education, preprimary education, and science and mathematics in secondary schools. To target those Special thanks to P. David Pearson, Jacqueline Barber and Traci K. Wierman for stimulating discussions on science literacy and for providing the opportunity to deepen my research about this topic at the Lawrence Hall of Science and the Graduate School of Education at UC-Berkeley, California. I am also grateful to Simona Popa and her team, and to the external reviewers, for valuable comments and thorough edits, which strengthened the quality of this article.

2015

A Dissertation Submitted to Institute of Development study in Partial/ Fulfillment of the Requirements for the Degree of Master of Science in Development Policy (MSc. DP) of Mzumbe University

Abstract There is a debate on development of education in Tanzania and Africa at large. The debate is strong between qualitative educationist and quantitative educationist. Government, politicians and some academician in one hand argue that there has been great success in the educational sector as compared to 1961 when Tanganyika got its independence. These count the increasing number of schools, colleges and universities present today. The qualitative educationists on the other pose the question on the scholarly productivity from the education provided in schools, colleges and Universities. For example this group asks, “Is the education provided wealth enough to build our young generation to be independent?” I would like to turn up the question of education to you today. This is the question I’m very much concerned with. To start with Doctors and Professors present in this symposium if any. Do you real have the right education relevant to African context? I’m posing this question not neglecting someone’s education but trying to raise a challenge into you. Now the lecturers and assistant lectures in this room, do you real have the right education relevant to African context? For you students in this room should ask yourselves that are we real getting the right education to liberate us in future and become independent. The question of quality of education and development of education are two things inseparable that are weighed through productivity. This is the base of our discussion.

Journal of Social Sciences and Management Studies, 2024

This research delves into the Challenges and Opportunities for School-Based Teacher Training in Zanzibar, employing a comprehensive mixed-methods approach. The study engages both quantitative and qualitative methodologies, incorporating questionnaires and interviews to gather insights from 110 participants. The sample comprises teachers actively participating in the program, head teachers, and program facilitators, selected through random and purposive sampling methods. Utilizing interviews for head teachers and facilitators, and questionnaires for teachers, the data collection process was meticulous. The quantitative data underwent analysis through statistical software, while qualitative analysis deciphered insights from the interviews. The results underscore overwhelmingly positive perceptions regarding the program's impact, as 95.6% of respondents expressed strong support. Significantly, 51.1% highlighted the imperative to prioritize teaching methodology and assessment methods, while 45.5% advocated for the integration of ICT into teaching practices. However, the research also unveiled challenges faced by the program, including financial constraints, inadequate teaching aids and equipment, and deficiencies in facilitator skills. The study puts forth actionable recommendations, emphasizing the necessity for needs-based training programs, continuous development for facilitators, and augmented budget allocation for materials, technology, and participant allowances. These improvements aim to fortify the efficacy and sustainability of school-based teacher training programs in Zanzibar.

Eureka: Journal of Educational Research

This paper explored educational stakeholder’s perceptions on the provision of Pre-Primary Education (PPE) in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 20 participants participated in the study where by 6 were pre-primary school teachers, 3 were pre-primary school head teachers, 5 were Quality Assurance Officer (QAO) from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion and semi structured interviews. The results of the study revealed varied educational stakeholders’ perceptions on PPE which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concluded that the government, user institutions and people concerned in PPE should ensure that quality standards in terms of teachers, school environments, school administration, parent...