Quality education is what brings forth manifestable development of any country. We all know that education is a pillar of development of all countries the world over. When we preach education, we normally mean quality education-an education that can provide answers to the problems that we face in our environment. The quest for quality education has become imperative in this modern world. The importance gain legitimacy due to the advancement of technology, which does both, hampering and boosting education, pending to the environmental setting. This article attempts to investigate factors that hinder quality education in Tanzania. It has adopted a qualitative research design, with interview as the main data collection strategy. The study is ethnographic, in the sense that it searches solution to the known problem. Questions have been the modal for stemming the study. Hence, no hypothesis was developed. The researcher has used scholarly group to come up with the findings. Twenty schools were visited and thus twenty scholarly groups consisting of teachers were the responsive sample for the study. The study used purposive sampling method, where only teachers employed with the respective schools formed the scholarly group for interview. Answers were on agreement of the entire group. The study has revealed that there are several factors, which have contributed to the failure of form four students. Those related to inconformity between numbers of teachers versus students, poor quality of textbooks, poor products of pupils joining secondary schools, absence of reliable teachers guide, absence of action based exams, absence of labs, among others. The second set are factors related to the administration of education, which include decision of removing standard four and form two exams, decision to liberate textbooks used in the entire cadre of primary and secondary education among others.
Education is critical for the development of any countries the world over. In this regard, various levels of education certification have been created for the purpose of improving people's knowledge and hence be able to master their environment. The levels are many, and include bachelor, master and doctor of philosophy degrees. Irrespective of these various degrees, the paramount question is the extent to which these degree can facilitate employability both self-employment and being employed by second part. This study seeks to find the role of master degree in creating employability. The study utilizes interview, documentation, experiential and observation as the major information collection strategies. The analysis of the findings has used content analysis, which apprehends logical reasoning through systemic thinking. It is a multi-case study design as it incorporates two districts of Mbeya and Makete. 24 workers have been subjected in the study. 11 from Mbeya city council, 9 from Mbeya district council, and 4 from Makete district. The sample has included only workers from each council who hold a master degree. Hence, the total sample was 24. This was 96 percent of the workers with master degree at these councils. Percentiles and relevant analytical tools have been used to provide required information for consumption of the entire world through analysis. The paper concludes that 2% of the interviewed indicated that master degree programs does facilitate self-employment. 12% indicated that master degree does create employment in central and local government. Generally, an average of 26.6% indicated that master degree does create employability, while 73.4% indicated that master degree program does not create employability. We therefore suggest that it is imperative for the turnaround on the programs we teach at university levels for the purpose of providing relevant knowledge which provides answers to the problems we face in our societies and thus enable graduates to have ability for selfemployment and or be employed.
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