Equity-based Strategies in Tanzania Public Secondary Schools: Challenges and Future Prospects

Abstract

This study provides insights on the challenges and future prospects towards the implementation of equity-based strategies in Tanzania public secondary schools. In so doing, it stresses the need to pro-actively respond to the challenges so as to achieve equity in public secondary schools in Tanzania. The study was carried out in Dodoma region and employed a multiple case study design, which allowed the selection of two case study areas that included Dodoma City representing the urban setting, and Kondoa district representing the rural setting. One hundred Forty-Four (144) participants from seven (7) public secondary schools were involved in the study. Data were collected through interviews and questionnaires.  Quantitative data were analyzed through descriptive analysis and presented in numerical and graphical form while qualitative data were analyzed through inductive content analysis and presented in thematic form and narratives. Study findings suggest that the implementation of equity-based strategies in public secondary schools in Tanzania is faced by several challenges. However, the major noted challenges include low teacher salary, lack of teacher incentives, and social economic status of students as well as the lack of teacher professional development initiatives. Implications of the above findings show that, if not properly addressed by education stakeholders, effective implementation of equity-based strategies to respond to equity issues in public secondary schools will be compromised and as a result, this may hold back government efforts towards promoting equity in public secondary schools. The study noted key future prospects for implementing equity- based strategies in these schools to include taking pro-active actions such as boosting teacher incentives, increase support to public secondary schools, encourage teacher professional training and improve teacher incentives.