Is the provision of quality science education in crisis? evidence from the tanzanian junior secondary schools

John Fungulupembe Kalolo

Ensuring that students receive quality science education (SE) experiences is a goal that Tanzania has looked forward to achieving. However the effort to achieve such an accomplishment has shown little success. This study aimed to examine what goes on the ground in relation to the provision of quality SE in Tanzanian Junior secondary Schools (JSS). The study particularly exploredthe respondents’ views about the reasons why this expectation has not been achieved so far. The study was mainly qualitative involving hundred and sixty respondents in the categories of policy makers, science alumni, science educators, parents, employers, and students. The study revealed a variety of perceived barriers, both internal and external, all of which appeared to impedethe provision of quality SE in Tanzanian JSS. The study recommends that among other issues there is need to refocus the way SE is planned, practiced, evaluated and monitored. Without concerted efforts to do so, Tanzania may not be able to take advantage of the science and technological developments in the near future.


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