As gloomy as it would be, the national form four exam failures went on through 2012, where result stood even worse with 61% of students scoring a division zero on the exam (Twaweza, 2013). Following the catastrophic failure, the government nullified the entire exam result ordering “the National Examination Council of Tanzania (NECTA) to review again the national form four results “using the 2011 grading system. Paying a close attention to the result, it remains clear that the problem was policy change, which was either not properly examined or explained before the implementation. If explored clearly the 2011 and 2012 cohort members as indicated in figure 4, embody students whom the ministry of education claimed that they passed the national exam with the rate of 60% in 2006 compared to how it was in 2002 with 12%. As the consequence, the 2006 cohort members made their way to secondary school under the SEDP and graduated (I would say in the years represented in figure 4 above ) with a lowest result ever (Policy Forum, 2012) representing a few students attaining division one and two. The result reminds policy makers to pay attention to the quality of basic education delivery, focusing on kindergarten and primary school for improving other levels of education.
Policy Implementation
Most so often policy implementation takes different paths in the field depending on the cultural and the organization’s sceneries. Policy implementation in fact denotes the process of taking into action a given task with the intention of producing the best desired result (Paudel, 2009). On a regular basis, policy makers write down procedures guiding the implementation of particular intended policy. The policy implementation approaches, as a rule, focus o...
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...icy, understood by all stakeholders. Above that, sharing similar policy vision and implementation can only work, if people possess the vision knowledge. Fortunately, Tanzania explained clearly the need for such requirement long before through the NSGR paper, holding the intent of applying “strategy” which remains properly “understood by all stakeholders for them to actively play their” role. Further than that, the government noted that “several principles are critical during the preparation of the strategy [, and] others will apply during implementation, monitoring and evaluation” (URT, 2005, p. 23). Frankly, what our government need is not new education policy, instead the continuous action for implementing polices already in the papers, evaluate them, learn from implementation errors, improve them, and implement them repeatedly until achieving the expected results.
The fundamental of policymaking consists of a lengthy time process that goes through many steps in becoming a Bill. The process of policymaking is introduced in the beginning step of the Policy Formulation Phase, as the problem goes through a Legislation it goes into the Policy Implementation Phase, which than forms into a law or vetoed. Many policies do not become a Bill’s, but the certain ones that do they achieve the goal to guide the society with immense decision making and balanced outcomes.
Kinyasi Monyi, RIT Deaf graduate student, came from the small island of Zanzibar that merged the United Republic of Tanzania in the East Africa. He was born on June 30, 1986, from a military hospital and raised as the only deaf person in family. He was born as hearing but later became deaf at age six when a doctor found out he has spinal meningitis. Now, he is currently pursuing a Master of Science in Computing Security from B. Thomas Golisano College of Computing and Information Sciences at Rochester Institute of Technology (RIT). During the interview, he recalled that his life struggled as a student in Tanzania, and how did he deal with the challenges included the family support into who he became today. There are also major differences in between the United States and Tanzania.
Education is the source of all power allowing people to achieve any dream they choose. A person without a true education is nothing more than an empty shell living an empty and pointless life. The process of education begins at conception and the human mind continues to learn until the time of their death but most lessons are learned in the first five years of life. When the topic of education is discussed it isn’t how much is needed but how best to provide the education. The need for high quality education is typically agreed upon; how best to provide that education is not as easily as settled. The line in the sand has been drawn with neither side willing to back down and possible casualties are the children.
In the role of government, the public sector is the sole actor of implementing a strategy. But as the limits of public intervention were recognised and accepted, state action turned to governance. In this mode, the state recognise that more stakeholder must be involved in the formulation and implementation of strategies and this involve the private sector as well as citizens. This shift was also brought because of the private sector has the financial recourses that the public sector has not anymore (Rydin, 2013, p.3-5).
Over the past five years, Uganda’s education system has proved both effective and successful. Although in the process of further development, it has nonetheless served as a model for many developing African countries. The Ugandan government, with President Yoweri Museveni at its forefront, has determined primary education to be one of the major channels toward poverty eradication and as a vital resource for economic and social development. The Ugandan government has made a national commitment to eradicate illiteracy and educate its citizens through the 1997 initiative, Universal Primary Education (UPE). All levels of government, the private sector, grass-root organizations, local and international non-governmental organizations (NGO’s), community and church leaders, international aid agencies, and international governments have been major players in Uganda’s universal primary education policy and continue to structure the policy in ways to benefit Ugandans, while simultaneously protecting their own interests. Unfortunately with such an enormous national commitment and the underlying interests of the many contributors, there were many shortages in the realistic policy as experienced by Ugandans. I argue that these shortages, which ultimately affect the quality of primary education, can be linked to inadequacies in the deliberations, monitoring, evaluation, and feedback of Ugandan education policy; once these areas are reformed, a more comprehensive education system can be re-established.
It is important to include and identify stakeholders in the policy development process. By doing so, the stakeholder ca...
Davis Easton (2001) argued that public policy making has to do with the policy environment and he applied the systems theory to give an understanding of the policy process. Public policy is actually concerned with public problems. In the health sector problems facing the workers and individuals in the health sector are responsible for demonstrating what public health is .Public policy goes through certain stages of implementation .The problem formulation and agenda setting is the first stage in public policy implementations. H...
According to Byman and Kansanen (2008, p605) ‘… teaching in itself does not imply learning’. The underachievement of young people in education has been a priority in British politics for over two decades (Ross, 2009). The estimates of academic underachievement at Key Stage 4 (KS4) are reportedly between one fifth and one third of the KS4 population in England (Steedman and Stoney, 2004). An Ofsted (2013) report identifies that pupils’ aged from 11 to 16 (early KS4) is below the national average. Underachievement in KS4 has become a recurring phenomenon (Wogboroma, 2014), with several academics and government bodies, identifying a range of significant implications, not only for the individual but also for wider society (Beinart, et al. 2002; McIntosh and Houghton, 2005; Hosie, 2007; Ofsted, 2013; DfE, 2014). This unseen cluster of learners that are academically underachieving is representative of an objectionable waste of potential, in addition incurring subsequent costs, from an individual viewpoint to a national scale (Ofsted, 2013). Consequently, recognizing and instigating timely interventions to tackle underachievement in KS4 and subsequently achieve social justice for this learner group should be a fundamental goal for schools. Motivation is recognised as an effective tool to overcome underachievement (Mega, et al. 2014) Furthermore, the intrinsic loci of motivation has developed to become an important phenomenon for educators, as it produces high-quality and effective learning in addition to creativity and achievement that can be progressively nurtured by teacher practices (Ryan & Stiller, 1991). Theories of motivation, self and society are critically evaluated to determine effective strategies...
Policies are the guidelines and rules that make an organization run efficiently and successfully. They are defined as a set of procedures and guidelines that address systematic issues and how technological
In Nigeria, not everyone has the opportunity to quality education. Throughout life I have had several disruptions on my educational path. I attended school until my father’s business went bankrupt, combined with the local terror in Port Harcourt, Nigeria. Afterwards, Family and I began a series of migrations in search of a better life, In the process, we migrated to several different countries with different education
To reach the universal education goal for all children, special efforts should be clearly made by policymakers like addressing the social, economic...
Some of the world’s poorest countries, with some of the highest child labor and illiteracy rates lie in Sub Saharan Africa. People generally associate the region only with poor economic conditions and all of the social disorder that goes along with 3rd World Status. While some of this reputation is deserved, many people are also failing to see the vast potential for this part of the world. There are several factors that African governments should look into if they want to effectively and efficiently revamp this areas quality of life. One way to do so is by improving the more crucial aspects to healthy functioning region, for example, allowing children to possess their natural rights to a decent education. This could influence an increase in opportunities for economic growth and is therefore a key essential for poverty reduction (BMZ). However, there are many other factors contributing to the continuous complications this area is currently experiencing. In order for Sub Saharan Africa to fully develop and become an economically viable region, it must first address its over growing population crisis, prevent the HIV/AIDS epidemic and thoroughly improve its educational systems.
Public Managers have to participate in the policy making process. Previously, according to scholars, “policy process” was considered “decision making” (Wu, Ramesh, Howlett, & Fritzen, 2010). Under such pretense, public managers considered their role merely with policy implementation. However the recent theories that define public policy, have demarcated public policy as an activity that involves a broad range of activities ranging from defining problems, ensuring the defined problems to make it to agenda, developing alternative solutions of addressing these issues, implementing the results and evaluating the outcomes.
A dusty, one-room schoolhouse on the edge of a village. An overworked teacher trying to manage a room full of boisterous children. Students sharing schoolbooks that are in perpetual short supply, crammed in rows of battered desks. Children worn out after long treks to school, stomachs rumbling with hunger. Others who vanish for weeks on end, helping their parents with the year-end harvest. Still others who never come back, lacking the money to pay for school uniforms and school supplies. Such is the daily dilemma faced by many young people in the developing world as they seek to obtain that most precious of all commodities, an education.
Ghana News Agency (2003), Educationist laments poor supervision in basic schools [Internet], Ghana News, Available from: , [Accessed 11 March 2011].