Challenges of Alternatives Educational Policy for Enrolling Children to School in Tanzania

Content Provider	Semantic Scholar
Author	Kamani, Paul Charles Ying-Hua, Chen
Copyright Year	2019
Abstract	Considering the substantial growth of educational policy research in providing quality education, many nations including Tanzania have adopted strategic initiatives to improve education. As the implementation of initiatives or programs require different stakeholders, it is associated with the practical utility of the country's progress in providing and evaluating quality and accessible education and the efficacy of economic growth of rural livelihood. Such evaluation is carried out at several separate stages by distinct stakeholders engaged in educational policy making on the effects to the people. Evaluation as a method of assessing the progress or failure of the pre-existing policies can be often daunting for several participants in the educational sector. The evaluation of alternative and pre-policies, however, has an essential part of the progress of national policy. This also appears to be somewhat evident in the context of the Tanzanian National Educational Policy. Nevertheless, assessment-based policy making in Tanzania and many countries has not yet been widely applied in this regard. This is particularly true in developing countries whose public sector capacity is not yet fully developed. In these countries, the utilization of policy evaluation results in the process of efficient learning process a supreme clumsy. Evaluation usually encompasses a judgement of interventions as per their results, potential impact and needs they aim to satisfy. It is a systematic control mechanism which generates a stringent evidence base to inform decision-making and contributing to making Local government activities more effective, concise, useful, relevant and efficient. Evaluation also enhances accountability, learning and transparency. To reach this, the evaluation requirements of the Local authority strive to guarantee appropriate and timely evaluations of high quality and to communicate the outcomes of the evaluation in a clear and transparent manner to decision-makers and other appropriate stakeholders to promote the use of evaluation outcomes on educational policy.
Starting Page	26
Ending Page	36
Page Count	11
File Format	PDF HTM / HTML
Volume Number	48
Alternate Webpage(s)	https://gssrr.org/index.php/JournalOfBasicAndApplied/article/download/10559/5509
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article