Quality Education in Tanzania: Perceptions on Global Challenges and Local Needs

Icarbord Tshabangu, A. Msafiri

    Research output: Contribution to journalArticlepeer-review


    The study explored notions of quality in education and the challenges facing Tanzania. The inquiry adopted a humanist approach to determining levels of quality in schools, thus respondents recorded their perceptions on key issues on quality education, relevant to Tanzania. The study used mixed methods and non-probability sampling which selected 20 schools involving 200 participants. Data was collected using written accounts and qualitative questionnaires and a preliminary quantitative questionnaire, which was used before further exploration of phenomena. The participants involved students, teachers, head-teachers and education officers from both urban and rural schools in Northern Tanzania. This data was analysed to form themes for discussion so as to describe and capture the challenges faced by schools in their quest for quality education. The ensuing discussion helped provide a clearer understanding through a qualitative description of Tanzania’s local needs and global challenges regarding quality education. Despite Tanzania’s commendable efforts in increased funding on education in recent years, ahead of its East African neighbors, this investment has not gone far enough to meet citizens’ expectations and satisfaction on quality education, possibly due to widespread neglect in previous years.
    Original languageEnglish
    Pages (from-to)800-813
    JournalInternational Journal of Asian Social Science
    Issue number3
    Publication statusPublished - Mar 2013


    • Education
    • quality
    • Tanzania
    • qualitative
    • East Africa


    Dive into the research topics of 'Quality Education in Tanzania: Perceptions on Global Challenges and Local Needs'. Together they form a unique fingerprint.

    Cite this