Conformity of Teaching Practices to Develop Secondary School Students’ Skills in the Quest Forward Learning Program in Tanzania

Abstract

This study investigated whether mentors' teaching practices in the Quest Forward Learning Program (QFLP) for secondary schools in Tanzania conform to developing work and learning skills. This mixed-methods approach evaluation study included 644 respondents selected from a population of 949 comprised of the program manager, heads of schools, mentors, and students. Data were collected using lesson observations, interviews, and questionnaires. The validity of data collection instruments was determined through evaluation experts and a pilot study, while reliability was determined using Cronbach's Alpha, member checking, and cross-checking transcripts. Qualitative data were thematically analysed, while quantitative data were inferentially and descriptively analysed with the help of SPSS software. Findings revealed that mentors' teaching practices in the QFLP conform with developing work and learning skills like learning from prior knowledge, creating artefacts, asking questions, setting and achieving goals, managing time, and meeting deadlines. Also, mentors incorporate note-taking skills and critical thinking and put effort into their work. The study concluded that Opportunity Education Foundation (OEF) training had upgraded the QFLP mentors from teaching for memorisation of materials to focusing teaching on skills development, thus conforming to a competence-based curriculum for secondary schools. It is recommended that the program be widely expanded and that other education agencies should model its procedures.