The Role of School Mapping in the Implementation of Universal Primary Education Policy in Kilosa District, Tanzania: Verity or Enigma?

Abstract

This paper explored the perceived changes in primary schools which resulted from deployment of School Mapping (SM) in the implementation of UPE policy in Kilosa District, Tanzania. Specifically, it focused on perceived changes in the areas of enrolment, truancy, dropout and Primary School Leaving Certificate Examination (PSLE) results. Others include; transition to secondary education, adequacy of physical resources (classrooms, desks, pit latrines, textbooks) human resources (teachers' adequacy, teachers' qualifications and professional development), common diseases and school income. The study was conducted in Kilosa district whereby 22 schools, 11 wards and district education office were sampled. There were 117 respondents of whom 57 were primary teachers; 22 head teachers (HTs), 20 school committee chairpersons (SCCs), 11 Ward Education Officers (WEOs) and 7 officers at district level. The approach used in the study was qualitative. Methods of data collection included open ended questionnaire, semi-structured interviews, documentary reviews and non-participant observation. Data were analyzed using qualitative content analysis. Findings revealed that SM played fundamental roles in the implementation of UPE policy as attested through increased enrolment, decreased truancy and dropout, improved pupil's teacher ratio (PTR), increased teachers' qualification and professional development. Also, it enhanced awareness over common diseases, increased sources, transparency and accountability over school income. The study concluded that deployment of SM in the implementation of UPE policy impacts positively and negatively in primary schools. Thus, it was recommended that SM should be a continuous activity so as to make the implementation of UPE policy more effective in the local levels.