1.0 INTRODUCTION 1.

1 Background of education in Tanzania In the late 1800s Tanganyika (present day mainland Tanzania) became a colony under German control and in 1893, the first government schools were established. Prior to this, education was informal, taught by elders in the community, and focused on building good citizenship and life skills. Since that year there have been a lot of changes and improvement in system of education due to changes in national ideology, science and technology and globalization. The Missionaries introduced secondary education in the 1933 for the first time in Tanzania (Masudi, 1996). Since then some more secondary schools were opened in different limited parts of the country by religious denominations. These few secondary schools aimed at helping the missionaries in spreading Christianity. On the other hand, the colonial government established few secondary schools for the production of few Africans who could work as clerks and occupy other junior posts in the colonial government machinery. In the 1950s, after more than a halfcentury of colonial rule, there were only 2,409 African students in standards IX to XII (Morrison, 1976). There was an introduction of Five Year Education Plan (1956-1961) that aimed at putting more emphasis of secondary education and improves quality of education (Mushi, 2009). This shows that few Tanzanians received secondary education during the colonial regime. After independent to present there have been many educational policies such as Nationalization, Privatization and liberation schools. In Tanzania education is provided by both government and private sectors. 1.2 Meaning of key terms 1.2.1 Education is the process of educating or being educated i.e. the theory and practice of teaching information about or training in a particular subject (Honrsby, 2010) Education is one of the largest contributors of the national economic performance and human advancement and, therefore, requires greater commitment than any other development activity (Fisman and Roberta, 2002). It also needs skilled and highly trained and dedicated staff, quality curriculum, infrastructure and adequate teaching and learning materials. To provide all those resources, government, communities, parents and other educational stakeholders must have commitment to the educational sector (Basaya, 2004).
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1.2.2 Stakeholder is a person, group or organization that has interest or concern in an organization. Stakeholders can affect or be affected by the organization's actions, objectives and policies. Some examples of key stakeholders are creditors, directors, employees, government (and its agencies), owners (shareholders), suppliers, unions, and the community from which the business draws its resources. Stakeholder is a person, group or organization that has interest or concern in an organization. 1.2.3 School stakeholders are not only the school board, parents, staff, and students, but also local business owners, community groups and leaders, professional organizations, potential enrollments, youth organizations, the faith community, media, etc. Anyone who affects or is affected by the school's actions is education stakeholder. Stakeholders of education are all people, group of people, party, organizations and individuals who involved in contribution or otherwise deals with matters relating to education in one way or another. Stakeholders of education in Tanzania include Ministry of education, National Examination Council of Tanzania, students, teachers, parents, school boards, Non-Governmental Organization, political leaders and donors. 1.2.4 Quality constitutes the characteristics of the goodness of inputs, process or output/outcomes of an activity or a program which satisfies the needs or expectations of an evaluator, a group of evaluators or a community in time and space (Temu, 1995) 1.2.5 Quality of education is a multidimensional concept, which includes all the related functions and activities that form part of the academic life in a secondary school. Therefore, any framework for the assessment of quality should take into account the quality of students, teachers, infrastructure, student support services, curricula, assessment and learning resources (Ullah, M.H, Ajamal, M and Rahman, F, 2009)

Quality of education is measured by the ability of the learners to accomplish the task given at a certain degree and also how the learner can adopt the environment physically and mentally. The
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key purpose of education, particularly in a poor country like Tanzania, is to transform society by building a thoughtful and vibrant citizenry, capable of holding their leaders accountable, making environmentally and socially sustainable use of the countrys resources to improve the standard of living of all citizens (Telli, 2012). 1.2.6 Performance is the accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases the performer from all liabilities under the contract. 2.0 STAKEHOLDERS VIEWS ON THE QUALITY OF EDUCATION IN SECONDARY SCHOOLS OF TANZANIA Stakeholders of education are all people, group of people, party, organizations and individuals who involved in contribution or otherwise deals with matters relating to education in one way or another. 2.1 Political leaders mean the group of person who are involved in influencing public policy and decision making. This includes people who hold decision-making positions in government, and people who seek those positions, whether by means of election, inheritance, coup d'tat, appointment, electoral fraud, conquest, divine right, or other means. Political leaders are of two parties i.e. those who are leading the government and those oppose government. The leaders emphasizes that the quality of education in Tanzania is improving day after day compared to what we inherit from colonial government in form. Generally political leaders views in education quality is not straight because when they are in front of the citizens they campaign that our education is of standard quality but they send their children to study abroad or if they study in Tanzania they select those private school they believe is of high quality.

2.2 Non-Governmental Organizations (NGOs) views education in Tanzania as the among the sector that the Government is not putting enough energy and they always report on poor
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performance of form two and form four is due to poor management of education in Tanzania. NGOs contribute much in education of Tanzania, organizations such as TACAIDS, Haki Elimu, World Vision, JAICA, Compassion and others provides a lot of support to the students and schools e.g. they help in school fees, teaching and learning materials and also on constructions of classrooms, library and laboratory. 2.3 Parents play key roles as educational stakeholders. Parents' primary objective is the assurance that their children will receive a quality education, which will enable the children to lead productive rewarding lives as adults in a global society (Cotton and Wikelund, 2001). Parents in Tanzania view the quality of education in different perspective according to the level of income. It is obvious that there are classes of schools in Tanzania, when we compare private schools and public schools they are quite different in terms of infrastructures, teaching and learning materials, quality education and teaching staff. Parents who are well off sent their children to better schools (private school) because they beliefs they will get quality education. They view the quality of education in most government school to be poor. 2.4 The student plays the lead role in the educational process and as stakeholders are expected to participate in the process. "Successful schools encourage significant participation by parents, students and teachers (Wilson, 2008)." Students in most ward schools especial those located in rural areas sees quality of education poor because of some infrastructures which when compared to primary schools they seem to be very poor. 2.5 The teacher as a stakeholder is expected to possess the professional knowledge to lead the students in instruction. In addition to serving in an instructional role the teacher can be a mentor, supervisor, counselor, and community leader. The teacher, along with the student, plays an interactive role in the education process because one cannot function without the other. "The empowerment of teachers will facilitate the empowerment of students (Short and Greer, 2002)." Teacher empowerment takes the form of providing teachers with a significant role in decisions making, control over their work environment and conditions, and opportunities to serve in a range of professional roles (Short and Greer, 2002). Teachers in Tanzania especially who are employed by the Government views education as not well emphasized and the government is not

serious about improving the quality of education through improving the working conditions for teachers. There is no motivation for teachers to work hard as those in private schools. 2.6 Religious institutions in Tanzania play big role in education because they own schools and teachers training colleges and also they assist in paying school fees for some of students who fail to contribute for it. Religions in Tanzania somehow appreciate the quality of education provided because they also provide religious education in schools as a subject tested at the end of the course. 2.7 School boards and committee A school board is comprised of members that are usually elected by the residents of the school district, but in some districts are elected by the mayor or other executives of jurisdictions that may include towns, cities, or counties. According to Darden (2008), the school board has to take in legal considerations when making decisions pertaining to policy governing them and they also work hands in hands with the schools to improve the quality of education in Tanzania, their views in education depends on the type of school whether it is private or government. School boards in collaboration with parents, educational bodies, teachers and students work hard to ensure better and quality education in their schools. 2.8 Ministry of education and Government bodies like NECTA, Institute of Curriculum Development, Tanzania Institute of Education, PMO-LGA, and other views education as in the good run improving in quality compared to previous 5 years. Looking at the number of enrollments, the number of new schools and the number of teachers have employed in 5 years and the number of students qualified and selected to join A-level at that time you will agree that the quality of education in secondary schools in Tanzania has improved to some extent.

3.0 HOW QUALITY EDUCATION CAN BE MAINTAINED TO ENSURE BETTER PERFORMANCE 3.1 Background of the chapter
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The quality of education challenge, as indicated earlier, was debated hotly and discussed widely in Tanzania (HakiElimu, 2005). Researchers, civil society organizations, parents, teachers and students raised their voices on the issues tirelessly. Unfortunately, in terms of policy, the government so far has not given it a serious consideration. In fact, the priority of their education policy places enrollment first with quality following later; after children are enrolled and are in schools. As a result, enrollment rates soared and at the same time dropout rates rose to a very high level, nearly 40% in some regions (Wedgwood, 2006). At the secondary school level, in 2003 nearly 350,000 students were enrolled in Form One to Form Six. By 2006, the number had increased to more than 675,000 (MoEVT, 2008). By any measure, these are large increases in enrollment over a short period of time. Expansion of access to education has been a significant achievement of SEDP to date. However, such increases in secondary school enrollment have led to problems such as increased teacher-to-pupil ratios and significantly lowered quality of education (HakiElimu, 2007). 3.2 Improvement of teaching and learning materials If you look at those schools doing well in National examination you can come up with the facts that teaching and learning materials is the key for their success. Teaching and learning materials includes text books and reference books, teaching aids, library, laboratory with requirements, better classrooms, and other materials which facilitate the whole process of teaching and learning. The government should ensure that every school in this country possesses the quality of being the school with at least the mentioned teaching and learning materials. 3.3 Construction of school infrastructures School is an institution so the government should ensure every school infrastructures is attracting students and teachers to work hard. School buildings i.e. administration block, classrooms, library, laboratory, meeting hall, storerooms, toilets should be well vanished so that the learning environment for learners to be conducive. Also services like water, transport, communication, electricity and internet services should be there. The quality education can be maintained in education and the government may produce its own labour force in engineering, hospitals, industrials, and in every sector of economy. 3.4 Curriculum development
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Since 2005, the Government of the United Republic of Tanzania has been implementing a competence based curriculum, which emphasizes the development of certain specified key competences. A set of standards of resources (textual and non-textual) have been identified for effective implementation of competence based curriculum. These, include a number of teaching and learning resources such as textbooks, syllabi, modules and manuals, reference books, charts and maps, newspapers, journals, and encyclopedias, texts in Braille, posters, fliers and photographs, and booklets and brochures. The curriculum should be constructed in such a way that it will answer the questions of various education stakeholders. Many stakeholders blame the Tanzania national educational goals of education that did not direct the curriculum developer in a proper way that lead them in preparing the curriculum which is appropriate to the requirements of our country. Many argue the inclusion of subjects which will help the school leavers to be able to employ themselves and be productive, subject like agriculture, entrepreneurship, technical skills, and others should be taught from primary school to colleges. 3.5 Language of instruction should change In fact, Swahili is the language of instruction in public primary schools in Tanzania while English is taught just as a single subject. Note also that 99.1% of school age children in Tanzania attend public schools while only 0.9% attends private schools (URT, 2005) where the language of instruction is English from kindergarten to high school. When a public school pupil moves up to secondary school the language of instruction suddenly changes to English. All subjects, except Swahili are taught in English in both public and private secondary schools (MoEVT, 2008). The learning process becomes very difficult for students as they move up to secondary schools because the majority of them normally lack a basic command of English language (Qorro, 2006). It is therefore understandable that many, including Solorzano (1998), have questioned the type of learning theory that informs the best way to teach students in a language they don't yet comprehend, read, or speak. In fact, according to numerous studies (Canada-Ministry of Education, 2005; UNESCO, 2005; Qorro, 2006; Rajani 2007), learners can only actively participate in knowledge creation if they are allowed to use the language they understand very well, which, in most cases, is the language they usually speak in their day-to-day life. Qorro (2006), for example, in her study preview found out that scholars, researchers and activists in
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Tanzania support the idea that the medium of instruction be Swahili from primary to secondary schools. The government should listen and adhere to researchers above who suggest the use of Kiswahili as the medium of instruction in secondary school so as to improve understanding and maintain quality of education in Tanzania. 3.6 Improve the methods of teaching and learning Teaching and learning methods competence based curriculum emphasizes a learner centered approach with a focus on multiple teaching and learning methods. The teaching approach is to encourage learners to be actively involved and take responsibility of their own learning through participatory and interaction teaching and learning methods in the classroom. Most teachers likes to use lecture methods in teaching, but emphasize is now put on the participator methods which is child centered. The most frequently used methods in the developed world are group works and presentations, problem solving and enquiry and debates and group discussions. In order to ensure and improve the quality of education in Tanzania, the government should also ensure the improvement of teaching methods which is the key to quality of education. 3.7 Good relationship between school and community Community should be educated and involved in school matters to solve various disputes and conflicts that may arise between school and surrounding community. The school should participate in improving social public relationship with surrounding community. The community through the school committee is responsible for supporting the teachers professional development by providing the necessary resources in the budget. The teacher is responsible for being proactive in seeking for opportunities for his or her own professional development. The participation of parents in their children's education plays an important part in improving the running of the school and in the quality of the children's education. It is true that parents may participate on a voluntary basis through direct involvement in educational activities or via advisory bodies, voluntary associations or after-school clubs. 3.8 Qualification of teachers should be considered It is said that in Tanzania teachers are found from those lower level of pass mark in form four and form six and it is true to some extent because the requirement to joint teachers training
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college you are required to have at least division four 28 points, the pass mark of which you cannot be selected to join other advanced levels. There is agreement among scholars about the importance of the teacher and her/his competence in the teaching-learning process. The teacher is the heart of classroom instruction (Hawes 1979; Galabawa 2001; URT 2007). The effectiveness of the teacher depends on her competence (academically and pedagogically) and efficiency, (ability, work load, and commitment), teaching and learning resources and methods; support from education managers and supervisors (Rogan 2004; Van den Akker & Thijs 2002; Mosha 2004). Teacher Professional Development provides opportunities for teachers to explore new roles, develop new instructional techniques, refine their practice and broaden themselves both as educators and as individuals. In the context of Tanzania the Ministry of Education and Vocational Training is responsible for providing policy and financial support for Teacher Professional Development. Universities and Teacher Education colleges are responsible for providing training, conducting policy oriented research and providing relevant literature and materials to support teachers in schools. School management on its part is supposed to provide support to the teacher on a daily basis through advice, supervision, monitoring and evaluation of the teaching and learning activities. 3.9 Improving of living standard of teachers In Tanzania, strong evidence exists that the vast majority of teachers are unhappy with their salaries, housing arrangements, benefits, workload, and status within their communities (MOEC 2003, 2004; Davidson 2004, 2005; Sumra 2004; HakiElimu 2005). These poor living and working conditions have, over time, seriously eroded many teachers motivation to carry out their teaching and non-teaching roles in an acceptable manner. To bring about these improvements, attempts must be made to improve the incentives that teachers receive in exchange for the hard work they are expected to undertake. Serious efforts also must be made to ensure that all teachers know the benefits to which they are entitled and that they actually receive them. In return, teachers should be made aware of their roles and responsibilities. Checks and balances need to be created to ensure that these are fulfilled. Once these incentives are in place, teachers will enjoy greater status, have much higher levels of motivation and, in turn, become key players in implementing quality improvement initiatives that are essential if high-quality, sustainable to be achieved.
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3.10 Teachers should be motivated to work hard Teachers motivation is the most important of all factors. A teachers intrinsic drive towards self improvement cannot be matched with any amount of pressure from the educational managers. For real Teacher Professional Development, the teacher herself/himself has to perceive it positively. The teacher has to see and accept the need to grow professionally. A teacher who perceives professional development positively is eager to attain new knowledge, skills, attitudes, values, and dispositions. Within such dispositions there is pride, self esteem, team spirit, commitment, drive, adventure, creativity, and vision. All these attributes have to be owned by the teacher (Mosha 2006). Teachers perception depends on self-evaluation, the influence and support of school leadership, and school culture. A School Management with motivating culture encourages teachers to engage in professional development programs at the school or elsewhere. A motivated teacher learns from others and is more likely to attend various professional development activities. Motivation can be intrinsic or extrinsic which drives the teacher towards self improvement. Collegiality within the school is part of the school culture. If teachers cooperate, there is room for them to learn from each other (Galabawa & Agu 2001, p.6). The role of School Management is to encourage this culture to prevail in the school and between the schools. This is one of the indicators of the presence of a responsible School Management in the school. Planning, that is, the setting of goals and objectives with activities to be done at the specified time is one of the main roles of the School Management. To involve all teachers in the school during the planning processes should be part of the school culture. Effective participation leads to a feeling of ownership and easy implementation (Galabawa 2001). Meaningful improvement in the education system requires pressure from below, support from above, and continuous negotiations among those at different levels of the system. The professional development issue, therefore, should be regularly discussed by teachers because they know what they need most. Administrators and supervisors should be guiding, supporting, monitoring the implementation, and evaluating the work done. Effective communication among the key players is very crucial (Campy 2000) 3.11 Community should be involved directly in school support

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The issue about school management capacity, particularly the functioning of school committees, has been recognized by education stakeholders in Tanzania as a crucial element in promoting good quality education. In fact, it is a fundamental component of the Primary Education Development Program (TEN/MET 2004). Non Governmental Organizations working in Tanzania have identified twelve aspects as being critical to school committee capacity development, calling for support. The key aspects are: information and communication, ownership or accountability, community mobilization and facilitation, motivation, collaboration, gender mainstreaming, resource mobilization, HIV/AIDS, Childrens Participation, School e.g. awareness of HIV/AIDS). The training focuses on general roles and responsibilities, planning, budgeting and development skills, mobilization and management of local resources for educational development, general management skills, financial and resource accounting networking and relationship building. While the efforts towards school committee capacity development are appreciated, it should be noted that there is no documentation about the development of capacity for Teacher Professional Development. 4.0 CONCLUSION The roles of each stakeholder in improvement of quality of education provide an integral part in the education perspective in our country. Like a system of checks and balances, the ministry of education with collaboration with Prime Ministers Office and Local Government Authority work hand in hand with Heads of schools to ensure the educational goals is met. The parents and students, as stakeholders, have a right to complain to the board, to the administration, and to the ministries concerning the changes and adherence to policy. Though each stakeholder has a say in the business of the education, the power and influence of say may depend on the role and the position of a stakeholder. As the ideas and methodology change to meet the information age, the structure and hierarchy within a school management and the role of the stakeholders may change. As the roles change for the stakeholders, a new set of skills will have to be incorporated into each role. Additionally, decision making powers may shift; the check and balance system may move in different directions; and the final authority may come from stakeholders other than the school board or the ministry of education.
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Improvement of quality of Education in Tanzania face many challenges including inadequate resources, lack of teaching and learning facilities and inadequate infrastructure. Decision makers need to understand that inadequate and unreliable transport for students in various cities and towns in Tanzania has been one of the chronic problems which hinder their academic progress. It also causes some other social problems such as poor academic performance, teen pregnancies and other delinquencies such as students fighting with town bus conductors. Those in rural area are in danger of being rap because they are coming from far and cross bushes and forest where gangsters may hide and disturb them. The government is alarmed to construct hostels and dormitories for students especially girls. At present the government of Tanzania with assistance from internal and external donors and stakeholders is in strategic constructions of girls dormitories in those districts seems to have chronic problems of dropout caused by teen pregnancies and other delinquencies such as students fighting with town bus conductors.

5.0 RECOMMENDATIONS After analyzing the views of stakeholder on the quality of education and showing how the quality of education can be maintained so as to ensure the better performance we come up with the following suggestions to the Government in order to help in the improvement of education quality in our country.
i) Language of instructions seems to be an obstacle to learn and understand. The learning

process becomes very difficult for students as they move up to secondary schools because the majority of them normally lack a basic command of English language
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(Qorro, 2006). Language of instruction should change from English to Kiswahili as fast as possible so as to ensure maximum understanding of concepts by students. ii) School fees are also an obstacle for many students so it should be free for 100%. Cost sharing is helpful but there are parents who fail to pay even their share. School fees should be omitted to ensure all students enrolled/admitted to form one join the posted school.
iii) National goal of education should be to prepare school leavers for self employment and

be practically measured in the living environment.

school.
v) School dropout should be considered a criminal case so as to help the government punish

those (a student, guardian or a parent) who cause dropout.

to please them and motivate them, also they should have appreciated of their products.

6.0 REFERENCES Cotton, K., & Wikelund, K. R. (2001), Parent involvement in education, Retrieved June 18, 2008, from http://www.nwrel.orglcomm/resources.html Darden, E. (2008). Policy, the law, and you. American School Board Journal, 195(4). Retrieved on June 19, 2008, from EBSCOhost database. Galabawa J. C. J, (2002) Motivating Teachers and Students, A Review in Education, University of Dar es Salaam Press, Dar es Salaam

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HakiElimu. (2007). Two years of SEDP implementation (2004-2006): Key findings from government reviews: HakiElimu, Dar es Salaam. Hornsby A.S, (2010), Oxford Advanced Learners Dictionary of Current English, 7th Edition, oxford University Press, UK. Ministry of Education and Culture Tanzania Mainland, Ministry of Education and Vocational Training Zanzibar, National Report of URT, Presented at the 48th session of the International Conference on Education, Geneva, 2008. MOEC (1995): Education and Training Policy. Mosha (2011), Fifty years of the University of Dar es Salaam Short, P. M. and Greer, J. T. (2002), Leadership in empowered schools: Themes from innovative efforts, Pearson Education, Upper Saddle River, New Jersey. Telli G, (2012) stakeholders of education and education system, Department of education, University of Dar es Salaam, Dar es Salaam. Temu E. B, (1995), Successful Schools in Tanzania, a case study of Academic and Production Programs in Primary and Secondary Schools, Institute of International Education, Stockholm University, Stockholm. TEN/MET (2007), Report on Critical Issues and Challenges in Secondary Education in Tanzania. Study conducted by the Bureau of Education Research and Evaluation, Unpublished. Faculty of Education, University of Dar es Salaam. Ullah M. H, Ajmal M & Rahman F, (2009), Analysis of Quality of Education in Pakistan, Kathmandu State University, Karachi. UNESCO (1999): Education for All: A framework for Action in Sub-Sahara Africa, Johannesburg, South Africa. UNESCO (2001), Report on International Consultation on Educational Governance at Local Levels, Paris 27-28 February 2001,UNESCO, Paris. United Republic of Tanzania (URT) (2006). A Brief Statement by Hon. Margaret S. Sitta, Minister for Education and Vocational Training at the Education Sector High Level Meeting June 7 th 2006. URT (1995): The Education and Training Policy, Dar es Salaam. URT (1996): Guidelines for HIV.AIDS/STIs Preventive Education for Schools, Version 1.0, Dar es Salaam.
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Watson, S. L., & Reigeluth, C. M. (2008). Community members' perception on social, cultural changes and its implication for educational transformation in a small school district community. Journal of Organizational Transformation and Social Changes, Ney York. Wilson, L. (2008), Great American schools: The power of culture and passion, Education Digest, 73(6), 13-18.

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