Understanding the Policy Changes on Education System and its Implications
A Case of Tanzania Education Policy of 2014
DOI:
https://doi.org/10.14500/kujhss.v9n1y2026.pp491-501Keywords:
Policy Advocacy,, Policy Changes, Policy Implications, Policy ImplementationAbstract
This paper aimed at analyzing stakeholders’ understanding of the 2014 policy change in Tanzania and its reflection on the education system. A sequential explanatory design was employed, and a mixed-methods approach was used to collect data. The Southern Highland Zone was selected out of eight marked zones; within this zone, the survey involved three regions, namely Mbeya, Rukwa, and Katavi. A sample size of 192 participants was selected through cluster and purposive sampling to assess stakeholders’ understanding of the education policy changes and their implications on the education system. Data collected through interviews and questionnaires were analyzed using content analysis and SPSS version 20, respectively. The findings revealed a limited understanding of the policy changes among respondents across various categories, whereas interview participants demonstrated a deeper grasp of the policy in place. Stakeholders exhibited a mixed and partial understanding, raising concerns about the extent of policy ownership among those affected. The paper recommends non-crony public education efforts on policy changes to foster broader ownership and more effective implementation of education reforms.
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