igh standard of living for all citizens (Malkeen and Chen, 2008). Yet now a great progress has been made to achieve Millennium Development Goal (MDGs) number two and three on primary education enrolments. This comes as a result of successful implementation of PEDP from 2001 - 2006 which enable to increase net enrolment ratio to 97.2 percent in 2009. However, as country still there are challenges facing education sector including the low quality education. Teachers are said to play a central role in the process of provision of quality education services. But still in Tanzania public teachers are encountering problems which affect teaching and learning process.
3.2.1: Administration and Management of the Education System in Tanzania.
Several ministries, non-governmental organizations, and communities are involved in the management and administration of formal education system. The Ministry of Education and Vocational Training plays principal roles for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the whole education system (UNESCO-WDE, 2011). It is also responsible for supervision of the higher education, teachers training and management of teaching workforce; curriculum development, examination management and school inspectorate (Woods, 2007).
The management of pre-primary, primary, secondary and out-of school education is confer under the control of the Ministry of Prime Minister’s Office - Regional Administration and Local Government (PMO-RALG). It oversee the work of the local authorities which are responsible for day to day to the operations of primary and secondary schools such as resources mobilization, management of teachers, financing and payment of school supplies (Woods:2007:12). Teachers are employed as government staffs on the permanent pensionable basis; receiving monthly salary according to fixed scales basing upon specific qualification. Usually there is annual salary increment and three years promotion subjective to his/her job performance or/and career development. According to BEST 2010, there were 165,856 public teachers in primary schools and 30,252 in secondary schools (BEST, 2010).
Teacher training is conducted in the teaching colleges, universities and high education institutions both state and private-owned. Basically, teachers’ training is divided into three main levels:
(i) Grade ‘A’ teachers are the ones who had completed 4 years of secondary education and undergone training for two years in a teacher’s education college (TTC). After successful completion of two-year course he/she awarded Grade IIIA Teaching Certificate’ and they qualified to teach primary schools. According to the education policy of 1995, Grade A is the lowest teaching qualification to primary schools in Tanzania. The minimum entrance qualification to Education College is division three in the ordinary level certificate of secondary education examination - CSEE [8] (Komba and Nkumbi 2008; URT, 1995).
(ii) Ordinary diploma teachers are those who required to have completed at least advanced level of secondary school (form six) and acquired two-year professional course of teaching training from teachers’ education colleges or universities. Diploma teachers are trained to teach secondary schools and teaching colleges (Nguni, 2005).
(iii) The third level of teach
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