Assessment of the Effectiveness of the 2014 Education Policy on Involving Parents in Decision Making In Ward Schools in Rukwa Region, Tanzania
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Abstract
This study assessed the effectiveness of the 2014 Education Policy guidelines on involving parents in ward schools in Rukwa region, Tanzania. The 2014 Education Policy was introduced by the government of Tanzania with the aim of scaling up parents' roles and involvement in public schools so as to enhance elegitimation of decision-making and financial accountability therein. The policy required parents to take more part in major decisions and resolutions, monitor the policy implementation and initiate voluntary contributions needed in schools. It was the first-time parental involvement was amplified in Tanzania. This raised critical debate among the stakeholders on its implement ability triggered by persistent failure in implementing education policies on parental involvement and challenges of parents' participation in Rukwa region, Tanzania. The study employed concurrent parallel mixed methods research design. The sample comprised 364 participants and interview guides and questionnaires were used to collect data. Five experts from MWECAU faculty of education validated the instruments. Cronbach alpha test was used to determine the reliability of quantitative and qualitative data through confirmability, credibility, dependability and transferability. Descriptive and inferential statistics were used to analyse quantitative data whereas transcriptions, coding, categorizing themes and summarizing responses were employed for qualitative data. The study revealed that the policy guidelines were less effective in involving parents in schools as only a little was changed but worsening it to a large extent. The study recommends the government to review the approach to policy implementation to achieve its objectives.