Initial Teachers Preparation in Tanzania: Analysis of Enrollment Policies in Teacher Education: A Review

Abstract


 Initial teacher education identified as a key to teacher quality and performance and likely to be planned as part of a teacher recruitment strategy based on current needs. This raised concern on how to enhance teacher quality and performance. The current study aimed at analyzing the enrollment policies in teacher education as the aspects of these concern. This study reviewed literature to suit Tanzania context. The study used documents such as policy documents, published articles and other documents from international organizations such as OECD, UNESCO and World Bank (WB). The findings show(s) that the enrollment policies are most determinant of the output to be produced. Also, the enacted policies have affected either positively while others impacted negatively the quality of teachers produced. This calls for reformation of enrollment policies in teacher education. The study concluded that, there is no way poor candidates enrolled into the program to be a good teacher and produce good results. At the same time, there is no way that poor policies used during admission will bring good results. Thus, the study proposed different approaches to improve the enrollment process.
 
 

Implementation of Open High School Program and School Performance in the Division of Bukidnon: Basis for Program Implementation Plan

“…Although this lack of significance implies that the enrollment procedures and qualifications are impartial and accessible to a diverse range of individuals, it is crucial to ensure that these processes remain transparent and fair for all potential participants. By clearly communicating the requirements and providing supportive mechanisms for navigating the enrollment process, it can be ensured that individuals from various backgrounds have equal opportunities to take part in the program (Ayubu, 2022). The high p-value of 0.98 found in Table 18, concerning the correlation between enrollment procedures and qualifications and the teaching positions of respondents, indicates that there is no significant link between these aspects in the execution of the Open High School Program.…”

“…Schools must undergo a capacity-building program to prepare for accreditation as participating schools that offer learning facilities and equipment in areas such as the school, library, computer room, and laboratory. Collaboration with the community is also crucial to ensure students access to facilities such as the public library, barangay learning center, internet café, public sports facilities, and other resources that aid their self-directed learning (Ayubu, 2022). The Open High School Program is managed through the organizational structure of the Dropout Reduction Program, as outlined in the DORP Handbook on page twenty-one.…”