A Comparative Analysis of Policy Processes in Education amongst Selected Political Parties in Tanzania

Newton M. Kyando – Open University of Tanzania
Norman A. S. King – University of Iringa

Abstract: The study focused on the educational policy process in the Tanzanian Political Parties. The area of interest was the manifesto and policy establishing processes with a special focus on issues in education. The theoretical framework guiding this study was built by two theories; decision making theory on one hand and the stakeholder theory on the other. The study was qualitative. Targeting quality and contents of education policies on one hand and the interface to or the use of research-based information as an input in decision making on the other, the study aimed at exploring different methods used by the political parties in terms of their committees and/ or individual leaders in these political parties, to acquire information for the policy setting. From the selected political parties, interviews were conducted with members and individuals responsible for policy formulation and education planning. Members from research communities were also interviewed to triangulate and supplement the gathered information. This helped to establish the general trend on research utilization, as reflected in political decision systems and well knowledgeable groups in Tanzania. The study, therefore, was limited to structured and semi-structured interviews, discussions based on checklists and documentary analysis. From the study, it was evident that, first, at political parties’ level, education policy processes do not exist as a distinct policy process rather as a comprehensive part of the social policy process. Secondly, policy process at political party level, much as it is a precursor to national policy process, it essentially ends with a policy agenda setting, influenced, mainly by the popular issue with a limited room for research influences.