Big Results Now Education Initiative in Tanzania: Stakeholders’ Views on Capacity Building

Michaela Mhagama – St. Augustine University of Tanzania,
Email: michaelamhagama@gmail.com

Received February 12, 2020; Revised February 28, 2020; Accepted March 3, 2020

Abstract: This study assessed the views of stakeholders on the effectiveness of capacity building provided on Big Results Now Education initiative in Ruangwa district in Lindi region, Tanzania. Goal Setting Theory by Locke and Latham (1990) was applied in this study since it puts more emphasis on setting goals for good achievement. Concurrent triangulation research design was applied in this study and included semi structured interview guide, questionnaires and documentary analysis. The sample comprised of 125 participants including teachers, heads of schools, District Secondary Education Officer (DSEO) and Regional Administrative Education Officer (RAEO) from eleven government secondary schools in Ruangwa district in Lindi region, Tanzania. Head of schools, DSEO and RAEO were sampled purposively while systematic random sampling technique was used to obtain teachers’ sample. The findings of the study indicated that stakeholders’ awareness and understanding of the overall objective of Big Results Now education initiative (BRNED) in Tanzania secondary schools was limited; stakeholders were not well informed and educated about the goals of BRNED of increasing pass rates to 60%, 70% and 80% in 2013, 2014 and 2015 respectively. The findings further indicated that teachers as the major implementers of the BRNED were less involved in pre capacity building and planning seminars and workshops. On the basis of the findings, it was recommended that the introduction of any education initiative and/or programme ought to include key stakeholders in a planning process; educational officials should prepare and provide adequate capacity building to programme implementers.