Preparing Competent Students in Public Secondary Schools: Teachers’ Perceptions on the Implementation of the 2023 Education and Training Policy in Tarime Town Council, Mara-Tanzania

Abstract

This paper explored teachers’ perceptions on implementing the 2023 edition of the 2014 Education and Training Policy in preparing competent students in public secondary schools in Tarime Town Council in Mara region, Tanzania. This study employed qualitative approach with case study design. A purposive sample of 17 participants was selected. Data were collected using semi-structured interviews and document analysis. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability measures including member checking, thick descriptions, consistent procedures, audit trails, and peer review. The findings indicate that teachers generally support the implementation of the 2023 education policy, recognizing its potential to enhance student competence through vocational training, new subjects, ICT integration, and student-centered approaches. However, significant challenges such as inadequate resources, insufficient teacher training, and limited infrastructure hinder effective implementation and the realization of the policy’s intended outcomes. The study concluded that addressing resource shortages and providing adequate teacher training are essential for the successful implementation of the 2023 education policy. The study recommended that the government and stakeholders invest in infrastructure development and continuous professional development programs to support effective policy execution.