Exploring the contribution of External School Quality Assurance in improving teaching and learning in primary schools in Tanzania

Abstract

In an era where educational quality is paramount to national development, understanding the mechanisms that enhance teaching and learning is crucial. The purpose of this study was to explore the contribution of External School Quality Assurance (ESQA) in improving teaching and learning in primary schools in Buhigwe District in Tanzania. The study employed a qualitative methodology with a phenomenological research design. It involved a total of 34 participants, i.e., 1 District Education Officer (DEO), 1 District Chief School Quality Assurance Officer (DCSQAO), 3 District School Quality Assurers, 1 Ward Education Officer (WEO), 4 head teachers, 03 District School Quality (DSQ) assurers and 24 teachers. Open-ended questionnaires, interviews, and documentary review were the data collection methods. Data was analysed through thematic and content analysis. The findings reveal that the ESQA played a crucial role in monitoring and evaluating the teaching and learning and it enhanced the teachers' accountability and commitment to the provision of quality education. Teachers noted that ESQA practices helped them towards the improvement of the schemes of work, lesson plans, and correction of the mistakes observed in teaching and learning. The findings indicated further that that ESQ assures provided the feedback through their reports and recommendations based on aspects that required improvements. However, challenges such as limited resources and insufficient staffing hindered the full potential of the ESQA system in school monitoring. It is argued in this study that ESQA significantly contributes to educational quality. For ESQA to be more effective, the government has to increase the number of qualified ESQ assurers and the provision of adequate funding and a means of transport for the ESQA department is equally imperative.