Politics of school evaluation during quality assurance policy implementation in selected secondary schools in Dodoma, Tanzania

What is it about?

This study explores how politics influence the evaluation of secondary schools in Dodoma, Tanzania, under the Quality Assurance policy. It reveals power struggles and discrepancies between internal and external evaluations, with internal evaluators often giving more favorable assessments. These political dynamics lead to subjective evaluations, affecting the consistency and fairness of school assessments. The study highlights the need for more transparent and objective evaluation processes to improve policy implementation and educational outcomes. The findings are crucial for policymakers, educators, and stakeholders aiming to enhance the effectiveness of school quality assurance practices.

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