A paradigm shift in guiding the operations of open schools in Tanzania: Praxis of emerging controversies and dynamics

Abstract

This paper reports the findings of a study that had examined the operations of open schools for out-of-secondary-school youth and adults in Tanzania. Its objective was to establish the practicality of the policy guidelines in guiding the operations of open schools and the emerging controversies and dynamics in their daily operations. This qualitative study collected data using documentary review and interviews, which was later subjected to thematic analysis. The study found contradictory and incongruous policy guidelines for open schools that largely rendered them impractical. Moreover, misinterpretations, varying understandings and inconsistencies in practices among open schools were common occurrences. There also emerged several dynamics in guiding the operations of open schools such as un-standardised practices, erratic registrations and persistence of uncontrolled open schools in the black market. In consequence, it was difficult to rationally manage their practices. Overall, the rather misplaced policy priority governing the operations of open schools calls for a special attention and impetus to bring about the desired positive change in this education sub-sector.