School infrastructure for effective implementation of the Tanzania Education and Training Policy 2014 (2023) Edition in secondary schools: A case study of Mpimbwe District Council

The purpose of this study was to investigate the availability of school infrastructures for effective implementation of the Tanzania Education and Training Policy (ETP) 2014 (2023) Edition in secondary schools at the Mpimbwe District Council. The study research questioned how adequate the current school infrastructure is for the effective implementation of the Tanzania ETP 2014 (2023) Edition in three secondary schools. The study used a qualitative research approach with a case study design. The data were collected from 36 participants by using a questionnaire for teachers and an interview for the head of school. The participants were selected through purposive sampling for heads of school and random sampling for teachers. Thematic analysis and descriptive statistics were used to analyse the data. The implementation theory in public policy (Pressman & Wildavsky, 1973) was used in the study. The findings highlighted that the current inadequate school infrastructure includes inadequate classrooms, limited science laboratories, and unreliable electricity, all of which hinder policy implementation. The study concluded that despite some progress in classroom availability in the Mpimbwe District, significant infrastructure gaps persist. Critical shortages of science labs, libraries, ICT facilities, and electricity hinder the effective implementation of the ETP 2014 (2023) Edition. The study recommended that to enhance the quality of education, the district, in collaboration with stakeholders, needs to focus on proper maintenance and repair of infrastructure, which must be backed by dependable electricity, and furniture in educational institutions.