Implementing the complementary basic education programme for the purpose of mainstreaming the out-of-school children in Tanzania

Redempter Clemence; Abdon Ephrem; Fortunata Kapasy Pembe

doi:10.55056/ed.839

Authors

Redempter Clemence The University of Dodoma
Abdon Ephrem The University of Dodoma https://orcid.org/0000-0002-1222-8219
Fortunata Kapasy Pembe The University of Dodoma https://orcid.org/0000-0001-7374-2230

DOI:

https://doi.org/10.55056/ed.839

Keywords:

complementary basic education, out-of-school children, teaching and learning materials

Abstract

The Complementary Basic Education in Tanzania (COBET) is a programme that aims to provide educational opportunities for out-of-school children, thus facilitating their mainstreaming into the formal education system. This qualitative study, coupled with the phenomenological design, investigated the resources necessary and strategies for mainstreaming out-of-school children into formal education in Biharamulo District. The pertinent data were collected through interviews, observations and documentary reviews, which were subjected to thematic analysis. The study involved 34 informants, including the District Adult Education Officer, head teachers, facilitators and learners. The findings indicate a significant lack of teaching and learning materials, particularly non-text resources, as well as insufficient operational funding for COBET centres. Besides, facilitators received no honoraria, and training opportunities were infrequent. The study concludes that inadequate resources conventionally hinder the effective mainstreaming of out-of-school children into formal education. It is therefore recommended that there is a prerequisite to enhancing the availability and accessibility of resources so as to ensure the sustainability and success of the COBET programme in Tanzania.

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