Assessing the Achievement of Education and Training Policy on the Quality of Diploma in Secondary Education Programme in Tanzania

The quality of teaching and learning process depends on the kind of educational policy a country has and its level of implementation. Since the inception of the Tanzanian Education and Training Policy (1995) in the past seventeen years, the government efforts have been to ensure provision of quality education at all levels. This was achieved through massive educational expansion and transformations occurring through country’s educational strategic programmes to put Education and training Policy (1995) objectives into actions. During this period, many studies have been conducted to address different educational issues ranging from educational management practices, teacher education, classroom practices, and curriculum practices within the umbrella of educational expansion and provision of quality education at different levels of schools, Although there was no even a single study, which assessed the achievement of the policy on teacher education at different levels of schooling. The purpose of the study was therefore to assess the achievement of ETP and its challenges specifically on diploma in secondary education programme. The findings suggest that there are some significant achievements of ETP on the quality of diploma in secondary education programme. Despite the existing financial, infrastructural and resources challenges facing teachers’ colleges in the effective implementation of 1995 ETP. The findings suggest that there are some significant achievements of ETP on the quality of diploma in secondary education. The study recommends teacher educator to be provided within service to improve their academic and professional activities .The study recommend for further research on achievement and challenges of ETP on the quality of primary , and university teacher education