primary schooling. The debate that comes on the way is that how these goals would be achieved if the experts who are expected to lead the race for initiating changes and who are professionals in the field of education entrusted to run PRESET and INSET courses are abandoning the sector? In developing understanding to what policy documents say about personnel management in Tanzania education sector, literature has been consulted covering policies (ETP 1995), plans (ESDP), and strategies (TDMS). In these documents, thorough exploration has been done to unveil what has been said about educational personnel welfares that are thought to influence retention or attrition of staffs in the teacher education department. It should however be noted that Tanzania Development Vision(TDV) 2025 accords high priority to the education sector which is considered to be pivotal in bringing about social and economic transformation, as described in the following statement: should be treated as a strategic agent for mind-set transformation “Education and for the creation of a well-educated nation, sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges which face the nation. In this light, the education system should be restructured and transformed qualitatively with a focus on promoting creativity and problem solving” (URT 2000:19). In this vision, qualitative aspect has been emphasized but it should be noted that it cannot easily be realized without consideration of the role played by teacher educators. It is through teaching and learning, of course, which is viewed from the top that can pose changes in the people’s mind-set. Tutors can through –bottom
primary schooling. The debate that comes on the way is that how these goals would be achieved if the experts who are expected to lead the race for initiating changes and who are professionals in the field of education entrusted to run PRESET and INSET courses are abandoning the sector? In developing understanding to what policy documents say about personnel management in Tanzania education sector, literature has been consulted covering policies (ETP 1995), plans (ESDP), and strategies (TDMS). In these documents, thorough exploration has been done to unveil what has been said about educational personnel welfares that are thought to influence retention or attrition of staffs in the teacher education department. It should however be noted that Tanzania Development Vision(TDV) 2025 accords high priority to the education sector which is considered to be pivotal in bringing about social and economic transformation, as described in the following statement: “Education should be treated as a strategic agent for mind-set transformation and for the creation of a well-educated nation, sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges which face the nation. In this light, the education system should be restructured and transformed qualitatively with a focus on promoting creativity and problem solving” (URT 2000:19). In this vision, qualitative aspect has been emphasized but it should be noted that it cannot easily be realized without consideration of the role played by teacher educators. It is through teaching and learning, of course, which is viewed from the top –bottom that can pose changes in the people’s mind-set. Tutors can through
ELISADIKI_ELUIREHEMA%2D_DISSERTATION%2DMED_APPS_2014.docx