Home⇛Universal Journal of Educational Research⇛vol. 4 no. 4 (2025)

Outcomes Academic Challenges Facing The Double-Shift In Public Primary Schools In Tanzania

Joyce Nemes

Discipline: Education

 

Abstract:

The implementation of Double-Shift Schooling System in resource-constrained environments is a critical policy issue, particularly in developing countries aiming at expanding access to quality education. While previous research has examined double-shift systems, still a gap remains in understanding the specific challenges and implications of this approach in Tanzanian public primary schools. This qualitative study, grounded in Resource Allocation Theory, explored the academic challenges facing double-shift schooling system in public primary schools in Dodoma City, Tanzania. Data collected through interviews, focus groups, non-participant observations and document reviews revealed severe classroom shortages, persistent overcrowding and scarce infrastructure development, aligning with the theory's principles of diminishing returns. Besides, the curriculum was not fully implemented, and pupils were excluded from extra curriculum activities demonstrating resource trade-offs. This study's novelty, lies on its detailed examination of resource allocation challenges specifically to the Tanzanian context, highlighting how these challenges undermine the effectiveness of double-shift schooling system. The findings, therefore, emphasize the critical need for investment in infrastructure and resources to support educational quality. Thus, policymakers must consider the complex trade-offs between increasing access and maintaining quality, advocating for context-specific solutions. By proposing a holistic approach to educational reform, this research contributes valuable insights that advance new knowledge in the field, guiding future policy and practice in resource-constrained milieus.



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