CHAPTER ONE
INTRODUCTION
1.0. Introduction
This
chapter will present the background of the study, statement of the problem,
research objective; main and specific objective(s), significance of the study,
scope of the study and definition of key terms.
1.1. Background of the Study
McAfee,
(2011) defines Christianity as the organized belief system based on the life
and teachings of Jesus of Nazareth and utilizing the Old and New Testament of
the Bible as the literal word of God. McAfee continued to mention the included Christianity sects like Catholic, Protestant, Eastern Orthodox, Pentecostal,
Anglican, Latter-day Saints, Evangelical, Quakers and many more.
According
to Wikipedian Articles (2010:386) to define Christianity is difficult at best,
there are some groups worshiping Christ that accuse other groups worshiping
Christ of not being Christianity because of theological differences. He argued
that the majority of Christianity belong to denominations that express their
faith in a creed derived from the council of Nicea, including the Orthodox,
Catholic, Anglican, Methodist, and Lutheran Churches.
The
word education has its origin in Latin word “educatum” which is composed of two
terms “e” and “duco”. “e” implies a progress from inward to outward while
“duco” means developing or progressing (Chandra et al 2004:1). They continued and say: in its most literal sense,
education means becoming developed or progressing from inside to outside.
Education, thus, is the process of developing the inner abilities and powers of
an individual. The term is also often connected with the Latin “educere”
meaning and propulsion from the internal to the external. This Latin term means
to educate through a change brought about by practice or usage. In this manner,
education implies some kind of change for the better in a person.
The
meaning of education can be traced back to the ancient Greek Philosophers’
works which was initially available in the works of Plato. Plato defined
education as the life-long process starting “from the first years of childhood
and lasting to the very end of the life”.
Again
Chandra et al (2004:1) said that education
not only gives knowledge and skills but also inculcates values, training of
instincts, fostering right attitudes and habits. In his book Republic, Plato points out that “True
education, whatever that may be, will have the greatest tendency to civilise
and humanize them in their relation to one another and to those who are under
their protection” that is the humanist definition of education propounded by
Plato in those years.
1.2. Statement of the Problem
Education
is important in our well-being both individual level and national level. Private
educational institutions particularly the religious ones offer secondary
education with a lot of challenges within and out the institution.
Christian institutions like any other NGOs have their limits to operate when it comes to
education. These NGOs have to be helped so as to continue offer some services
to the society like education and health. The relationship between Christianity religion and education is apparent. The Holy Bible propagated education to be
given to generations in the Proverbs chapter 4 verse 13.
In
some cases, education is being given by the private institutions (Secondary
Schools) in less-developing countries like Tanzania particularly in Geita
District – Geita Region.
1.3. Research Objectives
1.3.1.
Main Objective
The
aim of this study is to investigate the contribution of Christianity Religion
on provision of secondary education in Geita District.
1.3.2.
Specific Objectives
(i) To
examine the role of Christianity to the society.
(iii) To
examine the strategies made by the government to support religious
institutions.
1.3.3. Research Questions
i)
What is the role of Christianity to
the society?
ii)
What does Christianity contributes
to the provision secondary education?
iii)
What are the government strategies
to support religious institutions?
1.4. Significance of the Study
The
study findings will:
(i)
Provide a framework for organising
and conducting research related to provision of secondary education in other
religious groups in Geita District – Geita Region, and
(ii)
Direct the administrators in the
government to be aware with the importance of Christianity to the provision of
secondary education.
1.5. Scope of the Study
This
study will be conducted in Geita District in Geita Region. It will focus on
exploring the contribution of Christianity inGeita District on provision of secondary
education. The primary sources of information will be acquired from church followers and leaders, students, villagers, and government officials. The limit of this
study will deal with issues and matters relating to the contribution of Christianity Religion on provision of secondary education. Generally the
research exploring the contribution of Christianity on provision of secondary education
in Geita District – Geita Region.
1.6. Definition of Key Terms
Religious – Is
the belief in and warship of the superhuman controlling power, especially a
personal God or gods (a particular system of faith or warship).
Institution
– A large organization founded for a particular purpose, such as college, bank
etc. An organization providing residential care for people with special needs
(An official organization with an important role in a country.
Education
– is a process or art of imparting knowledge, skills, and judgement. It can be
stated either as facts, skills and ideas that have been learned either formally
or informally.
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CHAPTER TWO
LITERATURE REVIEW
2.0. Introduction
This
chapter will discuss the main concept of the study in which other researchers
had already studied. Mainly literature review will focus on related literature review
and research gap.
2.1. Related literature review
According
to Wikipedia (2015) the role of Christianity to the society has been
intricately intertwined with the history and formation of Western society.
Throughout its long history, the Christian Church has been a major source of
social services like schooling and medical care; inspiration for art, culture
and philosophy; and influential player in politics
and religion. In various ways
therefore, it has sought to affect Western attitudes to vice and virtue in
diverse fields. It has, over many centuries, promulgated the teachings of Jesus
within the Western world.
Perez,
Gueye, & Yang (2005:197) Says “There is the need for Christianity to in
today’s China. The analysis is to argue that their spaces of religious freedom
and, more importantly, there is the need for Christianity to contribute to the
spiritual and moral contribution of the Chinese society in its grand transition
to market economy and democratic politics”.
Matt
Slick-The President and Founder of the Christian Apologetics and Research
Ministry, says “As Christians, our responsibilities are to make sure that we
and our children are educated in the Godliest manner possible. We should not
let unbelievers teach our children ungodly philosophies. God has entrusted us
with children, and He will want an accounting of what we did with them”.
He
continues and says as people of God who are under His Lordship; we have been
given the command to multiply and to subdue the earth (Gen. 1:28). To do this,
we need to learn about God's creation and seek to discover what God has hidden
in His creation. By doing this, we learn more about God's majesty and grow in
our ability to praise Him and glorify Him.
Education
was a critical issue for Catholic Christianity and it had a significant impact
on education in Australia prior to 1945. Education was a critical issue for all
religious groups but particularly for the Catholics who felt disadvantaged in
the colony. Partly because of this sectarian tension Catholics were keen to set
up an educational system which allowed them to maintain their values. The most
significant effect of this was the development of religiously affiliated
schools (The contribution of Christianity in the provision of education in
Australia prior to 1945).
Furthermore,
the next critical step in the way Christianity influenced education was with
Governor Burke's Church Act of 1836. The Church Act provided a "Pound for Pound" (Dollar for Dollar) subsidy for all
religious groups. This meant that for every pound raised by the denomination
for its schools the government would contribute the same amount in return. On
the surface this appeared to equally assist all denominations but in actuality
the Church Act was put in place to continue the dominance held by the Church of
England because they had the greatest capacity to raise the money.
Tamil
Nadu said that “Christian missionaries have played a major role in taking
education to the poor and the downtrodden in the country”, Thangam Thennarasu,
Indian Minister for School Education, said “The society was indebted to
Christianity as it was instrumental in imparting education and providing health
facilities to all irrespective of caste and community”. Therefore, at a time
when education and health were commercialised, Christian missions considered
them a service to society.
The
major difficulty that all institutions face concerns relationships with the
state. In every Eastern European country, universities find themselves subject
to a centralized Ministry of Education. These ministries frequently dictate
admissions and hiring standards, which courses or majors are to be included in
the programs, how many classroom hours are to be allocated for each of them,
what content should be covered, and the other specific accreditation procedures
the institutions should follow (Carpenter, Glanzer, & Lantinga, 2014).
Furthermore,
they continued saying that “The new private schools face major legitimacy
issues. In the West most private institutes and schools are still viewed as
providing education of a poor quality. Under these conditions, religious
affiliated institutions find themselves in a very difficult situation as most
people and government officials are unfamiliar with the goals and priorities of
faith-based education and tend to misunderstand and disregard this form of
higher education”.
Since
the Christian schools rely heavily on funds coming from tuition, they have to
charge a high enough admissions fee to cover some operating expenses. Most
Eastern Europeans are unable to pay high school costs.
Here
there is secular and non-secular state in which the government is responsible
indirectly and directly to the religious affairs. The secular state is that
state that the religious affairs are separated from the government ones. Although
secular state has that structure the government have the mandate to recognize
the existence of various religious institutions and even to help them to
accomplish some missions so as to help the society. However, unlike the secular
state, the non-secular state is that which the religious affairs are
inseparable with those of the government like Saud Arabia and (Islamic) Vatican
(Catholic). The churches (religious groups) receive different support from the
government as explained below:
According to Wikipedia-The Free Encyclopedia (2015), “The
Roman Catholic Church in Croatia receives significant state financial support
and other benefits established in concordats between the Government and the
Vatican. By the special agreement between Holy See and Republic Croatia,
Croatia is, through state budget, financing salaries and pensions of clergy
(even the military chaplains), church sacral objects maintenance and
restoration, building and running of church schools and universities, and aside
to that still pay a financial tribute to the Vatican.
It is also worth mentioning that as a Nonprofit Organization
the Catholic Church in Croatia is exempt from most taxes with having benefits
to those few taxes it pays Percentage-wise, about 0.004% of state budget ends up
funding activities of Roman Catholic Church in Croatia.
Moreover, The Free Encyclopedia continues that
churches in Italy are the taxpayers through the so called The Eight per Thousand Tax.
The total amount of tax per annum is 0.8% of the total income tax (IRPEF). Currently
the religious choices of the taxpayers are:
- Apostolic Church in Italy (Pentecostalism)
- Assemblies of God in Italy
- Baptist Evangelical Christian Union of Italy
- Catholic Church
- Greek Orthodox Archdiocese of Italy
- Italian Buddhist Union
- Italian Hindu Union
- Italian State
- Lutheran Evangelical Church in Italy
- Seventh-day Adventist Church
- Union of the Jewish Communities in Italy
- Waldensian Evangelical Church
Therefore, due to the good relationship of the
government and the church through paying tax, the religious institutions
receive tributes, and subsidies from the state and the funds further is used
for establishing religious educational institutions to help the society for
education. It can also be used to give scholarship/sponsorship to children.
According to the study of Black Churches and Politics
Survey (BCAP) 1999-2000, the study was conducted with the sample of 1,956 in church-related
social services (Smith & Harris 2005).
The data were attained through the following questions
with their responses –they were asked: whether their congregation had been
involved in civil right policies as part of their congregational missions during
the previous ten years. 31% answered yes; whether their congregation had a
program for which it receives government funding – 24% said yes; whether they
agree or disagree with the government encouraging churches to apply for and use
government funds to provide social services – 46% agreed; and whether they
agree or disagree with tax dollars for public education being made available to
parents in the form of vouchers that can be applied towards private education
for their children (studies shown that vouchers have been applied towards
church-related schools) – 43% agreed.
2.2. Research Gap
Despite
the effort of the findings that attempted to address on the provision of
education by various NGOS like Plan international, the quality of
education by private schools and do
private schools perform better than government schools, this study will
basically focus on how do Christianity contributes towards the provision of
Secondary education.
CHAPTER THREE
RESEACH METHODOLOGY
3.0. Introduction
This
chapter will deal with the research design, study area, target population,
sample and sampling techniques, data collection methods, observation, and
questionnaire as well as data analysis plan.
3.1. Research Design
Research
design is the plan that specifies the objectives of the study – it is an
outline that specifies the source and types of information relevant to the
research questions. It is the blueprint specifying the methods to be adopted
for gathering and analysing data (Krishna Swami, 2003).
The
research will use both qualitative and quantitative techniques for analysing
data. Qualitative techniques will be employed as a researcher become part of
instrumentation of the research by acts of interpreting and planning where by
quantitative methods will be employed in the study because they assist the
researcher in presenting large information in terms of number.
3.2. Study Area
Study
area is simply the physical place where data can be collected. The selection of
research site is very indispensable because It influences the usefulness of the
information produced (Kombo & Delno 2006).
The study will be
carried out at Buhalahala, Kalangalala, and Nyankumbu Wards among thirty-five
wards at Geita District in Geita Region – Tanzania. The region borders to the
southwest by Shinyanga region, to the north and east by Mwanza region, to the
northwest by Kagera region to the south by Bukombe district and to the
southwest by Chato district. According to the 2012 census, the population of
the Geita Municipal Council was 807,619 people.
The
study chosen this area because it will be applicable to the data/information needed
and it will facilitate the researcher to collect the findings and analyse the
data timely with less cost and inconveniences. Because the study area is not
very far from the researcher, it will serve time and maximize the work. Therefore,
it will help the researcher to continue smoothly with her studies at a time.
3.1. Targeted Population
According
to Kombo and Delno (2006), a population is a group of individuals, objects or
items from which samples are taken for measurement (for example a population of
students). Population also refers to the larger group from which the (few)
sample is taken. This includes some of the overall demographics such as age,
gender and class of the population.
In
this study, the population will be church
followers and leaders, students, villagers, and government officials. This
population is suitable for the study because ii will have ideas with the
topic of the study.
3.2. Sample and Sampling Techniques
Sampling
may be defined as the selection of some part of an aggregate or totality on the
basis of which a judgment or inference about the aggregate or totality is made
(Kothari 1990). It is a process of selecting a number of individuals or objects
from a population in such a way the selected group contains elements
representative of the characteristics found in the entire group.
Kothari,
(1990) also argues that the researcher must decide the way of selecting a
sample or what is popularly known as the sample design. In other words, a
sample design is a definite plan determined before any data are actually
collected for obtaining a sample from a given population.
In this study purposive sampling will be used to choose
Kalangalala, Buhalahala and Nyankumbu Wards of Geita District purposely because
it will be sufficient for giving the required data. Judgment sampling method however,
will be used to select church followers, leaders and Government officials;
random sampling techniques will also be used to get secondary school students
from St. Aloyceus and Rich Hill secondary schools both in Kalangalala Ward and
Geita Adventist secondary school in Nyankumbu Ward. Finally, accidental
sampling technique will be applied to get a variety of villages.
Table
showing the number of respondents in three wards.
Respondents
|
Number of respondents
|
|||
Expected
|
Buhalahala
|
Nyankumbu
|
Kalangalala
|
|
Church followers and leader
|
24
|
8
|
8
|
8
|
Students
|
24
|
8
|
16
|
|
Government officials
|
2
|
2 from any two wards
|
||
Total
|
50
|
16
|
16
|
16
|
Table 3.0.
|
||||
The
data will be obtained from three wards. The choice of three wards is more
suitable because it is easy for a researcher to compare the information of the
three wards and see how relevant the information will be, in accordance with
the required data.
3.1. Data Collection Methods
The
task of data collection begins after a research problem has been defined and
research design/plan chalked out. While deciding about the method of data
collection to be used for the study, the researcher should keep in mind two
types of data; primary and secondary. The primary data are those which are
collected afresh and for the first time, and thus happen to be original in
character. The secondary data, on the other hand, are those which have already
been collected by someone else and which have already been passed through the
statistical process (Kothari 1990).
In
case of this study the primary data collection methods like observations,
questionnaires and interview will be used:
3.1.1.
Observation
The
observation method is the most commonly used method especially in studies
relating to behavioural sciences. In a way we all observe things around us, but
this sort of observation is not scientific observation. Observation becomes a
scientific tool and the method of data collection for the researcher, when it
serves a formulated research purpose, is systematically planned and recorded
and is subjected to checks and controls on validity and reliability (Kothari
1990).
This
is made in order to get information on the contribution of Christianity religion in provision of education and the actual support of the government and
the community to support Christianity religion. This method will help to get
the observed data or information from the indigenous activities. The method
provides the accurate and primary data since the researcher will observe things
in reality.
3.1.2.
Questionnaire
Questionnaire
is the written list of questions that are answered by numbers of respondents so
that information can be collected from the answers, (Hornby 2000).
Questionnaires are of two types; closed
form and open form questionnaire.
Closed
form questionnaire is a form of questionnaire in which questions call for a
short, check-mark response. To show ones’ reply, a respondent ticks YES/NO,
circles or underscores one or more items from the list of their importance.
Sometimes respondents are asked to insert a brief into blank space or empty
line. This type of questionnaire will be used because it is easy to administer
and fill out thus help the respondents’ minds to be on the subject and facilitate
the process of tabulation and analysis.
The
open form questionnaire calls for a response in the respondents own words. It
aims at collecting the respondents’ ideas and feelings regarding the problem in
question. The study will use both open form and closed form questionnaire in
order to get appropriate information for analysis.
3.1.3.
Interview
According
to Kothari, (1990), the interview method of collecting data involves
presentation of oral-verbal stimuli and reply in terms of oral-verbal
responses. This method can be used through personal interviews and, if possible,
through telephone interviews. Personal
interview method requires a person known as the interviewer asking questions
generally in a face-to-face contact to the other person or persons. Telephone interviews – this method of
collecting information consists in contacting respondents on telephone itself.
It is not a very widely used method, but plays important part in industrial
surveys, particularly in developed regions. In this study interviews will be
used to collect data from the three respondents.
3.2.
Data Analysis Plan
Analysis refers to the computation of certain
measures along which seeking for pattern of relationship that exit among data
group (Kothari 2004). Therefore, the data obtained in the field will be analysed
and interpreted by using both qualitative and quantitative methods; the
researcher will create themes and analyse statistically so as to interpret the
data on contribution of religious institution on provision of education.
CHAPTER FOUR
PRESENTATION OF RESEARCH FINDINGS,
DATA ANALYSIS
4.0. Introduction
This
chapter is about the results and discussion, data analysis was accordance to
research objectives developed in chapter one.
Early
results objectives were discussed separately with the views to identifying an
assessment of the contribution of religious institutions on provision of
secondary education in Geita District.
4.1. Respondents characteristics
The
respondents were generally characterized by the following features as
illustrated by the table 4.0. below.
Respondents Characteristics
|
Respondents Sub-Characteristics
|
Frequencies
|
Percentages (%) [
|
No. of Respondents.
|
Age
|
11
– 20 Years
|
26
|
52%
|
50Respondents
|
21
– 35 Years
|
14
|
28%
|
||
36
– 45 Years
|
7
|
14%
|
||
45+
Years
|
3
|
6%
|
||
Gender
|
Males
|
23
|
46%
|
50
Respondents
|
Females
|
27
|
54%
|
||
Education Level
|
Primary
|
8
|
16%
|
50
Respondents
|
Secondary
|
36
|
72%
|
||
Diploma/certificate
|
4
|
8%
|
||
University/degree
|
2
|
4%
|
||
Occupation
|
Teachers
|
2
|
4%
|
50
Respondents
|
Doctors
|
1
|
2%
|
||
Farmers
|
20
|
40%
|
||
Students
|
25
|
50%
|
||
Others
|
2
|
4%
|
||
Source:
field Study data, 2016.
|
Table 2.
|
|||
4.2. Discussion of Findings
The
findings or data of this research is presented and discussed through the three
specific objectives aiming at giving the researcher the appropriate answers of
the questions aroused in chapter one as follows:
Responses from students
The
findings from the students about Christianity having advantages in the society
shown that, 100% agreed that Christianity is having advantages among them.
Table
3. showing the responses from students, church leaders and followers about the
role of Christianity to the society
Roles
|
Students
response
|
Church
leaders and followers response
|
||
Frequency
|
Percentages
|
Frequency
|
Percentages
|
|
Spiritual care
|
10
|
41.7%
|
9
|
39.1%
|
Education scholarship
|
12
|
50%
|
12
|
52.2%
|
Education services like buildings
|
2
|
8.3%
|
2
|
8.7%
|
Total
|
24
|
100%
|
23
|
100%
|
Source: field Study data, 2016.
|
Table 3.
|
|||
They
therefore went further and state some of the advantages that the society gets
as to 41.7% of students said that they get spiritual care, 50% said that they
get education scholarships (sponsorship) and 8.3% said that it gets education
services like building schools (infrastructures).
Responses from church
leaders and the followers
According
to the findings from leaders and church followers 95.8% agreed that, there are
some advantages of the existence of Christianity in the society while 4.2%
denied.
Church
leaders and followers went further to mention the advantages that the society
gets from Christianity . 52.2% said that Christianity give sponsorship to
students, 39.1% said that the society gets spiritual care, while 8.7% said that Christianity builds the infrastructures for education like buildings and 4.2%
did not comply with the question.
Responses from the
government officials
The
government officials responded to the interview given by the researcher and
they had the following responses on the underlying objective; 100% agreed that
there are gains that the community and the government get from Christianity .
The
respondents went on mentioning those gains that the community and the
government get from Christianity, 100% said that it provides employment. While
50% said that students gain education in schools particularly the Christian
schools. And the 50% commented that Christianity builds schools which are
suitable for providing education.
4.2.2. To examine the contribution
of Christianity on secondary education
Responses
from students
The data under this objective shown that, the number
of secondary schools run under Christianity was 58.3% said that, there are
between 1 to 5 schools run under Christianity , 41.7% said that, there between 6
to 10 schools. This shows that there is the provision of secondary education
through Christian schools.
58.3% of the
students agreed that the educational institutions provide them with
sponsorship/support to their education; however, 41.7% disagreed to that.
35.7% of the students attempted/answered YES to this
part said that, the institution offered them with school fees/tuition fees,
28.6% said that, the institution provides them with school uniforms while 21.4%
said that, they get all (school fees, educational materials, and school
uniforms) and finally, 14.3% said that, they get educational materials from
these religious institutions as the support to their education.
Table 4. Showing the responses of students,
church leaders and followers about the contribution
of Christianity to education.
Students
response
|
Church
leaders and followers response
|
|||
Frequency
|
Percentages
|
Frequency
|
Percentages
|
|
School fee
|
5
|
35.7%
|
1
|
5.9%
|
School uniform
|
4
|
28.6%
|
10
|
58.8%
|
All
|
3
|
21.4%
|
2
|
11.8%
|
Educational materials
|
2
|
14.3%
|
4
|
23.5%
|
Total
|
14
|
100%
|
17
|
100%
|
Source: field Study data, 2016.
|
Table 4.
|
|||
Responses
from church
leaders and followers
The data from church leaders and followers shown that,
the number of secondary schools run under Christianity was 54.2% said that,
there are between 1 to 5 schools run under Christianity, 41.7% said that, there
between 6 to 10 schools and 4.2% said that there are between 11 – 15 secondary
schools run by the Christianity. This shows that there is the provision of
secondary education through Christian schools.
Again church leader attempted to answer whether those
institutions provide any support to students, and their responses are 70.8%
said that it provides support and 29.2% said that it is not providing any
support.
They went on to mention the support that the students
get and their responses are; 58.8% of the respondents who agreed that Christianity provides support said that it provides school uniform to students,
23.5% said that it provides teaching and learning materials like boos and
excessive books, 11.8% said that it provides full support (that is, school
fees, learning materials, and school uniforms), and 5.9% said that Christianity
provides school fees to students.
Responses
from government officials
Under this objective, 100% of the government officials
agreed that there are contributions of Christianity to provision of secondary
education (that is, none of them denied this).
They further analysed that, 100% of them said that Christianity provide school fees to students. Under the other contribution
which is provision of teaching and learning materials like books, 50% commented
on it and under provision of full scholarship to students 50% suggested that.
4.2.3. To examine the strategies
made by the government to support religious institutions
Responses from students
Here
the respondents were asked if the government know about the importance of
having Christianity in the community or society. 75% agreed while 25% said
that, the government does not know.
The
data again had shown the possible measures taken by the government to support
Christianity or their educational institutions. However, the respondents were
allowed/instructed to answer or give more than one measure, therefore, the
percentages listed down was drown according to the degree of the choice per
point as chosen by the respondents.
100%
of the students agreed to this question said that the government provides
subsidies to these institutions which enable them to run their daily activities
smoothly. 50% said that, the government promotes them (Christianity) to build
more educational institutions like secondary schools and 44.4% said that, the
government helps Christianity by allowing smooth registration of their projects
and institutions.
In
the other hand, there are other students who disagreed that the government
knows about the importance of Christianity and they said that, they elect
leader with true spirit and desire to education to the government 100%, they
invite government leaders to different special occasions in schools and address
them 83.3%, and 50% said that they address the problems through meetings (local
government meetings).
Responses from church
leaders and followers
On
the side of church leaders and followers, the data shown that, 83.3% agreed
that the government knows and recognizes the importance of having Christianity in the society. However, 16.7% disagreed that the government knows importance
of having Christianity in the society.
As
a result, 100% of the respondents who agreed that the government know the
importance of Christianity within the society said that the government gives
educational subsidies to the Christian schools and the private schools as whole
so as to run their daily activities smoothly. On the other response, 15% said
that the government allows these institutions to register students and this
acts as the support to these institutions and the society as whole.
Those
who denied that the government does not know the importance of Christianity to
the society said that, 75% that they use to elect good leader during election
who have the good spirit to the education development so as to recognize well
the importance of Christianity in the society in terms of education. 25% said
that they conduct village meetings with which they use as an opportunity to
inform the government about the importance of Christianity in the society.
Therefore, through these the government and the officials can be well informed
about the importance of Christianity and religious educational institutions as
whole in providing quality secondary education to students.
Responses from the
government officials
The
government officials explained about the measures taken by the government to
boost religious institution particularly Christianity so as to provide enough
education to students as follows: 100% agreed that the government take some
measures to boost these institutions. Under provision of subsidies 100%
respondents suggested, and under giving the government inspectorate/inspectors
to inspect the quality of the education, 50% suggested on it.
CHAPTER FIVE
SUMMARY, CONCLUSION
AND RECOMMENDATIONS
5.0 Introduction
The
field was done at Geita district in Geita region. This chapter represents
summary, conclusion and recommendations basing on the findings presented in
chapter four.
5.1. Summary of the findings
This
research was conducted to assess the contribution of religious institutions on
the provision of secondary education in a case of Christianity in Geita
district. The sample consisted of 50 respondents including 24 church followers and
leaders, 24 students and 2 government officials all from Kalangalala, Nyankumbu
and Buhalahala wards. The methods of collecting data were observation,
questionnaire and interviews.
According
to the research findings the contribution of religious institutions in
providing education has been of importance towards the members of Geita District. This was because of;
Provision
of educational sponsorship (support) by religious schools which includes school
fees, educational materials and school uniforms.
Presence
of spiritual care amongst the Christianity secondary schools
Provision
of educational services like building of schools and infrastructure as
presented in chapter.
5.2. Conclusion
In
this research the findings revealed that there are many contributions of Christianity towards provision of secondary education where by supports like
tuition fees, educational materials like books and school uniforms amongst the
students are being provided.
It
has also shown that, Christianity does not rely only in providing education but
has an impact in spiritual care of both students and other individuals,
provides employment chances to people and also building infrastructures not
only schools but also hospitals and other services.
Furthermore,
the research findings show that the government also determines the contribution
of Christianity to education as it provides subsidies to the schools, promote
building more educational institutions and also allows smooth registration of
the religious projects and institutions.
5.3. Recommendations
Under
this research recommendation were provided by the researcher basing on the
research findings that were presented in chapter four. The recommendations were
directed to various groups including the government, parents and to other
religions. Among them were like as follows;
- The government should emphasize various religions to have a concern in providing education in different levels not only secondary education.
- Also the government should increase the provision of subsidies in religious owned institutions and projects.
- Governments have to enforce a law that states uniform fees amongst the private schools.
- Parents should enroll their sons and daughters in private schools that are owned by religions to reduce the number of illiterate people in our societies.
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REFERENCES
McAfee,
D. G. (2011). Disproving Christianity;
Revised Second Edition. Great Britain: Dangerous Little Books.
WikipwdianArticles (2010). Christianity and its
Supporting Articles. Pedia Press.
Chandra,
S. S., Rajendra, K. and Sharma. (2004). Sociology
of Education. New Delhi: Atlantic Publishers
and Distributers.
Wikipedia (2015). Role of the Christian Church in Civilization. Retrieved From https://en.wikipedia.org/wiki/Role_of_the_Christian_Church_in_civilization
Perez,
A. F., Gueye, S. P. & Yang, F. (2005). Civil
Society as Democratic Practice.
Washington
D. C.: The Council for Research in Values and Philosophy.
Nandu,
T. (2006). Christian Missionaries’
Contribution to Education Lauded. Retrieved from http://www.thehindu.com/todays-paper/tp-national/tp-tamilnadu/christian-missionaries-contribution-to-education-lauded/article3036984.ece
Carpenter,
J., Glanzer, P. L., Lantinga, N. S. (2014). Christian
Higher Education; A Global Reconnaissance.
Cambridge: Wm. B. Eerdmans Publishing Co.
Wikipedia-The
Free Encyclopaedia, (2015). Church Tax.
Retrieved from: https://en.wikipedia.org/wiki/Church_tax
Krishnaswami,
K. (2003). Industrial Instrumentation,
Volume 1. New Delhi: New Age International
Publishers.
Kombo,
D. K. and Delno L. A. (2006). Proposal
and Thesis Writing: An Introduction. Daughters of St. Paul, P.O. Box 49026, 00100 Nairobi GPO (Kenya):
Pauline’s Publications Africa.
Kothari,
C. R. (1990). Research Methodology,
Methods and Techniques; 2nd Revised Edition. New Delhi: New Age International
Publishers Ltd.
Hornby,
G. (2000). Improving Parental Involvement.
London: British Library Cataloguing in Publication
Data.
Kothari,
C. R. (2004). Research Methodology,
Methods and Techniques. New Delhi: New Age
International Publishers Ltd.
APPENDIX I
THE INTERVIEW FOR THE
GOVERNMENT OFFICIALS
Dear
Respondent
I
am MATANGA Yuster Benard, A third year student of Bachelor of Arts with
Education 2015/2016, Faculty of Education in St. Augustine University of
Tanzania (SAUT) – Mwanza Campus. I request you to give the correct data from
the following interview. I assure you that the data to be provided will be used
sincerely for the purpose of research and not otherwise.
1. Gender
Male [ ] Female
[ ]
2. Age
·
21-35 Years [ ]
·
36-45 Years [ ]
·
45+Years [ ]
3. What is your level of education?
·
Secondary [ ]
·
Diploma/Certificate [
]
·
University/Degree [ ]
4. What is your occupation?
________________________________________________
Questions
1. Are
there gains that the community and the government get from Christianity ?
2. What
are those gains from Christianity ?
3. Is
there any contribution of Christianity to the provision of secondary education?
4. What
are the contributions of Christianity to secondary education provision?
5. Are
there any measures taken by the government to boost religious institutions
particularly educational institutions?
6. What
are those measures?
APPENDIX II
QUESTIONNAIRE
FOR STUDENTS
Dear
Respondent
I
am MATANGA Yuster Benard, A third year student of Bachelor of Arts with
Education 2015/2016, Faculty of Education in St. Augustine University of
Tanzania (SAUT) – Mwanza Campus. I request you to give the correct data from
the following questionnaire. I assure you that the data to be provided will be
used sincerely for the purpose of research and not otherwise.
Thank
you in advance.
Instruction
1.
Put a tick (√) in the appropriate answer.
PART A:
RESPONDENTS INFORMATION
1. Gender
Male
[ ] Female [ ]
2. Age
·
11-20 Years [ ]
·
21+ Years [
]
3. Class
·
Form I – IV [ ]
·
Form V – VI [ ]
4. Are you sponsored by the church?
Yes [ ]
No [ ]
PART B:
THE ROLE OF CHRISTIANITY TO THE COMMUNITY
1.
Is there any advantage of having Christianity in your society?
·
Yes [ ] No [
]
2.
Which are the advantages that the society get from the existence of Christianity among them? (you can choose more than one)
a. Spiritual
care [ ]
b. Education
scholarship [ ]
c. Education
services like building schools [ ]
d. Others
(Mention) _________________________________
_________________________________
PART C:
CONTRIBUTION OF CHRISTIANITY TO SECONDARY EDUCATION PROVISION.
3.
How many secondary schools possessed by Christian religion are found in your
district?
a. None [ ]
b. 1
– 5 [ ]
c. 6
– 10 [
]
d. 11
– 15 [ ]
e. 20+
(20 and above) [ ]
4.
Are those educational institutions providing you any sponsorship (support) to
your education?
Yes [ ] b)
No [
]
5.
If Yes, which kind of sponsorship (support) do you get?
a. School
Fee [ ]
b. Educational
Materials [ ]
c. School
Uniform [ ]
d. All
of the above [ ]
PART D:
MEASURES TAKEN BY THE GOVERNMENT TO HELP AND PROMOTE CHRISTIANITY AND ITS
INSTITUTIONS PARTICULARLY EDUCATIONAL INSTITUTIONS
6.
Do the government know about the importance of being with Christianity in the
community?
Yes [ ] b) No [ ]
7.
If yes, what are the possible measures taken by the government to create the
conducive environment for the institution to run well its duties, especially in
education?
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
d. ______________________________________________________________________
8.
If no, what do you and the parents as the members of the society do to make the
government know the importance of education in the society?
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
d. ______________________________________________________________________
APPENDIX III
MASWALI KWA AJILI YA
VIONGOZI WA DINI NA WAUMINI
Mimi
ni MATANGA Yuster Benard, mwanafunzi wa Elimu na Sanaa (BAED) katika Chuo Kikuu
cha Mtakatifu Agustino. Ninafanya utafiti kuhusu uchangizi wa dini za Kikristo
katika kuleta elimu ya sekondari katika mkoa wa Geita , wilaya ya Geita kama
sehemu ya masomo yangu. Naomba ushirikiano wako kikamilifu ili kutimiza malengo
ya utafiti huu. Nashukuru sana kwa ushirikiano wako.
Maelekezo:
a. Jibu
maswali yote.
b. Usiandike
jina lako kokote kwenye karatasi hili.
c. Weka
alama ya vema (√) kwenye jibu sahihi katika kisanduku.
SEHEMU YA A
Maelezo
yako binafsi
1. Jinsia
Me [
] Ke [ ]
2. Umri
·
Miaka 11 – 20 [ ]
·
Miaka 21 – 35 [ ]
·
Miaka 36 – 45 [ ]
·
Miaka 45+ [
]
3. Kiwango chako cha elimu
·
Elimu ya msingi [ ]
·
Elimu ya sekondari [
]
·
Elimu ya stashahada [
]
·
Elimuya shahada [ ]
4. Wewe ni kiongozi au muumini.
Kiongozi [
] b) Muumini [ ]
5.
Wewe ni dhehebu gani la dini ya Kikristu?
·
Mlutheri [ ]
·
Mkatoliki [ ]
·
Msabato [ ]
·
Nyingine [ ]Taja __________________
SEHEMU YA B:
NAFASI YA DINI ZA KIKRISTU KATIKA JAMII
1.
Kuna faida ya kuwepo kwa dini za Kikristu katika jamii?
Ndio [ ] Hapana [
]
2.
Je ni faida zipi jamii hunufaika nazo kwa kuwepo kwa dini za Kikristu katika
jamii? (unaweza kujibu zaidi ya moja)
a. Huduma
za kiroho [ ]
b. Udhamini
wa elimu [ ]
c. Huduma
za elimu kama kujenga shule [ ]
d. Others
(Mention) _________________________________
_________________________________
SEHEMU YA C:
MCHANGO WA DINI ZA KIKRISTU KATIKA ELIMU YA SEKONDARI
3. Je
kuna shule ngapi za upili (sekondari) zinazomilikiwa na mashirika ya dini ya
Kikristu katika wilaya yako?
a. Hakuna [ ]
b. 1
– 5 [ ]
c. 6
– 10 [ ]
d. 11
– 15 [
]
e. 20+
(20 na kuendelea) [ ]
4. Taasisi
hizi za dini zinatoa udhamini wowote kwa wanafunzi ili kupata elimu yao?
Ndio [ ] b) Hapana [ ]
5. Kama
jibu ni ndio, wanawadhamini nini?
a. Karo/ada [
]
b. Vifaa
vya kusoma na kujifunzia [ ]
c. Sare
za shule [ ]
d. Yote
ya juu [ ]
SEHEMU YA D: MIKAKATI
INAYOCHUKULIWA NA SERIKALI KUSAIDIA DINI ZA KIKRISTU NA TAASISI ZAKE HUSUSAN ZA
ELIMU
6. Je
serikali inatambua wazi kuhusu umuhimu wa kuwa na dini za Kikristu katika jamii
na serikali kwa ujumla?
Ndio [
] b) Hapana [ ]
7. Kama
jibu ni ndio, je wanafanya nini ili waweze kusaidia taasisi hizi kufaya kazi
zake na kutimiza wajibu wao likiwemo la kutoa elimu kwa jamii?
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
d. ______________________________________________________________________
8. Kama
jibu ni hapana, je mnafanya nini ili serikali iweze kutambua umuhimu na nafasi
hizi muhimu za dini katika jamii?
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
d. ______________________________________________________________________
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