An Assessment of Local Government Financing Towards Quality Education in Secondary Schools in Tanzania: a Case Study of Karatu District

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Social Sciences Master Dissertations

2014 An assessment of local government financing towards quality education in secondary schools in Tanzania: A case study of Karatu district

Salutari, Marseli

The University of Dodoma

Salutari, M. (2014). An assessment of local government financing towards quality education in secondary schools in Tanzania: A case study of Karatu district (Master's dissertation). The University of Dodoma, Dodoma. http://hdl.handle.net/20.500.12661/2023 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. AN ASSESSMENT OF LOCAL GOVERNMENT FINANCING

TOWARDS QUALITY EDUCATION IN SECONDARY SCHOOLS

IN TANZANIA: A CASE STUDY OF KARATU DISTRICT

MARSELI SALUTARI

Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree

of Master of Public Administration of the University of Dodoma

The University of Dodoma

October, 2014 CERTIFICATION

The undersigned certifies that has read and hereby recommends for acceptance by the

University of Dodoma a dissertation entitled:“An Assessment of Local Government

Financing towards Quality Education in Secondary Schools in Tanzania: A Case of

Karatu District”, in partial fulfillment of the requirements for the degree of Master of public administration of the University of Dodoma.

______

Dr. Philemon Sengati

(SUPERVISOR)

Date______

DECLARATION

AND

I Marseli Salutari, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other University for a similar or any other degree award.

Signature______

No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form by any means without prior written permission of the author or

University of Dodoma.

ACKNOWLEDGEMENT

The completion of this study makes me familiar with other people with different status in life. Those people who helped me in different ways complete the study. I came to realize that without the help of other people I would not have been able to complete this study. Accordingly, I would like to express the deepest thanks to the Almighty God for giving me life and strength to accomplish this task.

Furthermore, I express my deepest gratitude to my Dr Philemon Sengati (supervisor), who worked hard in providing intellectual guidance and assistance in the completion of the study. He guided, advised, corrected and criticized me in a professional manner to guarantee success. Likewise, my truthful thanks and flow of gratitude be to my wife

(Akwilina Meroli) and my lovely children (Denis and Dorine) who prayed and pray always for me in order to complete this study.

Additionally, articulated is my deepest thanks to my friends (Manonga, Elias, Mukulu,

Karau and James) and Master of Public Administration colleagues who provided me advices and encouragement during this hard period of conducting my research.

Heartfelt gratitude also to Dr Hussein Sinda, Dr Mark Paul Diyammi and Mr Abiud

Bongole for their support and guidance they accorded me during my study. Eventually,

I profoundly thank all my lecturers at the School of Social Science who have adequately guided and equipped me with both theoretical and practical skills.

Recognized is the contribution of my respondents to the success of the study through their valuable responses.

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DEDICATION

This dissertation is dedicated to my parents; the Tlatlaa (Emeliana and Salutari) and my beloved sister (Theodosia) who provided both financial and moral support in my study.

May God bless them.

ABSTRACT

The study was about the Assessment of the local government financing towards quality education in public schools in Karatu district. The study particularly sought to determine whether there is relationship between finance/funds provided by local government and students‘ performance in public secondary schools in Tanzania. In fact, most of public secondary schools get inadequate amount of funds which is also associated with delay and this obviously has negative consequences on students‘ performance. This study therefore investigated the financial mechanism used by local government in funds allocation in secondary schools.

A sample of 75 respondents was made use of and these were randomly .The methods used in data collection are interviews, questionnaire and documentary review. The statistical package for social science (SPSS) was used for management of data and analysis.

Unveiled were findings with regard to the study notably depicted that local government has an inadequate and deplorable amount of funds, experiences delay of funds, funds not allocated on time, pitiable management of funds and poor audit of the allocated funds which seemingly and apparently become persistently detrimental problems associated with the funds received in public secondary schools.

The study recommends that, heads of schools should be more creative in formulating different projects around schools for the purpose of generating incomes as well as frequent audit so as to avoid misuse of the funds allocated by stakeholders in education sector.

TABLE OF CONTENTS CERTIFICATION ...... i DECLARATION AND COPYRIGHT ...... ii ACKNOWLEDGEMENT ...... iii DEDICATION ...... iv ABSTRACT ...... v LIST OF TABLES ...... x LIST OF FIGURES ...... xi LIST OF PLATE ...... xii LIST OF APPENDICES ...... xiii LIST OF ABBREVIATIONS AND ACRONYMS ...... xiv

CHAPTER ONE :INTRODUCTION AND BACKGROUND TO THE STUDY .... 1 1.0 Introduction ...... 1 1.1 Background to the Problem ...... 1 1.2 Statement of the Problem ...... 9 1.3 Objectives of the Study ...... 10 1.3.1 General Objectives ...... 10 1.3.2 Specific Objectives ...... 11 1.4 Research Questions ...... 11 1.5 Significance of the Study ...... 11 1.6 Limitation of the Study ...... 12 1.7 Conclusion ...... 13

CHAPTER TWO :LITERATURE REVIEW ...... 14 2.0 Introduction ...... 14 2.1 Conceptual Clarity ...... 14 2.1.1 Quality Education ...... 14 2.1.2 Local Government ...... 15 2.1.3 Financing ...... 15 2.2 Theoretical Literature Review ...... 17 2.2.1 Decentralization Theory ...... 17

2.2.2 Structural Functionalism Theory ...... 18 2.2.3 Expectancy Theory ...... 19 2.2.4 Motivation Theory ...... 20 2.3 Relevance of the Theories to the Study ...... 21 2.4 Empirical Literature Review ...... 23 2.5 Research Gap ...... 30 2.6 Conceptual Framework ...... 31 2.7 Conclusion ...... 32

CHAPTER THREE :RESEARCH METHODOLOGY ...... 33 3.0 Introduction ...... 33 3.1 Research Design ...... 33 3.1.1 Qualitative Research Approach ...... 35 3.1.2 Quantitative Research Approach ...... 36 3.2 The Study Area ...... 33 3.2.1 Administrative Structure ...... 37 3.2.2 Population ...... 37 3.2.3 Economic Status ...... 37 3.3 Targeted Population ...... 37 3.4 Sample Size, Study Approach and Sampling Frame ...... 38 3.4.1 Sample Size ...... 38 3.4.2 Study Approach ...... 39 3.4.3 Sampling Frame ...... 40 3.5 Data Collection, Method and Tools ...... 42 3.5.1 Questionnaires ...... 42 3.5.2 Structured Interview ...... 43 3.5.3 Documentary Review ...... 43 3.6 Validity and Reliability of the Instrument ...... 43 3.7 Data Analysis Procedures ...... 44 3.8 Ethical Consideration ...... 44 3.9 Conclusion ...... 45

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CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION . 46 4.1 Introduction ...... 46 4.2 Characteristics of the Respondents ...... 46 4.3.1 Sex of Respondents ...... 47 4.3.2 Age of the Respondents ...... 48 4.3.3 Marital Status of the Respondents ...... 49 4.3.4 Education Level of the Respondents ...... 50 4.3.5 Objective One: Methods Used in Funds Allocation in Secondary Schools ...... 50 4.3.6 The Usage /Expenditure of Local Government Financing ...... 52 4.3.7 Problems Facing the Allocation of Funds in Secondary Schools ...... 53 4.3.8 Improve the System of Financing in Secondary Schools ...... 54 4.3.9 The Sources of Funds Distributed to Secondary Schools by Local Government 56 4.3.10 Best Performer on Secondary School Financing ...... 57 4.3.11 Individual Contribution in Education Financing ...... 59 4.4.0 Objective: Level of Stakeholder‘s Participation in Education Delivery ...... 60 4.4.1 Stakeholders‘ Contributions in Quality Education Delivery in Secondary Schools ...... 60 4.4.2 Education Delivered by Local Government is Satisfactory ...... 63 4.4.3 Ranking the Education Delivered by Local Government ...... 65 4.4.4 Perception of Quality of Education ...... 66 4.4.5 Provision of Motivation to Teachers in Education Sector ...... 67 4.4.6 Rating Institutional Contributions in Education ...... 68 4.5 Objective Three: Strategies to Improve Local Government Financing Towards Quality Education Delivery ...... 70 4.5.1 Strategies to Improve Finance in Secondary Schools ...... 70 4.5.2 Cost Sharing in Secondary Education ...... 71 4.5.6 Adopting New Strategies in Finance Allocation ...... 77 4.5.7 Suggestion on How to Improve Financing in Secondary Schools ...... 78 4.6 Conclusion ...... 80

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS81 5.2 Summary ...... 81 5.4 Recommendations ...... 84

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5.5 Areas for further Studies ...... 86 REFERENCES ...... 87 APPENDICES ...... 91

LIST OF TABLES

Table 1.1: Form Four National Examinations Results from 2011—2013 ...... 10 Table 3.1: Sample Frame on Education Stakeholders ...... 42 Table 4.1: Educational Qualification of the Respondents ...... 50 Table 4.2: Expenditure or Uses of Funds Allocated ...... 52 Table 4.3: Improving the Finance in Secondary Schools ...... 55 Table 4.4: Stakeholders Contribution ...... 61 Table 4.5: Satisfactory Education Delivered By Local Government...... 64 Table 4.6: Ranking the Education Delivered in Secondary Schools ...... 65 Table 4.7: Strategies to Adopt in Financing ...... 70 Table 4.8: Flow of Capitation Grants, Mlimani Sumawe Secondary School ...... 73 Table 4.9: Flow of Capitation Grants Slahhamo Secondary School ...... 74 Table 4.10: Flow of Capitation Grants, Ganako Secondary School ...... 75 Table 4.11: Flow of Development Grants, Ganako Secondary School ...... 76

LIST OF FIGURES Figure 2.1: Conceptual Framework ...... 31 Figure 4.1: Sex of Respondents ...... 47 Figure 4.2: Age of Respondents ...... 48 Figure 4.3: Marital Status of the Respondents ...... 49 Figure 4.4: Methods Used by Local Government in Funds Allocations ...... 51 Figure 4.5: Problems Facing Allocation of Funds ...... 53 Figure 4.6: Sources of Funds Distributed by Local Government ...... 56 Figure 4 7: Best Performer in Secondary Education Financing ...... 58 Figure 4 8: Individual Contributions in Education Financing ...... 59 Figure 4.9: Perception of Quality Education ...... 66 Figure 4.10: Provision of Motivation to Teachers in Education Sector ...... 67 Figure 4.11: Rating Institutional Contributions in Education ...... 69 Figure 4.12: Cost Sharing in Education ...... 72 Figure 4.12: Adopting New Strategies in Finance Allocations ...... 77 Figure 4 13: Suggestions on How to Improve Financing ...... 78

LIST OF PLATE

Plate 4.1: Depicts Slahhamo Secondary School in Mbulumbulu Ward ...... 62

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LIST OF APPENDICES

Appendix I: Research Questionnaires ...... 91 Appendix II: Interview Guide ...... 98

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LIST OF ABBREVIATIONS AND ACRONYMS

CAG Controller Audit General

D by D Decentralization by Devolution

DANIDA Danish International Development Agency

DED District Executive Director

DFID Department for International Development

DSEO District Secondary Education Officer

EFA Education for All

ESDP Evaluation of Education Sector Development

ESR Education for Self Reliance

GDP Gross Domestic Product

IAE Institute of Adult Education

ICT Information and Communications Technology

LGAs Local Government Authorities

MC Municipal Council

MKUKUTA National Strategy for Growth and Poverty Reduction

MoEVT Ministry of Education and Vocational Training

NCAA Ngorongoro Conservation Authority Area

NECTA National Examination Council of Tanzania

NGO’s Non Government Organizations

NORAD Norwagian Agency for Development

ODL Open Distant Learning

PETS Public Expenditure Tracking System

PMO Prime Minister‘s Office

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PMO-RALG Prime Minister‘s Office, Regional and Administration of Local

Government

SEDP Secondary Education Development Programme

SLO Statistical Logistic Officer

SPSS Statistical Package for Social Science

TANAPA Tanzania National Park

TIE Tanzania Institute of Education

TSC Teachers Service Commission

UN United Nations

UNESCO United Nation Educational, Scientific and Cultural Organization

UNICEF United Nation

UPE Universal Primary Education

URT UNITED Republic of Tanzania

USA United States of America

USAID United States Agency for International Development

WEC Ward Education Coordinator

WEO Ward Executive Officer

CHAPTER ONE

INTRODUCTION AND BACKGROUND TO THE STUDY

1.0 Introduction

This preliminary chapter attempts to commence the study a propos ―An Assessment of

Local Government Financing towards Quality Education in Secondary Schools in

Tanzania: A Case Study of Karatu District‖ in Arusha region. It comprises the background of the study, statement of the problem, purpose of the study, objectives of the study, research questions, and significance of the study. It winds up with the scope of the study and its conclusion.

1.1 Background to the Problem

Education has been regarded in all societies and throughout human history both as an end in itself and as a means for the individual and society to grow. It is not only the key to sustainable development but also a fundamental human right (Plank, 2007).

Consequently, the UN Declaration of Human Rights (1948), the 1959 Declaration of the Rights of the Child, the 1966 International Covenant on Economic, Social and

Cultural Rights, the 1989 Convention on the Rights of the Child, (Rosensweig, 2002), among others have reaffirmed this right and lent credence to the indispensability of education in the preservation and enhancement of the inherent dignity of the human person, (UNESCO, 2000).

The financing and quality of elementary and secondary education is a critically important for many reasons. The future of youth depends on their educational opportunities and educational opportunity is a stepping stone to economic success for many. Education is a critical to the vitality of our democratic political system. A

1 quality of education makes individuals more productive in the workplace, thereby contributing to economic growth and increasing our country‘s international competitiveness. (Dephnen, 1999:25) .United States has one of the most decentralized education finance system in the world. Although the USA constitution makes the direct provision of education a state function. All states but Hawaii delegate important responsibilities to local government. The provision of financing education in the

United States has traditionally been the responsibility of local government but nature of local government involvement varies as does the degree of local control (ibid:32).

Public policy has an important role to play in ensuring learning opportunities for all students irrespective of their home backgrounds, through the use of public funding to alter the distribution of the costs and benefits of secondary education (Clarke,

2003:78).

The financial implications of universalizing opportunity for secondary education, combined with needed investments in educational quality, reforms in public private partnership models, and increased cost recovery, are manageable given India‘s forecasted strong economic growth and revenue generation over the next ten years ( ibid:89 ).

Again, as an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty, and obtain the means to participate fully in their communities. None of the civil, political, economic and social rights can be fully exercised in a well-informed manner by individuals unless they have received a certain minimum education,

(UNESCO, 2000).

Although efforts continue to be made towards achieving Education for All (EFA), including scaling-up of resources for primary education, progress has not been impressive, particularly in Africa where most of the world‘s out-of-school children live. Although 17 million more African children are in school today than a decade ago,

42 million have never been in school, out of 113 million worldwide, according to estimates by UNESCO. Africa‘s share of the world‘s out of school children is set to grow sharply in the period up to 2015, the target date set by the international community for achieving universal primary education. Indeed, the World Bank (WB) has predicted that by 2015 three out of four of the worlds out of school children will live in Africa (USAID, 2OO7).

Households in low-income countries are frequently called upon to provide a significant share of overall education expenditures since the world made commitments to strive to achieve Education for All. A survey carried out in 2004 by World Bank found that households in Cambodia finance 56% of total spending on basic education. In Zambia, parents paid 50% to 75% of total primary education spending .In Malawi; the average household expenditure for public primary school was nearly 80 percent (World Bank,

2004).

Evidence from several countries show that the private cost of schooling is a major barrier that prevents many children from accessing and completing quality basic education. They are especially burdensome in countries where poverty imposes tough choices on families and households about how many and which children to send to school, and for how long. Parents in Indonesia, China, the Solomon Islands, and many

African countries cite user fees as a major obstacle to enrolling their children in school,

(Kattan, 2006).

In 1992, the proportion of children in Uganda who were not enrolled in school due to costs related reasons was estimated at 71% (Kattan, 2006). Zambia‘s Central Statistics

Office estimated that at least 45% of children who drop out of school did so because they could not pay school fees ( Kattan, 2006). In 2001, parents and teachers in

Tanzania said that non-payment of fees was the principal reason why children did not attend school (Haki Elimu, 2004). In Kenya, absenteeism and drop-out rates have been shown to rise and fall in line with user fees.

(Kattan, 2006). Several studies in Ghana have also shown that the high cost of schooling is often the most frequent reason cited for non-attendance, (Akyeampong et al, 2007). With cost of providing food, clothing, school levies and registration costs being the three largest expenditure items facing households. He argued that affordability constraints, most parents in Ghana have preference for boy child education over the girl child, (Akyeampong et al, 2007).

Secondary Education in Tanzania is undertaken by the Ministry of Education and

Vocational Training (MoEVT). Basically, this is responsible for Policy Development,

Quality Assurance, setting National Standards, and Monitoring and Evaluation of

Education Sector Development Programme (ESDP) and related sub-sector programmes including Secondary Education Development Programme (SEDP II) while the Prime

Minister‘s Office Regional Administration and Local Government (PMO-RALG) is responsible for the Management and Administration of Secondary Schools in which case the day to day routine functions are assigned to the Local Government Authorities

(LGAs) in accordance with the D by D policy (URT, 2004).

The plan has five main objectives, which focused on improving access, equity and quality education as well as efficiency including effectiveness of educational management in the country. The administration of secondary schools in LGAs is an additional new function since 2009 following the announcement of Decentralization of administration of secondary schools from the Central Government to Local

Government Authorities by the President of the United Republic of Tanzania,

Honorable Jakaya Mrisho Kikwete, on the 12th February, 2008 (URT, op.cit.).

The education sector in Tanzania has gone through a number of changes since independence. These changes have shaped the process of provision of education in

Tanzania. The consequent landmarks have been instrumental in creating the current system of infrastructure and funding arrangements. The prevailing socio-economic conditions and the Tanzania Development Vision 2025 aspirations supported by the

1995 Education and Training Policy call for fundamental transformations and remedy of inherent deficiencies in the education delivery system (URT, 2010).

The following landmarks have prepared the environment for the envisaged reform: In

1963 the government abolished all forms of discrimination on racial and religious basis in education at all levels as a result of the Education Act of 1962. Privately owned primary schools were nationalized and education became free at all levels.

Furthermore, the Government streamlined the school curriculum and made Kiswahili the National language (URT, 2004).

Also, in1967 Education for Self-Reliance (ESR) philosophy was adopted to guide the planning and practice of education. ESR was sequel of the Arusha Declaration; it appraised the education system existing then and proposed fundamental reforms in the

5 school curriculum. Between 1967 and 1978 the government took several steps and enacted laws to legalize the Arusha Declaration and ESR directives. The philosophy called for curriculum reform in order to integrate theory with acquisition of practical life skills. It also linked education plans and practices with national socio-economic development and the world of work (URT, 2004).

In 1970 privately owned secondary schools were nationalized with an intention of expanding school enrolment in order to enhance access. After that, in 1971 the first

Tanzanian public examinations were administered. In 1972 the government diversified secondary education into vocational biases (commercial, agriculture, technical and home economics), while at the same time established post-primary vocational centers to be attached to each primary school. In 1973 the National Examination Council of

Tanzania (NECTA) was established (URT, 2004).

In 1974 the Musoma Resolution on Universal Primary Education (UPE) was announced. Also, in 1975 the Tanzania Institute of Education (TIE) was established as well in 1978 the National Education Act No. 25 was passed by Parliament, to consolidate education at all levels. The Act re-introduced the inspectorate who spelt out the role of the Central Government and that of the Local Government in education provision and laid out conditions and procedures for the registration of private schools and for licensing as well as the registration of teachers (URT, 2004).

In 1981 the Presidential Commission of Education was appointed to review the existing system of education and proposed necessary actions to lead the country towards the year 2000. After that, in 1989 the Teachers Service Commission (TSC) was established. The National Education Act No. 25 of 1978 was amended in 1995 to

6 facilitate the establishment of the Higher Education Accreditation Council which was officially inaugurated on the 3rd January, 1997 (MoVET, 2O13).

The purpose of education in Tanzania is to provide individuals with the opportunity to achieve their full potential in terms of acquiring the knowledge, skills, values and attitudes needed for various social and economic roles, as well as for their all round personal development. It has helped Tanzanian government to promote equitable socio-economic growth and democratic change, whilst guiding our essential social- cultural attributes that are most valued in our society (MoVET, op.cit.).

There are two channels constituting the secondary education system, that is, Formal and Non-Formal Secondary Education. Secondary school education refers to that full programme of education provided in accordance with Government approved curricula and availed to students who will have completed primary education. In Tanzania, formal secondary school education consists of two sequential cycles. The first cycle is a four-year Ordinary Level (O-Level) secondary education, while the second cycle is a two-year programme of Advanced Level (A-Level) secondary education. The O-Level cycle begins with Form 1 and ends with Form 4, while A-Level has Form 5 and 6

(MoVET, ibid.).

Tanzania devotes around 6% of its GDP to education with donor agencies funding about 84% of development expenditures and 14% of all government expenditure on education (World Bank, 1996). The share of primary education in the total education budget increased from 50% in 1990/91 to 55% in 1993/4 (IDS/MOEC, 1996). While levels of funding have been inadequate in all education sectors, resources have not been used efficiently. Most foreign funds in the 1990s have gone into primary education. Foreign aid has tended to finance the development budget and donors have

7 been reluctant to subsidize teachers' salaries. The major bilateral donors active in the primary education sector are Denmark, Sweden, Ireland and the Netherlands. The main donors to secondary education have been NORAD and DFID. In terms of numbers of projects and amount of funds, the most influential donors are DANIDA, Sida, NORAD and GTZ followed by the DGIS, Irish Aid and DFID (MOeVET, 2013).

Among the multilateral agencies, UNICEF and UNESCO have been involved in education programmes since before independence. European Union and World Bank support has increased and both agencies have recently become heavily involved in renewed efforts to reform the management and organization of the education sector.

The World Bank has also invested in a community education Programme and a girls' scholarship scheme for secondary school (World Bank, 2004, 2010).

Non-formal education refers to an organized educational activity outside the established formal education system that is intended to serve identifiable clienteles and learning objectives. Non-formal secondary education in this regard is provided in the context of Adult Education which is primarily concerned with the provision of adult literacy. Out of school secondary education in this case is delivered through continuing education supported by a variety of programmes including correspondence education, self-study and Extra-mural programmes. Continuing education is pursued by people who for various reasons have had no opportunity to continue with formal school education. In Tanzania, the Institute of Adult Education (IAE) has been one of the main planners and providers of continuing education through Evening Classes, Self-

Study, Correspondence courses and other various Distance Education programmes, commonly known as Open and Distant Learning (ODL) (MoEVT, 2013).

1.2 Statement of the Problem

Education delivery in Tanzania had formally been done by the central government.

Because central government has got a lot of function to perform, the delivering of secondary education has currently been assigned to local government though the funds to run those schools are still provided by the central government. The government of

Tanzania had set different initiatives for the purpose of improving secondary education provision in the country for example the introduction of Secondary School

Development Programme (SEDP I) in the year 2004 - 2009 and SEDP II in the year

2010 -2015. All these efforts intended to improve education in Tanzania through building infrastructures like classrooms teachers residents, laboratories and facilitating different seminars for English and science teachers. As well the introduction of SEDP programme which was targeted to increase the secondary school teachers (short period teachers, crush programme only one month) The Ministry of Education and

Vocational Training (MoEVT), ICT Policy for basic education has the mission of integrating ICT to enhance access, equity, quality and relevance of basic education.

Despite of these initiatives made by the government to decentralize education system in Tanzania, still the quality of education is poor in Tanzania. This is evidenced by the form four examination results from 2011 to 2013 in the table below:

Table 1.1: Form Four National Examinations Results from 2011—2013 (in

Percentage)

SCHOOL YEARS 2011 2012 2013 Slahhamo Secondary school 57% 34.0% 33.7% Upper Kitete Secondary school. 40% 46% 41% Mlimani Sumawe Secondary school. 55% 46% 32% Ganako Secondary school. 64% 58% 46% Wellwell Secondary school. 56% 58% 32% Gyekrum Arusha Secondary school. 48% 45% 46%

Source: Field Survey, 2014

Therefore, this study focused mainly on assessing the local government financing mechanism towards improving the quality of secondary school education in Karatu district.

1.3 Objectives of the Study

1.3.1General Objectives

The general objective of this study was to assess the local government financing towards quality education in secondary schools specifically in Karatu district.

1.3.2Specific Objectives

The specific objectives for this study are:

i. To examine the method used by local government in allocating funds

towards quality education delivery.

ii. To evaluate the level of participation of other stakeholders in quality

education delivery.

iii. To examine the strategies for local government financing on quality

education delivery.

1.4 Research Questions

iv. What are the methods used by local government in allocating funds towards

quality education delivery?

v. How do other stakeholders participate in quality education delivery?

vi. What are the strategies towards improving local government financing in

secondary school quality education delivery?

1.5 Significance of the Study

This study helped the policy makers and other education stakeholders to formulate, implement and evaluate on different financial policies which enhance the provision of quality education by local government in collaboration with central government.

The study formed the base of knowledge and skills to the society and other researcher undertaking education research. As well the result of this study was mostly helpful in exploring challenges and hence provided the way forward to those challenges.

In the long run this study formed the strong base to both local government official and heads of school in Karatu district and the whole nation at large to use the public funds in a proper way hence rapid development of the institutions.

The study helped the society towards a greater understanding of the needs for financing the secondary school education in support of the local government deficiency.

1.6 Limitation of the Study

The study was further limited with whether condition where heavy rain was coming up during data collection period. In case of heavy rain, the researcher decided to walk using his own feet because cars were not present due to intensive destruction made by the heavy rain. As well the financial constraints and time was the limiting factor during the time of data collection. To solve the issue of financial constrains, the researcher decided to process loan from the Bank so that his study go smoothly. The most serious limiting factor during the data collection was that the heads of schools were not ready to cooperate with the researcher to provide some of the important data worrying that the researcher was conducting underground studies which might harm their posts as the heads of schools. This is because the study was based on financial matters. In putting the situation clear the researcher decided to conduct a short seminar (5-10 minutes) with the heads of schools before starting research activities.

1.7 Conclusion

The study focuses on local government financing towards quality education in public schools in Karatu district in Arusha region. The study particularly required to find out whether there is relationship between finance/funds provided by local government and students‘ performance in public secondary schools in Tanzania. Actually, most of public secondary schools get laughable amount of funds which is also associated with delay and this observably has negative consequences on students‘ performance. This study therefore investigated the financial mechanism used by local government in funds allocation in secondary schools. The subsequent chapter (Chapter Two) deals with the literature review for the study.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This part reviews the related literature to point out the views of other researchers and academicians concerning the issue understudy. It depicts local government financing towards quality education in public schools. Between projects researcher must be aware of the completed work of other investigators, in particular those reported in literature, regular updating of bibliographies is essential for determining how ones study fit with the literature, similarities between researcher findings and the work of others is indicative of validity. Finally, comparison with the literature will provide information about which findings from the study are new and enable the investigator to address the significance of their study. This chapter included definition of the key terms or concepts, theoretical Literature Review, conceptual framework and Empirical

Literature Review and Research gap.

2.1 Conceptual Clarity

2.1.1 Quality Education

Many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality have often been used synonymously (Adams, 1993). Considerable consensus exists around the basic dimensions of quality education today, however. Quality education includes learners who are healthy, environment that are healthy and

14 outcomes that encompass knowledge, skills and attitudes, and are linked the national goals for education and positive participation in society.

2.1.2 Local Government

Local Government can be defined as a sub-national, semi- autonomous level government discharging its functions in a specified area within a nation. By definition,

Local Governments are the level of government that are closest to the people and therefore responsible for serving the political and material needs of people and communities at a specific c local area. Such areas could be a rural setting or an urban setting, a village, a town, a suburb in a city or a city, depending on the size, (URT,

2009).

Local Government fiscal autonomy is derived from the fiscal federalism as is operated in the Nigerian federation. Fiscal federalism is the transfer of functions, resources and authority to peripheral levels of government. It also relates to the ―disposition of tax powers,‖ retention of revenue and methods adopted in sharing centrally collected revenue in accordance with the constitutional responsibilities of all levels of government, (Osakwe, 1999:524). Local government autonomy can also be defined as

―the freedom of the local government to recruit and manage its own staff, raise and manage its own finances, make bye laws and policies, and discharge its functions as provided by law without interference from the higher governments (Adeyemo, D.O,

1991:350).

2.1.3 Financing

The term can be defined as the process of raising funds or capital for any kind of expenditure. Consumers, business firms, and governments often do not have the funds

15 available to make expenditures, pay their debts, or complete other transactions and must borrow or sell equity to obtain the money they need to conduct their operations.

Savers and investors, on the other hand, accumulate funds which could earn interest or dividends if put to productive use. These savings may accumulate in the form of savings deposits, savings and loan shares, or pension and insurance claims; when loaned out at interest or invested in equity shares, they provide a source of investment funds. Finance is the process of channeling these funds in the form of credit, loans, or invested capital to those economic entities that most need them or can put them to the most productive use. The institutions that channel funds from savers to users are called financial intermediaries. They include commercial banks, savings banks, savings and loan associations, and such nonbank institutions as credit unions, insurance companies, pension funds, investment companies, and finance companies (Encyclopedia

Britannica, 2007).

Business finance is a form of applied economics that uses the quantitative data provided by accounting, the tools of statistics, and economic theory in an effort to optimize the goals of a corporation or other business entity. The basic financial decisions involved include an estimate of future asset requirements and the optimum combination of funds needed to obtain those assets. Business financing makes use of short-term credit in the form of trade credit, bank loans, and commercial paper. Long- term funds are obtained by the sale of securities (stocks and bonds) to a variety of financial institutions and individuals through the operations of national and international capital markets. See business finance. Personal finance deals primarily with family budgets, the investment of personal savings, and the use of consumer credit. Individuals typically obtain mortgages from commercial banks and savings and

16 loan associations to purchase their homes, while financing for the purchase of consumer durable goods (automobiles, appliances) can be obtained from banks and finance companies. Charge accounts and credit cards are other important means by which banks and businesses extend short-term credit to consumers. If individuals need to consolidate their debts or borrow cash in an emergency, small cash loans can be obtained at banks, credit unions, or finance companies (Encyclopedia Britannica,

2007).

2.2 Theoretical Literature Review

The theories which guided this study are as follows: Decentralization which aims to bring public services closer to the people. Structural functionalism emphasizes different parts or department or institutions in an organization to work as a team.

Expectancy which means any employee inter in an organization with various expectation to be fulfilled by the employer. Motivation according to Elton Mayo who suggested that workers are not only motivated by money but also meeting social needs while at the work place (Therkildsen, 1998).

2.2.1 Decentralization Theory

Decentralization is intended to bring numerous improvements, and it is considered that decentralization can contribute to further democratization, more efficient public administration, to more effective development, and to good governance.

Decentralization brings public services closer to people, who have more opportunities to participate more actively in decision-making process of local policies and activities than in centrally decided ones. This participation in turn contributes to improve accountability of public services, because people can scrutinize local governments more closely than central governments. The services are also delivered more speedily

17 than in the case of a centralized administration, since decentralization reduces often lengthy bureaucratic procedures for Tanzania‘s educational decentralization has had contradictory effects. But it also shows that few parents are already actively engaged in securing better education for their children do so as individuals, and there is less evidence of collective action by parents to increase the quality of and access to the local schools for all children in the community (Therkildsen, op.cit.).

2.2.2 Structural Functionalism Theory

The structural functional theory explains the expectations of a society and the inability of the members of that society to stray away from those expectations. It focuses on the organization of a society and the relationship between the social units that make up that society. The theory provides general law and guidelines by which individuals are governed (Gingrich, 1999).

Structural functional theory holds that society is best understood as a complex system with various interdependent parts that work together to increase stability. It takes the view that society consists of parts (for example police, hospitals, schools, and farms), each of which have their own functions and work together to promote social stability.

Structural Functionalism is a theoretical understanding of society that suggests social systems are collective means to fill social needs. In order for social life to survive and develop in society there are a number of activities that need to be carried out to ensure that certain needs are fulfilled. In the structural functionalist model, individuals produce necessary goods and services in various institutions and roles that correlate with the norms of the society (Gingrich, 1999).

Thus, one of the key ideas in Structural Functionalism is that society is made-up of groups or institutions, which are cohesive, share common norms, and have a definitive culture. Functionalism is about the more static or concrete aspects of society institutions like government or religions. However, any group large enough to be a social institution is included in Structural Functionalist thinking, from religious denominations to sports clubs and everything in between. Structural Functionalism asserts that the way society is organized is the most natural and efficient way for it to be organized (ibid: 127).

Another key characteristic of Structural Functionalism is that it views society as constantly striving to be at a state of equilibrium, which suggests there is an inherent drive within human societies to cohere or stick together. This is known as the cohesion issue where by societies strives toward equilibrium, not through dictatorial mandate by the leaders of society but rather because the social structure of societies encourages equilibrium (Gingrich, 1999).

2.2.3 Expectancy Theory

The Expectancy Theory of Motivation is best described as a process theory. It provides an explanation of why individuals choose one behavioral option over others. The basic idea behind the theory is that people will be motivated because they believe that their decision will lead to their desired outcomes, (Redmond, 2009). Expectancy theory proposes that work motivation is dependent upon the perceived association between performance and outcomes and individuals modify their behavior based on their calculation of anticipated outcomes (Chen & Fang, 2008). This has a practical and positive benefit of improving motivation because it can, and has, helped leaders create

19 motivational programs in the workplace. This theory is built upon the idea that motivation comes from a person believing they will get what they want in the form of performance or rewards. Although the theory is not "all inclusive" of individual motivation factors, it provides leaders with a foundation on which to build a better understanding of ways to motivate. The theory states that individuals have different sets of goals and can be motivated if they believe that:

 There is a positive correlation between efforts and performance.

 Favorable performance will result in a desirable reward.  The reward will satisfy an important need.

2.2.4 Motivation Theory

Motivation is the force that initiates, guides and maintains goal-oriented behaviors. It is what causes us to take action, whether to grab a snack to reduce hunger or enroll in college to earn a degree. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature. There are a number of different views as to what motivates workers. The most commonly held views or theories are discussed below and have been developed over the last 100 years or so. Unfortunately these theories do not all reach the same conclusion.

Workers are not just concerned with money but could be better motivated by having their social needs met whilst at work (something that Taylor ignored). He introduced the Human Relation School of thought, which focused on managers taking more of an interest in the workers, treating them as people who have worthwhile opinions and realizing that workers enjoy interacting together. Mayo conducted a series of

20 experiments at the Hawthorne factory of the Western Electric Company in Chicago

(Kyle, 2006).

He isolated two groups of women workers and studied the effect on their productivity levels of changing factors such as lighting and working conditions. He expected to see productivity levels decline as lighting or other conditions became progressively worse.

What he actually discovered surprised him: whatever the change in lighting or working conditions, the productivity levels of the workers improved or remained the same.

From this Mayo concluded that, workers are best motivated by better communication between managers and workers, greater manager involvement in employees working lives and working in groups or teams, (Omrod, 2008).

In practice therefore businesses should re-organize production to encourage greater use of team working and introduce personnel departments to encourage greater manager involvement in looking after employees‘ interests. His theory most closely fits in with a paternalistic style of management (Omrod, op.cit).

2.3 Relevance of the Theories to the Study

Decentralization theory is relevant to this study in the sense that Karatu District is among the Local Government Authority (LGA) and the decentralization concept is also much applicable in Tanzanian context and around the world at large. Central government decided to decentralize most of its functions including financing and delivering quality education to local level or to the grassroots so that public could see that the government is closer to them hence solving their problems very easily as before decentralization. By so doing the decentralization increases publics participation in different projects in schools and outside school for example building of school

21 infrastructures like classes and many others hence bringing drastic changes in education sector in Tanzania and around the world at large.

As well LGA should also generate their own income so that they would be stable economically so that if they want to implement a certain projects they have to do so immediately instead of waiting funds from central government which normally is associated with delay which is a greater challenge to local government currently.

On the other side structural functionalism theory, it is also relevant to this study due to the facts that in order for LGA to function well there should be a strong link between central government as well as secondary schools so that quality education is achieved.

As a means of appreciating the work done by local government, the central government normally provide a certificate for those local government which perform better in public funds utilization. Therefore, in order to maintain this structural dependence the financing of education is very important so that large number of people would get education hence in the long run bringing a lot of changes in the economy. In educational institutions the compete structure is highly needed that is all teachers in schools as well as the administrators should function as one structure for the purpose of better performance in secondary schools.

Expectancy theory is also relevant to this study due to the facts that local government have lot of expectation from secondary schools such as good performance of students as well secondary schools teachers have got a lot of expectations from the local government such as funds for building infrastructures, meals, qualified teachers in accordance with better motivation. Therefore, if these expectations from both sides are

22 met automatically there would be better performance of students because teachers will be more committed in teaching students instead of engaging in other business.

Motivation theory is also relevant to this study because when you want a person to work harder he/ she should be motivated the same applies secondary school teachers need to be given motivation so that they could teach students hence better performance.

In order to avoid a lot of complains from the teachers local government in collaboration with central government should provide all incentives required for the teachers so that they will teach the students without any doubt. As well motivation should also be delivered to other stakeholders like parents or society at large by making sure that basic needs in life are delivered in their area like water, construction of roads, hospitals, and schools.

Workers are not just satisfied with money but could be better motivated by having the social needs, something that Taylor ignored. This is relevant to this study because teachers in performing their teaching carrier they need highly social needs that are sense of belonging and love from the local government something which is contrary to other educational administrators where they do harass teachers wile in the workplace.

2.4 Empirical Literature Review

(Knowles, 1980), from USA argued that, we must agree upon a set of "universal" attributes or standards of a quality educational experience not the means to achieving the standards, but the standards themselves. Moreover, these standards must be applied independently of educational delivery method. As we have discovered in the last few years, educational delivery is evolving faster than existing quality assurance methods.

The resulting dissonance is the product of a misguided belief that standards of quality

23 should exist for each type of delivery. We must, therefore, focus on what outcomes we desire from educational experiences, not the means by which they are delivered.

On the other hand (Boissiere, 2004), argued that, achieving quality education has increasingly become crucial in strategic improvement plans of developing countries.

While the concept of quality education and its priority indicators may differ from country to country, it is commonly considered as determining factor in facilitating implementation of education for all initiatives.

However, (Hunushek, B, (2007), discovered that, Newer evidence documents demonstrate that in poor countries quality of education while returns on going to school also rise. He indicated the report on strong relationship between education quality and wages. Azfar, O, (2000), suggested that education decentralization efforts have had mixed effects thus far, UPE had improved recourses flow and has had the desired effect of significantly increasing enrolment. It has enable pressed school to access alternative sources to support including informal contributions from pupils and families and mobilize local support to maintain service providers.

Financing of Secondary Education in India presents rich and insightful analyses of the trends. In financing of secondary education, analyses the pattern of financing of government schools, schools run by local bodies and private secondary schools and critically examines the grants-in-aid policies of governments in twelve major states in

India. Consisting of state-level studies on Andhra Pradesh, Bihar, Delhi, Goa, Gujarat,

Kerala, Karnataka, Maharashtra, Orissa, Punjab, Rajasthan and Tamil Nadu, prepared by renowned scholars in the area of Economics of Education in India, this timely publication coming in the backdrop of policy discussions on universalisation of

24 secondary education, should be of considerable interest to all those who are interested in issues relating to financing of education in India in general and secondary education in particular (Jandhyala, 2008).

Insufficient funding has been identified as one of the most prevalent obstacles for this situation and there is rich and growing literature on the cost and financing of education,

(Patrinos, 2002; Buckland, 2003; Yamada 2005; USAID, 2007).

(UNESCO, 2006), reports that sub-Saharan Africa will need to hire 1.6 million new teachers in less than a decade just to keep pace with current levels of enrollments.

What these system wide statistics do not show are differences by grade one, two, and three classrooms often hold the most students, some as many as 100 students in one room.

The Statistics also do not reveal issues that are perhaps more threatening than the shortages of teachers and facilities. Among these are the lack of effective teaching practice and very little attention to and accountability for student learning among teachers and education managers.

(Oluoch, 2006), asserted that, the quality of education is the pillar of national development for it is through education that the nation obtained skilled manpower to serve the various sectors in the nation‘s economy. (Sumra, 2004), explained that, clarity of target is one thing, but setting the right target is another. Target setting in

Tanzania as elsewhere suffer from two major problems that is focused on qualitative aspects and on input. In this case there is disconnection between the promise of education or expectations of it and its conceptualization. Education is expected to

25 produce grandaunts who are able to thrive in a fast changing world to meet challenges and solve problems.

However, Sumra, S, (2003), discovered that, examination of this concept within Ghana and Tanzania has also become critical in recent decade as these countries struggle with the need to balance desired development goals of increased educational access and retention with the recourse implications of these policy developments. In this contextual, factors have become more recognized in the debate about education quality. Sumra, S, (2003), also suggested that, key factors affecting notions of quality education are school contextual setting, the basic inputs into the educational process and the processing of inputs into output of outcomes of the school.

Education is a basic human right for all. The Government of the United Republic of

Tanzania recognizing its obligation to provide this basic human right to its citizens has for many years made concerted efforts towards achieving this goal. The United

Republic of Tanzania realizes that quality education is the pillar of national development, for it is through education that the nation obtains skilled manpower to serve in various sector in the nation‘s economy.

Public Expenditure Tracking Surveys (PETS) provide a good tool for assessing whether money allocated to capitation grants actually gets to schools. Recently, in collaboration with its donors, the Ministry of Education and Vocational Training commissioned a tracking of public expenditure for the fiscal year 2007/08. This survey reveals that, in addition to allocations falling short of the policy, not all money that is allocated actually flows to the schools. A region, district council, or school may receive more or less than its budget allocation; usually they receive less (URT, 2004, 2010).

The structure of the Formal Education and Training System in Tanzania constitutes 2 years of pre-primary education, 7 years of primary education, 4 years of Junior

Secondary (ordinary Level), and 2 years of Senior Secondary (Advanced Level) and up to 3 or more years of Tertiary Education. Specifically, the education system has three levels, namely: Basic, Secondary and Tertiary Levels:

―Education should be treated as a strategic agent for mindset 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‖ (The

Tanzanian Development Vision, 2025).

The MKUKUTA Status Report of December (2006) also indicated a positive trend in achieving educational outcomes. The report showed that, from 2001 to 2006, there had been increased enrolment rates at all levels of education, improved teacher/pupil ratios, increased percentages of pupils passing the Primary School Leaver‘s Examination and raised, (MKUKUTA, 2006).

Towards the end of the twentieth century the sector recorded the following achievements: This situation calls for increased efforts in order to achieve EFA goals.

In recognition of Primary Education as a human right that should not be sold and as a necessary tool for poverty alleviation for every household the Government has abolished Primary School fees effective this financial year. In Secondary Education the number of secondary schools increased from 595 in 1995 to 927 in 2000.

The priorities for the Tanzania Development Vision 2025 are expansion of access at all levels, improving the quality of education, improving and expanding the financing base. In order to achieve these priorities the government has initiated a sector-wide approach to education development by designing an Education Sector Development

Programme [ESDP] with participatory involvement of stakeholders and potential donors to education. The programme concerns the pooling together of human, financial and materials resources by involving all key stakeholders in education planning, financing, implementation, monitoring and evaluation (URT, 2004).

The objectives of ESDP include: to improve the quality of education; to increase and improve access and equity, to decentralize education management and to broaden the financial base. In order to improve basic education a Basic Education Master Plan with emphasis on pre-school, primary and adult education has been developed. The Master

Plan puts emphasis on a enhancing school performance through improving head teachers, teachers and school committees management skills; increase school capacity by building teachers houses and classrooms; improving the professional and academic status of teachers; provision of health and family life education; improving education for girls and other disadvantaged social group; provision of non-formal education. As regards to Secondary Education, the Ministry of Education and Culture will soon complete the Secondary Education Master Plan with the objective of expanding access and promoting quality and equity in the provision of secondary education. Babyegeya,

(2002), argued that, ”The type of teachers the school have, their experience, professional qualification and their commitment to work, all these will contribute to the achievements of the school objectives,”

Education in Tanzania is provided by two sectors; the government on one hand and the non-government on the other. This partnership exists since colonial time when primary, middle, secondary and tertiary education levels were provided by the

Government and the non-government sector. The government has since then advocated an increased role of the non-government sector in education provision.

(Haki Elimu, 2008), On Citizens perspective of meaning of quality education, found that teachers are poorly motivated led to many teacher engaged in other income generating activities such as farming, fishing and petty business. A powerful case for decentralization can be mounted. Physical and social conditions in Africa favor it as a pragmatic response to the problems of government. The inability of the central government to reach its citizens effectively suggests that something else is necessary.

The continuing strength of the democratic norm in the city and countryside demonstrates the persistent desire of people to participate in the management of their own affairs (Kasfir, 1993: 25).

Decentralization in education does have some potential benefits. Review of the experience with educational decentralization in some countries suggests that, communities are capable of increased involvement in educational management issues at the school level and improvement in the school environment. However, key element is needed to achieve desired outcomes. These include community level capacity building ,building partnership between community stakeholders and local education authorities and institutional framework for delivery of education based on empowering communities to participate in educational management sufficient de-concentrated administrative and local government functions, allocation of public funding for the use

29 of local communities and involvement of existing structures of educational management (Hanson, 1989).

In many African countries attempts to decentralize authority and responsibility in the educational system originates in the incapacity of the central state or government to provide educational services of acceptable quality (Plank and Sykes, 1998).

2.5 Research Gap

A number of scholars have written about education related articles and books.

Jandhyala, (2008), dealt with financing secondary education and critically examined the grant -aid policies. On the other hand Public Expenditure Tracking Survey (PETS)

(2004), also discovered that not all money that is allocated actually reaches the schools for instance an embezzlement and forged payment of 10,250,000 shillings at Arusha

MC, (CAG Report, 2011/2012).

Furthermore, Partinos, (2002), Buckland, (2003), Yamada, (2005), and USAID,

(2007), identified insufficient funding as an obstacle for quality education provision.

Consequently, this investigation attempts to looks on different phenomenon in assessing local government financing mechanism towards quality education provision of which and seemingly could fill the gap and modestly contribute to earlier studies done on this issue.

2.6 Conceptual Framework

The conceptual framework which guided the study includes independent variable, intervene variable and dependent variables as explained below:

Figure 2.1: Conceptual Framework

Independent variable Intervene variable Dependent variable

Qualification Policy Effective service provision of food Geographical location delivery Good management

Budget Good relations Better livelihood

Recourses Physical resources Better performance of Human resource Communication student Job security

Transport facilities Better working condition Better motivation

Source: Field Survey, 2014

Among the independent variables are the presence of good educational policy, good geographical location of a district, budget, recourses, and communication which automatically attract many teachers to settle in such place. The intervening variables are the presence of qualified and competent teachers, good school management, good relation between teachers, school board and community, availability of physical recourses especially additional classes, enough human recourses, transport facilities, better motivation and job security. Dependent variables are effective service delivery, better livelihood, better performance of students and better working condition. The presence of good independent variables like good educational policies and effective human resource management resulted to better performance of the students.

2.7 Conclusion

This chapter presents previous research and theories concerning Local Government

Financing towards Quality Education in Secondary Schools in Tanzania especially in of Karatu District in Arusha. Moreover definition of key concepts and overview of local government financing towards quality education in public secondary schools have been presented, empirical analysis, conceptual framework and finally describes the knowledge gap for the study. The following chapter (Chapter III) describes the research methodology used by the researcher.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

After having seen chapter two relating to the literature review, the following chapter

(Chapter Three) deals with the methods used in the study. It begins by presenting the descriptions of the Study area, followed by presenting the research design and case study. Further, the research sample and the sampling criteria used to identify the participants of the study are discussed. Thereafter, the chapter presents the data collection procedures, data collection methods and data analysis. The chapter winds up with a section on validity and reliability.

3.1 The Study Area

The study was conducted at Karatu district at Arusha region. By Location the district is located south of the Equator between Latitudes 3.10 S and Longitudes 34.47 - 35.56 'E.

The district is bordered by Mbulu District to the South, Iramba and Meatu Districts to the North West, Ngorongoro to the North and Monduli District and Babati District to the South East. The District is estimated to have an area of approximately 3,300 Sq kilometers with Lake Eyasi occupying about 10.6 sq kilometers The researcher prefer

Karatu district as a study area because there is a problem of local government financing towards secondary school education hence in the long run the study improve the funding mechanism.

Figure 3.1: Map of Karatu District

Source: Field Survey, 2014

3.2 Research Design

Design is a plan of study and process of making decision before a situation arises.

Kothari (2001) explain research design as the arrangement of the condition for collection and analysis of data in a manner that aims to combine relevance to research purposes. The study employed a cross-sectional survey in which both qualitative and quantitative approaches were adopted in this study. However the qualitative approach formed the main party of the study because it helped examines in detail the quality of education delivery through local government though some quantitative approach was adopted in analyzing quantitative data.

3.1.1 Qualitative Research Approach

This depended on the secondary data collected were on trends and impact of similarly data due to this shortfall, the quantitative research design was supplemented by qualitative research design to tap other factors

Qualitative research aims to explore and to discover issues about the problem on hand, because very little is known about the problem. There is usually uncertainty about dimensions and characteristics of problem. It uses ‗soft‘ data and gets ‗rich‘ data.

Qualitative research is designed to help researchers understand people, and the social and cultural contexts within which they live. Such studies allow the complexities and differences of worlds-under-study to be explored and represented. Qualitative approach formed the main party of the study because it could help to examine in detail the quality of education which is the focus of my study (Conway Morris, 1997).

3.1.2 Quantitative Research Approach

Qualitative research design was thought after realizing that there was a lack of secondary data. Hence qualitative data used to capture people perceptions on the measures the Governments of Tanzania has taken to address the issue of local government financing Data on the flow of capitation grants to specific school was inevitable to supplement quantitative research. Quantitative research was also employed to examine how to make clear uses of qualitative and quantitative method in data collection, Cross sectional research design was used in the study because a study employed various methods. This approach was important because included various methods such as interviews survey, documentary review (Morisset, op.cit.).

Quantitative research presents in a statistical results represented by numerical or statistical data, qualitative research resents data as descriptive narration with words and attempts to understand phenomena in ―natural settings‖. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them‖ (Van Maanen,

1982). Quantitative research makes use of questionnaires, surveys and experiments to gather data that is revised and tabulated in numbers, which allows the data to be characterized by the use of statistical analysis). Quantitative researchers measure variables on a sample of subjects and express the relationship between variables using effect statistics such as correlations, relative frequencies, or differences between means; their focus is to a large extent on the testing of theory (Kin Chung Lo, 2009).

3.2.1 Administrative Structure

Karatu District is divided into four divisions- Mbulumbulu, Eyasi, Karatu and

Endabash, with 14 wards, 49 registered villages and 229 Sub villages.

3.2.2 Population

Karatu district population is 230,166 with117, 769 males and 112,397 females, average household size of 5.1. The average population density is 73.4 persons/km with low densities in the western zone along Lake Eyasi, higher densities in Karatu and

Mbulumbulu Division. Iraqw tribe being the dominant, Barbaigs being the minor tribe who are pastoralists and Hadzabe who are hunters and food gatherers mostly populates in the District (URT, 2012).

3.2.3 Economic Status

The main economic activities carried in Karatu are Agriculture and livestock keeping which occupies more than 85%. The mode of transport and communication mainly used in Karatu district are land transport where cars and bicycles are highly used.

3.3 Targeted Population

The targeted population of this study was mostly teachers from 6 secondary school randomly selected from the sample, and key in formats such as District Executive

Director (DED), District Education Officer (DEO), Statistic Logical Officer (SLO) were interviewed, as well as 10 teachers from each school having the total 75 sample size in this study.

3.4 Sample Size, Study Approach and Sampling Frame

3.4.1 Sample Size

A sample is a portion of the total population that is considered for the study and analysis. Kothari (2001) Therefore this study involved sample of three wards in Karatu district. A 75 representative sample size was selected by using stratified random sampling techniques where by DED, DEO, SLO, were purposive sampling and the interview was used. 6 head of schools, and 60 teachers, 3 Ward Education Coordinator and 3 Ward Executive Officer from three wards namely, Karatu, Ganako and

Mbulumbulu wards making a sample size of 60 respondents were given questionnaires to fill in. Stratified random sampling is preferred because Karatu district have high population and have about 14 wards and 4 divisions as well. Therefore stratified random sampling is the best in order to get the representative sample for this study.

Yamane (1967:258) is the best formula to be used in this study to calculate the sample size.

Where: n = sample size

N = population size e = sampling error (In this study the sampling error is 5%).

As the case of Karatu district the number of secondary school teachers is 522. Therefore, according to Yamane.

n= 522/1+522( ) 2

n=522/1+522 (o.o5)2

n=522/1+522(o.o25)

n=522/11.55

n=60.367 Approximately 60.

Therefore, sample size which was employed in the study was 60+15 education administrators making the total of 75. A Yamane formula is used because it normally gives the true representative sample hence minimizing sample error.

3.4.2 Study Approach

This study is based on basic approaches that allow the researcher to let people express their worldview. With this approaches people can focus on how they make sense out of their everyday life when they encounter a researcher, and at the same time the researcher is able to get into the people‘s lives and construct practical explanations from the perspective of the people (Harry Potter, 1999). Such approach is important in seeing how people make meaning of the world around them (Van Maanen, 1982).

So this study makes use of the quantitative and qualitative techniques in data collection and analysis. This is to make use of compatibility of the quantitative and qualitative methods rather than polarizing. Accordingly, the science-based ―objectivity‖ of quantitative methods (Conway, 1997), is complimented with the science-based quality of things.

3.4.3 Sampling Frame

In statistics, a sampling frame is the source material or device from which a sample is drawn, (Särndal; Swensson; Jan Wretman 2003). It is a list of all those within a population who can be sampled, and may include individuals, households or institutions (Särndal; Swensson; Jan Wretman, 2003). Importance of the sampling frame is stressed by Jessen (Raymond, 1978). In many practical situations the frame is a matter of choice to the survey planner, and sometimes a critical one. Some very worthwhile investigations are not undertaken at all because of the lack of an apparent frame; others, because of faulty frames, have ended in a disaster or in cloud of doubt.

In the most straight, such as when dealing with a batch of material from a production run, or using a census, it is possible to identify and measure every single item in the population and to include any one of them in our sample; this is known as direct element sampling (Särndal; Swensson; Jan Wretman,2003). However, in many other cases this is not possible; either because it is cost-prohibitive (reaching every citizen of a country) or impossible (reaching all humans alive).

Having established the frame, there are a number of ways for organizing it to improve efficiency and effectiveness. It's at this stage that the researcher should decide whether the sample is in fact to be the whole population and would therefore be a census.

This list should also facilitate access to the selected sampling units. A frame may also provide additional 'auxiliary information' about its elements; when this information is related to variables or groups of interest, it may be used to improve survey design.

While not necessary for simple sampling, a sampling frame used for more advanced

40 sample techniques, such as stratified sampling, may contain additional information

(such as demographic information) (Särndal; Swensson; Jan Wretman,2003).

For instance, an electoral register might include name and sex; this information can be used to ensure that a sample taken from that frame covers all demographic categories of interest. (Sometimes the auxiliary information is less explicit; for instance, a telephone number may provide some information about location. An ideal sampling frame had the important qualities as portrayed by (Särndal; Swensson; Jan Wretman,

2003).

Accordingly, and in supporting on the above theory the below table depicts a sampling frame as a device from which a sample of government secondary schools is drawn, a list of all those within a population who have been sampled, specifically the education stakeholders.

Table 3.1: Sample Frame on Education Stakeholders

Education stakeholders Number Total Number DED 1 1 DSEO 1 1

SLO 1 1 WEC/WEO 3 6

HEAD OF SCHOOLS 6 6 TEACHERS 10 60 TOTAL 75

Source: Field Survey 2014

3.5 Data Collection, Method and Tools

The researcher collected both secondary and primary data from the field using as a methods of data collection such as survey and documentary review, as well tool such as questionnaire and structured interview were used.

3.5.1 Questionnaires

This is a tool used in data collection because it is friendly, faster and the most effective and efficient in data collection. Questionnaire was prepared and distributed to the total of 60 teachers. Both open and closed ended types of questionnaires were used in data collection. Questionnaires was used in this study because it covers large number of respondents who are widely spread geographically, free from bias, respondents have enough time to give well thought response and respondents who are not easily approached can be reached easily.

3.5.2 Structured Interview

Structured interview this is a two person‘s interview initiated by interviewer with clear list of issues addressed and questions to be answered. Structured interview enable respondents to project their own ways by defining the, word which permit flexibility and enable the participants to raise matters that have might not included in pre- revised schedule. In this study interview was used for the officials who normally supervise teachers to deliver quality education such as District Education Director (DSEO) as well as District Education Director (DED) as the employer, Statistic Logistic Officer

(SLO), Ward Education Coordinator (WEC), Ward Executive Officer (WEO) and six heads of school making the total of 15 purposive sampling as shown in figure 2 above.

3.5.3 Documentary Review

This technique enables the researcher to get in touch with the records and reports concerning the seasonal flow of funds from the central government to the specific school. The financial statement was then used as our document to review in this study for the purpose of crosschecking the flow of funds to secondary schools. Also form four National examination Results was used by the as the document review for the purpose of making relationship between the flow of funds and performance of students in secondary school in the study area.

3.6 Validity and Reliability of the Instrument

According to (Crocker and Algina, (1986), Argued that, the researcher has a responsibility to identify the sources of measurement error that would be most detrimental to useful score interpretation and design a reliability study that permits such errors to occur so that their effects can be assessed. Pretesting or pilot testing an instrument allows for the identification of such sources. Refinement of the instrument

43 then focuses on minimizing measurement error. The researcher pretested the instrument using 5 respondents for questionnaires and 3 respondents‘ for interviews so as to assess the validity and reliability of the questionnaires and interviews. The language which was used by the researcher in administering the instrument of collecting data was only English language and whenever the sentence is not understood by the respondents, Kiswahili language was then employed for more clarification.

3.7 Data Analysis Procedures

In analyzing collected both secondary and primary data from the field, Statistical

Package for Social Science (SPSS) and Multiple Response Analysis were employed for analyzing both quantitative and qualitative data. These later yielded into different shapes like pie charts, tables‘ and graphs.

3.8 Ethical Consideration

The researcher had the responsibility of making sure that the respondents answers are not disclosed anywhere that the data collected by the researcher should be confidential.

However; Munhall, (1998), claimed that the researchers have the obligation to anticipate the possible outcomes of an interview and to weigh both benefits and potential harm. For example, in the case of interviewing victims of violence, the interview may trigger painful experiences and the participant may become distressed during the interview.

3.9 Conclusion

The chapter has presented research design based on the different methods and approaches. While due to its embedment in the ethno methodological approach the study makes use of the case study, it collects quantitative and qualitative data, on the one hand, and analyses the data with the use of statistics and content analysis, on the other hand. The chapter has winded up with the issues related to validity and reliability whilst he following chapter (Chapter IV), discuses the presentation and discussion of the findings.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

This chapter included characteristics of the respondents, presentation of the collected data from the field analysis of data using tables, charts and graphs later it is followed by discussion of the findings.

4.2 Characteristics of the Respondents

The interviewed respondents in this study were District Executive Officer, District

Secondary Education Officer, Ward Education Co-ordinator, Ward Executive Officer, and Statistical Logistic Officer (Secondary) and Heads of schools of the intended study area in Karatu district. Also the teachers from the targeted schools were involved in the study both male and female by filling questionnaires where by the characteristics distribution of respondents included sex, age, marital status, and level of education as here under described.

4.2.1 Sex of Respondents

Figure 4.1: Sex of Respondents

female 25%

male 75%

Source: Field Survey, 2014

The figure 4.1 above shows that 45 out of 60 respondents were male which is equivalent to 75%. 15 female which is equivalent to 25% of all respondents. This implies that the large number of teachers in the study area were male compared to female. The statistics is in the line with the argument of Mr.Gwandawe, the

Headmaster Upper Kitete Secondary on 21stMarch, 2014, who said, “ Female teachers when sent to remote environment, they do find alternatives to work in schools around towns, which is also the contributing factor for imbalance ratio of male and female teachers in the study area.”

4.2.2 Age of the Respondents

Figure 4.2: Age of Respondents

30 Frequency Percent 20

0 20-29 30-39 40-49 50-59

Source: Field Survey, 2014

In this study different age groups of teachers were involved. In figure 4.2 above the respondents were grouped into five major categories which are from 20-29 years old there were 20 respondents equivalent to 33.3%. Also 30-39 years old there were about

33 of all respondents which is equivalent to 55.0%. As well respondents aged 40-49 years old were 6 in number equivalent to 10%. The least aged group from 50-59 years old was only 1 respondent equivalent to 1.7%. According to this study more respondents were from age group 30-39 and 20-29 years old. This implies that the large number of teachers in secondary schools currently is fresh from school, in this case are not experienced.

4.2.3 Marital Status of the Respondents

Figure 4.3: Marital Status of the Respondents

40 single 30 married

0 Frequency Percent

Source: Field Survey, 2014

The data in figure 4.3 above shows that 39 out of 60 respondents which is equivalent to

65% respondents are single where as 21 respondent‘s equivalent to 35% got married.

This indicates that the big numbers of teachers who are teaching in the study area are single. This concur with the idea of an old teacher 55 years old Mr. Malley at Upper

Kitete Secondary on 25thMarch, 2014, who said that, “The characteristics and psychological perspectives of the single teacher (not married one) is that they have a lot of ambition and expectation in life if they are not well treated in a work place, for example giving them some incentives or motivation otherwise they can even run away.

However, married teachers are one who holds greater responsibilities to students needs.

4.2.4 Education Level of the Respondents

Table 4.1: Educational Qualification of the Respondents

Education level Frequency Percent Diploma 24 40%

Degree 35 58% Masters 1 2%

Total 60 100%

Source: Field Survey, 2014

The findings in table 4.1 shows that 24 (40%) respondents posses diploma level of education 35(58%) have a degree level of education while 1(2%) posses a master degree. This implies that the large numbers of teachers are degree holders and this is because currently teachers are highly motivated pursuing higher studies compared to old teachers. This is due to the fact that they need to concur with globalization challenges in employment opportunities. Therefore the big numbers of teachers in secondary schools are new teachers who have got no experienced in teaching hence their academic qualification do not match with the performance of students.

4.3. Objective One: Methods Used in Funds Allocation in Secondary Schools

This objective aimed at identifying the methods used in allocation of funds with the intention of evaluating one which is more recommended in secondary schools as shown in figure 4.4 below:

Figure 4.4: Methods Used by Local Government in Funds Allocations

cash cheque inkind/materials/services

6% 27%

67%

Source: Field Survey, 2014

Figure 4 4 above shows that 16 out of 60 uses cash means of funds allocation which is equivalent to 26.6%. 40 out of 60 respondents‘ uses cheque which is about 66.7% where as 4 respondents out of 60 which is equal 6.7% uses cash in-kind or materials in allocation of funds. This implies that local government uses the method of cheque in funds allocation as concluded by the respondents. This concurs with CAG report of the financial year 2011/2012 which discovered that, “Not all money that is allocated actually reaches to schools vivid example was an imbursements and forged of

10,250,000 Shillings at Arusha MC.” (URT, 2011). Although the use of cheque in funds allocation, still the funds allocated is used by local government officials as well as heads of schools for their own gain. These behaviors discourage other teachers in

51 delivering material and hence in the long run leads to failure in attaining quality education.

4.3.1 The Usage /Expenditure of Local Government Financing

The respondents were asked about the usage of local government funds with the aim of scrutinizing the usage or expenditure of funds allocated at secondary schools as revealed in the table 4. 2 under:

Table 4.2: Expenditure or Uses of Funds Allocated

Expenditure Frequency Percent

Libraries 27 25.96%

Administration 15 14.42% Meals 31 29.81%

Sports 17 16.35%

Building infrastructures 14 13.46%

Total 104 100.00%

Source: Field Survey, 2014

The table 4.2 above shows that 27 respondents equivalent to 25.96% of local government finance is for libraries. 15 respondents equivalent to 14.42% believe that money sent to secondary schools by local government is for administrative purposes.

31 respondents equivalent to 29.81% said that local government financing is for students‘ consumption. Furthermore, 17 respondents equivalent to 16.35% believe that it is used for sports activities. 14 respondents which are equal to 13.46% argued that money allocated by local government to secondary schools is for building

52 infrastructures. This implies that the large amount of funds in secondary schools is used for students‘ meals. This is supported by an interview made to the Headmaster of

Slahhamo Secondary School Mr. Mvugha on 23rd March, 2014, who said that,

“Per capital funds allocated to each student is 25,000, However, due to the poverty of our government, the government is distributing 60% for each student. Something which is very troublesome to my students, parents and in administrative activities at large.”

4.3.2Problems Facing the Allocation of Funds in Secondary Schools

The respondents were asked by the researcher to highlight the problems facing local government in allocation of funds in secondary schools in their schools for the aim of knowing the plight facing the allocation of funds in secondary schools as shown in figure 4 5 below:

Figure 4.5: Problems Facing Allocation of Funds

15%

40% litle amount delay corruption

45%

Source: Field Survey, 2014

The figure 4 5 shows that, 24 respondents which is equal to 40% argued that little amount of money is the stumbling block. 27 equivalent to 45% addressed that delay of the finance is a severe problem. 9 respondents which are equal to 15% argued that corruption or misuse of the money is also the obstacle. This implies that the delay of funds, little amount disbursed and corruption or misuse of the funds normally restrict academic progress. This is in line with an interview made to Statistical Logistic Officer

(SLO) Mrs. Brenda at Karatu District Council on 24thMarch, 2014, who said that,

“Usually there is substantial delay of the funds allocated and whatever planned does not quench the needs or demands of the students, at last inadequate almost lead to poor performance.” Furthermore, this is also supported by an interview made to

District Secondary School Education Officer, Mr., Leonard Mnyenyelwa on 27th

March, 2014, who said that, “The amount of money received from local government is very little in such a way that it is not satisfactory to the school needs. This leads to poor quality of education because local government has an inadequate and deplorable amount of funds, experiences delay of funds, funds not allocated on time, pitiable management of funds and poor audit of the allocated funds which seemingly and apparently become persistently detrimental problems associated with the funds received in public secondary schools according to the study.‖

4.3.3 Improve the System of Financing in Secondary Schools

The objective focused on looking the process of improving the financial systems in secondary schools with the aim of accent the strategies to improve it as indicated in the table 4.3 below:

Table 4.3: Improving the Finance in Secondary Schools

Improving the Financing Frequency (f) Percent (%) System

increase the amount/funds 12 20%

avoid delay 16 27%

allocation of funds on time 8 13%

frequent internal audit 10 17%

proper management of funds 14 23%

Total 60 100%

Source: Field Survey, 2014

The table 4.3 above indicates that 12 respondents equivalent to 20% of the total respondents believe that an increase on the amount of funds in secondary schools may lead to improvement of educational. 16 respondents which equals to 27% argued that if the local government prohibits delay in disbuzzlement of funds in secondary schools, the quality of education might be improved. 8 respondents equivalent to 13% suggested allocation of funds on time. 10 respondents‘ equivalent to 17% suggested frequent audit as a means of improving the education standard. Also 14 respondents which are equal to 23% argued that proper management of allocated funds in secondary schools is the best way of making sure that quality of education is maintained. This implies that if the government through the ministry of education in collaboration with Local Government Authority (LGA), perform its responsibility to the highest standard automatically the quality of education be improved because the unsatisfactory provisions of funds normally leads to both heads of schools and students frustration which will lead to poor teaching and learning environment. This concurs

55 with an interview made to Headmistress from Mlimani Sumawe Secondary school

Mrs. Lucian Wilbrod on 24th March, 2014,who insisted that, ―The government through

Prime Minister’s Office (PMO) should ensure that both Capitation grants and

Development grants is given to schools on time as well as reasonable amount per student.”

4.3.4 The Sources of Funds Distributed to Secondary Schools by Local

Government

Figure 4.6: Sources of Funds Distributed by Local Government

from the central government 15%

from communities 35% from the local government 17%

from NGO's 33%

Source: Field Survey, 2014

Figure 4. 6 above demonstrates that, 9 respondents which is equal to 15% said that, fund received in secondary schools come from Central government. 10 respondents equivalent to 17% said that funds come from Local government. 20 out of 60 respondents which are equal to 33% said that funds come from Non Government

Organization (NGO‘s). 21 respondents equal to 35% suggested that funds in secondary

56 schools come from donors. 21 respondents out of 60 which is equivalent to 35% argued that most of the funds come from communities or parents. Therefore, it can be concluded that, the large contribution in secondary schools is received from communities/parents in case of delay of funds from local government. This is supported by Mrs. Anna Jacob in an interview made at Wellwell Secondary school on

24th March, 2014 who said that, “Capitation grants in secondary school are not reliable and not coming on time and yet it is not meeting the intended needs as per student, if that happens we normally rely on school fees and school contribution from parents.”Furthermore, this concurs with an interview made to Mr. Mabula, DED

Karatu on 26thMarch, 2014, who said that,“Money received from Non government

Organization have a better standard than those released by government.” Moreover,

This is in line with an interview made to DED ,Karatu, Mr.Mabula on

26thMarch,2014,who argued that, “The allocation funds from central government is hardly 30-40% for example last year budget the allocated funds was 17 trillion but the actual funds received in Tanzanian Secondary schools was only 4 trillion.”

4.3.5 Best Performer on Secondary School Financing

The respondents were asked about the best performer on secondary school financing for the intention of understanding the stakeholder which perfume better that others as shown in figure 4.7 below:

Figure 4 7: Best Performer in Secondary Education Financing

25 Frequency 20 Percent

0 local donars NGO"s parents government

Source: Field Survey, 2014

Figure 4. 7 above shows that 17 respondents which are equal to 28.33% said that local government is the best performer. 12 respondents equivalent to 20.00% suggested that donors are the best performer. 3 respondents which is equivalent to 5.00% explained that NGO‘s is the best performer. 28 respondents out of 60 which is equivalent to

46.67% insisted that parents or community in secondary schools perform best. This implies that in our secondary schools, the total parents‘ contribution is larger than any other contributions. This is supported by an interview made to Ward Education Co- ordinator (WEC) Mr. Joachim Lazaro on 28th who suggested that, “More funds in secondary schools which is used in implementing different programmers come from parents or community.”

4.3.6 Individual Contribution in Education Financing

The objective aimed at looking about whether as individual they contribute in educational financing or not, for the intention of knowing the reality.

Figure 4 8: Individual Contributions in Education Financing

50 yes no 40

0 Frequency Percent

Source: Field Survey, 2014

The above figure 4. 8 shows that 50 respondents equivalent to 83.33% agreed that as an individual person they do contribute funds. 10 respondents which are equal to

16.67% said that they do not contribute to the secondary schools development through provision of funds. This implies that the large percents agreed that they do contribute in education delivery as stakeholders. This is in line with the an interview made to the headmaster of Gyekrum Arusha secondary school Mr. John Bonge on 26th March,

2014, who said that, “The individual contribution in education of secondary schools is something unavoidable because parents needs to buy for their students’ school equipments like school fees, meals, and school uniforms. Therefore, schools do welcome individual stakeholders to support inconsistently in schools.”

4.4.0 Objective: Level of Stakeholder’s Participation in Education Delivery

4.4.1 Stakeholders’ Contributions in Quality Education Delivery in Secondary

Schools.

The respondents were asked on the subject of the stakeholders‘ contribution in achieving quality education delivery. This question aims stressing their contribution in education as shown in table 4.4 below:

Table 4.4: Stakeholders Contribution

Frequency Percent

Stakeholders contributions making policies 10 17%

building infrastructures 33 55%

paying school fees 8 13%

Provision of food for their children. 3 5%

sponsoring students with low 6 10% income/orphans

Total 60 100%

Source: Field Survey, 2014

The table 4.4 above indicate that, 10 respondents equivalent to 17% believes that stakeholders in education do contribute in making policies on how to guide provision of quality education. 33 respondents which are equal to 55% argued that building infrastructures is the main contribution of stakeholders in education sector. 8 respondents equal to 13% explained that paying school fees is the contribution of stakeholders in education. 3 respondents equivalent to 5% said that stakeholders in education normally provide food for their students while at school. 6 respondents‘ equivalents to 10% believed that sponsoring of students with low income or orphans is the contribution of stakeholders in education. This implies that stakeholders have got comprehensive contribution in education delivery. This concurs with an interview made to the Ward Executive Officer (WEO), Mr.Joseph, at Mbulumbulu wards in

Karatu district on 30th March 2014, who said that, “Slahhamo secondary school which is in our ward received about 128 millions from Tanzania National Parks (TANAPA)

61 for building science subjects laboratory (chemistry, physics and biology), and the community were involved in preparation of building materials such as sand, stones, gravels and volunteer works.”

Plate 4.1: Depicts Slahhamo Secondary School in Mbulumbulu Ward

Source: Field Survey, 2014

Also this is in the line with an interview made to Mr.mvugha, the headmaster

Slahhomo Secondary at Karatu on 30thMarch 2014, who argued that,

“Our school receives about 40 millions currently for building hostel for girls which accommodate around 100 girls at once and up to that stage the building costs 20 millions again to its completion it will costs 100 millions and the other amount of money is the community participations/contributions. Which is 5000 each family and some other volunteer works.”

This is also supported by (Bruno, O.P, (2013), who argued that,

”Karatu district benefited 148 millions disbursed from Ngorongoro Conservation Authority Area (NCAA) to support the education sector area by building classrooms, teachers residence, laboratories as well as purchasing laboratory equipments, this is possible because most of the schools border the Conservation area, so it is just the matter of strengthening neighborhood.”

4.4.2 Education Delivered by Local Government is Satisfactory This objective of the study focuses on finding out weather education delivered by local government is satisfactory or not for the intention of evaluating the reality as shown in table 4.5 below:

Table 4.5: Satisfactory Education Delivered By Local Government

Satisfactory education Frequency Percent strongly agree 1 2% Agree 15 25% Neutral 12 20% Disagree 23 38% strongly disagree 9 15%

Total 60 100% Source: Field Survey, 2014

Table 4.5 above indicates that 1 respondent equivalent to 2% strongly agreed that education delivered by local government is satisfactory. 15 respondents out of 60 which are equal to 25% agree that education provided by local government is good. 12 respondents‘ equivalent to 20% they did not decide whether education delivered by local government is good or bad. 23 of the respondents equal to 38% disagreed that education delivered by local government is satisfactory. Furthermore, 9 respondents equal to 15% strongly disagree that education delivered by local government is satisfactory. This implies that most of the respondents totally agree that local government is contributing very little in delivering education; most of them believe more on community /parent‘s contributions as well as Non Government Organization in delivering education because currently that is what they are doing when the little funds delayed or not coming at all. This is in line with a survey carried out by World

Bank (2004) which insisted that, ―Households in Cambodia finance 56% of total spending on basic education. In Zambia, parents paid 50% to 75% of total primary education spending .In Malawi; the average household expenditure for public primary school was nearly 80 percent,” (World Bank 2004).

4.4.3 Ranking the Education Delivered by Local Government

The respondents were asked to rank education delivered by local government with the aim of scrutinizing the actual standard of education at public secondary schools.

Herein, as depicted and illustrated by a subsequent table 4.6:

Table 4.6: Ranking the Education Delivered in Secondary Schools

Ranks in education Frequency Percent above standard 51+ 4 6.7% 38 63.3% moderate 30-50 18 30% below standard 0-29

Total 60 100% Source: Field Survey, 2014

Table 4 6 above shows that 4 respondents equivalent to 6.7% agreed that the education delivered by local government is almost above standard. 38 respondents out of 60 which are equal to 63.3% argued that the education delivered by local government is moderate that means average. 18 respondents equivalents to 30% said that education provided by local government is below standard .This implies that the big number of respondents argued that the education in Tanzania currently is moderate about

63.3%.This is supported by an interview made to Mr. Mao the headmaster Ganako

Secondary on 29th March 2014, who said that, “Currently the government of Tanzania built and is still building laboratories in all public secondary schools and in addition to that the government also distributed a lot of books so called (rudder money) to schools. Those initiatives might make changes in education sector in Tanzania.”

4.4.4 Perception of Quality of Education

This objective aims at discovering the perceptions of the respondents concerning the allocated funds in secondary schools in order to acquire their ideas as shown in figure

4.9 below:

Figure 4.9: Perception of Quality Education

20 Frequency Percent 15

0 very good good fair poor

Source: Field Survey, 2014

Figure 4. 9 above show that 6 respondents out of 60 which is equivalent 10% suggested that education is extremely good. 16 respondents equivalent to 27% said that the education delivered is good. 21 respondents out of 60 equal to 35% explained that education provided is almost fair. Moreover, 17 respondents which are 28% said that education delivered is almost poor. This indicated that the large number of respondents

66 agreed that education delivered by local government is fair. This is in line with an interview made to DED Karatu Mr. Mabula on 26th March 2014, who said that, “funds provided to secondary schools have direct relation to quality education that is because money provided is very little and sometimes associated with delay something which hardly discourage those who facilitate knowledge specifically teachers. Therefore if those funds could be distributed on time it might raise students’ performance”

4.4.5 Provision of Motivation to Teachers in Education Sector

The respondents were asked about the usage of local government funds with the aim of scrutinizing the usage or expenditure of finance allocated at secondary schools.

Figure 4.10: Provision of Motivation to Teachers in Education Sector

90 80 70 60 50 YES 40 NO 30 20 10 0 Frequency Percent

Source: Field Survey, 2014

The above figure 4. 10 shows that only 10 respondents which is equivalent to 17% agreed that local government provides motivation to the teachers. 50 respondents equivalent to 83% hardly suggested that there is no motivation given by local government to facilitators (teachers) so that they may teach well and in the long run improving the quality of education. This implies that large number of respondents agreed that there is no any motivation given to facilitators in enhancing quality education. This is supported by Ward Executive Officer (WEO), Mbulumbulu ward

Mr.Joseph John on 28th M arch 2014, who said that, “government always formulates a lot of policies for the purpose of improving the standard and quality of education. All these efforts made by government are always meaningless because there is no motivation given to facilitators. This is the issue which makes teachers to be more demoralized and frustrated.”

4.4.6 Rating Institutional Contributions in Education

This objective aimed at identifying the methods used in allocation of funds with the intention of evaluating one which is more recommended in secondary schools as shown in figure 4.11 below.

Figure 4.11: Rating Institutional Contributions in Education

25 Frequency Percent 20

0 very good good bad very bad

Source: Field Survey, 2014

Figure 11 above indicates that 4 respondents equal to 7% state that institutional contributions in education are very good. 29 respondents equivalent to 48% believe that the contribution of institutions in education sector development is good. 21 out of

60 respondents equal to 35% argued that institutional contribution is bad. 6 respondents equivalent to 10% suggested that contribution made by different institution in secondary education development is very bad. This implies that most of the respondents completely agreed with the good institutional contribution in education due to its helpfulness in academic endeavor. This is in line with an interview made by

DED of Karatu Mr.Mabula on 26th March 2014, who said that, “Institutional contribution in education delivery is extremely helpful like building school infrastructures, provision of teaching and learning facilities, sponsoring low income and orphans students and many others.”

4.5 Objective Three: Strategies to Improve Local Government Financing Towards

Quality Education Delivery

The respondents were asked about the usage of local government funds with the aim of scrutinizing the usage or expenditure of finance allocated at secondary schools.

4.5.1 Strategies to Improve Finance in Secondary Schools

This objective aims at respondents asked about the usage of local government funds with the aim of scrutinizing the usage or expenditure of finance allocated at secondary schools.

Table 4.7: Strategies to Adopt in Financing

Frequency Percent Strategies to adopt To reduce enrollment 2 3 To increase school fees 6 10 Use ICT in money transaction 5 8 Emphasize on school projects 14 23

Community participation 28 47 Encourage more donars/NGO's 4 7 Total 59 98 Missing System 1 2 Total 60 100 Source: Field Survey, 2014

Table 4 7 above shows that 2 respondents out of 60 which are equal to 3% believe that reducing enrollment in schools is better way of maintaining finance or funds in secondary schools. 6 respondents equivalent to 10% argued that to increase school fees is the best strategy of controlling funds ratio per student. 5 respondents out of 60 equal to 8% said that the use of ICT in funds transaction that will reduce or block the misuse of funds. Also 14 respondents equal to 23% argued that formulating school projects is the best strategy of improving finance in secondary schools. 28 respondents‘ equivalents to 47% believed that if the community is highly involved in school financing issues the community will see that school is their own property hence protecting it by any means. 4 respondents out of 60 which are equal to 7% agreed with encouraging more donors as the strategy of improving secondary schools. One of the respondents did not fill anything as the strategy of improving financing in allocation of funds in secondary schools. This implies that the community is the main stakeholders in education delivery. This is in line with an interview made to the headmistress

Mlimani Sumawe Secondary school Mrs. Lucian Wilbrodi on 23rd March 2014, who said that, “Community normally contribute a lot compared to any other stakeholders in education delivery through school fees and materials such as maize ad beans for food, examination fees, school uniforms and many others.”

4.5.2 Cost Sharing in Secondary Education

This part wanted to know the cost sharing principles in education delivery in secondary schools with the intention of evaluating one which is more recommended in secondary schools as shown in figure 4.12 below.

Figure 4.12: Cost Sharing in Education

hundred 5%

eighty twenty 13% 17%

sixty 27% fourty 38%

Source: Field Survey, 2014

The above figure 4. 12 show that 10 respondents out of 60 which are equal to 17% argued that cost sharing in education delivery is only by twenty percent. 23 respondents equivalent to 38% believed that cost sharing in education is by 40%. 16 respondents equal to 27% said that cost sharing in education is just by sixty percent.

Also 8 respondents which equals to 13% agreed that cost sharing in education is by eighty percent. 3 respondents which is equal to 5% said that cost sharing in education is by hundred percent. This indicates that cost sharing between local government and parents in secondary schools is average, so this is an indicator that the capitation grants in secondary schools is either coming very little or not coming at all as shown in school surveyed schools below:

Table 4.8: Flow of Capitation Grants, Mlimani Sumawe Secondary School

School Year Duration Amount Jan-march 4,961,514.00 April-June 0 2011 July- Sept. 716319 Mlimani Sumawe sec. school Oct.--Dec. 0 Total .5,677,833.00

2012 Jan-March 0 April - June 3,621,969.00 July-- Sept. 0 Oct--Dec. 2,184,872.22 Total 5,806,841.22 2013 Jan—March 4,678,003.00 April-June 1,148,000.00 July --Sept 1,274,700.00 Oct.--Dec 2,184,872.00 Total 8,137,575.00

2014 Jan---March 934,828.00 Source: Field Survey, 2014

Table 4.9: Flow of Capitation Grants Slahhamo Secondary School

School Year Duration Amount Jan-march 5,968,983.00 April-June 4,020,000.00 2011 July- Sept. 737,908.00 Slahhamo sec school. Oct.--Dec. 0 Total 10,726,806.00

2012 Jan-March 4,706,476.82 April - June 3,150,576.00 July-- Sept. 0 Oct--Dec. 4,069,169.28 Total 11,926,222.10

2013 Jan- March 385,968.00 April-June 771,936.00 July --Sept 677,803.25 Oct.--Dec 1,129,930.75 Total 2,965,637.75

2014 Jan---March 428,462.89

Source: Field Survey, 2014

Table 4.10: Flow of Capitation Grants, Ganako Secondary School

School Year Duration Amount Jan-march 6,781,458.00 April-June 0 2011 July- Sept. 0 Ganako Secondary school Oct.--Dec. 0 Total 6,781,458.00

2012 Jan-March 0 April - June 0 July-- Sept. 0 Oct--Dec. 0 Total 0.00

2013 Jan- March 6,057,513.00 April-June 1,148,000.00 July --Sept 4,061,409.00 Oct.--Dec 1,822,840.00 Total 13,089,762.0

2014 Jan---March 428,462.89 724,924.59 Apr--June 724,924.59 Total 1,449,849.18

Source: Field Survey, 2014

The above table 4.8, 4. 9 and 4. 10 indicates the flows of capitation grants The table‘s shows vividly that the funds provided by local government is not reliable at all because there are some month which the school receives nothing for example in the year 2011,

April-June as well as October – December, Mlimani Sumawe Secondary school receives nothing. In 2012, January-March, July- September the above mentioned school receives nothing. As well April – June 2014 the same school receives nothing.

Moreover, Slahhamo Secondary school in 2011, October- June, 2012, July –

September and 2014, April – June the school receives nothing. Furthermore, Ganako

Secondary school which is the area of the study in 2011, April –June, July –September and October – December as well as 2012 the whole year the school receives nothing

This implies that the capitation and development grants are not flowing consistently to school hence by so doing it fail to carter the needs intended hence in the long run affects the students performance and lower the quality of education.

Table 4.11: Flow of Development Grants, Ganako Secondary School

School Year Development Grant

Ganako Secondary School 2010 40,000,000

Source: Field Survey, 2014

Construction of teacher‘s residence which was planned to accommodate two teachers at once costs 40 millions Tanzanian shillings donated by NCAA for the purpose of enhancing neighbourhoods because Ganako secondary school also borders the

Conservation area at the northern side. The other amount of money to complete the teacher‘s residence will be contributed by the community living at Ganako ward.

4.5.6 Adopting New Strategies in Finance Allocation

This objective aimed at assessing the new strategies to be adopted in funds allocation in secondary schools with the cremation of evaluating one which is more recommended in secondary schools as shown in figure 4.12 below.

Figure 4.13: Adopting New Strategies in Finance Allocations

50 YES 40 NO

0 Frequency Percent

Source: Field Survey, 2014

Figure 4. 12 above shows that 46 respondent‘s equivalent to 77% agreed with the notion of adopting new financing mechanism to be used in allocating funds in secondary schools. 14 respondents out of 60 which are equal to 23% believed that there is no need of adopting new strategies of allocating finance in secondary schools. This implies that there is a need for the government to adopt new financing mechanisms in

77 allocation of funds to secondary schools. This is supported by Mr James Paul, the second master Upper Kitete Secondary School on 25th March, 2014, who argued that,

“Heads of schools normally use funds for their own benefits, we normally hear capitation grants but we do not know the use of those funds, the one who know are only the headmaster/headmistress and partially the school accountants, therefore what is highly needed is close supervision of the funds as well as frequent auditing so that the money could be used according to the needs and not otherwise.”

4.5.7 Suggestion on How to Improve Financing in Secondary Schools

The question was asked how to improve financing in secondary schools. This objective aimed at identifying the methods used in allocation of funds with the intention of evaluating one which is more recommended in secondary schools as shown in the below figure.

Figure 4 .14: Suggestions on How to Improve Financing

misuses of close funds should management be avoided of 7% funds/auditingincrease 13% amount establishing per school student projects 15% 36% avoid delay 22% avoid bureaucratic situation about funds in the council 7%

Source: Field Survey, 2014

Figure 4. 13 shows that 8 respondents which is equivalent to 13% said that close supervision of the little funds provided by local government by those concerned leaders is best way of improving finance in secondary schools. 9 respondents equivalent to

15% argued that to increase amount of money per student is better. 13 respondents equal to 22% said that avoid delay in providing funds to secondary schools is the best way of improving financing mechanism. 4 respondents which are equal to 7% believed that avoiding bureaucratic situation is the best strategy to improve financing in secondary schools. 22 respondents equal to 37% agreed that establishing school projects is the best thing to be done so that incase of funds deficit. 4 respondents‘ equivalents to 7% explained that the misuse of funds by the heads of schools should be prohibited. This implies that the heads of schools should be more creative enough establishing school projects that will generate funds to be used in case of delay and insufficient. This concurs with an interview made to the District Executive Director

(DED), Karatu on 26thMarch, 2014, who said that, ―It is high time now as leaders to establish educational boards example District educational boards which can engage in generating and administering local finance.”Also as a means of putting words into action he also said, ―Since 2009 the council use 30 million each year as district educational basket fund sponsoring about 464 students in ward schools and insisted that amount of funds provided per student should be increased so that a student would study in a peaceful situation hence improving the performance of students.

4.6 Conclusion

This chapter has focused on the analysis of data and presentation of the research findings. It starts with Social-Demographic Profile of the Study Population following to the analysis of objectives of the study. The subsequent chapter (Chapter Five) will describe the summary, conclusion and recommendations for this study.

CHATTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter includes summary of the research, conclusion made as well as recommendations to take into consideration for the purpose of making sure that the financing of education in secondary schools will be improved hence bringing about quality education in our county as suggested by District Executive Director, District

Secondary School Officer, Statistical Logistic Officer, Headmaster/Headmistress,

Ward Education Co-coordinator, and Ward Executive Officer.

5.2 General Summary of the Findings

The study was focused on assessing the local government financing towards quality education specifically in Karatu district and the following objectives were dealt with:

Objective one stated that, to examine the methods used by local government in allocation of funds in secondary schools. The big number of respondents which is

66.7% agreed with the use of cheque as the best means of local government to disburse funds to secondary schools. It showed that the big amount of money 25.96% is used for a library that is buying books and other teaching and learning materials. Furthermore, delay of funds which is 45% is the major problem of local government financing. As far as the source of funds is concerned, 35% respondents showed that a large portion of the funds in secondary schools came from the community or parents and in that sense parents are the best performer in education delivery. Lastly, 83.33% of the respondents said that they do contribute in education delivery as an individual.

Objective Two: evaluates to evaluate the level of stakeholders, participation in education delivery.

The large number of respondents which is equal to 55% argued that the main stakeholders‘ contributions in education is on building infrastructure like school laboratories, teachers‘ residence, and provision of food or meals as well as sponsoring students from the low family income and orphans. On the other side of the education delivered by local government 38% of respondents said it is unsatisfactory.

Furthermore, 63.33% agreed that education acquired in our country is moderate and by perception most of the respondents concluded that the education delivered in our district is fair. However, in rating institutional contributions in education, 48% of the respondents suggested that an institutional contribution in education is good.

Objective Three examined the strategies of improving local government financing in secondary schools. 47% of the respondents argued that community participation in education financing is the best way to step forwards achieving quality education in secondary schools.

5.3 Conclusion

The first research question in this study was, what are the methods used by local government in allocation of funds in secondary schools? In this concept the most of the respondents agreed that the use of cheque is the best method used in funds allocation in secondary schools, other forms of funds allocation like cash and in kind/materials were being used by stakeholders contributing directly to school.

According to the findings concerning the expenditure or usage of the local government funds, most of the respondents argued that the meals provided for students took the

82 largest percentages among all followed by libraries which were about. This indicated that the funds provided are mainly for meals specifically for students.

Furthermore, the funds provided by local government was being faced by several problems, according to the findings the most serious problem was little amount of funds which in the long run do not suffice the needs of the students. The delay of funds and corruption of the funds was also the persisting problems in the local government funds in secondary schools.

According to the findings the respondents believed that the community was the best sources of funds provided to secondary schools this is due to the facts that the community or parents contribute many things like paying of school fees, food contributions, as well as examination fees. NGO‘s also is the best source of funds distributed in secondary schools.

The second research question required the study to find out the level of stakeholders participation delivering of quality in secondary education. The results obtained from the respondents indicated that most of the respondents disagreed with the question of satisfactory other respondents failed to decide whether education delivered by local government is satisfactory or not. However, in rating the education level or standard in our country, most of the respondents argued that education delivered by local government is moderate while other respondents insisted that, the kind of education we received currently is bellow standard that is fair and good to some extent.

However, in objective three, the question wanted to know the strategies on how to improve the local government financing towards quality education in secondary

83 schools. The respondents agreed that the best ways of improving financing of education in secondary schools is through formulation of different projects around schools so that the school may get some funds to run its daily routine incase of funds delay or little amount.

Summarily this research demonstrates that local government has an inadequate and appalling amount of funds, experiences holdup of funds, funds are not allocated on time, wretched organization of funds and poor audit of the allocated funds which outwardly and apparently become persistently detrimental problems associated with the funds received in public secondary schools according to the study. Additionally, the findings indicate that the community is not highly involved in education financing as well as formulation of school projects around schools which can help the school generate income which could be used in case of funds delayed from local government.

To end with the community requirements to be implicated much in education delivery in order to feel themselves that school is their own property and not government property in addition the amount of funds provided by local government should be increased since the price of goods and services at this time has much improved.

5.4 Recommendations

For the purpose of reaching the research objectives, the study recommends the following:

i. The government should be very serious by investing in education sector

through provision of funds on time so that the schools could implement the

different programs on time for better performance hence reaching quality

education.

84 ii. Community involvement in education contributions should be highly

insisted in both rural and urban areas so that in case of local government

funds delay their funds may compensate the daily routine expenditure in

schools. This could be attained through provision of education to the society

in forms of seminars, village meetings and different games. iii. The government should create the data base for all schools, this will help to

create planning and budgeting for every financial year. This may be most

helpful because it might be possible to know which school received funds

and for how long. iv. The implementations of education budget should be realistic and

compatible with original approved budget .This is because the amount of

funds allocated in a ministry of education almost every financial year is

higher but money went to implement different schools objectives is very

little. Also stakeholders in education provisions should complement the

government budget. v. Government through the ministry of education should revise its syllabus so

that education delivered to students should build entrepreneurship skills and

attitude to both students and teachers in order to become self dependent in

their income generations. vi. Education for self reliance should be emphasized at school administration

and management for example farming, and gardening which would raise the

schools income as well as serving some money for buying vegetables as

student‘s meals. This needs the school administrators to be more creative in

formulation of different projects which would generate income for the

school.

vii. The issue of family planning should be introduced to the society so as to

reduce the enrollment ratio of student each year. This would help to

increase the amount of funds per student.

viii. There should be frequent audit both internal and external audit so as to

control the misuse of funds at council level as well as at school

administration level. This is because the funds allocated was sometimes

used by school administrators for their own benefits also some heads of

schools did not like other teachers to know how much money is allocated to

schools since there is no transparency in local government funds allocated

at the school level.

ix. The most important thing is that review in teachers‘ salaries should be made

as well as other fringe benefits so as to match with normal life and the value

of currency. This is due to low salaries most teachers engaged in income

generating activities instead being busy teaching students.

5.5 Areas for further Studies

This area of research seems not conducted by many researchers in our country.

Therefore further research is highly needed so as to address the issue of local government financing in secondary education country wide for the aim of improving financing in secondary education. This will lead to good quality of education.

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APPENDICES

Appendix I: Research Questionnaires

Dear Respondent,

The researcher is a graduate student pursuing a Master of Public Administration of

Dodoma University. He is conducting a research study on ―An Assessment of The

Local Government Financing Towards Quality Education In Secondary Schools In

Tanzania. A Case of Karatu District.”By the copy of this questionnaire, you have

been selected to participate in the study. You are therefore; kindly requested to answer

the questions below displaying utmost good faith. The study is purely for academic

purpose and all information provided will be treated confidential. Your prompt

response will be highly appreciated.

1. Profile of the Respondents

Please answer the question as instructed after each.

i. Name of institution ------.

ii. Sex (Tick one): Male (------), Female (-----). iii. Age (Tick one), 20-29 (---),30-39 (---), 40-49 (---), 50-59 (---), 60+ (----) iv. Marital status (Tick one); Single (-----), Married (----).

v. What is your level of education (Tick one); Grade A (----), Diploma (----

), Degree (----),Masters (----), PhD (-----)

Objective One: The Method Used by Local Government in Allocating Funds towards Quality Education Delivery?

Tick the appropriate answer in the box provided.

2. Which are the methods used by the local government in allocation of

funds/capitation?

i. Cash (-----)

ii. Cheque (-----)

iii. In kind (materials/services) (-----)

3 What is the usage or expenditure of allocated funds in secondary schools?

i. Paying salaries (-----)

ii. Libraries (-----)

iii. Administration (-----)

iv. Meals (-----)

v. Sports (-----)

vi. Building infrastructures (-----)

4 What are the problems facing the allocation of finance in secondary

schools?

i. 1. Little amount (-----)

ii. Delay (-----)

iii. Corruption (------)

5 what should be done to improve the

system……………………………………………………………………

……………………………….…………………………………………

…………………………………………………….

6 What are the sources of income of the funds allocated in secondary

schools?

i. From the central; government (-----)

ii. From the Local government. (-----)

iii. from NGO‘s (-----)

iv. From Donors (-----)

v. From communities (------)

vi. \Others (-----)

7 Among those earlier mentioned institutions or stakeholders which do you

think are the best performer? (Please rank from 1-5).

i. Local government ( )

ii. Donor ( )

iii. Local community ( )

iv. NGO‘s ( )

v. Others ( )

8 Have you ever contributed to the development of the education system as

an individual?

If yes how…………………………………………………………………

If no why………………………………………………………………….

Objective Two: The Level of Participation of Stakeholders in Education Delivery

9 What are the contributions of stakeholders in quality education delivery?--

------

10 Education delivered by local government is satisfactory.

i. Strongly Agree ( )

ii. Agree ( )

iii. Neutral ( )

iv. Disagree (

v. Strongly Disagree ( )

11 How do you rank the education delivered by local government to

secondary school?

i. Above standard (51+ ) ( )

ii. Moderate ( 30-50) ( )

iii. Below standard ( (0-29) ( )

12 How do people perceive the funds provided by the local government in

secondary schools?

i. Very good ( )

ii. Good ( )

iii. Fair ( )

iv. Poor ( )

13 what kinds of motivation is given by local government to the teachers?---

------

14 To what extent do you rate those institutional contribution to the

education system?

i. Excellence ( )

ii. Very good ( )

iii. Good ( )

iv. Bad ( )

v. Very bad ( )

Objective Three: Strategies to Improve Local Government Financing towards

Education Delivery in Secondary School

15 What strategies should be taken to improve financing of secondary school

education?

i. To reduce enrollment ( )

ii. To increase school fees ( )

iii. Use of ICT in money transaction ( )

iv. Emphasize on school projects ( )

v. Others ( )

16 To what extent do cost sharing in secondary schools successful?(Tick one).

20 40 60 (Neutral) 80 100

17 Do you think it is important to adopt new strategies of finance /funds

allocation in secondary schools? (Tick one). YES,( )NO ( )

If the answer is yes explain why------

------

------and if no explain

why.------

------

18 Identify two strategies for improving financing system in local government for

quality education delivery. i ------

------ii ------

19 What is your suggestions concerning financing in education delivery in

secondary school by local government------

------

Appendix II: Interview Guide

Interview for Ward Education Coordinator (WEC) and Ward Executive Officer

(WEO)

1. How much money you have received as capitation grant for the past three years?

2. For your own views what are the contributions of other stakeholders in education delivery?

3. Can you describe in detail the concrete challenges which faces the local government in education provision?

Interview for Heads of Schools

1. As the head of school how reliable is capitation in your school?

2. Where do you spend that money?

3. Are they meeting the operational services?

4. Who is your main sponsor?

5. What strategies are you adapting if the capitation does not meet the required needs?

6. Are there any side effects which are contributed by financial deficit? if any can you mention them.

7 Is there any funds allocated in secondary school apart from capitation grant? And what is it used for?

8. What is your suggestion about these funds allocated in secondary schools?

Interview for Statistic Logistic Officer (SLO) Secondary

1. How many numbers of schools do you have?

2. How reliable do you think those schools have regular allocations of funds?

3. Do you think the allocated funds meets the demands of the schools?

4. How do you rate the level of performance of schools around the area of your jurisdictions?

5. What strategies do you adopting when the funds delayed or not allocated by your sponsor while there is a need?

6. 7.Is there any funds allocated in secondary school apart from capitation grant? And what is it used for?

7. What are your suggestions?

Interview for District Executive Director (DED)

1. How many numbers of schools do you have?

2. How reliable do you think those schools have regular allocations of funds?

3. Do you think the allocated funds meets the demands of the schools?

4. How do you rate the level of performance of schools around the area of your jurisdictions?

5. What strategies do you adopting when the funds delayed or not allocated by your sponsor while there is a need?

6. Is there any funds allocated in secondary school apart from capitation grant? And what is it used for?

7. What are your suggestions?

Interview for District Secondary Education Officer (DSEO)

1. How many numbers of schools do you have?

2. How reliable do you think those schools have regular allocations of funds?

3. Do you think the allocated funds meets the demands of the schools?

4. How do you rate the level of performance of schools around the area of your jurisdictions?

5. What strategies do you adopting when the funds delayed or not allocated by your sponsor while there is a need?

6. Is there any funds allocated in secondary school apart from capitation grant? And what is it used for?

7. What are your suggestions?

100