Effects of Devolution of Administration and Management of Public Community Secondary Schools in Tanzania on Quality Education: A Case of Kinondoni Municipality

This study aimed at investigating how devolution of the administration and management of public community secondary schools has functioned. It also discusses the effects of the devolution. The study adopted a case study design. The research area of the study was Kinondoni Municipality. Random sampling procedures were used to select the sample population, including those who participated in the study by virtue of their posts. A sample of 252 respondents was realized. Questionnaires and interviews were used for data collection. Quantitative data were analyzed, tabulated and presented in terms of absolute and relative percentages. Qualitative data were subjected to content analysis and reported in terms of themes, categories and quotations. The findings show that there are positive effects, including community participation, increased enrolment of students and some of the teachers’ problems were solved. Negative effects were poor performance of students, inadequate studying materials, unclear roles and responsibilities of WEO and school board chairpersons, poor school infrastructure, shortages of teachers, inadequate of school buildings and basic services. It was discovered that the devolution of powers and roles was done with inadequate provision of human and financial resources resulting to ineffectiveness and inefficiency in the management and administration of the secondary education system. It was recommended that the government should supply human, financial resources and studying materials in time, pre and in service training should be provided to all of leadership, and school inspectors’ advice should be implemented. Furthermore, other studies need to be conducted on devolution of the administration and management.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University of Tanzania

Year dc:date.issued

2014

Author dc:creator

• Issa, Amina

• 370 Education

Language dc:language

en