Browsing by Author "Elisa, Mary Fanuel"

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    Household education contribution in community secondary schools: school management strategies to reduce the contributions
    (University of Dar es Salaam,, 2012) Elisa, Mary Fanuel
    The aim of the study was to investigate household education contribution In community secondary schools and school management strategies to reduce the contributions in schools. Specifically, the study identified different household contributions in education costs in schools in the year 2012, assessed household ability to pay education contributions for their children in school, examine school management strategies to reduce household education contributions and investigate the challenges facing school management in implementation of the school strategies to reduce household contributions in community secondary schools, The study was guided by the researcher’s own conceptual framework with insight from David (1989) strategic management conceptual framework. The study documented various literature reviews related to the needs of study. The study employed mainly a qualitative approach applying a case study design and was conducted in Moshi rural District in Kilimanjaro region. Data were collected through semi-structured interview, focus group discussion and documentary review and were analyzed qualitatively (using themes) and quantitatively (using tables and percentages). The research findings revealed that households contributed different financial, physical and labour/man power in schools depending on the needs of specific school. Household education contributions in community secondary schools were mandatory to every parent whose child was selected to join a community secondary school. The research findings also revealed that most of the households in community secondary schools were unable to pay education contributions for their children in schools because of economic and social related reasons. School management strategies to reduce household education contributions found common in schools included fundraising, students’ scholarship, donors and school project. The study findings noted that the school which implemented more strategies compared to other schools had less financial contributions by the household relative to other schools with few or less strategies. However, it was noted that school management strategies to reduce household education contributions were few and less effective implemented in schools as they were hampered by unawareness of students’ scholarship in schools, poor involvement of educational stakeholders during fundraising, scarcity of land in school for effective implementation of school projects and lack of skills and knowledge on implementation of sustainable strategies in schools. The study recommends on the extension of the strategies to include more projects and other strategies to reduce the household education contributions in schools, the ministry of education and vocational training to clarify the rate of household education contributions in schools. In addition, there is a call for the government to mobilize a campaign to all education stakeholders and practitioners at all levels on effective and efficient implementation of sustainable school strategies to reduce household education contributions in schools. Furthermore, the study recommends a similar study to be conducted in a wide scope and utilizes quantitative approach for generalization purposes and policy implication