Financing of community education in Tanzania: the case of Mbeya City

The purpose of this study was to investigate the financing of community education in Tanzania. The research dimensions were community education programs being offered by various providers, sources of funds for community education, trends and effectiveness of financing community education and the outcomes of financing community education. The study was conducted in Mbeya City and covered only the following providers of community education: Non Governmental Organizations (NGOs), Credit Schemes, Community Based Organizations (CBOs) and local government authorities. The study utilized mainly the qualitative research approach and employed a case study design. The study sample comprised 108 respondents from government ministries, City council, NGOs, Credit schemes, CBOs and beneficiaries of community education. Respondents were obtained through purposive and simple random sampling procedures. Data were obtained through interview, documentary review and focus group discussion. Qualitative data were analyzed through content analysis and quantitative through tabulation, frequencies and percentages. The findings revealed that some of the community education programs were planned at the ministerial level but were never implemented. Community members were rarely involved in selecting educational programs while there was no organ responsible for planning and coordinating community education programs at national level. Most of the sources of funds for community education were from external rather than internal donors. There were no clear criteria for allocating funds for community education. The budget trends of financing community education were increasing at small rates and others were declining. There was delay in funds disbursement and sometimes not available for the whole financial year. Financial constraints were the greatest obstacle in implementing community education. Initiatives for capacity building on financing of community education were demoralized by politicians. There was notable increase in individual and national income as well as general improvement in living conditions in the community. Assistance rendered to beneficiaries of community education after evaluation was not universal. The study concluded that adequate budgetary allocations and mechanisms to track the implementation of community education programs were necessary for its effective implementation The study recommends community members to be involved in selecting community education programs. The government on its part should form an organ to be responsible for planning and coordinating all community education programs at national level and should increase the budgetary and set clear criteria for allocating funds. It should also support NGOs, CBOs, credit schemes and other providers of community education to enable them reach many people in both urban and rural areas.