The contribution of self-help initiatives tothe provision of private secondary schools in Tanzania: a case study of Mufindi district

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University of Dar es Salaam
The study aimed at exploring the reasons for establishing the Mufindi Education Trust (MET); the role of the MET in mobilizing the people of Mufindi District in community self-help, and the nature and extent of the contribution of self-help initiatives in the provision of private secondary schools. Nine research questions guided the empirical investigations of the study. Through literature review which dwelt on various aspects of educational self-help projects, it was noted that studies on community self-help in the provision of secondary education outside Kilimanjaro and Kagera regions in Tanzania were non-existent. The present study aimed at filling that gap. The study was conducted in Mufindi District, The sample population comprised 57 purposively selected respondents. Four data collection methods - documentation, interviews, questionnaires, and observation were-employed. The major findings were: l. The MET was initiated by the Party and the Mufindi District Council with the active participation of the then member of parliament. 2.Community support was inspired and sustained mainly through conscientisation campaigns of the people and involving them in the process of creating the schools. 3.The MET was financed through community labour; cash contribution; contribution in building materials; crop levy; school fees; revenue from school projects; interest on bank deposits; and assistance from donors both local and foreign. 4.The achievements of the MET included building seven secondary schools; raising the transition rate from primary to secondary education in the district; raising the parents' awareness of the importance of secondary education; winning the support of the local and the international community and increasing the proportion of girls having access to secondary education. 5.The problems of the MET included shortage of funds; inadequate buildings; shortage of building materials; shortage of teachers and teaching materials and a lack of transport. 6. The MET schools have the capacity to take students as dictated by demand. 7. Community members firmly supported their schools. 8. Factors far success of the MET included the existence of a favourable national policy; the existence of social demand for secondary education; assistance by donors; commitment of party and governments leaders; the resourcefulness of the management; charging moderate fees; and popular support. In line with the research findings, some recommendations were made mainly with a view of alleviating the problems. Suggestions for further research were also made.
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Education, Secondary, Self-help groups, Tanzania
Makombe, I. A. M (1992) The contribution of self-help initiatives tothe provision of private secondary schools in Tanzania: a case study of Mufindi district, Masters dissertation, University of Dar es Salaam. Available at (