Community participation and implementation of community secondary schools construction projects in Tanzania: a case study of Iramba district.
| dc.contributor.author | Tarimo, Modest Ernest | |
| dc.date.accessioned | 2020-03-09T13:41:57Z | |
| dc.date.available | 2020-03-09T13:41:57Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3219.T34T37) | en_US |
| dc.description.abstract | This study examined community participation anti implementation of community secondary schools construction projects in Iramba District Singing Region. While there are number of communities that have succeeded in constructing adequate secondary schools through community involvement, the equation is different in Iramba District. In particular the study investigated the involvement of community members in the decision making process to initiate the projects, the strategies used by the leaders to mobilize community members and the specific roles played by community members in the projects. Qualitative research approach was mainly employed to get a holistic picture and detailed information. Data for the study were collected using documentary reviews, interviews and observation. The study involved 69 respondents including District Education Officers, Heads of secondary schools, school board members, school project teachers, Ward and Village Executive Officers, and community members who were purposively selected. The study revealed that goal setting for the construction projects did not involve community members, which demoralized them to effectively participate in different activities during implementation. Community members perceived the construction projects as being imposed from outside. Therefore, they did not develop the sense of ownership and pride in the projects. Misinformation from some political leaders accompanied with fatigue of contributions due to the demand of too many projects to support at a time also contributed to ineffective participation of community members in the implementation of the projects. The study recommended that teamwork within and beyond school surroundings for support to CSSs construction projects should be fostered. Community members should be part and parcel from the initial stages of CSSs construction projects so as to own the projects. Leaders should see that projects are scheduled to avoid the over burdening of community members with contributions. Lastly, there is a need for the same research to be replicated on a large scale for generalization purposes. | en_US |
| dc.identifier.citation | Tarimo, M. E. (2011). Community participation and implementation of community secondary schools construction projects in Tanzania: a case study of Iramba district. Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/7593 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Community schools | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Construction projects | en_US |
| dc.subject | School buildings | en_US |
| dc.subject | Community participation | en_US |
| dc.subject | Iramba district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Community participation and implementation of community secondary schools construction projects in Tanzania: a case study of Iramba district. | en_US |
| dc.type | Thesis | en_US |