Financial resource allocation in inclusive primary schools and the quality of education for pupils with disabilities in Tanzania
| dc.contributor.author | Kagomba, Editha Matata | |
| dc.date.accessioned | 2019-12-14T18:25:04Z | |
| dc.date.accessioned | 2020-01-07T15:57:45Z | |
| dc.date.available | 2019-12-14T18:25:04Z | |
| dc.date.available | 2020-01-07T15:57:45Z | |
| dc.date.issued | 2008 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2826.6.T34K33) | en_US |
| dc.description.abstract | Education is essential for bringing a bright future to the people including the disabled ones in any society. In order to facilitate quality education, allocation of adequate resources, especially finance, is vital. This study aimed to examine the extent to which financial resources allocated to primary schools favoured the provision of teaching and learning materials for the pupils with disabilities, to explore the extent to which planning and budgeting at school level considered the special needs of pupils with disabilities; The study was conducted in two regions, namely Dar es salaam and Mbeya. TH\e sample involved 101 respondents, including three education officers, seven head teachers, thirty five classroom teachers, thirty five pupils and twenty one parents. The data collection methods included questionnaires interviews, documentary review and observation. The study employed both qualitative and quantitative approaches. The qualitative data were analysed through content analysis while quantitative data were coded, tailed and analysed through frequencies and percentages. The study findings revealed that there were inadequate teaching and learning materials in inclusive schools because primary schools plans did not consider special needs facilities and support services for pupils with disabilities. Moreover, finds for the construction of school building did not benefit the pupils with disabilities. The study recommends that more funds should be allocated for pupils with disabilities in school. The head teachers and school committees should consider the purchase of teaching and learning materials for pupils with disabilities within the limits of the allocated scarce resources. Furthermore, the government should provide clear policies in financing education for the pupils with disabilities and hence forth the budget allocation should match the schools` needs for the pupils with disabilities. | en_US |
| dc.identifier.citation | Kagomba, E.M (2008) Financial resource allocation in inclusive primary schools and the quality of education for pupils with disabilities in Tanzania.Master dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3017 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Education | en_US |
| dc.subject | primary | en_US |
| dc.subject | Finance | en_US |
| dc.subject | Handicapped pupils | en_US |
| dc.subject | Handicapped children | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Financial resource allocation in inclusive primary schools and the quality of education for pupils with disabilities in Tanzania | en_US |
| dc.type | Thesis | en_US |