Mwalimu, Rehema Saidi2020-03-242020-03-242010Mwalimu, R.S (2010) Investigating into the community contribution towards community secondary schools,the case of Kinondoni district in Dar es Salaam, Tanzania. Master of Arts, University of Dar es Salaam. Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/8083Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2820T34M852)This study investigated the community contributions towards community built secondary schools in Kinondoni district, Dar es Salaam Tanzania. Specifically the study aimed to examine the different types of community contributions that go to CSS; to assess the uses of these community contributions in supporting the CSS; and finally to examine the major challenges of these communities contributions and the possible contribution measures. The conceptual framework used was a model on community contributions and its sustainability towards CSS guided this study and was designed by the researcher after reviewing the literature related to community contributions in education. The study employed mainly a qualitative approach, using a case study design with some aspects of quantitative approach. A total of 90 participants were involved, including parents, students, teachers, school heads, ward executive officers, a district educational officer and MOEVT secondary education coordinator who were obtained through purposive, stratified and simple random sampling techniques. Data were collected through semi-structured interview, focus group discussion, documentary review and observations and were analyzed through content analysis method. The study findings revealed that there were two types for which community contributions were made, these were contribution for school construction and were official and unofficial contributions for school recurrent needs. Most school construction contributions were coordinated at ward level and targeted mainly the construction of classrooms, toilets and provision of desks and chairs to meet minimum requirements for opening the schools. Recurrent expenditure was met through unofficial contributions by parent's payments of school fees, academic funds, security, emblem, and identity card. However, the available resources were inadequate for example the infrastructure of the schools, and teaching and learning facilities were not enough. On the other hand the results showed that the major challenges these communities was low ability of community members to continue contributing, low government budget to support the schools, willingness to contribute by community members, overload through several other contributions, the location of the school, and lower CSS performance that threaten the community ability in making more contributions. The study recommends that the government should provide enough budget for the schools, qualified teachers to enable the community secondary schools perform better, and hence communities be able to sustain their contributions. This can be done by including proper community sensitization and awareness. Further research is recommended on comparative analysis between public, government and community secondary schools for wider policy implications.enCommunityInvestigatingThesis