The main purpose of the study was to understand the meaning and experiences of primary schools head teachers in managing Primary Education Development Programme (PEDP) funds. Data was collected using semi-structured interviews with head teachers at public primary schools. Seven informants were selected from a number of schools based on educational attainment and experience serving as a head teacher. Interviews were recorded, transcribed verbatim and analysed systematically. Direct school funding has only offered limited solutions to resources acquisition in schools due to availability of insufficient funds in schools. Secondly, schools do not have full autonomy to use the allocated funds to fulfil locally determined school requirements. Thirdly, at school levels there is a state of confusion between participatory decision making and the issue of taking responsibilities. Fourthly, there is a need and urgency to build their capacities through continuous trainings. Based on these conclusions, the study recommends for systemic approach to understanding allocation of PEDP funds in order to improve quality of education in public primary schools in Tanzania. Finally, for head teachers and other stakeholders to act and facilitate effective implementation of educational programmes such as PEDP, there is a need and urgency to build their capacities to competently manage these educational programmes.
Carlitz, R. (2007) Following the Money for Education: A Case Study in Complexity. HakiElimu
Working Paper 07.8, Dar es Salaam: HakiElimu.
Cheruto, L. K. and Benjamin, K. W. (2011). Management challenges facing implementation of
free primary education in Kenya: A case of Keiyo district. International Journal of Educational Administration and Policy Studies. 3(2): 22-27.
Claussen, J. and Assad, M. (2010) Public Expenditure Tracking. Survey for Primary and
Secondary Education in Mainland Tanzania. Dar Es Salaam: Government of Tanzania.
HakiElimu, (2003). What is School Committee? Dar es Salaam: HakiElimu.
HakiElimu, (2007). What Has Been Achieved in Primary Education? Key Findings from
Government Reviews. Dar es Salaam: HakiElimu.
HakiElimu, (2011). A Public Expenditure Survey. Dar es Salaam: HakiElimu.
Knight, B. (1993). Financial Management For School: The Thinking Manager’s Guide. Oxford:
Heinemann Educational.
Manara, K., and Mwombela, S. (2012). The Governance of the Capitation Grant in Primary
Education in Tanzania: Why Civic Engagement and School Autonomy Matter. Dar es Salaam, Tanzania.
McMillan, J. H., and Wergin, J. F. (2010). Understanding and Evaluating Educational Research.
(4th ed.). Boston: Pearson.
Mestry, R. (2004). The Function of school governing bodies in school finances. South African
Journal of Education. 24(2): 126–132.
Motsamai, J., M, Jacobs, L. and de Wet, C. (2011). Policy and Practice: Financial Management
in Schools in the Mafeteng District of Lesotho. Journal of Social Science. 26(2): 105-116.
Policy Forum. (2009). Can fewer books and less chalk bring quality education? An analysis of
Tanzania National Budget 2009/10 Policy Brief 5.09, Dar es Salaam: Policy Forum.
United Republic of Tanzania - URT (2005). Revised Financial Management and Accounting
Guideline for the Secondary Education Development Plan: Basic Education Committee. (SEDP) 2004 - 2009. Dar es Salaam: MoEVT.
Uwazi (2010) Capitation Grant for Education: When Will it Make a Difference? Policy Brief
TZ.08/2010E, Dar es Salaam: Uwazi at Twaweza.
Victorian Auditor General‘s Report (2009). Management of School Funds General’s Report;
Victoria, Government Print.
Mwinjuma, J. S., Kadir, S. A., Hamzah, A., & Basri, R. (2017). Meaning and Experiences in Managing Primary Education Development Programme School Funds among Public Primary Schools Head Teachers in Tanzania. International Journal of Academic Research in Business and Social Sciences, 7(14), 603-623.
Copyright: © 2017 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
