Forms of decentralization and their implications for educational accountability in Tanzania

Abstract

This study investigated the forms of decentralization and how they can bring about educational accountability in Tanzania. Open-ended questionnaires, interviews, focus group discussions and documentary reviews were methods for data collection. The findings indicate that the school committee as a representative organ of the community and parents in a decentralized educational management system, succeeded in improving the attendance rate, maintaining discipline, and controlling truancy among pupils. The findings also indicate that the teachers and school committee members appreciated the financial transparency in their schools. However, teachers commented that school committee members concentrated their attention on the Primary School Leaving Examinations (PSLE) and financial matters without ensuring that schools improve the environment in which education is provided for teachers to be accountable for the pupils' learning. Further, it was, found that financial contributions from the parents and community members were a challenge because of a lack of awareness of the importance of education for their children. It is argued in this paper that although financial contributions from the community members are necessary for the school development plans, the government needs to play a leading role in the provision of education to safeguard the poor and fight inequality in education.