Prospects And Challenges On Public Funds Management: The Reflection From Head Of Schools In Tanzania
Volume 5 - Issue 3, March 2022 Edition
[Download Full Paper]
Author(s)
Mwita Sospeter
Keywords
Challenges, Prospects, fund management and public funds
Abstract
Quality of any service provision is subject to the leaders who are entrusted power to manage and control all the necessary resources such as funds and fiscal within the given institution. This is because in the era of massive transformation in school management and administration there is a need to update leadership and management skills for sustainable institutions. This study explored the prospects and challenges on public funds management in the reflection from the head of schools. Sample of 35 head of schools who were randomly obtained participated in this study. The results show that head of schools had inadequate expected skills in public funds management. It was further revealed that fund mismanagement in Tanzania leads to poor service delivery within public schools. However, several measures have been established to equip school leaders with appropriate financial skills including providing training on school fund management and attending seminars and/or in-services training on financial related courses. Thus, the responsible authorities are urged to establish regulations and institutions for training heads of schools before and after the appointment. This could help in assuring reliable heads of schools with appropriate public funds management skills. Therefore, heads of schools could draw appropriate skills, knowledge and experiences in school management upon being provided with in-house training on school management and administration. It also recommends that the agency responsible for training in cooperation with education stakeholders need to undertake several pieces of training to inform school leaders on the new changes in education management.
References
[1] Amos, O., Ephrahem, G., & Bhoke-Africanus, A. (2021). Effectiveness of School Heads’ Financial Management Skills in Provision of Quality Education in Secondary School. Journal of Education, Society and Behavioural Science, 9(3), 20–28. https://doi.org/10.9734/jesbs/2021/v34i230302.
[2] Boyask, R. (2018). Primary school autonomy in the context of the expanding academies programme. Educational Management Administration and Leadership, 46(1), 107–123. https://doi.org/10.1177/1741143216670649.
[3] Bush, T. (2018). Leadership and context: Why one-size does not fit all. Educational Management Administration and Leadership, 46(1), 3–4. https://doi.org/10.1177/1741143217739543.
[4] Dennis, B. C., & Stahley, K. (2012). Universal Primary Education in Tanzania : The Role of School Expenses and Opportunity Costs. 2, 47–65.
[5] Greany, T. (2018). Innovation is possible, it’s just not easy: Improvement, innovation and legitimacy in England’s autonomous and accountable school system. Educational Management Administration and Leadership, 46(1), 65–85. https://doi.org/10.1177/1741143216659297.
[6] HakiElimu. (2012). HakiElimu Annual Report 2012. 8–48.
[7] Journal, I., Vol, S. S., & Issue, S. (2011). Preparation and development of public secondary schools principals in kenya Nandwah Ibrahim Professional Development Teacher The Aga Khan University Institute for Educational Development , Tanzania . Director of Studies and Curriculum Implementation PCEA . International Journal, 1(9), 291–301.
[8] Kaguri, M., Njati, I. C., & Thiaine, K. S. (2014). Financial Management Challenges Facing Implementation of Free Day Secondary Education in Imenti North District , Kenya. 16(1), 55–78.
[9] Matete, R. (2016). Challenges Facing Primary Education under Decentralisation of Primary School Management in Tanzania. 6(1), 175–184.
[10] McTaggart, R., Bolsius, R. G., Sommer, R., Dick, B., Hall, W., Coats, M., Kemmis, S., McTaggart, R., Young, M. R., Rapp, E., Murphy, J. W., & Yasmeen, G. (2014). Action research: enhancing classroom practice and fulfilling educational responsibilities. Strategies of Qualitative Inquiry, 3(4), 271–330. https://doi.org/10.1080/09650790600975593
[11] NAO. (2013). Annual general report of the controller on the audit of the financial statements of donor.
[12] NAO. (2021). Annual General report on the performance audit for the period ending march 2021.
[13] Pouncey, W. C., Ennis, L. S., Woolley, T. W., & Connell, P. H. (2013a). School funding issues: State legislators and school superintendents-adversaries or allies? SAGE Open, 3(2), 1–13. https://doi.org/10.1177/2158244013486492
[14] Pouncey, W. C., Ennis, L. S., Woolley, T. W., & Connell, P. H. (2013b). School funding issues: State legislators and school superintendents-adversaries or allies? SAGE Open, 3(2), 1–13. https://doi.org/10.1177/2158244013486492
[15] Pulis, A. (2018). MiE of schools in Malta. 32(1), 40–47. https://doi.org/10.1177/0892020617748152
[16] Rangel, V. S. (2018). A Review of the Literature on Principal Turnover. 88(1), 87–124. https://doi.org/10.3102/0034654317743197
[17] Sospeter, M. (2017). The influences of leadership styles on teachers’ job satisfaction in tanzania: a case of public secondary schools in hai district. University of Dodoma.
[18] Version, D., Strive, T., Universal, T., & Education, P. (2017). “Everybody knows every child should be educated†The Strive Towards Universal Primary Education in Tanzania Lindsjö, Karin 2017.
[19] Wise, D. (2015). Emerging Challenges Facing School Principals. Education Leadership Review, 16(2), 103–115.