Administration of the Capitation Grant and Its Repercussion on Equity on Primary Education Service Delivery in Tanzania: The Case of Selected Councils

Paul Mtasigazya
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Abstract


In the context of financing and investing in education, this study broadly examined the extent to which administration of capitation grant has improved equity in its  usage on the primary education service delivery in Tanzania. This study used a case study design to allow deeper analysis of the phenomenon under question. The methods of data collection were interview and documentary reviews. The sample size was 136 respondents purposively selected. The findings reveal that enrollment in primary schools has increased but the capitation grants disbursed is not adequate to curtail inequities and social exclusion in primary schools because the capitation grants were not timely disbursed and insufficient compared to what was stated in Primary Education Development Policy (PEDP). This study has found that the implementation of capitation grant policy did not reflect conditions on the ground in practice, in that the stated amount of funds in the policy falls far short of what is needed to provide a very basic set of learning materials such as books and chalks. Budget allocations for districts do not follow the official criteria, the full budgeted amount is not released, and the full amounts released do not get to schools in Dar es Salaam, Songea, Morogoro and Dodoma Regions in Tanzania. The findings also indicate greater inequity in book to pupil ratio as well as the capitation grants allocated across the school in Regions. In order to improve equity in disbursement and usage of capitation grants in primary schools, this study recommends that the full amount of capitation grants stipulated in the policy should reach schools in predictable and timely manners. Schools should report in a transparent manner, establishment of equalization principle so that equity in primary education is achieved as based on economic differences within the regions, so that the well-off regions can finance the primary education through local taxation while the capitation grants is given to primary schools in socially and economically disadvantaged regions  to realize equity in usage  of it.

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References


Mtasigazya, P. (2020). Administration of the Capitation Grant and its repercussion on equity on primary education service delivery in Tanzania: The case of selected councils. Journal of Research in Education, Science and Technology, 5(1), 1-16.


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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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