We are Nothing without Them

Dear Friends
Happy Christmas

For long time now there have been different debates on disability and disabled people. So many declaration have been given out, so many policies have been formulated! but did we ever asked ourselves, what are the individual responsibilities at the family level?

To me, having so many declarations and polcies regarding disability and people with disabilities without involving the individuals and family members, it is more likely as trying to collect wind in a net!!

I have worked with pupils with special needs at different levels, I have read a lot about them, but none of these, have I ever heard on the intended knowldge to facilitate families to take care of thier disabled family members.

My personal testimony is built up by Hadija, she is eight years old, she lives with some of the family members, unfortunately Hadija is suffering from Trauma; “a disordered psychic or behavioral state resulting from mental or emotional stress or physical injury”. That's not the same as traumatic physical injury. The big difference is one is the injury and the other is the emotional “state” you are left in.

Hadija is a denied child, she is lonely and attacked by giggers, I have been with her in most of my times ( on those days) we could spend three five minutes talking about this and that, she really needs somebody near her. It is at this very moment I acquire some crucial information about her background and family, among others, she always insists that, she hates having giggers in her toes and fingers but who will help her digging them out? At home, everyone separates from her, she has no companion and her bilogical mother suffers from Psychitric, she knows these things, she listens and understands what the other family members speaks against her but she is helpless.

My take is; what does it make Us human without loving others? where does the family pleasure comes from if some of our members are denied and rejected by our speechs and actions? Can we really be Us without them?? Who else shall serve them? the mere government policies? International Aid Workers??

No, I think it is our time, for you and me, yes, me and you to stand out, strongly oppose formulation of policies that does not help the intended ones, then for sure Thier pleasure will be completed by our actions and speeches. May the Good God Bless you.

earlymshana@yahoo.com
Mobile: +255 753 72 72 65

JESUS IS MY HERO

After going through so many and so much, I have just come to realize that, JESUS is my hero. Whenever I was down, whenever I felt so desperate, he was there to take my hand, to encourage me, I am now free and I feel so pleased to have at least this column to send these few lines to hail Jesus.

Why dont you join me today and celebrate this much, he has done so much for me that I can not tell at all. Jesus is my Hero.

Letter To Dear GOD

Dear heavenly Father, it is a new day here and sunshines more brighter than yesterday which is quite different from the hearts of many of Us. I thank you for my eyes have seen this day, I thank you for taking care of me through the night, I just called home, they are all fine. I say thank you God.

As I write this letter, I am sitted here all alone thinking on how I am going to pass this day without breaking even one commandment among the ten, I have always wanted to share this with you GOD. I have always wished to bring my complaints to you, but unfortunately, and forgive me Dear God for this; I have always been traped in day today activities, always busy, running from here to there, crying and yelling, blaming others and myself for an uncomplished tasks and unfinished assignments.

Today, I feel my heart is extra extra laden with the worldly tempts, so I have decided to kneel before you, sing a song of Praise and Worship, hand over my complaints to you, hoping that you will listen and answer my Prayers.One, Dear God, give me a soft heart to know you and love, to forgive and forget all the things I had gone through which in fact were not my faults but worldly commitments. Forgive Me. Two, help me to forgive others who have also did me wrong.

Three, as I have completed my studies which are the results of the strong prayers I prayed before you, I beg you Dear GOD, give me a payig job, so that, my studies wont be in vain. You helped me accomplishing this task help me too to complete it. Three, I will go out today, I know that i will probably meet with hose in need; beggers in this sense, Dear God, help me to preach a word of couregous to them, hence let them know that you the ALPHA & OMEGA.

I know, in the place where am currently working as a part time employee, there are so much to makeme fed up, once more, give me the strength to carry on. Dear GOD, I also know and understand that, there are millions of yours sons and daughters living in worst conditiions ever, help them to know you That, YOU ARE the FATHER to them, you wont leave them all alone.

I ALSO, Pray that, those dozens of application letters I have sent, at least one of them become fruitful, not let them end up in the Secretary's dust-bin. I pray that, the Human Rseource Officer to consider my skills and experiences and not my name, gender, religion or tribel background.

Dear God, I pray that you heal all people in hospitals and homes, who have lost thier hope to life, who wish thay could have died today, Give them poer and new spirit to carry on.

Dear GOD, I pray that, tis upcoming sunday, the Priests pray for peoples' needs and not praying for politics.Help me too, that The very moment you grant me that mostly paying job, I glorify your name though my deeds and salary, that I may serve your people with gratitude, that, any person who shall enter in my office, should leave my office with a smile, with a word of encouragement not of discouragement.

But, before I open my eyes, help me have some bus fare and something to eat today,and some cash to post these other application letters, do not give me somuch, but give me accordingly so that I may glorify your name forever. I pray for those, whom I have not prayed for but you know them father. I jesus's name, The name above all Names, Amen.

FINANCING HIGHER EDUCATION IN TANZANIA: OPTIONS COMPARED

Abstract
The paper is analyzing and comparing on how higher education is financed in Tanzania and Canada, it attempts to draw a general picture of how higher education is run and explores the major means for financing.
This paper is divided into sub-sections; first section is an introduction which gives a picture of the whole discussion herein. The second section of this paper discusses ways of financing higher education which include; Loans and grants from government and higher education students’ loans board, private sources- individual contributions (cost-sharing), sponsors/donors, revenues and tax collection, education levy, contracted research and consultancy in both countries.

The other sections take a glance at the policies for financing higher education which are practiced and what are the consequences that Tanzania may face in the near future using such means of funding and policies.

The paper examines also some key issues of financing education in Canada, the author decided to use Canada since the education system in Canada is well developed and therefore it is a good model for others to learn from. It focuses only on sources of revenues for higher education in Canada and its equity implication towards its people and what Tanzania can learn from them.

Therefore, this paper explores a variety of financing systems of higher education in the country, its availability and accessibility.



Meaning of higher education
Higher education is of paramount importance for economic and social development. Their responsibility is to equip individuals with advanced knowledge and skills required for positions of responsibilities in government, business and the professions.
According to Higher Education, (1994), Higher educations are those institutions characterized by the fact that they offer post-secondary education and or lead to the award of professional qualifications that range from diplomas to degree. It includes Universities, technical/professional institutions, colleges and technological institutions.

Introduction and Background
Funding for higher education in Tanzania has brought chaos and misunderstandings between the students, government, institutions and in fact with the studying schedule too. This is caused by the lack of clear higher education funding policies in the country. It was until 1992 after the creation of the new ministry of Science, Technology and Higher Education (MSTHE) that the need for the policy for financing higher education became necessary. (MSTHE, 1999)

Ishengoma (2008, p.2) puts it this way… The Tanzania government-despite of the existence of cost sharing in higher education policy for the past 15 years and its limited financial ability to finance public higher education because of many competing needs- still shoulders the burden of financing both public and private higher education through disbursing interest free loans and grants through the Higher Education Students’ Loans Board (HESLB) and the Tanzania Education Authority (TEA). The current system of financing public higher education is in dire need of being revisited to avoid further looming crises in the higher education sector.


The means for financing higher education in the country which works under the cost-sharing policy include these; Loans and grants from government through higher education students’ loans board, private sources- individual contributions (cost-sharing), sponsors/donors, revenues and tax collection, education levy, contracted research and consultancy.

Current policies for funding higher education
There have been several policies formulated since the creation of the Ministry of Science, Technology and Higher Education in 1990s, other policies and utterances from political leaders have also been given out, the major aim was to improve the process of financing higher education.

The 1999 policy as narrated in the number 2.2.5 articulates that; the big imbalance in students’ enrollment between the sciences and humanities shall be addressed. Currently, the policy was used as a determinant of who should get the loan for the on going academic year 2009-10.

The policy as narrated in 2.2.6 states that, deliberate action shall be taken towards increased financing of higher education in general and of higher education institutions in particular in order to facilitate pursuit of the missions of which they each are established. Increased funding towards the critical minimum of 1 to 1.5 percent of GNP shall be the goal.

This policy has done nothing to its claims as Another policy is found in 3.2.1 of the MSTHE document of 1999 demanding that, curricular emphasis on higher education shall be placed on programs that are geared towards responding to the changing world of sciences and technology and the corresponding ever –changing needs of the people… as agriculture will continue to be the back-borne of the economy, agricultural related disciplines and technologies shall be given priority. My doubt is what is the meaning of having good policies with poor teaching technology and manpower. The execution of this policy may remain in the writings than in practical.

3.2.3 Policy states that, the education sector shall be given priority in allocation of resources by the government. Training and research objectives shall target the development and promotion of a strong indigenous base of science and technology to enable Tanzanians solves their development problems.
If Tanzania truly wants to produce strong indigenous base of science and technology, some of the policies needs or should be removed and that, there must be one source of information to avoid current “conflict of interest”. For example, while the Loan board claims that, there is no enough fund to fund all students, the head of the state stands out and declare that, no one student shall miss the university or chased out because of lacking loan.

Major ways for funding higher education in Tanzania
i)Loans from government through higher education students’ loans board
It is an effective way of funding higher education which can be accessed by majority and increase equity in education from the low income families to the high income families. However, this effectiveness depend on the effectiveness on “means testing” and reduced misconduct by the board personnel.
ii)Private sources and individual contributions (cost-sharing)
It includes the self financed students and those financed by government by percents, it is also another effective way which if used properly could increase students' accessibility to higher education but very unfortunately, this has been denied and therefore, everyone need to be included in the grants and loan scheme. Such claims were difficult to find out any written document to support this argument.
iii)Sponsors/Donors
In the year 2004-2005 after the effective take-off of the loan board, all students were supposed to be under the board, it was at this point when the role of the Sponsors and donors lost its meaning. Sponsors and donors in this sense refers to, religious foundations and organization, community based organizations and individuals who were sponsoring students at different level. Donors and sponsors (those who were helping individuals) withdrew from financing higher education at the level of individuals and their role was turned to finance direct to the government.

iv)Revenues and Tax collection plus Education levy
This method of financing higher education could have been a solution to the current problem only if the government could have played its role in the collection of revenues and tax and proper allocation of the fund in the higher education.

Ishengoma (1998) clarifies that the while domestic revenue has increased by 55% from 2000/01-2005/06, and during the same period Government finance registered consistent deficits between revenue and expenditure implying the Government’s inability to adequately finance critical sectors including higher education and also inability to control its expenditure.

v)Contribution by Owners
Other source of finance which is not in money value is from these owners of the higher institutions; their contribution is mainly on provision of infrastructures, buildings and other resources. If well organized and utilized through involvement in the development of higher education institutions, Owners can play a great role of financing higher education.

Major ways for funding higher education in Canada
Higher education in Canada, is the responsibility of the individual provinces and territories. Provinces provide the majority of funding to their public higher education institutions, with the remainder of funding coming from tuition fees, the federal government, and research grants. Compared to other countries in the past, Canada has had the highest tertiary school enrollment as a percentage of their graduating population. The following are some of the most notable sources of revenues for higher education in Canada.
In Canada, grants and loans are used as the first and major means of financing education in the country, students have guaranteed access to loans, these grants and loans a given under several categories as follows;
Principles of grants-in aid where these steps are opted in granting, one, the stimulation principle, two, tax-relief principle and the equalization principle. The purpose of these grants is not only to help majority access education but also to compensates boards in economically underprivileged areas for their relative inability to raise sufficient revenue from the locally collected taxes. ( Rubinoff, 972)

Equalization principle refers to the concept of the foundation program grant combining the ideas of provincial standards of school service and an equalization grant to provide the difference between the cost of a given level of service and the amount that can be raised by a uniform rate of taxation on real property.
This is practiced under three basis; as flat grants ( certain amount allocated to the boards on the basis of total population), variable percentage grants( sought to equalize the fiscal capacity of each district), and foundation grants programs.

Taxes in Canada is another source of revenues used as the major means of transferring money from people to government, the federal government makes sure that there is a good estimates between income and expenditures, the people are well informed in their role to pay taxes and therefore, part of the tax is allocated for financing education.
Borrowing is the other means used to finance education in Canada, this is only used when there is a need t establish very large, one-shot expenditures, such as construction of universities/ colleges or projects within the schools.

Money creation; although the federal government has the right to create money to finance public sectors, In Canada, this is merely done but it is in their constitution. This gives them an opportunity to fund education if the need be for their coming professionals. Potential Graduate Employees donate to the higher institutions students and professorial chairs sponsorship.

In Canada, Alumni play also a role in financing higher education, These are graduate students who did their studies in that particular institutions, they organize themselves in associations and collect funds. The funds collected are always given to their former education institutions, therefore, the institution earns from them.

How the Process of financing higher education divide the community in Tanzania
i)Equity
These policies do not allow elasticity- that is do not consider other cross-cutting issues that individual may face, example, the claim that, all science students shall be given priority in disbursement of loan and admission in the higher education does not consider students who come from low socio-economic status and villages where there have never been a laboratory and science materials are rare, therefore, it is vivid that, majority can not enjoy the loans from the loan board.


In this aspect, the major group bearing the consequence is the female/girls, low income students, disabled and the societies of pastoralist societies, hence, lack of opportunity to access educational resources.
ii)Accessibility of Loans
Majority of Tanzanian students comes from rural areas where there is limited access to information, the loan board demands students to either download Loan forms from the website or collect them from the post offices, two, the particulars needed to qualify for the loan include certificates of birth, residents, property ownership which these parents do not have, therefore, failure to attach the required information result in missing the loan and miss the access to higher education. Dachi (2000, p.148) copies Woodhall (1989a, 1989b and 1989c:78) that;
… no hard evidence to support the argument that, loans deter low income students, ethnic minorities and other marginalized groups from participation in higher education, the system of mandatory grants is restrictive and it is still the upper income families who are most likely to benefit from higher education despite the system of means tested grants.
iii)Quality of Education provided in Higher Education
Though the policies insist on producing our own scientist to cater our own problems there is great doubt about it, because most of the studying time is spent by students striking for access to loans and good learning facilities.

Two, the increased number of students is inversely proportion to the available facilities starting with accommodation, lecture room, seminar rooms, libraries and the teaching staff. For example, the University of Dar es Salaam has established two learning centers; Center for Continuing Education (CCE) and UDSM-AVU Learning Center in 2001 has changed nothing to the lecturer’s pedagogical skills. Hence, developing fear for a provision of quality education.
Galabawa (2005, p.84) show how technology can be integrated in higher education without segregating others as he says; the first step out of this trap would be to increase enrolment in higher education level in such a manner that, overtime, Tanzania can move into the category of “dynamic leaders” group: with the requisite human-capacity potential to trigger-off technological achievements through new ideas, research and knowledge.

iv)Efficiency of Higher Education
In Tanzania, like other states in Africa, higher education is highly costing than lower and basic schooling, most of the expenditures is being spent on non-teaching and non-research activities. There is also the problem of unequal distribution of enrollment of students in faculties; some of the faculties are laded by students; example, students in social sciences while in the faculties of engineering there are less numbers of enrolled students. Most students relay on theories more than practical. Carnoy (1999, p 42) doubt that, such a situation rises questions about the EFFICIENCY of public universities.

Financing for whose Benefit: Private and Public Returns
When it comes to the question of who benefit from the process of financing higher education, one can conclude that, it is the upper class because the loans scheme especially from the government as the main financier of education is being implanted without taking into consideration other issues like; the level of income of the families, as Dachi (2000) copies Omari (1994) that…the loans schemes in Tanzania is implemented without taking into consideration family income levels, thus failing to institute a different criterion for disbursing loans between relatively, those who are considered as high income students and low income students. It is important to clarify the benefits of higher education by putting them into two categories; private and social/public returns.



Private Returns from Higher Education
Private returns refer to those benefits that an individual have after completing education (higher education in this context). There are several returns including;
a)Earnings- the increase of productivity goes direct with the increasing in earnings. The earnings discussing here refers to the individual earning from cash to material wealth.
b)Quality Employment- with higher education, one is not going to seek for any job but a quality one, one therefore becomes more productive for himself but also for the community. Currently, more jobs are available for increased job-specific human capital among those with higher levels of education
c)Social status – human being likes being appreciated, that they exist, so when it comes to higher education individual would like to acquire it so as to increase their social status in their working society.

Public Returns of Higher Education
This refers to those benefit of an individual through which the public benefit from, these benefits include the following;
a)Economic growth- education has effect on the growth of the economy of any country in that education increases human capital. More highly educated individuals mean more analysts, and inventors, and scientists working to increase more human capital through the development ideas and technologies and proper implementations of those ideas. Hence more and quality goods are produced for the growth of a stable economy.
b)Development of good citizenry- this benefit need to be understood with a close eye, it is believed that, the society with more educated elites the chances of misconducts is lowered, therefore, these people will understand the importance of voting, cleanness and other society related issues.
Therefore, to conclude this section, Galabawa (2005) warns that, unless the urge for entry to higher education compensates for the extra costs incurred at secondary/post secondary levels, there is a danger that enrollment at these level may fall if benefits do not follow schooling. (p.21)
The Findings
a) Lessons from Canada
Canada's aim of all citizen to have access to education has succeeded, from the discussion, the paper does not insist that Tanzania should adopt all the financing techniques from Canada as it has taken Canada centuries to hold the position they have today, but rather insist on practicing some of them including; collection of funds from alumni, proper methods of collecting taxes from citizen and proper allocation of these taxes to be based on countries priorities education being the one, and also encourage repaying of loans from graduates; not through imposing fates on them but laying understandable basis as to why they should repay.
To solve the problem of inequality in accessing loans from the HESLB, the use of equalization principles as used in Canada could play a great part.

b) From the discussion
Several findings have been identified from this paper; the current financing system do not have a specific criteria for deciding who deserves what in the process of disbursing loans, as the result, even the students from well-off families have been included the loan board, two, there is a need of having a guaranteed system of repaying back of loans, scholarships should also be aimed to those in need whose ability to afford the cost of education is almost zero.

Other findings are that, the political statements should be filtered from policy implementation because if this is allowed, the system will always be twisted by those political utterances and statements.

It is also noted that, the connection between education and opportunity has oriented the discourse around those who are most in need of enhanced opportunities. Low income, minority, and disabled students are often the targeted group in this context, and the same general focus has been applied to low-wealth or low-income taxpayers.

What to be done
The financing system in Tanzania has brought the education sector at dilemma, the state is struggling to move forward but there are pitfalls in the financing system that needs to be addressed. There are several options that the state can deploy to enhance the current financing system; the following may be assistance per the finding;
One, finance higher education out of taxation on a small scale, Two, the government inter into contract with banks to provide educational loans to students just the same as “Mabilioni ya Kikwete” which was the loans taken from the bank, or else, create a special bank for generating, disbursing and collecting student loans.
Three, rely on private finance for students who comes from well-off families and, perhaps, a small number on scholarships for Low income, minority, and disabled students and or low-wealth or low-income taxpayers. (Dachi, 2000, Barr, 2004)

Concluding Observation
Having explored the policies for financing higher education, it is strongly recommended to have up-to-date policies which will have clear distinctions criteria of who deserves what and drop the current system of relying on paper information. The government may opt for a system of tracing back the financial capabilities of parents therefore when it comes to means-testing it will be easier to come out with true deserving names.
Tanzania can not ignore the truth that, the supply of resources in our production is so limited and therefore, there are extra power needs to be employed to include both students from low income families too.

We need scientist, teachers and engineers who will take us to somewhere else, therefore, the following must be included in financing higher education as Galabawa (2005) outlines them; (i) the end product ( graduated students) must be allocated among competing uses, assuming that behavior is rational, (ii) resources used in education provision have alternative uses,; thus it is possible to use the same kinds of resources to make different kinds of goods for Tanzanians with the education system itself and outside the education system.

The question comes in, should the state make the higher education scarce so that we may have quality education or allow the influx into higher education and miss the quality? Need more research especially on the rate of return to education, if the higher education has high rate of return both; private and public return regardless of quality let it be, but if not, the state therefore need to rephrase the policies and conduct of financing higher education.

References
Carnoy, M. (1999). “Globalization and educational reform: What planners need to know. Paris: UNESCO.
Dachi, A.H.(2000). ‘Student loans in higher education finance in Tanzania: a delusion, or a hidden benevolent grant scheme? Vol.16, No.3. Faculty of Education, University of Dar es Salaam.
Galabawa, J.C.J (2005). ‘Enhancing education quality and efficiency: some observation on Kenya, Tanzania and Uganda. University of Dar es Salaam.
Galabawa, J.C.J. (1993). ‘Status and future challenges of the Tanzania primary and secondary education. Economic Research Bureau. UDSM.
Ishengoma,J.M. (2008). Financing Public Higher Education in Tanzania: Towards a New Model
and Implications for Development and Retention of the Next Generation of Academics. Faculty of education, UDSM.
MSTHE, Higher Education Policy (1999), URT
Nicholas Barr, 2004, "Higher Education Funding," Oxford Review of Economic Policy, Vol. 20, No. 2
Rubinoff, Q.S. (1972) “Federal-Provincial Cost Sharing in Education,” Second Alberta Seminar on Education Finance. Edmonton: Alberta Teachers' Association.

TYPES OF PERSONALITIES: WHICH CATEGORY ARE YOU IN?

Many are times when individual considers themselves as others or being regarded, people feel so much that, one person resembles other in way way or another. The major difference comes vivid when it comes to specific behavior of the individual. In this case, one can group people in several groups which in this discussion are regarded as types. There are nine personalities that rules our life.

Anger avoidance

people under this group struggle and do anything possible to flee themselves from anger, in nature, they are critical and value themselves only when they have done something perfectly and are satisfied with the results. They are time keepers, they are not ready to loose some crucial time lazily.

Attention Seekers

This group contains individuals who are always ready to meet the needs of others at the expense of their own. They do this for the sake of their pleasure expecting nothing in return, they always feel that, they have the role to fulfill others needs.

Wisdom seekers

This type comprises individuals who never accept emptiness in their mind, they are ready to earn seeking more knowledge and understanding of the things and the world.

Failure Avoidance
Here you meet individual who are eager to do anything just to make sure that, they run away from failures, they always want to achieve higher and stay higher in success. When they have a goal to achieve ahead of them, they put all their efforts and identity to achieve it.

Deviance avoidance

They pursue life as governed by the law and norms and are always loyal and dedicated people. Avoidance of wrong is a prerequisite to all things and any opposition to them is seen as dangerous and malicious. They always feel insecure, afraid and worry over trivial matters.

The special ones

These people struggles a lot to avoid being ordinary. They see themselves as the best and persons of refreshment and sensitivity but envy others who seem more natural than they are. They are charming personalities, have good tastes and are well manned.

Pain Avoiders

these are optimistic and fun loving people, they avoid pain and often avoid noticing pain or distress in others around them. They tend to avoid pain, mental, physical or psychological thus are idealists.

The strong ones

these are the people who would do anything possible to show their strength and avoid any weakness. They glorify their strength, to them life is a struggle and they are courageous. At times they seek attention by doing only what can be noticed. They are always ready to face head on any opposition and are very intimidating, often saying 'No” to people.

Harmony retainers

the last type of personalities include those people who will always try to avoid conflict by maintaining harmony. Tension or lack of harmony between people makes them uncomfortable. They are peace covers and so always try to maintain their own inner peace. They love tranquil environment, when conflict occurs they cope with them by denying the importance of the sources and cause of the humor and tend to see life as a routine which should never be changed.

Having gone to this far, the major questions remain; In which category are? What about friends living in the countries where there are fighting each and every hour? Thank you to a piece of news letter I picked from the bin.

Elli

FOR BROTHERS: FOUNDATIONS OF GOD'S RELATIONSHIP

Relationships are created as one comes in being in the World, it is a connection between people or anything. In the BIBLE we see GOD has continued to respect nature including the creation of Adam. We begin to count friends and call it relationship which always culminate into marriage.

MARRIAGE is a secret and covenant odeyed by GOD himself. God says 1+ 1 = 1 and not two and he says, a man + a woman are joined into one flesh and not two. The only standing relationship is the one that is known to God. Character is the basis of what we are today, Men are always Ego.

Obedience contains these two;
Ask yourself whether what you wish to do conforms with GOD.
Before speaking anything, ask yourself if it will be a blessing to the Brethren
Relationships are very complicated and always confusing ( Deuteronomy 29:29)

Five Foundation for God's relationships

1.John 15:9-17
- We need to exercise true Love. Love is a deep affection or inner feeling about another person, true love turns into a magnet and attract people. As believers, we have no option about Love, it is not optional but a command.

2.Trust in God in everything
-There are moments especially difficult times where people or non-believers are forced to doubt about the God's presence. 1 Thessalonian 5 : 13, Daniel 3 : 17 -18
-It is not everything that you see and desire will come into you but even in such tense situation GOD will not leave you.
-Partnership helps us to go closer and closer to GOD.

3.One relating to Christ
Luke 2: 46-47
- we are reminded to run away from temptations,
- how often do we pray, God does not do anything for us apart from answering our prayers. Remember God asked Adam; ADAM! What have you done? The question was directed to Adam and not Eve because Men carry responsibilities, they are protectors of their families and prophets.

4.What makes the relationship solid?
Jeremiah 29:11
-...for I know the thoughts I think towards you, to give you honor, to give you glory, says the LORD.

5.In Due Seasons
Genesis 1:31
everything that were created by God in those six days were good. Ecclesiastics 3:11...he has made everything beautiful in his time, he sets time for that beauty in his time.
- Beauty can hate you, God has made everything beauty, beware of beauty.
-but it is more dangerous than dynamite or nuclear,it has killed so much than any other weapon on the earth discovered so far.
The Bible says that, He who finds a WIFE looks for a good thing, it is beautiful to have a woman ( A Wife)

Penalties
it has got so many repucations,

health implication
-You do not know where she comes from, how many she has been with, you do not even know what she carries! In fact you know nothing.

Serous Social Implications
-It can ruin you, it can destroy your history
-Unwanted or unplanned children
- It gives you guilty
-It stops you from what you would have achieved.
-Guilty makes it difficult for you to pray
-Malack 2:13 … and this you have done again, covering the alter of the God with tears...
NOTE: The wife of your youth is the that Wife that the God has given you in your time.

Before you marry,God demands an account of your past because he is going to give you a wife who will be a channel to success through God himself. Remember James 1: 14-18...but everyman is tempted when he is....
-every good and perfect gift comes from the LORD above.

How to Avoid?

James 1:2 ...count it all joy...
Remember this, the grass in the side of the fence looks much greener than the ones you have... beware!

Also, Patience is the only thing that is going to help you. Galatians 5:22
Finally Brethren, AVOID SIN TO ACHIEVE WHAT YOU HAVE BEEN LOOKING FORWARD TO ACHIEVE.

Elli wa Mshana

Kisa Cha James a.k.a Fataki

Ni saa kumi jioni, ndio nimeamka kutoka katika usingizi wa mchana. Hapa nilipo nimesimama dirishani, nikitazama mandhari ya huko nje, kuna manyunyu kiasi na ngurumo za hapa na pale.

Hali ya hewa imebadilika katika jiji hili la Dar na kuna hali ya kijiubaridi kwa mbali na hali ya mvua za kiasi na hivyo kupunguza hali ya joto ambalo limekuwa ni la kutisha lisilo na mfano utadhani tupo katika nchi ya Sudan au Chad, naambiwa kuwa hali ya joto imefikia kiasi cha digrii 37, hiki ni kiwango cha kutisha sana tofauti na miaka ya nyuma.

Siku ya leo sikwenda kazini nilijihisi kuwa na homa ya malaria , nikaona ni vyema nikapate matibabu, na baada ya matibabu nikaona nijipumzishe.Kupitia dirishani, nawaona watoto wakicheza mpira, huku wakifurahia hii hali ya manyunyu. Wanacheza kwa furaha huku wakicheka, nadhani ni kutokana na hii hali ya hewa. Nikiwa bado nimewatumbulia macho, mtoto mmoja anaupiga mpira na kuingia ndani ya uzio wa nyumba yangu, kutokana na kuvutiwa na mchezo wao nikaamua kutoka na kuwarudishia mpira wao, nilitamani waendelee kucheza, kwani nilivutiwa sana na watoto wale kwa jinsi walivyokuwa wakicheza kwa furaha.

Baada ya kuwarudishia mpira wao, walinishukuru na kunishangilia kisha wakaendelea na mchezo wao. Ilionekana walifurahishwa na kitendo changu hicho.

James, nimeamua kuchukua karatasi na kalamu ili kukusimulia haya kutokana na uchungu nilio nao, uchungu ambao kamwe sijui kama nitakuja kuusahau. Kidondo ulichoniachia bado hakijapona na kila uchao maumivu yako pale pale. Kwa kifupi sijapata tiba na sijajua ni lini kidonda hiki kitapona.

DK, kama nilivyozoea kukuita wakati ule wa kilele cha mapenzi yetu, naomba nikuite kwa jina hili katika waraka huu, naamini haitakuwa ni tatizo kwako. Ni mwaka wa kumi sasa tangu uliponiacha na kuoa mwanamke mwingine eti kwa sababu sikubahatika kukuzalia mtoto. Pamoja na kunieleza kuwa ilitokana na shinikizo la wazazi wako, lakini naamini wewe ndiye uliyekuwa na uamuzi wa mwisho wa kuamua hatima ya mapenzi yetu.

Kuwasingizia wazazi na ndugu zako naamini haikuwa ni sababu stahili ya kukwepa lawama. DK, naomba ukumbuke kiapo chetu, uliniambia kuwa mimi na wewe mpaka kufa, lakini mbona bado tuko hai, lakini umeniacha, DK, kwa nini lakini?

Kumbuka kwamba matatizo niliyokuwa nayo, wewe ndiye chanzo chake, na ni wewe uliyenishawishi hadi kufikia uamuzi ambao ndio uliosababisha mie kutopata mtoto.

Ilikuwa ni mwaka 1990, tulikuwa ndio tumengia kidato cha sita, na tulikuwa katika kilele cha mapenzi yetu. Ni katika kipindi hicho ndipo nilipojihisi kuwa mjamzito. Nilipokueleza ulishtuka sana, na ulinieleza kuwa hutarajii kuitwa baba kabla ya kumaliza masomo, ulinishawishi tuutoe ujauzito ule ili kuninusuru niendelee na masomo, ulidai kuwa isingekuwa vyema nisimamishwe shule kwa kuwa mjamzito halafu wewe uendelee kusoma peke yako. Tulikuwa tumejiwekea malengo, kuwa tuhakikishe tunasoma mpaka chuo kikuu, hukutaka tutibue malengo yetu.

Nilikupinga kwa maelezo kuwa hata nikisimama shule bado nitakuwa na nafasi ya kudurusu kidato cha sita baada ya kujifungua na nikakuhakikishia kuwa hata kama ukinitangulia sio vibaya, nitahakikisha namaliza chuo kikuu na kutimiza ndoto zetu. Ulinipinga sana, na baada ya kuvutana kwa muda mrefu huku miezi ikiendelea kuyoyoma hatimaye niliamua kukubaliana nawe, na tukiwa pamoja tulikwenda kuutoa ujauzito ule uliokwisha fikisha miezi minne.

Haikuwa kazi rahisi, kwani daktari aliyefanikisha operesheni ile hakuifanya kwa ufanisi kwani hata baada ya kurudi nyumbani hali yangu haikuwa nzuri, niliendelea kusumbuliwa na tumbo. Tuliporudi hospitali nilisafishwa na kuruhusiwa kurudi nyumbani.

Tulirejea shuleni na kuendelea na masomo hadi tukamaliza kidato cha sita. Kwa bahati nzuri wote tulichaguliwa kujiunga na chuo kikuu mlimani, wewe ukisomea fani ya uhasibu na mimi nikisomea fani ya sosholojia.

Tulifanikiwa kumaliza pamoja na kufaulu, tulifanya sherehe ya pamoja na kuingia katika ajira pamoja, mimi nikiajiriwa serikalini na wewe ukiajiriwa katika mojawapo ya mashirika ya Umoja wa Mataifa {UN}.

Baada ya miaka miwili tangu kuingia katika ajira, tuliamua kufunga ndoa ambayo ilikuwa na mbwembwe nyingi. Maisha yetu ya ndoa yalikuwa ni ya upendo na amani. Sio kwamba tulikuwa hatugombani, la hasha, tulikuwa tunagombana lakini hiyo ilikuwa ni njia mojawapo ya kustawisha mapenzi yetu, kwani kupitia kugombana kwetu, tulipata fursa ya kila mmoja kufahamu hisia za mwenzie.

Mwaka mmoja tangu tufunge ndoa tuliamua kuzaa mtoto, na baada ya majaribio kadhaa kushindikana tuliamua kwenda kwa watalamu wa tiba ili kupata ushauri. Ni katika kipindi hicho ndipo tulipopata taarifa ambazo zilinipenya moyoni kama msumari wa moto. Tuliambiwa kuwa siwezi kupata mtoto milele kwa kuwa mirija yangu ya uzazi imeathirika baada ya kile kitendo cha kutoa mimba tulichokifanya wakati ule.

Hatukata tamaa, tuliwatembelea wataalamu kadhaa wa tiba wakiwemo wa tiba za asili lakini hatukufanikiwa kupata mtoto. Miaka minne baadae tangu tuoane ndugu zako walianza manung’uniko ya chinichini, lakini hata hivyo walifikia hatua ya kunieleza waziwazi kuwa mimi ni mgumba siwezi kukuzalia mtoto, maneno hayo yalinichoma rohoni, lakini nashukuru ulikuwa pamoja nami na uliniahidi kunilinda. Hukuishia hapo ulifikia hatua ya kula kiapo kuwa mimi na wewe mpaka kufa.

Nilifarijika na msimamo wako, na ulinipa nguvu kila wakati. Mwaka mmoja baada ya kiapo chako ulianza kubadilika, ulikuwa ukichelewa kurudi nyumbani na nikikuuliza majibu yako yalikuwa ni ya mkato. Chakula ulikuwa huli nyumbani na kama hiyo haitosh ulifikia hatua ya kunipiga kwa sababu ya kukumbusha kule tulipotoka. Mateso yalizidi sana na ndugu zako walikuja kunieleza wazi kuwa unarajia kuoa hivyo nijiandae kuwa na mke mwenza, kwa kuwa huyo mchumba wako ameshakuzalia mtoto wa kiume.

DK, umesahau kuwa hata mie kama nisingetoa ule ujauzito ningekuwa na mtoto wa kiume kama alivyotueleza yule daktari, na uamuzi wa kutoa ule ujauzito haukuwa ni wangu bali ilitokana na shinikizo lako.

Nilipokuuliza kuhusu wanavyosema ndugu zako, ulinijibu kwa mkato kuwa ni kweli na ulidai kuwa haikuwa na ubaya wowote kwa kuwa amekuzalia mtoto, kitu ambacho mimi nimeshindwa.

Nililia kwa uchungu sana na niliamua kuondoka, sikutaka kuishi na mke mwenza kwa kuwa hiyo ni kinyume na mafundisho ya dini yetu ya kikristo. Nilifanya juhudi za kutafuta suluhu kupitia kwa mchungaji wetu lakini haikuzaa matunda na hatimaye tukatengana, na wewe kumuoa huyo binti aliyekuzalia mtoto.

Sikukata tamaa, niliamini tu kuwa iko siku nitakuja kupata mtoto siku moja. Mwaka jana niliamua kwenda nchini Afrika ya Kusini, hiyo ni baada ya kushauriwa na baadhi ya madaktari bingwa, na nilipofika kule nilipatiwa matibabu na kupandikizwa ujauzito. Hivi ninavyokuandikia waraka huu ninao ujauzito wa miezi saba, na ninatarajia kupata mtoto wa kiume mungu akinijaalia.

Hiyo yote ni kutaka kukuthibitishia kuwa kwa mungu kila jambo linawezekana. Nilipokuwa nikiwaangalia wale watoto waliokuwa wakicheza mpira, nilikuwa nimeshika tumbo langu na nilihisi mwanangu na yeye akirukaruka kwa furaha akifurahia kile ninachokiona kupitia kwangu. Naamini na yeye atakuwa ni mchezaji mpira mahiri, kwa kuwa mama yake pia ni mshabiki wa mpira wa miguu.

Naomba nihitimishe waraka huu kwa kukutakia maisha marefu ili uje kushuhudia miujiza ya Mwenye enzi mungu, kwamba kwake yeye kila jambo linawezekana.

Ni mimi mke wako wa zamani.

XYZ.

Collin Raye - If You Get There Before I Do

WE ALL SOMETIMES NEED THINGS THAT CAN BRING US TO OUR PAST MEMORY...PLS ENJOY IT FROM COLLIN RAYE.

I read a note my grandma wrote back in 1923
Grandpa kept it in his coat and he showed it once to me
He said boy you might not understand
But a long, long time ago
Grandma's daddy didn't like me none
But I love your grandma so

We had this crazy plan to meet
And run away together
Get married in the first town we came to and live forever
But nailed to the tree where we were supposed to meet instead
I found this letter
And this is what it said

If you get there before I do
Don't give up on me
I'll meet you when my chores are through
I don't know how long I'll be
But I'm not gonna let you down
Darling wait and see
And between now and then ‘til I see you again
I'll be loving you, love me

I read those words just hours before my grandma past away
In the door way of a church
Where me and grandpa stopped to pray
I know I'd never seen him cry in all my 15 years
But as he said these words to her
His eyes filled up with tears

If you get there before I do
Don't give up on me
I'll meet you when my chores are through
I don't know how long I'll be
But I'm not gonna let you down
Darling wait and see
And between now and then ‘til I see you again
I'll be loving you, love me
Between now and then ‘til I see you again
I'll be loving you, love me


THANK YOU RAYE

If Tomorrow Starts without Me: For Tuntufye Mwakasaka a.k.a Mzee Mshana

Hi, This Poem is not mine, I just found it somewhere in the web about five years PAST now. The issue is, ever since i saw and read it, it has always been new to me and precious one. Today, I dedicate it to my Loving Uncle; Tuntufye Julius Mwakasaka 2002-2010 who wished could live, grow and harvest what he has always wanted to achieve. He passed away march 2010 suffering from...THE never told disease but he just swelled the whole body, it was not the kidney failure ( It was proved not Kidney failure) but the fact is...Tuntufye; the hero and the notorious boy is no longer with me. I love you, We tried to save your life, you know how much your Mom Struggled for your dearly life. We real love and miss you. We shall meet in Heaven I am sure.

We loved you more than you could have think, Alice and Tunosye never stop mentioned you, you never deserved this pre-mature death. Tunakupenda saaaana

I dont have any special words to tell, but beleive that, We still LOVE you and pray for you everyday, You were an Angel sent to us from Heaven, You were a ROSE brought to Us by God himself but you were the GOLd for you will never grow old in our Hearts and feelings.

We Love you Boy

Yours Uncle

Kurwa,

University of Dar es Salaam




IF TOMORROW STARTS WITHOUT ME



If Tomorrow Starts Without Me
Author believed to be
David Romano


When tomorrow starts without me,
And I'm not there to see,
If the sun should rise and find your eyes
all filled with tears for me,


I wish so much you wouldn't cry
The way you did today,
While thinking of the many things,
We didn't get to say.


I know how much you love me,
As much as I love you,
and each time that you think of me,
I know you'll miss me too.


But when tomorrow starts without me,
Please try to understand,
That an angel came and called my name,
And took me by the hand,
and said my place was ready,
In heaven far above,
And that I'd have to leave behind
All those I dearly love.


But as I turned to walk away,
A tear fell from my eye
For all my life, I'd always thought,
I didn't want to die.


I had so much to live for,
So much left yet to do,
It seemed almost impossible,
That I was leaving you.


I thought of all the yesterdays
The good ones and the bad,
I thought of all the love we shared,
and all the fun we had


If I could re-live yesterday
Just even for a while,
I'd say good-bye and kiss you
And maybe see you smile.


But then I fully realized,
That this could never be,
For emptiness and memories,
would take the place of me.


And when I thought of worldly things,
I might miss come tomorrow,
I thought of you, and when I did,
My heart was filled with sorrow.


But when I walked through heaven's gates,
I felt so much at home
When God looked down and smiled at me,
From His great golden throne.


He said, "This is eternity,
And all I've promised you."
Today your life on earth is past,
But here life starts anew


I promise no tomorrow,
But today will always last,
And since each day's the same way
There's no longing for the past.


You have been so faithful,
So trusting and so true.
Though there were times
You did some things
You knew you shouldn't do.


But you have been forgiven
And now at last you're free.
So won't you come and take my hand
And share my life with me?


So when tomorrow starts without me,
Don't think we're far apart,
For every time you think of me,
I'm right here, in your heart.



WE LOVE YOU TUNTUFYE

Sources of Revenue in Secondary Schools: A fate for Our Education

Dedication

To Michelle Holmes, who has always been by my side, encouraging me to move forward even when things were strange and the fate was high, she never lived me alone. Michelle, you are open and sincere, I love that, you courage my courage, is what has brought me to where I am and who I am. Real, Success lies on the hands of those believing in the Beauty of their Dreams.
But, How Privacy is Privacy? Thank you


1. Introduction
Education has been the back-borne for development in any country, being it formal or informal. Tanzania took over the responsibility of financing her schools soon after the declaration of the Tanganyika independence 1961. Before that, the responsibility was rested on the shoulders of the colony and religious institutions.
Investing in human capital and mobilization of resources plays a great role in the development processes. It is important to invest in education; but the question remains intact, whose responsibility is this? Should this be taken by the government or by the community?
This means that, there is a great need to produce education services regardless of how long and how much is going to cost; we need to invest many resources in education production process. Galabawa (2001, p.1) identified major resources for production of education service as being labor, land and capital.
1.1 Background
Schools in Tanzania has passed several periods regarding means of rising revenues for the school, most of the public schools were funded by government where in 1970’s there was abolition of fees for the primary education, such a situation increased high community mobilization on education, the outcome of abolishment of fees was the increased participation, efficiency and increased education spending.
Private schools as discussed by Galabawa (1995, p.69) are either schools resulted from community support, trust or whole community. The effective existence of these schools therefore was after the liberalization policy of 1980s -1990s. This has contributed to the declining participation, access and low internal efficiency of education. The starting of these private schools was due to the high pressure of demand for secondary education; this was also the beginning of the schools to look out for sources of revenues to run the schools.
Galabawa (2008) identifies the last phase of education as started in 1990s through 2000s, this period has experienced several introduction, statements, policies and commitments including Vision and Mission 2025, civil and institutional financial reforms, education developments programs, Poverty rehabilitation, debt-relief initiatives, all these were applied as a tool for economic and qualitative change especially in education.
It was after the launching of these things above that changed the whole system of finding and rising revenues for the schools. Structural Adjustment program polices which was also started in this phase had more negative impact than the positive ones. These policies included; cost-efficiency, cost sharing and development of non-state schools, the outcome was that; growing inequalities access to education at all levels, growing disparities in the quality of education and change in the direction and vision of education as Galabawa (2008) copied Mbilinyi (1990) p. 25.
1.2 Purpose of the study
The general purpose of this project is to study sources of revenue in private and public schools in Tanzania; also, it aims at making a comparisons and equity implications on education.
1.3 Statement of the study
Finding sources of revenues for educational has never been an easy task; it requires creativity, time and obedience so that funds are available for running the school. There are several reasons for conducting this study but the major ones was to explore what are the major sources of revenues in schools; in government and private ones. This project is the product of many questions concerning revenues of the school; where does it come from, how is it utilized, what are its equity implications on education. Therefore the focus of this study has mainly been on revenues and its equity implications.
To address this problem, the study used the following research tools; Joining Instruction Forms and Interview questions. Joining Instruction forms have been of great assistance in obtaining the data from the visited schools.
The study was conducted in the school context where ten schools were involved (2 Public Primary schools, 1 private primary school, 4 Public secondary schools, and 3 Private secondary schools). This project was conducted expecting that, they are one way of helping others scholars, school managers, school owners, government and other educational stakeholders obtain knowledge on sources of revenues in schools.
1.4 Significance of the study
It is expected that, the findings of this study will benefit a number of people in analyzing the sources of revenue for education in different ways;
Managers of the schools may benefit from it by deducting points on how they can rise revenues for the development of their schools, this will be possible since the paper discusses several ways on how schools obtains revenues for running schools. Such a situation will give an opportunity for both school managers and heads to increase productivity of the school and guaranteed quality of learning.
It is also expected that, school planners, auditors and owners will benefit from this study by understanding where the revenues comes from, and what are other sources of revenues that can full be utilized before the school takes-off.
Variables to be studied in this study are; Sources of revenue as an Independent Variable, Equity as a Dependent Variables.
The great expected significance is that, it will lay down a ground for more research activities to be done in the field of developing sources for revenue in schools.
1.5 Objectives of the study
In studying the sources of revenues for the schools, and its equity implication on education, the study intend to;
(i) To explore how schools rises revenues for their schools, the main focus therefore will be on where are those revenues comes from, these objectives will consider and explore both sources in private and public schools; primary and secondary to make a total of ten visited schools.
(ii) To examine the equity implication of these sources of revenue on education. Here, the paper intends to see if there is any relation between education provision and sources of revenues: accessibility and enrollment.



2. Theoretical background and some indications of literature review
2.1 Sources of Revenues
Many studies on sources of revenues for the schools have been developed; all these studies have provided ideas and concepts of sources of revenues for the schools.
Financing of education has changed a lot soon after the imposition of World Bank and IMF policies such as “Structural Adjustment Programs” where the government was obligated to partially withdraw from financing education, it should be remembered that, at that time, government was the main financier of education in the country. Galabawa (1991) explains that, both primary and secondary education had been removed from the favored position they once held on the agenda of public expenditure. As the result, primary and secondary education suffered from scattered and isolated financial efforts to raise its priority as development needs.
Galabawa (1995) shows that, charges and other annual fund-rising act as stable sources of revenues for the schools. Other sources identified by Galabawa include; parents’ contribution during registrations, and admissions of new pupils, others are from charity walk, raffles, and mixed-music evenings.
Babyegeya(1993) in Galabawa identifies seven sources of finance in the Lake Victoria zone, these sources are; education funds from school founding bodies, school fees, funds from local community development associations, parents contributions, and school economic projects.
Mshana (2008) also explored the sources of revenues in the Catholic schools in Tanzania and came out with several sources as; school fees, contributions from parents which included; academic funds – used to pay funds for the part time teachers, for security purposes, for school uniforms and transport, other sources of revenues identified were; fund-rising, and donors.
Other sources as identified in the ESDP document 2004 include loans and grants from partners and contribution from communities.
Mbelle and Katabaro ( 2003, p.5) discusses also the same sources of revenues in education, the new idea seen in their work is sources of revenues from religious institutions, however, they demand that, these other sources which include contribution from parents are difficult to track and aggregate and therefore can not be relied per se apart from the government source.
Garms, Guthrie and Pierce (1978, p.45) argue that, education has never been free; it requires expenditure of considerable time and resources which could be used to produce other valuable materials used by that particular society, they further suggests the sources of revenues for the schools to be; government subsidies- which would help children from low-income families meet their school costs., government provisions – referring to capitations and other provisions that schools may benefit from the government, and cost sharing – where parents contribute together with the government in running schools.
Other sources include NGOs, CBOs, private firms/individuals, and Community Education fund; these also have played part in rising funds/revenues for the education. (URT,2001)
2.2 Economic Policies of Financing Education
The history of financing education in Tanzania indicates that, financing education efforts was largely influenced by the current policies of that time. There have been several policies formulated to effect financing issues in school. Galabawa (1995)
The education and Training policy of 1995 clearly states that, the financing of education shall be shared between government, communities, parents and end-users. URT (1995)
Galabawa (1995) in Mshana (2008) adds that, there is need to go back to the conventional methods of financing education, because the development of financing education in Tanzania shows that, there is a limit to which central government can depend on fiscal resources to finance education from tax- revenue without destabilizing effects.
The government has initiated the Education Sector Development Programme (ESDP) of 1997 to execute properly the implementation of the education policy calling for effective financing partnership with NGO, private organizations, religious organizations, individuals and communities.
2.3 Educational Implications
There are educational implications on the failure of financing education, these negative implications on education result on poor labor force skills production, stagnation in the production of quality goods, poor services and production processes fail to grow (Carnoy, 1999. P.50)
There are also Positive implications that can be deducted from developing stable revenue sources including high returns from girls’ education in the developing world. (Galabawa, 1993, p. 11)
Also, financing education from government helps in developing grants for construction of new classes and rehabilitation of infrastructure and capitation grant for other school expenses, and for teaching and learning materials; textbooks.
On the other side, there have been different perceptions from individuals concerning the sources and means for collecting resource, Mwita’s story as written in Mtanzania Newspaper (21,Jan. 2010) reveals that, he quitted schooling due to an anonymous list of costs from his school which include; fund for reconstructions of building, hoe, slashing knife, plain papers, academic fund, examination fee, 5,000 Tsh school identifications, 8,000 Tsh for porridge, 8,000Tsh for paying part-time teachers, 5,000Tsh for T-shirts and 6,000Tsh for a sweater.
Another perception was derived from Makwaia wa Kuhenga in his article written in Daily News (21st January,2010) demanding that, the rate of school fees (which in this article is considered among the sources of revenue) is alarming , it is in millions of shillings per annum, at a minimum of 2m per annum.
It is better to be known that, the macroeconomic and public fiscal policy have an immediate and important impact on resources available for education, Motivans (2002) emphasizes that, macroeconomic stability is vital to ensuring stable flows of resources for education.( P.66). such a situation concludes that, there is a great need for the government financing education depending the priority given in the education sector, if public revenues increases there is assurance of more resources in the sector but if, the consequences are vivid such as poor educational performance as reflected in overall low quality and access. (URT, 2001)
3. Hypothesis and Methodology
3.1 Project Hypothesis
The study came up with two hypotheses which was the assumptions the researcher had in mind leading to the finding of the study
There is a significant relationship between sources revenue and equity in education
There is no special criteria guiding the schools in finding sources of revenues for the schools
3.2 Project Methodology
This section presents the methodology and techniques used including the description of the instrument used in exploring the sources of revenues in the schools; primary and secondary, both private and public.
3.3 Target Population
The target population refers to the group from which the researchers intend to gather information related to the research problem.
Thus, the target population for this study comprised of schools; primary and secondary, both private and public.
3.3.1 Sample
Since it was not easy to include everybody in the research as respondents, the researcher had to obtain a sample of which helped in reaching for the findings. Mshana (2008) copies Keya, Makau and Mani (1989) arguing that, financial, physical and social constraints might force the researcher to rely only on the part of the population to obtain information.
3.3.2 Sampling Procedures
This report used purposive sampling which is the type of sampling in which the researcher selects samples based on a certain purpose. Cohen puts it this way that, researcher handpick the cases to be included in the sample on the basis of their judgment of their typicality.( Cohen, Manion & Morrison, p.103)
The sample used is illustrated in the table below.





Table 1. List of schools
No. NAME OF SCHOOL STATUS LOCATION
1. Mbula Primary School Public Lushoto-Tanga
2. Lushoto International School Primary/Private Lushoto- Tanga
3. Kitopeni Primary School Public Lushoto- Tanga
4. Lushoto Secondary School Public Lushoto –Tanga
5. Ubiri Secondary School Public Lushoto –Tanga
6. Lwandai Secondary School Private Lushoto –Tanga
7. Mombo Secondary School Private Korogwe –Tanga
8. Upendo Secondary School Private Lushoto – Tanga
9. Upendo Secondary School Public Lushoto - Tanga
10 Chumbageni Sec. School Public Lushoto - Tanga

Heads of schools, parents and religious leaders were involved in the study to obtain data, however, in some cases; Joining Instructions was also used to obtain information.
3.4 Techniques For Collecting Data
In this study two techniques were used to obtain data, these are interview and documentary review.
3.4.1 Interview
This technique was used to obtain data of this report, interviews were held with heads of school and one religious leader. The interview consisted of open ended questions which were administered to these sources of data. This type of instrument had advantage since it help the researcher gather extra information from the interviewee, it also help on obtaining supplementary information and clarification of concepts which were unclear.
The interviewer faced one critical problem with this instrument in that, two respondents were unwilling of giving information on the sources of their school revenues, when this circumstances arisen alternative means was used to obtain the data, this is documentary review.

3.4.2 Documentary Review
This is another research instrument, which was used in the collection of data of this report. This involved the perusal of important related documentary information on the subject of study. The document reviewed included admission registers, and joining instructions of the visited schools.
Other documents included articles from two news papers, “Daily News and Mtanzania of January 21, 2010. These articles carried crucial information related to the study.
In addition, some information was also obtained from the documents from the Ministry of education, Vocational and Training: the renamed Ministry of Education and Culture.
3.5 Data Analysis
The study is in the qualitative form. According to Beng (1989), all data is qualitative. However, in the long run, quantitative approach was employed in the study. Issues of consent was also regarded in this study where the targeted population was informed earlier before meeting with the researcher, though this prior information was made orally there was a good response. The researcher agreed with the interviewees that, the data was for academic purpose only not to be shared with others.
3.6 Presentation Of Data
This chapter presents the data and discusses the research findings and discussions are presented in two main sections according to two research tasks. Data have been analyzed and presented using tables and descriptions in order to ease analysis and interpretation.
The researcher managed to conduct interviews with 4 heads of whom 2 were from primary schools and the other 2 from secondary schools, 10 teachers were also interviewed, 8 parents were interviewed and 6 parents. This made a total of 18 respondents.





3.7 Profiles of the Visited Schools
3.7.1 Mbula Primary School
It is a public school, after the launching of PEDP the school was divided into two; therefore there is Mbula “A” and “B”. The researcher decided to interview the head from Mbula ‘A” because it was easier to meet her and obtain information for the study. Most of the class has triple streams making a total number of 1200. They perform well in their exams at a district and regional level (no statistics provided)
3.7.2 Kitopeni Primary School
It is a public school, it is populated with pupils, and most of the pupils come from around the Lushoto town. There was good communication between the teacher and the researcher in obtaining data. The researcher was not provided with exact number of students but it was said to be around 1500 and that their performance was satisfactory.
3.7.3 Lushoto International Primary School
It is a private owned school located in the Lushoto- Mombo main road, about 5km from Lushoto town. Currently it runs from nursery to class six only.


3.7.4 Lushoto Secondary School
The school is the product of the SEDP, its first form four class completed 2008, it has high scarcity of teachers where most of them (number was untold) are part time and form six school leavers.
Table 2: Lushoto Secondary School Cost by Parents

3.7.5 Ubiri Secondary School
It is allocated about seven kilometers from Lushoto town; it is a community school with the assistance from SEDP. It has eight streams every stream consisting of 40 – 45 students.
3.7.6 Upendo Secondary School
It is allocated in Mtae about 80km from Lushoto town, it is a private owned school, and the school’s general performance was noted as good.
3.7.7 Lwandai Secondary School
It is a church-owned school, it is allocated at Mlalo about 70Km from Lushoto town, however, the information for this study was obtained from the head office of the church in Lushoto which is the one responsible for the school. Since it is a boarding school, students come from different areas of the country and not from one specific area. It runs from form one to form six, their performance in O-level was reported as “satisfactory” while the A-level was reported to be good.
3.7.8 Shambalai Secondary School
It is in the Lushoto town, it is a co-school and runs from form one to six, form one to four are day scholars while five and six are residing in the built hostels owned by the school. It has triple streams and it was also reported that, about five years past, the school had also streams running to five. Their general performance was reported to be poor.
3.7.9 Chumbageni Secondary School
It is a product of SEDP, it is allocated in one of the villages in Lushoto, and it is now in its third year after the establishment. The enrollment is high due to the influx of the surrounding primary schools.
3.7.10 Mombo Secondary School
It is a private owned-boarding school; it takes varieties of students from different areas of the country. It has about 1500 students, most of the teachers are employed, no part-time teachers reported.
4. FINDINGS –How the data addresses the project Problem to meet the stated objectives
4.1 Sources of Revenues – where do they come from
From the study, it was noted that, almost all ten visited school depended heavily on resources created on their own to rise revenues for the school. Mosha (2000) in Mshana (2008) argued that, the effective funding enhances quality education while inadequate funding may be a source of conflicts in schools due to lack of enough facilities, teachers’ salaries and other necessary conditions to keep education institutions in normal running.
Galabawa considers equity at an education outcome and not increased enrollments and accessibility; hence he insists that, increasing enrollment and access to schooling by increasing numbers does not always guarantee equitable distribution of the tangible effects of schooling. (p.40)
In this study therefore, parents and heads of schooling were requested to list/ mention sources of revenues in the schools. The following findings were obtained from the study.
4.2 School fees
Apart from the assumptions that, many schools depended on school fees as a major source of revenue in the school this study also found out the same thing. Most of the parents interviewed revealed that, the paid fees was used for running school activities, when asked to mention what kind of activities, the following were mentioned; paying for part time teachers ( at secondary school level) books and maintenance of buildings.
Heads of the schools and teachers added that, school fees were also used for inspection costs, buying school items and materials. The amount of school fees in public/community schools was noted to be 40,000 and those in private owned ranged from 360,000 to 500,000 per annual.
4.3 School projects
School projects found and mentioned in the interview included canteen ( Lwandai, Upendo, Ubiri and Mombo secondary), shop, garden, stationery, hall/classroom ( for religious domination which gathers for prayers during weekends) this was noted in Mbulla, Kitopeni and Lushoto primary schools, other projects included; animal keeping ( livestock) and tuition classes – where students and pupils were obligated to pay a little for classes which acted as remedial classes ( Lushoto secondary, Shambalai- though the researcher was informed that these classes were conducted informally, that is it was not officially accepted.
4.4 Government subsidies
It was noted that, other sources of revenue came from government revenues especially in the public government owned schools (Mbula, Lushoto secondary & Primary, Ubiri, Upendo and Chumbageni). These subsidies were paid to them in form of capitations where for primary pupils it was noted to be Tsh.10, 000 per annual; the grant is given in three terms, no information obtained for the secondary students. Other income which was agreed by the heads to be source of revenue was the development grant? No elaborative information was given on this.
4.5 Donors
This source was reported to be used in Lwandai secondary school, where different donors contributed for the school, no exactly amount was given as amount received or to be received from donors but it just depended on how donors felt on contributing.
4.6 Donation/Fundraising
These information differed a lot from one school to other, in Mombo and Lwandai accepted that, fundraising acted as a source of income and this was conducted specifically during the graduation ceremonies, the form of which it was conducted also differed a lot where some used to sell materials, others used the form of putting an item and collect it, so whoever felt to give just stood up and collected.
4.7 Pledging
Other source noted was the system of pledging which was also used mostly during graduation ceremonies; this was conducted in a form of individual participants to stand up and freely pledge to give a certain amount for the school. No limitation either minimum or maximum amount was set. This was reported in all visited schools.
4.8 Enrollment fee
Two parents agreed strongly that, the school used the enrollment fee as a source of revenue for the school, the fee in private schools ranged from 10,000 to 20,000 Tsh. There was another form of fees that was paid when a student is selected; this was noted in the private schools where a parent was supposed to pay cash amounting to 150,000Tsh for assurance of the position. This is the case with Lwandai secondary school.
4.9 Parents’/guardians Contribution
This was highly contributed by parents that, schools have established several contribution to be paid by parents to the school which contributes to the sources of revenue.
The researcher also noted a list of items in the Joining instruction form that a parent was supposed to pay; these items were noted in all schools though they differed in number and how they are addressed. These items are as listed below;
a) Caution money which ranged from 10,000 – 50,000Tsh ( Refundable)
b) Medical fee ranged from 10,000 to 30,000
c) Sports fee 5,000
d) Graduation fee 10,000
e) Generosity 10,000 – 50,000
f) Guards/security 5,000
g) Sweater 5,000 – 8,000
h) ID 5,000
i) Hostel fee ranged from 20,000 – 60,000 per term, meals excluded
4.10 Utilization of These Revenues
The informants mentioned different uses of the revenues; the following discusses those uses as were noted by the researcher;
i) Purchasing text books and teaching materials- all the schools agreed that, those were the usage of the fund, in most of the public-government schools, the capitation grant was effectively used for this case.
ii) For Staff and non-staff salaries though there was no any salary scale obtained from the informants and this was noted in the private school. For the public schools, the fund was partly used for non-staff salaries, example; guards and gardeners’ salaries
iii) Students’ meals were also noted to be purchased using the grant and this was vividly noted in the private schools visited.
iv) Other funds were allocated for medical, sports, graduation, generosity costs.
v) Test and examination stationeries were purchased using the same fund obtained from those sources.
vi) Lwandai and Mombo used the fund for study tours
Other expenses incurred were for motivation purposes and this was also noted in all schools visited though they differed on how they are administered.
• For staff breakfast
• For purchasing prizes for best students and teachers whose teaching subjects performed well in the examinations.
• For paying overtime to teachers who attends remedial classess ( Lwandai, Lushoto, Ubiri, Upendo)
• For staff house allowance- Lwandai and Mombo
• For get together

General Discussion
5. Comparisons and Equity Implication
The study findings showed that, there is a significant effect between sources of revenues and equity implication in education and that, when making a comparison, every school has its own
5.1 Comparison
From the study, it was found out that, the four private owned primary and secondary schools in Lushoto depended heavily on school fees as the major source of revenue and other contributions from parents and donors as minor source which were used to run the school.
The situation was noted different in the public-government school where they depended on government subsidies and grants to run the school, other contribution which came direct from parents was used for school day to day activities (paying for security, health and others)
From the respondents, the researcher noted that, the process of finding sources of revenues in schools have equity implications.
5.2 Educational Implications
The findings showed that, many students ( no exactly number was obtained) failed to attend schooling following the failure to contribute the required contributions, the findings also showed that, parents are willing to contribute for the school but their poor economic status hinders them.
The simple comparison noted showed that, the performance in private schools visited was much better compared to the public owned school (no specific data provided)
5.3 Equity issues
Galabawa (…p.40) discusses the issue of equity that…disparities in the enrollment profile of the country by gender, geographical locality and income group does not certainly influence the choice of priorities and investment patens in education. …this is because merely increasing enrollment and access to schooling by increasing numbers does not guarantee equitable distribution of the tangible effects of schooling.
Therefore, this report also used the three aspects; gender, geographical locality and income group to reach to the findings of this study as follows.
5.3.1 Gender
The respondents agreed that, when it comes to contributing for the schools, parents ( not the interviewed ones) did not respond positively especially when it was a girl student, the respondents added that, many parents believes that, there are no social or economic returns to them when investing on girls education, hence they found no need for contributing.
Also, the respondents added that, in some of the societies especially the livestock keeping societies, a girl child is used as a source of revenue for the family. Hence, increasing more inequity between genders
5.3.2 Geographical Locality
Also, it was found that, many girls failed to attend schooling because; these secondary public schools were located in a distant area, therefore, parents feared of their girls’ security. Some of the students found in this report were coming from Magamba village studying at Ubiri secondary about 14km one way.
It was found out that, students in Lwandai, Upendo, Mombo secondary and Lushoto International primary schools where there are accommodation facilities their school attendance was assured and effective, this meant that, they had more time to spend on schooling different from those in day schools.
In Ubiri and Upendo public owned secondary schools, there are hostels but the accommodation fee was reported to be high considering the parents’ financial status. Some parents therefore, never bothered to pay for the hostels.
Hence, enrollment does not mean equity because, these girls are enrolled but the enrollment process never considered the geographical whereabouts of the students.



5.3.3 Income group
The findings showed that, the parents’ contributions to the school which are in different forms hindered many students and pupils joining school or joining and dropping. The income of parents is low in many rural areas which makes parents fails to pay for the school obligations.
5.4 Conclusions
From the findings, there are several raised issues that were found to be necessary in the educational sector; those issues include the following;
5.4.1 Education as a Public good
Since education is a public good, there is a great need to invest more in education, the researcher see the need for total investment in education, that is, the investment must ensure all facilities are available, starting with classes, materials and teachers.
There is also a need to invest more in Human Capital; this will help in retaining teachers in their professions and that, the education inspectors should also visit the rural areas to ensure the quality of education provided in the schools.
5.4.2 Macro – economic issues
The researcher suggests that, there is a need for education to be financed by the public to ensure availability of resources and depend less from the government subsidies and grants. Galabawa (2005, p.8) warns that, if resources continue to be scarce the burden of providing education will involve considerable strain.
Education can also be financed through the establishment of tax and levies; if this system works out effectively the GDP will increase hence more funds will be allocated to education.
5.4.3 Role of Households
The households’ income determines equity access; therefore, there is the need to create a policy which will favor children from poor families and at the same time, children from well heeled families to cost-share in financing education. Example, children from vulnerable families their progression is low; they have no regular attendance, inappropriate access to post-primary and secondary education which results in a meaningless learning.
5.4.4 Educational Supply and demand
Since there is a great connection between social, cultural, political and institutions in the economic arena, therefore, they also have a great effect in the supply and demand of education from individual level, households, community and the whole system of education. this means that, the supply and demand of education must involve other stakeholders who also have great impact on education supply. This involvement will help a lot in finding, collecting and mobilizing revenues for the schools.
There is the need to increase supply of education materials and facilities to make the demand low and accessible to reduce the scarcity, because the low the demand the higher the demand; hence scarcity.
5.4.5 The role of the State
The state (a modern institution of power) plays a great role in financing education in the country; hence this role needs to be revisited, several sources can be used to obtain the revenues for the education system including; taxation/fiscal policy, borrowing and money creation system.
Currently, Tanzania is financing education using the taxation which reaches schools as grants and subsidies, and borrowing from financial institutions; World Bank, IMF and others. The process has negative impacts as it comes with rigid policies and also has high rate implications.
Before engaging in educational projects such as SEDP and PEDP there are a great need to conduct Cost-benefit analysis to see the cost and the benefit of that specific project.


















References
Carnoy, M. (1999). “Globalization And Educational Reform: What Planners Need To Know? Paris: UNESCO.
Cohen, L, Manion, L & Morrison, K. (2001). Research Methods in Education: London: Root Ledge.
Galabawa, J.C.J. (2005). ‘Enhancing Education Quality And Efficiency: Some Observation On Kenya, Tanzania And Uganda. Faculty of Education, University of Dar es Salaam.
Galabawa, J.C.J (1995). “Non-Governmental Secondary Schools In Tanzania: Issues Related To Their Characteristics, Financing, Unit Costs And Student Selection” UTAFITI, (New Series: Journal Of the Faculty of Arts and Social Sciences, Vol. 2, No. 1&2, University of Dar es Salaam.
Galabawa, J.C.J. (1993). ‘Status And Future Challenges Of The Tanzania Primary And Secondary Education. Economic Research Bureau. UDSM.
Galabawa, J.C.J. (2001). “Paper on Development And Issues Regarding Universal Primary Education (UPE) In Tanzania” ADEA Biennial Meeting
Gamaina, C. Utitiri Wa Michango Umesababisha Niache Shule: Marwa Mwita. Mtanzania News paper. Friday 22nd January, 2010.
Garms I.W, Guthrie, J.W & Pierre, L.C (1978). School Finance: The Economic And Politics Of Public Education. New Jersey: Prentice-Hall.
Ishengoma,J.M. (2008). “Financing Public Higher Education in Tanzania: Towards a New Model and Implications for Development and Retention of the Next Generation of Academics” Faculty of education, UDSM.
Makwaia wa Kuhenga. (2010) Why Public Schools Need Greater Resources And Attention. Daily News, Friday 22nd January, 2010,P.4
Mbelle, Amon.V.Y (2008). “The Impact Of Reforms On The Quality Of Primary Education In Tanzania”. Dar es Salaam: Mkuki na Nyota, REPOA Research report 08.1
Ministry of Education and Culture, (2004), Financial Document, Education sector development program- Secondary Education Development Program. Ministry of Education and Culture: Dar es Salaam.
Mshana, Rachel (2008), Partnership Financing in Roman Catholic Secondary Schools in Tanzania. MEMA Dissertation. Faculty of Education, University of Dar es Salaam.



Mshana, Elli

M.A. Education

February 2010

Sources of Revenue in Secondary Schools: A fate for Our Education

Dedication

To Michelle Holmes, who has always been by my side, encouraging me to move forward even when things were strange and the fate was high, she never lived me alone. Michelle, you are open and sincere, I love that, you courage my courage, is what has brought me to where I am and who I am. Real, Success lies on the hands of those believing in the Beauty of their Dreams.
But, How Privacy is Privacy? Thank you


1. Introduction
Education has been the back-borne for development in any country, being it formal or informal. Tanzania took over the responsibility of financing her schools soon after the declaration of the Tanganyika independence 1961. Before that, the responsibility was rested on the shoulders of the colony and religious institutions.
Investing in human capital and mobilization of resources plays a great role in the development processes. It is important to invest in education; but the question remains intact, whose responsibility is this? Should this be taken by the government or by the community?
This means that, there is a great need to produce education services regardless of how long and how much is going to cost; we need to invest many resources in education production process. Galabawa (2001, p.1) identified major resources for production of education service as being labor, land and capital.
1.1 Background
Schools in Tanzania has passed several periods regarding means of rising revenues for the school, most of the public schools were funded by government where in 1970’s there was abolition of fees for the primary education, such a situation increased high community mobilization on education, the outcome of abolishment of fees was the increased participation, efficiency and increased education spending.
Private schools as discussed by Galabawa (1995, p.69) are either schools resulted from community support, trust or whole community. The effective existence of these schools therefore was after the liberalization policy of 1980s -1990s. This has contributed to the declining participation, access and low internal efficiency of education. The starting of these private schools was due to the high pressure of demand for secondary education; this was also the beginning of the schools to look out for sources of revenues to run the schools.
Galabawa (2008) identifies the last phase of education as started in 1990s through 2000s, this period has experienced several introduction, statements, policies and commitments including Vision and Mission 2025, civil and institutional financial reforms, education developments programs, Poverty rehabilitation, debt-relief initiatives, all these were applied as a tool for economic and qualitative change especially in education.
It was after the launching of these things above that changed the whole system of finding and rising revenues for the schools. Structural Adjustment program polices which was also started in this phase had more negative impact than the positive ones. These policies included; cost-efficiency, cost sharing and development of non-state schools, the outcome was that; growing inequalities access to education at all levels, growing disparities in the quality of education and change in the direction and vision of education as Galabawa (2008) copied Mbilinyi (1990) p. 25.
1.2 Purpose of the study
The general purpose of this project is to study sources of revenue in private and public schools in Tanzania; also, it aims at making a comparisons and equity implications on education.
1.3 Statement of the study
Finding sources of revenues for educational has never been an easy task; it requires creativity, time and obedience so that funds are available for running the school. There are several reasons for conducting this study but the major ones was to explore what are the major sources of revenues in schools; in government and private ones. This project is the product of many questions concerning revenues of the school; where does it come from, how is it utilized, what are its equity implications on education. Therefore the focus of this study has mainly been on revenues and its equity implications.
To address this problem, the study used the following research tools; Joining Instruction Forms and Interview questions. Joining Instruction forms have been of great assistance in obtaining the data from the visited schools.
The study was conducted in the school context where ten schools were involved (2 Public Primary schools, 1 private primary school, 4 Public secondary schools, and 3 Private secondary schools). This project was conducted expecting that, they are one way of helping others scholars, school managers, school owners, government and other educational stakeholders obtain knowledge on sources of revenues in schools.
1.4 Significance of the study
It is expected that, the findings of this study will benefit a number of people in analyzing the sources of revenue for education in different ways;
Managers of the schools may benefit from it by deducting points on how they can rise revenues for the development of their schools, this will be possible since the paper discusses several ways on how schools obtains revenues for running schools. Such a situation will give an opportunity for both school managers and heads to increase productivity of the school and guaranteed quality of learning.
It is also expected that, school planners, auditors and owners will benefit from this study by understanding where the revenues comes from, and what are other sources of revenues that can full be utilized before the school takes-off.
Variables to be studied in this study are; Sources of revenue as an Independent Variable, Equity as a Dependent Variables.
The great expected significance is that, it will lay down a ground for more research activities to be done in the field of developing sources for revenue in schools.
1.5 Objectives of the study
In studying the sources of revenues for the schools, and its equity implication on education, the study intend to;
(i) To explore how schools rises revenues for their schools, the main focus therefore will be on where are those revenues comes from, these objectives will consider and explore both sources in private and public schools; primary and secondary to make a total of ten visited schools.
(ii) To examine the equity implication of these sources of revenue on education. Here, the paper intends to see if there is any relation between education provision and sources of revenues: accessibility and enrollment.



2. Theoretical background and some indications of literature review
2.1 Sources of Revenues
Many studies on sources of revenues for the schools have been developed; all these studies have provided ideas and concepts of sources of revenues for the schools.
Financing of education has changed a lot soon after the imposition of World Bank and IMF policies such as “Structural Adjustment Programs” where the government was obligated to partially withdraw from financing education, it should be remembered that, at that time, government was the main financier of education in the country. Galabawa (1991) explains that, both primary and secondary education had been removed from the favored position they once held on the agenda of public expenditure. As the result, primary and secondary education suffered from scattered and isolated financial efforts to raise its priority as development needs.
Galabawa (1995) shows that, charges and other annual fund-rising act as stable sources of revenues for the schools. Other sources identified by Galabawa include; parents’ contribution during registrations, and admissions of new pupils, others are from charity walk, raffles, and mixed-music evenings.
Babyegeya(1993) in Galabawa identifies seven sources of finance in the Lake Victoria zone, these sources are; education funds from school founding bodies, school fees, funds from local community development associations, parents contributions, and school economic projects.
Mshana (2008) also explored the sources of revenues in the Catholic schools in Tanzania and came out with several sources as; school fees, contributions from parents which included; academic funds – used to pay funds for the part time teachers, for security purposes, for school uniforms and transport, other sources of revenues identified were; fund-rising, and donors.
Other sources as identified in the ESDP document 2004 include loans and grants from partners and contribution from communities.
Mbelle and Katabaro ( 2003, p.5) discusses also the same sources of revenues in education, the new idea seen in their work is sources of revenues from religious institutions, however, they demand that, these other sources which include contribution from parents are difficult to track and aggregate and therefore can not be relied per se apart from the government source.
Garms, Guthrie and Pierce (1978, p.45) argue that, education has never been free; it requires expenditure of considerable time and resources which could be used to produce other valuable materials used by that particular society, they further suggests the sources of revenues for the schools to be; government subsidies- which would help children from low-income families meet their school costs., government provisions – referring to capitations and other provisions that schools may benefit from the government, and cost sharing – where parents contribute together with the government in running schools.
Other sources include NGOs, CBOs, private firms/individuals, and Community Education fund; these also have played part in rising funds/revenues for the education. (URT,2001)
2.2 Economic Policies of Financing Education
The history of financing education in Tanzania indicates that, financing education efforts was largely influenced by the current policies of that time. There have been several policies formulated to effect financing issues in school. Galabawa (1995)
The education and Training policy of 1995 clearly states that, the financing of education shall be shared between government, communities, parents and end-users. URT (1995)
Galabawa (1995) in Mshana (2008) adds that, there is need to go back to the conventional methods of financing education, because the development of financing education in Tanzania shows that, there is a limit to which central government can depend on fiscal resources to finance education from tax- revenue without destabilizing effects.
The government has initiated the Education Sector Development Programme (ESDP) of 1997 to execute properly the implementation of the education policy calling for effective financing partnership with NGO, private organizations, religious organizations, individuals and communities.
2.3 Educational Implications
There are educational implications on the failure of financing education, these negative implications on education result on poor labor force skills production, stagnation in the production of quality goods, poor services and production processes fail to grow (Carnoy, 1999. P.50)
There are also Positive implications that can be deducted from developing stable revenue sources including high returns from girls’ education in the developing world. (Galabawa, 1993, p. 11)
Also, financing education from government helps in developing grants for construction of new classes and rehabilitation of infrastructure and capitation grant for other school expenses, and for teaching and learning materials; textbooks.
On the other side, there have been different perceptions from individuals concerning the sources and means for collecting resource, Mwita’s story as written in Mtanzania Newspaper (21,Jan. 2010) reveals that, he quitted schooling due to an anonymous list of costs from his school which include; fund for reconstructions of building, hoe, slashing knife, plain papers, academic fund, examination fee, 5,000 Tsh school identifications, 8,000 Tsh for porridge, 8,000Tsh for paying part-time teachers, 5,000Tsh for T-shirts and 6,000Tsh for a sweater.
Another perception was derived from Makwaia wa Kuhenga in his article written in Daily News (21st January,2010) demanding that, the rate of school fees (which in this article is considered among the sources of revenue) is alarming , it is in millions of shillings per annum, at a minimum of 2m per annum.
It is better to be known that, the macroeconomic and public fiscal policy have an immediate and important impact on resources available for education, Motivans (2002) emphasizes that, macroeconomic stability is vital to ensuring stable flows of resources for education.( P.66). such a situation concludes that, there is a great need for the government financing education depending the priority given in the education sector, if public revenues increases there is assurance of more resources in the sector but if, the consequences are vivid such as poor educational performance as reflected in overall low quality and access. (URT, 2001)
3. Hypothesis and Methodology
3.1 Project Hypothesis
The study came up with two hypotheses which was the assumptions the researcher had in mind leading to the finding of the study
There is a significant relationship between sources revenue and equity in education
There is no special criteria guiding the schools in finding sources of revenues for the schools
3.2 Project Methodology
This section presents the methodology and techniques used including the description of the instrument used in exploring the sources of revenues in the schools; primary and secondary, both private and public.
3.3 Target Population
The target population refers to the group from which the researchers intend to gather information related to the research problem.
Thus, the target population for this study comprised of schools; primary and secondary, both private and public.
3.3.1 Sample
Since it was not easy to include everybody in the research as respondents, the researcher had to obtain a sample of which helped in reaching for the findings. Mshana (2008) copies Keya, Makau and Mani (1989) arguing that, financial, physical and social constraints might force the researcher to rely only on the part of the population to obtain information.
3.3.2 Sampling Procedures
This report used purposive sampling which is the type of sampling in which the researcher selects samples based on a certain purpose. Cohen puts it this way that, researcher handpick the cases to be included in the sample on the basis of their judgment of their typicality.( Cohen, Manion & Morrison, p.103)
The sample used is illustrated in the table below.





Table 1. List of schools
No. NAME OF SCHOOL STATUS LOCATION
1. Mbula Primary School Public Lushoto-Tanga
2. Lushoto International School Primary/Private Lushoto- Tanga
3. Kitopeni Primary School Public Lushoto- Tanga
4. Lushoto Secondary School Public Lushoto –Tanga
5. Ubiri Secondary School Public Lushoto –Tanga
6. Lwandai Secondary School Private Lushoto –Tanga
7. Mombo Secondary School Private Korogwe –Tanga
8. Upendo Secondary School Private Lushoto – Tanga
9. Upendo Secondary School Public Lushoto - Tanga
10 Chumbageni Sec. School Public Lushoto - Tanga

Heads of schools, parents and religious leaders were involved in the study to obtain data, however, in some cases; Joining Instructions was also used to obtain information.
3.4 Techniques For Collecting Data
In this study two techniques were used to obtain data, these are interview and documentary review.
3.4.1 Interview
This technique was used to obtain data of this report, interviews were held with heads of school and one religious leader. The interview consisted of open ended questions which were administered to these sources of data. This type of instrument had advantage since it help the researcher gather extra information from the interviewee, it also help on obtaining supplementary information and clarification of concepts which were unclear.
The interviewer faced one critical problem with this instrument in that, two respondents were unwilling of giving information on the sources of their school revenues, when this circumstances arisen alternative means was used to obtain the data, this is documentary review.

3.4.2 Documentary Review
This is another research instrument, which was used in the collection of data of this report. This involved the perusal of important related documentary information on the subject of study. The document reviewed included admission registers, and joining instructions of the visited schools.
Other documents included articles from two news papers, “Daily News and Mtanzania of January 21, 2010. These articles carried crucial information related to the study.
In addition, some information was also obtained from the documents from the Ministry of education, Vocational and Training: the renamed Ministry of Education and Culture.
3.5 Data Analysis
The study is in the qualitative form. According to Beng (1989), all data is qualitative. However, in the long run, quantitative approach was employed in the study. Issues of consent was also regarded in this study where the targeted population was informed earlier before meeting with the researcher, though this prior information was made orally there was a good response. The researcher agreed with the interviewees that, the data was for academic purpose only not to be shared with others.
3.6 Presentation Of Data
This chapter presents the data and discusses the research findings and discussions are presented in two main sections according to two research tasks. Data have been analyzed and presented using tables and descriptions in order to ease analysis and interpretation.
The researcher managed to conduct interviews with 4 heads of whom 2 were from primary schools and the other 2 from secondary schools, 10 teachers were also interviewed, 8 parents were interviewed and 6 parents. This made a total of 18 respondents.





3.7 Profiles of the Visited Schools
3.7.1 Mbula Primary School
It is a public school, after the launching of PEDP the school was divided into two; therefore there is Mbula “A” and “B”. The researcher decided to interview the head from Mbula ‘A” because it was easier to meet her and obtain information for the study. Most of the class has triple streams making a total number of 1200. They perform well in their exams at a district and regional level (no statistics provided)
3.7.2 Kitopeni Primary School
It is a public school, it is populated with pupils, and most of the pupils come from around the Lushoto town. There was good communication between the teacher and the researcher in obtaining data. The researcher was not provided with exact number of students but it was said to be around 1500 and that their performance was satisfactory.
3.7.3 Lushoto International Primary School
It is a private owned school located in the Lushoto- Mombo main road, about 5km from Lushoto town. Currently it runs from nursery to class six only.


3.7.4 Lushoto Secondary School
The school is the product of the SEDP, its first form four class completed 2008, it has high scarcity of teachers where most of them (number was untold) are part time and form six school leavers.
Table 2: Lushoto Secondary School Cost by Parents

3.7.5 Ubiri Secondary School
It is allocated about seven kilometers from Lushoto town; it is a community school with the assistance from SEDP. It has eight streams every stream consisting of 40 – 45 students.
3.7.6 Upendo Secondary School
It is allocated in Mtae about 80km from Lushoto town, it is a private owned school, and the school’s general performance was noted as good.
3.7.7 Lwandai Secondary School
It is a church-owned school, it is allocated at Mlalo about 70Km from Lushoto town, however, the information for this study was obtained from the head office of the church in Lushoto which is the one responsible for the school. Since it is a boarding school, students come from different areas of the country and not from one specific area. It runs from form one to form six, their performance in O-level was reported as “satisfactory” while the A-level was reported to be good.
3.7.8 Shambalai Secondary School
It is in the Lushoto town, it is a co-school and runs from form one to six, form one to four are day scholars while five and six are residing in the built hostels owned by the school. It has triple streams and it was also reported that, about five years past, the school had also streams running to five. Their general performance was reported to be poor.
3.7.9 Chumbageni Secondary School
It is a product of SEDP, it is allocated in one of the villages in Lushoto, and it is now in its third year after the establishment. The enrollment is high due to the influx of the surrounding primary schools.
3.7.10 Mombo Secondary School
It is a private owned-boarding school; it takes varieties of students from different areas of the country. It has about 1500 students, most of the teachers are employed, no part-time teachers reported.
4. FINDINGS –How the data addresses the project Problem to meet the stated objectives
4.1 Sources of Revenues – where do they come from
From the study, it was noted that, almost all ten visited school depended heavily on resources created on their own to rise revenues for the school. Mosha (2000) in Mshana (2008) argued that, the effective funding enhances quality education while inadequate funding may be a source of conflicts in schools due to lack of enough facilities, teachers’ salaries and other necessary conditions to keep education institutions in normal running.
Galabawa considers equity at an education outcome and not increased enrollments and accessibility; hence he insists that, increasing enrollment and access to schooling by increasing numbers does not always guarantee equitable distribution of the tangible effects of schooling. (p.40)
In this study therefore, parents and heads of schooling were requested to list/ mention sources of revenues in the schools. The following findings were obtained from the study.
4.2 School fees
Apart from the assumptions that, many schools depended on school fees as a major source of revenue in the school this study also found out the same thing. Most of the parents interviewed revealed that, the paid fees was used for running school activities, when asked to mention what kind of activities, the following were mentioned; paying for part time teachers ( at secondary school level) books and maintenance of buildings.
Heads of the schools and teachers added that, school fees were also used for inspection costs, buying school items and materials. The amount of school fees in public/community schools was noted to be 40,000 and those in private owned ranged from 360,000 to 500,000 per annual.
4.3 School projects
School projects found and mentioned in the interview included canteen ( Lwandai, Upendo, Ubiri and Mombo secondary), shop, garden, stationery, hall/classroom ( for religious domination which gathers for prayers during weekends) this was noted in Mbulla, Kitopeni and Lushoto primary schools, other projects included; animal keeping ( livestock) and tuition classes – where students and pupils were obligated to pay a little for classes which acted as remedial classes ( Lushoto secondary, Shambalai- though the researcher was informed that these classes were conducted informally, that is it was not officially accepted.
4.4 Government subsidies
It was noted that, other sources of revenue came from government revenues especially in the public government owned schools (Mbula, Lushoto secondary & Primary, Ubiri, Upendo and Chumbageni). These subsidies were paid to them in form of capitations where for primary pupils it was noted to be Tsh.10, 000 per annual; the grant is given in three terms, no information obtained for the secondary students. Other income which was agreed by the heads to be source of revenue was the development grant? No elaborative information was given on this.
4.5 Donors
This source was reported to be used in Lwandai secondary school, where different donors contributed for the school, no exactly amount was given as amount received or to be received from donors but it just depended on how donors felt on contributing.
4.6 Donation/Fundraising
These information differed a lot from one school to other, in Mombo and Lwandai accepted that, fundraising acted as a source of income and this was conducted specifically during the graduation ceremonies, the form of which it was conducted also differed a lot where some used to sell materials, others used the form of putting an item and collect it, so whoever felt to give just stood up and collected.
4.7 Pledging
Other source noted was the system of pledging which was also used mostly during graduation ceremonies; this was conducted in a form of individual participants to stand up and freely pledge to give a certain amount for the school. No limitation either minimum or maximum amount was set. This was reported in all visited schools.
4.8 Enrollment fee
Two parents agreed strongly that, the school used the enrollment fee as a source of revenue for the school, the fee in private schools ranged from 10,000 to 20,000 Tsh. There was another form of fees that was paid when a student is selected; this was noted in the private schools where a parent was supposed to pay cash amounting to 150,000Tsh for assurance of the position. This is the case with Lwandai secondary school.
4.9 Parents’/guardians Contribution
This was highly contributed by parents that, schools have established several contribution to be paid by parents to the school which contributes to the sources of revenue.
The researcher also noted a list of items in the Joining instruction form that a parent was supposed to pay; these items were noted in all schools though they differed in number and how they are addressed. These items are as listed below;
a) Caution money which ranged from 10,000 – 50,000Tsh ( Refundable)
b) Medical fee ranged from 10,000 to 30,000
c) Sports fee 5,000
d) Graduation fee 10,000
e) Generosity 10,000 – 50,000
f) Guards/security 5,000
g) Sweater 5,000 – 8,000
h) ID 5,000
i) Hostel fee ranged from 20,000 – 60,000 per term, meals excluded
4.10 Utilization of These Revenues
The informants mentioned different uses of the revenues; the following discusses those uses as were noted by the researcher;
i) Purchasing text books and teaching materials- all the schools agreed that, those were the usage of the fund, in most of the public-government schools, the capitation grant was effectively used for this case.
ii) For Staff and non-staff salaries though there was no any salary scale obtained from the informants and this was noted in the private school. For the public schools, the fund was partly used for non-staff salaries, example; guards and gardeners’ salaries
iii) Students’ meals were also noted to be purchased using the grant and this was vividly noted in the private schools visited.
iv) Other funds were allocated for medical, sports, graduation, generosity costs.
v) Test and examination stationeries were purchased using the same fund obtained from those sources.
vi) Lwandai and Mombo used the fund for study tours
Other expenses incurred were for motivation purposes and this was also noted in all schools visited though they differed on how they are administered.
• For staff breakfast
• For purchasing prizes for best students and teachers whose teaching subjects performed well in the examinations.
• For paying overtime to teachers who attends remedial classess ( Lwandai, Lushoto, Ubiri, Upendo)
• For staff house allowance- Lwandai and Mombo
• For get together

General Discussion
5. Comparisons and Equity Implication
The study findings showed that, there is a significant effect between sources of revenues and equity implication in education and that, when making a comparison, every school has its own
5.1 Comparison
From the study, it was found out that, the four private owned primary and secondary schools in Lushoto depended heavily on school fees as the major source of revenue and other contributions from parents and donors as minor source which were used to run the school.
The situation was noted different in the public-government school where they depended on government subsidies and grants to run the school, other contribution which came direct from parents was used for school day to day activities (paying for security, health and others)
From the respondents, the researcher noted that, the process of finding sources of revenues in schools have equity implications.
5.2 Educational Implications
The findings showed that, many students ( no exactly number was obtained) failed to attend schooling following the failure to contribute the required contributions, the findings also showed that, parents are willing to contribute for the school but their poor economic status hinders them.
The simple comparison noted showed that, the performance in private schools visited was much better compared to the public owned school (no specific data provided)
5.3 Equity issues
Galabawa (…p.40) discusses the issue of equity that…disparities in the enrollment profile of the country by gender, geographical locality and income group does not certainly influence the choice of priorities and investment patens in education. …this is because merely increasing enrollment and access to schooling by increasing numbers does not guarantee equitable distribution of the tangible effects of schooling.
Therefore, this report also used the three aspects; gender, geographical locality and income group to reach to the findings of this study as follows.
5.3.1 Gender
The respondents agreed that, when it comes to contributing for the schools, parents ( not the interviewed ones) did not respond positively especially when it was a girl student, the respondents added that, many parents believes that, there are no social or economic returns to them when investing on girls education, hence they found no need for contributing.
Also, the respondents added that, in some of the societies especially the livestock keeping societies, a girl child is used as a source of revenue for the family. Hence, increasing more inequity between genders
5.3.2 Geographical Locality
Also, it was found that, many girls failed to attend schooling because; these secondary public schools were located in a distant area, therefore, parents feared of their girls’ security. Some of the students found in this report were coming from Magamba village studying at Ubiri secondary about 14km one way.
It was found out that, students in Lwandai, Upendo, Mombo secondary and Lushoto International primary schools where there are accommodation facilities their school attendance was assured and effective, this meant that, they had more time to spend on schooling different from those in day schools.
In Ubiri and Upendo public owned secondary schools, there are hostels but the accommodation fee was reported to be high considering the parents’ financial status. Some parents therefore, never bothered to pay for the hostels.
Hence, enrollment does not mean equity because, these girls are enrolled but the enrollment process never considered the geographical whereabouts of the students.



5.3.3 Income group
The findings showed that, the parents’ contributions to the school which are in different forms hindered many students and pupils joining school or joining and dropping. The income of parents is low in many rural areas which makes parents fails to pay for the school obligations.
5.4 Conclusions
From the findings, there are several raised issues that were found to be necessary in the educational sector; those issues include the following;
5.4.1 Education as a Public good
Since education is a public good, there is a great need to invest more in education, the researcher see the need for total investment in education, that is, the investment must ensure all facilities are available, starting with classes, materials and teachers.
There is also a need to invest more in Human Capital; this will help in retaining teachers in their professions and that, the education inspectors should also visit the rural areas to ensure the quality of education provided in the schools.
5.4.2 Macro – economic issues
The researcher suggests that, there is a need for education to be financed by the public to ensure availability of resources and depend less from the government subsidies and grants. Galabawa (2005, p.8) warns that, if resources continue to be scarce the burden of providing education will involve considerable strain.
Education can also be financed through the establishment of tax and levies; if this system works out effectively the GDP will increase hence more funds will be allocated to education.
5.4.3 Role of Households
The households’ income determines equity access; therefore, there is the need to create a policy which will favor children from poor families and at the same time, children from well heeled families to cost-share in financing education. Example, children from vulnerable families their progression is low; they have no regular attendance, inappropriate access to post-primary and secondary education which results in a meaningless learning.
5.4.4 Educational Supply and demand
Since there is a great connection between social, cultural, political and institutions in the economic arena, therefore, they also have a great effect in the supply and demand of education from individual level, households, community and the whole system of education. this means that, the supply and demand of education must involve other stakeholders who also have great impact on education supply. This involvement will help a lot in finding, collecting and mobilizing revenues for the schools.
There is the need to increase supply of education materials and facilities to make the demand low and accessible to reduce the scarcity, because the low the demand the higher the demand; hence scarcity.
5.4.5 The role of the State
The state (a modern institution of power) plays a great role in financing education in the country; hence this role needs to be revisited, several sources can be used to obtain the revenues for the education system including; taxation/fiscal policy, borrowing and money creation system.
Currently, Tanzania is financing education using the taxation which reaches schools as grants and subsidies, and borrowing from financial institutions; World Bank, IMF and others. The process has negative impacts as it comes with rigid policies and also has high rate implications.
Before engaging in educational projects such as SEDP and PEDP there are a great need to conduct Cost-benefit analysis to see the cost and the benefit of that specific project.


















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Mshana, Elli

M.A. Education

February 2010