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
Tuesday, April 6, 2010
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
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
Wednesday, March 31, 2010
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.
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.
Tuesday, March 23, 2010
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
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
Monday, February 22, 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.
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
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.
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
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
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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
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Mshana, Elli
M.A. Education
February 2010
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