Browsing by Author "Hamzah, Azimi"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Meaning and experiences in managing primary education development programme school funds among public primary schools head teachers in Tanzania
    (Human Resource Management Academic Research Society (HRMARS), 2016) Mwinjuma, Juma Saidi; Kadir, Suhaida Abdul; Hamzah, Azimi; Basri, Ramli
    The main purpose of the study was to understand the meaning and experiences of primary schools head teachers in managing Primary Education Development Programme (PEDP) funds. Data was collected using semi-structured interviews with head teachers at public primary schools. Seven informants were selected from a number of schools based on educational attainment and experience serving as a head teacher. Interviews were recorded, transcribed verbatim and analysed systematically. Direct school funding has only offered limited solutions to resources acquisition in schools due to availability of insufficient funds in schools. Secondly, schools do not have full autonomy to use the allocated funds to fulfil locally determined school requirements. Thirdly, at school levels there is a state of confusion between participatory decision making and the issue of taking responsibilities. Fourthly, there is a need and urgency to build their capacities through continuous trainings. Based on these conclusions, the study recommends for systemic approach to understanding allocation of PEDP funds in order to improve quality of education in public primary schools in Tanzania. Finally, for head teachers and other stakeholders to act and facilitate effective implementation of educational programmes such as PEDP, there is a need and urgency to build their capacities to competently manage these educational programmes.
  • Thumbnail Image
    Item
    Phenomenological study of meanings and experiences in managing school funds among public school head teachers
    (The UPM Press, 2016) Mwinjuma, Juma Saidi; Kadir, Suhaida Abdul; Hamzah, Azimi; Basri, Ramli
    This study explored the meanings and experiences that head teachers construed in managing school funds in public primary schools in Tanzania. Descriptive phenomenology was employed to directly explore, analyze and describe head teachers insights about the phenomenon. Seven head teachers were purposively selected based on inclusive criteria of education and years of serving in the headship post. In-depth interview, informal observation and documentary review were used to gather the data. Through descriptive phenomenological analysis bureaucratic procedure, insufficiency and inconsistency of funding and deferred disbursement emerged as themes that reflected head teachers meanings and experiences in managing school fund. Drawing from the findings, this research provides a conclusion and recommendation that would help address issues of practices. Thus, understanding head teachers’ insights are essential for effective resources allocations to schools.
  • Thumbnail Image
    Item
    A review of characteristics and experiences of decentralization of education
    (Australian International Academic Centre PTY. LTD, 2015) Mwinjuma, Juma Saidi; Abd. Kadir, Suhaida bte; Hamzah, Azimi; Basri, Ramli
    This paper scrutinizes decentralization of education with reference to some countries around the world. We consider discussion on decentralization to be complex, critical and broad question in the contemporary education planning, administration and politics of education reforms. Even though the debate on and implementation of decentralization education can result from differences in ideological and philosophical backgrounds (McGinn & Welsh, 1999), in this scrutiny we begin by theorizing the concept, provides dimensions and goals of decentralization and demonstrate how decentralization has been implemented in some countries. Finally, conclusion is assumed in this debate as a summary and a conduit to further discussion and investigation of educational decentralization.