The impact of decentralization on public participation in secondary education service delivery in Tanzania: A case of Kagera region
| dc.contributor.author | Mwemezi, Peter | |
| dc.date.accessioned | 2020-08-25T11:09:40Z | |
| dc.date.available | 2020-08-25T11:09:40Z | |
| dc.date.issued | 2017 | |
| dc.description | Doctoral thesis | en_US |
| dc.description.abstract | Local governments are the nearest tier of governments to the citizens and therefore represent instruments of responsibility and accountability to local communities, and constitute a means for delivering public policies and public services more efficiently because they are more aware of local problems and the policies needed to resolve them. The history of local government in Tanzania mainland has been on and off due to daunting and difficult adventure. This is to say, it was introduced soon after independence, abolished in 1972 and reintroduced in 1982 when the rural councils and rural authorities were re-established. The current Decentralization by Devolution(D-by-D)was introduced in 1990 after the re-introduction of local government authorities in 1983. It became operational in 1984 after the election of the councillors. This study focused on examining the nature of decentralization by devolution on public participation in secondary education delivery in Tanzania. The conceptual framework that guided the study was based on effective local governance that emphasized the need for a public voice in decisions making, information sharing, recognition of these interests of participants and active responsibility. Rondinelli and Cheema (1983) attempted to explain decentralization as governance and an organizational arrangement and this insight critically informed the theoretical foundation of the study. The study employed a mixed approach, comprising qualitative and quantitative research with the qualitative paradigm being dominant. The study was undertaken under a descriptive research design under which a cross-sectional survey was used to collect hold of detailed information from Kagera Region. The evidence obtained indicates that decentralized education governance offers meaningful and potential outcomes between community members and local governments in terms of improved delivery of services. However, the study also observes that the local government agencies attempted little to organize participation and responsiveness to local needs particularly in decision-making. But there are reasons to believe that given the opportunity to continue to institutionalize local government over a long period, and following the decentralization reform route, decentralization by devolution will gradually bring about better results. | en_US |
| dc.identifier.citation | Mwemezi, P. (2017). The impact of decentralization on public participation in secondary education service delivery in Tanzania: A case of Kagera region, The University of Dodoma, Dodoma. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/2420 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Secondary education service | en_US |
| dc.subject | Education service | en_US |
| dc.subject | Public participation | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Service delivery | en_US |
| dc.subject | Secondary education | en_US |
| dc.subject | Kagera | en_US |
| dc.subject | Decentralisation education | en_US |
| dc.subject | Education | en_US |
| dc.subject | Local government | en_US |
| dc.subject | Government | en_US |
| dc.title | The impact of decentralization on public participation in secondary education service delivery in Tanzania: A case of Kagera region | en_US |
| dc.type | Thesis | en_US |