The current research is about the financing of school participatory structures, particularly FC / CGDES and CGDES in the commune of Droum, Niger Republic. It essentially aims at determining the explanatory factors of financial gap of these structures that are partnership frameworks between the State, development partners, schools, families and community. To do this, both qualitative and quantitative data have been collected across the questionnaire, the snowball technique, the direct observation. Our analyzes showed the existence of factors which created a financial lack directly hindering the achievement of activities of these structures within schools. Added to this, are internal and external parameters including the reluctance of parents linked to their bad connotation of school of white, local actors strategies of co-optation, etc. The whole of these factors determined the low mobilization of funds for the financing of these structures in Droum.
Decentralized service delivery refers to the mode in which service delivery is done through delegation and devolution of power from center to local governments whereby efficiency and effectiveness are likely to be achieved. The purpose of this study was to assess the improvements in education and health services delivery in Yeka sub city of Addis Ababa city government. To realize the purpose of the study, case study research method was conducted. The study is qualitative whereby simple quantitative tools were employed so as to complement the qualitative narrations. The study primarily utilized secondary data obtained, from policy documents, constitution, proclamations, intervention plans and performance reports, etc. The study was supported with primary data obtained through interviews and questionnaires. The data results revealed that there is achievement in health and education service delivery as well as there are gaps in the services delivered. The findings of the study revealed that various functions of education and health services have been devolved to the lowest tier of government. The study has indicated that there are multiple bodies established at lower levels of government to support school and health centers activities. As a result, the services provided have expanded; there is now an increased availability and accessibility of the services in both education and health. The study also observed constraints; the constraints consider human resource, finance and facilities . Key Words concepts: service delivery, education & health, decentralization
Reports that in recent years the switch from monopolistic sole sourcing from the private sector to approved book lists and decentralized financing, selection, and ordering by schools has removed the need for competitive bulk procurements of teaching and learning materials (TLM) organized by Ministries of Education (MOE), which often proved problematic in the past. Anglophone Sub-Saharan Africa (SSA) has seen a shift towards decentralized textbook supply systems based on MOE-approved lists and school-based choice from school per capita purchasing budgets, though the shift has proved less pronounced in Francophone Africa. All procurement bids should include minimum physical production specifications and price as part of the evaluation criteria, because failure to do this leads to shorter book life and higher costs. Good examples of bid documentation and evaluation methodologies, instruments and criteria—compulsory, qualitative, and price—for different types of procurement remain readily available, but good procurement requires good, professional supervision.
Examines trends in public education spending in northern Sudan, spending on education by administrative level and school level (preschool, basic, secondary, and tertiary), and the composition of recurrent education spending; analyzes the composition of public per-student spending and spending on education staff; and examines the state share in total public spending, per-student spending, and the composition of recurrent education spending. The education system in northern Sudan is decentralized, with varying capacities to deliver education services across states, and there are significant state differences in education inputs, outputs, and outcomes. The share of public spending on basic education in northern Sudan was smaller than the share in neighboring countries and lower middle-income countries in both Sub-Saharan and North Africa, and was also smaller than the Education for All Fast-Track Initiative (EFA-FTI) benchmark. Most states allocated a large share of their total public spending to education, on average 31 percent, but there were notable differences in public per-student spending across the 15 states.
The secondary schools bursary scheme was introduced by the Government in the \n1993/1994 financial year. It was issued directly from the Ministry of Education to schools to enhance access, ensure retention and reduce disparities and inequalities in the provision of secondary school education. In 2003 Ministry of Science Education and Technology in line with government policy on decentralization, devolution and empowerment of communities, suggested that from financial year 2003/2004, the funds would be administered to constituency and district levels (MOEST, 2003).Fortunately, the same year NARC government came up with a secondary school bursary scheme for the same purpose though it was by CDF with funds from the Ministry of Planning. In particular, both bursaries are targeted at students from poor families, those in slum areas, those living under difficult conditions, those from pockets of poverty in high \npotential areas, districts in Arid and semi-arid lands (ASAL), orphans and the girl child. This study sought to examine the impact of bursary schemes on retention of students in public secondary schools in Gem District. The study was guided by the following objectives: To assess how adequacy of bursary schemes fund impact on retention of students; to examine the extent to which consistency of bursary schemes fund impact on retention of students; to assess how socio economic background of students impact on retention of students in public secondary schools; to determine the level at which public sensitization on bursary schemes impact on retention of students. The study was guided by the theory of socialist economics of education. A theory whose proponent is Louis Blanc. The theory emphasizes the need to create an economy that redistributes income from the rich to the poor so as to create equality of being. The study sourced \nrequisite data from 322 students‟ beneficiaries, 24 senior teachers and 12 Principals. The respondents were drawn using a combination of random and purposive sampling procedures. The study adopted descriptive design which was used to analyze primary data. Data was analyzed using frequency distributions, cross tabulations with SPSS and MS-Excel software packages. \nQualitative data in form of experiences, opinions and suggestions, were analyzed using \nqualitative procedures and were used to strengthen quantitative findings. The results of the study indicated that majority of beneficiaries were funded from CDF 78% and then followed by SESBAF 14%.Similarly, other students received both 6%. Bearing this in mind it found out that the total fees was too high as compared to the bursary that this providers were giving out being KES 3000 for day scholars and KES 5000/8000 for boarders. Even so, there were very strong convictions that bursary schemes were only supplementing students‟ fees and not generally paying school fees wholesomely. On the contrary, the data collected from schools further revealed that significantly higher number of beneficiaries 63% got bursary from other bursary providers, well-wishers and parents supplement respectively. Further findings revealed that \nstudents were not assured of continuous funding and that the disbursements were not in line with the school calendar year. This therefore motivated this study to recommend for allocation of more funds to constituencies and financing of a few beneficiaries adequately to completion, disbursement of funds to constituencies in line with schools calendar year. On the same note, without good governance and efficient management of Constituency Bursary Committees in relation to allocation of bursaries to beneficiaries in schools and financial management in particular, investment in education from any source would not bear the necessary fruits. \nConsequently, a research could be carried out to investigate the impact of NGO bursary scheme on retention of students in public secondary schools and a further study on school initiative programmes to ensure students retention in public secondary schools.
The purpose of this study was to assess the nature of Decentralization on Education Service Delivery in view of having the required institutions, manpower, availability of adequate finance and community participation in the provision of service delivery in the Woreda. The study was conducted Dubti Woreda of Afar National Regional State. To meet the above objective, Focus group discussion, In-depth interviews, and Observation were conducted with key informants, professionals, and community representatives. Data for the research was collected for primary sources of data with the help of interview guide, focus group discussion guide and observations. Secondary was also equally reviewed to assess the nature and performance of decentralization on education service delivery in Woreda.. According to the results of the study the student enrollment in the Woreda show that there is less parti cipation in student enrolment. According to the responses obtained from school directors, teachers a nd officials at Woreda Education Office level, the coordination and work relationship between Kebele Education Training Board on one side and Parent Teacher Associations' and Schools on the other is characterized as being very inadequate and minimal. The finding also indicated that the Education Office of Woreda and school are found to have manpower problem which appears to have negatively impacted the service of the office in the Woreda. According to the information obtained from officials through interviews indicated that, Woreda suffered from inadequate budget. Despite the block transfer increase from year to year for the Woreda, the revenue capacity of the Woreda was minimum because, of the Woreda lack of appropriate tax base identification.. Decentralized education service delivery requires available envir onment. However, since Woreda is characterized by Desert it is difficult to deliver education service delivery in the Woreda
The Constituency Development Fund (CDP) is a devolved or decentralized fund which is given to the constituency for the improvement of the livelihoods of those living in the area. The purpose of this study was to investigate determinants of delay in completion of CDP financed classrooms in public schools in Butere Constituency-Kenya. The research objectives were established to assess the influence of CDP management teams' capacity on completion ofCDP financed classrooms in PSB, evaluate the extent to which capacity of Contractors influences completion of CDP financed classrooms in PSB, examine the extent to which procurement process influences completion of CDP financed classrooms in PSB and to explore the extent to which popular participation influences completion of CDP financed classrooms in PSB. A comprehensive literature review was conducted to provide the researcher with background information on causes and effects of delays globally in the construction industry. \n \nThe study was anchored on theory of constraints which is an overall management philosophy introduced by Dr. Eliyahu M. Goldratt in 1984. In methodology, research design for the study was descriptive design. Target population for the study was 75 CDP financed classrooms in PSB. To select an appropriate sample size, simple random probability sampling without replacement and purposeful non probability sampling were used. Both quantitative and qualitative data and any other information relevant to the study were collected using questionnaire, key informant interviews, and project assessment tool. Analysis of data was done through coding, tabulations, and explanations. \n \nSPSS latest version was used to run descriptive analyses. The major ethical issues of concern for this study were informed consent, privacy and confidentiality, anonymity and researcher's responsibility. The study found that constraints in CDP management teams' capacity, capacity of contractors and procurement process contribute to delays in completion of CDP financed classrooms in PSB. The study also found out that Community participation does not contribute to late completion of classrooms. \n \nThe recommendations for the study were that the criteria of selecting project committee members be merit based with minimum qualification being relevant first degree, CDP contractors should seek to develop technical capacity through bringing on board staff with relevant experience and qualification and through continues capacity building, procurement process should be properly managed with funds being disbursed on time and that community be involved in all stages of the projects and their capacity and awareness enhanced. \n \nThe study also identified the following areas for further research; Carry out a similar study but consider county administrators as respondents, a study of project management personnel and competency need for CDP construction projects should also be done in order to have a wider view of competencies and personnel attributes that CDP stakeholders have and a research should also be done on determinants of cost overruns in CDP Construction projects.
A budget whether it is for a public institution or for a private profit oriented company, is a \nbasic and powerful tool in management and serves as a tool for planning and controlling \nthe use of scarce financial resources in the accomplishment of organizational goals. \nDespite this importance of budgeting, the implementation there-of and its suggested links \nto organizational structure, there has been little empirical exploration of how public \nsector budget implementation has developed within increasingly decentralized \nframeworks of governance. Most of the studies on budgeting mainly focus on the \npublicly listed firms sector and less on the non-listed sector. The study sought to \ndetermine the challenges of budget implementation at the Commission for Higher \nEducation in Kenya. \nThis study was a descriptive in nature done on a population consisting of 82 members of \nstaff at the Secretariat of the Commission for Higher Education. Self-administered \nquestionnaires were distributed to the sample drawn and descriptive analysis were \nemployed. Pie charts, tables, graphs were then used as appropriate to present the data The study found that the Commission faces several budget implementation challenges \nsuch as managers feeling insecure when following proscribed/restricted procedures, \ncorruption, lack of co-ordination, changing environmental needs, poor corporate \ngovernance structures, insufficient implementation capacities, delays in mobilizing \nexternal financing, overoptimistic implementation schedules and environmental hazards \nlike sudden change in regulations. The study hence recommends that the Commission \nshould overcome the challenges by studying the inflation trends since an increase in the \nsame leads to increase in cost and unexpected difficulties, conduct sufficient initial study so as to overcome the wide variance by conducting a monthly or quarterly review of \nfinancial implementation of the budget and the Commission to further identify budget \noverruns so that adequate countermeasures can be prepared
ABSTRACT\nA students’ Loan scheme is one among many alternatives for financing higher education in various countries around the world. Tanzania is one of the countries that have been practicing loan scheme system for financing higher education sub-sector. The purpose of this study is to examine the performance of the students’ loan scheme in Tanzania basing on the views of the stakeholders, mostly higher education students who are the main beneficiaries of the scheme.\n\nSome university students at the University of Dar es Salaam, the policy makers and policy implementers in the Ministry of Higher Education, Science and Technology and the Higher Education Student Loan Board respectively, were identified for the study. The study was guided by two research questions. These are: what is the performance of higher education student loan scheme in terms of the procedures for loan application and money disbursement; and does the student loan scheme contain the structures for loan recovery to the extent of being able to recover the loan?\n\nA qualitative strategy has been used in this study. Multiple methods were used for data collection, namely semi-structured interview, group discussion and documentary analysis. Twelve students of different academic years of study and student leaders at the student organization level, two policy makers and two policy implementers were interviewed. Twenty students were involved in a focused group discussion. And various documents including policy documents, guidelines and website documents were analyzed. Data collected was analyzed by induction process.\n\nThe findings show that the loan scheme in Tanzania is partly not performing well in terms of application procedures, disbursement of funds to students and loan recovery. Therefore to make the loan scheme perform at the convenience of the stakeholders, it is recommended that the government should decentralize the HESLB to district level (establish the district offices). By doing so some services such as distribution and collection of loan application forms and means-testing can be done at the district offices. In addition, it is recommended that the loan application forms can also be stationed at Advanced Secondary Schools to make it easy for the applicants to access them as most of the applicants are students from these schools.