Education Policy vs. Practice: An assessment of Decentralisation by Devolution Practices in Secondary Education Sub-sector in Tanzania

Abstract

This study evaluated devolution reforms in the management practices of secondary education at the secondary school level. Employing a qualitative approach, the study involved 35 participants, comprising 10 school heads, 2 ward education officers, 3 District Secondary Education Officers, and 20 teachers. Data were collected using an interview guide and an open-ended questionnaire. The findings indicate that Decentralisation by Devolution (D by D) policy reforms have endowed schools with some authority over academic matters, resource mobilisation, staff monitoring and supervision, and addressing student misbehaviour. The study concludes that the effectiveness of decentralisation in enhancing education service delivery is contingent upon the appropriate delegation of designated functions to school actors. Evidence from this case suggests that the experience of Tanzanian secondary schools with education devolution aligns with that of many developing countries that have experimented with education decentralisation but have not achieved the desired outcomes due to inconsistent implementation processes. Consequently, this study recommends that the government undertake deliberate measures to empower school heads and boards by providing them with the necessary resources, training, and authority to function effectively. This includes facilitating their role in overseeing educational management systems.