A Comparative Analysis on The Functioning of School Boards and Commitees: Insights from Public Schools in Tanzania

Abstract

The article reports on the functioning of School committees (SCs) and boards (SBs) as governance bodies responsible for governing primary and secondary schools in Tanzania respectively. The study sought to compare the functioning of SCs and SBs in terms of accomplishment of their roles because the legal framework and functions of the two bodies are the same. Data were collected through review of eleven empirical studies and four policy documents and legislations. The results show that adherence to the enabling legislation in the establishment and composition of SCs and SBs has been observed. The results further indicate that school committees and boards have been effective in some of their roles including managing student discipline and supervising construction of school infrastructure; and less effectiveness in the areas of planning, monitoring, budgeting and informing policy implementation. The less effectiveness in the mentioned areas is attributed to a number of reasons including lack of skills and financial resources for capacity building to members of the committees and boards. Based on the findings, the study recommends that prioritisation of capacity building to the members of SBs and SCs should be a continuous undertaking by the government and other stakeholders