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CITIZEN EMPOWERMENT IN THE MANAGEMENT OF Education AT THE GRASSROOTS LEVEL IN TANZANIA: EXAMINING ITS IMPLICATIONS TO THE PERFORMANCE OF SCHOOL COMMITTEES IN MVOMERO DISTRICT COUNCIL AND MOROGORO MUNICIPALITY

OREST SEBASTIAN MASUE

M.PHIL (PUBLIC ADMINISTRATION) STUDENT
Friday, October 1, 2009
 

Table of Contents

代写留学生论文CHAPTER ONE: INTRODUCTION 4
1.1Introduction 4
1.2 Background to the study 5
1.2.1 An overview to the education system in Tanzania 5
1.2.2 Management of primary education in Tanzania 5
1.4 Statement of problem 7
1.5 Objectives of the study 8
1.6 Research questions 8
1.7 Significance of the study 9
1.8 Limitations of the study 10
1.9 Delimitation/scope of the study 10
CHAPTER TWO: 11
THEORETICAL FRAMEWORK: EMPOWERMENT THEORY 11
2.1Introduction 11
2.2 Theoretical framework of the study 12
2.3 Other Theoretical perspectives (competing theories) 12
2.3.1 The voluntary theory of participation 12
2.3.2 The communitarian theory of participation 13
2.3.3The attitude theory 13
2.3.4The Public choice theory (Buchanan and Gordon, 1962) 14
2.4 Empowerment theory: A review of literature 14
2.4.1 The roots of empowerment 15
2.4.2 Meaning of empowerment 16
2.5 Linking the Arnstein’s ladder of citizen participation to the concept of empowerment 18
2.6 Operational sing empowerment 20
2.7The World Bank’s model 21
2.7.1Access to information 21
2.7.2 Inclusion/ participation 22
2.7.3Accountability 23
2.7.4 Local organizational capacity 23
2.8 The Resources- Agency- Outcomes model 24
2.8.1 Resources 25
2.8.2 Agency 26
2.8.3 Achievements 26
CHAPTER 3: DECENTRALIZATION AS A STRATEGY OF ENHANCING CITIZEN POWER 27
3.1 Introduction 27
3.2 Different conceptual orientations 28
3.3 Public sector decentralisation 29
3.4 The ‘continuum’ of decentralisation 30
3. 5 Decentralisation policy in Tanzania 34
3.6 What can decentralisation contribute to the service delivery systems? 36
3.7 Educational decentralization in Tanzania 37
3.7.1Policy framework 38
3.8 Trends in the development of primary education in Tanzania 40
3.8.1 The period before Arusha Declaration (1961-1967) 40
3.8.2 The Arusha Declaration era (1967-1986) 41
3.8.3 The liberalization era (1986-to date) 43
3.9 Analytical framework   of the study 43
3.9.1 Dependent variable 44
3.9.2 Independent variables 45
References 
CHAPTER ONE: INTRODUCTION

1.1Introduction

This chapter serves as ‘a foundation chapter’, as it covers the key aspects (research problem, objectives and questions) from which the other chapters proceed. The chapter starts with an overview of the education system in Tanzania so as to establish the position of the study. That is, to put it clear as to what type of school committee the study was confined.  After the overview, it   proceeds to highlighting the Background to the study, Statement of the problem, Research objectives, and Research questions. The chapter culminates by outlining the Rationale, Limitations and Scope of the study. 

1.2 Background to the study

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