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This study assessed the effectiveness of school committees in implementing set roles
and responsibilities in rural primary schools in Njombe Rural District. Five primary
schools from Njombe District were involved for data collection. The study employed
a descriptive research survey design, and a mixed research approaches were used for
data collection and analysis. Data were collected through questionnaires, interviews
and documentary review from a sample of 41respondents, i.e. 35 school committees,
five head teachers and one DPEO were employed. The study recognised that school
committees are ineffective because of the lack of involvement in some roles and
responsibilities like in dismissal and admission of pupils. It was also noted that there
were no frequent training for the newly elected school committee members. Apart
from that, the school committees had minimal power for the decisions since more
autonomy depends on the decisions made in parent meetings. In connection to that,
schools did not have guidelines, like the Education Policy of 1995, the Education Act
of 1978, 1995 and the PEDP1 (2002-2006). Therefore, it is recommended that for the
effectiveness of school committees should be given frequent capacity building,
involved in all roles and responsibilities and the Government should make sure all
primary schools have the Education Policy, the Education Act, and short-term and
long-term education plans prevailing at that time. |
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