Dissertation (MA Education)This study focused on the effect of conditional cash transfer (CCT) on educational outcome in Chamwino District in Dodoma, Tanzania. Specifically, it explored the level of compliance to educational conditionalities among CCTs beneficiaries and non-beneficiaries; to investigate the effect of CCTs on school enrolment in primary and secondary education, to assess the effect of CCTs on attendance in primary and secondary education and to determine the effect of CCTs on primary and secondary education completion. An embedded mixed-methods design was employed. A cross sectional survey among 210 CCTs beneficiary and non-beneficiary households was conducted. Concurrently, in-depth interviews were conducted among 12 key informants. Descriptive analysis and binary logistic regression were performed on data obtained from household survey. Data from in-depth interviews was transcribed and analyzed using content analysis. The research reveals that, CCT compliance was low especially among the male headed households compared to female headed households. Logistic regression indicated that there was positive but not significant difference between beneficiary and non-beneficiary households in terms of school aged children enrollment in school. Further, there was no significant difference on school attendance over the past 12 months among children from beneficiary and non-beneficiary households. The study also found no significant difference on completing the enrolled education cycle among children from beneficiary and non-beneficiary households. It is concluded that CCTs positively assist in enrollment, attendance and school completion but the mechanisms in place does not adequately ensure the basic education survival rate. Finally, the study recommends establishing of institutional linkages which may facilitate the mechanisms which will ensure not only transition from primary to secondary school but also survival rate in both levels.