Asian Research Journal of Arts & Social Sciences

Volume 22, Issue 3, Page 72-82, 2024; Article no.ARJASS.110062

ISSN: 2456-4761

Effect of Educational Equity on the

Quality of Education in Selected
Schools in Kwimba District, Tanzania
Edwin Z. Fulmes a++*, Prospery M. Mwila b#
and Daniel O. Onyango b#
a Kwimba district Council, Tanzania.
b St. Augustine University of Tanzania, Tanzania.

Authors’ contributions

This work was carried out in collaboration among all the authors. All the authors have read and
approved the final manuscript.

Article Information
DOI: 10.9734/ARJASS/2024/v22i3524

Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers,
peer review comments, different versions of the manuscript, comments of the editors, etc are available here:
https://www.sdiarticle5.com/review-history/110062

Received: 23/10/2023
Accepted: 27/12/2023
Original Research Article
Published: 28/03/2024

ABSTRACT

This study examined the effect of educational equity on the quality of education specifically, how the
equitable distribution of resources affects quality education in public secondary schools in Kwimba
district. It employed a mixed research approach with an embedded design and comprised 271
participants, including students, teachers, heads of schools, ward education officers (WEOs), and
district education officers (DEOs). The study was carried out in kwimba district, Mwanza Tanzania
from July,2023 to September, 2023. Both probability and nonprobability sampling techniques were
used to select the participants. The data were collected through questionnaires, interviews and
document reviews. The findings revealed that despite the number of challenges, the equitable
distribution of resources significantly affected the attendance, retention, and performance rate of
students. The results show that equity in resources improves education through the provision of
nutrition and food, fee-free programs, the equitable distribution of teaching and learning materials,

_____________________________________________________________________________________________________
++
Educational Officers;
#
Academicians;
*Corresponding author: Email: bapropsk@gmail.com;

Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

the construction and rehabilitation of infrastructure, and the allocation of qualified and adequate
teachers. Basing on the findings, it was concluded that to improve the quality of education in
secondary schools in Kwimba district, there should be a concerted effort to ensure the equitable
allocation of educational resources. There should be a collaborative effort among parents, the
community and the government to ensure that the challenges that limit students from accessing
school resources are minimized or eliminated.

Keywords: Educational equity; equitable allocation of educational resources; quality education; public
secondary schools; quality of learning; Tanzania.

1. INTRODUCTION the quality of education for disadvantaged

students who were then subjected to exclusion
Educational equity is not a new policy in the field because of their disabilities, gender,
of education, as it lies at the heart of the socioeconomic background, and geographical
sustainable development goal (4), which location (rural areas) [6]. In fact, the government
emphasizes inclusive and equitable quality introduced a fee-free education scheme in 2015
education and promotes lifelong learning that directed public schools to ensure that
opportunities for all [1]. Equity, as included in this secondary education is free for all children. This
study, refers to the fair allocation of resources included the removal of all forms of fees and
and opportunities among diverse children for contributions that were provided by parents or
them to achieve the same outcomes regardless guardians. It also included the construction and
of the starting conditions and barriers. This does rehabilitation of school infrastructures, the supply
not imply that all students achieve the same of teaching and learning materials, and the
academic results but rather that academic allocation of adequate teachers to all public
discrepancies are unconnected to students' secondary schools [6].
backgrounds or to economic or social situations
in which students have little influence [1]. The Like other districts in Tanzaniaa, the Kwimba
burden of realizing this convention has been district is also implementing equity policies
placed under governments, with a number of in the provision of secondary education. The
global initiatives and mechanisms being put in Kwimba district Strategic Plan 2016–2021
place by multilateral agencies to support and shows that the district is committed to improving
enable this process. Consequently, many access, quality, and equitable secondary
countries, both developed and developing, have education delivery. Almost every ward in
integrated equity in their education systems [2]. Kwimba district has a secondary school.
Thus, there are 31 public secondary schools
For example, in Malaysia, the commitment to scattered throughout each ward. This
educational equity focused on ensuring that all makes secondary education accessible to
schools and students have the same opportunity children from both urban and rural places [7].
and ability for excellence inclusive of national Additionally, the district has committed to
and national type schools so that access, equity enrolling and providing a supportive learning
and quality can be improved [3]. Similarly, in environment for all disabled students in
Ghana, to address the inequalities between rural secondary schools (7). Furthermore, since
secondary schools that cater to a large number 2015, the district has been providing
of disadvantaged students and urban secondary fee-free education for all students admitted to
schools, the government implemented the free secondary school. These efforts resulted
senior high school policy (FSHS). This policy was in an increase in the enrolment rate since the
designed to ensure equal access to high-quality removal of financial barriers opened the
secondary education by removing financial door for many disadvantaged individuals to
obstacles [4]. This is also evident in kenya, obtain access to secondary education. This
where the government is providing financial concurs with the findings of a study in the
assistance to day secondary schools and Ruangwa district in Tanzania, which
devolving services to the county level, including revealed that the introduction of fee-free
secondary education [5]. education increased the enrolment rate and
attendance rate among students because most
The government of Tanzania committed to equity of the parents were unable to afford the cost
in education with the same objective of improving [8].

73
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

However, it is not well documented whether for the inequitable distribution of teachers in the
educational equity raises the quality of education Ruangwa District Council [10]. This implies that
in the context of the Kwimba district. This study, for schools to perform better, they should have
therefore, was inspired by the rising concerns of competent and motivated teachers. Conclusively,
various stakeholders about the uncertainty of the the study calls for government initiatives that
effects of education equity in resource allocation could offer stronger encouragement and support
on educational quality measured by students’ for ensuring that all students have equal access
attendance rate, students’ retention rate, to competent and successful teachers.
performance rate and students’ transition rate in
public secondary schools, which present 2.2 Equitable Allocation of Funds
significant challenges to policy-makers. Using
quantitative measures of teachers and student- Educational inequities are also created by the
level data, this study explored the effects of uneven distribution of financial resources. The
equitable resource allocation on improving the literature reveals that uneven allocation of
quality of education. education funds between high-income and low-
income areas creates a student achievement
2. LITERATURE REVIEW gap. A study conducted in the USA revealed that
uneven allocation of education funds between
Equitable resource allocation refers to the high-income and low-income areas created
distribution and utilization of resources (people, learning outcome disparities between the types
materials, and money) to create students’ of students from two different social classes [11].
experiences that enable all students to achieve Similarly, in Kenya, it was observed that a lack of
empowering and improved learning outcomes enough funds was a major challenge in
regardless of their race, disability or income. It mobilizing and allocating learning resources in
includes distributing financial resources while secondary schools. Consequently, uneven
considering schools with high percentages of funding led to a high rate of school dropout, an
disadvantaged students, distributing qualified increase in the crime rate and unemployment
and experienced teachers between rural and rate and poor academic results [12]. Therefore,
urban schools, and considering schools with money is the clearest indicator of educational
disabled students. It also includes distributing equity; however, most educational systems,
material resources while considering the needs especially in Africa, lack sufficient funds to
of the students. Studies indicate that equitable support socioeconomically disadvantaged
resource distribution increases the quality of students.
education in a given field by maintaining high
student enrolment, attendance, completion, and 2.3 Equitable Distribution of Teaching
retention rates and improving students’ and Learning Materials
performance and attainment of noncognitive
skills (2). However, practically every educational Teaching and learning materials have equal
institution faces difficulties with the problem of importance for student achievement. Students
equitable resource allocation. with enough learning materials, such as books,
computers, internet networks, laboratories,
2.1 Equitable Distribution of Teachers classrooms, libraries and other materials, have
more opportunities to learn and use them to
The equitable distribution of teachers, which succeed in their academic achievement than do
includes not only allocating teachers to school students with less learning materials [11]. It was
but also motivating and improving their working revealed in Pakistan that poorer availability,
conditions, determines the level of quality inefficient allocation, and inadequate utilization of
learning that will be provided. The studies show instructional materials result in resource waste,
that teachers’ motivation is directly linked to reduced efficacy, and poorer academic
students’ learning achievements. A study performance of students [13]. This means that
conducted in the United States of America (USA) learning materials can have an enormous effect if
revealed that an increase in teachers’ salaries is they are properly allocated, equalized for each
associated with a noticeable increase in the student, and used effectively. This finding
proportion of teachers who are experienced, corresponds to what was found in the Misungwi
qualified and well educated [9]. Similarly, it was district in Tanzania, where sufficient learning and
found that a combination of lack of motivation teaching resources are available in rural
and incentives are among the factors responsible secondary schools in the Misungwi district, but

74
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

these resources are not well managed in Kwimba district. The study employed a mixed
teaching and learning processes [14]. Generally, research approach by embedding qualitative
the literature reviewed indicates that equitable data within dominant quantitative data. The
resource allocation improves the educational researcher collected both qualitative and
quality of disadvantaged students; however, quantitative data at the same time, and the less
most of the related studies were conducted qualitative data that were collected by using
outside the context of the Kwimba district, semistructured interviews were embedded within
focused on primary and high learning institutions, a dominant quantitative dataset that was
and others were based on a single research collected by using a closed-ended questionnaire.
approach. This study therefore examined the
effects of education equity in the context of public 3.2 Targeted Population
secondary schools in the Kwimba district based
on equitable resource distribution. The targeted population of the study was 2349
participants from public secondary schools. It
3. METHODOLOGY comprises 2200 secondary school students, 138
secondary school teachers, 5 ward education
3.1 Research Approach officers (WEOs), 5 heads of schools (HOSs), and
1 district secondary educational officer, including
This study aimed to investigate whether the students, teachers, heads of schools, ward
equitable distribution of resources affects quality education officers (WEOs), and district education
education in public secondary schools in the officers (DEOs).

3.3 Sampling Procedure

Table 1. Summary of participants’ sample

Participants’ Category Population Sample Percentage (%) Sampling Technique

Schools 31 5 16 Simple Random Sampling
DSEO 1 1 100 Purposive Sampling
HOS 31 5 16 Purposive Sampling
WEO 30 5 17 purposive Sampling
Teachers 138 40 28 Stratified Sampling
Students 2200 220 10 Stratified Sampling
Total 2400 271 11.2
Source: Researcher

3.4 Description of the Data Collection Methods and Instruments

This study employed questionnaires and semistructured interviews as methods for data collection.
Under these methods, interview questions and questionnaire questions were used as instruments for
data collection.

3.5. Validity of the Instruments

The research instruments in this study were validated through a) a pilot study, b) face validation, and
c) content validation. The pilot project was performed in a public secondary school in the Kwimba
district that was randomly chosen, and it included 10 participants—2 teachers and 8 students. The
real study did not involve the study's participants. In this study, the face and content of the research
instruments were validated by university research experts at St. Augustine University of Tanzania.
The researcher sent questionnaires to the supervisors for validation to determine whether they had a
logical link with the objectives and the relevance of the content, grammar and arrangement of the
questions.

75
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

3.6 Reliability of the Study analysis with the help of the Statistical Package
for Social Science (SPSS) Version 20 program.
To guarantee the reliability of the questionnaires, The qualitative data were chronologically
the study used the split-half technique, where the arranged, summarized and classified via
researcher haphazardly selected 10 teachers for thematic analysis to obtain the general themes.
testing the reliability of the questionnaires That is, after the collection of data, the
prepared for teachers and randomly selected 10 researcher transcribed the data, grouped the
students for testing the reliability of the responses into themes, and developed a table to
questionnaires prepared for students. Both summarize the themes and to write down how
teachers and students were divided into two these themes reflect or differ from the
groups based on even and odd numbers. Then, experiences reported by other researchers.
the questionnaires prepared for the students
were administered to the two groups of students 4. RESULTS AND DISCUSSION
to complete the information needed, while the
questionnaires prepared for the teachers were This study aimed to investigate the effects of the
administered to the two groups of teachers to equitable distribution of resources (human
complete the information needed. The results resources, material resources and financial
from one part of the teachers were correlated resources) on improving the quality of education
with the results from the second part of the in public secondary schools. The questionnaires
teachers to see the relationship; similarly to the for this specific objective consisted of statements
students, the process was performed to correlate describing how the equitable distribution of
the results. The correlation coefficient of the resources contributes to improving the quality of
instruments was calculated with SPSS version education. They include school feeding
20, where a correlation coefficient of 0.81 was programmes, fee-free secondary education
obtained from the questionnaires prepared for programmes, the provision of adequate learning
students and 0.84 was obtained from the and teaching materials, the construction of
questionnaires prepared for teachers. It is adequate and friendly infrastructure and the
recommended that a ratio of 0.8 or higher distribution of adequate and qualified teachers.
indicates strong split-half reliability [15]. The The respondents were asked to show the extent
reliability of the interview questions was to which these statements were applicable in
determined using trustworthiness and their school context in relation to quality
authenticity, which are determined by four education by ranking the scales using 5=very
indicators: credibility, transferability, large extent, 4=large extent, 3= some extent, 2=
dependability and confirmability. little extent and 1= no extent. The results are as
follows.
3.7 Data Collection Procedure
4.1 Nutrition and Food Program
For the quantitative data, the questionnaires
were administered personally to the teachers and In Table 2, the teachers’ responses indicate that
students of the sampled secondary schools to 19 respondents, similar to 47.5%, revealed that
complete the questionnaires. They were to a high extent (a very large extent and a large
personally administered to ensure a high rate of extent), the school feeding program improved
return. Half an hour was given for respondents to quality education by increasing the attendance,
complete the questionnaires. Then, the retention and performance of students.
questionnaires were collected for analysis. For Additionally, the Table 3 student responses
qualitative data, the researcher conducted face- indicate that 132 participants (60%) revealed that
to-face interviews with DEO, WEO and HOS to a high extent, the school feeding program
participants using predetermined questions while improved quality education by increasing the
noting down and audio taping the responses attendance, retention and performance of
from the participants. The appointment was students. Inconsistency of opinion between
sought from the DSEO, WEO and HOS at the teachers and students implies that the school
time of the interview. feeding program is probably ineffective in
secondary schools, either because it was
3.8 Data Analysis Procedure accessible only for students whose parents were
capable of contributing or because the
This study processed, coded, classified, and accessibility of food for all students was minimal.
analysed quantitative data by using descriptive Nevertheless, the qualitative data revealed that

76
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

Table 2. Teachers’ responses to the effects of equitable resource distribution on quality

education

Value 1 2 3 4 5
The school feeding program - 5 (12.5%) 16 (40% 15 (37.5%) 4 (10%)
Fee free secondary 1 (2.5% 1 (2.5% 6 (15%) 17 (42.5%) 15 (37.5%)
education program
Fee free program leads to 5 (12.5%) 1 (2.5%) 13 (32.5% 9 (22.5%) 12 (30%)
scarcity of resources
Distribution of learning and 1 (2.5%) 12 (30%) 7 (17.5%) 12 (30%) 8 (20%)
teaching materials
School contribution 7 (17.5%) 8 (20%) 11 (27.5%) 5 (12.5%) 9 (22.5%)
Distribution of School 1 (2.5%) 3 (7.5%) 15 (37.5%) 13 (32.5%) 8 (20%)
Infrastructure
Distribution of teachers 1 (2.5%) 7 (17.5%) 13 (32.5%) 10 (25%) 9 (22.5%)
Source: Field Data (2023)

Table 3. Students’ responses to the effects of equitable resource distribution on quality

education

Value 1 2 3 4 5
The school feeding 4(1.8% 19 (8.6%) 65 (29.5% 83(37.7% 49 (22.3%)
program
Fee free secondary 4 (1.8%) 12 (5.5%) 36 (16.4%) 60 (27.3%) 108 (49,1%)
education program
Fee free program leads 56 (25.5%) 33 (15%) 41 (18.6%) 45 (20.5%) 45 (20.5%)
to scarcity of resources
Distribution of learning 18 (8.2%) 20 (9.1%) 51 (23.2%) 56 (25.5%) 74 (34.1%)
and teaching materials
School contribution 100 (45.5%) 44 (20%) 33 (15%) 22 (10%) 21 (9.5%)
Distribution of School 18 (8.2%) 29 (13.2%) 37 (16.8%) 59 (26.8%) 77 (35%)
Infrastructure
Distribution of teachers 10 (4.5% 24 (10.9%) 56 (25.5%) 60 (27.3%) 70 (31.8%)
Source: Field Data (2023)

all secondary schools were obliged to implement government to ensure that students obtain
meals for students to provide both educational access to food and nutrition services
and health benefits to most vulnerable children. ………………. Yeah! This helps to reduce
Nutrition and food had far reaching importance to students’ short-term hunger, improve
the quality of education, as they motivated many enrolment and attendance and improve
students to be enrolled in secondary school. It students’ cognitive health and academic
also increased the attendance and made performance.”
students pay attention to the classroom and
hence the overall performance of the students. However, despite efforts to ensure food security
DEO was reported saying for students, the program is facing challenges in
some secondary schools in rural areas. One
“We are now implementing provision of food head of school said,
to students through the program known as
mpango wa shule salama (safe school “……..The challenge that we face in the
program for secondary schools) initiated by implementation of school feeding
the ministry of education which among other programs is that the rate of food contribution
objectives, it aims at strengthening food and from the parents and community
nutrition provision services to students and surrounding the school is low due to poor
we have disbursed school feeding guidelines harvest people experience because of
to secondary schools. The program requires drought and climatic change, as you know
the school to involve parents and the the majority of people here depend on
surrounding community and local agriculture.”

77
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

This statement verifies that although the program students in secondary schools since it helps a
contributed to improving quality education by large number of female students access
increasing students’ enrolment, attendance and secondary education [6].
performance, the accessibility of nutrition and
food in secondary schools was still uncertain To obtain more details on the effects of fee-free
because the school feeding program depended secondary education on quality education, the
greatly on the economic wellbeing of the parents researcher conducted interviews with DEOs,
since no government budget was specified for WEOs and school heads. It was reported that the
the implementation of the program. This differs government introduced fee-free education as a
from Malaysia, where the government provides way to remove economic barriers to obtaining
supplementary funds (1.0 billion) every year to access to secondary education for students from
support students from poor families through low-income families. Providing a response to the
meals, school fees, hostel fees, school uniforms interview, one head of school was quoted:
and transport costs. As a result, there were
improvements in academic performance, “Since the introduction of fee-free secondary
retention rate, completion rate and attendance education, the number of students has been
rate among disadvantaged students [3], as increasing rapidly, even those who were
Maslow’s hierarchy of needs theory insists that dropping out on the basis of inability to pay
when children have access to food, water, and school fees have no more reasons. For
clean restrooms at school, they learn more and example, before the program, we used to
achieve success at greater levels [16]. Therefore, admit eighty, ninety to one hundred students.
the unpredictability of the availability of food in but now it starts at two hundred students and
secondary schools ultimately demotivates above.”
students’ performance and attendance and
ultimately leads to school dropout because it is (Interviewee School B, July 2023)
suggested that it is difficult for a student who is
hungry and weary to concentrate on their studies This indicates that fee-free education programs
[16]. Therefore, schools should take serious to a high extent have increased the enrollment of
measures to implement food programs in a large number of students, including female
secondary schools to address this situation. students who were previously subjected to early
marriage, domestic work and children’s careers,
4.2 Fee-Free Secondary Education due to the inability of the parents to pay school
Program fees. Additionally, this indicates that fee-free
education has improved student retention, as
The contribution of fee-free education programs many students who were dropping out on the
to improving the quality of education in basis of inability to pay school fees are retained.
secondary schools in Tanzania cannot be Nevertheless, the increase in enrolment is
underestimated. The Table 2 teachers’ expected to align with the overcrowded
responses indicate that 32 participants (equal to classroom and lack of learning resources in
80%) revealed that, to a large extent, the fee-free secondary schools. Therefore, this study also
secondary education program improved the wanted to reveal whether fee-free secondary
quality of education by increasing students’ education has resulted in a shortage of
enrolment in secondary schools, attendance and resources and overcrowded classrooms. The
student retention. In addition, the responses of results from the teachers’ responses in Table 2
the students in Table 3 indicate that 168, similar indicate that 21 teachers (52.5%) revealed that,
to 76.4%, of the respondents revealed that fee- to a high extent, fee-free secondary education
free secondary education increased student led to overcrowded classrooms and a shortage of
enrolment, attendance and retention to a high learning resources in secondary schools. In
extent. The findings establish that the majority of contrast, Table 3 shows that 90 students, which
the participants supported the contribution of fee- is similar to 41%, reported that to a high extent,
free secondary education to opening the door for fees for free secondary education contribute to
the majority of students from all backgrounds to overcrowded classrooms and a shortage of
obtain access to secondary education. This learning resources. The division of opinion
finding corresponds with previous studies indicates that there was an uneven distribution of
suggesting that the introduction of a fee-free school resources among secondary schools,
program, which is very popular as “Elimu Bure”, meaning that in some secondary schools, the
ensures the enrollment of a large number of introduction of fee-free programs did not go hand

78
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

in hand with the improvement of infrastructure facilities. This is in line with the findings of a
and increase in the supply of teaching and study conducted in the Rombo district, Tanzania,
learning resources. This concurs with the which revealed that schools with inadequate
findings of previous studies that found that the learning and teaching materials, such as models,
budget deficit due to fee-free secondary posters, laptops, books, maps, and past papers,
education hinders efforts to achieve equity since are likely to perform poorly, but those with
some schools are facing challenges in running adequate learning and teaching materials are
daily school activities [6]. Therefore, it is an likely to perform well [17]. Therefore, the
opinion that schools with a scarcity of resources government should not be satisfied with only the
should find other sources of income through provision of fee-free secondary education
resource mobilization to secure the situation. programs without the adequacy of learning and
teaching materials.
4.3 Adequate Supply of Learning and
Teaching Resources 4.4 School Infrastructure
The school environment is another factor that
Disadvantaged students also need extra support
determines the retention and academic
from learning resources because of their
achievement of students who come from different
socioeconomic background, on which they have
socioeconomic backgrounds. The Table 2
no control. Table 3 shows that 20 (50%) of the
teachers’ responses indicate that 21 teachers
teachers’ responses revealed that to a high
(52.5%) revealed that to a high extent, school
extent, the supply of learning and teaching
infrastructure, such as classrooms, latrines,
materials was adequate to support students’
laboratories, libraries, electricity and water
academic performance. Similarly, the responses
supply, was adequate to support the retention
of the students in Table 3 indicated that 130
and academic performance of students.
students, equivalent to 59.6%, showed that to a
Similarly, Table 3 shows that 136 students,
high extent, the learning and teaching materials
equivalent to 61.5%, reported that to a high
were adequate and improved students’
extent, the infrastructure was adequate and that
performance. Almost half of the participants
the quality of education was improved by
supported the presence of adequate learning
retaining students and improving their academic
materials in their schools. The findings imply that
performance. This means that the majority of
in the study area, there was an uneven
respondents support that infrastructures were
distribution of teaching and learning materials.
adequate to improve the achievement of
This means that while some secondary schools
students, while few did not support them. This
had an adequate supply of learning and teaching
finding implies that the majority of secondary
materials to support the performance of students,
schools had adequate infrastructures that were
others had a limited supply. In addition, the
necessary to support student achievement when
information from the interviews revealed that the
compared to a few that had deficits. In addition,
schools had teaching and learning materials
interviews revealed that the construction and
such as text books, reference books, and
rehabilitation of infrastructures such as
teaching aids but were not adequate compared
classrooms, laboratories, hostels, libraries, and
to the number of students. One head of school
latrines contributed to improving the quality of
said,
education in secondary schools by improving the
performance of students, retaining them and
“We receive books of all subjects that are increasing their attention. One ward education
taught here through the Tanzania Institute of officer reported,
Education (TIE), but there are only a few
compared to the number of students we “In my ward, we have constructed quality
have. So we keep them in one room for classrooms and hostels for female students,
students to access them any time they want.” as you can see through the project called
mradi wa uviko and through mradi wa pochi
Interviewee school A (2023) la mama. We have no more shortage of
classrooms, and our students are no longer
Such a situation may be a challenge for the walking long distances to come to school;
academic achievement of students from poor the problem we have here is water; we
and uneducated families whose parents are only depend on water from the wells in our
capable of buying food for them and no other community surrounding the schools.

79
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

This quotation indicates that the government was teachers, equivalent to 47.5%, revealed that to a
working hand in hand with development partners high extent, the equitable distribution of teachers
to improve the learning environment in contributed to improving quality education by
secondary schools to give disadvantaged increasing students’ academic performance.
students an opportunity to access quality Additionally, Table 3 shows that for 130 students,
education. This corresponds to Ghana, where a number similar to 59.1 indicated that to a high
the government, in collaboration with the World extent, equitable teacher distribution contributed
Bank (WB), introduced secondary education to improving education quality. This means that
improvement projects (SEIP) to support deprived almost half of the respondents supported that
schools with infrastructures, training teachers of there was an equitable allocation of teachers that
low-performing schools, providing ICT tools, and contributed to improving students’ performance,
constructing new secondary schools, the efforts while others did not. This division of opinion
that paid off by increasing enrolment rates, indicates that there was uncertainty regarding the
performance rates, retention rates and equitable distribution of teachers in secondary
completion rates among disadvantaged students schools; hence, its impact on improving quality
[4]. However, in some secondary schools, education was minimal. This is probably because
infrastructure was still a challenge. One head of there was a shortage of teachers in secondary
school said, schools in the study area or because there was a
low incentive for teachers in public secondary
“Classrooms are adequate but need schools in the study area. In addition, interviews
rehabilitation, no hostel, so our students revealed that the schools had an adequate
spend most of their time walking to and from number of teachers, especially social science
school, and we have a shortage of toilets for subject teachers, as the government continued
both male and female students, as we have recruiting teachers every year. This situation
only ten latrines to accommodate 639 reduced the workload of teachers; as a result,
students. This situation contributes to they had enough time to support students
increased truancy and school dropout among academically. In some secondary schools,
students, especially female students, however, natural science subject teachers are
because some of them become pregnant still a challenge. One head was reported saying
along the way to school”.
“…The problem is science subject teachers
Interviewee School D (July 2023) like teachers of chemistry, physics, biology
and basic mathematics. We use to hire
Such a situation negatively affects the academic temporary teachers through parents’
development of students, especially girls, contributions to assist us in this area;
because the environment was not supportive of however, they come and go because of low
sustaining them; as a result, they ended up payment, and others get better employment
dropping out. To support this, it was asserted in town.”
that although learning opportunities were granted
to both genders, there were complaints regarding Interviewee School C (July 2023)
school environmental challenges such as
inadequate sanitary facilities, ineffective The quotation verifies that in some secondary
counselling services, low parental involvement in schools, there were inadequate distributions of
school gender activities, and minimal protection teachers that forced the schools to find
that posed danger to girls [18]. alternatives by hiring temporary teachers through
parents’ contributions. This is also observed in
4.5 Equitable Teacher Distribution the UAS, where the study revealed that the
distribution of teachers is not equitable within
Since teachers are central to what takes place in regions, districts, or schools. Schools serving a
the classroom, the equitable distribution of large number of students from poor families are
teachers is essential for ensuring that all less likely to be taught by high-quality and
students have equal opportunities to learn. experienced teachers [9]. Therefore, the
Equitable teacher distribution not only involves shortage of science subject teachers in some
the allocation of enough teachers to schools but secondary schools might affect the performance
also involves motivating and allocating teachers of students, as many teachers hired are from six
according to the needs of students in that leavers who do not have teaching professionals
particular school. The Table 2 shows that 19 and are not well paid.

80
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

Generally, the results indicate that equitable consistent responses regarding equitable
resource distribution is perceived to have a resource allocation, such as the provision of
significant impact on education quality. It was nutrition and food to students, the supply of
established that equity in resources improves adequate learning resources, the construction
education through the provision of nutrition and and rehabilitation of school infrastructures, fee-
food, fee-free programs, the equitable distribution free secondary education programs and ensuring
of teaching and learning materials, the that qualified teachers are adequate and
construction and rehabilitation of infrastructure, motivated to support students, underscore its
and the allocation of qualified and adequate significance in enhancing quality education.
teachers. Furthermore, the findings indicate that Therefore, schools should collaborate with
some schools had a shortage of school parents, the community and the government to
infrastructure, teaching and learning materials, a minimize or eliminate the challenges that limit
shortage of natural science subject teachers, and students from accessing school resources.
a shortage of funds for incentives for teachers.
This finding corresponds to previous studies that COMPETING INTERESTS
found that although fee-free projects and the
abolition of school money contributions ensured The authors declare that no competing interests
equity among the population in Tanzania, the exist.
budget for secondary schools is too small to
accommodate needs [6]. This ultimately affects REFERENCES
the effort to achieve equity since some schools
are facing challenges in performing daily school 1. OECD. Equity in Education: Breaking
activities. The government should identify and Down Barriers to Social Mobility. PISA,
increase the budgets of these schools with OECD Publishing; 2018.
deficits for the improvement of students and 2. Omoeva C. Mainstreaming equity in
nations at large. education. Education policy and data
center; 2017.
5. CONCLUSION AND RECOMMENDA- 3. Nordin, A. Rexamining implementation of
TIONS policy on equity in education in Malaysia.
International journal for educational
The research findings showed that the equitable studies; 2012
distribution of resources improved the quality of 4. Banson M. Achieving quality and equity in
education through school feeding programs, fee- Ghana’s secondary education: Strategies,
free secondary education programs, the opportunities and constraints. OSLO
provision of adequate learning and teaching Metropolitan university; 2022.
materials, the construction of adequate and 5. Nyatuka B, Bota K. Equity I n access to
friendly infrastructure and the distribution of secondary education in Kenya: a historical
adequate and qualified teachers. The findings perspective. Journal of education and
also indicated that these initiatives contributed to practice; 2014.
improving students’ enrolment, attendance, 6. Kambona SF. Equity outlining and major
retention, and confidence and subsequently strategies for its realization in Tanzania
improved their academic performance. In lower secondary education. The World
addition, the findings also revealed that there Voice Nexus; 2020.
were several challenges that faced equitable 7. United Republic of Tanzania. Kwimba
resource distribution in secondary schools, such district Strategic Plan 2016 – 2021. URT;
as shortages of infrastructure such as toilets, 2017.
hostels, water supply, and libraries in some 8. Mbawala M. An assessment of the
secondary schools, shortages of funds to run implementation of fee free education in
daily school activities, shortages of natural Tanzania: a case of Ruangwa district, Lindi
science subject teachers, low rates of food region Tanzania. Open University of
contribution from parents, and shortages of Tanzania; 2017.
teaching and learning materials. 9. Adamson F, Darling-Hammond. Funding
disparities and inequitable distribution of
Based on the findings, it can be concluded that teachers: Evaluating sources and
resource distribution was perceived to have a solutions. Stanford University; 2012.
greater impact on improved-quality education in 10. Lusigu J. Factors for unequal distribution of
the context of the Kwimba district. The relatively primary school teachers in Ruangwa

81
 Fulmes et al.; Asian Res. J. Arts Soc. Sci., vol. 22, no. 3, pp. 72-82, 2024; Article no.ARJASS.110062

district council, Tanzania. Journal of public secondary schools in Misungwi

education and practice ISSN 2222-288X; district, Tanzania. Research Gate;
2013. 2022.
11. Yao Q. Determine the impacts of uneven 15. Mugenda OM, Mugenda AG. Research
distribution of resources on major choosing methods, qualitative and quantitative
of students from different regions in US. approaches. ACT; 2003.
Atlantis Press SARL; 2021. 16. MC Leod, S. Maslow’s Hierarchy of Needs;
12. Wambua A. Mobilization and allocation of 2018.
the teaching and learning materials in Available:https://www.simplysychology.
public secondary schools in Makueni org/maslow.html
County, Kenya. Kenyatta University; 2015. 17. Tety J. The role of instructional materials in
13. Dahar M, Faize F. Effects of the availability academic performance in community
and the use of instructional materials on secondary schools in Rombo district. Open
academic performance of students in university of Tanzania; 2016.
Punjab (Pakistan). Euro journal publishing; 18. Ogawa K, Wokadala J. Analysis on equity
2011. issues in lower secondary education in
14. Pamela B, Mwila P. Assessing the East Uganda. Kobe University, Japan;
status of educational resources in rural 2012.

© Copyright (2024): Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms
of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0 ), which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is properly cited.

Peer-review history:
The peer review history for this paper can be accessed here:
https://www.sdiarticle5.com/review-history/110062

82