Sustainability of Government-Funded School Projects: Nature, Criteria and Factors Affecting Community Participation in Sustaining Government-Funded School Projects in Morogoro Region, Tanzania

Abstract

This study explored the sustainability of government-funded school projects with a focus on nature, criteria, and factors affecting community participation in government-funded school projects in the Morogoro Region, Tanzania. The study employed a qualitative research approach. A total of 33 participants were involved. The study includes heads of schools, school board chairpersons, ward councilors, and ward education officers from secondary schools in selected districts. Data were collected through semi-structured interviews and then analyzed using thematic analysis. The study found that community participation in sustaining school projects varied by locality, with urban areas like Morogoro Municipality offering financial support, while rural districts such as Kilosa and Gairo provided labor and materials. However, participation was mostly passive and consultative, with minimal involvement in planning and decision-making, which weakened long-term sustainability. Informal practices, personal ties, and leadership influence shaped participation more than formal processes, while barriers such as economic hardship, poor communication, and weak leadership limited engagement though inclusive and transparent leadership significantly boosted trust and involvement. The study recommends establishing clear participation frameworks, enhancing community awareness, training local leaders, and introducing flexible contribution models to promote inclusive and sustained involvement.