ABSTRACT
This study examines the role of donor funds in enhancing educational outcomes and infrastructure development in primary schools in Bukoba, Tanzania. The research focuses on three key objectives: assessing the impact of donor fund management practices on academic success, evaluating the contribution of donor funds to students’ academic performance and retention, and identifying challenges faced in the implementation of education infrastructure projects. Using a mixed-methods approach, the study employed both regression analysis and descriptive statistics to analyse data from 165 respondents, including education officers, head teachers, teachers, and community members.
The findings revealed that effective donor fund management practices, characterized by accountability, strategic allocation, and stakeholder involvement, significantly influence academic success. Academic performance (AP) and retention rate (RR) emerged as the most substantial predictors of educational outcomes, aligning with theoretical frameworks such as Tinto’s (1993) academic integration model. However, variables like access to learning materials and school attendance showed minimal direct impact, emphasizing the complexity of factors affecting educational success. The analysis also highlighted critical challenges in infrastructure projects, such as bureaucratic delays, resource misallocation, and inadequate monitoring and evaluation.
The study concludes that while donor funding plays a vital role in promoting academic achievement and school retention, its effectiveness depends on efficient management practices and integrated support systems. Recommendations include enhancing financial oversight, community engagement, and capacity-building efforts, alongside streamlined policies to reduce bureaucratic barriers. The research contributes to the understanding of educational funding in developing regions and provides practical insights for policymakers and educational stakeholders to optimize donor investments for sustainable academic improvements.