EDUCATION ADMISTRATION AND FINANCE

A Final Report Submitted to

University Of Tsukuba

Japan

In partial Fulfillment of the Requirement of the Certificate of In-services Training Program for overseas Teachers

Master’s Program in Education

2015-2017

By

Gatluak Gach Chuol

Republic of South Sudan

Prof: Fuji Hodaka Academic Advisor

March 2017

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Acknowledgement

It’s possible to thank all the people who have contributed toward the successful

of this research. Those whose names not been mention are thanked as much as

those whose name been mention. The name mentions are just a few example of

the kind of helps I got. My research supervisor Professor Fuji Hodaka and My

Tutor Honda tatsu did a commendable job. It’s my hope that, they learn as much

as they contributed. Head teacher trainee coordinator Mrs Chankea and those

whose schools were visit also provides available information for the success of

this research. Without them, this research would not been completed in its

present form. I would likes to thanks my families who have been patient since my

absent at home and to my entire colleagues who also been struggle with me to

complete this program.

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Abstract

This paper aims to provide an overview of the school of south Sudan and Japan’s Educational

administration and finance system and to analyze how both countries ran their financial policy

to empower and develop their educational institutions. In Japan, local governments play a

major role in redistribution and empowering school principals. Combined with regional

development and inflexible local tax system, there is wider support coming from state levels to

municipals which give schools in Japan to have universal development. In Japan the central

government and local governments are sharing responsibility to make sure all schools have

relieved sufficient funds to operate. Under this system, the fiscal adjustments in Japan’s

municipalities occur mainly via changes in government investment, and they account for 63%–

95% of adjustments in permanent unit innovations in grants and own-source revenue. In

contrast to the role of expenditure, the schools municipalities’ own-source revenue plays a

limited role in balancing the education budget. The results of this study also reveal that 40% of

the increase in own-source revenue is offset by a reduction in grants. Furthermore, Schools

municipalities can induce grants by expanding government current expenditure. However in

south Sudan, schools are mainly receiving fund from central government to

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TABLE OF CONTENTS

Acknowledgment………………………………………………………………………………………………1

Abstract………………………………………………………………………………………………………………..2

List of Abbreviations and acronyms………………………………………………………………………3

List of Table and figure………………………………………………………………………………………...7

CHAPTER ONE:

INTRODUCTION……………………………………………………………………………………………………………………..1

1.1 Background of the study………………………………………………………………………………………………………2

1.2 Statement of the problem……………………………………………………………………………………………………2

1.3 Purpose of the study…………………………………………………………………………………………………………….2

1.4 Significant of the study..……………………………………………………………………………………………………..2

CHAPTER TWO:

Education system ………………….………………………..…………………………………………………………………….2

2.1 Implication of the study………………………………………………………………………………………………….……2

2.2 south Sudan……………………………………………………………………………………………………………………..….2

2.3 Japan ……………………………………………………………………………………………………………………………..…..22.4 Characteristics of Japanese education system analysis…………………………………………………..……2

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CHAPTER THREE:

LITERATREREVIEW………………………………………………………………………………………………………………..3

3.1 The concept of education administration and its elements………………………………………………….4

3.2 School Management …………………………………………………………………………………………………………..4

3.3 School Administration………………………………………………………………………………………………………….4

3.3 School leadership Preparation and development………………………………………………………………..4

3.4 School Principal and school financing policy ………………………………………………………………………..4

3.5 Element of Effectives school leadership……………………………………………………………………………….5

3.6 How school leaders influent student learning………………………………………………………………………5

3.7 What School leaders need to know and how they can learnt it……………………………………………5

3.8 Principal and school financing policy……………………………………………………………………………………5

3.9 How to plan for the school Budget………………………………………………………………………………………5

3.10 How to manage Budget and school resources………………………………………………………………..5

3.11 Budget Monitoring and control school Expenditure………………………………………………………5

CHAPTER FOUR:

4.0 Research Instrument ……………………………………………………………………………………………………………4

4.1 Recommendation ………………………………………………………………………………………………………………..4

4.2Conclusio………………………………………………………………………………………………………………………………4

Reference…………………………………………………………………………………………………………………………………..4

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CHAPTER ONE

INTRODUCTION

1.0 Background of the StudyLiterally, Education systems throughout the world are undergoing a period of tension and conflict surrounding approaches, between the centralized, hierarchical, authoritative model of school policy, and an administrative model based on a new system of parties along the path from centralization to decentralization, while viewing the school itself as a source of authority, accountability and responsibility for educational outcomes. This policy was intensified in the wake of literature revolution, and even more so after World War. At that point, many countries opted to establish organizing educational services from private, public or semi-official organizations schools including church, communities, local authorities, and various corporations reorganized, to establish independent institutions to safeguard education.

Well, South Sudan’s a country with ministries that deal with different government affairs. After independence, there was increased internal pressure for better education, which became a major political agenda along with low infrastructure development issue. The newly independent South Sudan's government is faced with a great task of modernizing and increasing the efficiency of the government administration system that required specialized training for the developing commercial and industrial sector. This task required a high-level education that many Africans did not have. Also, the government had to figure out how to manage the large, rural areas to open schools. For fear of academic education being equated to inclusiveness, the emphasis was focused on the compulsory primary and secondary levels. In developing new education policies, the government had to deal with other factors that affected the social welfare of the country.

For the first time, educational system had been established in South Sudan after post-independence in 2011. The system lacks qualities as various school curriculum and examination patterns was based on an outdated and irrelevant Sudan model. Secondly, the government was faced with the need to create national unity, reinforcement of cultural identity, and reduction in the reliability of foreign assistance. The third issue was economic constraints that affected the educational development.

As per this, the education of South Sudan was modeled after the educational system of the Republic of Sudan, where primary education consists of eight years, followed by four years of secondary education, and then four years of university instruction; the 8 + 4 + 4 system, in place since 1990. The primary language at all levels is English, as compared to the Republic of Sudan,

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where the language of instruction is Arabic. There is also a severe shortage of English teachers and English-speaking teachers in scientific and technical fields. Illiteracy rate is high in the country. In 2011, it was estimated that more than eighty percent of the South Sudanese population could not read and write.

Despite the challenges, the MoEST have to fight illiteracy to build a quality formal education system capable of enrolling more children in school to increase the level of skilled people in South Sudan. UNESCO and FOA in partnership with government worked to adopt a curriculum that should integrate livelihood with content, flexible in structure as well as relevant and contextualized to eradicate illiteracy among children in the rural areas.

The vast and diverse geographical situation of South Sudan brings unique and cultural differences, livelihoods and learning needs that have to be taken into consideration. These are the first ever plans and policies that have been set by the Ministry of Education, Science and Technology (MoEST) to promote teacher training programs. South Sudan now trains more teachers to meet her educational standard. In fact, teachers are the single most influential and powerful force for equity access and quality of education.

Moreover, secondary school (high school) administrators have to work side by side with a high level of authority to coordinate and make sure, school needs are meet. Their leadership should be exemplary to manage schools function by drafting effective budgets that can cover the whole period of schools function with the efficient supervision of classroom teaching and maintaining of the school building.

Heifetz, 1994 indicated that effective school leadership knows how to mobilize their communities to tackle challenging issues and confronts problems that have not been addressed successfully. This is achieved by creating and supporting relationship to facilitate dialogue, mobilizing resources, and sharing ideas between teachers, administrators, students, and families, to promote social co-existent, capital growth for the benefit of the society. Good leadership has desired outcomes and success in both public and private schools. Gray and Smith (2007) observed that the twenty-first-century principal faces numerous challenges emanating from technology. It indicates that participation in schools development is more crucial for a meaningful change as it is a vital role to develop societies. The administrators should know the demographics of the areas, to reach its target plan, to increase student attendance, as well as to encourage teachers and stakeholders to improve schools.

Although, South Sudan is the third largest oil producing country in Africa, yet the country is still facing difficulty in financing her educational plans due to declines of Oil price in the global market coupled with precedent conflict that has affected successful development. The country is relying on oil revenues without expanding its economy to re-boost institutional development and upgrading infrastructures had affect development to progress. As per support, it gained from donors, that remains critically under-resourced particularly in education sectors in which 2010-2011 annual budgets only seven percent in averages been received for school building and teachers numerations.

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To ensure that Education policies be implemented, the Republic of South Sudan (GRSS) has to stick to its education strategy that holds the promise of a better future. However, it lacks resources, technical capacity and institutional ability to overcome the vast backlog in education condition. This is the reason the partner for South Sudan has an important role in supporting the government to build schools and training teachers. Several donors, UN agencies, and non-governmental organizations have contributed to making sure education is a key for development.

The GRSS and its partners had realized that infrastructure is a key base for effective teaching and learning in schools, the goal of school infrastructure in secondary school education is to increase school attendance, enhance staff motivation and improve academic achievements of students.

School infrastructure includes classrooms, laboratories halls, open fields, games equipment, dormitories and sanitation facilities. It is in the classrooms that the day to day formal teaching and learning activities takes place.

In regard to infrastructural development, geared towards adopting Sustainable Development Goals set by UN in 2015, the UNESCO has declared the "central role of literacy in responding to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. The Education method’s literally transformed to modern where several administrations and financial orders were established to create work follow in education sectors and promote curriculum development CDE (2006) Alternative Education AE syllabus (2006); teacher and teacher trainers training manuals TTTM in (2008) to reform education.

Unlike Japanese education reform system in 1946 which had brought instrumental change to modernize education system in her country. MEXT is strongly advancing these reforms and by doing so, it steadily fulfilling its responsibility for the compulsory education aiming to realize better compulsory education that utilizes the ingenuity of local governments and schools and meets the expectations of guardians and local communities.

Japan succeeded to improve her "Academic Ability" through the implementation of nationwide academic ability surveys and other measures to "Improvement the Quality of Teachers" through the establishment of professional graduate schools, and the teacher qualification renewal system that produce qualified principals capable of implementing the curriculum needed. Usually, principals hire teachers, manage the budget, respond to community and parent concern to improve the quality of education making sure, academic goals are met, Markley, 1996

In South Sudan, UNESCO does give support in many areas in Education development, primarily focusing on the capacity development of partners and improving quality and access to post-primary and adult education, specifically by enhancing literacy rates in most sub-Sahara countries.

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1.1 Statement of ProblemThere are many studies attempted to find out the Education administration and financial process in secondary schools to contrast this research. Japanese schools have a more decentralized policy than South Sudanese schools. Due to the fact that, the level of Japanese education system is more developed and it had dated back to a century ago. Japan is said to have a centrally controlled educational administrative system, but in reality, Japan had established a local educational administration structure even before World War II, with the division of responsibility arranged essentially on the basis that compulsory education was a municipal responsibility. However, Education administration system stills a worldwide problem in many countries. Most scholars view this as an environment problem and leadership styles have contributed uncertain problem which can be addressed so that; leaders have to manage schools resources effectively. According to Minister of education, science, and technology of South Sudan said; schools administrators and financials controllers are still central challenges which prevent education to develop, due to fact that most employees were lacking capacity to manage schools. This needs the government to build strong leadership capacity capable of managing school resources so that school governance system shall meet required standard to implement curriculum.

1.2 Purpose of the Study The purpose of this study is to examine the works of scholars on educational administration and financials process in secondary schools, to help create and foster an environment in which pupils can learn most effectively without failure. Literature reveals a study carried out by the World Bank (2001) which indicated that resources allocation to schools may not matter when institutions or their popular control is helpful. Finance is a major constraint facing South Sudan in the provision of education. The government felt that Ministry of Education science and technology should review priorities and ensure that available resources are utilized in the most economical way. With the economy, such resources will be carefully and sparingly used and this will help principals to avoid any over-expenditure in schools. The appropriate administration in schools is most vital for education development. The government should prioritize financials knowledge with accurate and credible to manage resources to make school achieve good results in their tenure. In keeping this responsibility, school administrators must provide a good policy to motivate teachers and other staff to care out their duties without distinction. The study was guided by the following question:

1. What are secondary schools curriculum system means to South Sudan and Japan?

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2. What is Concept of educational administration, and roles of principals to mobilize

resources for the improvement of school quality?

3. How School leadership influence student learning?

4. The roles of principals in school financing, budgeting to priorities school needs.

5. Do principals of public schools monitor and control expenditure as per the budget?

6. What do school management and administration mean to a school function?

1.3 Significant of the study

This study is aimed at shedding light on education administration and finance process in

secondary schools/high school. To identify objectives of education administrative policy and

establish the knowledge, skills, and attitudes needed by principals of schools for effective

school management. The findings of this research shall be used by school principals to improve

their leadership and budget monitoring to considering the wide range of administrative

activities.

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CHAPTER TWO

Education system

This chapter presents the research fact-finding supporting by investigation the literature

reviews, journal and scholars work. The chapter describes the education system of both

countries South Sudan and Japan. It will analyze the main components of Primary, junior and

senior schools and how it receive fund from governing system.

2.1 Implications of the study

The studies mean to identify key areas that are significant to Education organization in which

the school's policy established. The review would examine the types of school organization

supported by governments. This would help school principals become successful in their career.

2.2 Education system of south Sudan

As we know schools are being built for an academic purpose whether private or public schools

it all tends to give knowledge to community or society. Since Education been recognized by

governments, including at the global level: Article 13 of the United Nations' 1966 International

Covenant on Economic, Social, and Cultural Rights recognizes a universal right to education.

Given its widespread use and universal familiarity, the term education system applied to what

psychologist call the “illusion of knowledge”—or the tendency for people to acquire knowledge

of something they never know. Education system refers to public schooling, not private Page | 11

schooling, and more commonly to kindergarten through high school, colleges, and Universities.

In south, Sudan Primary education consists of eight years, followed by three years of secondary

education. The Secondary schools fall into two categories government funded, and private

schools. Government funded schools are considered as national, or public schools. The national

schools receive full funding from the government while private schools are run by private

organizations or individuals. After students taking the primary school leaving exam and

successfully passing, they would be enrolled in secondary schools as grade 10th, grade 11th,

and grade 12th. Under this system, students attend secondary school for three years before

sitting for the secondary school leaving exam at the end of the three years. The first class or

year of secondary school is known as grade 10 and the final year is grade 12th. At the end of

the three-year, from March to April students would sit for south Sudan schools

Certificate/known as South Sudan Secondary school leaving certificate. Therefore; Students

with highest scores mark would gain admission into national Universities for four years while

those with low average scores would either joint vocational schools or re-sit if they need.

Table: 1 South Sudan Education organization from primary to the tertiary education system.

Education School level Gradefrom

GradeTo

years

Primary Elementary schools

Primary 1th Primary 8th 8 years

Secondary school

Secondary school

Grade 10th Grade 12th Three years

Tertiary Technical / vocational school

Three year

Higher Tertiary Colleges and Universities

Four years

The three common organization of schools system in south Sudan as follows:

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I. Public schools or Government schools

Constitute the largest proportion of schools in the country. The distinctive feature of these

schools is that the government is responsible for payment of teachers’ salaries and provides

services in terms of printing textbooks and school feeding. They also receive support in terms of

supervision, curriculum development, and pedagogical support. Most of these schools were

funded through oil revenues and taxes collected by the government. Community involvement

also consists of proving land for construction of school buildings, paying salaries for non-

teaching staff and other operational costs.

ii. Private schools or Business schools

This is Individual owned by private entrepreneurs, companies, churches, trusts and other

recognized bodies. The owner, finance and manage the schools through school fees and

contributions from donors and sponsors. They diversely resourced depending on location,

ranging from well-funded elite schools to the poorly funded schools. These types of schools are

based on private premises. Both Private and public schools are registered by the Ministry of

Education, Science and Technology (MoEST) and are expected to comply with certain conditions

in terms of curriculum, and basics standards, the length of school day, safety inspection and

physical standards. Governments have no major roles to play in term of enrolment regulation in

private schools.

iii. Mobile schools

This is government funded schools, it was established in the 1990s to ensure that nomadic

youth received the same educational opportunities as other Sudanese children do. The Mobile

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schools were part of education system in south Sudan, introduced, in marginalized areas of

Sudan includes Darfur, south Sudan and the Kordofan States in Sudan. The nature of this

system is to offer diverse education services outside the formal education system to raises the

levels of pastoralist children. And it enrolls unlimited ages sets. The school, s mostly happens in

cattle camp or pastoralist areas during the dry season. It offered a selective subject from the

curriculum. Prior to this education, the government provided limited financial support to these

schools. And in some cases, people identified from the community to provide supervision

services. While some of the schools may have outside sponsors such as churches and NGOs,

which participate in the financing and, at times, in the management of the schools, while some

others rely only on the contribution of local communities. Which are due responsible for paying

teachers’ salaries, teaching learning materials and other recurrent costs. The phenomena are

well pronounced in rural and informal settlements including pastoralist.

2.3 Educational systems in Japan

Japan's education system played a central part in Japan's recovery and rapid economic growth

in the decades following the end of World War II. After World War II, the Fundamental Law of

Education and the School Education Law were enacted. The latter law defined the school

system that would be in effect for many decades: six years of elementary school, three years of

junior high school, three years of high school, and two or four years of university. Education is

compulsory at the elementary and lowers secondary levels. Most students attend public

schools through the lower secondary level, but private education is popular at the upper

secondary and university levels. Secondary education in Japan is split into junior high schools

(中学校 chūgakkō), which cover the 7th through 9th grade, and senior high schools (高等学校 kōtōgakkō, abbreviated to 高校 kōkō), which mostly cover grades 10th through 12th. In Japan,

whether the school is public or private households required to pay education-related expenses

besides tuition fees, such as school trip expenses, textbook and other book expenses, school

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supply expenses, and school uniform expenses. Textbooks are free of charge at both public and

private schools at primary and lower secondary levels, but schools collect money from parents

for meals that are provided in nearly all public primary schools and 75% of public lower

secondary schools (Ichimi, 2013).

Characteristics of Japanese education system analysis

The distinctive characteristics of the Japanese education system as follows;

i. The way that schooling and school education dominate children’s and young people’s lives;

ii. The privatized development of pre- and post-compulsory education and the large share of private funding for education;

iii. The preference for general education under a single-track system;

iv. Automatic promotion based on age NOT on performing of the students

v. The high educational achievement with low level of deviation;

vi. The entrance examinations to Universities.

vii. The practice of autonomous school management.

I. The way that schooling and school education dominate children’s life.

One of the most distinctive features of Japanese education is that schooling is highly prevalent

among the people, and occupies a position of great weight in children’s and the young people’s

lives. Compulsory education (primary and lower secondary education) is universally completed.

Moreover, 95% of teenagers go on to upper secondary education. And 38% of the upper

secondary school graduates advance to higher education. Thus, with respect to total school

enrollment rates, Japan ranks high even among the developed countries. Furthermore,

Japanese children spend a greater amount of time at school.Page | 15

II. The privatized development of pre- and post-compulsory education and the large share of private funding for education

The second feature is the considerable development of private educational institutions and the

large share of private funding that goes to education. At the compulsory education level, the

proportion of students attending private primary and lower secondary schools is only about

0.65% and 3 ％ , respectively. At these levels of education, public schools certainly dominate.

Meanwhile, at the upper secondary education and higher education levels, the share of

enrollment in private institutions grows higher and higher. Particularly, at the higher education

level, enrollment in the private institutions of higher education is eminently high. Private

enrollment constitutes about 72% of university enrollment, 90% of junior college enrollment

and 93% of specialized training schools.

II. The Preference for general education under a single-track system

The third feature is that schools offer a common (general education-oriented) curriculum for all

students under a single-track system. At the upper secondary education level, students have

the option of academic (general), vocational, and specialized programs, but the content of the

curricula does not vary widely with the type of program. Japan’s single-track school system

dates back to 1872 when first modern education regulation (the Education system Ordinance)

was set forth. Since that time, Japan has maintained the principle of not splitting the first stage

of education into two subsystems, one for the elite and one for the masses.

III. Adoption of automatic promotion between the grades based on age

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The fourth characteristic is that Japanese schools have adopted an automatic promotion system

wherein students move to the next grade based on age. In contrast with some European

countries and many developing countries, in Japan, classmates in primary and lower secondary

schools proceed automatically to the next grade every year, almost irrespective of their

educational achievements, and then graduate altogether after the prescribed period. In

compulsory education, Japanese schools neither allow the gifted or fast learners to skip a grade

ahead of their classmates nor do they force the slow learners to repeat a grade. In the upper

secondary education, entrance examinations to individual schools perform the function of

sorting the applicants out.

The problem of students dropping out of upper secondary schools has recently become a

matter of public debate. However, the annual ratio of dropouts is estimated to be only 2%,

whereas more than 90% of upper secondary school students manage to complete their

programs. At the higher education level, nearly 80% of undergraduates obtain their first degree

without repeating a grade, and about 90% of them finally manage to graduate.

IV. The students screening process of entrance examinations

In Japan, there is no general certificate of secondary education such as a Baccalaureate, Abitur,

or GCE in European countries, that qualifies the secondary leaving students to go on to

Universities education. Applicants for upper secondary schools or institutions of higher

education gain admission after taking a selective, school-specific entrance examination that is

mainly composed of a written achievement test. As most of the students at the compulsory

education level are promoted almost automatically from grade to grade and the screening

function is thus inhibited within the schools, students are only sorted by their achievements

during the transition from one educational level to the next. University entrance examinations

are nation-wide events in Japan. A great number of students who are finishing or have already

finished secondary school apply to take examinations from all over the country and the mass

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media never fails to report on this sensational event. The entrance examinations are the

national issue in Japanese education.

V. The practice of autonomous school management

Thus, in school management, Japanese schools tend to make important decisions at staff

meetings in each school, and schools have a tendency to resist interference from outsiders.

Although school principals are formally empowered by law to manage their schools, actual

decision-making with regards to school management is carried out with the mutual consent of

the teaching and non-teaching staff members. In Japanese schools, staff meetings are held

quite frequently and regularly. Furthermore, schools have virtual autonomy in their own

management, with little interference from boards of education or local communities.

2.4 Education Loans - Japan

Students can avail Education Loans to pay their education fee. This includes the cost of books,

tuition fee and living expenses. Student Loans are different from the Ordinary Loans because

they have easy repayment methods with usually low rates of interest. Further, there are

different types of laws related to Student Educational Loans in various countries.

I. Availing Education Loans

In order to get an Education Loan, students need to check with the various banks and agencies

that provide them. Moreover, the interest, repayment options, cycles, required documents and

everything else related to the Education Loan should be very clear to the students. After

choosing the best available Loan options, students can contact the relevant bank or agency and

may apply for it. The Education Loans usually include almost everything that is required for

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attaining education, including living expenses as well.

II. Repayment of Education Loans

After receiving Education Loan, the major concern of students would be to repay them. Every

bank or Loan service provider has different means to repay them. Students can go and check

with their respected agencies on the ways to repay Loans. However, it is important to note that

students do not have to pay as much amount as it is required for Ordinary or Non- Student

Loans. Moreover, many easy repayment options are also available for the students.

In certain cases the repayment of Education Loans may be cancelled. However, cancellations

are available only in extreme scenarios such as, total or permanent disability, a particular kind

of teaching services and the closure of schools where the student was working. Furthermore,

repayment of Education Loans can also be postponed temporarily in cases such as financial

crises, etc.

III. Education Loans as a Financial Aid

As a matter of fact, availing Education Loans is a very apt option for students who want to study

in their own country or overseas. Many private banks and government agencies provide

students with suitable Loans. Students in this case, may discuss with their guardians and select

the one that caters to their needs. Easy repayment options, low interest rates and several other

facilities are also add on advantages to the Education Loans. Thus, Education Loans are one of

the best financial aids available to students.

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CHAPTER THREE

LITERATURE REVIEWS

III.0 Education administration and finance

In these studies, the Education Administration has been viewed as a model for developing and

achieving good education which intend to achieve education goals in the term of managing

school resources and staffs. Financial Administration is, therefore, a control system that

determines how to use the available resources optimally to acquire quality results in schools.

The importance of a finance system lies first in the program’s objective to achieve the goals

with the skills and abilities of the people using it. Education now a day has become world’s

largest growth industry and consumes a great deal of the government budget.

Besides this, the cost sharing has burdened both parents and the communities surrounding the

school since there is a need for additional finance to back up the public funds provided by the

government. With this kind of investment, parents and the communities require proper

financial management from school administrators to utilize their contributed resource for

better purpose.

The accessibility of financial development around the world has made financial products and

services widely available, yet such proliferation has consistently outpaced the capacity of

individuals and families to make informed financial choices (Lusardi and Mitchell, 2007; Lusardi

et al., 2010). The study of the financial process in education has a long history that can be

traced back in centuries, depending on the perspective of scholars. Most schools use financial

education to quantify their budget base on financial income available at respective schools, and

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the knowledge of the people who implement the policies at a particular place (Dimmock, 1993;

Odden & Busch, 1988).

According to Brown (2015), education administrators need to be informed for any new

management techniques and changes that will make the education worthwhile. The Minister of

Education science and Technology MoEST felt that schools principals need to have techniques

of planning, organizing, controlling and directing human resources and material to set

education goals. World Bank (2001) in its development report suggested that there is need to

improve school teaching policy to ensure steady progress toward a fully responsive and

accountable leadership in society must be in planning, monitoring and evaluating public

programs and policies. The study also World Bank (2001) indicated that budget allocation may

matter when institutions control is weak to manage. South Sudan continues to experience a

shortage of resources that are required to meet the national development needed. There is a

need to reviews resource allocation and ensure that available funds are utilized in the most

economical way to buy equipment and upgrade learning infrastructure of schools then

entertaining corrupted officials who back stabbed the development.

In any schools is supposed to be Accountable to stemmed corruption to avoid money loss.

Schools funds have to be utilized and to encourage good management in place. Good

leadership requires management of resources to protect budget deficit in during school period

and plan for the future. Principals required such behavior to manage resources in a way to

implement good education in a society. Their performance should be monitored to avoid

corruption and misuse of the fund.

Responsibilities should appear within an appropriate framework. Budget holders should be

clearly in their action. If there restrictions on their scope of action, for instance, a maximum

amount of a given expenditure should be used on required project without violation.

Expenditures should be clearly authorized by the person in charge and be traced to the

authorized budget line.

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Related survey conducted in 2005, the OECD recommended that education finance should be

taught in all level in schools to engage student to have knowledge on the resource at school

time. And also it should be a process in curriculums content at all subject. The pupil should

acquire knowledge and skills to build strong financial behavior throughout their education. This

implies the parents may be well-equipped to teach their children about money, in fact, money

as the backbone of the economy. Most countries have realized education as meant to develop

societies and transferred service to local community. As of that, government’s responsible for

locating budget, opening and providing land to build schools and learning facilities. Therefore,

in South Sudan, public school’s funded by the government; the government assumes main

responsibility to locating budgets and providing costs, including teacher salaries, construction of

schools and providing student meals. In others common aspect, the government reinforce the

capacity of local employee give them training government technical assistance and resources so

that to become skilled personal in future. While the local governments and communities are

also playing some supplementary role by providing additional costs for school maintenance and

paying none commissioned staff.

In Japan, Regardless of whether the school is public or private, households are required to pay

tuition fees for pre-primary and tertiary education. The households bear a particularly high

proportion of the costs of pre-primary and tertiary education compared with other OECD

countries (OECD, 2013). However, the amount households pay for primary and secondary

education is huge though tuition fees for public schools are covered by public funds. Public

schools are funded by a combination of support from the national, municipal and prefectural

governments. While public upper secondary school did require tuition, but in March 2010, the

government passed a measure intended to abolish these fees. A possible consequence of the

heavy burden of education costs on households considered as a violation of equal education

opportunity, as well as children from low-income households may not be able to receive a

sufficiently high level of education. This is why the Japanese Government has attempted to

reduce the financial burden on households with regard to promoting equal education.

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While in fact, there are better and more efficient ways to weight the education toward

improved student outcomes, we must know there are ways in which schools have to spend

money to improve student outcomes. When schools have more money, they have a greater

opportunity to spend productively. When they don’t, they can’t. In short, money matters,

resources that cost money matter and a more equitable distribution of school funding can

improve outcomes. Policymakers would be well-advised to rely on high-quality research to

guide the critical choices when they make a decision regarding school finance.

Leadership’s the most important factor in school to succeed depending on good leadership,

school has to mobilize resources and cooperate with the community to provide support.

Markley, said in 1996 School principal as the whole thing for success. They ought to be

accountable for their action as, they in control in hiring the teachers, manage the budget, and

respond to community and parent concerns, to implement academic goals.

Robert L. Sir ( 2005 ) did the analysis for a set of sub-Sahara countries and recognized the

centralized context in those states. It predicted persistence problem affecting school when

central government’s allocating budget for education and paying for main school resources

(including teachers’ salaries), and leaving local governments to provides maintenance and

repairing school building. The decentralization of power within government may raise

education level (Caldwell, 2005) it can give a researcher conceptual and opportunity to carry

out their survey in lines of achieving scientific goals structures to improve education quality.

Thus, School based Administration, responsibility for, and decision-making authority over,

school an operation are transferred to principals, teachers, and parents, and sometimes to

students and other school community members. However, these school-level actors have to

conform or operate within a set of policies determined by the central government. These exist

in many different forms, both in terms of who has the power to make decisions and in terms of

the degree of decision-making that may develop the school level. While some programs can

helps principals or teachers to encourage parental and community participation to involve

communities as school committees (or school councils or school management committees). It

Page | 23

give community the role on budget allocation and helps schools of procuring textbooks and

other educational material, infrastructure improvements, monitoring and evaluation of teacher

performance through student learning outcomes.

Conceivably, sufficient resource in Schools has vital roles in teacher’s enumeration and it gives

the school ability to shape the standard of teaching. Though; teaching is considered as a noble

profession, it has to be motivated when raising the teacher’s wages. In developing countries,

there is an inadequate support to cope the rising demand for education and the increased

number of students in classrooms. Teachers in developing nations have many challenges to

carry out their teaching duty due to the fact; the schools may not provide enough teaching

materials to easy the working condition unlike their colleagues in developed world.

Practically challenges may have crippled with a lack of teaching resources, facilities, or

transportation cost may have put teachers in developing countries to have experience with

many conditions. Therefore, it needs to examine the bond resources and student outcomes to

improve pedagogically and working knowledge in school to support classroom need as to

produce literate societies that will have wiser financial decisions in their own lives. In some

countries where schools have freedom, schools have to own financial asset more effectively

and creatively to oversee the physical and financial shortage in schools to ensure equity

allocation to satisfy teachers demand. Literally, Finance as a tool for any organization, there is

need schools should invest in a society. To increase literature on education that supports public

learning upholds high in our societies and has room to improve economic and social life.

Despite the clear commitment of governments and international agencies to the education

sector, efficient and equitable access to education is still proving to be elusive for many people

around the world. Peoples and other poor and marginalized society often have only limited

access to education. These issues are being addressed with great commitment in international

initiatives, such as Education for All, in which assistant to be provided to low-income countries

to help them achieve the Millennium Development Goals (MDGs) for education. This has

Page | 24

increase need to build a resilience education to enrich children’s capacity to gain skills that can

help them achieving good education.

Many governments around the world are introducing a range of strategies to improving the

education services defending on their resources capacities, with a more recent emphasis on

improving quality as well as increasing quantity (enrollments) in education. With the goals to

fosters demand and ensures that schools provide the social and economic benefit that best to

reflect and values communities need (Lewis, 2006; and Leithwood and Menzies, 1998). As a

result, a good education is not about physical inputs, such as classrooms, teachers, and

textbooks, but also incentives that lead to better instruction and learning are also contributed.

Schools extremely demanding the administrative, technical, and financial capacity of

governments, and, thus, as a service, to be competently distributed in a centralized to meet

community needs to suggest this most of the incentives that affect learning outcomes are

institutional in nature, and they identify three in particular: (i) choice and competition; (ii)

school autonomy; and (iii) school accountability. The idea behind choice and competition is that

parents who are interested in maximizing their children’s learning outcomes are able to choose

to send their children to the most productive (in terms of academic results) school that they can

find. This demand-side pressure on schools will thus improve the performance of all schools if

they want to compete for students.

Similarly, local decision-making and financial decentralization can have positive effects on

school outcomes such as test scores or graduation rates by holding the schools accountable for

the “outputs” that they produce. The World Development Report 2004, Making Services Work

for Poor People, presents similar framework, that suggests good quality and timely service

delivery can be ensured if service providers can be held accountable for their clients (World

Bank, 2003). In the case of the education sector, this would mean students and their parents

should be rated as beneficiaries when school excels.

In the context of developed countries, the core idea behind EFA is that those who work in a

school building have greater control of the management that goes on in the building. While in

Page | 25

developing countries, the idea behind EFA is less ambitious, it focuses mainly on involving

community and parents in the school decision-making rather than putting them entirely in

control. However, in both cases, the central government always plays some role in education,

with accurate objective to effects schools activities conceived for implementation. In almost all

of its manifestations involves community members in school decision-making. Because these

community members are usually parents of children enrolled in the school, they have an

incentive to improve their children’s education. As a result to improve student achievement

the local people demand closer monitoring of school personnel, to better student evaluations,

with efficient use of resources. School administrative system can never exist in its pure form

since principals can never operate on their own without the help of school guardians.

Principals need other people to work with them and to help them to make decisions for the

school. In most cases, however, power should devolve to a formal legal entity in the form of

school councils or school management committee, which consists of teachers as well as the

principal. Focus should be placed on the harmonious relationship between the rich and poor

students in school. Bowman 1994 advocates that, schools with higher proportions of students

from low socio-economic income household have to receive more government funding than a

rich one. The survey conducted by the World Bank in 2013 found that 90 percent of South

Sudanese were unaware of the banking interest. This was why most have intended to keep

their money at home instead to put them in the bank. To address these challenges, there

should be policies in place at all working group and representatives from financial sector

including public and private institution to encourage educate local population. Beside all,

Illiteracy’s most driving force which promotes financials knowledge as much as society was

provided with good education. The government has to promote awareness and make financial

education to be undertaking as significance subject to boost public need. Children need to

develop skills to help choose between the different careers in education so as to manage

money that have in their procession, whether from allowances or part-time jobs. This money

may entail the use of savings accounts or bank cards. To do this government have to give

Page | 26

priority to those have technical knows of finance to lead financials initiations to develop the

vision and promote transparency which gives best knowledge to children and their parents.

The principal has to regulate schools policy and to cooperate with stakeholder, civil society, and

schools guardians to achieve a better education in societies. This implies that leaders should

have clear ideas and compelling vision capable of sharing the task with their fellow’s coworkers

Competencies, inner character attributes, knowledge and skills, attitudes and good behaviors,

are all crucial, of course. But also, leaders have to focus on schools results which students going

to achieve in future. When leaders understand both what the schools needed it’s likely to be

successful leaders and they need to know to fulfill their own expectations and the expectations

of their educational constituencies, as well. A good education can reduce crime and poverty. In

South Sudan education reform has been going on since 2005 including various United Nations

agencies, NGOs, and individual Western countries to push the country to have resilience

education which can promote development. While these efforts have increase an enrollment,

as much as needed to bringing South Sudan up to international standards. Some of the major

donors include the United States, the United Kingdom, the Netherlands, the European Union,

JICA and Norway is doing much to promote education. These donors typically allocate their

money to building classrooms, sending textbooks, and training teachers in areas affected by

conflict. Teacher training institutions are particularly effective long-term because they can

change education to a better. One trained teacher can make a difference to a multitude of

students.

The young nation south Sudan’s in the process of adopting a new curriculum that will give every

child a right to education. There is hope that, new classrooms would be built as government

proposed to change lives of its citizens’. The government has developed a five-year General

Education Sector Plan (2012–17), which is supported by donors and winning supported from

the development partners. In 2012, the Global Partnership for Education (GPE) announced that

it would be providing a grant of $36 million over three years to support the national plan. Since

2011 south Sudan has undertaken the renovation and developed free market-oriented

Page | 27

economy the country, moving from centralization to decentralization where investors have free

markets systems.

III.1 Scope and Function of Educational Administration

Education administration’s one of the largest enterprises for the purpose of the development

and growth of the individual to meet the need of society. It involves the activities of large

number of people, students, teachers, parents and the pupils. In any society, education is

assumed to be a basic welfare pillar for the culture, and politics of a country influence

education in societies. On the other hand, the education also influences the society. Therefore,

in order become a well-developed society, it is essential to strengthen the foundation of

education in schools, colleges, and Universities. Almost the citizen of each every country across

the globe must believe education as tool for prosperity. However, for achieving a learning

society it is necessary to create awareness among people about education and its benefits.

Where School management the main governing body, had to plays a major part in making

decisions related to students, faculty and the school's overall status.

The scopes of education administration lay outs are as follows;

Production

Assuring public uses

Finance and accounting

Personnel

coordination

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The administrators oversee the school's development as well as the welfare of its students and

faculty. More often, they are also an entity that bridges the relationship between the school

and community.

3.2 School Management

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Coordination

Personal

Production

Assuring public uses

Finance and accounting

Management is a term most often used to describe organization activities. The term

management is important in our daily activities to handle our different responsibility to achieve

goals we want to do.

Important of planning;

Decision making

Coordination

Reduce uncertainty

Achieving objectives

Provides control

Increase efficiency.

The word “manager’ in French means to economize and manage both resources and human

and therefore, it means to handle the direct, economically needed. Manager of school

must be a leader with integrity to create, maintain and operate an organization in selection

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Achieving objectives

Provides control

Increase efficiency

Coordination

Reduce uncertainty

Decision making

to accomplish goals. They have to manage all resources given to school by planning,

organizing, coordinating to provide effective leadership to attain education objectives.

Planning is the direction or guidance of school leaders towards achieving lasting solution to

attain their goals in education.

3.3 School Administration

School administration is a component part of management. The administration is widely

applied in associations and government services and non-profit organizations. Management is

usually applied when considering the executive functions and hiring the teachers and others

expertise in school. While management encompasses much more than administration – it

involves the work of analyzing and preparing complex policy documents for decision makers.

Keys major responsibilities of school principals are follows;

Staff managements

Education goals

Discipline

Community liaison

School principals are leaders of employee; they must to motivate and monitor performance of

teachers and office staff. Typically participate in the hiring process for new teachers and are part

of their orientation to build a class room performance. Principals’ helps sets education goals for

their school to achieve consistent development, discipline of student and kept commutations

with parent

3.4 School leadership preparation and developmentPage | 31

Although the literature and professional standards generally agree on critical features of

professional practice, and, increasingly, on key elements of preparation programs for school

principals, there is minimal empirical support for the apparent consensus in the field. Most of

the research on particular program features consists of self-report data from programs, with

little evidence of how program school leadership influence student learning when to perform

best instructional leadership or how their behaviors, knowledge, and attitudes have been

shaped by their experiences. The relative quality of leadership programs should be judged

ultimately by the knowledge and skills of their by their work capacity to engage effectively in

the leadership practices we have described, as well as other practices that promote school

improvement and student learning. How well they learn it, what they come to believe about

being a principal, and how deeply they identify with the role as a result of their participation in

Schools. According to Orr (2003), shifts in professional practice follow from these important

cognitive developments. Research (e.g. Kaagan, 1998) suggests that good school leadership is

likely to be promoted by programs that:

1. Have a well-defined and well-integrated theory of leadership for school improvement that

frames and integrates the leadership quality to his people. The leadership should provide

coherence and be consistent with other to implement school vision in a society.

2. Use preparation strategies that maximize learning, learning transfer, and leadership

identity formation. These include the use of cohorts, student-centered instructional

pedagogies, faculty and mentor support, and opportunities to apply theory to practice.

3. Provide strong content and field experiences during leadership preparation that provide an

intellectual challenge; offer comprehensive, coherent, and relevant experiences; and include

high-quality internships (Orr, 2006).

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Principals play a major role in developing a “professional community” of teachers who guide

one another in improving instruction. A particularly noteworthy finding is the empirical link

between school leadership and improved student achievement

3.5 Principal and school financing policy

Government policies play very vital role in supporting school leadership ability to create a

strong instructional environment which enabling to establish high-quality teaching and rational

learning purpose. This effect occurs in part through a state’s general approach to funding,

regulating, and supporting education, for example, by creating thoughtful and coherent

standards, curriculum, assessment, and support systems focused on important kinds of learning

needs government involvement. Resource limitation also affects the ways in which the states

give its supports, organizes, and manages professional learning (pre-service and in-service) for

school leaders and for teachers.

Geographical aspect of districts, mainly in urban and rural areas, are also affected resources

allocation and it coupled teachers shortage that needs new programs through collaboration

with the local community to get involves in school development (Grogan & Robertson, 2002;

Hale & Moorman, 2003; Sandlin & Feigen, 1995). Sudd institute foundation and state

government should grant funds encourage collaborations as a means of program innovation

and responsiveness to local needs (McCarthy, 1999).

The good School Leadership can produce good quality students that in other ways can

encourage enrollment in universities and colleges collaboration through funding, and considers

such relationships essential for program relevance, improved leadership development, and Page | 33

response to local leadership shortages. Schools principals are particularly important for

assessing alternative models and planning for successful reform to meet student demands.

3.6 Element of effective school leadership

The importance of leadership to school and instructional improvement has been well

documented (Hallinger & Heck, 1998; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Waters,

Marzano, & McNulty, 2003). The effects of leadership on classroom outcomes operate through

at least two mediating pathways: First, through the selection, support, and development of

teachers and teaching processes, and second, through processes that affect the organizational

conditions of the school. Processes that affect organizational conditions operate at the school

level, including building school community and developing school procedures and plans, as well

as at the classroom level, through developing curriculum, instruction, and assessment.

3.7 How school leaders influence student learning

Specific leadership practices have been associated with active and effective support of

instructional improvement. According to research by Leithwood&Jantzi (2000), the most critical

practices involve:

I. working directly with teachers to improve effectiveness in the classroom,

II. providing resources and professional development to improve instruction,

III. regularly monitoring teaching and student progress,

IV. participating in discussions on educational issues, and

V. Promoting parental and community involvement in the school.

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The leadership capacities and practices identified by this research are consistent with

professional standards established by the ISLLC. While no list of practices can fully predict

whether a leader will be effective in a given context, the capacity to lead in ways that both

support teaching and develop productive school organizations appears to be a baseline

requirement, a necessary if not sufficient condition, for school leadership.

3.8 What School Leaders Need to Know and how they can learn it.

While there are significant gaps in knowledge about how best to develop school leaders and

how to develop policies that support such programs, there is considerably more research on

the elements of effective school leadership. This work has spawned a conceptual consensus on

what contemporary principals need to know and be able to do. This study is also informed by

an emerging body of research on leadership learning

3.9 Principal and school financing policy

Government policies play very vital role in supporting school leadership ability to create a

strong instructional environment which enabling to establish high-quality teaching and rational

learning purpose. This effect occurs in part through a state’s general approach to funding,

regulating, and supporting education, for example, by creating thoughtful and coherent

standards, curriculum, assessment, and support systems focused on important kinds of learning

needs government involvement. Resource limitation also affects the ways in which the states

give its supports, organizes, and manages professional learning (pre-service and in-service) for

school leaders and for teachers.

Page | 35

Geographical aspect of districts, mainly in urban and rural areas, are also affected resources

allocation and it coupled teachers shortage that needs new programs through collaboration

with the local community to get involves in school development (Grogan & Robertson, 2002;

Hale & Moorman, 2003; Sandlin & Feigen, 1995). Federal, foundation, and state government,

should grant funds encourage collaborations as a means of program innovation and

responsiveness to local needs (McCarthy, 1999).

The good School Leadership can produce good quality students that in other ways can

encourage enrollment in universities and colleges collaboration through funding, and considers

such relationships essential for program relevance, improved leadership development, and

response to local leadership shortages. Schools principals are particularly important for

assessing alternative models and planning for successful reform to meet student demands.

4.0 How to Plan for the School Budget

The management may produce plans for the school. The plans may be a bad plan or good plan

unless they linked to the budget. Linking plans to the budget is a necessary way to achieve

education goals. It needs some technical know-how. This is due to a number of reasons, the

first reason being time. Plans require a long time to be worked out while the budget may take

only 12 months. The plan may either be long-term, medium-term and short-term plans. The

short-term plan covers 0-1 years and this plan is normally operational since it covers mostly the

current school year operation. Only the operational planning needs to be linked to the budget.

The long-term and medium-term planning needs to be fixed in the budget as forecasts. The

school managers need to understand that development plans which may have short-term,

Page | 36

medium-term and long-term strategies should be seen as something that rolls forward, that is,

once the short-term (0-1 year).

Secondly, different elements of the school should be considered when linking the plans to the

budget. A school plan may have various elements which need to be combined in order to

achieve the goals set. For instance, a school plan may have the curriculum plan, plan for the

development of building and public relations plan. These various elements in the plan need to

be combined appropriately to achieve the set goals.

Thirdly, the school managers should consider problems that arise with development and/or

maintenance. A school’s development plan can only work if the budget also grows to

accommodate it, that is, there must be needing fund to cater for the development plan. This is

because any development requires funds for maintenance school is necessary. Fourthly,

managers should consider the fact that funds (resources) are limited and that they must

consider priorities when selecting the needs and wants to be fulfilled. It is unlikely that a school

has more funds available than it needs. It is, therefore, important for the school to plan to base

on priorities of spending the limited funds. Spinks (1991) outlined priority establishment in a

school as follows

Category 1: Critical areas of learning requiring immediate change and development to the

curriculum.

Category 2: Important areas of learning but no immediate change and development required.

Category 3: Desired areas of learning if, inclusions within the resource cap are possible.

Lastly, managers should link plans and priorities to student outcomes with not only inputs in

mind but should also relate the plans and priorities to outputs. We should be able to find out

how financial inputs should be able to bring out appropriate results (outputs).

While planning is good, it is a process that requires a lot of time as Wood (1986) feels that

planning is often a little more than an elaborate, symbolic

Page | 37

4.1 How to Budget and manage school resources

Managers of secondary schools need to look ahead, establish priorities and plan the activities in

the school. If they do this, they will manage their money well. Clear long-term plans and

priorities will bring about effective school financial management. It is unlikely that a school has

more funds available than it needs. It is, therefore, important that clear priorities of spending

the limited funds be drawn. The managers should not implement plans that are unaffordable

and which will drive them into stressing parents. The development plans drawn should have a

direct impact on the improvement of education standards. ALI (2002) points out that it is

wrong for schools to stress parents by initiating costly projects like the purchase of buses that

had no direct impact on the improvement of education standards. He feels that it is high time

the principals prioritized the schools’ needs by implementing development plans that are less

taxing on the parents and at the same time enhance learning.

Plans need to have long term objectives. The managers need to carry out the major analysis of

the school’s current performance and the school situation to determine future needs. A

UNESCO analysis will help make things straightforward, practical and as such less time

consuming. In the 2013 survey, analysis, the managers need to know the strengths and

weaknesses of the school and consider the opportunities and threats likely to arise in future for

the school. Fiddler (1989) feels such analysis needs to consider the school's environment,

internal resources and organizational culture (values, attitudes, relationships, styles, politics

etc) as well as the school’s performance and outcomes. With such planning and analysis, a

proper budget will be put in place. It is this budget that will act as a management tool for

planning, implementing and evaluating. With a budget in place, one important function will be

fulfilled, that is the provision of a system of control. This is because Guthrie et al (1988) see

budgets as representing the financial crystallization of an organization’s intentions.

Page | 38

He feels that it is through budgeting that a school can decide to allocate resources so as to

achieve organizational goals. For a School budget to operate its need to be acceptable to those

who use it, that is, it must be discussed and agreed upon by the implementers. Ziebell et al

(1991) feel that to develop a realistic budget, management must predetermine the decision

rules and organizational structure that will be used during actual operations. This means that at

the time of budget preparation, there must be a concurrent knowledge of the decision rules to

be employed.

Besides this, Campbel (1996) indicates that it is important that people within the school system

be involved in the budget building. This means that teachers will have a real voice in suggesting

what is necessary by way of working conditions, equipment, supplies, books and other items to

make instruction most effective. This also means that support staff who clean floors, repair

buildings, or do other tasks will also have a voice in suggesting what is needed to do these jobs

efficiently. All of these suggestions may not be accepted, but they should be considered. This

will bring in maximum delegation as Coopers and Lybrand (1987) feel that the underlying

philosophy of financial delegation to schools can bring effective education to a society.

4.2 Budget Monitoring and Control of school expenditure

Budgets should not be produced and then be forgotten. Budgets are there to be used for actual

function of school and to be used where necessary. Ziebel et al (1991) say it is necessary that

the budget translates the programs, program elements, objectives and performance norms into

quantitative terms, testing before operations begin the financial feasibility of the planned

activities. Budget needs to be reported regularly during school function to monitor expenditure,

for the project and commons salaries of staffs.

Page | 39

Figure 1. Elements of the budget

Page | 40

Monitor adjust

Take stock

Focus on the right solution

Maintain momentum

Taxes collection action

CHAPTER FUOR

Data Analysis.

This chapter focused on the research recommendation and conclusions of the basics data

gathered which escorted by questionnaire, Interview and observation. As were put to guide the

researcher to find the problem affection educational Administration and financials policy in

school in both developed and developing country, in contrast to south Sudan and Japan.

Questionnaires: Three questionnaires were constructed to collect data from principals, heads

of departments and representatives of the board of the secondary schools in South Sudan who

are directly linked to the management and running of the public secondary schools in Sub-

county of Jonglei state. The questionnaires contained items composed of both open and closed

ended questions.

Interview schedule: Interviews were conducted on selected principals and representatives of

boards of governors to establish in detail the problems of administration and finance in public

secondary schools. The interview helped to clarify some responses on the questionnaires and

also gather information that questionnaires failed to capture from the various respondents.

Observation schedule: The researcher gathered information through observation during

visitations to the selected public secondary school. Observation helped to verify the responses

received through question and observation.

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To ensure the validity and reliability of the research instruments, questionnaires were piloted in

two selected public secondary schools. The pilot study helped to:

Research Data Analysis and discussion

The data gathered in this research was analyzed based on the following objectives:

i. To find out whether principals identify and mobilize financial resources for their schools.

ii. To find out whether principals draw up budgets for their schools according to priorities

of the school needs.

iii. To find out whether principals carry out monitoring and control of the budget

iv. To find out whether Principals are for school

1. Sources of funds – specific objectives varied among the various respondents: the

principals, heads of school. The principals identified the sources of finance for their schools

from the alternatives that were given as follows:

Table: 1 Sources of finance for schools (Respondents-principals)

Principals

Or

Schools

Administrator:

Government

Revenues

Account for

60%

Community

contribution

Account for

5%

Parents

contribution

Accounts

for

25%

Student

contribution

Accounts

for

5%

Officers

facilitators

Account

for

2.5%

Others

Personalities

Account for

2.5%

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The findings revealed that public secondary schools were greatly funded by the government

and parents. The heads of departments indicated that their departments generated little

revenue as shown: Generation of extra findings by departments (Respondents-HODs)

4.1 RECOMMENDATIONS

Considering the findings and conclusions of this study, the following recommendations were

made:

(i) Schools should find other ways of raising finance to lessen the strain on parents and the

government as far as funding is concerned. This will help open up the budget to include items

that are necessary to make the schools offer quality services.

(ii) Principals should involve other people in the school system in the budget building to provide

cost effective educational programs that meet children’s needs. Those included should be those

that are directly involved in the provision of education because they are in a better position to

know the needs of their areas of jurisdiction.

(iii) Schools should involve heads of department in monitoring and supervision of the budget,

leaving school financial records open to scrutiny by the people in the system to curb corruption

and mismanagement of funds. They can serve as good internal auditors which can be a stepping

stone for external auditing.

Page | 43

(iv) The school administrators should be accountable to the government as far as expenditure

within the budget is concerned and should show a high degree of transparency and

accountability.

(v) It is important that the whole school community is involved in the monitoring and

supervision of the budget. This will help reduce opportunities for corruption to prevent any

project which does not help school.

(vi) The school B.O.G should only recommend what has been budgeted for to the government

which should then approve or reject the budget.

4.2 CONCLUSIONS

This study was concerned with the identification of knowledge, skills, and attitudes required by

principals of public secondary schools to promote effective administration and financial

management of a school. Some of the general observations that can be made from this study

are:

(i) Schools have not fully established other avenues of raising funds and depend mostly on

parents and the government and therefore burdening them. Parents paid heavily in terms of

tuition (recurrent expenditure) and capital expenditure through P.T.A fund. The government,

on the other hand, shouldered the payment of manpower.

(ii) It was evident that schools did not involve all the people in the school system in the budget

building. The budgets produced were, therefore, the work of the principal and this could have

been shoddy. It was clear that monitoring and supervision were only done by principals and the

B.O. S and therefore this could raise opportunities for collusion, corruption, and weak system

because of no check and balance in policy.

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(iii) It was clear that monitoring and supervision of the budget shouldn’t be done by the

principals alone but it can include the boards of schools and faith basis group.

(vii) The administrators must be accountable to the government, spending funds in accordance

with the spending plan.

REFERENCE

educational administration and financial system in Japan” (in Japanese) Central Council for Education (2005), “Report on the direction and perspective for the boards of education in the era of local decentralization” (in Japanese) Duke B.C. (1973), Japan’s Militant Teachers:

A History of the Left-Wing Teachers’ Movement The University of Hawaii Japan International Cooperation Agency (2004), The History of Japan’s Educational Development JICA Kansai Society for Educational Administration (1999), Educational System and Administration in Japan Kyoudou Shopping Ministry of Education, Science and Culture (1980), Japan’s Modern Educational System:

A History of the First Hundred Years National Institute for Educational Research (1978), Modernization of Education in Japan Research Bulletin No.17 NIER Report of the United States Education Mission to Japan (1946) Shogo Ichikawa (1989), Educational Governance and Administration in Japan NIER Occasional Paper 02/89 NIER

Aringo (1987), The report of Education, Education Research Publication (1992), A History of Modern Education in Sudan Evans Brothers Ltd

Khartoum.

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Campbell et al (1996), Introduction to Educational Administration, Allyn and Becon Inc. 150, Tremont Street Boston.

Coopers and Lybrand (1987), Local Management of Schools: A Report to the Department of Education London. HM150

Fraenkel, R. J. and Wallen, E. N. (1993), How to Design and Evaluate Research in Education. 4th Edition. Illinois: F. E. Peacock Publishers, Inc.

Fiddler B. (1988), Effective Local Management of Schools, Harlow: Longman

Garner (1991), Accounting and Budgeting in Public and Non-profit Organizations, San Francisco: Jossey- Bass

Guthrie et al (1988), School Finance and Educational Policy: Enhancing Educational Efficiency, Equality and Choice.

Macharia (2002, Aug 21), East African Standard pp. 12

Minder (1999), Budgets and the Boards, Adventist Education Magazine

Musvosvi (1998), Alternative Approach to Educational Administration, Africa Herald Publishing House.

Olembo et al (1992), Management and Education, Education Research Publication (ERAP)

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Rebore (1984), A handbook for School Board Members, Englewood Cliffs, N.J Prentice-Hall

List of Abbreviations and acronyms

AE Alternative education

BSF Basic Services Fun.

CAP Consolidated Appeals Process

CDE curriculum Development of Education

CPA Comprehensive Peace Accords

DFID UK Department for International Development

EFA Education for All

EU European Union

EMIS Education Management and Information System

FOA Food and agriculture organization

GPE Global Partnership for Education

GRSS Government of the Republic of South Sudan

JICA Japan international cooperation Agency

JPA Joint Plan of Action

LSS Local Services Support

MEXT Ministry of Education, Culture, Sport science and technology

MDTF Multi-Donor Trust Fund

MDGs Millenniums Development goals

MoGEI Ministry of General Education and Instruction

NEF National Education Forum

NER Net enrollment rate

NGO Nongovernmental organization

OECD Organization for economic cooperation and Development

P.T.A Parents teachers Association

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SBA School based Administration

SIDA Swedish International Development Cooperation Agency

SDF Service delivery framework

SSTEP South Sudan Teacher Education Initiative

TTTM Teacher trainer and trainee manual

UNESCO United Nation Education Science Cultural Organization

USAID U.S. Agency for International Development

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