The Effectiveness of School Infrastructure Maintenance Guidelines in Babati District: School Quality Assurers’ Voices

Francis Edward & Milka Otieno
St John’s University of Tanzania
Email: fgeffi2@gmail.com

Abstract: Infrastructure maintenance guidelines within the Tanzanian Education Policy remain an implementation challenge and an under-researched area despite playing a crucial role in the provision of quality education in Tanzania. Guided by the Resource-Based Theory, the study conceptualized school infrastructure as a strategic resource whose proper maintenance enhances educational outcomes. This study aimed to evaluate the perspectives of School Quality Assurers (SQAs) on the effectiveness of school infrastructure maintenance guidelines in public primary schools within Babati District, Manyara Region, Tanzania. A concurrent mixed-methods design was employed, involving 240 students, six headteachers, and two SQAs. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained via semi-structured interviews and document reviews. Findings revealed that, although government programs such as BOOST and EP4R improved infrastructure, significant gaps remain, especially in rural schools, where overcrowded classrooms, inadequate sanitation, and limited facilities are accessible to people with disabilities. The study also found that the implementation of maintenance guidelines is hampered by insufficient funding, weak enforcement, and limited community involvement. The study concludes that while infrastructure policies exist, systemic challenges undermine their effectiveness. Recommendations include increased equitable funding, strengthened monitoring, enhanced community engagement, and structured public-private partnerships to sustain infrastructure and hence improve education quality.