Efficiency of Resource Utilisation under the Force Account Approach in Managing Public Secondary School Infrastructures in in Kishapu District, Tanzania

Abstract

This study examined the efficiency of resource utilisation under the Force Account approach in managing public secondary school infrastructures in Kishapu District, Tanzania. Reintroduced by the Tanzanian government in 2016, the Force Account aims to enhance cost-effectiveness, transparency, and community participation in school construction and maintenance. Guided by Project Management Theory (PMT), the study employed a mixed-methods design, integrating quantitative and qualitative approaches to collect data from 149 participants, including education officers, school heads, bursars, teachers, and community members. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Findings revealed that although the Force Account has expanded school infrastructure and reduced procurement delays, inefficiencies persist due to weak supervision, limited technical skills, and inadequate transparency. Poor material management, political interference, and insufficient monitoring mechanisms further constrained resource efficiency. The study concludes that the Force Account remains a valuable model for community-based infrastructure management, but its success depends on strong institutional capacity and effective governance. It recommends continuous training for school administrators and education officers, participatory monitoring and open financial reporting to promote transparency, and the adoption of digital oversight tools to strengthen accountability and sustainability. The study contributes to policy and theoretical discourse by demonstrating how the principles of Project Management Theory can guide efficient and transparent management of educational infrastructure in developing contexts.