The effectiveness of decentralized Financial Management in Basic Schools: A case study of Chibombo District

The Decentralised Financial Management in Basic Schools was
introduced in order to foster local participation to safeguard the
principles of transparency, efficiency and effectiveness with which
funds would be used. Hence, the purpose of this study was to assess
the effectiveness of the decentralized financial management in basic
schools of Chibombo District.
A case study was used to carry out the research. The study employed
qualitative and quantitative techniques. Data were collected from the
District Education Board Secretary, the Internal Auditor (Kabwe), six
(6) head teachers, six (6) Accounting Officers, 60 teachers, 12 parents
and 12 pupils. The data were collected using interview schedules on
the DEBS, Internal Auditors, head teachers and Accounting Officers. As
well as questionnaires on teachers and Focus Group Discussions on
pupils and parents. Qualitative data were analysed by comparing and
categorising respondents' opinions. Emerging themes from data
collected were analysed using Microsoft Excel to obtain graphs and pie
charts.
The findings of the study revealed that the decentralized financial
management in basic schools was not effective. The following variables
relevant to decentralized financial management effectiveness were
studied: Participation of local stakeholders in financial management,
accountability and transparency in the management of school funds
and financial management skills.
IV
The overall analysis showed that teachers, pupils and parents were not
incorporated in the management of funds. The study showed that
financial management was more tied to the head teachers and
Accounting Officers.
It was also revealed that pupils and parents were not given the powers
to monitor the utilization of school funds hence the management of
funds was being done behind closed doors. This meant that there was
lack of transparency and accountability.
It was further discovered that most of the stakeholders including the
DEBS and the head teachers lacked financial management skills and it
was only when local stakeholders were skillful and qualified enough to
manage the funds that the decentralized financial management could
be implemented.