This paper its research for education administration and finance, that need others scholars to contribute on what they know and comment on this paper

1. 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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2. 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.
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
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3. 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
TABLE OF CONTENTS
Acknowledgment………………………………………………………………………………………………1
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4. 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 ……………………………………………………………………………………………………………………………..…..2
2.4 Characteristics of Japanese education system analysis…………………………………………………..……2
CHAPTER THREE:
LITERATREREVIEW………………………………………………………………………………………………………………..3
3.1 The concept of education administration and its elements………………………………………………….4
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5. 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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6. CHAPTER ONE
INTRODUCTION
1.0 Background of the Study
Literally, 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, where the language of instruction is Arabic. There is also a severe shortage of English
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7. 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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8. 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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9. 1.1 Statement of Problem
There 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?
2. What is Concept of educational administration, and roles of principals to mobilize
resources for the improvement of school quality?
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10. 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.
CHAPTER TWO
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11. 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
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
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12. 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 Grade
from
Grade
To
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:
I. Public schools or Government schools
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13. 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
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
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14. 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
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).
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15. 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.
II. The privatized development of pre- and post-compulsory education and the large share of
private funding for education
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16. 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
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
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17. 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
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
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18. 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
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
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19. 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.
CHAPTER THREE
LITERATURE REVIEWS
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20. 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
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
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21. 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.
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,
Page | 21

22. 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.
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.
Page | 22

23. 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
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.
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24. 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
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
Page | 24

25. 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
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
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26. 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
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,
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27. 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
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
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28. 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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29. 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

30. 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
to accomplish goals. They have to manage all resources given to school by planning,
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Achieving
objectives
Provides
control
Increase
efficiency
Coordination
Reduce
uncertainty
Decision
making

31. 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 development
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32. 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).
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
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33. 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
response to local leadership shortages. Schools principals are particularly important for
assessing alternative models and planning for successful reform to meet student demands.
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34. 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.
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
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35. 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.
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;
Page | 35

36. 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,
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
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37. 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
4.1 How to Budget and manage school resources
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38. 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.
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
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39. 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.
Figure 1. Elements of the budget
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40. CHAPTER FUOR
Page | 40
Monitor
adjust
Take stock
Focus on
the right
solution
Maintain
momentu
m
Taxes
collection
action

41. 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.
To ensure the validity and reliability of the research instruments, questionnaires were piloted in
two selected public secondary schools. The pilot study helped to:
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42. 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%
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)
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43. 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.
(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.
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44. (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.
(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
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45. • 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.
• 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
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46. • 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)
• 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
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47. 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
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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