The effect of decentralised educational decisions on learning achievements in secondary schools in selected local government authorities in Simiyu region, Tanzania

A shift in the management of secondary education from the Ministry of Education to local governments in Tanzania has necessitated the endorsement and implementation of local policies to improve schools. However, the impact of such policies on learning outcomes remains uncertain. This study examines the effect of decentralised educational decisions on enhancing learning achievement in the Certificate of Secondary Education Examination (CSEE) across selected districts in the Simiyu region. A quantitative research approach using time series cross-sectional design yielded panel data spanning 2017–2021. Multilevel sampling strategies enabled a random selection of districts and schools, resulting in a final sample of 9634 students who sat for the CSEE over the period under study. Checklists facilitated data collection from school records and national surveys documenting school data. Generalised least squares regression analysis using a random effects model, yielded the study’s findings. The results demonstrate that all domains of decentralised educational decisions positively influence learning achievement. Although there are marginally higher learning achievements in boarding and urban schools, the effects of decentralised educational decisions are more pronounced in day and rural schools. These findings underscore the importance of contextual factors when determining local policies to improve schools.