The Role of Conditional Cash Transfers in Enhancing Enrolment and Academic Performance in Secondary Schools: Evidence from Chalinze District, Tanzania

Shida S. Kapulu; Prospery M. Mwila

doi:10.61227/jtlc.v1i1.190

Authors

Shida S. Kapulu Chalinze District Council , Tanzania
Prospery M. Mwila Saint. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jtlc.v1i1.190

Keywords:

Conditional Cash Transfers, Enrolment, Dropout, Academic Performance, Secondary Education

Abstract

This study examines the role of Conditional Cash Transfers (CCTs) in addressing challenges of enrolment, dropout, completion, and academic performance in secondary schools within Chalinze District, Tanzania. Guided by the Human Capital Investment Theory, the research adopted a mixed-methods sequential explanatory design with a sample of 64 participants, including 61 CCT recipient households, 2 heads of schools, and 2 Ward Education Officers. Data were collected through questionnaires, interviews, and documentary reviews, and analyzed using multiple regression and thematic analysis. Findings reveal that CCTs significantly improved student enrolment rates, reduced dropout levels, and enhanced academic performance by supporting school-related costs, reducing child labour, and promoting gender equity in education. However, results also indicate that CCTs alone cannot fully address learning process challenges, as other structural and contextual barriers persist. The study concludes that CCTs are a vital poverty alleviation and education support strategy, but greater policy integration and institutional strengthening are necessary to optimize their impact on secondary education outcomes.

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