KASUKARI ABDUL ATHUMANI(2)

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INSTITUTE OF RURAL DEVELOPMENT PLANNING (IRDP)-DODOMA.
DEPARTMENT OF RURAL DEVELOPMENT AND REGIONAL PLANNING
ASSESSMENT OF SECONDARY SCHOOL ANTI- CORRUPTION CLUBS IN
DODOMA: A CASE OF TWO SELECTED SCHOOLS IN DODOMA
MUNICIPALITY.
BY
ABDUL KASUKARI ATHUMANI
A DISSERTATION SUBMITTED IN PARTIAL FULFILLFMENT FOR THE
REQUREMENTS OF THE AWARD OF BACHELOR DEGREE IN RURAL
AND REGIONAL DEVELOPMENT PLANNING OF THE INSTITUTE OF
RURAL DEVELOPMENT PLANNING,DODOMA-TANZANIA
AUGUST, 2014

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ABSTRACT
The objective of this study was to assess anti-corruption clubs in secondary school in
Dodoma and Sechelela Secondary schools in Dodoma municipality. Assessment of
secondary school anticorruption clubs in Dodoma. The study worked on three specific
objectives as follows, to determine the memberships in secondary schools’ Anti-
corruption clubs, to assess the recent activities performed in secondary schools’ Anti-
corruption clubs, to identify the challenges facing secondary schools’ Anti-corruption
clubs. A total of 67 respondents involved where 64 were student Anticorruption club
members, 2 Anti Corruption Clubs appointed guardians (teachers) and 1 Regional Anti
Corruption municipal officer who involved as respondents in the study areas. Data were
collected from the respondents through Focus Group Discussion, Observation and
interview as the methods for data collection through use of checklist and questionnaires
as tools. The computer program SPSS (Statistical Product and Service Solution) used to
analyze collected data in order to meet the study objectives and the major part of the
analysis was basically analyzed by using descriptive statistics analysis which includes
frequencies and percentages. Study findings have revealed that there entry qualification
for a common anticorruption club’s members, club leader and Guardian teacher’s
qualification. Also the result indicates that the most of activities intended to be
performed in the anticorruption clubs in secondary schools are not achieved. Also the
finding identified training challenges facing anticorruption clubs few organized debate,
seminars, and little skills on arts activities and little training on ant-corruption act. Lastly
major challenge was clubs management challenge in schools. For this case the
responsible stakeholder should support anti-corruption clubs program.

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COPYRIGHT
No part of this research paper may be reproduced, stored in any retrieval system or
transmitted by any means electronics or photocopy without prior written permission of
the writer or the Institute of Rural Development-Dodoma on my behalf

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ACKNOWLEDGEMENT
This work is a product of various contributions from different people. I am very grateful
and indebted to them all, however I feel obliged to mention some of them because
without their prior guidance, assistance and encouragement I may never have been able
to finish this study. First and foremost, I would like to express my special thanks to the
management of Institute of Rural Development Planning-Dodoma for their guidance and
material package which were been provided to me to the whole period of my studies in
the Institute. I also thank the Student’s Research Committee for their assistance and
guidance during my research proposal write up to this stage of writing research
dissertation.
I thank my supervisor Mr. D. Chisomi, PCCB office represented by madam Rosaline
Kagaruki, Dodoma Secondary headmaster, head boy Abdulkarim and Anticorruption
Club representative leader Ms. Rukia Shabani Kiomeo. I thank head mistress of
Sechelela secondary school madam Mmari and anti-corruption club leader Jovine Alex.
Also I thank Mr. Mpanda clubs guardian of Azimio high school, Mr. Mkumbata City
Secondary headmaster, Mr. Mavunde clubs agents in Dodoma and guardian in City
secondary in Dodoma, Umonga second master Mr. Omary Msanga, madam Mwanja and
Baraka Marwa as anticorruption club member at Umonga secondary for constant
motivation, guidance, encouragement and advice during my research proposal
development, field data collection and data analysis up to this moment of writing this
dissertation.
Special gratitude and appreciation should go to Allah, family of Mr.Kasukari, Mr. Babu,
Tusajingwe J, Zainabu B, Lupenda R and all relatives supported during my study life.

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TABLE OF CONTENTS
ABSTRACT.......................................................................................................................ii
DECLARATION ..............................................................................................................iii
COPYRIGHT....................................................................................................................iv
RESEARCH SUPERVISOR CERTIFICATION..............................................................v
ACKNOWLEDGEMENT ................................................................................................vi
TABLE OF CONTENTS.................................................................................................vii
LIST OF TABLE ............................................................................................................xiii
LIST OF FIGURES ........................................................................................................xiv
LIST OF APPENDICE....................................................................................................xv
LIST OF ABBREVIATION AND ACRONYM............................................................xvi
DEFINITION OF KEY TERMS ...................................................................................xvii
CHAPTER ONE ................................................................................................................1
1.0INTRODUCTION ........................................................................................................1
1.1Background Information...............................................................................................1
1.2 Statement of the Problem.............................................................................................2

viii
1.3 Significance of the Study.............................................................................................3
1.4 Research Objectives.....................................................................................................3
1.5 Research Questions......................................................................................................4
1.6 Scope of the Study .......................................................................................................5
CHAPTER TWO ...............................................................................................................6
2.0 LITERATURE REVIEW ............................................................................................6
2.1Theoretical Literature Review ......................................................................................6
2.1.1 Social Learning Theory.............................................................................................6
Applicability of theory........................................................................................................6
2.1.2 The model of overlapping generations......................................................................6
Applicability of the model ..................................................................................................7
2.2 Empirical Literature Review........................................................................................7
2.2.1 Goals of Anti-corruptions clubs in Tanzania............................................................7
2.2.3 Brief concept of Anticorruption Academic initiative in levels of education............8
2.2.4 The purpose of the Anticorruption Academic Initiative in Levels of Education......9
2.2.5 Brief Global history of Anticorruption Academic Initiative in levels of Education.9
2.2.6 Anticorruption Academic Initiative in Africa.........................................................11

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2.2.7 Mauritius Anticorruption Academic Initiative: ......................................................12
2.2.8 Anticorruption Academic Initiative in East Africa.................................................13
2.2.9 The Prevention and Combating of Corruption Bureau (PCCB) of the Tanzania ...14
2.2.10 Challenges facing Anticorruption in Tanzania .....................................................14
2.3 Information Gap.........................................................................................................15
2.4 Conceptual Framework..............................................................................................15
CHAPTER THREE .........................................................................................................17
3.0 RESEARCH METHODOLOGY...............................................................................17
3.1 Study Area .................................................................................................................17
3.2 Research Design.........................................................................................................17
3.3 Data Types and Source ..............................................................................................17
3.4 Data Collection Methods and Tools ..........................................................................17
3.4.1 Documentary review...............................................................................................18
3.4.2 Observation method................................................................................................18
3.4.3. Interview method ...................................................................................................18
3.4.4 Focus group discussion method.................................................................18
3.5 Sampling ....................................................................................................................19

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3.5.1 Sampling frame.......................................................................................................19
3.5.2 Sampling unit..........................................................................................................19
3.5.3 Sample size .............................................................................................................19
3.5.4 Sampling procedure ................................................................................................20
3.6 Detailed Field Work...................................................................................................20
3.7 Data Processing, Analysis and Presentation ..............................................................20
3.7.1 Data processing.......................................................................................................20
3.7.2 Data analysis ...........................................................................................................21
3.7.3 Data presentation ....................................................................................................21
CHAPTER FOUR............................................................................................................22
4.0 FINDINGS AND DISCUSSION...............................................................................22
4.1 General characteristics of respondent ........................................................................22
4.1.2 Respondent’s schools..............................................................................................22
4.1.3 Gender of respondent..............................................................................................22
4.1.3 Respondent’s class level .........................................................................................23
4.2 The memberships in secondary schools’ Anti-corruption clubs................................24
4.2.1 Entry qualification ..................................................................................................24

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Club Member qualification..............................................................................................24
Club leader qualification.................................................................................................24
Guardian teacher qualification........................................................................................25
4.2.2 Gender participation................................................................................................25
4.2.3 Member’s voluntarisms ..........................................................................................28
Reasons for students entry voluntary membership ..........................................................28
Objectives of anti-corruption clubs .................................................................................30
4.3 The recent activities performed in Anti-corruption clubs in secondary schools........30
4.3.1 Fighting, preventing and education corruption activities .......................................30
4.3.2 Activities required be performing and participating in the anticorruption clubs by
the student’s clubs members ............................................................................................31
4.3.3 Club visiting ability by PCCB Officers ..................................................................33
4.4 The challenges facing Anti-corruption clubs in secondary schools...........................34
4.4.1 Facilities Challenges ...............................................................................................34
Recent facilities received by Dodoma Regional PCCB for secondary school’s
anticorruption clubs.........................................................................................................35
4.4.2 Training Challenges .............................................................................................36
Seminars required to be conducted by PCCB in secondary schools clubs......................37

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4.4.3 Management Challenge ..........................................................................................38
The service provider challenges facing PCCB officers responsible for Anticorruption
clubs in secondary school ................................................................................................40
5.0 CONCLUSSIONS AND RECOMMEDATIONS.....................................................41
5.1 Conclusions................................................................................................................41
5.2Recommendations.......................................................................................................41
REFERENCES ................................................................................................................43
APPENDICES .................................................................................................................45

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LIST OF TABLES
Table 1: Gender participation response…………………………………….…………27
Table 2: Number of Anticorruption clubs member……………………….….…….27
Table 3: Reason for Voluntary membership…………………………………….…..29
Table 4: Kind of activities on prevention, fighting and educating on corruption
………………………………………………………………………………………...31
Table 5: Clubs visiting……………………………………………………………….34
Table 6: Facilities challenges…………………………………………………………35
Table 7: Recent kind of facilities received by PCCB for secondary school anticorruption
clubs……………………………………………………………………………….….36
Table 8: Training challenge……………………………………………………….….37
Table 9: Required seminars per year………………………………………..………….38
Table 10: Management challenges……………………………………..…………….39
Table 11: Required number of PCCB officers club’s servant…………..……………40

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LIST OF FIGURES
Figure 1: Conceptual framework ……………….……………………….………..16
Figure 2: Schools of respondents…………………………………………………22
Figure 3: Gender of respondent…………………………………………………..23
Figure 4: Respondent’s class level ………………………………………………24

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LIST OF APPENDICES
Appendix i: Questioners for the students........................................................................ 38
Appendix ii: Anti-corruption Officer Checklist.............................................................. 47
Appendix iii: Activities required to be performing in clubs…..………………………49
Appendix iv: Makosa ya Rushwa……………………………………………………....57

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LIST OF ABBREVIATION AND ACRONYMS
AU ABC African Union Advisory Board on Corruption
EAAACA East African Association of the Anti-Corruption Authorities
IRDP Institute of Rural Development Planning
NGOs Non-governmental Organizations
PCCB Prevention and Combating of Corruption Bureau
SPSS Statistical Product and Service Solution
TIE Tanzania Institute of Education
UN United Nation
URT United Republic of Tanzania

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DEFINITION OF KEY TERMS
Anti-Corruption- is a strategically efforts on preventing and combating abuse of a
position of trust in order to gain an undue advantage.
A club- is a voluntary integrated continuous stable association under group of people
united by a common interest or goal so as to serve the same common purpose. Example
of clubs exists for voluntary or charitable activities; there are clubs devoted to hobbies
and sports, social activities clubs, academic, political and religious clubs.

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CHAPTER ONE
INTRODUCTION
1.1Background Information
Corruption as a moral problem is an immoral and unethical phenomenon that contains a
set of moral deviation from moral standards of society, causing loss of respect for and
confidence in duly constituted authority (Harry and Haan, 2006). Corruption has been
around the world for a very long time, but the issue of corruption has come to attract
renewed interest, both among academics and policy makers. Corruption exists in both
advanced and poor countries, in public and private sectors, and even in the non-profit
and charitable organizations. In Tanzania, corruption affects the entire country; it causes
problems for individuals, for groups of people, for communities and for the country as a
whole. Corruption increases the cost of public service. As a result there is less money for
housing, health care, education or other basic services, Business costs, and costs to
consumers (Saha, 2009).
Club programs are rolled out on a national or regional level depending on the scope of
the organization running the clubs so Anti Corruption Clubs rolled throughout in
Tanzania. Apart from Anti Corruption Clubs, the following clubs are part of club
programs in secondary schools: Scout Clubs, Fema Clubs, United Nations Clubs (UN),
Roots and Shoots Clubs (Constancia and Thulstrup, 2011).
In 2007 The Prevention and Combating of Corruption Bureau (PCCB) launched Anti
Corruption Clubs across Tanzanian secondary schools with the objective of inculcating
into youths the spirit of abhorring and fighting corruption. The Anti Corruption Clubs

2
get appointed a guardian (teacher), a chairman and a secretary (students). They receive
training in all aspects of corruption and how to set up the Anti-Corruption Clubs.
Furthermore the clubs are being initiated and monitored by the District Officers, as it is
the District Officer’s responsibility to involve and educate the community about the
consequences of corruption. District Officers go to every school and motivate setting up
Anti Corruption Clubs; however they are yet to develop a schedule for reporting.
Activities include making debates, dramas and cartoons about corruption. All members
receive a t-shirt and a certificate upon completion of their membership. In Tanzania
Anti-corruption clubs in secondary schools increases from 3435 a year 2009 up to 3946
clubs a year 2013 (PCCB, 2013b).
1.2 Statement of the Problem
Anti-corruption clubs in secondary school faced with the shortage of enough time by
finding time within school time table to practice Clubs activities towards achieving
Club’s objectives. Also Anticorruption clubs in secondary schools still faced with little
students voluntarism in joining Anticorruption Clubs and some existing members of
Clubs have little voluntarism in practicing clubs activities, which turn away youth
students to become good citizens in every aspect and involve youth in fighting against
corruption as targeted by PCCB when lunched Anticorruption Clubs in secondary
schools a year 2007 (Constancia and Thulstrup, 2011).
Therefore up to the moment, it is not yet known how far the Anti-corruption clubs in
secondary school in Dodoma region have been achieved in performing targeted
objectives from the efforts taken by the PCCB to lunch Anti-corruption clubs in

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secondary school on preventing, combating and fighting corruption in Tanzania since
2007 by involving students who are parts of community. Thus the study proposes to
assess the effectiveness of Anti-corruption clubs in secondary schools.
1.3 Significance of the Study
The study provides knowledge and information to student and Researchers about the
anticorruption clubs in secondary school hence they will see importance of including
effectively to the other levels of education. The study helps to bring a close connection
of anticorruption clubs in schools with the local community by performing various
activities in or with the community or to educate the community about the effects of
corruption so as stimulating community development.
To Government side the study provides awareness in commitment to improve practical
effectiveness of anti-corruption education through Anticorruption clubs in schools by
considering much pre-primary, primary, secondary schools, colleges and universities
with trainings, research, a platform for dialogue and preventing, combating and fighting
corruption networking activities in levels of education hence to have sustainable stable
syllabus in all levels of education.
1.4 Research Objectives
The general objective of the study is to assess anti-corruption clubs in secondary school
in Dodoma and Sechelela Secondary schools in Dodoma municipality.

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The specific objectives of the study are;
i) To determine the memberships in secondary schools’ Anti-corruption clubs.
ii) To assess the recent activities performed in secondary schools’ Anti-corruption clubs.
iii) To identify the challenges facing secondary schools’ Anti-corruption clubs.
1.5 Research Questions
i) How about the membership of Anti-corruption clubs in secondary schools?
Variables
Entry qualification
Gender participation
Members voluntarisms
ii) What are the recent activities performed in Anti-corruption clubs in secondary schools?
Variables
Fighting, preventing and education corruption activities
iii) What are the challenges facing Anti-corruption clubs in secondary schools?
Variables
Facilities
Training
Management

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1.6 Scope of the Study
The study conducted in Dodoma region at Dodoma Municipality, focus on the
effectiveness of Anti-corruption clubs in secondary school in Dodoma Municipality a
case of two schools.

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CHAPTER TWO
LITERATURE REVIEW
2.1 Theoretical Literature Review
2.1.1 Social Learning Theory
Bridges behavioral and cognitive learning theories by taking into account how imitable
behaviors are affected by cognitive constructs such as attention, retention, and
motivation; Uniquely, the social learning theory explains how behaviors are learned in
the context of reciprocal determinism, or the interaction between observed behaviors,
cognitive factors, and external environments. These interactions affect self-efficacy by
either encouraging or discouraging the performance of a particular behavior (Bandura,
1971).
Applicability of theory
For example, a person who watches a public service announcement that encourages
Anticorruption practice may model the observed behavior because they are sufficiently
attentive, motivated, and able to replicate the observed behavior. By getting
anticorruption fight knowledge, this person influences the environment by making
corruption fighting more salient, or by influencing others to model this behavior.
2.1.2 The model of overlapping generations
The overlapping generations model with intergenerational transmission values, state that
if young people are educated to adopt a moral attitude against corruption then high fines
or monitoring can be reduced while low corruption levels are achieved. Thus, educating
the young could be a key element in reducing corruption successfully (Hauk and Saez-
Marti, 1998).

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Applicability of the model
For example if the young people are educated to adopt a moral attitude on against
corruption through Anticorruption academic initiative ethics in Tanzania then high
corruption rate of growth will be decreases with low corruption levels achievement.
Therefore, educating the youth on anti-corruption in Tanzania could be a key element in
reducing corruption if no to end effectively.
2.2 Empirical Literature Review
2.2.1 Goals of Anti-corruptions clubs in Tanzania
Establishment of Anti-corruptions clubs in secondary school target to build students
morally and involve students infight against corruption by:-
a) To make students understand their position and responsibility in fight against corruption
effectively.
b) To build students morally by making them aware on the corruption outcomes in order to
hate corruption in their all life hence to make the answerable society.
c) To facilitate society to know their position and responsibility in fight against corruption
(PCCB, 2013a).
2.2.2 Activities of Anti-corruptions clubs in Tanzania
In Anti-corruptions clubs students participate in preventing and combating by doing the
following activities:-
a) To educate their fellow students and community on the meaning of corruption, causes of
corruption, outcomes of corruption and importance of fighting against corruption.
b) To conduct corruption dialogues with school and outside.

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c) To conduct corruption debates which raise different idea and challenges on corruption
d) To practice different arts activities with anticorruption massages such as songs, drama,
poetry.
e) To participate in community activities.
f) To report corruption practices to PCCB.
g) To participate in different conferences prepared by PCCB and other institution in order
to spread anticorruption massage.
h) To go further on learning and understand the citizen right and responsibilities in
government and private sectors (PCCB, 2013a).
2.2.3 Brief concept of Anticorruption Academic initiative in levels of education
Anti-corruption education offered in recent decades has been ad-hoc at best, often
lacking specialization and a comprehensive framework. It has suffered from educational
particularism and in some instances even separatism, thus providing limited results in
the long-run. In response to these shortcomings, IACA’s holistic approach was designed.
An approach which is international in catering to various corners of the globe and
observing regional diversity; inter-disciplinary in ensuring that every thematic aspect of
corruption, academic and practical, is taken into account; inter-sectoral in linking
practitioners with researchers, the public sector with the private sector, academics with
civil society; integrative, in providing knowledge and hands-on tools applicable to
different parts of the world; and sustainable, in offering lasting solutions. For anti-
corruption work to be effective, practitioners need to step cross-sectorial policies
(IACA, 2013).

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2.2.4The purpose of the Anticorruption Academic Initiative in Levels of Education
The purpose shall be to promote effective and efficient prevention and combating of
corruption by
(a) Providing anti-corruption education and professional training;
(b) Undertaking and facilitating research into all aspects of corruption;
(c) Providing other relevant forms of technical assistance in the fight against corruption;
(d) Fostering international cooperation and networking in the fight against corruption.
Therefore the activities of the Academy shall observe the principle of academic
freedom, meet highest academic and professional standards and address the
phenomenon of corruption in a comprehensive and inter-disciplinary way, taking due
account of cultural diversity, gender equality and recent developments in the field of
corruption at the global and regional levels (IACA, 2010).
2.2.5 Brief Global history of Anticorruption Academic Initiative in levels of
Education
The idea of an international anti-corruption academy arose out of Interpol’s International
Group of Experts on Corruption, which at the time included Martin Kreutner, IACA’s
current Dean, Michael Hershman, President of the Fairfax Group and a member of
IACA’s International Senior Advisory Board, and the late Franz-Herman Bruner,
Director-General of the European Anti-Fraud Office at the time. The Republic of
Austria and Interpol were the driving forces behind the establishment of what would
become the International Anti-Corruption Academy (IACA). The official launch of the
Academy came about in 2010. On 2 and 3 September, the Inaugural Conference, “From

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Vision to Reality”, took place in Vienna, Austria, having witnessed the participation of
over 1,000 delegates from UN Member States, international organizations, NGOs, the
private sector, civil society, and academia. UN Secretary-General Ban Ki-moon was the
guest of honour. The conference culminated in the signing of the Agreement for the
Establishment of the International Anti-Corruption Academy as an International
Organization by 31 December 2010, the last day the agreement was open for signature,
50 UN Member States had signed it. With more than 50 Members in such a short time
span, IACA came to characterize one of the most successful international initiatives in
history. On 8 March 2011, it gained the status of an international organization, and has
since witnessed an ever growing number Members and partners (IACA, 2013)
According TI report 2011, in Global level Scandinavia countries reading as top winner
anticorruption are New Zealand, Denmark, Finland, Sweden and Norway respectively
(PCCB, 2013b).
In New Zealand Anti-Corruption Training Recognizing bribery and corruption,
understanding how to deal with them, and complying with anti-bribery laws is growing
in importance in all business environments. Transparency New Zealand in partnership
with The Serious Fraud Office and Business has released a free online Anti-Corruption
Training module. Anti-Corruption Training is a self-study e-learning course with which
the participant will learn how to prevent and resist bribery in their business and comply
with bribery laws. The course starts with an overview of bribery, followed by a set of in-
depth realistic scenarios that require the participant to make decisions in familiar
situations, and ends with a summary of bribery laws and offences. The course features

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clear and practical advice from ethical business practice experts. The anti-corruption
training designed by leading experts in the field, and enables organisations to provide
training for their personnel, New Zealand laws to combat bribery and corruption.
In New Zealand the Crimes Act 1961 makes it an offence to corruptly accept or obtain a
bribe for something done (or not done) in an official capacity. Bribes may involve
money, valuable consideration, employment or any other benefit. It is an offence to
bribe judges, government ministers, members of Parliament, police officers and other
public officials including foreign public officials. It is also an offence to corruptly use
official information. Penalties for bribery include imprisonment for up to 14 years. If
someone from New Zealand bribes an official in another country, that person may be
prosecuted in New Zealand. Bribery of foreign public officials in such cases carries a
penalty of imprisonment for up to seven years (New Zealand Ministry of justice, 2013).
2.2.6Anticorruption Academic Initiative in Africa
African Union Advisory Board on Corruption 2011 – 2015 Strategic Planone of the
categories of actors can be identified in the framework of the fight against corruption is
Civil Society organizations and Knowledge Management organizations (Universities,
research centers, etc). Africa Union ABC struggle to increase awareness of the
convention and its implementation mechanisms under these efforts to its members such
as ensuring awareness on the Convention is increased Degree of awareness on the
Convention among institutional actors, awareness raising missions/ activities carried
out.

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The other target of AUABC is to ensure setting up of national anti corruption bodies and
authorities through Development and implementation of anti-corruption policies and
laws Provide information on status of corruption, Anti corruption initiatives at country
levels and their impacts expect Collaborate, with State Parties on provision of tools to
analyze the nature and scope of corruption, support for the development of anti
corruption policies and programs, training and advisory services, assessment of
measures put in place to fight corruption and related offenses, provision of reports and
briefing notes on corruption, Capacity building of actors (Training workshops and on-
line courses on anti-corruption) (AUABC, 2011).
According MO Ibrahim report 2012, in Africa countries the well achieved in
anticorruption are Mauritius, Cape Verde, Botswana, Seychelles, South Africa and
Namibia, where Mauritius as leading country and other follower as arranged in position
(PCCB, 2013b).
2.2.7 Mauritius Anticorruption Academic Initiative:
Mauritius considers much the following issues in Anticorruption Academic Initiative:
(i)The duration: programmes which had sustainability were more effective. It does
appear that there is a threshold effect whereby significant awareness and
improvement and attitudes can only be achieved over time and when programmes
remain embedded in school life for a period of time.

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(ii) The involvement of all stakeholders within the schools: experience in countries
like South Africa, Poland amongst others, bring to the fore the realization that all
students and teachers must be involved collectively.
(iii) Regarding methods the focus is on participation and activity rather than talk.
Dramatisation, role plays, problem solving, mock political and judicial activities
were construed as leading to more significant change. Methods which produce open
ended learning situations stood a greater chance of success than other pedagogical
approaches.
(iv) Teachers: when teachers are knowledgeable, convinced and inspiring, they have
a greater chance of engaging students in reflection and participation (Mauritius
Research Council, 2010).
2.2.8 Anticorruption Academic Initiative in East Africa
The East African Association of the Anti-Corruption Authorities (EAAACA) was
formed on 28th September 2007 in Kampala Uganda when the heads of the National
Anti-corruption Authorities of Kenya, United Republic of Tanzania and Uganda signed
the Kampala Declaration of East African Association of Anti-corruption Authorities. On
9th November 2007 the Association was launched and the EAAACA Constitution was
signed in Nairobi, Kenya. The national Anti-corruption Authorities of Burundi and
Rwanda became members of the Association in February 2008 during the Association’s
First Annual General Meeting in Zanzibar. The Association is composed of Ethics and
Anti-Corruption Commission of the Republic of Kenya; the Inspectorate of Government
of the Republic of Uganda; the Prevention and Combating of Corruption Bureau of the

14
United Republic of Tanzania; the Office of the Ombudsman of the Republic of Rwanda;
and the Special Brigade Anti-Corruption of the Republic of Burundi. According TI
report 2012, in East Africa countries the well achieved in anticorruption is Rwanda
followed by Tanzania, Uganda, Kenya, and Burundi (PCCB, 2013b)
2.2.9 The Prevention and Combating of Corruption Bureau (PCCB) of the
Tanzania
The PCCB is only mandated to operate in main and Tanzania. The Prevention and
Combating of Corruption Bureau (PCCB) of Tanzania has its mandate give by PCCB
Act No.11 of 2007 to provide promotion and enhancement of good governance and
eradication of corruption.
The effort toward Anticorruption Academic Initiative in East Africa PCCB in Tanzania
achieve to initiate 3946 anticorruption clubs in secondary school from 3435 Anti-
corruption clubs which was equal to 90.4% of all secondary schools in interactive
debates, open discussions on corruption reported year 2009 in Mainland Tanzania
(PCCB, 2013b). Also Tanzania Institute of Education(TIE) which is to deliver effective
services to pre-primary, primary, secondary schools teachers and colleges’ tutors to
ensure improvement of education in Tanzania schools and colleges, the plan work to
ensure National Anti-Corruption Strategy effectively Enhanced, Sustained and
Implemented (Tanzania Institute of Education, 2010).
2.2.10 Challenges facing Anticorruption in Tanzania
Anticorruption education face little awareness campaign to educate the public on
corruption, narrow scope of corruption reporting system, little transparency on accessing

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policies, laws, and regulation as anticorruption supporting document to public. Also
little voluntarily on reporting corruption activities, lack of exactly number of years for
the crime to be punished, lack of full autonomy to PCCB on intervene the problematic
areas prone to corruption such as judiciary, ministries, government procurement,
tendering process and the police (URT, 2009).
2.3 Information Gap
Base on the concepts of the Anticorruption literatures reviews nothing has been written
concerning about effectiveness of anticorruption clubs in secondary schools on goals
and its activities targeted since a year 2007. Most of literature reviews discussed much
on goals, reasons for establishing anticorruption clubs, expected achievement on
introducing anticorruption clubs, organization structures and few challenges. Many
documents comments on the existence of Anti-corruption clubs but they did not state on
the effectiveness of the Anti-corruptions clubs goals and its activities. Therefore the
study is vital to determine the effectiveness of Anti-corruption clubs in secondary
schools.
2.4 Conceptual Framework
The conceptual framework simply describes the types of variable studied that were the
relationship between independent, intermediate and dependent variables. The
effectiveness of Anti-corruption Clubs in secondary schools depends on the
independence variable like membership entry, membership voluntarism, Fighting and
preventing corruption and provision of Anticorruption education which influence
directly and the intermediate variables like capacity building, management, club’s
facilities and regulation supporting independent variable where by independent and

16
intermediate variable influence indirectly and directly the dependent variable
achievement on effectiveness of Anti-corruption Clubs in secondary school.
Figure 1: Conceptual framework
Independent
variable
Dependent variableIntermediate
variable
Effectiveness of Anti-
corruption Clubs in
secondary school
Membership entry
Participation
Members
voluntarisms
Fighting and
preventing corruption
Anticorruption
education
Capacity
building
Facilities
Management
Regulation

17
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Study Area
The study was conducted at Dodoma Municipality in Dodoma Region due to the
presences of many secondary school Anti-Corruption clubs. The secondary school Anti-
Corruption clubs which are very important.
3.2 Research Design
The study was undertaken through non-experimental design using cross sectional
design because it involve gathering the information to representatives population at a
single point in time.
3.3 Data Types and Source
The study used both primary and secondary sources of data. Primary data was acquired
from the students, teachers and Anticorruption officers through questionnaire,
observation and focus group discussion while secondary data was collected from Data
clerk, Authorized and published reports from books, internet sources and journals.
3.4 Data Collection Methods and Tools
Data collection, according to Burns and Grove (2005), is a systematic process of
gathering information relevant to the study, and should be used to address the research
purpose and objectives, and answer the research questions. Data was collected by using
the following methods.

18
3.4.1 Documentary review
The study involved the use of already prepared documents from published and
unpublished such as Office documented report, PCCB magazine and journals consulted
checking to get information related to the study.
3.4.2 Observation method
Observations are always structured. So the study observed through the so-called the
‘participating observation strategies’ type of observation which used to identify by
contact eyes the information from indicated from checklist on the secondary school
Anti-Corruption clubs observing activeness and response of clubs member in
understanding corruption.
3.4.3. Interview method
The secondary school Anti-Corruption clubs were interviewed through questionnaire
and check list for the key informants such as teachers, and Anticorruption officers who
would be visited and interviewed by a researcher which are pre-coded. An open question
takes a broad look at a problem, thus leaving ample space for various explanations.
While a closed question on the other hand used, this contained a clear outline which
needed to be understood and is therefore suitable for further delineations.
3.4.4 Focus group discussion method
The small group of club members involved on open discussion by asked study further
questions in the same general manner from a study checklist and the discussion result
shared by the group.

19
3.5 Sampling
Sampling is the process of selecting individuals from a population who will be studied
(Burns and Grove, 2005).
3.5.1 Sampling frame
The Sampling frame was the full list of members of a population from which the study
participants are selected. The entire population from which the sample is to be drawn
were 178 anticorruption clubs’ students from two schools located in Dodoma
Municipality where 60 from Sechelela while 118 given number of clubs members under
pre-surveyed before form six of 2014 completed school, the 2 Anti Corruption Clubs
appointed guardians (teachers) and 1 Anti-corruption Officer at Dodoma Municipality in
Dodoma Region.
3.5.2 Sampling unit
Sample unit were students, Anti Corruption Clubs appointed guardians (teachers) and
Anticorruption Officer as key informants.
3.5.3 Sample size
Total sample size was 67 respondents involving 64 student Anticorruption club
members, 2 Anti Corruption Clubs appointed guardians (teachers) and 1 Regional Anti
Corruption municipal officer.
The sample size calculated by using the following formula;
n = N Where n= Sample size, N = Total population, e = acceptable error,
(Yamane, 1967). 1 + N (e) 2
Hence: n = 178 = 64
1+178 (0.1) 2

20
The above formula is used so as to avoid errors that may occur in calculating the sample
size also it is acceptable because it is close to reality.
3.5.4 Sampling procedure
Both probability and non probability sampling techniques was used to select sample to
be used in the study, in probability sampling, simple random sampling technique
sampling used to select the sample unit such as students in study areas. On non
probability sampling techniques, purposive-probability technique used so as to select
special target group according to position they have in particular area such as
Anticorruption Officers, Teachers who provided information related to the study.
3.6 Detailed Field Work
Primary data collection involved questionnaire design, pre-survey, sampling and
administration of the questionnaires to assess the respondent at locations of study, key
informants such as students, Anti Corruption Clubs appointed guardians (teachers),
Anticorruption Officer. Questionnaires designed to capture both quantitative and
qualitative data for the assessment of the effectiveness of the anticorruption clubs in
secondary schools. Secondary data collect from various sources such as Data clerk,
Authorized and published reports from documents, internet sources and journals to get
information on Anticorruption clubs in secondary school.
3.7 Data Processing, Analysis and Presentation
3.7.1 Data processing
Processing of the data from the questionnaires was done by using IBM SPSS Statistics
for interpretation of data. Responses to the questionnaires had edited, coded and saved,
making use of computer software. Since the questionnaire data are non-numeric, they

21
had coded. The data processing had been done by assigning a numeric code to each
response. The coding enabled through the conversion of the descriptive qualitative
statements on the questionnaires to a nominal measurement form (Louw, 2009).
3.7.2 Data analysis
The data analysis was based on both qualitative and quantitative analysis. Qualitative
analysis based on analyzing qualitative data while quantitative analysis based on
analyzing quantitative data basing on descriptive analysis. The analysis was done
through SPSS.
3.7.3 Data presentation
Data output presented inform of tables, graphs and word information system so as to
show relationship between variables, present overall view of the findings so as to
identify trends and display relationship in comparable way between parts of the findings
for different studied variable.
3.74 Limitation of the study
The study faced with presence of inactive Anti-corruption clubs in Secondary school
with few members compared to number of school’s students. Also since first stage of
pre-surveyed data for proposal the study faced with inadequate presence of proper
exactly information and insufficient data base which influenced to get estimated data on
members of clubs with lack of leadership and in some schools had disorganized
leadership which influenced to advise the club members to select a guardian teacher and
club leader.

4.1 General characteristics of respondent
From the finding the study identified respondent general characteristics such as school
found, gender and class level.
4.1.2 Respondent’s schools
From the findings 48.4% percent of
51.6% percent of respondent was from Sechelela secondary school
Figure 2: Schools of respondents
4.1.3 Gender of respondent
From the findings 56.3% percent of respondent was male while 43.8% percent
respondent was female
secondary school anticorruption which reveals there is
46.5
47
47.5
48
48.5
49
49.5
50
50.5
51
51.5
52
Percent
22
CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 General characteristics of respondent
found, gender and class level.
4.1.2 Respondent’s schools
From the findings 48.4% percent of respondent was from Dodoma secondary while
51.6% percent of respondent was from Sechelela secondary school
Figure 2: Schools of respondents
4.1.3 Gender of respondent
From the findings 56.3% percent of respondent was male while 43.8% percent
respondent was female (Figure 3). This implies gender balance participation
secondary school anticorruption which reveals there is transmission
Dodoa secondary Sechelela secondary
Respondent's school
respondent was from Dodoma secondary while
51.6% percent of respondent was from Sechelela secondary school (Figure 2).
From the findings 56.3% percent of respondent was male while 43.8% percent of
. This implies gender balance participation in
transmission of anticorruption
Sechelela secondary

filling and idea to girls and boys who are expected leaders of the nation
transmit patriotism element to the boys and girls students in secondary school in
Tanzania.
Figure 3: Gender of respondent
4.1.3 Respondent’s class level
From the findings the 3.1% percent was form one, 12.5% was form two, 12.5% percent
was form three, 25.0% percent was form four, 17.2% percent of respondent was form
five and 29.7% percent of respondent was form six
study finding was not bias in term
0
10
20
30
40
50
60
Percent
23
and idea to girls and boys who are expected leaders of the nation
Figure 3: Gender of respondent
4.1.3 Respondent’s class level
rm three, 25.0% percent was form four, 17.2% percent of respondent was form
five and 29.7% percent of respondent was form six ( Figure 4)
not bias in term of class levels participation.
Boys
Girls
Gender of respondents
and idea to girls and boys who are expected leaders of the nation. Thus this
rm three, 25.0% percent was form four, 17.2% percent of respondent was form
. This implies that the

Figure 4: Respondent’s
4.2 The memberships in secondary schools’ Anti
4.2.1 Entry qualification
Club Member qualification
From the finding according to PCCB Club’s guideline for a club membership
qualification were firstly a member must be a student
secondly Student must have good behavior and thirdly a student must be will to join,
volunteer and participating with his/ her fellow members.
competent club member
members in school should enhance clubs to attract other student to join club.
Club leader qualification
From the findings the study identified the club’s leader qualification according to PCCB
clubs guideline where first he/she must be a member of club for six month (except for a
new club any member can elected to be a leader regardless of time boundary), se
he/she must participate club’s activities,
in front of the majority,
four except if he/she was elected before entering form four.
0
5
10
15
20
25
30
Form one
Percent
24
Figure 4: Respondent’s class level
4.2 The memberships in secondary schools’ Anti-corruption clubs.
4.2.1 Entry qualification
Club Member qualification
qualification were firstly a member must be a student of a school where club established,
volunteer and participating with his/ her fellow members. This implies the club require
member even if clubs are not active in many schools.
Club leader qualification
new club any member can elected to be a leader regardless of time boundary), se
he/she must participate club’s activities, thirdly must have ability to express his/her self
in front of the majority, confident, transparent and faithful one, lastly should not be form
four except if he/she was elected before entering form four. Th
Form one Form two Form
three
Form four Form five
Respondent's class level
corruption clubs.
of a school where club established,
This implies the club require
tive in many schools. Thus present clubs
new club any member can elected to be a leader regardless of time boundary), secondly
thirdly must have ability to express his/her self
confident, transparent and faithful one, lastly should not be form
This implies that clubs
Form five Form six

25
require active clubs leader. From the findings during the study Dodoma secondary
found without club chair person because was a form six leave instead one form six
member volunteered to be club leader where allots of challenges occurred such as lack
of full club database information such as actual number of club member as well as at
Azimio secondary and Umonga during the pre-surveyed study had no club leaders but
had inactive club leaders. For the case of Sechelela secondary a founded club leader said
he asked for election to leave position to others because he was form four fearing
completing school and leaving a club without a anticorruption club leader but a teacher
required him to still as club leader.
Guardian teacher qualification
From the findings a guardian teacher for anticorruption clubs the follow qualification
according to PCCB clubs guideline, firstly a teacher should teach civics/ general
studies, secondly a teach should a good role model with a good behavior, thirdly should
be a teacher at that school and finally a teacher should be ready to volunteer. From the
finding many schools involved during pre-surveyed and field research had no active
school example during study Dodoma secondary had no guardian teacher was outside
school for study, the same case at Azimio high school and Umonga secondary school.
But for the case of Sechelela secondary students claimed on inactiveness of their
anticorruption club guardian teacher.
4.2.2 Gender participation
From the finding as shown in (table 1) the 100% percent said yes there is gender balance
based participation in the club as witnessed by question response where 36(56.3%) boys
respondent and 28 (43.8)% were girls. While in (table 2) the school actual numbers of

26
student Anticorruption members are 60 in Sechelela Secondary school where estimated
by club leader 33 are girls and 27 boys and in Dodoma secondary school present
estimated total number of club member is 74 where male are 35 and 39 female due to
lack of actual total number as result of poor database (Table 2). The result implies that
there is gender balance in the clubs but the number of club member girls and boys do not
reflect the number of girls and boys found in the schools.

27
Table1: Gender participation response
Club member’s sex Number of respondents Percent (%)
Boys 36 56.3
Girls 28 438
Total 64 100
Table 2: Number of Anticorruption clubs member
School name Gender Number of response
Boys 35
Dodoma secondary school Girls 39
Total 74
Sechelela secondary school Boys 27
Girls 33
Total 60

28
4.2.3 Member’s voluntarisms
From the finding 63 respondents equal to 98.4% percent of respondent said “Yes” are
became voluntarily members without any force while only single respondent does not
responded. This implies that there is voluntary entry the anti-corruption clubs.
Reasons for students entry voluntary membership
From the finding 55.2% of respondent said are voluntarily joining anticorruption club
because of education provided on anti-corruption, 46.6% of respondent said are
voluntarily joining anticorruption club because of future expectation to benefit through
the membership, 46.6% of respondent said are voluntarily joining anticorruption club
because of kind of activities performed in the clubs, 62.1% of respondent said are
voluntarily joining anticorruption club because of awareness having on corruption,
56.9% of respondent said are voluntarily joining anticorruption club because of hating
corruption, 67.2% of respondent said are voluntarily joining anticorruption club
because of one case of the civics and general studies topic in the class.
Also from the findings 62.1% of respondent said are voluntarily joining anticorruption
club because of their desire to support community by fighting corruption, 41.4% of
respondent said are voluntarily joining anticorruption club because of their desire to
create trust ship in school and out of school, 36.2% of respondent said are voluntarily
joining anticorruption club because no isolation/segregation in club, 44.8% of
respondent said are voluntarily joining anticorruption club because club provide
employment faithful certification Curriculum vitae, 50% of respondent said are
voluntarily joining anticorruption club because they want to fight corruption which

29
cause extreme poverty (Table 3). This finding implies that most of student in secondary
school have their own target to join anticorruption clubs.
Table 3: Reason for Voluntary membership
Reasons for voluntarily
Membership Number of response Percent (%)
Education provided on anti-corruption 32 55.2
Future expectation through the membership 27 46.6
Kind of activities performed in club 27 46.6
Awareness having on corruption 36 62.1
Hating corruption 33 56.9
One of the civics and general studies topic in the class 39 67.2
Desire to support community by fighting corruption 3 62.1
Desire to create trust ship in school and out
of school 24 41.4
No isolation/segregation in club 24 36.2
It provide employment faithful certification
Curriculum vitae 26 44.8
To fight corruption which cause extreme poverty 29 50.0

30
Objectives of anti-corruption clubs
From the finding PCCB established anti-corruption clubs in secondary schools with a
major objective of creating student ethically and morally in preventing and fighting
corruption by being brave in rejecting corruption, reporting corruption events to PCCB,
police and other related area, to make student understanding their position and
responsibility on the prevent and combating corruption, spreading anticorruption
education, to help community knowing their position and responsibility on
anticorruption and lastly objective is to make students with patriotism faith. But from the
finding most of the objective are achieve at very low rate since the number of clubs
members are very small in schools compared to number of students in school as long as
the programme has 7 year since its establishments. Clubs objective faced with big
challenge of lacking active clubs and active members with inactive activities since a
number of objectives are less implementable as intended such as to make student
understanding their position and responsibility on the prevent and combating corruption,
spreading anticorruption education, to help community knowing their position and
responsibility on anticorruption and lastly objective is to make students with patriotism
faith which limited by lack of fund and some weakness in clubs management strategy
like inactiveness of communication and participation.
4.3 The recent activities performed in Anti-corruption clubs in secondary schools.
4.3.1 Fighting, preventing and education corruption activities
From the finding the respondent reported the following recent activities performed in the
clubs where 57.6% said debates, 52.5% said Seminars is one of activity organized in the

31
club under coordination support of PCCB, 59.3% said Arts activities is one of activity
organized in the club and 57.6% said reporting corruption evils is one of activity
organized in the club (Table 4). This implies that anticorruption clubs has activities to
perform which make student to get knowledge.
Table 4: Kind of activities on prevention, fighting and educating on corruption
Kind of activities on prevention,
fighting and educating on
corruption Number of response Percent of cases
Debate 34 57.6
Seminars 31 52.5
Arts activities 35 59.3
Reporting corruption evils 34 57.6
4.3.2 Activities required be performing and participating in the anticorruption
clubs by the student’s clubs members
From the finding identified activities required to be performing and participating in the
anticorruption clubs by the student’s clubs members which where the firstly activity was
educating their fellow student on causes, effect and on how to prevent and fight
corruption which performed once per week in Sechelela and Dodoma secondary schools

32
within school time table at Clubs periods, second activity is educating community on
causes, effect and on how to prevent and fight corruption which not achieved both
school club leaders said due to like enough time, thirdly activity is to conduct corruption
debate within school which at least performed once per week during clubs period in the
school, fourthly activity was to conduct corruption debates outside of school which do
not performed and not achieved in both two school.
Also the fifth activity was to practice different arts activities with anticorruption
massages such as songs, drama, poetry which are scarcely Performed in both two school,
sixth activity was attending seminars conducted by PCCB within school which
performed once a year and some time not conducted instead of being conducted twice a
year per each school where anticorruption club lunched, seventh activity was to
participate in community activities where anticorruption club members required to
engage in any community activities like volunteer in cleanness at social service area like
hospital or at market in order to show community their presence but unfortunately the
task are not performed in both two school for the case of disorganized of activities with
a club, eight activity was to participate in different conferences prepared by PCCB in
aimed to spread anticorruption message which responded by club leaders are seldom
conducted per year while PCCB officers responded the them seldom organized because
of budget scarcity which finally conducted a year 2010 and a year 2012.

33
4.3.3Club visiting ability by PCCB Officers
From the finding identified that PCCB officers required to visiting at most twice a year
each lunched club in secondary school but at present ability officers said once a year
sometime to other clubs are not visited at all per year. The major challenge reported was
small budget for running community education activities where recent department
responsible for community education receive only TSh.100, 000/= instead of receiving
TSh.550000/= as estimated cost of oil in order to afford visiting all schools where
estimated they can be able visiting 25 clubs per month where each club cost
Tsh.22000/= as oil cost. But respectively received Tsh.100,000/= said received to for
club running cost but are received per month as a total cost of department of community
education activities which are running clubs, community open meeting, running
projects, radio periods running, dialogue conducting and social activities like planting
trees and seminars (Table 5). This implies that from lacking PCCB officer visiting clubs
in school as a part for attention, retention, and motivation make the student members of
anticorruption clubs to become not active members.
Table 5: Clubs visiting
Club visiting required present deficit
Sechelela secondary 2 1 1
Dodoma secondary 2 1 1

34
4.4The challenges facing Anti-corruption clubs in secondary schools
4.4.1 Facilities Challenges
From the findings of the study anticorruption club’s members reported facilities
challenges as following 50% said lack of clubs T-shirt, 45% said lack of anticorruption
news paper, 43.8% said scarcity of magazines, 53.1% said scarcity of club’s calendar,
50% said scarcity of brochures and 42.2% said lack of certificate of participation for the
case of Sechelela Secondary school (Table 6). This implies that clubs member’s students
are still no motivated in term of facilities so as to make them prestige with club.

35
Table 6: Facilities challenges
Facilities challenges Number of response percent of cases (%)
Lack of clubs T-shirt 32 50
Lack of anticorruption newspapers’ 29 45.3
Lack of magazine 28 43.8
Scarcity of club’s calendar 34 53.1
Scarcity of brochures 32 50
Lack Certificate of participation 27 42.2
Recent facilities received by Dodoma Regional PCCB for secondary school’s
anticorruption clubs
From the finding PCCB officers responsible for community education said a prefer more
to spread many copy and magazine in schools but the challenge is number of copy 300
received at middle year of are not satisfy the demand of 51 clubs found in Dodoma
municipality because the required copy of magazine and brochures is 16200 copies, so at
present there is deficit of 1590 copies to afford supplying in Dodoma municipal
secondary schools (Table 7). This implies that clubs performance affected by a scarcity
of magazine and brochures supplied by PCCB headquarter.

36
Table 7: Recent kind of facilities received by PCCB for secondary school
anticorruption clubs
Kind of facilities` required copy received deficit
Magazine and brochures 16200 per1/2 a year 300 15900
Source: PCCB (2014)
4.4.2 Training Challenges
From the finding the following training challenges were reported by respondent where
53.1% said few organized seminars, 43.8% said few organized debates in the school
and outside, 45.3% said little skill on conducting arts activities in school, 51.6% said
little awareness on clubs dialogue and 98.4% awareness on anticorruption Acts (Table
8). This implies that clubs members are required to perform activities which are not
trained on how to do with what standard so as to reach the planned goal.

37
Table 8: Training challenge
Training challenges Number of responses Percent of cases
Few organized seminars 34 53.1
Few organized debates 28 43.8
Little skill on conducting arts 29 45.3
activities in school 33 51.6
Little awareness on anticorruption Acts 63 98.4
Seminars required to be conducted by PCCB in secondary schools clubs
From the finding identified the number of seminars required to be conducted by PCCB
officers in secondary school are two (2) but as result of traveling cost budget deficit they
conduct one (1) seminar per school where some time many of school lack the
opportunity of seminars. But for the case of Dodoma and Sechelela secondary they visit
once a year (Table 9). This implies that fighting, preventing and education on
anticorruption in secondary schools clubs through seminars delayed which affect ability
of student to be not well knowledge imparted to young generation through imitating,
observing through seminars as area for attention, retention, and motivation.

38
Table 9: Required seminars per year
Seminars required present ability deficit
Dodoma secondary 2 1 1
Sechelela secondary 2 1 1
Source: PCCB (2014)
4.4.3 Management Challenge
From the finding 53.1% of respondent said there is ineffective communication between
clubs leaders and ant-corruption officers, 46.9% of respondents said there is challenge of
lack of annual activities guideline, 46.9% of respondent said there is diminutive visiting
clubs activities in school by PCCB responsible clubs officers, 65.6% said delaying on
appointing new club's leaders after others completing school, 59.4% said delaying on
appointing club's teacher guardian after one teacher leaving a school, 43.8% lack of club
leaders commitment (Table 10). This implies that delaying of clubs contributed by the
number of challenges like club leaders, club guardian, and scarcity of PCCB service
providers and ineffective communication between these three stakeholders (student club
leader, teacher club guardian and PCCB officers responsible for clubs) which sometime
may limited by financial problem.

39
Table 10: Management challenges
Management challenges Number of responses Percent of cases
Ineffective Communication between 34 53.1
clubs leaders and ant-corruption officers.
Lack of annual activities guideline. 30 46.9
Diminutive visiting clubs activities in
school by PCCB responsible clubs officers. 30 46.9
Delaying on appointing new club's leaders 30 46.9
after others completing school.
Delaying on appointing club's teacher guardian 38 59.4
after one teacher leaving a school.
Lack of club leaders commitment 28 43.8

40
The service provider challenges facing PCCB officers responsible for Anticorruption
clubs in secondary school
From the findings PCCB officers responsible for Anticorruption clubs in secondary
school agreed on difficulties on managing clubs as result of small number of human
resource responsible for community education on anticorruption where club is one of the
task required to perform. At present there is only 2 servant and suggested at least 6
servant may make well club capacity building enhancement. This implies that in order to
make program success and reaching its objectives through its activities means human
resources as a center engine must enhanced (Table 11). Therefore clubs needs many
service provider who can supervise well and frequently after being financed for visiting
oil costs.
Table 11: Required number of PCCB officers club’s servant
Club’s Servant Required Available Deficit
PCCB community education
responsible officer 6 2 4

41
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions
The finding based on assessment of anti-corruption clubs in secondary school in
Dodoma and Sechelela Secondary schools in Dodoma municipality as important
programme. The findings of the surveyed data show that:-
The determinant of the memberships in secondary schools’ Anti-corruption clubs are
membership entry qualification, gender participation and voluntarism entry where
majority who joined are satisfying membership but the major challenge is that many
student are not joined anti-corruption clubs instead of presence of many lunched
anticorruption clubs.The recent activities performed in secondary schools’ Anti-
corruption clubs are very few and not performed in expected rate compared to intended
activities to be performed in the clubs in number where most of activities achievement
requires to be guided by activities guideline. The challenges facing secondary schools’
Anti-corruption clubs are scarcity, shortage and lack of facilities/equipments required to
support clubs motivational survival, little rate of training to student on anticorruption
and managements challenges which limited by scarcity budget, small number of servant
on support clubs survival and insufficient commitments from responsible stakeholders to
make clubs well achieved.
5.2Recommendations
The study findings provide a baseline as a way forward on achieving anticorruption
clubs goals, objectives and activities in secondary schools. The following action
should be used to enhance clubs enhancement:-

42
The government should make anticorruption clubs are compulsory to all students in
secondary school in order to successes the intention of making all generation aware with
Anticorruption education by considering gender balance and financing well a
programme.
The clubs activities should guided by activities guideline in secondary schools’ Anti-
corruption clubs under well close supervision of school club leader, guardian teacher
and close involvement of PCCB officers with effective communication.
To avoid challenges facing secondary schools’ Anti-corruption clubs on facilities
government should consider providing fund for enough clubs’ reading material such as
brochures, magazine, news papers and other supportive materials like T-shirt and
calendars in secondary school and related community areas.
For further decision to address training challenges in order to make all student benefited
government must make it club as well as compulsory study in all student studies life in
all levels of education instead of making it a topic study at only level of class.
To address management challenges needs close internal and external monitoring and
evaluation under leaders, club guardian and PCCB officers’ commitment, accountability
and effective coordination programme activities under its guideline to ensure clubs
achievement.

43
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APPENDICES
Appendix i: Questioners for the students
PATR I: General respondent characteristics
1. School ………………………………………………………………………………
2. Gender
i. Male
ii. Female
3. Level of class in school
i) Form one
ii) Form two
iii) Form three
iv) Form four
v) Form five
vi) Form six
PARTII: Specific objective 1
1. Are there any entry qualifications for a student to become Anticorruption club member?
i) Yes
ii) No
If yes;
Mention

46
i. ………………………………………………………………….
ii. ………………………………………………………………….
iii. ………………………………………………………………….
iv. ………………………………………………………………….
If no;
Explain how student become a member
……………………………………………………………………………………………
………………………………………………………
2. Does gender participation consideration in the club?
i. Yes
ii. No ( )
3. Does PCCB club members are voluntary to join the club without any pressure?
i. Yes
ii. No ( )
If yes; Explain
……………………………………………………………………………………………
……………………………………………………………………………………………
…………..............................................................................................................................
If no; Why some non Anticorruption club members are no voluntary to join
Anticorruption club?
……………………………………………………………………………………………

47
……………………………………………………………………………………………
…………………………………………………………………………………
PARTIII: Specific objective 2
1. Do you think time is problem for anticorruption clubs to achieve its activities and
objectives
i. Yes
ii. No
If yes;
What time do you use to perform Anticorruption activities?
Explain……………………………………………………………………………………
………………………………………………………………………
2. What do you know understand the term corruption and Anticorruption?
Explain……………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………
3. Do you think Anticorruption clubs has contribution in improving the student’s
awareness on corruption evils?
i. Yes
ii. No
If yes;

48
Explain
how………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………
4. If no;
Why………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………
5. How many times do you attend the Anticorruption clubs meeting and activities?
i. Per week………………………………….
ii. Per month…………………………………
iii. Per year…………………………………..
6. What kind of training do you receive from Anticorruption clubs?
i) …………………………………………………………….
ii) …………………………………………………………….
iii) …………………………………………………………….
7. Are there any gender based anticorruption activities?
a) Yes
b) No
If yes;

49
Mention them
a) …………………………………………………………………………
b) …………………………………………………………………………
c) …………………………………………………………………………
If no;
Why………………………………………………………………………………………
……………………………………………………………
8. Are there any social activities development performed by your school Anticorruption
clubs?
a) Yes
b) No
If yes;
Mention them
i. …………………………………………………………………………
ii. …………………………………………………………………………
iii. …………………………………………………………………………
iv. …………………………………………………………………………
If no;
Why………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………

50
9. How the anticorruption clubs use school time table to educate their fellow students in
your school and neighbor schools?
Explain……………………………………………………………………………………
………………………………………………………………………………………
10. Do you participate on providing information on corruption evils to PCCB?
i. Yes
ii. No
If yes;
How………………………………………………………………………………………
………………………………………………………………………………………
If no;
Why………………………………………………………………………………………
………………………………………………………………………………………
11. Does Anticorruption Officers visit your schools?
i) Yes
ii) No
If yes;
How many times per year……………………………….
If no;
What is your advices
………………………………………………..….........

51
……………………………………………………………………………………………
………………………………………………………………..............
12. What are the challenges face your Anticorruption club in your school?
i. …………………………………………………………………………..
ii. …………………………………………………………………………….
iii. ……………………………………………………………………………..
iv. ……………………………………………………………………………..
13. Do you know any anticorruption law or Act?
i) Yes
ii) No
If yes; explain……………………………………………………………………
If no; why……………………………………………………………………….
14. Do you know any National Anticorruption program?
i) Yes
ii) No
If yes;
Explain……………………………………………………………………
If no; why ………………………………………………………………………
15. What are your advices to PCCB on improving secondary school Anticorruption clubs?
i. ………………………………………………………………………………….
ii. ………………………………………………………………………………….
iii. ………………………………………………………………………………….

52
iv. …………………………………………………………………………………
PART IV: Specific objective 3
1. What are the Anticorruption club management challenges in your school?
i. …………………………………………………………………………………
ii. …………………………………………………………………………………
iii. …………………………………………………………………………………..
iv. …………………………………………………………………………………
2. What are your advices on your school anticorruption club?
1. ……………………………………………………………………………..
2. …………………………………………………………………………….
3. ……………………………………………………………………………..
4. ……………………………………………………………………………..
3. What are training challenges in the Anti-corruption clubs?
1………………………………………………………………
2.…………………………………………………………………………….
3……………………………………………………………………………..
4…………………………………………………………………………..
4. What are the facilities challenges facing the Anti-corruption Clubs?

53
i) …………………………………………………………………………………
ii) …………………………………………………………………………………
iii) …………………………………………………………………………………
iv) …………………………………………………………………………………
5. What are challenges occurred as result of negative student’s perception on anti-
corruption clubs.
i) …………………………………………………………………………………
ii) …………………………………………………………………………………
iii) …………………………………………………………………………………
iv) …………………………………………………………

54
Appendix ii: Anti-corruption Officer Checklist
1) Occupation Position……………………………………….
2) Efforts made on managing secondary school Anticorruption clubs.
i) …………………………………………………………………………
ii) …………………………………………………………………………
iii) …………………………………………………………………………
iv) …………………………………………………………………………
3) Recent Strategies on improving secondary school Anticorruption clubs.
i) ……………………………………………………………………..........
ii) …………………………………………………………………………..
iii) …………………………………………………………………………..
iv) …………………………………………………………………………..
4) Types of training provided to student on educating, fighting and preventing corruption
i) ……………………………………………………………………
ii) ……………………………………………………………………
iii) ……………………………………………………………………
5) Ways used to educate student on corruption evils
i) ……………………………………………………………………
ii) ……………………………………………………………………
iii) ……………………………………………………………………
iv) ……………………………………………………………………
.
6) Strategy made to ensure Anticorruption education reach all students in secondary school
and other levels of education.
1. ……………………………………………………………………

55
2. ……………………………………………………………………
3. ……………………………………………………………………
4. ……………………………………………………………………
7) Efforts made to ensure Anticorruption education syllabus as special subject
i) ……………………………………………………………………
ii) ……………………………………………………………………
iii) ……………………………………………………………………
iv) ……………………………………………………………………
8) Efforts made to ensure secondary schools Anticorruption clubs link with other levels of
education in educating, preventing and fighting corruption.
i) ……………………………………………………………………
ii) ……………………………………………………………………
iii) ……………………………………………………………………
9) Suggestion on improving secondary schools Anticorruption clubs
i) ……………………………………………………………………
ii) ……………………………………………………………………
iii) ……………………………………………………………………

56
Appendix iii: Activities required to be performing in clubs
Activity Dodoma secondary school Sechelela
Educating their fellow student
on causes, effect and on how to Performed 1 per week Performed 1 per week
prevent and fight corruption.
Educating community on causes,
effect and on how to prevent and Not performed Not performed
fight corruption
To conduct corruption debate Performed 1 per week Performed 1per week
within school.
To conduct corruption debates Not performed Not performed
outside of school.
To practice different arts activities
with anticorruption massages such as Scarcely Performed Scarcely Performed
songs, drama, poetry.
Attending seminars conducted by Attending 1 a year Attending 1 a year
PCCB within school .
To participate in community activities.Not participate Not participate
To participate in different conferences.
prepared by PCCB in aimed Participated2010/2O12 Not participated
to spread anticorruption massage.

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