Tanzania social action fund (TASAF) conditional cash support and secondary school attendance in Mkuranga district, Tanzania

This study evaluates the influence of the Tanzania Social Action Fund (TASAF) education support program on school attendance among secondary school students in Mkuranga District. Using a mixed-methods approach, the study combined qualitative insights with quantitative analysis to examine the relevance of TASAF’s financial assistance, socio-cultural barriers to attendance, and systemic challenges. A multiple regression analysis was conducted to measure the statistical influence of TASAF on attendance, revealing a positive and significant effect (R² = 0.68, p < 0.01). The findings highlight that while TASAF significantly increases attendance by reducing financial burdens, its effectiveness is constrained by socio-cultural factors such as early marriages and child labor, as well as infrastructural deficits like overcrowded classrooms. The study concludes that integrating financial support with systemic and cultural interventions is essential for sustainable educational improvements. Recommendations include increasing investment in infrastructure, conducting regular program evaluations, and intensifying community engagement efforts.