International Journal of Sub-Saharan African Research (IJSSAR)

Background: Donor-funded projects complement government efforts to promote sustainable livelihoods. Assessing their effectiveness is essential for ensuring accountability, improving project implementation, and sustaining development outcomes. Although numerous studies have examined donor-funded project performance in other contexts, limited evidence exists on the effectiveness of donor-funded NGO projects in improving livelihoods in Lushoto District, Tanzania.
Objective: This study investigated the effectiveness of a donor-funded school-based livelihood project implemented by Tupande Usambara Lushoto in Tanzania.
Method: A qualitative approach was employed. Data were collected from 38 participants through interviews, focus group discussions, and observations. Results: The findings showed improvements in food quality and timely meal delivery, although some students were dissatisfied with food portion sizes despite adequate supplies being provided to schools. School uniforms were distributed on time and met expected standards, whereas delays in the distribution of books, pens, and pencils disappointed students. Sports equipment was delivered on time and in good condition to Lukozi Primary School, while the other three schools received desktop computers and printers instead, based on requests from school management. Water tanks, desktop computers, and printers were delivered as planned, meeting expectations for scope, timing, and quality. However, the number of improved avocado tree seedlings supplied to schools was below the planned target, indicating implementation gaps. Overall, the project increased school attendance, improved hygiene, and enhanced students' well-being and happiness.
Conclusion: The project was generally effective in improving learning conditions and supporting school-based livelihoods in the targeted primary schools. However, implementation challenges remained, including inadequate food portions, delays in the distribution of learning materials by school management, limited provision of sports equipment, and insufficient tree seedlings on school premises.
Unique Contribution: The findings provide practical insights for NGOs, schools, donors, and other stakeholders on improving the implementation, monitoring, and sustainability of donor-funded livelihood projects beyond the funding period.
Key Recommendation: NGOs and school management should strengthen monitoring and evaluation systems, improve supervision of project implementation, and enhance collaboration with stakeholders to ensure the timely and equitable delivery of project benefits and sustain students' access to quality education.