Browsing by Author "Kepha, Elizabeth"

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    An evaluation of the implementation of fee-free education policy in public secondary schools in Kibaha, Tanzania
    (University of Dar es Salaam, 2018) Kepha, Elizabeth
    The aim of the study was to evaluate the implementation of fee-free education policy in public secondary schools in Kibaha, Tanzania. Four objectives that guided the study were to (i) identify institutional management practices of fee-free education in public secondary schools; (ii) Explore teachers’ and students’ views regarding the implementation of fee-free education in public secondary schools; (iii) Identify challenges facing the implementation of fee-free education in public secondary schools and (iv) Examine strategies for improving the implementation of fee-free education policy in public secondary schools. The study employed qualitative research approach with a case study design. Five public secondary schools were selected for the study. The study involved 82 participants where by 37 were teachers both arts and sciences subjects, 40 students and 5 heads of schools. Data were collected through interviews, observation, documentary review and focus group discussion and analysed by using thematic analysis. The findings revealed the following. Head of schools managed their schools under fee-free education policy in two ways, which include monitoring the funds provided by the government and expanding classes for form one and form two to accommodate the increased enrolment. Teachers viewed fee-free education delivery as an important aspect of education improvement as it helped them in reducing the burden for parents supporting their children’s education. In addition, students viewed fee-free education as an opportunity for equal education access for all learners. Several challenges hinder effective implementation of fee-free education, for instance insufficient government funds to run all school programmes, lack of parents and community participation in schools activities, insufficient school buildings, lack of teaching and learning materials, too much government directives on the use of funds to run schools and scarcity of teachers. Furthermore, it was revealed that, the implementation of fee-free education policy could be improved by increasing the number of classrooms and offices, improving teachers’ benefits, creating awareness for parents to support their children and provision of adequate teaching and learning materials. Bases on the research findings, the study concludes that the management of fee-free education delivery and its general implementation should consider the needs and context of each school in order to facilitate conducive teaching and learning environment. The study recommends that in order to improve effective implementation of fee-free education policy, community members should be involved so that parents on their side can support school progress through participating in various school activities.