Effects of Policies on Access and Equity in Education in Public Secondary Schools in Arusha City, Tanzania

Maryam Y. Suleimani
Felix Mrema Secondary School, Arusha.
Email: maryamshemahonge10@gmail.com

Christine ElisanteMnjokava
St. Augustine University of Tanzania (SAUT), Arusha.
Email: cmnjokava@yahoo.com

Abstract: This study assessed the effects of policies on access and equity to education in public secondary schools. Specifically, the study examined the effects of education policies on access and equity to education and measures for addressing the effects of policies on access and equity to education in public secondary schools. Stakeholder theory guided the study. Convergent mixed methods design was adopted. Data were collected using the questionnaires and interview guide. Sample size comprised 394 respondents (135 teachers, 249 students, 5 WEOs and 5 schools heads) from a population of 3,497. Validity was established by experts whereas reliability test found r>0.75 by Cronbach Alpha methods. The findings showed that education policies have significantly increased student enrollment. However, the policies have not improved school infrastructure, reduced geographical barriers, and enhanced access to learning and teaching facilities, and guidance and counselling services. Most teachers pointed out that policies are not effectively enhancing inclusion of students with special needs. The study findings have shown that addressing the effect of education policies on access and equity requires several measures, including fair resource allocation and distribution and capacity building for teachers, using technology in teaching and learning. In conclusion, while education policies have improved enrollment rates, the quality of secondary education remains stagnant with insufficient teaching and learning resources. The study recommends collaboration between various stakeholders in the mobilization of resources and support for strengthening the implementation of education policies.