Approaches Used by Advanced Level Secondary Schools to Overcome Challenges of Fee-free Secondary Education Policy in Tanzania
Fredrick Mwakisambwe & Elizabeth Msoka
St John’s university of Tanzania
Email: mwakisambwefredrick@gmail.com/ emsoka@sjut.ac.tz
Abstract: This study investigates the strategies employed by advanced-level secondary schools in Dodoma, Tanzania, to address challenges arising from the implementation of the fee-free secondary education policy. Despite the commendable aim of the policy to enhance educational access, schools encounter significant challenges, including resource limitations, infrastructural inadequacies, inadequate funding, administrative inadequacies, diminished teacher morale and shortages of teachers. Understanding various adaptive approaches utilized by these schools in mitigating these challenges will highlight successful practices that can be replicated in other regions or contexts. This can also lead to improved implementation of the policy nationwide. Moreover, understanding how schools navigate challenges can help ensure that this access translates into meaningful educational opportunities. The study was carried out in Dodoma City, Tanzania. Data were collected via Documentary reviews, observation and in-depth interviews with participants as the primary means of data collection. A purposive sampling method was employed to choose a group of 20 participants, consisting of education officers, SQAS, heads of schools, teachers, and parents who served as key informants. The thematic analysis technique was employed for data analysis. The findings revealed several strategies that are implemented by schools to overcome challenges that arise in the process of implementation of fee free education policy. These strategies encompass innovative practices, robust community engagement, collaboration with stakeholders, and strong government initiatives. While schools are making commendable efforts to implement the policy effectively, systemic issues still remain that require targeted support from government and educational stakeholders.
