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.

Abstract: The study explores the internal impediments encountered by schools in implementing fee-free education. The study was carried out in Dodoma City Tanzania. The study employed a qualitative technique. Data were collected via in-depth interviews, observation and through documentary reviews. 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, also the study engaged stratified random sampling on selecting of 8 groups with 8 students per each group which make a total number of 64 students who responded through FGD. Therefore, the study employed a total 84 participants. The thematic analysis technique was employed for data analysis. The results indicated that internal challenges such as inadequate funding, limited resources, staffing problems, overcrowding, administrative inadequacies, and diminished teacher morale were the key internal obstacles towards successful implementation of fee-free education. This study concludes that the implementation of fee-free education policy is commendable. However, the key internal impediments encountered by schools in implementing fee-free education need to be addressed so as to improve learning outcomes and achieve the intended goals of fee-free education.