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.

Abstract: Science subjects’ assessment requires practical work assessment. During practical examinations, the National Examination Council of Tanzania (NECTA) provides science teachers with advance instructions on how to prepare and arrange the laboratory for practical work. Recently, NECTA has reduced the time for science practical exams preparation for Form 4 national examinations from 24 to 3 hours, which prompts the current study’s purpose. The aim of this study was to explore the experiences of these changes on science teachers’ ability to effectively prepare and arrange practicals under such context. The study involved 40 science subject teachers and 10 heads of schools from 10 secondary schools in Dodoma City, Tanzania. Using a mixed-methods approach, data were collected through questionnaires, and interviews with teachers. Quantitative data were analysed using descriptive statistics, and qualitative data from the interviews were transcribed and analysed thematically. The study findings reveal that currently, exam secrecy is highly maintained, with enhanced supervision by the chief examiner during the preparation period. However, the major challenges to science teachers in the preparation of the science practical examination include the new timeframe being insufficient, the insufficient funds associated with materials for the practical, and teachers lack room to provide feedback on the time allocated. The study recommends the increased time for preparation, that is, teachers’ feelings of competence in the teaching and supervision, and sufficient funds for practical examination material preparations.

Abstract: The Presidential Secondary School Bursary (PSSB) was initiated as a complementary service to support Orphans and Vulnerable Children (OVC) in Secondary education in Kenya. However, there is limited evidence on the impact of the scheme on the enrolment, retention, and transition of OVC into higher and tertiary level education. This study examined the contribution of PSSB to the education of OVCs in Nairobi. The study anchored on the Theory of Socialist Economics of Education and Human Capital Theory. The study deployed a qualitative research design. Using purposive sampling, Nairobi County and Kasarani, Westlands, and Langata Sub-Counties were selected respectively. In each Sub-County, student beneficiaries, Principals, and Children’s Officers were the respondents. The sample size consisted of 7 students, 5 Principals, and 6 Children’s Officers selected using a purposive sampling method. In-depth interviews were conducted and data analysed using content and thematic analysis. The results show that the profile of student beneficiaries fit with the selection criteria of OVC benefitting from the scheme and that the PSSB was not adequate as most beneficiary absenteeism from schools was due to fee balances. Deserving students were left out due to non-observance of scheme procedures and guidelines. In terms of its impact, the beneficiaries’ psycho-social wellbeing was good leading to improvement in academic performance. The retention of students also improved. The study recommends an increase in the annual allocation of funds to the PSSB.

Abstract: The study assessed the managerial strategies in fostering students from transhumant communities to participate in a formal education. The study employed the mixed method approach with descriptive design and a sample of 46 research participants. Descriptive and Thematic analyses were used to analyze data. Questionnaires, interviews and focus group discussion tools were used to gather data. The results revealed that strategies like boarding and mobile schools can be established in transhumant settlements, to motivate teachers working in harsh environment, disbursement of financial resources, establish a special database for transhumant communities, strengthen collaboration with religious sects, lawful polices formulation, establishment, management, and maintenance of schools and monitoring and evaluation of curriculum implementation. However, there are some challenges identified as follows: early marriages for males and females, gender inequality, poor education among parents from local community and harmful traditional practices like night dances and FGM. Therefore, such results imply that transhumant communities require social amenities to curb all challenges that stand as roadblocks to participation in a formal education.