Challenges on the Implementation of Free Education Policy in Tanzania: A Case of Public Primary Schools in Babati Town

Abstract

The aim of the study was to analyze the challenges facing implementation of free education policy in Tanzania among selected Public Primary Schools in Babati Town. The study used descriptive research design by applying quantitative research approach. Teachers were selected using total population sampling. Since the study involved only 13 schools, it was easy to collect data from all 147 teachers. The data collection instruments were validated by expert judgement from University of Arusha Research Board. Moreover, a pilot study was done and the tool was revised accordingly.  The data was coded in SPSS software and descriptive analysis was used to collect data. The first objective was about teaching based challenges faced by teachers under the current policy of free education at public primary schools.  The overall finding shows the teaching based challenges have exponentially increased as seen in the shortage of classrooms, availability of large number of students in small classrooms and making it harder for teachers to facilitate crowded classrooms. The second objective was geared to describe management-based challenges faced by heads of schools under the current policy of free education.  The overall findings show that head teachers worked in harder environments as compared to when the free education policy was not in operation.  It is recommended that the government of Tanzania should increase education funding in order to make free education policy relevant. Also it is further recommended that the government should give clear explanation of what free education is all about in order to make parents be willing to support schools through material and moral support.