Community engagement in implementation of fee free education in Tanzania: A case of secondary schools in Lushoto district council
| dc.contributor.author | Emanuel, Judith | |
| dc.date.accessioned | 2024-05-20T07:33:35Z | |
| dc.date.available | 2024-05-20T07:33:35Z | |
| dc.date.issued | 2019 | |
| dc.description | A dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Arts in Education (MA-EDU) of the Mzumbe University | |
| dc.description.abstract | This study explored the level of knowledge, perceptions and interest among secondary school community who engage in implementation of FFE Programme using Lushoto District Council as a case study. The specific objectives of the study included to identify the level of knowledge of key stakeholders about implementation of FFE programme; find out perceptions and attitudesof key stakeholders about the implementation of FFE programme; and assess the contributions of existing legal framework in the implementation of FFE programme. Basically, the objectives of the study adhere with the institutional theory in the process of pre-empting the unknown. The study utilised a descriptive-case study design from a sample size of 157 study participants obtained through the use ofnon-probability (purposive sampling technique) and probability (simple random sampling technique). Data were collected using interview guides, structured questionnaires and documentary review. While qualitative data were analysed using thematic analysis, Quantitative data were analysed descriptively using computer software known as SPSS version 22. The study revealed that Fee Free Education (FFE) programme was successfully implemented. The key stakeholders had high theoretical knowledge aboutof the FFE and imparted it to the other stakeholders at the school community. They understood FFE as government programme where pupils would not pay any fee and other contributions as it was before the introduction of FFE.However, it showed that the community was aware that there could be contribution provided that it is initiated by community for school welfares. FFE was perceived to have increased students’ enrollment as well as the access to education in rural settings.However, Teachers were demoralized due to deficits in disbursed funds forschool budgetneeds, overcrowding of students and poor parental involvement towards contributing funds for students’ food during the study. The rules and regulations showed deficienciesin the modality used to allocate budget, and lack of mechanisms to improve teachers’ welfareshence, demoralised the execution of FFE programme.The study concludes that the success of any implemented education programme depends upon the established legal framework which needs to link with the level of knowledge, perceptions and interests of stakeholders who either affect or affected by the programme. The study recommends for a review of country’s Education Policy of 2014 to include effective ways of execution of educational programmes. | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/763 | |
| dc.language.iso | en | |
| dc.publisher | Mzumbe University | |
| dc.subject | Fee free Education | |
| dc.subject | Lushoto Tanzania | |
| dc.subject | Community engagement in FFE | |
| dc.title | Community engagement in implementation of fee free education in Tanzania: A case of secondary schools in Lushoto district council | |
| dc.type | Thesis |