Free education and its effects on teaching and learning development in Tanzania: A case of selected primary schools in Masasi district

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dc.contributor.authorNdunguru, Patrick
dc.date.accessioned2024-06-13T12:16:34Z
dc.date.available2024-06-13T12:16:34Z
dc.date.issued2018
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for award of the Degree of Master of Arts in Education of the Mzumbe University
dc.description.abstractThis study provides the profile on financing of the free education and its effects on the development of teaching and learning in primary schools in Masasi district. The study aimed at examining the effectiveness of financing free education alongside stakeholders’ perceptions on free education policy. The study specifically focused at examining the trend and effectiveness in financing free primary education, assessing the perceptions of teacher and parents on free education policy, and assessing the effects of free education on teaching and learning development in primary schools. The study employed a mixed research design which is dominated by qualitative aspects; Masasi district was used as a case. 86 participants were involved in a sample set, whereby simple random and purposive sampling techniques were employed in selecting them. Methods which were used to collect data included interview, questionnaire, observation and documentary analysis. Acquired data were analysed in accordance with their nature whereby qualitative data were analysed using content analysis method. On the other hand, quantitative data were analysed using SPSS as well as Microsoft Excel. The study found that the government has been providing capitation funds regularly to all public primary schools. The financing seemed not effective because the amount provided does not match with what was exactly needed in schools with regard to the number of pupils as far as the regulations are concerned. The findings show that despite the fact that parents were told not to pay school fees and other contribution, the implementation of the policy still involves payments of some voluntary contributions which to some extent are the ―must-be-paid‖ contributions. With this, the free education implemented under the Education and Training Policy of 2014 is not free as it is being announced. Findings also revealed that free education had both positive and negative effects. On positive effects, it allows many children to access education regardless sex or their physical functionality. On the other hand, it is undeniable that there are some negative effects such as unequal ratios of teacher-pupil, Pupil-book, classroom-pupil, as well as lavatory-pupil.
dc.description.sponsorshipPrivate
dc.identifier.citationAPA
dc.identifier.urihttps://scholar.mzumbe.ac.tz/handle/123456789/916
dc.language.isoen
dc.publisherMzumbe University
dc.subjectLearning Development
dc.subjectFree Education Policy
dc.subjectFree Schooling
dc.titleFree education and its effects on teaching and learning development in Tanzania: A case of selected primary schools in Masasi district
dc.typeThesis
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