The Impact of Fee-Free Education on Quality Education in Public Primary Schools in Tanganyika District Council, Katavi Region.

Edward, Andrew William (2025) The Impact of Fee-Free Education on Quality Education in Public Primary Schools in Tanganyika District Council, Katavi Region. Masters thesis, The Open University of Tanzania.

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Abstract

This study explored the impact of Tanzania‘s fee-free education policy, implemented in 2015, on the quality of primary education in public schools in Tanganyika District, Katavi Region . Framed by Bertalanffy‘s Systems Theory (1968), the research examined the policy‘s effects on enrollment (input subsystem), teaching and learning quality (process subsystem), and resource-related barriers (feedback loops) affecting educational outcomes. A convergent parallel mixed-methods design was employed, combining descriptive statistical analysis of quantitative data (enrollment records, questionnaires from 397 respondents: 327 pupils, 60 teachers, seven head teachers, 2 Ward Education Officers, 1 District Education Officer) with thematic analysis of qualitative data (interviews with education officials, head teachers, and teachers). Findings revealed a substantial enrollment increase from 2015 to 2020, with balanced growth for boys and girls, indicating the policy‘s success in enhancing access by removing financial barriers. However, the quality of teaching and learning faced challenges, as increased resources and reduced dropout rates did not consistently translate into improved education due to systemic constraints. Key barriers included overcrowded classrooms, inadequate infrastructure, teacher shortages, insufficient funding, and limited community engagement, which hindered quality in rural settings. The study concludes that while the policy significantly improved access, it strained quality due to resource constraints, contributing to Systems Theory by highlighting rural-specific subsystem imbalances. Recommendations include government investment in infrastructure, teacher recruitment, and professional development, alongside community initiatives to address indirect costs like uniforms and transportation. Future research should explore long-term academic outcomes, urban-rural differences, teacher coping strategies, and socio-economic impacts to ensure sustainable, high-quality education. Keywords: Fee-free education, quality education, primary school

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