Irene Revised Report

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10 resources!OF FREE SECONDARY EDUCATION POLICY ON QUALITY OF SECONDARY
ASSESSMENT
EDUCATION IN TANZANIA: A CASE STUDY OF MERU DISTRICT COUNCIL
IRENE SAMSON
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resources!
MUNISI
JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY
20
7 resources!
20DECLARATION
This
research project is my own original undertaking and to the best of my knowledge it has not
been submitted for a degree award in any other university.Signature...........
Date............Irene Samson MunisiHDE 318-C011-0458/2017
This research project has been submitted with my approval as the Universi
ty Supervisor.
Signature...........
Date............Dr. Samwel Werema DEDICATION
I dedicate this work to my Parents; My father Mr. Samson Munisi and my mother Witness Mercy,
for it is because of their sacrifice and guidance that I have been able to attain this level of
education.ACKNOWLEDGEMENT
First of all, I am grateful to Almighty God for the gift of health and strength throughout my
studying period and for the ability to endure in completing this research project. Secondly, I am
indebted
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…
to extend my heartfelt thanks to my Supervisor, Dr
. Samwel Werema, for his vital supervision in accomplishing this research project. His numerous
suggestions and counsel combined with constructive criticism have made my work to reach this
far.To my cherished family, my husband Raphael and my son Ron who persevered throughout the
period of my schooling that made me less available for them. I value a lot your love,
encouragement and good wishes for me.Last but not least in
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article=2522&am…
importance, I
would like to thank
District Education Officer of Meru District who showed me endowed cooperation for the research
accomplishment. ABSTRACT
Early 2016
17Tanzanian
, the resources! government introduced the free secondary education (FSE) policy with the aim
of expanding access to secondary education to children from poor households who may fail to
enroll because the parents are unable to pay. The purpose of this research was to assess
introduction of FSE on the quality of secondary education in Tanzania. The study was guided by
the following objectives; to establish how the increase of student's enrolment has influenced the
quality of secondary education in Meru DC, to assess how the fund allocation has influenced the
quality of secondary education in Meru DC, to explore how the level of parental involvement has
affected the quality of secondary education in
Meru DC. It is a descriptive research designed to adopt the survey
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http://scholar.mzumbe.ac.tz/bitstream/handle/11192/3906/MAE…
method using questionnaires and interviews. The study covered a
sample of 162 respondents drawn from a target population of 330; comprising of District
Education Officers, head teachers and teachers selected from
9 resources!
random schools in the district. The collected data was analyzed both quantitatively and
qualitatively. The findings of the study show that the effects of fee free education in secondary
schools
are many for instance there is over crowding which is due to high enrollment of students. High
enrollment of students leads to teachers having a higher workload, the
Plagiarism detected: 0.18% https://core.ac.uk/download/pdf/160255993.pdf + 5 id: 9
resources! is not sufficient to cater to the needs of all the student and also the funding
infrastructure
provided is not enough to cater to all administrative needs
of the schools and finally parents are no longer involved in the education of their children.
Thehttps://www.researchgate.net/publication/320562217_Does_th…
recommendation of this study is that the
government should provide more funding to the schools so that they can build more classrooms,
toilets etc and also parents should
https://www.researchgate.net/publication/318573025_Open_S…
become more involved in the education of their children more
over the funds should be given in a timely manner to the school.TABLE OF CONTENTS
DECLARATION
iiDEDICATION
iiiACKNOWLEDGEMENT
ivABSTRACT
vTABLE OF CONTENTS
viLIST OF TABLES
xiLIST OF FIGURES
xiiLIST OF ABBREVIATIONS/ACRONYMS
xiiiDEFINITION OF TERMS
xivCHAPTER ONE
1INTRODUCTION
11.1 Background to the study
11.2 Research Problem
61.3 Research Objectives
71.3.1 General Objectives
71.3.2 Specific Objectives
71.4 Research Questions
81.5 Justification
http://repository.udom.ac.tz/bitstream/handle/20.500.12661/68…
of the Study
81.6 Scope of the Study
81.7 Limita
tion to the Study
9CHAPTER TWO
10LITERATURE REVIEW
102.1 Introduction
102.2 Theoretical Review
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library.ku.ac.ke/bitstream/handle/123456789/9989/Im…
102.2.1 Classical Liberal Theory of Equal Opportunity (Sherwin
& Wood 1982)
102.2.2 Human capital theory
3 resources!
112.3 Financing of Free Education
122.3.1 Global trends of financing free education
122.3.2 Trends of financing of free education in Tanzania
132.3.2.1 Equity
142.3.2.2 Increased enrolment
142.3.2.3 Inadequate Resources
142.3.2.4 Teachers' professionalism
152.3.2.5 Dependency of country's fiscal budget
152.4 Meaning and Measures of Quality in Education
152.4.1 Understanding Education Quality
172.5 Empirical Review
192.6 Critique of existing literature
222.7 Research Gap
232.8 Conceptual Framework
232.9 Review of Variables
242.9.1 Increased students' enrolment
252.9.2 Capitation grants
252.9.3 Parental Involvement
262.9.4 Quality of education
27CHAPTER THREE
28RESEARCH METHODOLOGY
283.1 Introduction
283.1 Research Design
283.2 Target Population
293.3 Sampling & Sampling techniques
293.3.1 Sample Size
293.3.2 Sampling Procedures
303.4 Data Collection
303.4.1 Types
of Data
303.4.2 Data Collection Instruments
313.5 Validity and Reliab
ility Tests
313.5.1 Pilot Test
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313.5.2 Validity of the research instruments
313.5.3 Reliability of research instruments
323.6 Data Analysis
32CHAPTER FOUR
34SUMMARY, RESULTS AND DISCUSSION
344.1 Introduction
344.1 Increase of Student's
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resources!and the Quality of Education in
Enrollment
Meru DC
344.1.1 Understanding of
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Term Fee Free Education
344.1.2 Fee Free Education and
Enrolment of Student
364.1.3 Increase
6 resources! and quality education in Secondary schools
in Enrollment
384.1.4 Teachers Work spirit in the Context of Free Education
404.2 Assess How the Fund Allocation has influenced the Quality of Secondary Education in
Meru DC
414.2.1 Allocation of Funds in a Timely Manner
414.2.2 Running of the Schools Before and After Fee Free Education
434.2.3 Effectiveness of Implementing Fee Free Education
454.2.4 Improvement of FFE to bring about Quality Education
464.3 Level of Parental Involvement and its
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effect on Quality of Secondary Education in
Meru DC.
474.3.1. Parental Involvement during FFE
474.3.2 Parental Response towards introduction of FFE
484.3.3. Parents Involvement in FFE
484.4 Challenges in the Implementation of FFE
494.5 Ways to Improve FFE in Schools
50CHAPTER FIVE
52CONCLUSION AND RECOMMENDATIONS
525.1
Introduction
525.2 Summary of the Study
525.3 Concl
usion
535.4 Recommendation
535.5 Areas for Further Study
54REFERENCES
1APPENDICES
1Appendix I: Research Questionnaire
1Appendix II: Interview Guide (For DEO)
5LIST OF TABLES
Table 3.1: Sample Distribution from Target Population
30Table 4.1: Understanding of the Term Fee Free Education35Table 4.2: Trends of yearly
enrolment before and after Fee Free Education37Table 4.3:
Increase in students enrolment and quality of education38Table 4.4:
Teachers' work spirit and quality of education40Table 4.5:
Allocation of Funds in a Timely Manner41Table 4.6: Running of Schools Before
and2 After
resources!
Fee Free Education
44Table4.7: Effectiveness of Implementation of Fee Free
Education45Table 4.8: Improvement of FFE to bring about Quality Education
46Table 4.9: IncreasingParental Involvement During FFE47Table 4.10: Parental Response to
wards introduction of FFE48Table 4.11: Parents Involvement in FFE
49Table 4.12: Challenges in the Implementation of FFE
50Table 4.13: Ways to Improve FFE in Schools
51LIST OF FIGURES
Figure 2.1: Framework for understanding education quality
18Figure 2.2: Conceptual framework
24LIST OF ABBREVIATIONS/ACRONYMS
E
FA:Education for allF
SE:Free secondary educationF
FE:Fee Free EducationG
ER:Gross enrolment ratioM
DGs:Millennium Development GoalsMo
7 resources!of Education and Vocational TrainingO
EVT:Ministry
ECD:Organization for Economic Co-operation and DevelopmentPMO-RALG: Prime Minister's
Office-Regional Administration & Loca
l GovernmentSSA
:Sub-Saharan AfricaU
NESCO:United Nations Education, Scientific and Cultural OrganizationU
NICEF:United Nations International Children 's Fund.U
PE:Universal Primary Education.URT:
United Republic of TanzaniaDEFINITION OF TERMS
Secondary Education
It
refers to a post primary formal education offered to persons who successful complete
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seven years of primary education and meet
the requisite entry requirements (URT, 1995). For this study, secondary educations simply refer to
form one up to four which is the phenomena of most rural
community secondary school. Accord
ing to the World Bank (2012) most students in secondary education are between the age of 13
years up to 21 years of age.Free Education
According to Mwombela(2015),
Freehttp://scholar.mzumbe.ac.tz/bitstream/handle/11192.1/2599/M…
education is education funded through taxation or charitable organizations rather than
tuition funding. In this study free education refers to
the introduction of a new policy by the Tanzanian government where the primary school and
ordinary level secondary school student don't pay school fees or any contribution instead the
government subsidizes.Subsidy
Subsidy is the money that is paid by a government or an organization
http://fuwjemss.com/books/read/Journal_of_Economics__Man…
to reduce the cost of services or the cost of
producing goods so that their prices can be kept low (Hornby, 2010). In this study the term
subsidy refers to the amount of money which the government provides to
schools (primary schools and ordinary level secondary schools) to replace school fees and other
35 resources!
contributions.Quality of Education
- According to the UN Committee on the Rights of the Child, an education of good quality
requires a focus on "the quality of the learning environment, of teaching and learning processes
and materials, and of learning outputs" (UNHCR, 2010)CHAPTER ONE
INTRODUCTION
This chapter covers the background to the study, statement of the problem, purpose of the
study, objectives of the study, research questions, significance of the study and scope of the
study.
1.1 Background to the study
Many countries have been investing a lot in education sector particularly in primary and
secondary education. Primary and secondary education is reg
arded as basic education and a right that every country should guarantee to her citizens (Abagi,
2008).
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Worldwide, secondary education was for a long time the privilege of a few and its role in
economic development was mainly to train a limited number of primary school graduates to
meet the manpower needs of the economy (Brieseid, Calloids, Lugaz, & Martin, 2004).Today,
many middle and high-income countries have transformed secondary education from an elite
system to a mass system that offers opportunities for further learning to all primary school
graduates. In many such countries basic education, which includes lower secondary education is
free and compulsory; and free (but not compulsory) in upper secondary. Following the world
education forum (Dakar, 2000) and the adoption of the education for all (EFA) and Millennium
Development Goals (MDGs), many African countries have improved primary school education
significantly
(Verspoor, 2008). Part of this improvement has been the introduction of free primary education;
which has led to massive increase in enrolments.Governments in Sub-Saharan Africa (SSA) are
now concerned that many children from poor households who successfully complete free
primary education w
on't be able to continue to secondary education because their parents are unable to afford the
costs of this level of education. As a consequence, some governments in SSA have recently
introduced free secondary education as a strategy to expand access to education for the poor.
Uganda, for instance, abolished lower secondary education fees in 2007 with the aim of shifting
education access patterns from limited elites to the majority of children in the country (Ohba,
2009).,Cost of schooling has been identified as a major obstacle to enrolment in secondary
schools in the developing world. In a study carried out in Tanzania in 2001, parents and teachers
said that inability to pay fees was the principal reason why children did not attend school; and in
Zambia, it was estimated that at least 45 percent of children who dropped out of school did so
because they could not pay fees
(Ohba, 2009). As Figueredo (2003) point out, removal of user fees has been found to be
effective in improving equitable access to education-specifically the ability to reach the poor,
girls, orphans and other disadvantaged
groups.Tanzania has been striving to expand secondary education since independence in 1961 to
date, guided with differences policy stances over time. However, the expansion strategies have
been coupled with various education problems and challenges for planning. Education is one of
the largest contributors of the national economic performance and human advancement and
therefore requires greater commitment than other development activities, it also needs skilled
and highly trained and dedicated staff, quality
5 resources!
curriculum, infrastructure and adequate teaching and learning materials
(Mollel, 2015). To provide all those resources, government, communities, parents and other
educational stakeholders must have commitment to the educational sector (Ndibalema, 2012).
Expansion and quality are linked but it appears there to be little agreement about how this link
operates and even how it can be strengthened. This complex relationship between expansion and
quality has become somewhat oversimplified as it has looked only in increased secondary
education enrolment rate. This must surely make us ask questions whether there is quality or
not, but also if the quality of education can be improved from the current
position.
Tanzania has a long history with free education. To reduce disparity in enrolment based on
income, fees were abolished in 1963
in all aided secondary schools because they discriminated mostly against African children
(Cameron & Dodd, 1970). Children in 1960s and 1970s could study from primary to university
level without paying a single cent as a fee. But due to structural adjustments that took place in
1990, public expenditure on education declined by a quarter from 1975 to 1990 (REPOA, 2000).
Reduction in resources led to serious impact on
theresources!
quality and provision of education. The
educational deterioration of the 1980s, combined with pressure from international financial
institutions led to an increase in "cost-sharing" of education. Household contributions gradually
increased and in 1995 an enrolment fee was re-introduced (Daven, 2008).Free primary education
was announced again in 2001, but parental contributions were required to meet school running
costs. There was no set amount of required contributions; each school decided what parents
needed to contribute at the primary school level. At secondary level day students were initially
charged a fee of 40,000 which was reduced to 20,000 in 2004 and those in boarding school paid
70,000 per year. The following three circulars issued by the government show how the
government intends to implement the fee free policy as stipulated
5 resources!
in the Education and Training Policy (ETP) 2014: Education Circular No 5 of 2015. This circular
was issued on 27 November 2015 (URT: 2015a), Education Circular No. 6 of 2015. This circular
was issued on 10 December 2015 (URT: 2015b), Education Circular No. 3 of 2016. This circular
was issued on 25 May 2016 (URT: 201
6).Circular No. 5 was a short circular which formalized
the4commitment
resources! in Education and directed public bodies to ensure that primary and secondary
education was free. This included the removal of all forms of fees and contributions.
Tanzania Government
6 resources!
released 18bn TZS immediately to schools to cover the cost of implementing the new directive,
with 137bn TZS set-aside to cover the full cost of guaranteeing free education for all the period
of January 2015 to June 2016. However, there has been mixed understanding and perception on
"fee free education policy" at
thehttp://scholar.mzumbe.ac.tz/bitstream/handle/11192.1/2599/M…
beginning of the policy implementation. La
ck of clarity/
http://scholar.mzumbe.ac.tz/bitstream/handle/11192.1/2599/M…
understanding of Education Circular Number 5
and contradicting statements from some political leaders caused this
confusion. Some of the parents perceived "fee free education" to mean that they were no longer
required to make contributions towards education of their children. This
confusion arose even though Circular No. 6 of 2015 categorically stated that parents were
required to meet the following costs; Purchase
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school uniforms and uniforms for sports activities, learning material such as exercise books,
pens and
pencils and food for children attending day schools, to pay for the medical expenses of the child,
pay travel expenses for their children for both
https://www.researchgate.net/publication/236199806_Assessi…
in day and boarding schools,
purchase mattress, bed sheets, personal hygiene material for those studying in boarding schools,
to provide information where practices contradict
2 resources!
provision of fee-free education. Howe
ver, this information was not conveyed to parents either by the government or by
schools. Circular Number 3 of 2016 is very clear unlike circular 6 of 2015.
It clarified how food for children was to be provided. The Circular required parents "to cooperate
with school leadership to agree on ways to provide mid-day meals to children in day schools and
in hostels in line with their environment". The central point of these three circulars is that fee free
education will be provided to all children in public schools from pre-primary to Form 4. The aim is
to ensure that all school age children access education without hindrance
(HakiElimu, 2017).The government initially put more emphasis on the primary compared
to secondary level of education. This
was perhaps motivated by a desire to achieve universal primary education. With time the places
at the primary level were a lot more than those in secondary level and this contributed to low
transition rates between the two levels. Low transition rates into secondary education may have
adverse consequences for primary completion rates, as students lose hope of joining secondary
school
(Onsomu, 2006). Lessons from the region have
5 resources!
shown that the implementation of Universal Primary Education (UPE) in Uganda, the equivalent
of Free Primary Education in Tanzania, resulted
in more than doubling of primary school enrollment. However, upon completion of primary
school, many children dropped off to look for casual jobs or get married as they could not afford
http://repository.out.ac.tz/598/1/JAMES_MUCHWE_KING%…
fees in secondary schools. The transition rate was about twenty percent of those that qualified
to join secondary schools. This was the
rationale
for 4the
resources!
introduction of free secondary education in Uganda (Nawaguna, 2008). The introduction
of the FSE
assumed that there was adequate physical infrastructure for secondary education that can
accommodate more students and that tuition fees constituted a significant proportion of the total
secondary school education and that its 'waiver' would be a reprieve to parents, guardians and
sponsors. Although the policy and the government commitments are commendable, not much is
known about its implication at the school levels. It is on the premise of this background
thatresources!
the study aimed to assess the introduction of free secondary education in public secondary
schools in Meru Dist
rict Council.1.2 Research Problem
Tanzania introduced fee free for basic education policy in 2016 for the purpose of reducing
household burden so that many children from poor communities can get equal opportunities to
learning. Implementation of that policy came as a result of a good motive and promise of the
president, Dr. John Pombe Magufuli to his citizens in which, 2016 the government disbursed 18b
every month for both primary and secondary schools, 2017 it disbursed 22b monthly and in 2018
it disbursed 23b. However, the amount of 23b is still head-knocking because of increased
expenditure to meet the reality situation of increased students' enrolments. In 2016, students
who were selected to join Form 1 were 503,914, in 2017 selected candidates 555,291 while in
2018 selected students were 661,059 (The Citizen, 09th March 2018).According to the 201
6/2017 report of the Controller and Auditor General, it has revealed several challenges
2 resources!
concerning the implementation of the policy. In sp
ite of applauding governments' initiative, it was observed that the funds disbursed to schools
doesn't
3 resources!
match with the number of students which
keeps
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changing from time to time.

Also, number of classrooms needed were 24,797, existing ones were 12,001 classrooms so there
was a deficit of 12,796 classrooms which is the same as 52%. Likewise, student's toilet vents
needed were 33,652, existing ones were 15,913 so there was a deficit of 17,739 toilet vents
which is the same as 53% (NAOT,
6 resources!
2017).Concerns about quality, lack of facilities at schools, busier teachers; what do these trends
spell for the quality of education in Tanzania secondary institutions? Indications are that many
public secondary schools are already struggling to perform well in national examinations, a
situation that could be worsened by student entering institutions that are ill-equipped to receive
them
(RISE, 2017). Also, According to HakiElimu (2017), 51.3% of parents believe that fee free
education excludes them from all costs of raising education of their children in public schools.
Only 23% and 32% had a feeling that parents shouldcontribute part of their children's education
total costs.
The6 intent
resources!
of this study was to highlight the effects of this policy on the quality of education that
is being provided in public secondary schools in
Meru District Council for the three years period since its introduction in 2016.1.3 Research
Objectives
The study included both general objective and
7 resources!
specific objectives
.1.3.1 General Objectives
The study sought to assess free secondary education (FSE) on quality of secondary education in
17 resources!
Tanzania, a case study of Meru District Council.
1.3.2 Specific Objectives
To establish how the increase of student's enrolment has influenced the quality of education in
Meru DC.
To assess how the fund allocation has influenced the quality of secondary education in Meru DC.
To explore how the level of parental involvement has affected the quality of secondary
education in
Meru DC.
1.4
Research QuestionsThe research questions for this paper were: -
To what extent has the increase of student's
20 resources!
enrolment influence the quality of education in Meru DC?
To what extent has the fund allocation influence the quality of secondary education in Meru DC?
How has the level of parental involvement affected the quality of secondary education in Meru
DC?
1.5 Justification of the Study
The study will provide educational officers with the insights on how local education players deal
with the effects of Free Secondary
Education. It will also provide teachers and education officers in leadership positions with specific
administrative effects concerning the FSE policy in Meru District Council thus design appropriate
interventions enhancing the effectiveness of Free Secondary Education. To the policy
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resources!
makers, the findings of the study
will help in showing key areas that need to be improved in FSE policy in order for it to become the
right catalyst for upgrading quality education in Tanzania.
6 resources!
Lastly, the findings of this study will attract further scholarly work in FSE policy and its
implications.
1.6 Scope of the Study
The st
udy was conducted in Meru District Council in Tanzania. The district is in Arusha Region in
Northern part of Tanzania. The council hosts 17 wards and its capital is Usa-River. It has 55
secondary schools: 26 private school and 29 public schools. The research was undertaken in
public secondary schoo
ls of the following wards: Tengeru, Usa-River, Maji ya Chai, Kikatiti and Kingori. The researcher
gathered information from District Education officer, headteachers and teachers. The study was
taken in September, 2018.1.7
Limitation to the StudyThe study has covered only one district of Arusha but not all districts due
tolimited funding with no external support. The insufficient research fund hinderedresults to some
extents as it limited the number of respondents that could bereached. In this case, the researcher
used purposive and stratified random sampling as a way of making sure that
all the relevant information from the population in the stu
dy was accounted for. Additional challenge faced was the reluctancy of the respondents to
complete the questionnaires in time. This led to re-planning data collection strategies by
recognizing other potential respondents and in other cases to make close follow up; this
extended time for data collection. Earlier existing relations with respondents assisted data
collection in the alternative
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plan.CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
In this section,
the study explores the effects of FSE as articulated by various scholars and the research gaps
they identified. The study focuses on both theoretical and past studies on the topic. A conceptual
framework has also been developed.
2.
2 Theoretical
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resources! Classical Liberal Theory of Equal Opportunity (Sherwin & Wood 1982)The Classical
Review2.2.1
liberal theory states that social mobility will be promoted by equal opportunity of education.
There is a widespread belief that by removing economic barriers and making more places
available in upper secondary and higher education and by increasing the length of attendance
in the common school, ideal situation could be created to implement the vision of equal
opportunity, where everybody has access to the kind and amount of education that is suited to
his inherited capacity. In developing countries where inequalities of education provision are
severe, it may be desirable on equity and efficiency grounds, to pursue the goal of equal
distribution of educational opportunities. Inequality of participation means that the benefits of
education are disproportionately enjoyed by the upper income families whose children are far
more likely to complete secondary schooling or enroll in higher education
(Psacharopoulos & Woodhall, 1985).The theory was relevant to the study as FSE is aimed at
giving children from poor households an opportunity to participate in secondary education.
Thus, by eliminating fees the government has removed some economic barriers. FSE has
created a situation whereby the poor can access secondary education and be able to transit to
higher levels of education or to the world of work.
2.2.2
11 resources!
Human capital theoryThis study builds on Human Capital theory which was propounded by Gary
Becker, the American economist in 1964. The theory puts forward that the investment has to be
done by investing in people so that they can be productive in the future. The concept of
investing in people bases much on investing knowledge. That is, provision of education to
people so that they can use it for the future's benefit (Psacharopoulos, 2006). The Human
Capital theory does not leave behind the concept of returns. This theory explains why
governments spend a lot of money in financing education.
With the Human Capital theory underpinning this study, description on financing of free
education becomes clear. Tanzania, much like most of the countries, believes in education as a
hub to propel economic development of the country. The educated citizens in turn bring about
changes in the society at large. The changes are mainly positive ones. If financing is effective,
that is if it covers what was initially planned in the fiscal budget, then it is likely to be investing
appropriate knowledge to student who will in turn bring about development in the future.
Effective financing balances teacher-students ratio and it ensures the availability of teaching-
learning resources.2.
3 Financing of Free Education Financing free education is said to be effective when there are
indicators and these indicators match the practice (
Komba, 2012). Effective financing of free education can have different indicators depending on
the particular country, its philosophy and policies. Most of the countries share some of the
indicators and these are easily recognized through the outcomes of financing the free
education. Both quality and quantity are given the priority in addressing the effectiveness.
Some of the indicators include provision of funds that suit the requirements of the schools. Also
increasing of the opportunities for children to access the basic education is one of the
indicators. In addition, the amount that has been planned to be granted to schools has to be the
same to that which has been indicated in strategies of implementation. This and other
indicators, make what is effective financing of free education. 2.
3.1 Global trends of financing free education In different countries around the world education is
provided freely and it is compulsory but there are some differences on the actors responsible in
financing education. In the USA the states are responsible in financing education of their locale.
But there are some subsidies from the central government. In Netherlands, education is about
70% under the private school boards despite the fact that it is has high level of central
government financing. In Australia, the central government finances about 90% and it depends
upon the revenues. Part of the funds to finance comes from other education stakeholders (
Galabawa, 2007). From the global trend with the main focus on developed countries, education
is financed highly by the government and other internal stakeholders. Also, high enrolment is
experienced and high gender parity. In addition, the quality of education in these countries is
very high with the governments giving education the high priority. 2.
3.2 Trends of financing of free education in Tanzania Tanzania targets on changing the society's
aspects of life through education. This is to say education is believed to take the great part in
society's development. Education delivery has been undertaken with different changes
following the global technological, economical as well as social changes. And mainly this has
been done through the policy reforms (
Galabawa, 2007). After independence in 1960s primary education was provided freely, with the
government financing education. This was enhanced by Education for Self-Reliance policy with
the target of achieving Universal Primary Education (UPE) which meant free education for all. In
the decade of 1981 - 1990 there was introduction of school fees. And this was the result of the
Kagera war 1978-1979 and global economic changes of 1980s which shook the country's
economy. Most of the poor parents could not send children to school. The decade of 1991-2000
had significant educational events such as the Jomtien's World conference on Education for All
which advocated education to be considered a fundamental human right. Also, there was the
formulation of Education and Training Policy (ETP) of 1995. These played the significant roles in
advancing education in Tanzania (Ishumi & Anangisye, 2014). In the decade of 2001-2011 there
were the Primary Education Development Plans which had several areas of focus as their
priorities. There was abolition of school fees and some of the contribution from parents in
primary schools. The government, with the help of donors, finances the free education (
Ishumi & Anangisye, 2014; Galabawa, 2007; Msabila, 20
13). Again, in 2016, the government initiated free basic education which includes free primary
education up until lower level secondary
5 resources!
education. Basing on the trends of the provision of free education some effects and challenges
had been revealed as noted below: 2.3.2.1 Equity Due to financial hardships, parents choose to
educate boys than girls in most of the African societies. With the government taking the
responsibility of financing primary education, many girls are enrolled to school. This in turn
facilitates gender equity in education. On the other hand, children from disadvantaged groups
like pastoralists and the disabled easily access primary education when the government
finances it (Komba, 2012; Daven, 2008). 2.3.2.2 Increased enrolment For the government to
finance the free education it is the relief to the parents and community members as their
children can easily access the education. Most of the parents who could not afford to pay the
school fees and other contributions send their children. Free education increases the enrolment
tremendously where the school aged children join schools more than ever before. (
Galabawa, 2007; Ishumi & Anangisye, 2014). This in turn, makes the classes full of children,
exceeding the infrastructure and the number of teachers. Thus, the teache
r - students' ratio is not
3 resources!
balanced.2.3.2.3 Inadequate Resources Most of the developing countries' fiscal budgets depend
upon the developed countries to provide grants. When these developed countries fail to provide
part of funds they promise, education swerves and deficit in capitation grants received by
schools is experienced. Because these grants help in buying resources, schools experience lack
of books and other teaching - learning materials. It therefore clear that the resources always do
not suffice the school requirements (
HakiElimu, 20
14).
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2.3.2.4 Teachers' professionalism Professionalism of teachers is concerned with the professional
levels of the teachers with regard to the particular levels of schools they teach in accordance
with the standards set by a government. Lewin & Caillods (2001) note that in some
education/school levels, teachers teach without having the professional requirements for the
particular levels. With this, the financing of the free education may be wasted because the goals
to achieve the quality education cannot be easily achieved. In the Tanzanian context for
example, there have been teachers who attended short teaching courses for the sake of suiting
the required number of teachers in schools (Chikoyo & Kitala, 2014). 2.3.2.5 Dependency of
country's fiscal budget HakiElimu
(2014) shows that the great part of the Tanzanian fiscal budget depends on the funds from
external sources. The country's fiscal budget has the great impact on almost everything run by
the government including education. Poor budgeting results into poor implementation of
educational plans. Not only poor budgeting but also inadequacy of funds in government-run
schools brings about great disturbances. When the money from the external sources is not
brought as they were expected, most of the areas in education are affected. This entails that
the books will not be available, and the schools might fail to accomplish most of its plans.
Therefore, this is the great challenge in financing the free primary
education.2.
4 Meaning and Measures
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education.org…
of Quality in EducationMany definitions of quality in education exist, testifying to the complexity
and multifaceted nature of the concept. The
term "quality education" varies dramatically from country to country depending on cultural and
economic priorities. Several studies attribute quality of education as an inclusive term that
contains access and input on the one hand and process, output or outcome on the other
(Godfrey, 2013).Others consider access and input of education as distinct but equally important
4 resources!
concepts of quality of education. For the latter, quality of education includes
process and outcome of education but excludes access and inputs of education. Forexample,
Adams (2008) stresses
thateducation.org…
the terms efficiency, effectiveness, equity and quality have often been used synonymously.
Considerable consensus exists around the basic dimensions of quality education today,
however. Quality education includes: Learners who are healthy, well-nourished and ready to
participate and learn, and supported in learning by their families and communities,
Environments that are healthy, safe, protective and gender-sensitive, and provide adequate
resources and facilities, Content that is reflected in relevant curricula and materials for the
acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and
knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace, Processes
through which trained teachers use child-centered teaching approaches in well managed
classrooms and schools and skillful assessment to facilitate learning and reduce disparities,
Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for
education and positive participation in society. This definition allows for an understanding of
education as a complex system embedded in a political, cultural and economic context.
Definitions of quality must be open to change and evolution based on information, changing
contexts, and new understandings of the nature of education c
hallenges. MOEVT (2008) states that Quality of education at any level is measured by its ability
to equip learners with skills to live and operate as useful members of the community and society
as well as preparing them for further and life-long learning. It is a result of relevant curriculum
content, adequate facilities and resources, efficient and prudent resource
5 resources! adequate teaching/learning materials and teaching
management,
methods that are designed to promote independent thinking, creativity, moral uprightness and
ethics.2.
4.1 Understanding Education QualityUNICEF, a United Nations renown organization that deals
with education issues worldwide came up with a framework for understanding education quality
firstly in the year 2000 and later in the year 2005. The different variables influencing
the3processes
resources! of teaching and learning are
contained in the framework.The framework for understanding education quality is summarized as

follows in Fig. 2.1
Figure 2.1: Framework for understanding education quality
Source: UNICEF 2015
This framework is comprehensive,
3 resources!
in that the quality of education is seen as encompassing access, teaching and learning
processes and
outcomes in ways that are influenced both by context and by the range and quality of inputs
available. It should be remembered that agreement about the objectives and aims of education
will frame any discussion of quality and that such agreement embodies moral, and political
issues that are frequently invisible or ignored. While this framework is by no means the only one
available or possible, it does provide a broad structure which
can5 be
resources!
used for the purposes of improvement quality of education (UNICEF, 2005). For the
purpose of this study, Quality of education
has been narrowed down to quality of learners, processes and learning environment.2.
5 Empirical ReviewOrodho
(
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2015) conducted the study titled Policies on Free Primary and Secondary Education in East
Africa: Are Kenya and Tanzania on Course to Attain Education for All (EFA) Goals By 2015? The
study provides the comparing several educational aspects of the two countries. The aspects
include education policies. The sources of data were both primary and secondary. The study was
conducted in one region of Kenya and one of Tanzania. The study reveals that there are several
challenges pertaining to the provision of free education which include the decline of the rates of
passing of student to secondary schools; poor performance in Mathematics and languages
subjects with girls performing poorer than boys. The researcher recommends that the policies
should be translated into practice in order for the goals to be achieved as the deadline for EFA
approaches
fast.In a study that was conducted in Ghana on impacts of free secondary education; an
experimental evidence whereby 682 students were sampled and tracked in a period of 10 years
revealed that 55% of
theresources!
sample were more likely to finish secondary education and 30% were more likely to
enroll in tertiary education, moreover, girls stood a lesser chance of having pregnancy in the
schooling duration. The study further found that increase in educational attainment translated
into an increase in cognitive skills but also both men and women engaged in more preventative
health behaviors and men reported engaging in less risky sexual behavior. Across the full sample,
access to free secondary education increased the chance of having ever enrolled in tertiary
education by 3 percentage points on a base of 9 percent, and increased the probability that they
were still enrolled in any form of schooling (mostly, tertiary). Turning to labor market effects, they
were 5.5 percentage points (10%) more likely to have positive earnings and had significantly
higher earnings (Esther, Pascaline, & Michael, 2017).In another study in Uganda on the i
mpacts of universal secondary education (USE) policy on secondary
3 resources!
school enrollments, it was found that USE policy has increased the student enrollments of public
secondary schools
in Uganda. According to the findings, girls seem to have benefited more from this new USE policy
than boys. The study further stresses that even though USE policy has considerably improved the
enrollment rates to public secondary schools from poor households, there are still lot more to be
3 resources!
done to improve the quality of secondary education in
Uganda. Still most rural secondary schools are lack of even basic school facilities such as desks,
blackboards, chairs, drinking water, and toilet facilities etc.
2 resources!
Although the number of secondary school students has increased highly, the number of
teachers
hasn't increased at all. So, teacher per student ratio has been increased after introducing USE
policy (Pallegedara & Yamano, 2010).Mutisya (2011) in his study on impacts
7 resources!
of FSE on quality of secondary education in Kenya
(case study of Katangi Division) established a gradual increment of the enrollment of students in
Katangi Division from 2007 - 2010. The statistics indicated that there was an increased
enrollment of students each year, this was as a result of pressure of many students leaving
primary schools and government's support to the program through FSE funds. The findings
showed that facilities necessary for proper learning environment were limited; there was also a
case for underqualified teachers and understaffing in the Division. The study further highlighted
that there is a crucial need of providing the necessary facilities and equipment to schools to
facilitate the
rise9 in
resources!
the number of students enrolled in secondary schools in the division; this includes
sufficient teachers and textbooks and a clear, suitable guidelines in catering for the high
number of
learners.HakiElimu
also5 conducted
resources! a study on the impact of the implementation of fee-free education policy on
basic education in seven districts of Tanzania in 2017 with the aim of exploring stakeholders
views about pros and cons of implementing fee free education policy and
practices of spending grants and subsidies to facilitate
the3policy.The
resources! study found that implementation of the policy has landed itself to tradeoffs
between expanding school access and improving the quality of education. The study found out
that,
in practice, a number of activities that were supported by parents including financial
contributions and digging base for school buildings stopped and schools struggled to calculate
how to use the meager capitation grants from the government. As a coping strategy to meager
capitation funds, schools continued to collect contribution from parents. Secondly, there were
signs of declining quality of education augmented by lack
of classrooms, increased teaching workload and shortage of teaching
resources (HakiElimu, 2017a).
2 resources!
Thirdly, the quality of education was
affected by declining teachers' performance and motivation, great teacher-pupil ratio and
overcrowded classrooms (HakiElimu, 2017b). This may in turn lead to an increased overall cost by
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increasing the number of students with
low learning outcomes, repeaters, and dropouts.A study by Senkaali, (2014) was conducted to
identify the challenges of accounting for the universal primary education capitation grant. The
study revealed that head teachers of UPE schools encountered control, coordination, and
production challenges when accounting for the UPE capitation grant. The control challenges
include; delays in disbursement, misappropriation, capture, ineffective monitoring and
supervision. The coordination challenges were identified as; lack of commitment, full
empowerment and capacity of school communities with local leaders to challenges any misuse of
funds. The production challenges were identified as insufficient funding which compromises
quality and accessibility of primary education. The study concluded that, there are control
challenges encountered by head teachers when accounting for the UPE capitation grant. 2.
6 Critique of existing literatureIn the study of
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Impacts of Free Secondary Educatio
n in Ghana which established outcomes such as higher earning capacity, lesser child bearing and
increased cognitive skills, it has successfully managed to depict a long-term advantage of Free
secondary education and because Quality outcomes is also a part of quality education, then it
shows a positive relationship. However, the study was not able to highlight other quality
attributes such as quality of learners or learning environment, it mainly focused on the learner's
outcomes.In another study in Uganda on the i
mpacts of universal secondary education (USE) policy on secondary
6 resources!
school enrollments, it was found that USE policy has increased the student enrollments of public
secondary schools in Uganda. It further argues that there are still lot more to be done to
improve the quality of secondary education in
Uganda. Still most rural secondary schools are lack of even basic school facilities such as desks,
blackboards, chairs, and toilet
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facilities. The findings of this s

tudy will add to the study being undertaken.Mutisya
(2011) researched
on 9 resources!
impacts of free secondary education on quality of secondary education in Kenya. The
study
focuses on effects of FSE on
students' enrollments, physical
3 resources!
facilities, quality and quantity of teachers. This study provides a good picture of an East African
country and its experience with the Fee-free education. The setting of this study was done in
Kenya
and so conducting a similar study in Tanzania will add to the body of knowledge.2.
7 Research GapIn the reviewed literature, it has been noted that education is a very significant
sector therefore basic education should be free and compulsory. In early 2016, the government
declared
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FSE. Few studies have been done on the effects of FSE implementation in Tanzania but none of
them has tackled on quality of secondary school education in Tanzania three years (2016- 2018)
after FSE introduction. This study ought to study the status of quality in secondary
schools as a result of FSE introduction.This study, therefore, adds to the literature and fills this
existing gap by investigating conceptions from secondary school teachers. As cited in Creswell
(2008), research is important in education as it produces new knowledge and suggestions for
improvements and hence my motivation is to
5 resources!
search for conceptions on understanding and improving the quality of secondary school
education in
Tanzania
2.
8 Conceptual
FrameworkIn this framework there are factors which affect others and there those which are
affected. Free education themes are the factors which aff
ect quality of education. Free education themes
discussed for the purpose of this study

are Increased enrolment as a result of FFE, Grants allocation and parental involvement.Figure
2.2: Conceptual framework
Source: This study2.
9 Review of VariablesThe variables that were discussed are the free secondary education
attributes or elements which
4 resources!
influence quality of education in secondary schools. The
independent variables that were reviewed were Increased students 'enrolment, capitation grants
and parental participation.2.
9.1 Increased students'
11 resources!
enrolmentEnrolment rates focus on the number of students enrolled in the particular time
concerned. Students - teacher ratio centers on whether the number of teachers matches the
number of student available at school. Teaching and learning materials studied include
availability of adequate books and chalks. Infrastructure facilities focus on adequate classrooms,
offices, lavatories, safe drinking water.
The relationship of these factors has also been elicited by Chacha & Zani (2015) whereby the
introduction free education resulted into the great number of enrollments. But the number of
teachers remained the same. The situation led to unbalanced teacher - students' ratio in
Kenya.2.
9.2 Capitation grantsThe framework indicates that financing of free basic education in Tanzania
focuses on the capitation grants that are provided by the government. The grants mainly include
amount of money aimed for maintenance, students' equipment's, examinations, administration
and sports (
HakiElimu, 2017). The amount of funds depends on a number of students of a respective school.
Each student has a certain amount provided with. The amount is in accordance with the
regulations and directives stipulated. The effectiveness of financing is what determines quality
of education with focus on some aspects which have been targeted by this study. Quality of
learning environment and processes becomes vivid if financing is effective. But if the amount
expected is not funded effectively, then quality of education will obviously be lagging behind.
The governments whose countries provide free education announce to people that education is
provided freely to people. That is, it remains the responsibility of the government to fund the
respective schools so that they can run various activities. Provision of these funds is what
determines quality of education in such schools. In conducting their study, Kalunda & Otanga
(2014) reveal that free education has brought about many changes in schools especially
infrastructure in Kenya but there was inadequacy. This was mentioned to be the issue related to
ineffective
financing.2.
9.3 Parental InvolvementIn education, this refers to parents and other community members'
direct and influential involvement in decision-making towards operation of the schools and
children follow up. This entails decision and action to mobilize funds and other school inputs,
improve student enrollment and attendance, adjusting the school calendar, and monitoring
teachers' attendance along with some small involvement in issues such as quality and content of
classroom instruction (
Muskin, 2015).According to HakiElimu (2017) there are different perceptions of parents
concerning
the2fee
resources!
free education policy,
some headmasters claimed that, "it created a relationship between parents and schools, parents
realized that they have a responsibility towards their children's education by ensuring the schools
function properly". While another headmaster stated, "in the past parents used to come to school
to ask how their children were progressing in school but
3 resources!
with the implementation of fee free education
parents seem to feel that they have no responsibility towards the education of their
children.Parents are major stakeholders
3 resources!
in the whole teaching and learning process,
although its easy to overlook the role they play. Good parental participation in schools through
attending school meetings, students' follow up and other issues reassures teachers and
administration that their work is on check and they do the best to be accountable when it comes
to managing school funds and student's development, this in turn has a contribution on quality of
learners and learning processes.2.
9.4 Quality of educationAs highlighted earlier, the term quality of education is a
broad and comprehensive one, that's
why for the purpose of this study

it has been narrowed down to quality of learners,
quality of learning processes and quality of learning environment. Quality of
Learners
education.org…
implies learners who are healthy, well-nourished and ready to participate and learn,and
supported in learning by their families and communities; Quality learning environment refer to
environments that are healthy, safe, protective and gender-sensitive, and provide adequate
resources and facilities.
In this aspect, we look
education.org…
at quality of school buildings, presence of adequate instructional materials and textbooks,
working conditions for students and teachers;
Quality educational processes looks at how teachers
education.org…
andadministrators use inputs to frame meaningful learning experiences for students. Theirwork
represents a key factor in ensuring quality school processes. Teachers
have to be competent, qualified and
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resources! As mentioned above, the condition of infrastructure, availability of textbooks and
professional.
learning materials and class sizes all influence the teacher's experience as an educator
(UNICEF,
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2015).CHAPTER THREE
RESEARCH METHODOLOGY
3.
1 Introduction This chapter gives the details of the methodology used in the study in order to
fulfill the objectives of the research. Research me
thodology is a way to systematically solve the research problem. According to Kothari (2004)
research methodology considers the logic behind the methods used in the
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context of the research study and
explains why a particular method or technique was used so that research results are capable of
being evaluated either by the researcher himself or by
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others. These include; the research design, location of the study, target population, sample size
and sampling technique, data collection instruments, validity and reliability of data collection
instruments, data collection procedures and data analysis techniques.
3.
1 Research DesignA research design is the arrangement of conditions for collection and analysis
of data in a manner that aims to combine relevance to the research purpose with economy in
procedure
(Kothari, 2004). This stu
dy will employ survey
research design. According to Kothari (2004), survey design is concerned with describing,
recording, analyzing and reporting conditions that exist or existed. This design was appropriate
for this study since the researcher sought to obtain information from a large group of people
that can be used to explain the observed levels of
FSE's effect in public secondary schools in Meru District Council.The study employed a qualitative
approach to gather information that relates with the intangible part of the research objectives.
This approach provided space for learning from teachers, head of schools and educational
officers on their experiences about FSE implementation.3.
2
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resources!
Target PopulationTarget population refers to the total number of subjects or the environment of
interest to the researcher
(Oso & Onen,
2005).The study covered a target population of 330 drawn from three strata
2 resources!
namely the heads of schools, teachers and District secondary education of
ficer. The population has been chosen by the researcher on the basis that they can provide
relevant information because they are the key players in education at secondary school level. 3.
3 Sampling & Sampling techniques3.
3.1 Sample
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SizeA sample refers to a part of the target population that has been procedurally selected to
represent it (Oso & Onen, 2005). Simple random sampling will be used to select 13 schools
(45%) from the 29 public secondary schools in the district. This agrees with Mugenda &
Mugenda (2003) recommendation of 20-50% sample size
. Table 3.1: Sample Distribution from Target Population
S/N
Categories of Population
Target Population
Sample Size in %
Sample Size
1.
District Education Officer
1
100
1
2.
Head teachers
29
45
13
3.
Teachers
300
45
135
TOTAL
330
162
3.
3.2 Sampling ProceduresSampling is the process of selection a number of individuals or object
from population such that the selected group contains element representative of the
characteristic found in the entire group. Simple random sampling will be
usedresources!
to select 13 schools (45%) from the 29 schools in the district. The head teachers that were
included in the sample were from those 13 selected schools. Ten teachers from each of the
selected schools included in the sample. The selection of the ten teachers were through
purposive sampling as the researcher targets head teachers and/or teachers who have been in
the school for at least eight to ten years (that is, teachers who were in the school before
introduction
of FSE).
3.
4 Data Collection3.
4.1 Types of DataThe
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study collected both primary and secondary data. Primary data was collected by using
questionnaires and interviews. Secondary data was obtained from
reviewing various documents
; this included examination results for the years 2016- 2018, newspaper articles concerning FFE
journals and other studies relevant to the study.3.
4.2
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Data Collection InstrumentsQuestionnaires and interview schedules were used as data collection
instruments. The Questionnaires were administered to head teachers and teachers
as this is the most efficient way of reaching many respondents in the shortest time available. The
questionnaires were structured into two sections in order to collect demographical information in
the first section, and the other section aimed at collecting information according to research
objectives. Interview were scheduled with the District Education Office
r and head teachers because it enabled the researcher to acquire more detailed information
relevant to the
study. Quantitative data on enrolment and performance was collected through analysis of
documents.3.
5 Validity and Reliability Tests3.
5.1 Pilot TestA pilot study is a small-scale preliminary study conducted in order to evaluate
feasibility, time, cost, adverse events and effect size (statistical variability) in an attempt to
predict an appropriate sample size and improve upon the study design and tool prior to
performance of a full-scale study. A pilot test was carried out at a convenience sample of
5respondents. The returned questionnaires helped refine the survey instrument and improve the
comprehensibility and clarity of the questionnaire.3.
5.2https://www.researchgate.net/publication/307750694_Reliabili…
Validity of the research ins
trumentsValidity is when a test being carried out will bring the desired measurement for such a
particular test, it is a measure of truthfulness or authenticity. It is the bridge between a construct
and the data (Neuman, 2000).This study used the content validity, the supervisor of the research
went through the instrument as an expert and moderate them and his opinions were taken to be
the measure for
the validity of the instruments. The

instruments were subjected to internal and external controls whereby the internal control was
achieved by making sure the questionnaires are in a language that is simple and easy to
understand. The external control was achieved by using random sampling which made sure that
the sample is heterogeneous thus adding to the credibility of the results.3.
5.3 Reliability of research instrumentsKothari (2004) states that an
http://www.pt.armstrong.edu/wright/hlpr/text/3.5.depvar2.htm
instrument is said to be reliable if it yields consistent results
over a period of time. Panneerselvam (
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2006) on the other hand states that reliability simply means the extent to which a particular
instrument yields consistent results
after every repeated trial. This ensures the authenticity of results collected and avoids distortion.
To achieve reliability of this study, the researcher tested the research instrument to similar
respondents or setting and modified them accordingly. Therefore, through triangulation of
research methods, piloting, consideration of multiple sources, the researcher ensured the quality
of data and findings that respond to the research problem.3.
6 Data AnalysisThis is a research process, which involves ordering, summarizing, and organizing
the
raw data for easy use and management to answer the studied question (Smith,
resources!
2011). The data collected was analyzed using both quantitative and qualitative techniques.
Qualitative data was analyzed by using Statistical Package for Social Sciences (SPSS) where by
the data was analyzed using both descriptive and inferential statistics. Descriptive statistical
tools included frequencies and percentages. The
qualitative data was analyzed based on thematic analysis where the themes were extracted for
each research questions. StatisticalComputer Software (SPSS 22 versions) was used to analyze
quantitative data obtained through questionnaires. Analyzed data was presented in different
formats including tables, themes and quotes.CHAPTER FOUR
SUMMARY, RESULTS AND DISCUSSION
4.
1 IntroductionThis chapter focuses
on library.ku.ac.ke/bitstream/handle/123456789/9989/Im…
data presentation, analysis and discussion. Data
were analyzed both quantitatively and qualitatively. The quantitative data were summarized in
tables and figures. The analysis was meant to show correlations among various research
variables. The study aimed at understanding
7 resources!
effects of free secondary education (FSE) on quality of secondary education in Tanzania, a case
study of Meru District Council. The
chapter will be guided by the following specific objectives to establish how the increase of
student's enrolment has
10 resources!
influenced the quality of education in Meru DC, to assess how the fund allocation has influenced
the quality of secondary education in Meru DC and finally to explore how the level of parental
involvement has affected the quality of secondary education in Meru DC.4.1
Increase of Student's Enrollment and the Quality of Education in
Meru DC 4.1.1 Understanding
4 resources!
of the Term Fee Free Education
The respondents were asked if they understood the term fee free education the responses were
as follows 117(72.2%) said yes while 45(27.8%) they did don't fully understand the meaning of
fee free education. The table 4.1 shows this distribution.
Table 4.1: Understanding of the Term Fee
Free Education No.
Responses
Frequency
Percentage
1.
Yes
117
72.2%
2.
No
45
27.8%
Total
162
100.0%
Source: Field Data, 201872.2% of the respondents who are the majority claimed to understand
theeduc…
term fee free education but when asked further to define what in their own word fee free
education is, it
became a problem. Most of them defined it to mean that education was no longer the
responsibility of the parents but the governments and that the government has taken it upon its
self to provide the student with all the basic needs, needed for attending school from primary
school all the way to secondary school. During an interview with one of the parents he
defined fee free education to mean:"Fee free educ
ation means that education is being provided freely by the government from primary school to
secondary school so as to make more parents to bring their children to school"
The
3 resources!
head teachers on the other had a very good understanding of fee free education as one of them
said that:
"Fee free education is a policy
brought forward by the government to support parents in providing quality education for their
children so that parents can afford to send their children to school"
One of the government officials said that:
"FFE is a government plan to meet the costs of accessing and providing education without
receiving contributions or payments from parents"
Community member when asked to define fee free education she said that "
"Our president has decided to provide education for free for all children from primary school to
secondary school. she further said that now parents are not supposed to pay any money to the
school for anything as everything is free"
The respondents above show
an 4 resources!
understanding of the concept of fee free education to
a limited extent as none of the respondents included that the parents are obligated to contribute
toward uniform and stationery for their children and that also the government do not in its self-
provide that fund but has looked for stakeholders who will help in bearing the burden of
2 resources!
funding primary and secondary education. The
responses also show that they are aware that by having free education more student will be
enrolled to the schools.What has been said is in line with the findings by HakiElimu (2017) reports
that parents contributed health expenses, travel food and stationeries. Moreover, results
indicated that the parents related the meaning of FFE with such concepts as education without
pay, education with little burden to parents, and a plan that reliefs parents from the cost of
education. As one parent explained, "this is education strategy which does not allow paying
anything". It helps parents and guardians to contribute nothing in deferent school activities that
bring development to the school and performance of
educ…
student.4.1.2 Fee Free Education and
Enrolment of Student Since the introduction of the FFE policy there has been a significant
increase in students' enrollment in schools (HakiElimu, 2017). In a discussion which involved both
parents and teachers; on the sudden increase in student's enrollment, the abolition of payment of
fees and other charges that where a burden
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resources!
to parents and the community was mentioned as the main reason followed by the efforts made
by the government to ensure that all eligible
children are enrolled. Table 4.2 shows the trend in enrollment in years before and after the FFE
policy.Table 4.2: Trend in yearly enrollment before and after FFE policyNo.
Year Estimated Actual enrollment Exceeding % 1.
2013
3,290
4,794
46%
2.
2014
4,478
6,483
45%
3.
2015
5,584
7,606
36%
4.
2016
9,575
14,123
47%
5.
2017
17,197
20,343
18%
6.
2018
10,790
20,917
94%
Source: District Enrollment Data (
2018)The results indicate that in Meru District alone, a total of 74,266 student have been
enrolled in a period of six years
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from the year 2013 to 2018. Out of which 75% (55,383) of the student have been enrolled the
year 2016 to 2018
which is three times larger than the number of student (18,883) enrolled in the previous three
years; before the introduction of the FFE policy.Similarly,
the results also show that there have always been under
5 resources!
estimations on the number of students to be enrolled in all the six years; however, the situation
has worsened after the introduction of the FFE policy with the actual number of students
enrolled in
2018 rising to almost twice the estimated figure. The under estimations bring us to the conclusion
that there is high insufficiency
Plagiarism detected: 0.04% http://repository.out.ac.tz/1224/1/AMOS_M._O._OYUNGE- id: 137
… teaching and learning resources,
of both
hence poor quality of education offered within schools. This was confirmed by the head teachers
from the five schools who stated that this increase in enrollment did not correspond with the
resources found in these schools.4.1.3 Increase
26 resources!and quality education in Secondary schools
in Enrollment
When determining the quality of education found in secondary schools, we observe things like
the teacher student ratio, the infrastructure present, the teaching and learning materials
available as well as the attitudes of the respondents in the study area. The respondents were
asked whether the increase in enrollment of student has led to an increase in the quality of
education provided the
results are shown in table 4.3 which indicated that 86(53.1%) of the respondents said no while
76(46.9%) said yes.Table 4.3: Increase in Student Enrollment and Quality of EducationNo.
Responses
Frequency
Percentage
1.
Yes
76
46.9
2.
No
8
653.1
Total
162
100.0
Source:
Field Data (2018)From the responses
shown above 53.1% of the respondents said that the increase in enrollment of the student has
2 resources!
affected the quality of education provided
in a negative manner. As stated earlier, the abolition of school fees at secondary school level
appears to have increased the enrolment of
http://scholar.mzumbe.ac.tz/bitstream/handle/11192/4117/Nob…
students. As a result, teaching and learning have been compromised by large classes and a
shortage of
teachers. In this study, there was alarming classroom congestion in the visited schools which
would seem to adversely
3 resources!
affect the teaching and learning process for both teachers and students.One of
the teachers has this to say during the interview
"there
are too many students in the class for the teacher to teach effectively even marking the exercise
book is a problem
due25toresources!
the high number of students in the class" According to the teachers the number of
students in a class
is too large for a teacher to teach effectively. Teachers explained that it was very difficult to
handle such big classes and they found it difficult to walk around the student in the classroom to
check the student' work and handwriting. As a result, teachers said that they concentrated on
those students who could raise their hands when the teacher asked questions. Below is a picture
under plate 4.1 which shows one of the classes in the schools under study. Plate 4.1: Crowded
Classrooms Source: Field Data (
2018)
http://scholar.mzumbe.ac.tz/bitstream/handle/11192/4117/Nob…
There is general consensus in the literature that small classes are likely to provide effective
teaching
(see for example, Bourke, 1996; Blatchford & Martin, 1998; Goldstein & Blatchford, 1998;
Blatchford, Bassett, Goldstein &
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Martin, 2003). The study by Blatchford et al (2003) on the class size differences related to
student' educational progress and classroom indicates that in small classes, students are more
likely to interact with their teachers on a one-to-one basis. A student is also more likely to be the
main focus of the teacher's attention and student experience more teaching, unlike in the large
classes where there is a more like procedural talks. Blatchford and his associates also found that
in smaller classes there is more likelihood of teacher support for learning and teacher task time
with student. Teachers know their student and tend to be more sensitive to individual students'
learning needs. It was also indicated that teachers found it easier to manage and control the
classroom.4.1.4 Teachers Work spirit in
thehttp://scholar.mzumbe.ac.tz/bitstream/handle/11192.1/2599/M…
Context of Free Education
The
respondents were asked whether the teachers were happy with the current working conditions
and the responses are shown in Table 4.4.
Table 4.4: Teachers Work spirit after introduction of FFE policy No.
Responses
Frequency
Percentage
1.
Increase 19
11.7
2.
Decrease
108
66.7
3
Neutral
35
21.6
Total
162
100.0
Source:
Field Data (2018)The table 4.4 shows clearly that the 66.7 % of the respondents feel that the
work spirit of the teachers has decreased to a large extent.The teachers complained that
teaching has become very difficult in
4 resources!
recent years due to the increased enrolment leading to a huge number of students
in the classrooms. During the interview one of the teachers had this to say "how
can we work if there are not enough teachers and desks, how does the government expect us to
teach effectively and then be accountable for the results of their teaching while there are no
facilities to facilitate their work".4.2 Assess How the Fund Allocation has
3 resources!
influenced the Quality of Secondary Education in
Meru DC
4.2.1 Allocation of Funds in a Timely Manner
The study wanted to determine whether the funds allocated to the school are provided in a timely
manner the results are as follows 60(37.0%) said very often, 80 (49.4%) said often, 22(13.6%)
said rarely while all the respondent admitted that funds have never failed to arrive at the schools.
Table 4.5 presents the responses.Table 4.5: Allocation of Funds in a Timely Manner
No.
Responses Frequency
Percentage 1.
Very Often
60
37.0
2.
Often
80
49.4
3.
Rarely
22
13.6
4.
Not at all
0
0
Total 162
100.0
Source:
Field Data (2018) When asked further during the interview they said that the funds did arrive in a
timely manner but it was never the full amount required to effectively run the schools. The results
were in consistence with what observed by Kiprono et al. (2015) in Kenya that 45.3% of the
school management committees (SMCs) strongly agreed that delays
in disbursement of Free Basic Education
(FBE) funds was a challenge they faced. Likewise, some earlier studies had similar results
(Eweniyi, 2012; Msabila and Dossa, 2012; Mwinjuma and Baki, 2012; Nampota and Chiwaula,
2013). This situation can be interpreted as caused by the allocation of the funds
based on the number of students
without considering other socio-economic factors. Komba (2012) asserts that the formula might
have exacerbated the inequality in educational opportunities across Tanzania. In addition, the
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strategy of the second phase of PEDP to disburse the funds on per capita basis, which still
continues in the third phase of
PEDP, has an effect on the funds that are available to GPSs (URT, 2012). As a result, with
escalating prices of educational materials and the dissimilarities in school needs, it becomes a
problem with schools having a small number of students. Hence, in order to compensate for the
inadequacy due to inflation and variation in exchange rate, key-informants had the opinion that
the CG was supposed to be higher than TZS 10 000. For example, government official
recommended by saying: "In order to improve the effectiveness of the capitation grant, the
Government needs to disburse at least TZS 25 000 per students per year. in order to compensate
for the inadequacy due to inflation and variation in exchange rate.because, for instance, the
books were sold at TZS 1 200 per piece in 2002 while the same books were sold at the minimum
of TZS 8 000 per piece in 2018".The respondents were asked whether the funds allocated were
2 resources!
enough to improve the quality of education provided to the student. All the respondents
said that the amount allocated was not enough to meet the need of students in secondary educ
ation.Moreover, the findings endorsed the report by Ngowi (2015) [62] who recognized that the
capitation grants sent to secondary schools were insufficient. According to government Education
Circular No. 3 of 2016 (URT, 2016: p. 2) school boards after receiving approval of councils and
regional authorities can solicit voluntary contributions from parents to cover some expenses such
as provision of mid-day meals for day students; ensuring security of school property and hiring
temporary teachers for science, mathematics and technical subjects. This practice suggests that
the money disbursed by government might be inadequate to meet perceived needs of schools.
Besides, the Citizen newspaper of 18th January 2016 reported that some schools lacked money
to pay security guards and temporary teachers for science and mathematics. This phenomenon
further affirms that schools receive inadequate fund to cater some of
the7expenses.4.2.2
resources! Running of the Schools Before and After Fee Free Education
The respondents were asked in their own opinion to compare the running of the school before
and after the implementation of the fee free education in their schools the results were that
none of the respondents were of the view the educa
tion had improved
, 13(8.0%) said it was good, 65(40.1%) said it as fair while 84(51.9%) said it was poor. Table 4.6
shows these results.Table 4.6: Running of the Schools Before and After Fee Free Education
No. Responses Frequency
Percentage
1.
Excellent
0
0
2.
Very Good
0
0
3.
Good
13
8.0
4.
Fair
65
40.1
5.
Poor
84
51.9
Total 162
100.0
Source: Field Data (
2018)From the above results it seems
that the majority 51.9% of the respondents are of the opinion t

hat the fee free education has not
http://41.89.101.166:8080/xmlui/bitstream/handle/123456789…
improved the running of the school
rather it has caused the school to be administered poorly. According to the respondents the
reason for having poor administrative performance after the introduction of FFE is that the
money was not enough to cater for what their schools needed. In such a situation schools were
required to find other sources to address their problems. The respondents said that schools
suffered two consequences
and those are, insufficient funds provided and the delayed disbursement of grants. This affected
the ability of schools to implement plans such as purchasing equipment for teaching and
learning. Price
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fluctuations from time to time

which negatively affected the schools purchasing capacity. In some cases, schools could only
afford to buy a limited number of construction materials because of the price fluctuations. They
added that when prices went up the purchasing capacity went down. In such cases, some
construction projects such as classrooms and teachers' houses could not be completed on time
necessitating financial support elsewhere. 4.2.3 Effectiveness
5 resources!
of Implementing Fee Free Education
With regard to the effectiveness of the implementation of the FFE pol
icy, generally the respondents were not satisfied with the progress on various issues including the
availability of teaching materials, Examinations, textbooks, minor repairs, students-teacher ratio,
students-latrine ratio and the teacher motivation. Table 4.7 stipulates the views of the
respondents regarding their
7 resources!
satisfaction on the implementation of few issues under the FFE policy.Table 4.7: Effectiveness of
the Implementation of the Fee Free Education
Issue
Completely Satisfied
Somehow Satisfied
Neither Satisfied nor Dissatisfied
Somehow Dissatisfied
Completely Dissatisfied
Teaching and Learning material
-
-
8 (2%)
10 (10%)
144 (88%)
Examination
-
-
7 (6%)
12 (8%)
143 (86%)
Textbooks
-
-
4 (2%)
19 (20%)
139 (78%)
Minor repair
-
-
6 (4%)
18 (18%)
139 (78%)
Students
teacher ratio-
-
-
1 (2%)
161 (98%)
Students
classroom ratio-
-
-
-
162 (100%)
Students
latrine ratio-
-
-
-
162 (100%)
Level of teacher motivation
-
-
-
-
162 (100%)
Level of student motivation
-
-
-
-
162 (100%)
2018)The problem of not having enough class rooms was addressed by Bonney (2006) who urged
the government as a matter of urgency, to provide more classrooms and furniture to cater for the
increase in enrolment. Lack of attention in addressing this problem constitutes another policy
challenge in terms of educational planning. Essentially, when classes become too large or
overcrowded and resources are not increased proportionately, the results can reverse the hard-
earned gains and demotivate teachers, parents and student.4.2.4 Improvement of FFE to bring
about Quality Education
The respondents were asked to mention ways they thought would help to improve FFE and
quality education in schools Table 4.8 shows the results as follows that 105 (64.8%) of the
respondents said the amount per student should be increased, administrative expenses should
be increased 82(50.6%), equality in the distribution of funds 75(46.2%), increase in the money
allocated for exams in the school 130(80.2%), teachers incentives should be increased
104(64.2%).
Table 4.8: Improvement of FFE to bring about Quality Education
S/N
Responses Frequency Percentage
1
Increase in the amount per student
105
64.8
2
Increase in administrative expenses 82
50.6
3
Equal distribution of funds
75
46.2
4
Increase in money allocated for exams
130
80.2
5
Increase in teachers' incentives 104
64.2
Source: Field data ( 2018)From the table above the respondents had a number of suggestions
on 2 resources!
how the quality of education could be
improved in the schools but the suggestion which stands out the most is that the government
should pay more attention to the amount of money being allocated for the student exams each
month. The other suggestion given priority by the respondents was that administrative costs
should be increases one of the respondents had this to say during the interview. 4.3 Level of
Parental Involvement and its
6 resources!
effect on Quality of Secondary Education in Meru DC.4.3.1. Parental Involvement during FFE
The study wanted to
determine whether the level of parental involvement since the introduction of FFE has increased.
According to the respondents 106(65.4%) said no while 56(34.6%) said yes. Table 4.9 looks at
this more closely.Table 4.9: Increasing Parental Involvement During FFENo.
Responses
Frequency
Percentage
1.
Yes
56
34.6
2.
No
106
65.4
Total
162
100.0
Source: Field Data (2018)From the above results the majority of the respondents feel that parents
are not
involved in the learning process of their children. According to one of the respondents the level
is decreasing as parents feel that the government has
taken all the burden of educating the children.
The findings also support the report by Hakielimu (2017:) that some parents had misconception
that "fee free basic education policy" did not require them to contribute anything towards
education of their children. Though in reality Education Circular No. 6 of 2015 (URT, 2015) [58]
stated costs such stationery and medical expenses should be incurred by parents.4.3.2 Parental
Response to
wards introduction of FFERespondents were asked what was the parent's response towards FFE.
The responses are seen in table 4.10 which shows that 18
(11.2%) said Excellent, 65(40.1%) said Very good, 46(28.4%) said Good, 24 (14.8%) said Average
and finally 9(5.5%) said Poor.Table 4.10: Parental Response to FFE
No.
Responses
Frequency
Percentage
1.
Excellent
18
11.2
2.
Very good
65
40.1
3.
Good
46
28.4
4.
Average
24
14.8
5.
Poor
9
5.5
Total
162
100.0
Source:
Field Data (2018)From the responses above
thehttp://41.89.101.166:8080/xmlui/bitstream/handle/123456789…
majority of the respondents are of
the opinion that, parents' response towards FFE is very good. From the responses, one can
deduce that the grant largely had an influence on parents sending their children to school
s. The implication is that parents who could not pay the school fees that were being charged by
the school had the opportunity to send their children to school. 4.3.3. Parents Involvement in FFE
According to the study there are a number of ways in which parents are involved in the following
according to table 4.11 as shown below. 102(62%) said building of classes, 65(40.1%) said
planning school budget, 162(100%) said through attending parents meetings, 162(100%) through
paying for uniforms, stationery and paying bus fare 82(50.6%) said contributing money towards
remedial classes.Table 4.11: Parents Involvement in FFE
No.
Responses
Frequency
Percentage
1.
Manual labor102
62.9
2.
Planning school budget
65
40.1
3.
Paying for stationery and bus fare and uniforms 162
100.0
4.
Remedial classes
82
50.6
5.
Attending parent meeting 162
100
Total
162
100.0
2018)Parents are involved in a number of ways towards their children's education. The most
prominent way in which the parents are involved is through paying for their uniforms, proving
stationery and bus fare for their children.4.4
10 resources!
Challenges in the Implementation of FFE
The research reported challenges following the implementation of FFE
in Meru District with regard to perceptions and practices of respondents. 162 (100.0%) said not
having enough funds was a challenge, 88(54.3%) said lack of clear information concerning FFE
was a challenge, 136(83.9%) said the decrease in parents involvement
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article=419…
in the schools was a challenge, 162(100.0%) said having limited infrastructure due to high
enrollment was a cha
llenge and finally 91(56.2%) said shortage of teachers and learning resources was also a major
challenge. Table 4.12 presents the responses.Table 4.12: Challenges in the Implementation of
FFENo.
Responses
Frequency Percentage
1. Not enough funds
162
100.0
2.
Lack of clear information of FFE88
83.9
3.
Decrease in parental involvement in school
136
83.9
4.
Limited infrastructure due to high enrollment
162
100.0
5.
Shortage of teachers and learning resources
91
56.2
Source: Field data (
2018)Briefly, the findings discovered
challenges in the implementation of FFE pol
icy includ
e; lack of awareness of the parents and community regarding FFE, shortage of teachers,
insufficient funds allocation in schools, poor engagement of parents for the education of their
children, and government delays of capitation grants to schools. The findings corroborate with
what the previous studies discussed about the existence of informal school fees (Kattan, 2009),
significant contributions of parents for their children (Daven, 2008), and lack of preparedness for
innovations (HakiElimu, 2017, March) impose challenges to FFE provision.4.5 Ways to Improve
FFE in Schools
All respondents were of the opinion that there are ways in which FFE
can3 be
resources!
improved in the school the following which are also found in table 4.13. 104(64.2%) said
increase provision of teaching and learning resources,
162(100.0%) said provide sufficient amount of funds for school development, 149(91.9%) said
developing basic infrastructure, 156(96.3%) said increase motivation for teachers and 58(38.8%)
providing food for those children living far from the school.
Table 4.13: Ways to Improve FFE in Schools
N0. Responses
Frequency
Percentage
1.
resources!
Increase provision of teaching and learning resources
104
64.2
2.
Sufficient funds for development
162
100.0
3.
Develop basic infrastructure 149
91.9
4.
Increase motivation for teachers
156
96.3
5.
Provide food for students 58
38.8
Source: Field Data (2018)During the interviews one of the respondents had this to say
"My view to the government is that it has to improve a variety of things for example, to allocate
enough funds in schools for improving school infrastructure, addressing transport problem for
student and teachers to enable them reach schools on time. Also, it should construct dormitories
and install electricity in schools so that the student could study during night to raise their
academic performance".From the above results the government needs to do a lot
5 resources!
as to improve the quality of education in the implementati
on of FFE.
20 resources!
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter presents the summary, conclusion and recommendation of the study. The study
addressed the following three objectives: i
. To establish how the increase of student's enrolment has influenced the quality of education in
Meru DC, ii. To assess how the fund allocation has influenced the quality of secondary education
in Meru DC iii. To explore how the level of parental involvement has affected the quality of
secondary education in Meru DC
5.2 Summary of the Study
The study discussed findings relat
ed to the knowledge of respondents on F
ee Free Education (FFE),
9 resources!
their involvement in the provision of FFE, the changes due to policy implementation, and
challenges during policy implementation as well as proposals in improving the quality of
education in Meru District.The study found that the introduction of FFE has led to an increase in
the enrollment of student to the schools around Meru District. The rate of increase in the school
rises year after year. Because of the increase in the enrollment o
f students, the schools lack the required resources to meet the demands of the student. There is
2 resources!
a shortage of teachers and classroom space to effectively teach the students and this has led to
a decline in the quality of learning in the
schools.Another finding in the study was that the responden
ts were aware of the meaning of FFE but were of the opinion that the burden of educating the
children rests solely on the shoulders of the government and that the parents do not need to do
anything other than to tell their children to go to school. this misconception has led to parents
taking a step back in school business. They strongly agreed that the government carries a large
burden of education cost than parents (HakiElimu, 2017, March). Findings discovered challenges
following the implementation of FFE in the area that include shortage of teachers, poor
engagement
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resources!
of parents in the education of their children,
insufficient funding in schools, limited school facilities and infrastructure
, lack of clear education to parents and guardians concerning FFE provision.5.3 Conclusion
This study concludes
thathttp://scholar.mzumbe.ac.tz/bitstream/handle/11192/3461/MAE…
the introduction of Fee Fr
ee Education has helped in the enrollment of student from various walks of life, however the
implementation of FFE need to be looked at again closely so as to minimize the challenges facing
the school in its implementation. Parents need to be made aware that they must get involved in
the education of
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children-th…
their children. That it is not
just up to the government to educate their children.5.4 Recommendation
To minimize the delays encountered in the payment of funds to the schools, as revealed in the
findings the central government in charge of basic education should work hand in hand with the
local government authorities and school committees to compile the account numbers and banks
of all the basic schools to enable payment of the funds directly into the accounts
http://fuwjemss.com/books/read/Journal_of_Economics__Man…
of the schools. Based on the
inadequacy of the funds as shown in the
resources!
results, the Ministry of Education, Science and Technology in collaboration with the Ministry of
Finance
should make budgetary allocations with the help of Non-Government Organizations (
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resources!
NGOs) like the United States Agency for International Development (USAID) and World Vision
International for the pro
vision of classroom accommodation throughout the country to help solve the problem of
inadequate
https://www.researchgate.net/publication/287297235_Literatu…
classrooms as a result of th
e introduction of FFE. The results revealed inadequacy of furniture in the schools; all relevant
authorities should therefore seek the assistance from development partners in their wards to
assist in providing furniture for the schools to help solve the problem of inadequate furniture. The
Local government and School Management Committee members should organize forums to
educate parents to make them aware
of their role on the education of their children.
Village Assemblies should promulgate By-Laws to enable parents who refuse to send their
children to school
to be sanctioned. The supply and logistics division of the Tanzanian Education Service, should
acquire more resources which will enable them ensure timely delivery of textbooks and exercise
books from the headquarters to the basic schools in a timely manner. 5.5 Areas for Further Study
1) Similar studies should be conducted in other districts in Arusha region and other regions to
investigate the same issue for better generalization. This study has covered only a few public
secondary schools in Meru district. 2) Other key stakeholders of schools such as parents, school
board members and school inspectors should be involved in future similar studies. 3) The study
can be repeated in some years to come since it was conducted after few years
2 resources!
of implementing free education policy in the secondary educat
ion. This might identify more promising outcomes of free lower secondary education programme
rather than the identified challenges.REFERENCES
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e for Internantional Research.Benoliel, S., & Miske, S. (
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Education Inc.Brieseid, O., Calloids, F., Lugaz, C., & Martin, B. (
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2004). Trends of secondary education in industrialised countries: Are they relevant for African
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aris: International Institute for Educational Planning.Cameron, J., & Dodd, W. (1970). Society,
Schools and Progress in Tanzania. Pergamon: Oxford Press.Daven, J. (
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2008). Free Primary Education in Tanzania? - A case study on costs and accessibility of primary
education in Babati town.
Copenhagen: Sodertorn University College.Dur, R., & Terlings, C. (
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Appendix I: Research Questionnaire
Dear Respondents
I am Irene Samson, a student of Master of Science in Governance and Leadership
Plagiarism detected: 0.05% https://www.coursehero.com/file/p4olgns/1-of-200… + 2 id: 200
resources!
in Jomo Kenyatta University of Agriculture and Technology
at MS TCDC Institute. Currently, I am doing a
12 resources!
research on "The effects of Free Secondary Education on the Quality of Secondary Education in
Tanzania covering a case study of Meru District Council. The pu
rpose of this questionnaire is to collect data and compile a report as a requirement for an award
of Masters' degree. I request you to spare some minutes
Plagiarism detected: 0.12% http://www.iosrjournals.org/iosr-jbm/papers/Vol20- id: 202
andissue8/Vers…
fill in the questionnaire as objectively as you can. The study is for academic purpose only a
nd I promise utmost confidentiality of the responses given through this questionnaire.Thank you
Irene Samson
Msc
. Governance and Leadership Student, JKUATHead teachers Questionnaire
PART A: BACKGROUND INFORMATION
Please fill in the questionnaire by placing a tick in the appropriate bracket
S/N
QUESTION
RESPONSE
1.
Gender
Male ( ) Female ( )2.
Age
25-34 ( ) 35-44 ( ) 45-54 ( ) Above 55 ( )3.
Marital status
Single ( ) Married ( )4.
Level of education
Certificate Diploma Bachelor Degree Master's
()()()()
5.
Number of years in school
8-17 ( ) 18-27 ( ) Above 28 ( )PART B: RESEARCH INFORMATION
1.
Name of the school ............2.
Does your school receive the FSE funds in time? (a) Yes ( )(b) No ( ) Why ..................3. Is the
amount allocated adequate enough to meet operational and administrative costs of the school?
____________________________________ 4.
Please give a summary of enrollment in your school in the five-year period YEAR
BOYS
GIRLS
TOTAL
2014
2015
2016
2017
2018
5. How many teachers do you have in your school? __________________ 6.
What is the result of FSE on the following? (a) Workload of teachers.
_______________________________ (b) Classroom space. ________________________________________ (c)
Toilet facilities. _______________________________________ (d) Field and P.E facilities
______________________________________ 7.
Please give the summary of student/Textbook ratio in the following table. YEAR
Student/Textbook Ratio
Form 1
Form 2
Form 3
Form 4
2014
2015
2016
2017
2018
8.
Suggest possible solutions to negative effect of FSE.
__________________________________________________________Teachers Questionnaire PART A:
BACKGROUND INFORMATION
Please fill in the questionnaire by placing a tick in the appropriate bracket
S/N
QUESTION
RESPONSE
1.
Gender
Male ( ) Female ( )2.
Age
25-34 ( ) 35-44 ( ) 45-54 ( ) Above 55 ( )3.
Marital status
Single ( ) Married ( )4.
Level of education
Certificate Diploma Bachelor Degree Master's
()()()()
5.
Number of years in school
8-17 ( ) 18-27 ( ) Above 28 ( )6.
Area of specialization
Science ( ) Arts ( ) Business ( ) Others ( )PART B: RESEARCH INFORMATION
Tick where appropriate
Very Satisfactory
Satisfactory
Unsatisfactory
Very
Unsatisfactory
Indicate the
level of textbooks availabilityIndicate the level of availability of teaching aids
Indicate the state of laboratory & laboratory equipmentsIndicate the state of school building &
classrooms1.What Is your opinion on the introduction of FSE in
relation to quality of education?
2.What are the challenges of FSE? 3.Suggest possible solutions to negative effect of FSE.
__________________________________________________________
THANK YOU
Appendix II: Interview Guide (For DEO)
1. How well were you prepared for the FSE? ___________ 2.What is your
role in the implementation of

FSE? _____________________________________________________________
_____________________________________________________________
3. What major challenges face physical facilities and material resources in schools within the
District? 4. How would you rate the school's academic performance since the introduction of FSE?
_____________________________________________________________ 5. Suggest possible solutions
to the negative effect of FSE on quality of education.
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changing from time to time.

contained in the framework.The framework for understanding education quality is summarized as

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