ways of implementation of tuition fee free education in Mtwara municipality.

 

CHAPTER ONE

BACKGROUND OF THE STUDY.

1.0. Introduction.

This chapterwas consists of the background of the study, statement of the problem, objective of the study, research questions, and significance of the study, scope of the study and definition of key terms or words.

1.1 Background

European Commission in Europe indicate that the start age of primary school children is 5-year old or 6-year old in 2009, the student-teacher ratio will 14:1, and secondary education will 12:1 across Europe (Education, Audiovisual and Culture Executive Agency - EACEA, 2012). Two thirds of the countries now this ratio had declined by an average of 2:1 and 1:1 in primary and secondary schools respectively. These achievements are high in terms EFA goals. Further, the changes in the education systems across Europe considered reduction of leaving rates at the beginning of schooling to maximize completion rates of basic education by students. Hence, schooling will made compulsory in most countries in the region. Schools were given high level of freedom to manage funds and teaching staff which ensure of necessary services and support for the staff and school operations (EACEA, 2012).More international studies conducted to ensure fee free basic education for the quality of education reflected by Kattan (2006) who surveyed 93 countries in six regions including Africa, East Asia and Pacific, Eastern Europe, and Central Asia, Middle East, North Africa, and South Asia in 2001 and 2005. The countries intended to review primary and secondary education by abolishing school fees; review country profile based on experiences from other countries implemented fee free basic education, and identify lessons, success and challenges as well as the recommendation that could apply in other countries intending to implement the policy. Data were gathered in 2001 and 2005 from 79 and 93 countries respectively. Data emphases were textbooks.

Tanzania, which abolished fees for lower secondary education in 2015. Full implementation of the Policy, with the government simultaneously expanding the secondary school system to accommodate increased enrollment and raising per-student finance to accommodate current planned policies, has the potential to increase the annual cost of lower secondary education from 19 percent of the education budget in 2018 to 35 percent in 2024.The findings presented in this note are based on the simulation tool developed for use by the government; a copy of the tool is available online Corresponding author: SalmanAsim, Economist. Education Global Practice, Africa Region, World Bank. This policy note is part of outputs for Advisory Services and Analytics stream: Tanzania Fee Free Basic Education Analysis, funded by the World Bank, . This rapid expansion of lower secondary education is a boon for access and an important step for Tanzania to achieve its goal of attaining middle-income status by 2025.any  countries  in  the  world  are  committed  to  the implementation of  Sustainable Development  Goals. Within these goals, Education has been a major concern of United Nations  member  countries  including  Tanzania.  It  is  the commitment  of  the  United  Nations  Members  in  ensuring available  skilled,  competent  and  educated  workforce  to champion  their  socio-economic  development,  therefore making  the  world  more  secure,  sustainable  and interdependent  (Becker &  Becker,  2017). In  line  with  the implementation  of  the  Sustainable  Development  Goal Number  4    (United  Nations,  2015)  which  requires governments  to  ensure  that  everyone  "completes  free, equitable  and  quality  primary  and  secondary  education, Tanzania like other countries in East Africa Kenya (Khamati&Nyongesa, 2013; Muindi, 2011) and Uganda (Asankha&Yamano, 2011) has made tangible efforts and  commitments on  Secondary  Education.  One  of  the  efforts  include  the development  of  the  Education  and  Training  Policy  2014 replacing the former Education and Training Policy of 1995.   The 2014 Education and Training Policy was developed as a key  policy  for  encouraging  Universal  Primary  and Secondary Education conforming to the commitments made by countries as part of the Sustainable Development Agenda (Unesco, 2015).  Implementation of this policy was strongly accelerated  by  the  major  general  presidential  campaign promises by the ruling party CCM in 2015, where Dr. John PombeMagufuli,  the  CCM  flag  bearer  and  the  current President  of  Tanzania,  vowed  to  implement  the  policy (Twaweza East Africa, 2016). Subsequent steps were made after  the launch  of the  national education  policy in  2015, where  the  government  made  a  commitment  that  from January  2016 pupils  will  enjoy  compulsory 11  years  free basic  education  from  Standard  1  to  Form  4.  In  this Endeavour,  the  policy  frees  parents  from  any  fees  and contributions to secondary education

 1.2 Statement of the Problem

Tuition fee Free education is education funded through government spending or charitable organizations rather than tuition funding. (Mutereko, 2009 & Hess, 2013). The government of Tanzania has made efforts to address the problem of poor implementation of tuition fee free education policy in public secondary schools by providing funds to the public schools through capitation grants which are provided per number of students in schools, provision of teaching and learning materials, construction of classrooms but still implementation of tuition fee free education policy is debatable matter (HakiElimu, 2017). Lack of effective implementation of fee free education policy does not only affect the future of learners in terms of low quality of education. (Mahunda, 2013 &Kattan, 2006).  The  implementation of tuition fee free education propose the solution for better provision of quality fee free education to Tanzania citizens as well as to attain Tanzania Development vision of 2025.

 

 

 

 

1.3  The Objectives of the Study.

                    i.            To assess the ways of implementation of tuition fee free education in Mtwara municipality.

                  ii.            To assess the effects of tuition fee free education in Mtwara municipality.

                iii.            To suggest the possible solutionto overcome the negative effects of the tuition fee free educationin public secondary schools in Mtwara Municipality

 

 

 

 

1.4  Research Questions.

        i.            How tuition fee free education is practiced in Mtwara municipality

      ii.            What are the benefits resulting from tuition fee free education in Mtwara municipality.

    iii.            What are the impacts caused by tuition fee free education in Mtwaramunicipality.

    iv.            What are the possiblesolution to overcome the negative effects of tuition fee free education in Mtwara Municipality.

 1.5    Significance of the study

This study is essential because it is expect to give the real picture of what is goingon in public secondary schools after the implementation of tuition fee free education. By knowing the coping strategies adopted by government to manage fee freeeducation implementation challenges the enhancement of their discretion and autonomy may be done. Likewise, the findings of the study was shed new light for other researchers who plan to conduct studies on the same matter. In addition, the study may influence the government to take more measures in dealing with effects of tuition fee free education in Mtwara municipality.

1.6 Scope and delimitation of the study

Scope of the study demarcates the boundary lines beyond which the research should not focus or it is the about the limits the study (Kothari, 2004:29). This means the study must has limitations in which it boundary itself to cover up. There are a lot of issues associated with tuition fee free education but this study deal with how government .This study was deal with the implementation of tuition fee free education in Mtwara Municipality, The effects of tuition fee free education in Mtwara Municipality public secondary Schools, The possible solution to overcome the negative effects of tuition fee free education in Mtwara Municipality in public school.Other things out of this study is not part of this study.

 

 

 

 

 

 

 

CHAPTER TWO

 LITERATURE REVIEW

2.0 Introduction

The purpose of this chapter is to convey general understanding of various terms and theories which have been used in the study since several terms contain different meanings according to the purpose of the user as well as in perspective used. This chapter presents three parts; definitions of key terms, theoretical literature review, theoreticall framework. The purpose of the chapter is to place the research project within the larger whole of what is currently being explore. It provides an overview of the literature sources that were visited.

2.1 Definitions of operation terms

2.1.1 Free Education

According to Action Aid (2016) free education means that parents are not required to pay school fees or any other contributions in public schools both in primary and lower secondary schools. In addition, the meaning of free education is not the same in all countries. In some countries free education includes elimination of school feesbut parents continue to make payments for other school contributions. Many sub- Saharan countries which put into practice free primary education policies achieved in eliminating school fees. However, parents continue to use some amount of money to pay for other school contributions in order to cover for textbooks, uniforms and other school requirements (Riddell, 200 &HakiElimu, 2017). For instance, in Kenya tuition fees were abolished together with levies but examination fees and uniforms remained to be a responsibility of parents. According to Riddell (2003) in 1994 when free education was established in Malawi, school fees, books and stationery expenses were paid by the government. This shows how free education has been viewed in various countries of sub-Saharan Africa. In Tanzania as majority of sub-Saharan countries do in implementing free education policy parents incur some costs for the education of their children. In the context of this study fee free education means that provision of education costs such as school fees, national examination fees and other contributions left to the government however parents incur some costs for educationof their children like buying school uniforms and stationeries items

2.1.2 Secondary School

According to URT (1995) secondary school refers to the post primary school that offers formal education to individuals who have successfully completed primary education. In Tanzania secondary schools are classified into two groups; ordinary level secondary schools and advanced level secondary schools. Lewing (2000) asserts that effective secondary schooling offers the individuals access to abstract reasoning and the kind of flexible thinking skills that are not offered at the primary level.

2.1.3 Secondary Education Development Plan (SEDP)

It was ten years plan that was implemented in two phases (2004-2009, 2009/2010- 2014). It was continuation of Primary Education Development Plan (PEDP) where higher enrolment numbers in primary schools created an upward pressure for spaces in public secondary schools. Again, SEDP operationalised key policy commitments in the vision 2025 and the National Strategy for Growth and Reduction of Poverty (NSGRP) or MKUKUTA in Kiswahili. Objectives of SEDP were access improvement, equity improvement, quality improvement, education management system improvement, management reforms and devolution of authority (URT, 2004).The two documents identify education as playing a pivotal role in the country’s economic and social development (HakiElimu, 2014). 2.3.7 Efficacy of financing free education Komba (2012) has argued that financing free education is said to be effective when there are indicators and these indicators match the practice. Outlook and plans of the country may determine the indicators of efficient financing of free education. For a large percentage majority of countries have the indicators which are looked the same, these indicators are simple identified throughout the results of funding the free education. During addressing the efficiency of financing free education quality and quantity of education delivered are given the main concern. Provision of funds that meet the needs of the schools, raising the chance for children to get the basic education are some of the indicators. Likewise, the budget which has been allocated to be sent to the schools in order to implement the policy is required to be the similar with that which has been showing policy implementation plans. 2.3.8 Global trends of financing free education In various nations in the world education is offered free and it is unavoidable although they vary in some cases such as sponsors who have responsibility offinancing education. For instance, for the side of United States of America the states are the ones which are financing education in their areas. However, the central government support by providing some grants. On other hand in Netherlands, about70% of schools are under the private school boards although the central government provides financial support. Furthermore, in Australia the central government finances free education for 90% and depends to get money from the revenues. Also, other education stakeholders finance a part of funds (Galabawa, 2007)

 2.4 Trends of financing of free education in Sub-Saharan Africa

Vavrus and Moshi (2014) established that most of the sub – Saharan countries offer primary education freely and it is compulsory. The largest parts of these countries are signatories to several conventions which facilitate education for all (Msabila, 2013).As governments are increasingly turning to cost sharing in order to meet the growing demand for, and decreasing government investment in, public education, the choice among different tuition fee policies becomes of great importance. Tuition fee policies and the financial assistance policies that accompany them are critical both for the very considerable revenue at stake and for the potential impact on higher education accessibility and the implications for equity and social justice. This paper will look at tuition fees in an international comparative perspective in the context of this rich mixture of finance, ideology and politics.

2.5  Global trends of financing free education

In various nations in the world education is offered free and it is unavoidablealthough they vary in some cases such as sponsors who have responsibility offinancing education. For instance, for the side of United States of America the stateare the ones which are financing education in their areas. However, the central government support by providing some grants. On other hand in Netherlands, about70% of schools are under the private school boards although the central government provides financial support. Furthermore, in Australia the centralgovernment finances free education for 90% and depends to get money from therevenues. Also, other education stakeholders finance a part of funds (Galabawa, 2007).

2.6 Empirical Literature Review

There are several studies which have been done in Tanzania and in other parts around the world concerning implementation of Tuition fee free educationsecondary This section analysed critically what said by other researchers about implementation of fee free education. Goda (2018) conducted a study which assessed the management capacity of heads ofthe public secondary schools in the implementation of free secondary education in Singida Municipality. The study used mixed research approach and descriptive design. The study discovered that despite the challenges which face heads of the public secondary schools in implementation of free secondary education they use informal and formal coping strategies like community participation and informal peer coaching to manage the challenges of free secondary education. Goda’s (2018) study is similar to the one at hand however the present study employed qualitative approach and case study design. Furthermore the present study conducted in Morogoro Municipality. Khamati and Nyongesa (2013) conducted a study on the factors influencing the implementation of the free education in Kenya, it reported that time for the disbursement of funds to schools and capacity of the heads of the school in management are some of the things which affect the free education policy. Therefore, the government needs to speed up sending of money in schools and increase the funding. Khamati and Nyongesa’s (2013) study makes the potential support for the study at hand though the present study conducted in Tanzania where the policy context and education system is not the same with Kenya. It gives the deep information about factors influencing the implementation of the free education. The purpose of this study was to focus on strategies adopted by the street level bureaucrats to address fee free education implementation challenges in Tanzania, the aspect which was not covered in their study. Orodho (2015) assessed Policies of Free Primary and Secondary Education in East Africa. Sources of data were primary and secondary. The findings show that marvelous quantitative growth has occurred in access to primary and secondaryeducation in the two countries. However, education in these countries has been fully  with nearly similar unique different and entangled with challenges of providing education, resulting in marked and severe regional and gender disparities in access to, and low quality of education. Strategies towards attaining free education in these countries were to put in place educational interventions and drives including free primary education and subsidised secondary education, as well as bursaries for the poor needy learners that are yielding slow but positive progress towards the attainment of EFA goals. This study offers helpful information to the current study since it assessed policies of free primary and secondary education in East Africa and shows the challenges facing educational policies however did not demonstrates the strategies adopted by the street level bureaucrats to address the educational policies implementation challenges. With this gap, is study at hand explored the strategies adopted by street level bureaucrats to cope with fee free education policy implementation challenges in Tanzania. Another study was conducted by HakiElimu (2017) with a title Impact of the Implementation of Fee –Free Education Policy on Basic Education in Tanzania. The study was qualitative in nature which involved seven districts whereby in each district four primary and secondary schools were randomly selected. The study employed documentary review and primary source of data in collecting information from the respondents.

2.7.Conceptual framework of the study

Conceptual framework is the relationship between variables showing them graphically and dramatically (Mutai, 2000). The conceptual framework of this study will base much on subject matter more than variables since it is a qualitative study. It clarify effects r from implementation of tuition fee free education like overcrowded classrooms,increase of enrollment of pupils, inadequatefunds, andshortage of teaching and learning materials. Likewise to copy strategies that will be employ to cope with fee free education effects such as community involvement, private goal definition, reducing the number of assignments, creaming and sharing experience. In addition it show who are the final implementers of the fee free education use their discretion and autonomy to cope with the effects of  implementation of fee free education. Therefore, study will  show the final implementer of tuition fee free education; the ones who can influence a policy either to fail or to attain the desire goals since are the final implementers of the policy.

Figure 1.1 conceptual framework of the study          

Urban public  school

Effects of tuition fee free education. Overcrowded in class. Inadequate of funds. Shortage of teaching and learning material. Increase of enrolliment of pupil.

Effects of tuition fee free education. Overcrowded in class. Inadequate of funds. Shortage of teaching and learning material. Good inflastructure.

Rural public school

 

 

 

 

 

 

 

 

 

 

 

Poor distribution of government financial

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.8 Research gap

 Analysis of relevant literature shows that there are few studies which have been done in Tanzania on implementation of tutiion fee free education policy. Many studies that investigated the implementation of fee free education policy like that of Chabari (2011) were not done in Tanzania. A small number of studies like that conducted by HakiElimu (2017) which tried to investigate the impact of implementation of fee free education policy not conducted in Mtwara Municipality. In addition, most of the studies reviewed to the large extent concentrate more on Primary schools. Forinstance the study conducted by UNESCO (2003) which dealt with implementation of free basic education policy in Kilimanjaro region. In addition, most studies show the advantages of fee free education policy and its challenges but there is no study which illustrates the coping strategies adopted by government to address the effects tuitionfee  of free education policy in Mtwara municipality

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

 The chapter discusses the research design, study area, population and sampling procedures. It presents the data collection methods, data analysis, trustworthiness and the research ethics considerations.

3.1 Research Design

This study will use mixed approach to explore the effects of tuition fee free in secondary school education Mtwara schools. A case study research design will adapt to the study because of its ability to capture data from a larger area. Case study design is able to generalize results to a larger population and develop inferences about the characteristics of the studies sample. The study will use quantitative research methods systematically and objectively to select and study the sample and generalize the findings (Jacobs & Sorensen, 2010). However, the qualitative research takes into account gathering of data from the perspectives of the informants in their natural setting (Jacobs & Sorensen, 2010). The mixed methods research will enable the researcher to organize data and findings concurrently or sequentially to understand the research problem. The mixed methods approach will select to compliment data collection methods, analysis, and discussion of the findings and recommendations.

 

 

3.2  Area of the study

The Mtwara Region is a region in Coastal Zone (Tanzania), Tanzania at latitude 10°46′27.84″ South, longitude 39°12′32.40″ East.The boundary with Mozambique to the south is formed by the Ruvuma River. To the west, Mtwara is bordered by Ruvuma Region, to the north by Lindi Region, and to the east is the Indian Ocean..The study was conduct in Mtwara Region has population, 1270,854 According to 2012 cencus report the studywas being specific wards include shangani with male 5911 and female 6985,Rahaleo male 2360 and female 2848,Railway male 1239 and female 1500 in Mtwara municipality.

3.4  Population

A population refers to the object of the study. This may include individuals, institutions, products, and events (Weiman& Kruger, 2002). The population of this study was for allpublic secondary education in Mtwara Mkindani municipality including teachers, students, heads of schools, and parents.

3.5 Target Population

Mugenda (2003)  target population is a set of people or objects inwhichthe researcher wants to generalize the results of the study. According to Flick(2006)the decision of choosing one group of contacts over others depends on itsrichness level ofinformation. Thus, the study was choose heads of schools student, academic teachers and parents public secondary schools were the target population of this study becauseare the final implementers of the policy who face different challenges when theyimplement thepolicy in their working places

3.5 Sample and Sampling Techniques

According to Creswell (2012), a sample is a subgroup of the target population that the researcher plans to study for generalizing the results within studied target population. The purpose of sample selection is to obtain respondents who are able to provide information that reflect behavior or characteristics that are similar to the population (Creswell, 2003; Kothari, 1990; Leedy, 1997). Three schools will purposely select and from which the sample of pupils and teachersand heads of schools, and parents will conveniently select to volunteer participation in the study. Parents, heads of schools, and parents were obtaining through convenient sampling. Teachers and pupils were select using stratify and systematic sampling procedures due to their number and class levels they belong during teaching. Teachers volunteering to participate in the study automatically involve the students from their respective classto volunteer in the study.

3.6.1.1 Sampling Techniques

The studyutilize simple random and purposive sampling techniques. Kamuzora, (2008) contended that simple random sampling is a probability sampling whereby all members in the population have equal chance of being selected to form a sample. This technique is appropriate where the sampling frame is not too large and each unitis easily accessible (White, 2002). In selecting seven public secondary schools whichinvolved in the study, twenty-three pieces of papers prepared and in each paper nameof a school written then seven pieces of papers selected randomly by the researcher. Purposive is the process of intentionally handpicking individuals from thegroup of population based on authorities or researcher’s knowledge and judgment(Msabila & Nalaila, 2013). This technique allowed the researcher to choose suchspecific respondents due to their position, roles and their experiences onimplementation of fee free education policy. The study was choose parent ,student, of public secondary schools andacademic teachers selected  purposely so as to get in-deep information concerning onhow they cope with fee free education implementation effects.

3.6.1 Sample size

A sample is a small group of respondents drawn from a population in which theresearcher is interested in gaining information and drawing conclusion (Ezzy, 2002). Researchers often selected samples for research because it is difficult to study thewhole population (Cohen et al, 2000). Therefore, a sample which is chosen verycarefully always makes the study feasible and produces perfect results because itenables the researcher to keep away different obstacles such as time and expenseswhich normally stop them to gather data from the entire population. There is no ruleabout the number of participants to involve in qualitative research. It depends on thepurpose of the study, time available and resources (Ary; Jacobs; Sorensen; Razavieh, 2010). Generally, the studywas involve a sample size of(3) public secondary schools in each ten (10) respondents including(3) heads ofschools and(3) academic teachers(5 ) parents,(4) students ofMtwara Municipality public secondaryschools.

3.4.1.1. Simple Random Sample

 

Underthismethodinawaythat teachmemberofthepopulationhasequalchanceoftoselectRespondent’srandomlythepopulationincludestheHead of public schools,academic teachers , parents , students in public  schools.

3.4.1.2. Stratified Randomly Sample

 

Whendoingcross-sectionstudies,gatheringofinformationaboutdiversepopulation, carewastakentoensurethattherelevantsub-groupswereadequatelyrepresentedtakentothestudysample. The studywill useofstratifiedsampling, the randomlyof select respondentfromgendersub-groups,thusmaleandfemalewhois present tuition fee free education in Mtwara Municipality.

3.5.1     Purposive Sampling procedure

Undersamplingprocedurethepurposivesamplingprocedureuseontherandomlysample to select respondent .This involve researchertochooserepresentativesthatrelatetothe field. The aimofusingthiswasbecause:Itislesstimeconsuming,sinceourpurposeistoreachthepeoplewithinformationabouttheprintedmediaofwhichthepurposivesamplingwashelptomanage them. It islessexpensive,purposivesamplingwas not acquirehighcostsintheresearchprocess.

Theresultsareexpectedtobemoreaccurate, usingthepurposivesamplingresearcherchoosesrespondentswhotheythinkwouldbeappropriateforthestudy.Giveschanceforaresearchtochoosetherepresentativeswiththewholerespondent’spopulationwhowas providethebestinformationanddata.

3.6 Data Collection Methods and Instrumentation

Data collection methods involve the process of collecting information base on variables of interest to reflect the direction that helps the researcher to respond the study questions and/or objectives (Kothari, 2004; Sapsford&Jupp, 2005). This study employ three data collection methods: questionnaire, semi-structured interviews, and documents reviews. Similarly, the study involve such instruments as: questionnaires guides, semi-structured interview schedules .

3.6.1 Questionnaire

This is a technique thatwas involve the use of structure and unstructured questions for the individual respondents to write the answers and return them to the researcher (Creswell, 2012; Mzezele et al., 2013). The researcher employed a structured format of questionnaire to collect data from the respondents. This method used questionnaires guides to collect data from pupils, heads of schools and teachers about their perception, opinions, challenges and suggestions on the concept of tuition fee free education and the implementation of tuition fee free education in secondary schools. This method was due to its ability to motivate the respondents to think about their feelings and expressing ideas considered to be more significant to the question.

3.6.2 Semi-structured Interview

An interview is a technique that involves the use of oral or written questions in collecting information from the interviewee (Mzezele, et al., 2013). In this study, semi structured interview schedules or guides were used to collect data from respondents: teachers, heads of schools, and parents/guardians. Specifically data related to their understanding of fee free, education, strengths of fee free education, the implementation and challenges of fee free education, suggestions on improving the future implementation of fee free education were collected from the mentioned respondents. The researcher selected this semi-structured interview because of its ability to provide firsthand information from the

3.6.3 Documentary Review

Documentary review method is where a researcher collects information throughreviewing existing documents. For research purpose, published books, manuscripts, journals, research reports, newspapers and other unpublished literally works areexamples of documentary sources of data (Ndunguru, 2007). Denzin and Lincoln(2000) emphasize that documentary review is important for both qualitative andquantitative research because such documents are acquired relatively easily and atlow cost. Documentary review can be categorized into three levels; national level, district level and school level. In this study research papers, books, articles andjournals reviewed at national level. On the side of the school level various documentsreviewed including the document which show the amount of capitation grants whichschools received every month from central government for the year of 2017/ 2018, enrolment reports, number of teachers, number of classes as well as number ofstudents text books.

3.7 Data Analysis Procedures

Data analysis in qualitative research is a process of categorizing data that are in theform of words, synthesizing and finding the meaning (Ary et al., 2000). Data analysis begins immediately after finishing the first interview or observation, continues toanalyze the data as long as the researcher is working on the research (Maxwell, 2005). In this study data analysis was done by using three steps which were proposed by Ary et al. (2000). Firstly, to organize and be familiar with the data, secondly, coding and reducing, lastly interpret and present the data. For the researcher to be familiarwith the data obtained must read and reread the data. The raw data was coded for thepurpose of placing them in single meaning. Finally, data interpreted which involvedconveying the meaning, storytelling as well as demonstrating clarification. In short content data analysis employed in analyzing data of this study.

3.8 Validity and Reliability

The quality of qualitative research depends on the extent its findings are to bebelieved and trusted (Merriam, 2002). Thus, it is necessary to make sure that thestudy has validity and reliability.