Evaluating the Implementation and Impact of Fee-Free Education Policy in Temeke Municipality: Challenges and Opportunities

Abstract

This study examines the implementation and impact of the fee-free education policy in Temeke Municipality, Tanzania, with a focus on its influence on access, quality, and equity in primary education. Guided by the Classical Liberal Theory of Equal Opportunity, Interactionism Theory, and Human Capital Theory, the study employs a mixed-methods approach to gather data from 201 participants, including head teachers, teachers, parents, and students. The findings reveal that while the policy has significantly increased enrollment and reduced dropout rates, its success is hindered by systemic challenges such as resource shortages, overcrowded classrooms, insufficient teacher training, and delayed funding. Additionally, limited parental involvement and inadequate stakeholder collaboration impede the delivery of quality education. The study underscores the need for increased funding, teacher capacity-building, and infrastructure development to address these challenges. It also highlights the importance of structured parental engagement and robust monitoring systems to ensure policy effectiveness. The findings contribute to the discourse on educational reform, providing practical recommendations to bridge the gap between policy intentions and outcomes.