Navigating the Fee-Free Education Policy: Coping Strategies for Sustaining Curriculum Implementation in Secondary Schools in Moshi Municipality, Tanzania

Abstract

This study examined the coping strategies used by public secondary schools in Moshi Municipality, Tanzania, to address the challenges that the implementation of the Fee-Free Education (FFE) policy has created for teaching and learning. Specifically, the study aimed to identify the strategies schools use to cope with these challenges and determine their relevance in sustaining teaching and learning. A total of 332 participants took part in the study, comprising 307 teachers, 13 heads of schools, and 12 parents. The study used different sampling procedures for each group: parents and heads of schools were purposely selected for interviews based on their direct involvement in supporting students’ learning under the FFE policy. In contrast, the study selected 307 teachers using Yamane’s formula and proportionate stratified random sampling. The study collected data through questionnaires, interviews, and classroom observations. SPSS was used to analyse the quantitative data, and thematic analysis was used for the qualitative data. The findings revealed several coping strategies that schools employed to sustain teaching and learning despite challenges such as overcrowding and inadequate instructional resources, which compromise the quality of education. The identified strategies were mixing teaching methods in classrooms, using remedial classes to provide extra hours, teacher improvisation, and hiring part-time teachers. However, the study concludes that these strategies cannot serve as permanent solutions. The government should therefore recognise and support schools' efforts, especially by increasing school funding and considering qualified part-time teachers for permanent employment. Policymakers could also use these findings in a policy review to develop a more flexible and supportive policy that enhances effective curriculum implementation for quality education.