Date of Award

12-2017

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Abdalla Mohamed

Second Supervisor/Advisor

Dr. Nipael Mrutu

Department

Institute for Educational Development, East Africa

Abstract

In 2016, the government of Tanzania launched FEP in all public secondary schools where it paid TZS 20,000 per annum for each student in a community secondary school. This study examined teaching and learning effects in the context of FEP. The study used qualitative approach and a case study design. The study was done in one community secondary school in Moshi Municipality in Northern part of Tanzania. Data was collected from school administrators, teachers and students through semi-structured interviews, focus group discussion, observation and document analysis. Data was analyzed qualitatively by initially transcribing and identifying codes, which were later, organized into themes. Findings from the study indicated that realization of the FEP in teaching and learning has both positive and negative effects. The positive effects encompassed long study hours both at school and home, increase in attendance or access and increase of transparency and accountability. The negative effects came from misinterpretation of the concept of FEP, misusing of the surplus money, withdrawal or low cooperation among parents/guardians, heavy teaching load among teachers, delay in giving feedback, increase of indiscipline cases among students, inadequate facilities, removal of remedial teaching and study tours, inadequate fund and shortage of teaching and learning materials, and lack of teachers’ motivation. For smooth and successful FEP the study recommends sensitization complain for all stakeholders especially parents about the policy, and ensuring that the school has adequate workforce for carrying out school operations.

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