- Prospery M. Mwila 1*, Hoseni Ali 2
- Saint Augustine University Of Tanzania
This study examines the Fee-Free Education (FFE) policy and its effects on school supervision in public secondary schools within Ilala City Council, Tanzania. Employing a mixed-methods approach and a cross-sectional survey design, data were collected from 148 participants, including head teachers, teachers, education officers, students, and parents, using interviews, questionnaires, and document reviews. Findings indicate that while the FFE policy has successfully increased student enrollment and reduced dropout rates, it has also introduced significant challenges affecting school supervision and educational quality. Schools face shortages of physical infrastructure, teaching and learning materials, and qualified teachers, alongside delayed and inadequate funding. These issues have strained supervision mechanisms, limiting the effective monitoring of teaching and learning processes. Despite these challenges, parental involvement in education has improved, and financial barriers to schooling have been reduced. Stakeholders emphasized the need for increased financial resources, improved teacher motivation, enhanced parental engagement, and stronger governance mechanisms to ensure effective policy implementation. The study recommends timely fund disbursement, investment in school infrastructure, and strategic policy reforms to address the identified gaps. Strengthening school supervision is crucial to maintaining educational quality under the FFE policy framework.
