Abstract: The government of the United Republic of Tanzania introduced fee-free education (FFE) as part of its international and local policy commitments to ensure that all students have access to basic education. While well-intentioned, its impact on academic performance remains debated. This study assesses the influence of FFE on primary students’ academic performance by comparing results from 2014 (before implementation) and 2024 (after implementation). The study also examines whether changes in performance are statistically significant. A mixed-methods approach with a Concurrent Triangulation Design was employed, involving 107 randomly selected teachers and purposively sampled education stakeholders, including the District Education Officer, District Academic Officer, Ward Education Officer, and head teachers. Data were gathered through questionnaires, interviews, and academic records, and analyzed both quantitatively and qualitatively. Findings indicated that students’ performance improved significantly following the introduction of FFE. T-Test results showed a strong, positive, and statistically significant change in performance between the two periods. The study concludes that FFE has expanded access and enhanced performance but requires complementary measures to sustain its benefits. It recommends increased investment in infrastructure, recruitment of more teachers, improved provision of teaching and learning materials, expansion of school facilities, and strengthened community participation to maximize the long-term impact of FFE on academic outcomes.

Abstract: West Pokot County faces a lot of challenges, both physical and home environment which affects provision of quality learning to primary school learners. This study aimed at finding out how these environmental factors hindered provision of quality learning of grade 6 learners in public primary schools in West Pokot County. Its objectives were to find out: how physical environment affected provision of quality learning in Public Primary Schools in West Pokot County and how home environment hindered quality learning. Its target population had 6,357 people, composed of grade 6 learners, parents, head teachers, teachers, Sub-County Directors of Education (S/CDEs), Curriculum Support Officers (CSOs) and the County Director of Education (CDE). A representative sample of 914 respondents was selected from the target population, using random and purposive sampling procedures. Questionnaires, Semi-Structured Interview Schedules and document analysis guide were used to collect information from respondents. Descriptive statistics were used to analyze the data. Analyzed quantitative data was presented in tables, while qualitative data were presented in narrations form. The study found that West Pokot County was hilly and rocky; home environment wasn’t conducive for learning; many schools lacked clean water; and there were land-slides during heavy rains which destroyed schools. The study recommended that: Boarding Primary Schools be built in available conducive environments to keep children in school to avoid harsh terrain and harsh home environment that hindered their learning; bore-holes should be drilled in schools to provide clean water; and people should be moved from areas that experienced land-slides.

Abstract: This study was undertaken to examine how vocationalisation of secondary education affects students’ experiences and attitude towards pursuing technical and vocational careers. The study employed a single case study design. The target population was the students and teachers in the technical secondary school in Moshi Municipality. The sample had 41 total participants including 35 students selected using stratified sampling procedure, considering gender and the two class levels, 5 technical subject teachers and Head of school selected purposively. The school head was selected using a purposive sampling technique. Data were collected through open-ended questionnaires. Data were analysed using descriptive statistics for quantifiable data and thematic analysis for qualitative information. The results show that the students’ experiences in technical subjects were building self-employment opportunities, a good foundation for future career/dream, and enhancing academic performance in other academic subjects. It was also found that, majority of students would prefer proceeding with technical career fields after completing basic education. The study concludes that technical secondary education builds and nurtures technical skills, which are beneficial to students and the nation at large. The study recommends the establishment of more technical secondary schools to open more opportunities for all the students in basic education who need technical skills.