Abstract: The study explores the internal impediments encountered by schools in implementing fee-free education. The study was carried out in Dodoma City Tanzania. The study employed a qualitative technique. Data were collected via in-depth interviews, observation and through documentary reviews. A purposive sampling method was employed to choose a group of 20 participants, consisting of education officers, SQAS, heads of schools, teachers, and parents who served as key informants, also the study engaged stratified random sampling on selecting of 8 groups with 8 students per each group which make a total number of 64 students who responded through FGD. Therefore, the study employed a total 84 participants. The thematic analysis technique was employed for data analysis. The results indicated that internal challenges such as inadequate funding, limited resources, staffing problems, overcrowding, administrative inadequacies, and diminished teacher morale were the key internal obstacles towards successful implementation of fee-free education. This study concludes that the implementation of fee-free education policy is commendable. However, the key internal impediments encountered by schools in implementing fee-free education need to be addressed so as to improve learning outcomes and achieve the intended goals of fee-free education.

Abstract: Introducing UPE worldwide led to a surge in enrolment rates in most countries, which often overwhelmed and exceeded the capacity of education systems. Severe constraints such as shortage of teachers and school materials led to overcrowding in Uganda, the student teacher ratio moved from 37.6million in 1996 to 59.4million in 1997.dropout rates also increased and survival rates sunk from 59% to 37%. Notable is that promoting a nation’s social and economic growth depends on universal primary education. This article investigated the universal basic education policy and the primary school completion rates of pupils in Isingiro District in South Western Uganda. A secondary data review and a qualitative research approach were the study’s compass. Document analysis was done, data from articles reports and research done by different scholars was collected to identify and examine relevant themes associated with the effect of UPE on completion rates in primary schools of Isingiro district. The main conclusion was that the introduction of UPE in primary schools of Isingiro district did not have observable positive change on the completion rates at the end of primary seven as compared to when UPE was not yet introduced to Ugandan education system.

Abstract: The study focused on the educational policy process in the Tanzanian Political Parties. The area of interest was the manifesto and policy establishing processes with a special focus on issues in education. The theoretical framework guiding this study was built by two theories; decision making theory on one hand and the stakeholder theory on the other. The study was qualitative. Targeting quality and contents of education policies on one hand and the interface to or the use of research-based information as an input in decision making on the other, the study aimed at exploring different methods used by the political parties in terms of their committees and/ or individual leaders in these political parties, to acquire information for the policy setting. From the selected political parties, interviews were conducted with members and individuals responsible for policy formulation and education planning. Members from research communities were also interviewed to triangulate and supplement the gathered information. This helped to establish the general trend on research utilization, as reflected in political decision systems and well knowledgeable groups in Tanzania. The study, therefore, was limited to structured and semi-structured interviews, discussions based on checklists and documentary analysis. From the study, it was evident that, first, at political parties’ level, education policy processes do not exist as a distinct policy process rather as a comprehensive part of the social policy process. Secondly, policy process at political party level, much as it is a precursor to national policy process, it essentially ends with a policy agenda setting, influenced, mainly by the popular issue with a limited room for research influences.