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The Implementation of Fee-Free Secondary Education Policy in Public Ordinary Secondary Schools in Temeke District, Tanzania.
The research aims to evaluate the context, input, process, and product of the implementation of a fee-free secondary education policy in public ordinary secondary schools in Temeke District, Tanzania. The research is an evaluation study with a quantitative approach, supported by a qualitative approach. The evaluation was guided by the CIPP (Context, Input Process, Product) evaluation model. The subjects were 543 students of public ordinary secondary schools, 123 teachers, three school principals, and 395 parents and guardians. The sampling techniques used were stratified sampling, purposive sampling, systematic sampling, and random sampling technique. The data collection employed a questionnaire with a four-point Likert scale, interview guidelines, and documentation. The evidence of questionnaire validity, interview, and documentation used the content validity validated by five experts and calculated with the Aiken formula, and the reliability of the instrument was estimated by using Cronbach’s Alpha coefficient. Percentage descriptive data analysis technique was used to measure the level of program success in implementing and Ideal Score Criteria helped to determine the situation in the implementation of fee-free secondary education policy in public ordinary secondary schools in Temeke District, Tanzania. The study results are as follows. (1) The fee-free secondary education policy in Temeke District, Tanzania has a success rate of 60.2% and 59.6% in the context component according to students and parents/guardians, rated as very good and good respectively. (2) In the input component, the policy is less successful in infrastructure investment, with ratings of 53.94%, 51.31%, and 54.51% from principals, teachers, and students. Teacher availability was rated as not good by principals and teachers, while capitation grant distribution was rated as average by principals. Classrooms were rated as good by principals and average by teachers and students. Laboratories and libraries were rated as average by all, while toilets were rated as not good by principals but average by teachers and students. The water system was rated as very good by principals and good to average by teachers and students. Teaching- learning materials were rated as average by all. (3) In the process component, the policy is very successful for the municipal director, teachers, and principals, with ratings of 81.66%, 88.04%, and 82.55% respectively, all categorized as very good. However, it is only successful with a 65.36% rating for parents/guardians and students, which was rated as good by students but average by parents/guardians. (4) In the product component, the policy is very successful, with a 91.66% rating from principals and categorized as very good for student enrollment and reduced dropout rates.
Penelitian dan Evaluasi Pendidikan, Sekolah Pascasarjana
The Implementation of Fee-Free Secondary Education Policy in Public Ordinary Secondary Schools in Temeke District, Tanzania. (Text)
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