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| Joy abounded among seventh-grade students across Dar es Salaam as they concluded their final exams, which began two days ago and wrapped up on 12th September 2024.Photo: Courtesy |
By Adonis Byemelwa
More than 1.2 million students have completed the Primary School Leaving Examination (PSLE) in Tanzania, marking a crucial milestone in their educational journey.
On September 10, 2024, Said Mohamed, the Executive Secretary of the National Examination Council, revealed in a press briefing that these pupils had sat for their exams over two days, with 45.84% of them being girls and 54.16% boys.
This exam, which is a gateway to secondary education, continues to be a significant marker of Tanzania’s commitment to providing access to education, particularly following the government’s 2016 decision to implement free basic education for both primary and secondary school levels.
While the free education policy has been a game-changer for many children, giving a chance to those from underprivileged backgrounds, it is not without its challenges.
The government's intention to relieve parents from the financial burden of education is evident, but the policy's implementation has raised concerns about whether it can truly meet the needs of Tanzania’s education system.
Even though school fees have been abolished, parents are still grappling with hidden costs.
This situation has raised questions about the long-term sustainability and effectiveness of the initiative.
In the financial year 2022/2023, only 68.4% of the budget allocated for the free education program was disbursed, amounting to Sh235.75 billion out of the Sh346.49 billion that was promised.
Such budget shortfalls force schools to rely on contributions from parents for various necessities, despite the supposed free education framework.
Parents are often asked to contribute to weekly tests, teacher allowances, and even security services.
These additional financial burdens echo the earlier era when primary and secondary education had a fee of Sh20,000 annually.
The delay in the release of funds allocated for free education has been another pressing issue.
Many schools, particularly in regions like Arusha and Kilimanjaro, have reported difficulties in managing their day-to-day activities.
For instance, in some day schools, parents are asked to pay Sh1,000 per week for tests, Sh16,000 monthly for meals, and daily contributions for teachers' support, especially in science subjects.
These unexpected contributions cause frustration among parents, many of whom had hoped that free education meant a total reprieve from education costs.
Despite the government's best intentions, the practical implementation of free education is encountering significant hurdles.
The 2016 circular No.3 aimed at streamlining this initiative still leaves room for schools to request contributions, and as such, the lines between free education and parental obligations remain blurred.
This reality not only hinders access to education for many but also affects the quality of learning, as schools face budget constraints that lead to inadequate resources and facilities.
Furthermore, even though many children have returned to school after the introduction of the free education policy, some still face obstacles.
The majority of students who were selected to start Form One in 2022 were delayed in reporting to school due to a lack of essential supplies such as uniforms, books, and other necessities that require parental contributions. As the cost of living continues to rise, many families struggle to meet even these reduced expenses, leading to absenteeism and dropouts.
The situation is more critical in urban areas like Dar es Salaam, where parents are often called upon to contribute to examination papers, extra classes, and various school operations.
Such demands become particularly prominent at key transition points, such as when students move from primary to secondary school or start their first year in either system.
The lack of timely disbursement of funds by the government is widely blamed for this situation, leaving school administrators with no choice but to seek help from parents to keep the schools functioning.
Former Minister in the President’s Office Regional Administration and Local Government (PO-RALG) Angela Kairuki explained that the government budget operates over 12 months, spanning from one June to the next, and that using figures up to February to criticize budget implementation might not provide the full picture.
Nevertheless, the budget constraints have led school heads to turn to parents to fill the gaps, challenging the very foundation of the free education policy.
Moreover, the policy has placed a significant burden on headteachers and school committee leaders.
While parents were initially relieved by the promise of free education, many now expect the government to shoulder the entire responsibility of their children's education.
As a result, tension arises when school heads request contributions, with many parents arguing that their children should not have to pay anything under the free education system.
Ultimately, quality education in Tanzania requires more than just government efforts; it demands collective responsibility from the government, parents, and the community at large.
While free education has alleviated some of the financial burdens for parents, it has simultaneously shifted pressures onto school administrators, teachers, and even education stakeholders.
The notion that the government alone can provide everything has led to unrealistic expectations and frustrations.
A more collaborative approach is needed, where small, voluntary contributions are allowed and encouraged.
Such a framework would enable schools to meet the shortfalls caused by budget delays and constraints.
However, these contributions must not be made mandatory; rather, they should be based on the goodwill of parents and other stakeholders in the community.
Raising the capitation grants for primary and secondary schools would also be a step in the right direction.
Currently, the grant stands at Sh25,000 for primary school students and Sh58,000 for secondary school students.
However, studies show that these figures do not reflect the actual cost of running schools, meaning that schools are often left underfunded and struggle to meet even basic operational costs.
Therefore, the government must ensure that free education truly alleviates the burden for parents without placing it elsewhere in the system.
A balance must be struck between reducing costs for families and ensuring schools have the resources they need to provide quality education.
Moreover, government officials should lead by example by enrolling their children in the public education system.
In the UK, for example, former Prime Minister Tony Blair faced criticism for sending his child to a private school, which cast doubt on his belief in the public education system he advocated for.
In Tanzania, a similar sentiment is growing, as many leaders opt to send their children to private schools, raising questions about their confidence in the free education policy they champion.
Addressing these issues head-on, through transparent policies and adequate funding, is crucial to ensuring that Tanzania's free education policy is not just a political catchphrase but a lasting solution to the country's education challenges.