Abstract
<jats:p>In this study, we explored the implementation of the Fee-Free Education (FFE) policy and its impact on students' learning in secondary education in Tanzania. A qualitative research approach was employed, using an exploratory case study design. The sample comprised 106 participants: 35 classroom teachers, 42 students, 21 parents, seven (7) Heads of Schools (HoSs), and one District Education Officer (DEO). Data were collected through interviews, open-ended questionnaires, and documentary reviews, and were analysed thematically. The findings indicate that the FFE policy has been successfully implemented in secondary schools, as evidenced by increased enrolment and decreased dropout rates in the visited schools. The policy has also enhanced parental involvement in children's education and facilitated greater access to education for girls. It was also found that FFE has reduced the financial burden of schooling for children from poor families. Nevertheless, several challenges were identified, including shortages of teaching and learning materials, classrooms, and teachers, particularly science subject teachers, as well as an increased student-textbook ratio, which negatively affected learning. The findings also revealed that teachers' morale was relatively low due to insufficient and delayed disbursement of financial resources. The key argument of this study is that for the FFE policy to be effectively implemented, the government needs to increase the education budget proportionally, recruit more teachers, and provide adequate textbooks for secondary schools. In addition, constructing more classrooms to reduce congestion and encouraging contributions from parents and community members to school development plans are equally important.</jats:p>