The communication conundrums of the fee-free basic education policy implementation in Tanzania

Although the fee-free basic education (FFBE) policy was widely communicated through various channels, confusion and mixed understanding about the waived fees and their implementation persist. Various policy interpretations have led to ongoing confusion among stakeholders (e.g., parents, teachers, administrators), affecting its effective implementation. In this recognition, the paper presents a qualitative study examining how the FFBE policy in Tanzania was communicated to stakeholders and the resulting impact on implementation. The central question is how the FFBE policy was communicated to stakeholders and its impact on implementation. The study draws data on in-depth interviews, focus group discussions, and document reviews conducted in Kigamboni and Mkuranga districts. Thematic and content analytical approaches were employed, as presented in the methodology section. The study indicated that communication channels somehow contributed to confusion and the susceptibility of the FFBE Policy to multiple interpretations. Selected speeches of the late President John Pombe Magufuli, party manifestos, General Election campaigns, state leaders’ pronouncements, Education Circulars and guidelines, mass media, seminars and conferences, and public gatherings also contributed to confusion and multiple interpretations of the policy. The study concludes that the policy is crucial in providing basic education, especially for students from poor households who would have missed the opportunity. Therefore, investing in transparent, inclusive, consistent communication strategies is important to smooth implementation. The study recommends providing precise and detailed information about the type of fees waived, how the policy would be implemented, and funding arrangements. Similarly, the one communicating a policy must not have populist sentiments; otherwise, they can distort policy intentions. As such, this study contributes to the literature on policy communication in education, using the FFBE policy as a case.