Free Education vs. Quality Education: A systematic analysis

Abstract

Overview: The debate between free education and quality education remains a critical issue in the global education landscape. This systematic analysis aimed to dissect the intricate relationship between the provision of free education and the assurance of quality education. While free education is often lauded for its role in increasing accessibility and promoting educational equity, concerns about the potential compromise in quality cannot be overlooked. Body of Knowledge: The study’s analysis drew on a comprehensive review of existing literature, case studies, and empirical data from various countries that have implemented free education policies. Central to this analysis is the understanding that free education, though essential for fostering inclusivity, often faces challenges such as underfunding, overcrowded classrooms, and inadequate infrastructure. These issues can severely impact the quality of education delivered, resulting in poor learning outcomes and diminished educational standards. Methods: The study engaged both the qualitative and quantitative methods and a descriptive research design that sampled 150 respondents; head teachers, teachers and learners from selected secondary schools in Lusaka district, Zambia. Data was obtained from the respondents by means of interviews and questionnaires. Thematic analysis was used to analyze the qualitative data whereas quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Results: The study’s analysis delves into the economic implications of free education. While it alleviates the financial burden on families, especially in low-income regions, the long-term sustainability of such policies is questioned. The study examined various funding models and the role of government expenditure in maintaining high educational standards without imposing direct costs on students. Recommendation: The study therefore recommended for policymakers to adopt a holistic view, ensuring that the drive towards free education is matched with adequate resources, effective management, and a commitment to continuous improvement in educational standards.