Free Education Policy Research Articles

Free education policy and rural Residents' happiness: Financial perspective

Using data from the 2010–2015 China General Social Survey, we applied a propensity score matching difference-in-differences model to examine how a 12-year free-education policy reform affected the happiness of Chinese rural residents. We found that the 12-year free-education pilot will make rural residents happier if the local government's spending on education does not reduce spending on other public services. We also found that the policy has benefited the beneficiaries' grandparents, high-income rural families, and relatively well-educated groups mainly by improving family finances and health. We recommend expanding the pilot program to increase the number of beneficiaries. We suggest that China would be in a position to fully implement the 12-year compulsory education only when the central and local governments can support its implementation.

Tuition Fees Reduction on Student Performance in Public Secondary Schools of Rwanda

The research investigated the contribution of tuition fee reductions to student performance in public secondary schools in Rwanda. Specifically, the research examines the specific factors that contribute to the effectiveness of tuition fee reduction in public secondary schools in Rwanda, assesses the level of academic performance of students in public secondary schools due to the reduction in tuition fees in Rwanda, and analyzes the relationship between tuition fee reduction and the students ‘academic performance in public secondary schools in Rwanda. This study's target population will consist of 415 respondents. The sample size will be 194 people. This study utilized primary sources like questionnaires, interviews, and observation to gather data. It employed purposive, stratified, and simple random sampling methods. Both quantitative and qualitative methodologies were used for analysis. For the first objective, results indicate that the majority of teachers, with a total of 92.0%, strongly agreed or agreed that a rising percentage of students are enrolling; 96.0% either strongly agreed or agreed that class participation and engagement; and 90.7% strongly agreed or agreed that low completion rates show the specific factors that contribute to the effectiveness of tuition fee reduction. For the second objective, 94.0% strongly agreed or agreed that graduation rates were high, and 98.6% either strongly agreed or agreed that a high number of students attended. Additionally, 96.6% strongly agreed or agreed that higher national examinations resulted, and 72.0% strongly agreed or agreed that retention rates indicate the academic performance of students in public secondary schools due to the reduction of the reduction of tuition fees in Rwanda. Results on the relationship between tuition fee reduction and the students ‘academic performance in public secondary schools in Rwanda. The correlation matrix between independent variables (government funding, institutional budget, and program section) and dependent variables (increased number of graduates, high student attendance, and increased student retention rates) shows positive significance since the p-value was less than 0.05. Based on research findings It is recommended that A tiered tuition fee structure, scholarships, grants, increased government funding, a free education policy, private sector involvement, and cost-sharing programs can make education more accessible and affordable for students.

Free Education vs. Quality Education: A systematic analysis

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.

Peeling the multiple layers of inequalities in free higher education policies

ABSTRACT It has long been debated as to whether higher education (HE) is a site of social mobility that promotes meritocracy or social reproduction that creates and exacerbates inequalities in societies. In this paper, I will argue that HE, even when democratised and provided free to everyone, reproduces inequalities unless coupled with an inclusive sectoral design, an expansion of funding, and a wider strategy to reduce socio-economic inequalities. To do so, I studied the case of Syria, which has always claimed to have a meritocratic HE system that is designed to achieve equality in society by providing free HE for all since the 1970s. I analysed the database of the Ministry of Higher Education (MoHE) for 15 academic years from 2001 to 2015. This database included data on students’ access and graduation rate divided by the type of education (public, private, higher institutes, and technical institutes), level of education (undergraduate and postgraduate), gender (male and female), city, faculty, and specialisations. This analysis unpacked four types of inequalities, namely education type-based inequalities, specialisation-based inequalities, city-based inequalities, and gender-based inequalities. Finally, I show how gender dynamics and roles are changing in the HE sector as a result of the Syrian conflict.

A Study of the Impact of Free Compulsory Education on the Urban Mobility of Migrant Workers

This study examines the impact of China's free compulsory education policy on the urban mobility of migrant workers. With the acceleration of urbanization, migrant workers have become an important force in China's urbanization and industrialization, but face barriers to urban integration. The report emphasized the promotion of migrant workers' citizenship, in which improving their education level is key. Since 2006, China has fully implemented free compulsory education and included rural compulsory education in the scope of public finance guarantee, which has had a positive impact on the education of migrant workers and their children, and a heterogeneity analysis reveals the existence of marital and educational heterogeneity. This policy is expected to enhance the willingness of rural migrant workers to reside in cities, promote urban-rural integration and development, and provide strong support for rural migrant worker citizenship.

Effects of Free Education Policy on the Provision of Primary and Secondary Education in Zambia

The study sought to establish the effects of the Free Education Policy on learner enrollment, school infrastructure, financing and the quality of teaching and learning in community primary and secondary public schools in Zambia. The study participants included the District Education Board Secretaries, head teachers, class teachers, learners and parents from 10 provinces, selected using probability and non-probability sampling techniques. Quantitative data was collected from teachers through a structured questionnaire. In addition, qualitative data was collected from the District Education Board Secretaries, learners and parents through in-depth interviews and Focus Group Discussion guides. Quantitative data was processed, cleaned and analyzed using the SPSS 23.0 to produce descriptive statistics. Qualitative data was transcribed, sorted and analyzed along with survey data to establish emergent trends. The study found that the implementation of the Free Education Policy had increased school enrollments and government funding. The increase in the number of learners in schools has put pressure on the already overstretched educational resources like teachers, desks, textbooks, toilets and laboratory facilities, indirectly affecting the quality of education. The study suggests that Zambia's Free Education Policy implementation can be strengthened by prioritizing desks, textbooks, sanitary facilities, teacher deployment, modern classroom construction, especially in rural areas, and enacting sustainable financing legislation. The study, within the lens of the Capability Approach, has practical implications on how the implementation of the Free Education Policy can be strengthened in Zambia.

Does Free Compulsory Education Matter for the Green Transformation of Agriculture? Evidence from Rural China

Education plays a crucial role in promoting green development by shaping environmentally friendly production behaviors and fostering low-carbon lifestyles. This research examines the impact of China’s free compulsory education (FCE) policy on agricultural green total factor productivity (AGTFP) using provincial panel data from 2002 to 2015. Additionally, it explores the impact mechanisms and regional heterogeneity. The results indicate that first, the FCE policy has a significantly positive effect on AGTFP, as confirmed through a series of robustness tests. Second, the FCE policy primarily influences AGTFP by increasing farmers’ awareness of green production and promoting the development of green technologies in agriculture. Third, the impact of the FCE policy varies across regions. It promotes green technologies in agriculture in developed provinces and fosters ecological awareness among farmers in less developed provinces. These findings offer valuable empirical evidence and policy implications for implementing education popularization projects and reducing agricultural carbon emissions in developing countries.

The Role of Science Teachers in the Implementation of Quality School based Assessments in Selected Zambian Secondary Schools

The introduction of School based Assessments in Zambia were aimed at improving the teaching and learning as well as raise the bar of students performance in the country. However, the implementation of SBA in secondary schools faces unique challenges, particularly in the context of Zambia, exacerbated by the global COVID-19 pandemic. This study investigated the implementation of SBA in science subjects within selected Zambian schools, aiming to develop an evidence-based framework for sustaining the quality delivery of SBA in science education. Through a comprehensive investigation, this research examined the alignment of SBA practices with guidelines and identified gaps in implementation processes. Key objectives included assessing the evaluation of SBA policy since its rollout, examining administration processes, identifying challenges faced by stakeholders, and proposing interventions for improvement. Methodologically, the study employed tools such as questionnaires, interviews, and Focus Group Discussions to collect data. Qualitative data was analysed thematically while quantitative data was analysed using SPSS tool. Research findings revealed that teachers perceived SBA as a process of enhancing teaching and learning of science through the conduct of experiments which in turn improved teachers’ capacity and confidence in handling practical lessons. SBA provided teachers with an opportunity to closely monitor learners’ strengths and weaknesses as well as checking progress of learning. However, a considerable number of teachers held that SBA was an additional load onto their already burdened schedules but mandated to implement it as it was policy. Low staffing levels, time allocated to each science period, the number of tasks, inadequate laboratories and apparatus, resource constraints, high levels of enrolment resulting from positive response of Free Education Policy, many classes to teach by one teacher and lack of motivation, dominated the challenges faced by teachers in SBA implementation. The categorization of SBA revealed a duty-bound approach towards SBA (symbolic compliance), as SBA marks were mandatory for totalling learners’ final marks at the end of secondary school level. The study's recommendations aimed to enhance SBA implementation and foster positive educational outcomes. Furthermore, suggestions for future research include exploring the long-term impact of SBAs on academic performance, conducting comparative studies across different subjects, investigating technology integration, and exploring stakeholder perspectives. The research has contributed valuable insights to the discourse on educational assessment practices, providing a foundation for informed decision-making and strategic actions to improve science education in Zambian schools and beyond.

Free secondary education policy and education attainment

This paper investigates the impact of Ghana’s Universal fee-free secondary education policy (FreeSHS) on educational attainment (completion rates). The policy was introduced in the school year 2017/2018, allowing every child to pursue secondary education irrespective of their background. We emphasize the educational outcomes of schoolgirls as they are shown to be at a greater disadvantage when accessing higher education in Ghana. Given the universality of the policy, we estimate a Difference-in-Differences model using variations in the treatment intensity across districts. The treatment and comparison groups are thus defined based on the differences in the uptake rate (changes in the uptake of education due to a price change). The paper draws from a comprehensive panel dataset capturing the demand and supply factors to education across 261 districts in Ghana. The empirical findings suggest that schoolgirls’ completion rate increased by 14 percentage points in high uptake districts, whereas the reform impact is estimated at 14.9 percentage points overall (for boys and girls). In effect, the absorption of education costs by the state serves as a critical incentive for cost-constrained households and an efficient measure for correcting market failures related to access and completion of secondary education for girls.

Utilization of Fiscal Resources in Fee-Free Education Policy: The Case of Selected Community Secondary Schools’ Heads in Tarime Urban District

This study investigated the capacity of heads of schools in utilizing the fiscal resources for implementing fee free education policy (FFEP) in community secondary schools. The study employed descriptive research design with a quantitative approach where stratified sampling technique was used to select a sample size of 190 respondents. Questionnaires were used to collect data and SPSS served as an analysis tool in interpreting the collected data. The findings revealed that heads of schools supervise and monitor the expenditure of school funds as per government directives and financial regulations although they do not provide accurate financial information of their schools. On the other hand, the study found that heads of schools do not properly keep records of staff in planning and allocation of fiscal resources related to implementing FFEP. The study concluded that although heads of schools do not delegate the mechanism of financial matters to capable staff, the prioritization of financial allocation according to the needs, helped successful implementation of the FFEP. The study recommends that heads of schools should keep records of staff properly in planning and allocation of fiscal resources for implementing FFEP. This goes together with the heads of schools giving accurate financial information of their schools and involving important stakeholders in decision making and matters concerning school budget.

Influence of Social Policy Intervention; An Analysis of Free Senior High School Policy in Ghana as a Tool to Improve Lives or a Tool to Gain Votes in Elections.

The purpose of this study is to determine whether Ghana’s policy of free senior high school education is intended to enhance lives or to gain votes in elections. Qualitative research methodology was used in this study. As a research design, the study used multiple case studies. Data for this study was also gathered through in-depth interviews with 200 respondents, who were students and parents from the Greater Accra Region of Ghana. The research was based on a purposive sample approach. Purposive sampling was used because, according to Boateng (2021), it is used to select respondents who have ideas, information, skills, and experience about the topic under investigation. Secondary data and literature from articles and reports were also used in the study to help with the data collection. This study looks into the effectiveness of Ghana’s free secondary education policy as a means of enhancing lives or means of gaining votes. The majority of respondents (50%) cited greater enrolment and general access to education as the most desired benefit. This implies that the policy has significantly increased the number of Ghanaians enrolled in secondary education. Extra perks like free meals, uniforms, and textbooks probably help make high schools more family-friendly and affordable. The data generally shows favorable effects on educational access. The most valued benefit is associated with higher enrollment rates, whereas other benefits take care of obstacles related to cost of attendance. It is interesting that voting decisions appear to be influenced by the policy. A total of 90% of respondents felt the policy affected their vote, with 50% citing a positive influence in the previous election, compared to 10% who reported no impact. These results imply that the free secondary school policy influences voters’ decisions in Ghana and is a successful educational initiative.

Neoliberalism, education financing and development in Africa: The politics, synergism and contradictions in the Ghanaian perspective

The paper examines the sustainability of the new education policy in the light of the drifted neoliberal policies around the world. The researchers adopted a mixed method (MM) approach with the parallel mixed designs type to inquiry. The sampling approach is purposive sampling technique. The sample targeted 10 heads of senior high school, 50 teachers and 100 students in 10 deprived senior high schools across northern Ghana. More specifically, the study covered four thematic areas. It emerged that the free pre-tertiary education policy was implemented contra mundum by government; even though, the policy in principle has support from all spectrum of life. There has been a spillover effect and other contraindications of the policy in terms of funding, materials, manpower and infrastructure. Government and stakeholders in education need to find indigenous or domestic sources of funding the policy, since its benefits in the long run will outweigh its pitfalls.

The Cost of Equality: Analyzing the Unforeseen Financial Strains of Fee-Free Higher Education in South Africa

In the past, many South African students found it difficult to pursue higher education due to the high expense of tuition, which also restricted their prospects for development on both a personal and professional level. Fee-free education has helped to level the playing field and provide equal access to education, regardless of an individual’s financial background. Evidently, financially disadvantaged students now have better access to higher education, and this is attributed to fee-free education in South Africa. However, budgetary restrictions exist in South Africa, and the government’s finances are put under strain by the country’s policy of free public education for all pupils. The purpose of this article was to discuss unforeseen financial constraints in South African higher education due to fee-free education. In this article, a qualitative content analysis was employed which was grounded on analysing the existing scholarly literary writings. This paper established that enrolment rates in universities and colleges all around South Africa have increased significantly because of fee-free education. This research adds to the continuing discourse concerning the expenses tied to achieving equality and the unanticipated financial pressures stemming from tuition-free higher education in South Africa. Keywords: Fee-Free Higher Education, Government Finances, Access To Higher Education, Funding

Challenges Facing Implementation of New Education Policies in Government Primary Schools: The Case of Fee Free Education Policy in Gairo District

Challenges Facing Implementation of New Education Policies in Government Primary Schools: The Case of Fee Free Education Policy in Gairo District

Unraveling the Academic Odyssey: Challenges, Discipline Dynamics, and Remedial Measures for Head Teachers in Public Secondary Schools of Micheweni District

The study focused on challenges head teachers face in enhancing students’ academic performance in Zanzibar secondary schools specifically in Micheweni District. Thus, the study aimed to address the challenges that head teachers face in improving academic performance. To determine the possible measures to address the challenges head teachers face in improving academic performance in public secondary schools in Micheweni district. Total sampled respondents were 160 people from 10 public secondary schools. This study involved 10 head teachers, 49 class teachers, 100 students and 1 District Educational Officer was selected as a sample. The study employed qualitative design by using interview, focused group discussions, observation and document review as methods of data collection. The overall findings show that head teachers worked in hard environments as compared to when the free education policy was not in operation from the teachers and the parents. The study recommended establishing extra curriculum for examination classes to improve student performance and to provide chance for teachers’ professional development through in-service training in order to achieve quality education.

Human Capital and Economic Growth in India: The ARDL Approach

We used time series data on variables, real GDP, physical capital stock and human capital index of India to examine the relationship between these three variables oyer the period 1972-2019. The auto-regressive distributed lag (ARDL) model and the bound test of co-integration reveal that physical capital stock, human capital index and GDP are co-integrated only when GDP is used as the dependent variable. Moreover, the negative and statistically significant value of the coefficient of adjustment in the error correction model further reinforces that there is a long-run relationship between these variables. This long-run relationship also reveals that both physical capital stock and the human capital index positively impact GDP growth in India. Growth in the human capital index is not found to be dependent on either GDP or physical capital stock. Since the human capital index is constructed based on years of schooling and returns to education, we infer from it that education stimulates economic growth in India. Hence, India has reaped the benefits in the form of economic growth by adopting the policy of free and compulsory education for its populace.

EFFECTS OF FREE EDUCATION POLICY ON QUALITY EDUCATION: A CASE OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT, ZAMBIA

EFFECTS OF FREE EDUCATION POLICY ON QUALITY EDUCATION: A CASE OF SELECTED SECONDARY SCHOOLS IN LUSAKA DISTRICT, ZAMBIA

A free education policy in Indonesia for equitable access and improvement of the quality of learning

A free education policy in Indonesia for equitable access and improvement of the quality of learning

Pendidikan dalam Cengkraman Kapitalisme

Education is one of the breaker ropes of poverty. But has every citizen received education to the highest level? What about the education for all program? The basic conception of educational equity aimed at equality in education and equity in education does not seem to go hand in hand and can even be said to be opposite each other in order to educate the nation's life. The principle of education for all that is often echoed is also still dealing with discrimination against society on the basis of class and status in obtaining justice and educational opportunities. Various assumptions are put forward starting from government policies which are considered to change frequently, public awareness of the importance of education is still not optimal, the process of providing education is felt to be too expensive, and on the other hand free education policy propaganda offers public wishful thinking which is sometimes not in line with the reality of the cost of education that must be paid. issued by society. This paper wants to discuss a bit of the conflict between free education policies and the practice of educational capitalism which is often found in the midst of globalization and amidst the demands of stakeholders for the importance of education.

The student movement 2011 and free education policy in Chile (2017)

Since the return of democracy in Chile, until the 2019 October revolt, the most important and massive mobilizations had been related to the student movement. From the streets students pressured the political system for changes in the education policies, as well as attempting to be part of its formulation. This article analyzes how the 2011 student movement in Chile had an impact on the political system and the resulting free education policy. We argue that the movement actors have the capacity to adapt to the institutional context, however, this level of adaptation was not enough to comply with the demands of the movement. The analysis was developed through a qualitative strategy in which secondary sources were studied until saturation points were found, which were subsequently validated with interviews with key informants. The interviewees were actors who from various positions participated in the different stages of the process of creating public policy. A group of interviewees were presidents, vice presidents or general secretaries of student federations between 2011 and 2015. Authorities who played a role in promoting the reform (a minister and three professionals from the Ministry of Education of Chile), a deputy (former president of a student federation) as well as a senator were interviewed as well