Fee-Free Education in Tanzania: A Narrative Review of the Wicked Problem in Achieving Educational Equity
DOI:
https://doi.org/10.23918/ijsses.v12i3p49Keywords:
Fee-Free Education, Educational Equity, Marginalized Group, Wicked Problem, TanzaniaAbstract
Despite the fact that education is a fundamental human right, the realization of equity in the provision of this right has remained a wicked problem in many countries. Although Tanzania has attempted to ensure equity by offering Fee-Free Education (FFE) from kindergarten to secondary school, equity concerns still persist. This narrative review aims to explore the wicked problem of equity in education within the Tanzania's FFE framework using the Wicked Problems as a theoretical framework. Through a systematic narrative literature review, this study synthesizes and analyzes 26 peer-reviewed studies published between 2016 and 2025, focusing on equity challenges in the implementation of FFE. Findings indicate that FFE in Tanzania exemplifies classic wicked problems, characterized by definitional complexity and interconnected challenges. Key issues include inadequate capitation grant allocation, increased teacher workloads that compromise educational quality, and systematic marginalization of economically disadvantaged and disabled students. These challenges highlight the difficulties of finding straightforward solutions, as addressing one issue often creates others. The review concludes that achieving equity in the context of FFE in Tanzania necessitates recognition of its wicked nature thereby calling for adaptive rather than technical solutions. Current capitation grants are insufficient, especially for low-enrolment public schools, and this exacerbates resource scarcity. Recommendations include differentiated resource allocation strategies that specifically target marginalized groups and iterative, and adaptive policymaking approaches that acknowledge the evolving nature of equity challenges. The novelty of this review lies in its application of the Wicked Problems framework to analyse education policy thereby offering new theoretical insights into persistent equity issues. Future research should leverage this framework to understand stakeholder perspectives and develop context-sensitive interventions.
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