Fee-free education in Tanzania (2016–2025): A decade of expanded access, learner progression, and persistent inequalities

This study examines trends in access, equity, inclusion and learner progression in Tanzania's primary and secondary education system during the period 2016–2025. It employed a desk-based documentary research design combining secondary analysis of national education statistics with qualitative content analysis of legal, policy and strategic documents. The analysis drew on 25 core documents, comprising 10 annual Basic Education Statistics in Tanzania (BEST) reports covering 2016–2025 and 15 legal, policy, strategic and planning documents related to inclusive and equitable education. The results show that Tanzania has established a strong legal and policy framework supporting inclusive and equitable access to education. They further indicate that access to primary and lower secondary education expanded during the decade, accompanied by notable improvements in gender parity, especially at the secondary level. However, participation of learners with disabilities remained relatively limited, while learner progression, particularly transition to upper secondary education, continued to be constrained. The study concludes that fee-free education has widened access, but sustained progress toward inclusive and equitable education requires stronger policy implementation, targeted inclusion strategies, and improved retention and progression across the education system.