INFLUENCE OF FREE EDUCATION POLICY ON QUALITY EDUCATION IN DAY PUBLIC SECONDARY SCHOOLS IN HUYE DISTRICT, RWANDA

Abstract

This study examined the influence of free education policy on quality of education in day public secondary schools in Huye District, Rwanda. Five research questions guided this study. These are: How has free education policy affected quality education in Huye District? What are the socio-economic factors affecting quality education in Huye District? What government mechanisms exist which promote quality education in Huye district? What are the challenges the government faces in providing quality education? What are the alternative strategies that can be employed to improve quality education in Huye district? The problem under study employed Total Quality Management Theory of Walter Shewart. The study employed mixed method approach specifically concurrent parallel method. The target population was all the teachers, all the head teachers and all the District Education Officer in Huye District. Head Teachers and District Education Officers were purposively sampled while proportionate random sampling was used to select teachers. Data was collected from 110 participants. Four research instruments were used; these are questionnaire for teachers, interview guides for Head Teachers and District Education Officers, document analysis guide and observation guide. The quantitative data were analyzed using descriptive statistics and presented in figures and tables, using Statistical Package for Social Sciences (SPSS) version 20. Qualitative data were analysed by the use of content analysis technique whereby findings were presented in narrative forms, quoting some responses from the participants. With regard to ethics, participants‟ consent was sought and confidentiality of their identity and answers were guaranteed. The study revealed that FEP resulted in large classes of more than 50 students per class which adversely affected teaching and learning processes. The number of classroom and books were still few to allow quality education while laboratories and playgrounds were lacking. School funds for feeding, facilities, teachers‟ motivation and parents‟ participation required more improvements. The study recommended that the government should increase resources and train teachers on role-play and experimental/discovery methods of teaching. It should also safeguard the stability of education system in Rwanda. Parents and community at large should actively participate in education of their children. For quality education provision and control, primary and secondary levels should have different head teachers. This would help to provide head teachers with more time for supervising teaching and others school activities.