This study was based to examine the impacts of Fee-Free Education Policy in Junior Secondary Schools in Tanzania. The study used secondary data which were collected from the Ministry of Education Science and Technology (MOEST), National Examination Council of Tanzania (NECTA), United Republic of Tanzania (URT), Buchosa District Education Officer (BDEO), and other Non-governmental institutions. Finally, data were analyzed and presented. Data collection was guided by four objects such as the number of classrooms, the number of teachers, the number of students enrolled, and students’ pass rate. The findings from this study demonstrated that a fee-free education policy has shown a direct impact on junior secondary education. Through national examination, the students’ pass rate has improved, also to some extent number of teaches has increased. Apart from that, number of classrooms are imbalance with number of students. Therefore, this study recommended that the Tanzanian government should employ more qualified teachers, at the same time to build more classes to accommodate the number of students.

UNESCO's member states have made notable achievements in gender equality in education participation. In the East African region, by 2019, Gender Parity Index in lower secondary schools stood at 1.03 for Tanzania, 1.01 for Kenya, 0.89 for Ethiopia, and 1.13 for Rwanda. However, the equal number of boys and girls in schools is a numerical aspect that does not necessarily guarantee the qualitative aspect of equality. This study adds to the existing theories and empirical literature by extending the discussion beyond school participation. It explores girls' experiences of gender‐related violent acts within schools. Intensive interviews and document analysis have revealed several incidences where teachers perpetrate gender‐based violence against girls in schools through a qualitative approach. Sexual harassment, especially by male teachers who forcibly want sexual affairs with their girl students, has been reported by most students. The study informs the global community about the importance of following closely on girls' life in schools to achieve UNESCO's Agenda 2030.

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This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

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