by Ben Taylor

Technology to help with teacher shortages?
In June 2024, the government unveiled its Draft National Digital Education Strategy 2024/25 – 2029/30. Taken together with the Secondary Education Quality Improvement Project (SEQUIP), this represents an ambitious bet on technology as a means to improving learning outcomes, including to lessen the impact of teacher shortages.

In 2023 alone, 17,700 desktops and 10,384 laptops were distributed to primary schools, and secondary schools received over 31,000 desktops and 10,000 laptops. Around six out of ten of these primary schools were connected to the national electricity grid, and seven out of ten of the secondary schools.

Alongside this, over 3,000 school teachers have undergone ICT training in two phases, with the aim of equipping teachers with the skills to integrate technology into their teaching practices.

This was all funded by a government allocation of TSh18 billion in the 2023/24 fiscal year to purchase ICT equipment for schools.

For decades, Tanzania has grappled with a teacher deficit, particularly in science subjects. “ICT is a game-changer in education. It allows us to address teacher shortages and improve the quality of learning,” said minister of State in the President’s Office—Regional Administration and Local Government (PO-RALG), Mr Mohamed Mchengerwa, during the launch of the first phase of ICT equipment distribution.

“With digital classrooms, a teacher in Kibaha can teach students in remote areas like Kigoma and Lindi simultaneously,” he added.
The government has also invested in creating e-content, particularly for STEM subjects. Tutorial videos featuring multimedia elements help students grasp complex topics in Biology, Chemistry, and Physics. “We are building a foundation for a knowledge-based society,” said Mr Mchengerwa. “This is not just an investment in education but in the future of our country.”

Debate over public English-medium primary schools
A debate has arisen among education stakeholders following the government’s decision to establish English medium public primary schools, a move that has drawn both praise and criticism. Some see this as a step towards diversifying education choices for parents, others fear it could widen social inequalities within Tanzania’s education system.

Dar es Salaam Regional Commissioner Albert Chalamila and Ubungo District Commissioner Hassan Bomboko recently announced a decision to “upgrade” Ubungo National Housing Primary School into an English medium institution, thus demonstrating the government’s intent.

For supporters, public English medium schools present a viable alternative to private institutions, which often charge exorbitant fees. Parents like Sophia Amoni from Sinza applaud the government’s effort. “I’ve always wanted my child to attend a quality school, but private schools were beyond my reach. Paying TSh400,000 annually for an English medium public school is manageable and gives my child a chance to excel,” she said.

Critics, however, argue that the move undermines Kiswahili as the primary medium of instruction, a policy cornerstone outlined in the Education and Training Policy of 2014 (updated in 2023). They also caution against fostering perceptions that English medium schools are inherently superior.

HakiElimu Executive Director John Kalage voiced these concerns. “The notion that schools teaching in English are better than those teaching in Kiswahili is not only misguided but also dangerous. It deepens social stratification and perpetuates inequality,” he said.

The government defended the move, arguing that it broadens the choices available to parents while improving English language proficiency among students. “We are not replacing Kiswahili medium schools; we are complementing them,” the Minister for Education, Science, and Technology, Prof Adolf Mkenda, explained. “Parents now have three options: public English medium schools, private English medium schools, and Kiswahili medium public schools.”

The minister also addressed concerns about fees, noting that parents near English medium public schools are not obligated to pay unless they agree to contribute to additional resources.

Nevertheless, many stakeholders remain sceptical about the affordability of these schools. Parents typically are asked to pay between TSh 300,000 and TSh 600,000 annually for their children to attend public English medium schools. “These fees exclude low-income families, forcing them to send their children to Kiswahili medium schools, which are often farther away,” said Dr Kalage.

Higher education: expansion struggles against staffing challenges
With the World Bank-financed Higher Education for Economic Transformation (HEET) project well underway, a significant expansion in university facilities is already taking place. The project has enabled the construction of new campuses in underserved regions like Kagera, Lindi, and Zanzibar, for example. This move aims to improve equitable access to higher education.

However, education experts warn that opening more campuses without addressing the human resource deficit will compromise the quality of education. “Expanding campuses is vital for access, but quality must accompany quantity,” said education consultant Ms Mary Nalieka. “Without enough qualified lecturers, we risk creating institutions that cannot deliver on their mandate.”

Statistics from the Tanzania Commission for Universities (TCU) paint a concerning picture. By 2023, only 33% of academic staff held PhDs, while 52% had master’s degrees. Other reports say that universities such as the University of Dar es Salaam (UDSM) have fewer than 50 professors.

The shortage of lecturers is partly attributed to the exodus of academics to better-paying opportunities abroad or other lucrative sectors, including politics. Experienced scholars often leave, creating a vacuum that younger, less experienced academics struggle to fill. “Retention is as important as recruitment,” noted an education consultant, Dr Sarah Mushi.

Experts propose a multi-pronged approach, including expanding postgraduate opportunities for local lecturers, particularly in STEM fields. They also suggest enhancement of salaries, housing allowances, and research grants to attract and retain talent as well as welcome collaborative ideas with international universities for mentorship and exchange programmes.

Ms Nalieka summarised the stakes: “The next two years are crucial. We must focus on building a robust academic workforce to match the physical expansion. Only then can we achieve the transformative goals of the HEET project.”

by Ben Taylor

Rollout continues of new education policy
The government’s reforms in the education sector are increasingly taking shape, as teachers’ colleges are restructured to meet the demands of the new curriculum.

During a visit to Rukwa Region, President Samia Suluhu Hassan inaugurated the Sumbawanga Teachers’ College, reinforcing the government’s dedication to supporting teachers nationwide.

“We have revamped the education system,” she said. “While challenges are inevitable during this transition, rest assured the government stands with you. Study diligently, graduate and teach other teachers and students. Your work is invaluable.”

Minister for Education, Professor Adolf Mkenda, highlighted that under President Samia’s leadership, four new teachers’ colleges have been established, including those in Ngorongoro, Kabanga, Mhonda and Sumbawanga.

“The government now operates 35 teachers’ colleges,” he explained. “These colleges are being specialised; for example, Marangu Teachers’ College now focuses on languages like Arabic, French and Chinese, Butimba College specializes in sports and Kleruu offers technical training,” Prof Mkenda explained.

The new policy has eliminated certificate-level training for teachers, allowing current certificate holders to advance to diploma levels before phasing out certificates entirely.

President Samia also laid the foundation stone for a new Vocational Education and Training Authority (VETA) college in Kashai Street, Sumbawanga Municipality, urging local youth to take advantage of this new institution.

Prof Mkenda noted that this project would fulfil President Samia’s directive for each region to have a VETA college. Currently, 64 additional VETA colleges are under construction.

VETA Chief Executive Anthony Kasore said that the Sumbawanga VETA college, constructed at a cost of TSh 6.8bn, includes 24 buildings, eight workshops, three staff houses and dormitories for 248 students.

Education budget increased, criticised as insufficient
The Ministry of Education, Science and Technology is expected to spend TSh 1.96 trillion in 2024/25, just under 200 billion more than its budget for the previous financial year. Part of this increase is intended to fund the implementation of the new education curricula, which began operations in January.

“We intend to expand opportunities and enhance the quality of technical and vocational education and training (TVET), as well as to make more opportunities available and improve the quality of primary, secondary and teacher education,” said the Minister of Education, Science and Technology, Prof Adolf Mkenda, in presenting his ministry’s budget to parliament.

Husna Sekiboko, chair of parliament’s education, culture and sports committee, noted that “despite this increase, the education budget is only 14% of the total government budget, thus not reaching the international goal of 20%.” Moreover, the committee was not satisfied with the funds allocated in some areas, including the implementation of the new education policy and curriculum. “This will result in a lack of learning and teaching infrastructure, a shortage of teachers with qualifications matching the new curricula, and may even affect students’ ability to achieve educational success,” Ms Sekiboko said.

The committee also noted that the majority of the ministry’s budget is allocated to the Higher Education Students Loans Board, which accounts for 60% of the development budget.

Prof. Mkenda mentioned that the government plans to increase loan opportunities from 223,201 to about 252,245. “The government aims to provide loans to 84,500 first-year students, including 80,000 for undergraduate programs, 2,000 for postgraduate programs, 500 for foreign students, and 2,000 for Samia Scholarships.”

Beyond parliament, analysts argued that the budget fails to reflect the reality of the educational reforms needed. “The issues of infrastructure are the same every year. We were not shown how the ministry will implement the new policies and curricula as planned because the approved amount cannot effectively achieve this,” Dr Wilberforce Meena, an education expert from HakiElimu.

Mr John Jafari, a retired teacher, echoed this view. He said the budget did not aim to bring about the changes that the government was talking about yet. “Before the arrival of the new curricula, the budget was already small, and now the needs have increased but not to the same extent as the allocated budget.” He added that “the burden rests squarely on the shoulders of the Ministry of Finance.”

Acute teacher shortage continues
Despite government efforts to recruit and train more teachers at primary and secondary levels, statistics reveal a significant need for more teachers, especially competent ones. As of December 2023, Tanzania had 207,323 primary school teachers for 11,425,482 students – a pupil-teacher ratio (PTR) of 1:57 – according to the Basic Education Statistics 2023, published by the National Bureau of Statistics (NBS).

The statistics also reveal that some schools have one teacher handling up to 600 students in a class, while others have over 1,000 students with only three teachers. The government has promised to hire 12,000 teachers in the 2024/25 fiscal year. However, analysis shows that over 116,885 teachers would be needed to bring the teacher-student ratio down to 1:45 (the government’s own mandated ratio) in early years and primary education alone. A similar number would also be needed for secondary schooling.

Mwanza and Songwe Regions trail, in having an average of 59 students taught by one teacher in 2023, while Kagera Region has an average of 58 students per teacher. Only five regions (Coast, Njombe, Arusha, Kilimanjaro and Dar es Salaam) had the recommended average PTR of 1:45. The Deputy Minister of the President’s Office Regional Administration and Local Government Authorities (PO-RALG), Ms Zainabu Katimba, explained that the latest recruitment drive is part of ongoing efforts to reduce the existing shortage of teachers. She pointed out that between the 2020/21 and 2022/23 fiscal years, the government had employed 29,879 new teachers, including 16,598 for primary schools and 13,281 for secondary schools.

Tradition blocks girls’ progress in education in coastal areas
Kisarawe, a coastal district, is grappling with a cultural belief that prioritises marriage over education for girls. This entrenched mindset is reportedly hindering government efforts to reintegrate teenage mothers into the school system.

President Samia Suluhu Hassan had previously issued a directive to allow pregnant students to return to school after giving birth, a reversal of her predecessor’s policy on the issue. However, in some areas, implementation of the new approach has faced significant resistance.

One education officer in Kisarawe, who requested to remain anonymous, told The Citizen that “we face a very tough time encouraging them to return to school while the community is resistant. Some of these girls have already been married off and their education dream is lost.”

According to a report by HakiElimu on reintegrating teenage mothers into formal secondary schooling, parents and community members hold traditional or conservative viewpoints that cast teenage pregnancy in a negative light, treating it as a matter of moral failing or social disgrace.

The prevailing attitude is that education for girls is secondary to their roles as wives and mothers, a belief that is deeply rooted and difficult to change, especially in families with strong beliefs in religious customs.

Education experts argue that more intensive and culturally sensitive awareness campaigns are needed. “Changing deep-seated beliefs requires a multifaceted approach,” says education policy specialist, Ms Amina Mwajuma. “We need to engage community leaders, parents, and the girls themselves in dialogue about the long-term benefits of education.”

by Ben Taylor

Phasing-in of new education policy underway
The start of the new school year in January saw the beginning of a gradual process to phase in the country’s new education and training policy.

This began with immediate implementation of the new policy for pre-primary, grade one, and grade three in primary schools, and the vocational training option for Form One students in secondary schools that meet the necessary requirements. Curriculum changes for upper secondary schools are scheduled to begin in July 2024. “Students in primary and secondary schools this year will complete their studies using the current curriculum. However, those joining Form One in 2024 will experience a dual curriculum scenario, with practical students following the improved curriculum while general education students continue with the existing one,” the circular noted.

The lower secondary education stage now has two streams: general education and vocational education. After completing the sixth grade in primary schools, students will take a national test and decide between general and practical secondary education when entering Form One.

“We have already started implementing the new education and training policy as well as new curricular in January 2024,” said the Minister of Education, Science and Technology Professor Adolph Mkenda. “There are huge changes that started for pre-primary, standard one to three for primary schools and form one for secondary schools,” he added.

“Logically it is a nightmare to start the whole changes at a go, which is why we have started gradually. We are quite optimistic it will transform the country’s education sector because its focus is competence and skills based,” he said.

He said 96 secondary schools are enlisted for vocational skills stream, of which 28 are government-owned schools and 68 are privately-owned. Speaking in Parliament in February, the Prime Minister, Kassim Majaliwa, stated that the new education policy and curriculum have gained the trust of the public, and will effectively address competence, vocational skills, and unemployment issues.

He explained that the curriculum and policy, whose implementation began in January 2024, will put an end to the perception that the government is the sole employer, since it will increase the number of skilled and competent graduates in various fields to meet national and global market demands.

“An evaluation shows that parents and stakeholders in the education sector are satisfied with the new reforms, especially regarding technical and vocational training,” said Mr Majaliwa. “These reforms aim to provide learners with skills and knowledge for self-employment.”

Concerns raised over increase in English-medium schools
A recent surge in converting public schools to English medium has sparked a fiery debate across Tanzania. While some see it as a strategic leap towards quality education, others fear it will widen socioeconomic disparities. As of April 2023, there were reported to be 42 government-owned English medium primary schools in the country.

Supporters believe the English medium education offers a better foundation and welcome the alternative, even if it means paying extra for transportation.

Critics raise concerns about the selective nature of these schools and argue that preferential treatment for English medium schools discriminates against taxpayers who deserve equal access to quality education.

Government English medium primary schools operate differently from those using Kiswahili as a medium of instruction. Parents typically pay TSh 10,000 to take entry forms from those schools, and their children go through interviews to establish if they qualify to join. When accepted, parents pay TSh 400,000 as an annual school fee for their children.

The arrangement and the overall environment and atmosphere are different at these schools. The Chanzo online newspaper visited three such schools in the Kinondoni district and observed various things that are uncommon at regular schools. They have school buses, for example. Their classrooms are clean and well-designed, making them more attractive.

The government has branded the development as “progressive,” aiming to give parents more options for their children’s education and change the status quo that only the private sector can offer English medium schools.

Head of primary education for Dodoma City Council, Prisca Myalla highlighted the aim of providing quality education and nurturing talent for national development. She sees these schools as models for parents willing to contribute more for their children’s English-medium education.

Long-time education commentator, Richard Mabala, was concerned that the transition to secondary schooling would present challenges if some children had been through primary schooling in English and others in Swahili.

“It is dangerous,” said Mr Mabala. “I mean, if I’m to write a book for Form I students now, I don’t know how to accomplish that task. Because if you target this group, you’ll lose the other, and vice versa.” He said that a teacher teaching that class will have difficulty balancing each student’s interests: he cannot go too fast because he’ll fail those from Kiswahili medium, and he cannot go too slow because he’ll bore those from English mediums.

Japhet Makongo, who has spent decades researching Tanzania’s education sector, said that in his view, the government is walking back on the guarantee of equal opportunities by erecting such a “discriminatory” arrangement.

However, many Tanzanian parents want their children to study at English medium schools, Theresia Evarist Kyara, who heads the early childhood and primary education department at the Kinondoni municipal council, told The Chanzo.

She said that were it not for the parents’ demands, the municipality would not have prioritised changing the schools to English mediums. Ms Kyara sees nothing wrong with the transformation.

Drop-out rates at “crisis levels”
The escalating dropout rates in Tanzanian classrooms, particularly in Standard Four (in primary schools) and Form Two (in secondary schools), have emerged as a critical concern among education stakeholders. At the heart of the debate is the impact of exams and the punitive measures associated with failing and repeating classes.

Official 2022 data revealed that 56,361 Standard Four students and 53,932 Form Two students dropped out of school. The classes coincide with national assessments, namely the Standard Four National Assessment (SFNA) and the Form Two National Assessment (FTNA).

“The pressure exerted by these exams often leads to anxiety and disengagement among students,” explains Dr Fatma Mwamba of the University of Dodoma. “The practice of compelling failed students to repeat a grade exacerbates the problem, pushing many to abandon their education altogether.”

In response, the Ministry of Education, Science, and Technology under Prof Adolf Mkenda, has announced the formation of a team of researchers tasked with investigating the root causes of the dropout phenomenon.

“Despite the free education policy, we are witnessing a concerning rise in dropout rates. We need to understand why,” he explained. Education policy consultant, Dr Jane Mdoe, emphasised the need to reevaluate the purpose and structure of national assessments. “The Standard Four and Form Two assessments should serve as tools for improvement, not punitive measures,” she contended, and called for a comprehensive review of the assessment framework to ensure its alignment with the objectives of inclusive and equitable education.

by Ben Taylor

New education policy to start imminently, but gradually
The government has announced that it will begin implementing the new Education and Training Policy (2023 edition) in January 2024. The policy, which has been in the making for nearly four years, will intro­duce some major changes in the country’s education sector. Developed after extensive consultations with stakeholders, it restructures the school system and emphasises 21st-century skills such as communica­tion, collaboration, creativity and critical thinking.

The new policy includes a stronger emphasis on practical education, including technical and vocational training, starting with form one. It also aims to harmonize higher education with national priorities and labour market demands.

According to Educational Circular No 5 of 2023, issued late in the year, the initial phase will start with immediate implementation of the new policy for pre-primary, grade one, and grade three in primary schools, right after the opening of the school year in January 2024. The imple­mentation of the vocational training option for Form One students in select secondary schools that meet the necessary requirements will also commence in January.

Curriculum changes for upper secondary schools (forms five and six) are scheduled to begin in July 2024, the circular further indicates. “Students [already] in primary and secondary schools this year [2023] will complete their studies using the current curriculum. However, those joining Form One in 2024 will experience a dual curriculum sce­nario, with practical students following the improved curriculum while general education students continue with the existing one,” the circular noted.

One of the most significant changes is a new education structure, denoted as 1+6+4+2/3+3+. In this system, pre-primary education spans one year and primary education takes six years. Lower secondary education (forms one to four) extends for four years. Upper second­ary school takes two years for students undertaking general education subjects and three years for students in the vocational training stream. Higher education remains at three years or more, according to the type of course.

Enrolment age adjustments accompany the structural changes, with the pre-primary class admitting five-year-olds and the standard-one class admitting six-year-olds. Primary and lower secondary education, total­ling ten years, will be compulsory and free.

The lower secondary education phase introduces two streams: general education and vocational or practical education. At the end of the sixth grade in primary schools – typically around age 12-13 – students will take a national test and decide between general and practical secondary education when entering form one.

General education students will cover six compulsory subjects, while vocational stream students will study one business field and four com­pulsory subjects. Graduates from the vocational option will be awarded certificates from both the National Council for Technical and Vocational Education and Training (NACTVET) and the National Examinations Council of Tanzania (NECTA).

The improved curriculum introduces new subjects aligned with cur­rent needs, according to the circular. Tanzanian history, morals and ethics subjects will be taught in Kiswahili, “so as to foster patriotic and responsible citizens”.

Religion subjects have been given prominence and are to be taught based on age and national values. Additional primary education sub­jects include geography and environment, arts and sports, and science. For lower secondary education, computer science and business stud­ies have been introduced, with business becoming compulsory for all streams. Higher secondary education sees the inclusion of academic communication in Forms V and VI to enhance graduates’ academic communication skills.

Two new studies point to problems in primary schooling, and offer solutions
Two recently published studies by the KiuFunza initiative [full disclo­sure: the TA editor works for the same organisation, Twaweza, that runs KiuFunza, albeit in a different department] have laid bare some of the challenges facing primary education in Tanzania, as well as identifying a potential solution.

First, in a 2023 survey of 285 schools in ten regions found that only four out of ten pupils aged 10-14 years could read and understand a simple sentence written in Swahili, and that more than half could not yet read individual words. Further, the survey found that teachers do not rec­ognise these deficits: on average, teachers in grade 2 estimate that 53% of their students can read at grade 2 level, against a pass rate of 20% percent on the independent assessment. And the same study found that one third of primary school classrooms observed by researchers had pupils present but no teacher.

In the second study, conducted between 2015 and 2021, the KiuFunza team found that providing small financial incentives (up to 3.5% of the average teacher’s annual salary) to teachers was a cost-effective way to improve performance. The result was an increase in pupils’ learn­ing equivalent to an extra four months of schooling. They also found evidence that fewer pupils were dropping out and that teachers were demonstrating more frequent positive behaviours towards pupils, and that there was no negative effect on performance either in subjects that lacked teacher incentives and or on the performance of either high- or low-performing pupils who were not closely to the test-score threshold and therefore unlikely to impact on the incentive.

Based on results from 2015-16, the Tanzanian Ministry for Local Government asked Twaweza to test a performance pay programme that can work at larger scale. This follow-up programme focused on practi­cal innovations to reduce unit costs while maintaining quality and trust, and was implemented in 2019-2021. The KiuFunza team found that the learning impact in this version was higher and had lower implementa­tion costs, such that the cost-effectiveness of the incentive program had increased substantially.

Maths and English highlighted as problem subjects in primary schools
Primary school examination results released in November showed that only 34% percent of candidates achieved grade C or higher in the English exam, while 49% achieved a similar grade in mathematics. In contrast, the pass rate for Kiswahili was 88% and the overall pass rate across all subjects was 81%.

“The shortage of competent English teachers is so acute that teach­ers with limited proficiency are being compelled to teach the subject, especially in public schools. This not only adversely affects the quality of education, but also hinders pupils’ ability to learn and master the language,” Tanzania Education Network (TEN) national coordinator Ochola Wayoga said.
Deputy Minister of Education, Science and Technology, Omary Kipanga, admitted that there was a “deficiency”, which was posing a significant challenge as far as English language skills among pupils were con­cerned.

“The ability to communicate effectively in English is a valuable skill that opens up opportunities in higher education, employment and interna­tional relations,” he said.
He noted, however, that the Education ministry was committed to addressing the issue by implementing strategies meant to attract and retain qualified and competent English teachers. “This includes invest­ing in teacher training programmes, providing professional develop­ment opportunities and offering competitive salaries and benefits to incentivise educators with the right skills and competencies to take up and stay in the teaching profession,” he said.

When it comes to maths, Dr Amos Chacha from the Saint Augustine University of Tanzania said a multiplicity of factors was behind the consistently high levels of failure.
“Pupils, teachers, the learning environment, curriculum and schools are all factors in this long-standing issue,” he said, while noting that the trend raises questions as to whether the existing education system can supply graduates who possess the essential skills to enable them to cope with the ever-evolving technological society.

An education stakeholder, Mr Mwakumba Mwemezi, said the major reason behind poor performance in mathematics is the poor teaching methods that teachers use.
“Teachers teach like they are teaching university pupils, they don’t teach children based on their age. That makes the children miss the foundations for learning mathematics and makes them get bad results in their exams,” he said.

“We should not expect a quick change in the performance of pupils in that subject. We need enough and very smart teachers to change the trend,” he added.
Mr Mwemezi hoped, however, that forthcoming curricular changes – see earlier article in this section – will also help in improving the teach­ing environment for teachers and learning for students.

by Ben Taylor

Government outlines five priorities for education sector in 2023/24
The minister for education, science and technology, Prof Adolf Mkenda, has outlined five priority areas for the education sector in the coming year. He was speaking in Parliament, presenting his ministry’s TSh 1.67 trillion (around £540 million) annual budget.

“The government will complete the review of the 2014 Education and Training Policy and the Education Curriculum and begin its implementation with the aim of strengthening knowledge and skills for graduates of all levels of education,” said Prof Mkenda.

The budget also aims to increase the opportunities and quality of technical training in secondary education and mid-level technical colleges, as this is seen as playing an important role job creation for young people. As part of this effort, the minister noted that the government will facilitate the renovation of technical secondary schools and provide them with learning and teaching equipment. The government will also expand training of vocational education teachers, establish 130 new vocational colleges and expand access to vocational education from 380,000 students each year to 680,000 students.

Thirdly, the government will develop the concept of industrial training (teaching factory), similar to apprenticeships. The idea is that this will enable students at every level to gain skills through practical experience that will be useful to them for either future formal employment or self-employment, explained the minister.

A fourth priority is to strengthen the country’s capacity in research, the use of science and technology and innovation to stimulate the growth of an industrial economy. In strengthening research, Prof Mkenda said, among other things, the government will conduct research in 177 areas, including education, science and technology, language, agriculture, business, fishing, livestock, medicine, human rights, people’s development, and communication. “The government will do this to increase knowledge and solve various challenges in society,” he explained.

Last but not least, the government also aims to increase the opportunities and quality of primary and secondary education as well as higher education.

Facing a combination of rapid population growth and high levels of unemployment, the ministry of education, science and technology has a vital but challenging role to play in taking the country forward. Critics have highlighted that between 2015 and 2023 the government has allocated, on average, 14% of the national budget to education, well below the 20% recommended standard for developing countries.

If the government were to meet this target, “it is clear that many challenges could be solved and the quality of education in the country could be raised,” said Dr John Kalage, executive director of HakiElimu, an education-focussed NGO.

Others pointed to a lack of joined-up thinking in the ministry. According to Ms Husna Sekiboko (Special Seats – CCM), employment was offered to around 29,000 new teachers this year, while more than 300,000 qualified teachers remained unemployed. (The Citizen)

Government to act “against immorality”
The government has said that it will take strict action against all those who are proven to encourage and engage in acts that violate the Tanzanian society’s moral code. Speaking in Parliament, the Prime Minister, Kassim Majaliwa stressed that the issue should not rest on the government’s shoulders alone but requires cooperation across the whole of society.

He was speaking in reference to the moral decay that has been discussed since The Citizen newspaper published an investigation into students’ behaviour in schools earlier this year. The paper’s investigation, focussed on two secondary schools in deprived neighbourhoods of Dar es Salaam, concluded that the causes of poor exam results were indiscipline and moral decay among students. In the report, students under the age of 18 were identified as engaging in prostitution and others in homosexuality.

“We have to protect our future generations against foreign cultures that endanger the well-being and development of the Tanzanian society,” said Mr Majaliwa. He added that the government has directed all schools to continue providing education to students from pre-primary to form six about the consequences of engaging in immoral behaviours.

“I strongly urge my fellow Tanzanians to work together to raise our voices so that we can put an end to immorality that has a big impact on our current and future generations,” he said.

He noted also that the law review commission has already reviewed some aspects of legislation, gathering opinions from various stakeholders to work on them, with the aim of identifying areas of weakness that contributed or provided loopholes for the spread of such practices. He said the government was involving all important stakeholders from the Mainland and the Zanzibar Islands.

Draft new education policy released
The Ministry of Education, Science and Technology has released the first draft of the proposed new edition of the education and training policy and curricular, which takes a competence- and skills-based approach.

The proposed new draft of the Education and Training policy describes the “formula” of education as “1+6+4+2/3+3+”. This stands for one year of pre-primary education, six years of primary education, four years of ordinary secondary education, two years of advanced secondary or three years of technical education and three years (or more) of tertiary or higher learning education.

The Minister for Education, Science and Technology, Professor Adolf Mkenda, said that the completion of these documents follows the promise of President Samia Suluhu Hassan she made in Parliament in 2021, saying that the government will review the education and training policy of 2014 and all curricula.

Minister Mkenda assured that the new draft matches with economic trends, including the 21st century technological needs in the world.

The draft, which was released on the ministry’s website, aims to establish a “vibrant, diverse and result-oriented policy and curricular”, and thus to increase the skills and competences of graduates in various fields in order to meet the demands of national and global jobs markets.

Moreover, the public will have a wide choice of enrolment options to ensure that the education offered provides life skills, vocational skills and creativity to match market demands.

The move according to the document, will give graduates a power of critical thinking, innovation, leadership and communication and information technology know-how, so that they can cope with challenges in the community and forge ahead.

The proposed new edition of the Education and Training policy will repeal the current education system of 2+7+4+2+3+, where a student graduates from higher learning after 18 years of learning. The new system has 16 years of learning up to graduate level, in line with countries like South Africa, Mauritius, Malaysia and Finland. (The UK generally has 17 years.)

With the proposed policy, the students will start primary education at six years, ideally after one year of pre-primary education that is intended to prepare the pupil to for formal schooling. The proposed system also provides room for those out of the education system to be enrolled in formal education according to set criteria, so that they can benefit from the opportunities in the formal sector. The government will have in place a national equivalent criteria and respective award for all levels of education. The draft policy also proposes that those in the compulsory education (primary and secondary) will keep on enjoying fee-free education.

In terms of curriculum, some of the proposed changes are to focus on competences in each subject.

For Standard One and Two pupils, the proposal of the curricular is to undertake the key subjects of reading, writing, basic English, mathematics, traditions upholding, arts and sports, environment and health.

Subjects for higher levels of primary schooling are Kiswahili, English, French, Chinese, Arabic, mathematics, history of Tanzania and ethical values, divinity, arts and sports, science, geography and the environment.

For the ordinary secondary education the subject list in the proposal are history of Tanzania and ethical values, history, geography, English, Literature in English, Kiswahili, Arabic, Chinese, French, sports, physics, biology, chemistry, mathematics, agriculture, additional mathematics, computer science and bookkeeping.

Others are business studies, textiles, fine art, music, theatre arts, home management, food and nutrition, bible knowledge, Islamic and Kiswahili literature.

The main fields for O-level vocational education include electrical engineering, mechanical engineering, civil engineering, automotive engineering, transport and logistics, clothing and textile, agriculture and food processing. Others are hospitality and tourism, commercial and business support services, printing, extraction and processing of minerals, cosmetology, creative arts, ICT and electronics and sports.

Minister Mkenda said the draft had been made available for the public to present their views before the final procedure to make the document official. (Daily News)

Call for improved menstrual hygiene facilities in schools
One in ten schoolgirls in Africa miss classes or drop out completely due to their period and substitute pads or tampons for less safe and less absorbent materials such as rags, newspaper or bark. This is according to a UNICEF report, cited by a Tanzanian NGO Urithi wangu (My Legacy) seeking solutions to the problem.

Running a three-day workshop to teachers from different parts of Dar es Salaam, who would in turn train their pupils on how to keep safe with washable pads, Urithi Wangu Programme Officer, Amina Ally said such skills being will help teachers to gain an understanding of the issues of water, sanitation and hygiene (WASH) including checking how the content can be incorporated into classroom teaching.

The UNICEF report points to three ways that girls and women are disadvantaged by challenges relating to menstrual hygiene. First, the lack of affordable sanitary products and facilities for girls and women keeps them at a disadvantage in terms of education when they are young and prevents their mobility and productivity as women.

Second, the lack of clean and healthy sanitation such as toilets and running water means that girls often do not have anywhere to change or dispose of pads safely and in privacy at school.

Third, the taboo nature of menstruation prevents girls and their communities from talking about and addressing the problem; raising awareness and education to eliminate the stigma of menstruation is a large part of the battle.

Urithi Wangu conducted a preliminary study to understand the actual situation of WASH services in Tanzanian schools. The results showed the importance of having a sustainable sanitation policy in schools that not only focuses on handling WASH services, but also barriers to access to safe menstrual equipment for adolescent girls. This includes findings that 29% of respondents said that pads and tampons are available at school, 59% reported that the toilets were not friendly and did not meet the needs of young girls and those with special needs, 50% said that their schools have special sections/rooms for girls to cover up during menstruation, and 75% said they did not have a safe disposal method for used pads. (Daily News)

by Laela Adamson

School children sit at their desks, singing and clapping at a primary school in
Dar Es Salaam, Credit | AFP

Tanzanian students who struggle with English feel bullied – a major barrier to learning

In many postcolonial contexts, early learning is conducted, and assessed, in a language that is unfamiliar to learners. About 40% of the world’s population cannot access schooling in a language that they understand and that is regularly used in their communities. This figure may be as high as 80% in sub-Saharan Africa.

Language policies in some countries preserve a role for mother tongue or other familiar local languages in the first years of schooling. This is the case for example in Kenya, Botswana and Ethiopia. In Tanzania, the national language – Kiswahili – is the language of instruction in primary schooling. The use of Kiswahili at this level was seen as integral to forging a new national Tanzanian identity after independence. But nearly all countries switch to English, French or Portuguese by the start of secondary schooling.

School children sit at their desks, singing and clapping at a primary school in Dar Es Salaam, Credit | AFP

Tanzania is no exception. Although there was a shift in the wording of the language policy in 2015, there was strong opposition to change. Young people continue to experience an abrupt transition to English when they enter Form 1 of secondary school from 14 years old.

There is clear evidence that the compulsory use of English makes learning more difficult and contributes to poor outcomes. Research has also found, however, that many students and teachers wanted to retain English as the language of instruction.

To try to unpick this perplexing confusion, I sought to explore students’ experiences of language in school, alongside their broader attitudes and aspirations relating to education and language. My study confirmed previous findings that compulsory use of English limits learner comprehension and participation. More significantly, I found that underlying student fear of poor expression in a new language – and being laughed at or mocked by teachers and fellow students – was a prevalent barrier to learning and participation.

The findings from this study are a clear pointer that any new approaches must include changes to classroom management. Laughter and humiliation should not be allowed as responses to mistakes.

The study
This study was conducted over eight months in two secondary schools in the Morogoro region of central Tanzania. The urban school had more than 1,500 students and included both lower and advanced secondary level, forms 1-6. The rural school was a newer, community school, with 600 students in forms 1-4. This study was designed for depth of understanding, so it focused on only two schools. There may be differences in learners’ experiences in different schools and regions across the country, but the challenges found in these two schools were similar to those reported in the wider literature.

The research approach was ethnographic – through observation in and out of class as well as formal and informal interviews with students and teachers. During this research, young people were free to speak Kiswahili, English or a mix of these two. Although there were other local languages used in the communities, they were not widely used in school. This is perhaps different in other regions of the country where there is a more dominant local language.

I trained and worked with a group of pupil researchers from the two schools. They conducted their own interviews, co-facilitated workshops and helped to interpret the findings and explain their meaning in the Tanzanian context. I wanted to recognise the importance of their accounts and explanations.

What we found
The vast majority of pupils in this study had not used English as a language of instruction before starting secondary school at age 14 or above. They also had limited exposure to English outside school. Only a small number of pupils at the urban school had attended private, English-medium primary schools.

To enable learners to understand, most teachers translated lesson content into Kiswahili. This happens elsewhere too, but it is much less common for teachers to allow students to answer questions in a familiar language. In this study I observed learners asking to speak in Kiswahili and being told that this was not permitted. Students had to translate their knowledge into English to respond.

Many students explained that they preferred to remain silent. This is because if they tried to answer and failed to express themselves, they risked being laughed at and perceived as unintelligent by their teachers and classmates. A female Form 2 student in the urban school said:

You will be laughed at, which means we are afraid of the shame … fear, again.

Students’ fears were not unfounded. I recorded many instances of laughter punctuating student responses in class. These include some which were led by teachers who seemed to be using humiliation and fear of failure as strategies to motivate learners to work harder. In some cases, threats of physical punishment were also used against students who were unable to complete a task.

This study found that girls were particularly worried about cruel comments from other girls that they termed “gossiping”. Learners’ experiences of negative emotions may differ based on gender but this was not the focus of my study.

Conclusion
Requiring young students to use an unfamiliar language to participate in learning works against the global aspirations for inclusive and equitable quality education. In Tanzania and other sub-Saharan African countries, some important work is being done with local teachers and teacher educators to develop multilingual, translingual and language supportive approaches to teaching.

The key feature is the use of a familiar language for exploratory discussion and to support learning of both subject content and the target language. Currently on a small scale, it is happening in a several countries, including Tanzania, South Africa, and Zimbabwe. Research is also under way to explore opportunities for expanding to a larger scale.
Students must feel safe to talk and experiment with language and ideas without fear of shame.

Laela Adamson is a Lecturer at the University of Strathclyde. She has received funding from the Education Development Trust (Tim Morris Award) and the UKRI Economic and Social Research Council, grant number: ES/W005484/1.

This article is republished from The Conversation under a Creative Commons license.

by Ben Taylor

Viral video prompts debate on corporal punishment in schools
Video footage of a teacher in Kagera Region striking pupils on their feet for allegedly failing to complete an assignment, has prompted much public debate, including among MPs in parliament. The video had been widely circulated on social media.

“This kind of punishment is creating unnecessary public panic,” said Edward Kisau, MP (CCM, Kiteto), and called on the government draft a law to completely end corporal punishment in schools. “Alternatively, it could be reduced to one stick,” he added as other MPs applauded.

“There are countries which have completely banned corporal punishment,” said Mr Abdallah Chikota (CCM, Nanyamba). “Considering the fact that we are currently reviewing the education policy, can we completely stop whipping in schools and find an alternative?” he asked.

In his response, Prime Minister Kassim Majaliwa explained that the teacher had been suspended pending a proper investigation of the case. “The government will not tolerate such kinds of punishment which violate the laid down procedures,” he added.

Guidelines require that caning should only be carried out by the head teacher or other person authorised by the school head and should be documented in writing. The punishment should not also exceed four strokes for each student.

Opposition MP Conchesta Rwamlaza (Chadema, Special Seats) challenged the Prime Minister who had warned those who recorded the video. “Sharing the video exposed the incident and helped the government to take action against people who would have been otherwise protected by officials,” she said. She added that the Prime Minister’s approach would only lead to people covering up the violence.

In response, Mr Majaliwa said his intention was to avoid unnecessary panic to the public and creating negative image against all teachers. “The teacher who recorded the video should have shared it with education officials for action,” he said.

Mr Saashisha Mafuwe (CCM, Hai) asked the government to regulate the way punishment was administered even in homes. “Such kind of punishment does not only occur in schools,” he said, “but also in homes. What’s the government comment on that?”

However, the Speaker, Tulia Ackson, did not allow the Premier to respond, explaining that it was out of the context.

Corporal punishment is very common in Tanzanian schools. After a similar video was circulated in 2019, Human Rights Watch commented that “corporal punishment is child abuse. It is brutal, widespread, and state-sanctioned in Tanzania. In recent years, Human Rights Watch has spoken to many children who are caned, punched, or slapped by teachers.”

At that time, President Magufuli expressed his support for the individual who was filmed caning the children, arguing that it was an effective form of discipline that had been used for many years.

There is evidence that this view has widespread public support. In a 2016 survey, 79% of Tanzanians said it was either always (8%) or sometimes (71%) acceptable for a teacher to beat a pupil.

“Immoral” Wimpy Kid books banned
The Minister for Education, Science and Technology, Prof Adolf Mkenda, has banned 16 books from use in schools and other education institutions, citing immoral content that violates the country’s cultural norms, morals and good practices in raising children. Speaking to reporters in February, Prof Mkenda warned schools with the stray books in their shelves, saying failure to remove them will attract disciplinary measures including risking the institution’s deregistration.

The list includes thirteen books by the author and cartoonist Jeff Kinney – the popular series titled Diary of a Wimpy Kid – as well as Sex Education: a Guide to Life. It appears that the other two titles listed by the Minister – T is for Transgender, and L is for LGBTQI – are not actually books, but are instead two lines of text from within a single book – An ABC of Equality.

The Minister did not give details as to what content in the various books had caused offence, though the ban followed a public outcry around reported “rampant” homosexuality in Tanzania’s universities. One MP, Frank Haule (CCM) made this claim, and shortly afterwards President Samia Suluhu Hassan publicly called on university students to resist “imported cultures” that go against Tanzanian norms.

It was therefore widely understood that the book ban stemmed from the same concern. This would make sense given the “titles” of the two non-existent books that were banned. However, there are no LGBT storylines or characters in the Wimpy Kid series.

The first book in the Wimpy Kid series was published in 2007 and since then 275 million copies have been sold worldwide in 69 languages, according to the wimpykid.com website. There have also been several film adaptations.

Dissertations for sale
University students in Tanzania are increasingly hiring individuals and bureaus to write research reports and dissertations on their behalf in exchange for money, according to an investigation in The Citizen newspaper.

The investigation discovered a rising number of bureaus and individuals who survive by writing dissertations and research reports for postgraduates and undergraduates. People running the bureaus have established offices around university campuses and have employed agents to target potential customers in colleges. Operators of the bureaus are lecturers, former lecturers, academicians, and other academically gifted individuals who have quit employment at universities to join the highly-paying work.

According to the article, the students prepare their research proposal and then contract the “academic writers” to do the rest of the work for an agreed fee. The report found the practice is particularly common among post-graduate students.

“You should first send me the title of your proposal that has been approved by your supervisor, then we can talk about the terms of my service; think of raising up to TSh1.5 million,” said a Morogoro-based dissertation writer (name withheld). Oblivious to the fact he was communicating with a journalist, the writer explained that he had been engaging in the business for the past ten years.

“What I want to assure you is that the dissertation that I’m going to prepare for you will sail. I have never had a case where a dissertation prepared by me was rejected; I know the standards and what exactly your supervisors want,” said the writer.

Another academic based in Dar es Salaam has admitted he has been making a living by writing dissertations for the past four years. He doesn’t feel guilty for the work, saying what he does is to help students achieve their full potential and realise their dreams. “What I do is help students fulfil their dreams. They give me concept notes or proposals, and I do the rest of the work. I collect data for them upon negotiations. At the end of the day, they must read the work and defend it. Now what’s the problem?” asks the writer.

One student – a postgraduate who had recently submitted her master’s thesis at a Dar es Salaam-based university – admitted to using these services. “Mine was prepared by a Kenyan for TSh1.3 million; she’s very, very good! Talk to her about yours and you will see for yourself,” she said.

A lecturer at an Iringa-based university who asked for anonymity admitted the problem was serious but was quick to defend those who engage in the activity. “Lecturers are receiving meagre salaries; they can’t maintain their families, so what they do is just one way of supplementing insufficient salaries,” he said.

“It is true that there are people in town sitting down and writing dissertations for students. I am the associate dean of the School of Education; we once discovered a trend, but I don’t have evidence that my students are engaged in this kind of cheating,” says University of Dar es Salaam (UDSM) Vice Chancellor, Prof. William Anangisye.

The Tanzania Commission for Universities (TCU) says it has established standards and guidelines for the purpose of regulating the quality and conduct of postgraduate training, research, and innovation. It says the quality assurance standards and guidelines it has set to check academic fraud and ensure ownership of work by students are being respected.

“Our work as TCU is to set minimum guidelines that must be adhered to by universities to ensure quality of education. The standards were set to ensure ownership,” says Prof. Kihampa.

by Angela Ilomo

Stakeholders propose sweeping changes in the education policy
For a long time now, graduates from universities have been under the microscope due to their lack of capacity to undertake self-employment and demonstration of poor working skills, a cry that prompted President Hassan to issue directives to the ministry to review the Education policy. The President’s goal is to ensure that at whatever level a young person achieves in education, he or she will be able to have skills that will enable him or her to either get employed or go for self-employment. (The Citizen)

New report pokes holes in TZ curricula, expert speak out
The new research reveals that although civic education and civics are part of school curriculum, there has been lack of adequate research and empirical evidence on how the content, quality of teaching and learning materials may empower youth with knowledge and skills to engage in democratic processes as required. A lead researcher, Dr Perpetua Kalimasi said that democratisation process calls for an in-depth review of the civic education curriculum starting from the primary level of education. (The Citizen)

Standard 7 results reopens the language debate
Tanzania’s education system has been under scrutiny due to a number of challenges, with the confusion over the language of instruction from primary to university level taking toll. Kiswahili has been used as a language of instruction at the primary school level with the argument being to make students understand better and more easily. When it comes to secondary school, however, it switches to English, a language of instruction used mainly up to university level. In this regard, it leads to poor performance in the subject by students who head to secondary school where the English language is the medium of instruction. (The Citizen)

Free education policy goes to test as Std VII pupils sit exam
Exam candidates from public schools involve the first batch of beneficiaries of the free education policy that came into effect in 2016 after it was endorsed in 2014.
“Removing the burden of school fees paved the way for me to focus on buying additional books for my children. This relief will definitely be reflected in the children’s examination results,” says Mr. Juma Nzali a parent whose child will sit for the exam to The Citizen over the phone. (The Citizen)

Over 1 million pupils pass Std 7 exam
The National Examination Council of Tanzania (NECTA) on Thursday released the 2022 Primary School Leaving Examinations (PSLE) results indicating that the number of candidates who passed the exams has increased by 18.24 in comparison to last year. Acting Executive Secretary, Mr. Athumani Amasi explained that 558,825 of those who passed were girls, while the remaining 514,577 were boys. (The Daily News)

How Gender-based violence impacts negatively on girls’ education
The Minister for Community Development, Gender, Women and Special Groups, Dr Dorothy Gwajima, said that based on studies conducted in the country it shows that 60 per cent of acts of violence against children occur at home and the remaining percentage takes place in other areas. Many girls face various challenges based on gender and protection matters including Mwanahawa Mohamed (16), a student at Kikanda Secondary School located in Kilwa District of Lindi region. Despite having a dream of becoming a doctor in the future, her educational journey is not easy, since she encountered many challenges that would have forced other students to give up or fail, but she has not. (The Daily News)

Education Policy under review
The process of reviewing the policy and curricula follows directives issued by President Samia during her maiden speech in Parliament last year. With education stakeholders insisting that ETP of 2014 was outdated, this was among reasons that prompted President Samia to direct a review of the education policy and curricula to strengthen the quality of education in the country. (The Daily News)

by Angela Ilomo

How World Bank Fund will improve education
The Government, through funding from the World Bank, has launched a programme to enhance teaching and learning in pre-primary and primary schools (BOOST) worth more than one trillion shillings. The Minister for Education, Science and Technology, Prof Adolf Mkenda, said the five-year programme aimed to improve the learning and teaching environment, skills and quality of teachers in teaching and enhance access to resources that facilitate service delivery at Municipal Council levels.

The World Bank Country Director, Mara Warwick, said the intention was to see pre-primary and primary education become better, safer and more inclusive for all children required to attend school. (The Citizen)

Tanzania outlines plans to overhaul education
The Government, while disclosing areas that need to be looked at in the planned reforms to improve education sector in the country, had concerns about the lack of necessary skills amongst local graduates. Skills that are necessary for creating their own jobs through entrepreneurship and the mismatch between school knowledge and job market demands in the private sector. The government has now started collecting views from different stakeholders as it seeks to overhaul the education sector to produce competent graduates.

Education minister Prof Adolf Mkenda said stakeholders should continue airing their views on the education policy review, legal framework, change in the curricula, demand and quality of teachers, trainers and lecturers. He also spoke about their plans to sponsor best performers in science. (The Citizen)

Free education now to include Form 5 and Form 6
The government is recommending the introduction of fee education policy which will remove all forms of fees and contribution for Form Five and Six students in government schools. “Currently, form five and six students are 90,825 and 56,880 respectively with financial needs amounting to TSh 10. 3 billion, as directed by President Samia Suluhu Hassan, I recommend fee education for form five and six students,” said the Finance and Planning Minister to Parliament while presenting the national budget for financial year 2022/23. (The Citizen)

Samia’s recommendations on transforming education in Zanzibar
President Samia Suluhu Hassan yesterday issued four key recommendations to stem the tide of disappointments brought by students scoring Division Four and Zero in the Form Four examination results. Suluhu spoke during the launch of a Zanzibar’s based nonprofit organisation-the Mwanamke Initiative Foundation (MIF) which among other things focuses at promoting the standard of education in the Isles.

The first suggestion is to change the curriculum to align with the one working in Tanzania Mainland, while the second is for education authority in Zanzibar to evaluate the standard of school appraisers and provide them with proper and quality equipment. The third idea is to assess the qualities of teachers and the fourth is changing social beliefs on matters such as early marriage and gender discrimination. (The Citizen)

Government schools dominate Top 10 slots in Form Six exams
Government schools have continued to dominate the top 10 slots nationally in the Advanced Certificate of Secondary Education Examination (ACSEE) results which were as announced on Tuesday, July 5, in Zanzibar. Announcing the results of the teachers’ and Form Six examinations, the council’s acting executive secretary, Athuman Amas, said this year’s performance showed a 0.25 percent increase compared to last year (2021). He said that 93,136 candidates, equivalent to 99% passed the tests. (The Citizen)

Over 900 students returned to school by February
A total of 909 dropout students have been re-admitted this year following the decision to allow teenage mothers and other students who dropped out for various reasons. The Deputy Minister also said that the integrated programme for out of school enrolment is meant to give learning opportunity for them and that parents, guardians and the community now need to be engaged to support the registration of dropouts.

The United Kingdom’s Minister for Africa, Latin America and The Caribbean, Vicky Ford has commended the government’s decision to allow dropouts to get back to school.

This happened during the launching event of a multibillion programme called ‘Shule Bora’ funded by UK Aid which will be implemented in 9 regions. The aim of the programme is to deliver quality, inclusion and safety education for all children in public schools. (The Daily News)

by Angela Ilomo

More than 5000 girls dropout of school every year
Several stakeholders have called for more efforts to close the gap between girls’ and boys’ access to education regardless of many government efforts. This was during the one-day symposium that brought together high school students as a continuation of the Women’s Day celebrations. The event was organized by Tai Tanzania, an NGO, in collaboration with the Girl Effect and The Youth of United Nations Association of Tanzania (YUNA Tanzania).

Director and co-founder of Tai Tanzania Mr Ian Tarimo said the World Bank’s figures show 5,500 girls drop out of school each year because of early pregnancies, indicating that there is a need to step up efforts by the community and not only the government to bridge the gap created between girls and boys.

The Director of Girl Effect Ms Rahma Bajun said that part of the reasons also include cultural practices and lack of support infrastructure. She said that they are looking forward to seeing a more equitable society. (The Citizen)

Over 1,000 out of school girls in Tanzania enroll for adult learning
At least 1,200 of the 3,000 girls targeted for enrollment in this year’s academic calendar through the Secondary Education Quality Improvement Programme (Sequip) have already been enrolled with the Institute of Adult Education.

Institute of Adult Education director Michael Ng’umbi said the Sequip-AEP project aimed at reaching girls between the ages of 13 and 21 who dropped out of secondary education for various reasons including poor living conditions, early marriage and getting pregnant.

He noted that the project aims to reach 12,000 students across the country over a five-year period (2021-2026) of project life under the same institute. (The Citizen)

Leadership academy inaugurated, supported by Communist Party of China
All is set for upcoming political leaders from countries in southern Africa to start sharpening their skills from March this year, thanks to the inauguration of a newly-constructed Mwalimu Julius Nyerere Leadership School located at Kibaha. The ceremony was graced by President Samia Suluhu Hassan.

The idea was based on the Harare Resolution that involved six political parties from different countries on June 8, 2012, to serve southern Africa in honour of Tanzania’s founding President, Mwalimu Julius Nyerere.

The TSh 100 billion institution was funded by the Communist Party of China (CPC). The involved liberation parties in attendance were ANC (South Africa), Swapo (Namibia), MPLA (Angola), Zanu-PF (Zimbabwe) and Frelimo (Mozambique).

“Establishment of the school is a strategic one that will address a number of issues, including strengthening our youth and our people who will work in our political parties and governments,” said President Hassan. She also said the presence of the academy would also train young people with a modern view of developing their countries from within their liberation parties.

Xi Jinping, the President of China and General Secretary of the Communist Party of China (CPC) Central Committee, sent a congratulatory letter for the inauguration ceremony. He said the school will provide an important platform for the six parties to enhance their governance capacity and better lead their respective countries to achieve development and benefit their people.

He added that the school is an opportunity to strengthen the exchange of state governance experience with parties in Africa, support each other in pursuing development paths that suit their own national conditions, deepen pragmatic cooperation across the board, promote the building of a high-level community with a shared future between China and Africa, and contribute more to the building of a better world.(The Citizen; China News Service)

Tanzania, World Bank sign TSh 1.5 trillion credit pacts for education and land
The government and the World Bank have signed two concessional loan agreements worth $650 million (about TSh 1.501 trillion) for the improvement of education and land administration systems. The loans agreements will boost the existing World Bank’s portfolio for national Projects in Tanzania to $6.15 billion.

$500 million will be spent on the ‘Boost Primary Student Learning Project,’ while the remaining amount will go to the Land Tenure Improvement Project (LTIP), according to permanent secretary in the Ministry of Finance and Planning, Mr Emmanuel Tutuba.

World Bank country director Mara Warwick said that the Boost Project would help to directly address constraints in the education sector by making Tanzania primary schools safer, more inclusive and child-friendly.

Over 12 million children in mainland Tanzania were expected to benefit from it. On the other hand, she said, the LTIP would increase tenure security for at least two million land holders, users, and their families.(The Citizen)

New Curricula for nursery, primary, secondary in offing
New curricula for nursery, primary, secondary and teacher education will start being used from January 2025, the Tanzania Institute of Education (TIE) has affirmed.

TIE Director-General, Dr Aneth Komba stated this yesterday in Dodoma when he made a presentation on the envisaged new curricula while receiving views from stakeholders during an annual meeting of the heads of education institutions under the Christian Social Services Commission (CSSC).

“We can’t say that the current curricula is inappropriate, but we should look at issues which could be added so that the documents can become relevant to the current 21st century and be beneficial to young people for the next 50 years by making them employable and be able to create their own jobs,” she stated.

Dr Komba said the process to improve the current curricula is expected to take at least three years, where they are now at a stage of collecting views and needs from stakeholders to incorporate in the new document.

Several teachers contributed their views including, English language subject to be taught right from the first year of Primary School, vocational education for Standard Seven leavers, social studies to be taught in secondary schools and increase of pass marks for teachers in joining teacher education. (Daily News)

National Educational system dialogue kicks off
Preparations for a national dialogue on reviewing the curricula and education system that will meet the current needs has kicked off, said Minster for Education Science and Technology Prof Adolf Mkenda during the visit of President Samia Suluhu Hassan at the Benjamin Mkapa Secondary school.

This decision was made after the recent suggestion from Religious leaders for the need for a national dialogue on education system which was aired during their meeting with President Hassan at the Dar es Salaam State House last week. The clerics noted that that education system should be reviewed for the sake of producing graduates who will be able to venture on self- employment without waiting for employment from the formal sector. (Daily News)