Tanzania’s Education Policy Reforms: Challenges and Opportunities

One of the major social issues currently unfolding in Tanzania is the implementation of the 2014 Education and Training Policy. The Government of the United Republic of Tanzania, under the leadership of H.E. Dr. Samia Suluhu Hassan, has shown commitment to achieving Sustainable Development Goals (SDGs) for Tanzanians through the accessibility and availability of quality education for students and the involvement of citizens in improving education. Despite the progress made, the government is still working on expanding access to education and addressing challenges in the education sector while considering the national context, guided by the Sixth Phase Government’s good intentions. The government’s goal is to ensure Tanzanian students receive quality education that aligns with the ever-changing global landscape. This includes taking decisive steps to reform the education curriculum at all levels to equip students and young people with employability and self-employment skills in various countries worldwide.

This effort is in line with implementing the 2014 Education and Training Policy and the 2023 revised curriculum.

Challenges in Enforcing Education Policies During a parliamentary session on November 2, 2023, Prime Minister Kassim M. Majaliwa provided an update on the approval of the 2014 Education and Training Policy (2023 edition)and the revised curriculum for early childhood, primary, secondary, and teacher education. He highlighted several challenges affecting the education system, including:

An outdated curriculum that fails to keep up with economic, social, scientific, and technological changes, an inefficient education quality control and accreditation system, and a shortage of teachers and an education workforce are challenges.

The government is in the initial stages of implementing the 2014 policy reforms, with full execution expected to begin in 2027. Some of the major changes introduced in the policy include incorporating vocational education from Form One and expanding subjects such as business education, tailoring, performing arts, home economics, food and nutrition, religious studies (Islamic and Christian), Tanzania’s history and ethics, languages, ICT, and life skills to align with social, economic, scientific, and technological advancements. Another significant reform is the new education structure (1+6+4+2/3+3), whereas 1year will be done for Kindergarten, 6 years Primary Education,4 years Lower secondary education, ⅔ years Upper secondary education, and 3 years Higher Education in University or college, where Kiswahili will be used to teach Tanzania’s history and ethics to preserve and promote Tanzanian culture and traditions.

Additionally, compulsory education will now cover both primary and lower secondary education, increasing from seven to ten years, shifting from academic-based education to skills-based learning. However, several challenges persist, such as:

Inadequate school infrastructure: Many students walk long distances to access education, and there is a shortage of classrooms, teachers’ houses, desks, libraries, and science laboratories. Teacher shortages: In many primary schools, one teacher is responsible for over 45 students per class, which negatively impacts learning outcomes.

Overcrowded schools: For instance, Kanegere Primary School in Bukandwe Ward,Mbogwe District, has 1,414 students but only 14 classrooms, while Masumbwe Secondary School in Nyakafuru ward,also in Mbogwe District, has 1,851 students with 44 classrooms. These figures highlight the student-classroom ratio problem. Limited access to school meals and nutrition programs: While there is a school feeding program in Mbogwe District, it does not cover all students due to various financial constraints.

Unequal distribution of education resources: Rural areas face significant disparities in resource allocation, making it difficult for students with special needs to access necessary learning aids. Schools lack facilities to support visually and hearing-impaired students.

Lack of technology integration: Schools in rural areas do not have sufficient computers, and no schools in Mbogwe District use projectors for teaching.

RECOMMENDATIONS Invest in school infrastructure: The government should renovate old schools and construct additional classrooms, teachers’ houses, and other facilities, especially in neglected schools like Masumbwe Primary School in Masumbwe ward, in Mbogwe District,, Lugunga Primary School in Lugunga ward, in Mbogwe district,, Kanegere Primary School in Bukandwe ward in Mbogwe district, and Nyakafuru Primary School in Nyakafuru ward in Mbogwe district,. Increase teacher recruitment: Hiring more teachers is necessary to improve the teacher-student ratio and ensure effective learning.

Raise awareness about the Education Management Information System (EMIS): Parents, guardians, and the community need education on how EMIS functions to enhance transparency and data-driven decision-making in the education sector.

Increase education budget allocation: The government should allocate at least 20% of the national budget to education to meet regional benchmarks. This will ensure equal resource distribution, particularly in rural areas, and improve access to technology in education.

Benefits Of Budgetary Investment In Education Addressing teacher shortages:

Increased budget allocation will facilitate hiring more teachers, ensuring each student receives adequate attention.

Strengthening digital education infrastructure: Implementing a unique student identification number will enhance tracking and evaluating students' progress across different education levels, improving the overall quality of education.

Promoting inclusive education: Budget increases should prioritize students with special needs and ensure equal access to learning opportunities, particularly for girls.

The government should continue tax exemptions for assistive devices for students with disabilities and sanitary pads to reduce absenteeism among female students. The Tanzanian government has the opportunity to effectively address education sector challenges, given the existing regulatory bodies responsible for public financial oversight. With strategic budgetary investment, policy implementation can be strengthened to improve access, quality, and inclusivity in education across the country.

Written by: Emmanuel Kavula Mbogwe, Geita

Date: 24/02/2025