THE USE OF DIGITAL TECHNOLOGIES TO ENHANCE EDUCATION IN TANZANIA: CHALLENGES AND STRATEGIC INTERVENTIONS

When used effectively, technology can play a significant role in improving the quality and equity of education in Tanzania. The Government of the United Republic of Tanzania has initiated pilot programs for live teaching systems, where a single teacher can instruct students across the entire country simultaneously. This system is currently being tested in selected schools within Pwani and Dodoma regions and enables a teacher from a centralised location to teach large groups of students in different regions at once. This model not only improves efficiency but also helps address the critical shortage of teachers, particularly in science subjects. E-learning, which allows students to learn digitally through the internet, videos, dedicated software, and electronic devices without the physical presence of a teacher in class, is gradually gaining ground. These technological initiatives have yielded various benefits, including equipping students with cross-cutting knowledge, enabling them to better grasp academic subjects and apply skills and competencies effectively in both teaching and learning.Digital learning fosters technological thinking among students, supports early acquisition of job-relevant skills, and allows learners to assess and reflect on their academic progress. Progress in Technology Use in Tanzania: Policies and Programs Introduced by the Government 1. TAMISEMI School Information System (SIS) The Tanzanian government is strongly committed to monitoring the use of technology in education to improve teaching and learning environments. Substantial investments have been made in digital infrastructure, accompanied by strategic efforts to implement effective policies nationwide. One major initiative is the School Information System (SIS) by TAMISEMI. This system addresses several technological gaps in the education sector and supports the implementation of education policies. It allows stakeholders to track student data - including attendance, academic performance, teacher engagement, and school-level resources - thus enabling more targeted planning and investment. SIS plays a supervisory role, offering detailed reports from district to national levels, enhancing service delivery and educational oversight across the board. 2. Digital Examination Marking and the Online Library Program Another key digital milestone is the transition from paper-based to digital examination marking (e-marking). The government has adopted an online learning management system (LMS) for higher education institutions to minimise human error and reduce administrative workload during assessments. Additionally, the introduction of an online library has alleviated the shortage of textbooks in primary and secondary schools. This initiative significantly reduces the cost of educational resources and improves students' access to learning materials. Challenges Facing the Use of Technology in Education in Tanzania 1. Shortage of Technological Equipment Most public primary and secondary schools lack sufficient technological tools. In Mbogwe District, for example, few schools have enough computers. Only Masumbwe Secondary School in Nyakafulu Ward is connected to Wi-Fi, and no school in the district currently uses projectors for teaching. 2. Unreliable Electricity in Rural Areas Power shortages remain a major barrier, especially in rural schools. Data collected between November and December 2024 show that many rural schools, such as Lugunga Primary, Ilangale Secondary, and Muungano Primary in Mbogwe District, lack consistent electricity. 3. Poor Management and Access to Education Information (EMIS) During data collection in late 2024, concerns were raised about transparency in sharing educational data with the public. In particular, lack of accurate data on students with disabilities often leads to poor budgeting and inadequate support. KUYENDA calls for more accurate and timely data from the government and meaningful involvement of youth in decision-making platforms to ensure their voices shape the future of education in Tanzania. Recommendations for Addressing the Digital Education Crisis 1. Leverage Technology to Address Teacher Shortages in Rural Areas Technology can help mitigate the teacher shortage, particularly in underserved rural areas. This shortage impacts students and teachers both physically and mentally, potentially leading to student dropout and loss of hope. African countries, including Tanzania, must increase financial investment in education to ensure equitable and quality teaching and learning outcomes for all. 2. Promote Equitable Access to Digital Learning Digital learning empowers students to evaluate and manage their learning processes. By increasing the availability of digital tools such as computers, especially in rural schools, the government can close the technology gap between urban and rural areas. This investment is crucial for sustainable development and skills-building among today’s and tomorrow’s generations. 3. Ensure Reliable Electricity, Especially in Rural Schools To maximise the benefits of educational technology, the government must prioritise reliable electricity in rural areas. This includes exploring alternative energy sources like solar power to ensure schools and teachers can effectively use digital tools. Enhanced EMIS systems should also be prioritised to improve data quality and educational planning. 4. Strengthen Partnerships in Skills Development The revised 2014 Education Policy (2023 Edition) and new curricula emphasize aligning education with labour market demands through entrepreneurship, technology, and innovation. The 2025 GAWE national theme, "Education and Skills for National Development," underscores the need for strong government collaboration with development partners to build relevant skills for youth. Conclusion Based on the insights presented, it is clear that many African nations, including Tanzania, must intensify investment and collaboration to expand digital technology in the education sector. Shared strategies, innovation, and policy improvements are essential to ensure inclusive and quality education for all. Unequal access to education, particularly between rural and urban schools, contributes to broader social inequities. Education policies and curricula must explicitly address these disparities to ensure that technology-driven teaching and learning is both accessible and equitable. By Emmanuel Kavula, Rural Youth Champion, Mbogwe District Geita. Asanteni sana!