Education is the backbone of national development, shaping future generations to meet the challenges of an evolving world. The Tanzania Education and Training Policy 2014, 2023 Edition introduces progressive reforms aimed at enhancing competency-based education (CBE), integrating ICT, and promoting inclusivity in education. However, while the policy takes significant strides in aligning with 21st-century education needs, it still lacks clear implementation strategies, teacher training frameworks, and assessment models to ensure that learners acquire critical thinking, digital literacy, and problem-solving skills.
As RELI Africa, Tanzania Chapter, we recognize the role of policy in shaping equitable and quality education. Through our work across thematic groups, we advocate for evidence-based reforms, teacher capacity building, and community-driven education solutions to ensure that policies translate into real impact for learners across Tanzania.
This blog highlights key positive changes and gaps in the new Education and Training Policy, providing insights on areas for improvement to ensure a responsive and future-ready education system.
Key Strengths of the Policy
Commitment to Competency-Based Education
The policy embraces competency-based learning, ensuring that students develop practical, hands-on skills alongside academic knowledge. This shift is crucial in preparing learners for both employment and entrepreneurship, as well as the 21st century challenges in an increasingly dynamic job market.
Emphasis on Digital and ICT Literacy
The policy recognizes and integrates ICT in teaching and learning, equipping students with digital skills that are vital in today’s world.
Inclusive and Accessible Education
The policy highlights the centrality of gender equity, access to education for learners with disabilities, and open and distance learning opportunities, ensuring that every child has access to quality education regardless of their background.
Strong Focus on Environmental and Health Education
The inclusion of climate change education and HIV/AIDS awareness aligns with global best practices, preparing students to be responsible citizens in their communities, and with skills to tackle emerging climate-related challenges
Gaps and Areas for Improvement
While the policy provides a solid foundation, several notable gaps might hinder its effectiveness in fostering 21st-century skills and foundational learning.
Lack of a Clear Roadmap for 21st-Century Skills
The policy acknowledges global changes but does not explicitly define how critical thinking, creativity, collaboration, and problem-solving skills will be integrated into the curriculum.
Solution: Develop a detailed skills framework with clear learning outcomes and assessment criteria to measure competency development in these areas.
Teacher Training and Readiness
A competency-based curriculum requires well-trained teachers who can deliver innovative and student-centered learning. However, the policy lacks a strong framework for teacher professional development, particularly in digital literacy, soft skills, and innovative pedagogy.
Solution:
- Review the current teacher training and development policy to align with the CBE demands.
- Establish structured teacher training programs with ongoing capacity-building opportunities, integrating 21st-century teaching methodologies and digital tools into training curricula.
Assessment and Implementation Strategy
The current exam-oriented system does not fully encourage critical thinking and problem-solving. Additionally, there is no clear strategy for assessing and tracking students’ progress in competency-based learning.
Solution: Introduce alternative assessment models, such as project-based evaluations, digital portfolios, and real-world problem-solving tasks, to measure holistic learning beyond traditional exams.
Minimal Entrepreneurship and Workforce Linkages
The policy does not strongly emphasize entrepreneurship and the future job market, particularly in emerging fields such as AI, automation and Robotics, and digital economies.
Solution: Strengthen school-to-work programs, mentorship opportunities, and entrepreneurship education to better prepare students for self-reliance and innovation in the modern economy.
Weak Implementation and Oversight Mechanisms
While the policy outlines ambitious reforms, mechanisms to track progress and ensure accountability in delivering quality education reforms.
Solution: Establish an independent monitoring framework to evaluate the impact of policy changes, engage stakeholders in regular feedback loops, and ensure transparency in implementation.
RELI Africa’s Role in Strengthening Tanzania’s Education System
RELI Africa believes that effective policy implementation requires collaboration between policymakers, educators, and communities. Through engaging in Collaborative Policy Influencing, a key strategic focus area, we:
- Support evidence-based policymaking by providing research insights on education quality and learning outcomes.
- Build teacher capacity through professional development initiatives to equip educators with 21st-century teaching skills.
- Facilitate collaboration between government, civil society, and private sector stakeholders to drive inclusive and equitable education reforms.
- Advocate for student-centered learning approaches that emphasize critical thinking, digital literacy, and real-world application of knowledge.
The Tanzania Education and Training Policy 2014, 2023 Edition makes commendable strides in promoting competency-based education, digital literacy, and inclusivity. However, gaps in implementation, teacher training, and assessment models will need to be addressed to ensure that students are equipped with the skills needed to thrive in the 21st century.
As RELI Africa, we remain committed to supporting evidence-based, practical, and community-driven education solutions. By working together, we can transform Tanzania’s education system into one that fosters innovation, self-reliance, and lifelong learning for all.
Compiled by: Philip Makori (RELI Africa)
Contributors: Gaudence Kapinga (RELI Africa, Tanzania Chapter), Samson Sitta (Milele Zanzibar Foundation) and Baraka Mgohamwende (Uwezo Tanzania)
