EDUCATION AND

TRAINING POLICY

2014
 Education and Training Policy
CONTENTS
ABBREVIATIONS
v
FORWARD
vii
CHAPTER ONE
1
1.0. INTRODUCTION
1

1.1. The Actual Situation

8
CHAPTER TWO
18
2.0. IMPORTANCE OF THE POLICY
18
2.1. Vision, Mission and Goals of the Policy
19
CHAPTER THREE
21
3.0. JUSTIFICATIONS AND POLICY STATEMENTS
21
3.1. Structure, systems and extended procedures for
enabling a Tanzanian to develop themselves in various
ways in academic and educational aspects
3.2. Quality education and training recognized
regionally and internationally that meet the
requirements of National Development
24
3.3.Accessibility of different education and training
opportunities in the country
40
3.4. Availability of human resources according to
national priorities
46
3.5. Proper management and administration of
education and training in the country
50
3.6. Sustainable structure of financing education and
training in the country
55
3.7. Education and training structure that takes into
account cross cutting issues.
57

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 education and Training Policy

CHAPTER FOUR
60
4.0. LEGAL STRUCTURE
60
4.1. Introduction
60
4.2. Laws governing education and training
60
CHAPTER FIVE
62
5.0. ISTITUTIONAL STRUCTURE
62
5.1. Introduction
62
5.2. National Level
63
5.3. Regional Level
65
5.4. Local Government Authority Level
65
5.5. Ward Level
66
5.6. School and College Level
67
5.7. Monitoring and Evaluation
67
5.8. Conclusion
68
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 Education and training Policy
ABBREVIATIONS
AZAKI
Asasi za Kiraia- Civil Societies
CA
Continuous Assessment
IGC-POPC International Growth Centre -
Presidents’Office Planning Commission
MKUKUTA Mkakati wa Kukuza Uchumi na Kupunguza
Umaskini Tanzania- National Strategy For
Economic Grouth and Poverty Reduction in
MMEM Tanzania

Mpango wa Maendeleo ya Elimu ya Msingi-

MMES Primary Education Development Plan

Mpango wa Maendeleo ya Elimu ya

Sekondari – Secondary Education
MMEJU Development Plan
Mpango wa Maendeleo ya Elimu ya Elimu ya
Juu- Higher Education Development Plan

MMEU Mpango wa Maendeleo ya Elimu ya Ufundi-

Technical Education Development Plan
MEMKWA
Mpango wa Elimu ya Msingi kwa Watoto
Walioikosa- Primary School Programme for
MUKEJA those who missed it

Mpango wa Uwiano kati ya Elimu ya Watu

OWM- Wazima na Jamii-Propotionality plan Between
TAMISEMI Adult Education and Society (PPBAES)
SADC Ofisi ya Waziri Mkuu-Tawala za Mikoa na
TEHAMA Serikali za Mitaa- Primeminister’s Office,
Regional Adminstration and Local
Governments
UNESCO
Southern Africa Development Community
UKIMWI
Teknolojia ya Habari na Mawasiliano-
URT
Information and Communication Technology
WyEMU
United Nations Educational, Scientific and
VVU Cultural Organisation
U gufu wa Kinga Mwilini
p United Republic of Tanzania
u Wizara ya Elimu na Mafunzo ya Ufundi
n Virusi vya Ukimwi

v
 Education and Training Policy

vi
 Education and Training Policy
FORWARD

The Government is determined to bring about

revolutionary economic changes so as to transform
Tanzania into a medium income economy country by
2025. According to the National Development Vision of
2025 and the National Long Term Development Plan
2011/12 uptill 2024/25 the education and training sector
is expected to bring about a rapid development of
human resources by preparing adequate number of
educated Tanzanians and eager to educated themselves
more to enable the Nation become a competitive
medium income economy country by 2025. In order to
attain this goal the education and training strucuture in
use in the country in the meantime must provide
enough opportunities for the people to educate
themselves. Likewise, this structure must provide
quality education and training acceptable and
recognized nationally, regionally and internationally. In
realizing this,the government has been implemanting
different policies, and in particular, the Education and
Training Policy (1995), the Vocational Education and
Training Policy (1996), National Higher Education
Policy (1999) and National ICT Policy for Basic
Education (2007)
with various successes. However, during the period in
question various challenges have emerged including
weakness in the education and training structure,
shortage of teachers, shortage of equipment, resources,
poor teaching and learning infrastructure including
chalages in the approval and control of the quality of
schools and colleges. In general, these have contributed
in the deterioration of the quality of education and
training in the country.
This policy has identified issues which the
Government in collaboration with education
and trainig stake holders, will put more
emphasis with a view to providing favourable
environment for attaining the

goals of the development plans. The issues

include the improvement of the quality of
education and training structure so that it
bocomes productive and successful

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 Education and Training Policy
, so as to continue wth the provision education and
training opportunities eqally and continue to
improve the quality of education and training
curriculums so that they meet the needs for
National development. The Government will also
promote the use of Kiswahili and English
languages, sign language and other foreign
languages in education and training. It will also
continue to improve the quality of assessment
structure, evaluation and issuing of certificates
at all levels. The Government will strengthen the
management and administrative capacity in the
education and training sector and will broden the
scope for financing education and training.
This new policy sets the Vision for education
and training in the country as being “An educated
and knowledgeable Tanzanian,skilled, proficient, with
ability and positive outlook so as to be able to
contribute in bringing about National
development”and our mission as being “to
enhance the quality of education and training and
provide for structures and procedures that will
produce many educated Tanzanians and those willing
to educate theselves farther so that they could
contribute in the attainment of the development goals
of our Nation”.To be able to fully and successfully
implement this policy, participation of all
education and training stake holders is required
at all levels, including private sector, Civil
Societies and other development partners.
Finally, I would like to thank all those who have
participated in one way or another in the entire
process of completing this Policy.
Dr. Shukuru Jumanne Kawambwa (Mp)
Minister for Education and Vocational Training
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 Education and Training Policy
CHAPTER ONE
1.0. Introduction
This Education and Training Policy of 2014 is the
outcome of the review and finally repeal of the
Education and Training Policy (1995), Vocational
Education and Training Policy of (1996), National
Higher Education Policy (1999) and ICT Policy for Basic
Education of (2007). The implementation of the
Vocational Education and Training Policy (1996) and
the National Higher Education Policy was halted by
the then Ministry of Science and Technology and
Higher Education and the implementation of the
Education and Training Policy (1995) and the ICT Policy
for Basic Education (2007) was halted by the then
Minstry of Education and Culture. In 2006, the
Government had changed the structure of the then
Ministry of Education and Culture to become
Ministry of Education and Vocational Training by
including higher education and later, in 2008 to
include vocational education in that ministry. Those
education policies, in general had provided a
guidance for increased involvement of the private
sector; to increase education and training
opportunities equally, to broaden the scope for
financing education and training; to review the
education leadership structure by entrusting powers
and responsibilities at school, community, district
and regional levels; to improve the quality of
education; to strengthen relationship between formal
education and education outside the formal
education sector and to facilitate the development of
a culture for self-employment training and
employment creation.
Within 19 years of the implementation of the first
Education and Training Policy of 1995 and other
specific education and training policies, Tanzania has
attained tremendous success in the education sector.
These successes include broadening the scope of
education at all levels, from pre-primary to higher
education,
 Education and Training Policy
for example, according to available reports for different
years, the number of children enrolling in pre-primary
education has increased from 24 . 7 percent in 2004 to 37.
3 percent in 2013 and the number of children enrolled in
primary education has increased from 77.6 percent in
1995 to
96.2 percent in 2013. The number of children enrolling
in secondary education has also increased from 14.6
percent in 1995 to 59.5 in 2013.
Likewise, the number of students enrolling for
technical and vocational training education has
increased from 4,641 in 2000/01 to 145,511 in 2012/13.
Also, higher education has expanded whereby the
number of universities and university colleges has
increased from 1 university in 1995 to 50 in 2013 thus
making the number of students enrolling for a degree
level to increase from 16,727 in 2000/01 to 162,510 in
2012/13.
The implementation of the Education and Training
Policy was carried out through legislations,
regulations, guidelines and Education Sector
Development Programme prepared in 1997. Through
this programme, the Primary Education Development
Plan (PEDEP), the Secondary Education Development
Plan (SEDEP), Higher Education Development Plan
(HEDEP) and the Technical and Vocational Training
Education Development Plan (TVTEDP) were
concieved. There were also various plans and
programmes for the development of adult education
and education outside the formal education system.
Through these legislations, regulations and
programmes, education and training facilities have
increased at all levels; decentralization of
responsibilities in the education and training sector
has been carried out from the Central Government to
the Local Government Authorities; approval and
quality control organs for education and vocational
training, university education, university fund,
Education Loans Board for Higher Education Students
have also been established and are doing well in the
promotion of education and training in the country
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 Education and Training Policy

However, there have been many challenges that

emerged during the implementation of these policies,
which have affected the quality and equity of the
education that is being offered at different levels. These
challenges include shortage of infrastructure and
teaching and learning materials such as books,
laboratories, libraries and class rooms; shortage of
teachers, particularly science, mathematics, skills,
arthmentic and writing;
teachers, deterioration of teaching moral among teachers
because of unsatisfactory benefits and difficult working
environment; poor recognition of students with special
needs and poor learning environment; lack of any
procedure for recognizing and promoting students with
talents;
little use of Information and Communication
Technology (ICT) in the provision of education and
training; and teachers and students incompetence of
teaching and learning language at different educational
levels. Also, the number of adults who can read, write
and count has declined from 85 percent in 1992 to 77.9
according to the National Census for 2012.
Also, the education and training sector is confronted
with the challenge of a structure which does not meet
the needs of education and training in the country. The
education and training structure is dominated by an
academic structure with a mentality of filtering the
finalists so as to select some few with a big academic
capability to continue studying up to the university
level. This situation is prompted by the existence of
few education and training opportunities at higher
level
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 Education and Training Policy
as students continue to graduate from the primary school
level on wards, and therefore adopting a filtering
structure instead of that of providing opportunities
according to ability and talents. Likewise, the
2+7+4+2+3+ structure takes 18 years to produce human
resources. This means a pupil who begins schooling at
the age of 7 years will complete higher education while
they are approximately 23 years of age.
This is an advance age compared with other countries
like those of Southern Africa, Mauritius, Malaysia and
Philipine where a youth who completes high education
is epproximately between 20 and 22 years of age.
There is also no proper integration between the
structure of technical education and that of general
education thus making it impossible for graduates of
technical education to continue with higher education.
In addition to that, there is no sustainable structure to
recognaise altenative qualifications that will enable
those who have acquired skills in different education
and training structures to develop themselves
educationally and join the labour market.
There are also challenges in improving the quality of
education and training as curriculums at different
education and training levels could not meet the
requirements of economic, social, scientific and
technological changes thus producing incompetent
graduates who could not compete at the labour
market. Also, education providers under the
Ministries responsible for education and training have
complete freedom in managing education activities
without any legal relationship between them and the
Ministries and thus effecting the education provided.
Other challenges are lack of sustainable financing

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 Education and Training Policy
as education budgets could not meet education
requirements at all levels and thus the need to look for
other sources of sustainable financing for education
and training.

The implementation of Article 146(1) of the

Constitution of the United Republic of Tanzania (1977)
on decentralization had different challenges. In
Chapter Eight, the Constitution states (on
responsibility to the people), that the purpose
establishing local government is to handover
responsibility to the people and thus enabling local
governments to be accountable in the execution of its
responsibilities in the relevant area. Local Government
Laws entrust education responsibility to the Councils in
Section 55 of the Local Government Act (Urban
Authority) of 1982. It is in this context, that the President
of the United Republic of Tanzania through Government
Notices No. 494 and 494A of 2010 has decentralised
pre-primary age, primary and secondary education
and placed them under the supervision of the PMO-
RALG and left the Ministry of Education and
Vocational Training to deal with policies on all matters
related to education and training. Even then, there are
still challages related to the interaction of some
responsibilities in the implementation of the
decetralisation exercise in the area of the management
and admibnstrastion of education between the Ministry
of Education and Vocational Training and PMO-RALG.

In recent years the standards of the quality of

education have been declining. This situation is
reflected by passes in primary and secondary school
final examinations ordinary level, by a decline of from
54 percent in 2007 to 31 percent in 2012,
for primary schools; and 90 percent in 2007
to 43 percent in 2012 for secondarys; while the number
of those sitting for examinations increases every year.
The knowledge and skills of the graduates at those
levels is

5
 Education and Training Policy
small compared to the level of education they have
reached. Likewise, the knowledge and skills of
vocational training and high education graduates
cannot meet various requirements in the labour
market.
Evaluations indicate that, in order to improve the
quality and efficiency of education and training in the
country, there is a need to improve various areas related
to the quality of education and training.

During the development endeavours, there are changes

of the general policies and national plans that have
surfaced during the implementation period of these
policies. Following the National Development Vision
2025 and the National Long Term Development Plan
2011/12 to 2024/25, the Government aims at building
an educated society which is eager to learn. Along
with that intention, Tanzania has retified the
SADC Protocol (1997) on education and training
urging member countries to have a compulsory basic
education for a period of not less than nine years; Dakar

(2000) Protocol on Education for all; The UNESCO Perth

agreement (2007) on Science and Technology education
and vocational training and the unity of the East
African Commun- ity. There have also emerged some
cross cutting issues including environment, gender, HIV
and AIDS and Partnership between Public sector and
Private Sector that need to be included in the Education
and Training Policy.

The education and training sector has the responsibility

to prepare and produce human Resousces for the nation.
Various reports indicate that there is a big shortage of
experts educated at higher education level who are
needed so that Tanzania could become a medium income
economy country by 2025. The IGC-
POPC (2011) report indicate that Tanzania’s human
resource to a great extent comprise workers with low
skill

6
 Education and Training Policy
who form 84 percent, followed by medium skilled
workers who form 13 percent and high skilled
workers who form 3 percent. Even then for the
medium income economy countries at lowest level,
comperisons indicate that such countries have an
average of 55 percent of low skilled workers, 33
percent of medium skilled workers and 12 percent of
high skilled workers. The education and training sector
therefore, is confronted with the challenge of raising
the number of a mixture of skilled workers with
different skills to meet the human resource
requirements of a medium income economy coutry by
2025.

The present education and training structure is

confronted with the challenge of enabling the nation
meet the increased demand of human resource
requirements according to the National priorities as
education statistics for the year 2000 to 2012, indicate
that the average of only 5 percent of standard seven
finalists pass the examination and continue to high
school; and the average of only 4 percent of those
standard seven finalists pass and continue up to the
higher education level. If this trend continues, it is
apparent that the Nation will ciontinue to have a
shortage of experts if proper measures to increase
opportunities and improve the quality of education
are not taken.

The Education and Training Policy of 2014 has been

prepared so as to provide education and training
direction in the country taking into account economic,
social, scientific and technological changes and
education and training challenges nationally,
regionally and internationally so as to increase
opportunities, efficiency and the quality of education
and training in the country and attain the human
resource standards of a medium income economy
country by 2025.

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 Education and Training Policy
1.1. The Actual Situation
The analysis of the Evaluation of the
implementation of the Education and Training
Policy 1995, has indicated that 59 out of 149 Policy
statements have not been implemented. Among
them, 25 statements were related to primary and
secondary school education, 18 were related to
technical education and 16 were related to high
education.The evaluation also foud out that the
strategic plan directing the implementation of those
policies was not prepared until 1997when the
Education Sector Development Plan was started and
2001 when the Primary Education Development Plan
(PEDEP) was prepared. The evaluation also found out
that the management and administration of education
and training at regional and district levels is
undertaken by different authorities guided by
different rules and procedures together with PMO-
RALG.Teacher are prepared and employed by the
Ministry of Education and Vocational Training while
their service rights and discipline are dealt with by the
Teachers Service Department.This system of teachers
supervision under three different authorities makes
accountability and good governance a difficult thing.
Based on the evaluation report it is recommended that
the Government forms an Academic Board to manage
the academic development of teachers. Also, teachers
should be under one employee who will deal with
isuues of employment, discipline and their
development.

Vocational training schools and teachers colleges

have no institutional structure connecting them with
district and regional education officers as directed by
the Education Act No. 25 of 1978 and in the Education
and Training Policy of 1995. Institutions under
Ministries providing education services have no
executive relationship

8
 Education and Training Policy
between one institution and the other in the
implementation of their responsibilities and direct
relationship with the Ministry of Education and
Vocational Training and PMO - RALG. In that
evaluation it was recommended that there should be
formed an organ with the responsibility to coordinate
and review the quality of the curriculums, assessment,
issuing of certificates and awards, approval and
control of the quality of primary and secondary
education.

Analysis of that evaluation has found out that there is

need to reduce the number of years for attaining pre-
primary education from two to one year and reduce the
age for entering standard one to five years instead of
seven. The present education structure of 2+7+4+2+3+
despite being seen as being helpful to the Nation up to
where we are, it takes a long time from the time a
student begins primary education until they graduate
at the university. The evaluation has also found out
that education provided at the primary and secondary
education levels is based more on that stream of
education reducing the ability to identify talents of the
students and develop them in other skills outside the
academic disciplin. The evaluation has recommended
the structure of 1+6+4+2+3+ whereby the graduate will
complete the circuit of studies in a short time; and
technical streams should be included in primary and
secondary education. Identification of children with
special talents should be conducted early during pre-
primary and primary education so that they could be
developed during the lavels that follow.

The evaluation has also indicated that there is no

harmonization between the contents and the period
of study for similar programmes in the curriculums
of some colleges. Likewise, the contents of the
curriculums for diferant levels of education and
training do not meet the requirements of the society
and the labour market. With regard to education

9
 Education and Training Policy
and training opportunities, the Government, private
sector and other development partners, have been
contributing towards equally increasing such
opportunities for all the groups.

Likewise, the evaluation has indicated that the efforts of

the government have broght about the success of
increasing opportunities at various levels of education
and training. However, there has been a challenge of
students leaving school due to different reasons and
many missing the opportunity to continue as a result of
poor performance.

Also, institutions like the Tanzania Institute of

Education , the National Examination Council of
Tanzania, the National Council for Technical Education,
Education and Vocational Training Authority and
Tanzania Commission for Universities, coordinate the
approval and control the quality standards of education
and training at different levels. Every institution has an
executive board that makes decisions on issues related
to the provision and administration of education and
training within the areas of their jurisdiction. The
evaluation found out that these institutions need an
efficient working legal arrangement to increase
efficiency in the supervision of the quality of education
and training in the country.

1.1.1 Implementation of Education and Training Policy of

1995
The implementation of the Education and Training
Policy of 1995 was carried out through the Primary
Education
Development Plan (PEDEP) and Secondary Education
Development Plan (SEDEP). Some of the policy goals
that have been implemented in those plans are:

10
 Education and Training Policy
(i) To enable the private sector participate in the
provision of education and training by encouraging
the establishment and running of schools and
education and training institutions,
(ii) To emphasize the provision of quality
education by reviewing the curriculums, to enhance
the quality of teachers supervision and undertake a
continuous assessment of the performance of a
student,
(iii) To expand the availability of education
opportunities by observing equity for all groups in
the country, and
(iv) To expand the scope for financing education
and training by controlling Government spending
and encouraging cost sharing.
In the implementation of those plans, there has been
success that includes increased participation of the
private sector in the provision of education and
training, strengthening of teachers supervision by
forming an organ that looks into the affairs of teachers
such as registration, confirmation at work place,
promotion and discipline. There has also been success
in the preparation, promotion, provision and
monitoring and evaluation of curriculums for pre-
primary, primary and secondary schools and teachers
colleges. Likewise, there has been an increase of
different opportunities at the primary and secondary
school level and teacher training. The number of
pupils rergistered for primary education has increased
from 3,942,888 (boys
1,992,739 and 1,950,149 girls) in 1996 to 8,247,172
(boys 4,086,280 and girls 4,160,892) in 2012
which is an increase of more than double. For
secondary school education, ordinary level there has
been an increase of registered students from 185,119
(boys 98,435

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 Education and Training Policy
and girls 86,684) in 1996 to 1,802,810 students
(boys 954,961 and 847,849 girls) in 2012 which is an
increase of more than nine times. Also, the number of
students for high school education has increased from
13,974
(9,597 boys and 4,377 girls) in 1996 to
81,462 students (55,512 boys and 25,950 girls) in
2012 which is an increase of more than five times. This
success and many others are due to the Government
policy of offering grants to public primary and
secondary schools.
Parents and students have also continued to contribute
fee and other contributions in secondary schools and
colleges whenever they are required to do so in
accordance with the education and training
procedures.

These successes have also had their challenges in

different areas including that of curriculums not
meeting the needs following economic, social, scientific
and technological changes.
Also, following the expansion of education
opportunities at all levels there has been an increasing
demand of resources, equipment, teaching and
learning materials at all levels.

1.1.2 Implementation of Education and Training Policy of

1996
The Education and Training Policy of 1996 was
implemented through legislation, rules and different
guidelines for the provision of education in technical
sector. However, through the Education Sector
Development Plan, the Technical Education and
Vocational Training Development Plan was
formulated.
Among other issues the Technical Education and
Training Policy

12
 Education and Training Policy
had the following goals:
(i) To produce a sufficient number of technicians
and skilled technologists to meet the needs of the
public and private sector;
(ii) To establish and strengthen technical training
institutions and provide them with working tools
and experts so as to attain their goals;
(iii) To increase private sector participation in the
administration and financing of technical education;
(iv) To have an efficient and better technical
education and training structure to bring about
equity of education and training opportunities;
(v) The use of science and technology for social
and economic development ; and
(vi) To hasten and coordinate the quality of
examination results of the finalists through the
formation the National Council for Technical
Education.
The implementation of Technical Education and
Training Policy of 1996 brough about various successes
including: the completion of corresponding
qualifications for technical training and vocational
training from an artisan to an engineer;
implemetation of the curriculum that observes the
competence of the skill particularly for the Education and
Vocational Training Authority and the National Council
for Technical Education; the inclusion of vocational
education subjects in primary school curriculums; the
formation of the National Council for Technical
Education by an act of Parliament Cap. 129; and an
increase in the number of technical schools from 695
in 2005 to 750 in 2012 thus increasing the number of
students from 78,586 (43,022 males and
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 Education and Training Policy
35,564 females) in 2005 to 104,440 students (54,350
males and 50,190 females) in 2012. The number of
vocational education and training schools has increased
from 195 in 2005
to 260 in 2011 thus increasing the enrolment of
students from 39,759 (30,123 males and 9,636 females)
in 2005 to 85,040 (46,342 males and 38,698 females)
in 2011.

Despite the success, the implementation of the

Vocational Education and Training Policy had the
following challenges:
(i) A limited increase of technical education and
vocational training opportunities compared with
the national demand and the labour market;
(ii) A negative attitude on technical training;
(iii) Static gender orientation on the whole
concept of technical training;
(iv) Shortage of qualified trainers and lack of
suitable environment to retain them at work place;
(v) Unavailability of proper integration between
the structure of technical education and the
structure of general education; and
(vi) The training does not meet the requirements
of the labour market.
14
 Education and Training Policy
1.1.3 Implementation of The National Policy on Higher
Education of 1999

The National Policy on Higher Education of 1999,

had as its goals the increase of high education
opportunities and introduce legislations, regulations
and guidelines for the establishment of organs that
will strengthen the procedure for approval and
quality control for higher education.

In implementing those goals, the Universities Act Cap

346, Higher Education Students Loans Board Act,
Cap 178 and the Education Fund Act Cap 412,
were enacted. Following the enactment of these Acts, the
Universities Commission was formed for the pupose of
supervising the approval and quality control of high
education. Likewise, the Tanzania Education Authority
and Higher Education Students Loans Boad were
established to facilitate the availability of funds and
loans for high education students in the country. The
performance of those organs together has contributed
towards the increase of high education opportunities as
the number of universities and university colleges has
increased from 20 in 2005 to 50 universities and
university colleges in 2013 thus increasing the
enrolment of students from 37,667 ( 25,061 males and
12,606 females) in 2005 to 162,510 (105,381 males and
57,129 females) in 2013 an increase of more than four
times.
Despite those successes there were gaps in the
following areas:

(i) Lack of sufficient and sustainable integrated

education system that enables graduates of
secondary education and technical education enroll
for higher education and therefore having a small
number of high education students;

15
 Education and Training Policy
(ii) Lack of sustainable and productive financing
thus continuing to be a burden to the
Government, parents and students;
(iii) Lack of clear cooperation between the
education sector and industries in the provision of
high education;
(iv) Lack of sustainable and broad structure for
recognition of alternative qualifications that will
allow graduates at different levels of education to
join higher education;
(v) Continued existence of various obstacles
including negative thinking that hampers the
development of higher education, limited resource
and under utilization of ICT in the development of
higher education; and
(vi) Some higher education curriculums not
meeting the requirements of National
development and the labour market.

1.2 General challenges of the Education and Training

Sector in the Country
The implementation of education and training
policies is confronted with various general
challenges that include:

(i) Lack of an extended structure that allows

education and training to be available and be
recognised through different alternative methods;
(ii) The existence of education and training with
standards and quality not recognized nationally,
regionally and internationally;
16
 Education and Training Policy
(iii) Lack of employment structure to enable the
availability of experts of different cadre required by
the education and training sector in the coutry;
(iv) Lack of opportunities to be availed to every
Tanzanian acoording to their needs and the
environment surrounding them;
(v) Lack of education financing structure that is
sustainable and with a broad scope; and
(vi) Not paying attention fully to cross cutting
issues in education and training.

17
 Education and Training Policy
CHAPTER TWO
2.0. IMPORTANCE OF THE POLICY

Since the commencement of the implementation of the

Education and Training Policy (1995),
Vocational Education and Training Policy (1996) and
the National Policy for Higher Education (1999) there
has been various political, social, economic, scientific
and technological changes that caused the emergence
of challenges thus making those policies out of date.
The golobal economic changes have propted developing
and developed countries either to change or strengthen
their policies, programmes and strategies to be able to
cope with economic competition and bring about
sustainable social, scientific and technological
development. Tanzania is one of the counties whose
economy has continued to grow to 7 percent in 2012.
This growth is as a result of an increase in investments
in various economic sectors. Tanzania intends to
become a medium income economy country by 2025
whereas the education and training sector has been
entrusted with the responsibility to mobilize enough
human resource to meet the requirements of those
changes.

The Education and Training Policy 1995 focused on 7

year primary and compulsory education but acoording
to the National Development Vision 2025 the country
needs to have people with medium and high level
education so as to have a working force capable to fully
address the development challenges. Likewise, the
Employment and Public Service Policy of 1999
stipulates that qualifications for permanent
employment in public service is a minimum of
secondary form four education.
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 Education and Training Policy
Tanzania’s cooperation with other countries regionaly
and inter- nationaly has necessitated the adjustment of
policies taking into account issues related to cooperation
and understanding. The issues include harmonization
of curriculums; harmonization of standards of
education and training ; assessment and issuing of
awards; elimination of illiteracy together with the
harmonization of qualifications for joining education
and training colleges; and harmonization of education
structures and qualifications of graduates regionally.
Also, as Tanzania is not an island, this Policy focus on
strengthening understanding in education and training
to provide a Tanzanian with skill, competence and
ability to confront the requirements arising from the
labour market and life in general.

2.1. Vision, mission and goals of the policy

The basis for education and training will concentrate on
providing a Tanzanian with better child care
foundation, ethics, skills, competence and enable them
to become self relient. Education for self reliance will
continue to guide the provision of education and
training taking into account changes that take place in
the society, politically, economically, scientifically and
technologically.
2.1.1. Vision
To have an educated and knowledgeable Tanzanian,
skilled, proficient with ability and positive outlook so
as to be able to contribute in bringing about National
development.
2.1.2. Mission
To enhance the quality of education and training and
provide for structures and procedures that will
produce many educated Tanzanians and those willing
to educate themselves farther so that they could
contribute in the attainment of the development goals
of our Nation.

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 Education and training Policy
2.2. Goals of this Policy
2.2.1. Fundamental Goal:
To have knowledgeable Tanzanians, skilled and
proficient to be able to contribute quickly to the
National development and withstand competition.

2.2.2. Specific Goals

The specific goals of the policy are:
(i) Structure, systems and extended procedures
for enabling a Tanzanian to develop themselves in
various ways in academic and educational aspect;
(ii) Quality education and training recognized
nationally, regionally and internationally;
(iii) Accessibility of different education and
training opportunities in the country;
(iv) An increase of human resources according to
national priorities;
(v) Proper management and administration of
education and training in the country;
(vi) A sustainable structure for financing
education and training in the country; and
(vii) An education and training structure that
takes into account cross cutting issues.

20
 Education and Training Policy
CHAPTER THREE
3.0. JUSTIFICATION AND POLICY STATEMENTS
3.1. Stucture, systems and extended procedures for enabling a
Tanzanian to develop theselves in Various Ways in academic
and educational aspects.
Issue
Education and training structure
Explanation
The Government has done its best in its endeavours to
provide the right for education to children of all
genders by increasing enrolment to 105.5 percent of
the pupils in primary education. However, post
primary education continued to face various
challenges as the present structure relies more on
filtering the pupils for the continuation of their
education rather than providing them with
opportunities to develop acoording to their
competence and talents.This structure has also
concerned itself in academic excellence and was
introduced when there were few schools and colleges
and focused more on the concept of studying to
university lavel thus making those who fail to continue
academically to be selected for joining technical and
vocational training education. This is an indication that
the structure has failed to provide several education
and training opportunities that could enable the
graduate to attain knowledge and skills for the labour
market.
Likewise, for our 2+7+4+2+3+
education structure, one who begins schooling at the
age of 7 years shall complete high education at an
advance age of about 23 years compared to countries
like South Africa, Mauritius,

21
 Education and Training Policy
Malaysia and Finland where the age of a youth
completing high education is between 20 to 22 years. In
this context, an extended structure is required so as to
increase the number of students completing various
levels of education and training to enable them to
continue studying at other levels.
Goal
To have an extended structure of education and
training, productive and efficient, thus increasing the
number of educated people knowledgeable in various
disciplines.
Statement
3.1.1 The government shall put in place an extended
education and training structure to enable more civilians to
get educated and be free to seek for knowledge in the
dicsiplin of their choice to any lavel acoording to their
ability and marit
Issue
Age for basic education and the period for education
and training
Explanation
The existing education and training structure provides
an opportunity for a five year old child to join pre-
primary education for a period of two years. The
curriculum for pre-primary education has been prepared
in a way that it should be taught for 2 years but the
Evaluation of the Education and Training Policy of 2008
indicates that the curriculum could be covered in one
year if taught efficiently. Also, the Dakar Protocol of 2000
which Tanzania has retified and was to be implemented
up till 2015 and in accordance with UNESCO
(ISCED, 1997), pre-primary education is to be provided
to children of

22
 Education and Training Policy
between three and six years.
At present, Primary Education is provided for seven
years (7) and according to the Education Act Cap 353 of
the law of the country it is compulsory in registration
and attendance. Primary education graduates under the
present structure are 13 years of age. Some of them
continue with secondary education and vocational
training; those missing such opportunities join the labour
market. These graduates are too young with no
sufficient knoweledge and skills to join the labour
market or face development challenges if they miss
the chance to continue with ordinary level secondary
education or technical education. The International
Labour Organisation has set 15 years as the minimum
age for employment for some jobs. Likewise, the
SADC (1997) protocol on education and training inssits
on the elimination of illiteracy by making efforts for
having compulsory basic education for all for a period of
at least nine years (9). Following these understandings,
there is a need to adjust the structure of the present pre-
primary and primary education so that pre-primary
education becomes compulsory and to be provide for a
period of not less than one year according the
requirements of the pupil in question. Every child of
between 4 and 6 years who has attained pre-primary
education in accordance with the law, must be provided
with basic education for a period of ten years to enable
the child to read, write and count, to be knowledgeable
on general information and acquire knowledge and
skills in education, technical education and vocational
training.
Goal
To adjust the period for education and training at
different levels for productivity, efficiency and better use
of resources.

23
 Education and Training Policy
Statement
3.1.2. The Government shall set up procedures for pre-
primary education to become compulsory and to be
provided to children of the age between three and five years
for a period of not less than one year.
3.1.3. The Government shall set up procedure for basic
education to become compulsory from standard one to form
four; and to be provided for ten years and the age for
joining standard one will be between four and six years
depending on the progress and ability of a child to manage
the studies at the given level.
3.1.4. Thegovernment shall set up procedure to ensure that
the period for the completion of education and training at
different lavels of education after the basic education aims
at a student attaing the required skill in accordance with
the National Award Structure.
3.1.5. The Government shall ensure a free basic education
in public system.

3.2. Quality Education and Training recognized Regionally

and Internationally that Meet the Requirements of National
Development
Issue
Quality control of education and training
Explanation
The quality of education and training is derived out of
the quality of the existing curriculums, skill of the
implemantors of the curriculums, leadership,

24
 Education and Training Poliocy
supervision, environment surrounding the provision of
education and training, evaluation and available
resources. In the mean time, the Nation is confronted
with different challenges on the question of the quality
of education and training at all lavels.
Examination results for standard seven and form
four examinations have declined from 54 percent in
2007 to 31 percent in 2012 for primary education; and
90 percent in 2007 to 43 percent in 2012 for secondary
education, while the number of those sitting for
examinations is increasing every year. The knowledge
and skill of the graduates at that level is low
compared to the level of education they have reached.
Likewise, the knowledge and skill of the graduates of
technical training and high education cannot meet
differant requirements of the labour market.
Evaluations indicate that in order to strengthen the
quality and efficiency of education and training in the
country, there is a need to improve the quality of the
curriculums, school inspection, evaluation, approval
and institutions dealing with those issues. The
department of school inspectorate has the duty to
follow up the quality of primary and secondary
education taking into account the curriculums and
standards set. The performance of this department has
been confronted with different challenges thus failing
to undertake its responsibilities efficiently. The
challenges include the continued use of the inspection
philosophy of productive inspection when there were
few schools unlike now when there are many schools
and thus the need for more stakeholder involvement
and altenative techniques; weakness in the
management and administration of the school
inspection structure which has placed inspectors far
from the schools together with the failure to make
school committees and boards, Head Teachers,Heads of
Schools

25
 Education and Training Policy
and the parents to be accountable enough on the
question of supervision and control of the quality of
education provided by our schools. Poor inspectorate is
also caused by lack of enough competent experts and
lack of working tools.
On the other hand, National Council for Technical
Education has the responsibility to coordinate approval
and control of the quality of education in technical
schools; and the Education and Vocational Training
Authority has the responsibility for coordinating
approval and control of the quality of vocational
training in differant vocational training schools. The
Tanzania University Commission has been entrusted
with the responsibilities to set approval criteria and
control of the quality of education of the universities
in the country. The performance of these organs of
approval together with other organs like the Tanzania
Institute of Education, Tanzania Library Services Board,
Institute of Adult Education and the Tanzania Education
Authority has been having challages in raising the
standards of the quality of education for primary,
secondary, teacher training colleges, technical education
and training schools, vocational training schools and
universities. The relationship between these
institutions and the Ministry of Education and
Vocational Training and PMO-RALG is weak as there
is no stringent procedure for coordination among
them. Legislations for establishing these organs need to
be reevaluated so as to bring about cohesion of the
entire structure of management and administration of
education in the country.
Goal
To have efficiency in coordination, supervision,
approval and control of quality in the provision of
education and training.

26
 Education and Training Policy
Statement
3.2.1. The government, in collaboration with steakholders
shall strengthern supervision, approval and control of the
quality of education and training at all levels.
3.2.2. The Government shall ensure that supervisory and
administrative organs of education and training have a
working relationship at all levels of education and training.
3.2.3. The Government shall strengthen the structure,
techniques, concept and the philosophy of school
inspectorate to bring about more efficiency in the control of
the quality of basic education in the country.
Issue
Education and training curriculums
Explanation
A curriculum is a guideline for education at different
levels of education and training which if not properly
prepared, properly implemented or carefully
evaluated, the education structure shall fail to function
and shall not bring about results anticipated by the
society. Until 2005 curriculums for pre-primary,
primary and secondary education concentrated more on
the concept of understanding and put little emphasis on
building skills. Begining 2005 the curriculums changed
and focused on building skills. Evaluation indicates
that this change was made without involving different
stake holders including teachers, parents, employers,
students, tutors, lecturers, professional societies,
religious institutions, governmental and non-
governmental organizations, education coordinators
and inspectors. Either, there was no enough
preparation for the implemantors of the curriculums.
27
 Education and Training Policy
Therefore, teachers in general are not teaching the way
it was anticipated in the existing curriculums.
Some of the curriculums at the technical, vocational
and high education levels are out dated and could not
meet the requirements of the labour market thus
graduates of those curriculums became unemployable
or fail to work efficiently where they are enployed.
There has also been challenges for graduates who have
completed studies based on the technical curriculum to
be refused recognition while joining for training based
on academic curriculum for some disciplines; or a
graduate who has completed studies based on
academic curriculum to be refused recognition in
training based on technical curriculum. Evaluations
also indicate that in the curriculum of some colleges
contents do not correspond with the duration of
training for similar training programmes. In view of
that, there is a need to evaluate the existing
curriculums so as to produce curriculums that meet
the requirements of the present and future education
and training in compliance with the development,
scientific and technological changes nationally,
regionally and internationally.
Goal
To have productive and efficient curriculums that meet
the requirements of the labour market in bringing
about national development and to resist competition.
Statement
3.2.4. the Government in collaboration with stakeholders, shall review
the existing curriculums at all levels of education and training so that
they move with time and meet the the present and future education and
training needs taking into account the requirements of the nation, target
population and the labour market.
28
 Education and Training Policy
3.2.5. The government, in collaboration with stakeholders,
shall ensure that curriculums are in line with the basic
communication skills, reading, writing and arithmetic,
researching, analyse information; interpret; evaluate and
use knowledge, discovery, creativity and entrepreneurship at
all levels of education and training.
3.2.6. The Government shall strengthen the supervision and
assessment of the implementation of curriculums in education
and training institutions at all levels, so as to bring about
efficiency in the education and training provided.

Issue
Scientific and Technological Education
Explanation
Scientific and Technological Education is important in
enabling a person to cope with their environment and to
enable them to contribute towards national
development. Pupils are taught science subject from
standard III and in ordinary level secondary education
all students study Physics, Chemistry. Biology and
Mathematics up to form two (2). Also, all students
continue studying Biology and Mathematics up to
form four (4).
Some studentds opt to continue with Physics and
Chemistry subjects from form three (3) up to form four
(4). Statistics indicate that out 100 students only between
30-35 students study science in form three (3) and four
(4) who if pass are expected to study different science
and technology disciplins in higher education
institutions and technical education and training
colleges.
Primary and secondary school curriculums are
required to put
29
 Education and Training Policy
emphasis on Science and Technology education.
Understanding on Science and Technology Education
(UNESCO-PERTH 2007) insist on reviewing
curriculums for Science and Technology education so
as to motivate students to understand the
importance Science and Technology in the society.
Also, there is a need to put emphasis on the use of
Science and Technology in teaching and learning.
Goal
To have enough number of people educated in science
and technology and meet the requirements of National
development.
Statement
3.2.7. The Government shall strengthen the structure and
teaching procedure for Mathematics, Science and Technology
subjects at all levels of education and training.
3.2.8. The Government shall ensure more use of Science
and Technology in the provision of education and training
at all levels.
Issue
Resources, equipment, tools and techniques of teaching
and learning
Explanation
Efficient implementation of curriculums depends on
the availability of resources, equipment and relevant
tools of teaching and learning according to the
requirements of the training and programmes at
different levels of education and training. The
resources, equipment and tools include sylabus, set
and supplementary books, laboratory chemichals,
machines and worshops. There has been a shortage of
resources, equipment and better tools of teaching and
learning
30
 Education and Training Policy
at all levels of education and training whereby, for
example, the ratio of a book per pupils in primary
education is approximately one book to three pupils (3)
and to between four (4) to nine (9) pupils for
secondary schools according to the subject. Also, some
of the available resources, tools and equipment are
either outdated or not compliant to the
requirements of modern science and technology.
This situation has been contributing in weakening the
production of better graduates.
Also, a free market structure of book publishing and
production of other education and training materials
has affected the availability of books, equipment, better
and sufficient tools in schools and colleges in the
country. Also, the cost of books, tools and relevant
equipment has increased beyond the actual coast. In a
situation like this, it is important to introduce a special
system of obtaining books, better and enough tools and
equipment that will satisfy the demand.

Goal
To have better teaching and learning environment.
Statement
3.2.9. the Government shall ensure that relevant teaching
and learning tools, resources and equipment in education
and training are sufficient according to the demand and the
development of science, technology and teaching and
learning techniques at all levels.
3.2.10. The Government shall ensure the availability of one
better set book for every subject per every child in basic
education and they will be prepared following a specific
procedure.
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 Education and Training Policy
3.2.11. The Government shall provide and supervice the
use of one set book for every subject in basic education so
as to better assess the results of corresponding teaching
and learning at different education levels.
Issue
Infrastructure in education and training institutions.
Explation
The existing infrastructure in schools, colleges and
other education and training institutions includes
buildings, water supply systems, electricity and roads.
These infrastructures are old and cannot meet the need for
all the groups where in primary education there is a
shortage of 49 percent for class rooms, 79 percent for
teachers houses, 49.1 percent for desks and 60
for toilets. For secondary education, there exists a
shortage of 25
percent for class rooms and 77 percent for teachers
houses. The availabity of enough infrastructure with the
required quality standards is important in the
promotion of the quality of education and training at all
levels. The existing education and training development
plans can not meet the requirements for infrastructure
following the increasing number of users. Also, there is a
need to build the culture of care and preservation,
renovation and maintenance of the infrastructure of
education and training institutions.
Goal
To have better teaching and learning environment
Statement
3.2.12. The Government shall ensure the existence of better
and relevant infrastructure to satisfy the requirements of
32
 Education and Training Policy
education and training for all the groups at all levels
of education and training.
Issue
Safe environment and essential services in schools and
colleges.
Explanation
The environment in some schools and colleges is poor
and is not safe enough. Statistics for secondary schools
indicate that there are only 3,415 shools out of 4,528
schools with electricity. There are many challenges in
the availability of better and essential services such as
food, clean and safe water, health, electricity,
communication and transport. These services
contribute in the increase of teachers and students
participation in the education and training process.
Quite, safe and attractive environment to teachers
and students increase productivity in teaching and
learning. There is a need for an environment that
meets the requirements, with essential services in
schools and colleges so as to increase the quality of
education and training.
Goal
To have safe environment and essential and
sustainable services in schools and colleges.
Statement
3.2.13. The Government shall ensure that essential services
including better food, communication, electricity, clean and
safe water, and health are available in schools and colleges.
3.2.14. The Government shall ensure the existence of better
and safe environment in the provision of education and
training in the country.
33
 Education and Training Policy
Issue
Consultation and counseling in education and training.
Explanation
In primary and secondary schools and in colleges
consultation and counseling service is not provided as a
basic service to students.This service is provided by
care and discipline teachers who are not experts in
consultation and counseling and who are also required
to teach various other subjects a situation that makes
the provision of this service inefficient. Lak of efficiency
in the provision of this service in schools and colleges
has contributed towards moral erosion in the society.
Consultation and counseling service aims at enabling a
student, and the school community and the college in
general to confront the challenges of life, so as to form
a direction, bahaviour and to promote culture, custom
and good ethics in the society.
This service is also needed for helping a student to know
the future of the subjects they will choose or they had
chosen and their importance in their development and
the development of the Nation.
Also, consultation and counseling is required by
employees
at all levels of education so as to obtain life skills of
recognizing themselves and make correct decisions in
fully fulfilling their responsibilities as guardians of the
students and the society.
Goal

To have consultation and counseling service that meets the

requirements in education and training.

Statement
3.2.15. The Government shall strengthen the provision of consultation
and counseling at all levels of education and training.

34
 Education and Training Policy
Issue
Education that preserves peace.
Explanation
Globalisation, economic differences and interaction of
people with different cultures has contributed in bringing
about a change of ethics and behavior and therefore posing
challenges to peace in the society. In a nation, education is
the pillar for sustaining peace in a society as it provides
skills for resolving conflicts, foster unity in the society
and solidarity. There is a need of having education for
peace that will focus on helping students to have the
capacity to stop and resolve conflicts peacefully when
such conflicts occur among the people, between the
people or among groups, nationally or internationally.
Education and training curriculums should be
prepared while observing justice and building a
peaceful and stable nation.
Goal
To have a graduate with skills to sustain peace, to endure
and resolve conflicts in a society.
Statement
3.2.16. The Government in collaboration with steak holders
shall ensure that skills for sustaining peace, to endure and
resolve conflicts, patriotism and ethics are included in the
education and training curriculums for all levels.
Issue
The use of Kiswahili, English, other foreign languages
and sign language in communication.
35
 Education and Training Policy
Explanation
Kiswahili, English, other foreign languages and sign
language are taught as subjects at different levels of
education and training. Despite the efforts in teaching
those languages, there is still a weakness in mastering
standard language in communication. To a big extent
the weakness is as a result of the infrastructure, poor
teaching methods and minimum use of standard
language in an ordinary environment.
Kiswahili is the national language and is used as the
first or second language among many people. Kiswahili
language has grown to an international level whereas it
can be used by many people to obtain knowledge and
skills in different areas, including Science and
Technology.
English language is used as the second and third
language to some people. Kiswahili and English are the
official office languages. A good understanding of
English and other foreign languages can also enable a
Tanzanian to communicate with people of other
nationalities and to acquire education, skill and
knowledge. Also, sign language is used for
communication between deafs and other people. These
students are unable to receive proper education and
training as there is no specific arrangement for teaching
by using sign language.
Goal
To build the capacity of using different languages in
communication.
36
 Education and Training Policy
Statement
3.2.17. The Government shall ensure that Kiswahili,
English and other foreign languages are taught correctly
and efficiently at all levels of education and training in the
country so as to provide understanding and proficiency
following the importance of those languages in national,
regional and international issues.
3.2.18. The Government shall make it possible for sign
language and brail to be used at all education and training
levels.
Issue
Teaching and learning language
Explanation
In the meantime, teaching and learning languages in
education and training are Kiswahili and English. The
teaching language for pre-primary and primary
education is Kiswahili. Also, English language is used as
a teaching language in some schools.
English language is used as a teaching language in
secondary schools, teachers colleges diploma level,
technical colleges and colleges. Kiswahili language is
also used as a teaching language in teachers colleges
certificate level and vocational training schools. The
use of English language continue to expand globally
following globalisation. Likewise, the use of Kiswahili
in the country and in other continents has increased.
Also, Tanzania has retified the East Africa Community
Protocol in relation to the promotion and use of
Kiswahili and Tanzania was elected to become the
headquarters of the Institute for the Promotion of
Kiswahili in the Community.
37
 Education and Training Policy
Therefore, there is a need to strengthen the use of
Kiswahili and English languages by making them
teaching and learning languages at different levels.
Goal
To use Kiswahili as a teaching language
Statement
3.2.19. The National language, Kiswahili shall be used for
teaching and learning at all levels of education and training
and the Government shall set up a procedure to enable the
use of this language become sustainable and with efficiency
in providing the target population with education and
training that is productive nationally and internationally.
3.2.20. The Government shall continue with the system of
strengthening the use of English language in teaching and
learning, at all levels of education and training.
Issue
Assessment, evaluation and students progress in
education and training.
Explanation
Assessment and evaluation of the education level at the
primary, secondary, teachers colleges, vocational training
schools, technical colleges and institutions of higher is
done by schools, institutions or colleges and some times
is coordinanted by institutions entrusted with that
responsibility. The structure and procedures of
assessment at these levels had many challenges. One
of the challenges in this area is the type of assessment
that does not observe the goals of the curriculums, to
develop skills, and the structure that does not fully
involve curriculum developers, implementors,
assessors and supervisors.
38
 Education and Training Policy
Also, failure to observe the exact structure of
assessment by including progress marks of a student
while at school and marks of the final examination set
by the Examination Council
contributes towards the failure to attain the goals of the
relevant curriculum. Also, the structure of awarding
marks A, B, C, D, E, S and F awarded by the
Examination Council differ every year, and in different
subjects and also differ in providing interpretation
between schools and the Examination Council. This
situation makes it impossible to some students to
continue with education and training at higher levels
without any basic reasons. There is a need of having a
strong structure so as to bring about efficiency in the
structure of the assessment and evaluation of the
progress of a student academically.
As for assessment and evaluation on the side of
technical education and training, different differing
methods are used depending upon the discipline and
the type of the course. The assessment is carried out by
colleges under the coordination of the National Council
for Technica Education and Vocational Education and
Training Authority. Assessment and evaluation in
colleges of higher learning is carried out by the colleges
themselves together with the institutions that
coordinate the management of those colleges. Also,
universities have the authority to assess, evaluate and
offer awards after their programmes are approved by the
Tanzania Commission for Universities which has issued
guidelines for assessing and marking for different
subjects.
Following the importance of assessment and evaluation, there
must be a national procedure to control assessment and
evaluation for programmes and at different levels of education
and training.

39
 Education and Training Policy
Goal
To strengthen assessment and evaluation of the
progress of a student academically.
Statement
3.2.21. The Government shall set up a structure for
assessment and evaluation in education and training that
shall adhere to the recognized critera for daily assessment of
the progress of a student and final examination to complete
the relevant level of education and training in accordance
with the existing curriculums at all levels of education and
training.
3.2.22. The Government shall establish and supervise a
national structure of competitive qualifications for awards
for all levels of education and training so as to make it
simple for graduates to develop themselves in education
and training.
3.3. Availability of differant Education and Training
Opportunities in the Country
Issue
Equality in the availabity of education and training
opportunities
Explanation
Education and training opportunities are available to
every Tanzanian without discrimination as regards
gender, colour, race, religion, disability and social
status or income. Although such opportunities have
increased to 92 percent of the students of targeted age
in pimary education in 2012, still the registration of
students of targeted age in ordinary secondary schools
is 36.6
percent and only 2.7 percent of the students of the
targeted age for high school . The 2012 statistics
indicate an equal ratio
40
 Education and Training Policy
of registration of girls to boys in primary education,
while for ordinary secondary education the ratio is
0.9 which means the registration of girls is lower
compared to that of the boys. The registration of girls
continue to decrease compared with that of the boys in
high school education where the ration of girls to boys
is 0.5. This indicates a decrease of girls participation at
higher levels of education. In addition to that there has
beed a decline of students at primary and secondary
school levels. Many students leave school for different
reasons. Some of the reasons are long walk to and
from school, pregnancy, child marriages, child
labour, truancy, poverty, unavailability of special
requirements at schools for some students and some
customs and traditions that are in conflict with the
provision of education to girls. Statistics for 2012
indicate that in primary schools a total of 69,015 students
(37,578 boys and 31,437 girls) out of 8,247,172 equal to 0.8
percent left school for various reasons while for
secondary schools students who left school are 76,050
(42,559 boys and 33,491 girls) out of 1,884,272 students
equal to four (4) percent. Despite the government
efforts, efforts of the private sector and other
development partners to provide education
opportunities for all the groups, some groups have not
been sufficiently accessed because of social, economic
and geographical reasons. To reach the target of
education and training for all there is a need to remove
the obstacles causing the failure of some students to
complete the circle of education at the relevant level,
including the challenges derived from special needs for
some students.
41
 Education and Training Policy
Goal
To ensure that all students complete the circle of
education and training at the relevant level.
Statement
3.3.1. The Government shall continue to increase various
education and training opportunities on equal basis for all
social groups at all levels including children with special
needs.
3.3.2. The Government shall remove all the obstacles that
hinder the opportunity for students to continue with studies
and complete the circle of education at the relevant level.
Issue
Gender equality in education and training
Explanation
The ratio for the registaration of students for primary
education for boys and girls is eproxmately 1:1;
secondary education 1:0.9 while for higher education is
1:2. These statistics indicate that the continuation of a
student from one level to the level that follows has
been decreasing for girls. Although the rate of drop out
effects boys and girls, evaluation indicates that there is a
big possibility for girls to discontinue with studies
especially when they reach high grades beginning with
standard five. Likewise, women participation at
different levels of supervision and leadership is small
because of the belief that women do not have the same
capacity as men. There is a need for equal participation
when it comes to education and training opportunities
and positions of management and supervision in the
education and training sector.

42
 Education and Training Policy
Goal
To have gender equality in education and training
Statement
3.3.3. The Government in collaboration with steakholders
shall ensure that gender equality in education and training is
observed.
Issue
Education and training by different means including
open and distant.
Explanation
The government has established an education and
training procedure for children, youths and adults
who missed the opporutinity in the formal structure,
so as to develop themselves educationally and face the
challenges of life or graduate at different levels of
education and training.The procedure include the
existence of the Propotionality Plan Between Education
and Society (PPBES) and Primary School Programme
for Those Who Missed It (PSPTWMI). Such
opportunities could be provided efficiently by
establishing the necessary structures at different
education and training levels in the country.
Education could be provided well if Information and
Communication Technology (ICT) and qualified
human resources are utilised. This is also in
recognition of the success of self education through
different methods including correspondence education,
radio education, television, national libraries and adult
education. There is a shortage of manpower for
providing distant education and few ICT equipment to
meet the requirements of globalization and competition
and the development of science and technology, and
therefore
43
 Education and Training Policy
some times causing challenges regarding efficiency and
low standards of the quality of education provided.
Goal
To strengthen education and training by using different
methods including open and distant learning.
Statement
3.3.4. The Government shall set up procedure and enabling
environment to ensure that education and training including
adult education is provided efficiently at all levels through
different methods including open and distant learning.
3.3.5. The Government shall set up procedure and ephasize
on the use of ICT in the provision of education and training
at all levels.
Issue
To recognize and develop talents
Explanation
The exixting curriculums do not provide an
opportunity to recognize and develop talents by
observing the requirements and learning speed of the
students at all levels of education and training. The
existing procedure considers only those with high pass
examination marks as the only ones with talents. This
does not provide an opportunity to recognize, develop
and promote different talents such as music, dance,
craftsmanship, painting and sports for students at
different education and training levels. Following this
weakness of the existing curriculums, there is a need to
revise them so that they consider students with talents
and learning speed and develop them.
44
 Education and Training Policy
Goal
To have an education and training structure that
observes talents and learning speed and provide an
opportunity to develop them.
Statement
3.3.6. The Government shall set up a procedure to develop
students with different talents, learning speed and special
needs in learning at all levels of education and training.
Issue
To recognize people who have acquired skill without
going through the formal education and training
structure.
Explanation
The existing education structure does not have any
procedure to recognize people who have acquired
education and training without going to the class room or
areas set for that purpose; and thus denying them the
chance to develop themselves educationally at different
education and training levels. In order for one to
develop themselves the existing structure requires
recognized certificates from a recognized school ar
college and therefore fail to provide a place for those who
failed to obtain such opportunities. To develop ones’self
is the right of every Tanzanian. Education and
sustainable training which means education and
training with no end is some thing that the Nation
must take into account so as to have an educated
society which is eager to learn more. In view of that, it
is important to recognize and provide opportunity to
people who have acquired education, knowledge, or
different skills to develop themselves educationally.
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 Education and Training Policy
Goal
To recognize and formalize knowledge and skills
acquired by some one outside the school structure so
as to eduacate themselves in different ways.
Statement
3.3.7. The Government shall set up procedures and
strengthen the recognition of knowledge and skills acquired
outside the school structure so as to expand opportinties for
people to develop themselves educationally.
3.4. Human Resource Requirements According to National
Priorities
Issue
Availability of teachers and other skilled human
resources for the education sector.
Explanation
The demand for teachers at differan levels of education
and training in the education sector, has been
increasing every year. This situation is attributed to
the expansion of the education sector and lack of
incentives that could attract different scholars to join
the teaching profession and retain them there. Also,
following the expansion of many sectors in the
country, some teachers have been leaving the teaching
profession and join other sectors which are more
lucrative in benefits and environment. As a result of
this, there has been a big demand of teachers in
different disciplines especially for teaching reading
skills, writing and counting,
mathematics, science and language. For example by
December
2013, the demand for teachers in different areas of
science and mathematics were as shown in the table.

46
 Education and Training Policy

Demand Shortage
Subject Available
Number Percent
Agriculture 905 300 605 66.9
Physics 10,203 3,748 6,455
63.3
Computer Studies 1,108 433 675 60.9
Electrical Engineering 69 29 40
58.0
Basic Mathematics 13,478 5,896 7,582 56.3
Chemistry 10,541 4,887 5,654
53.6
Biology 11,144 5,561 5,583 50.1
Engineering Science 47 24 23
48.9
Mechanical
80 41 39 48.8
Engineering
Food and Nutrition 220 120 100
45.5
Civil Engineering 100 60 40 40.0
Additional
512 310 202
Mathemati 39.5
cs
Total 48,407 21,409 26,998 55.8
Source: Basic Education Statistics in Tanzania - BEST, 2013
As regards high education, 2012/13 statistics indicate
that high education institutions need 7,556 scholars
proficient in various disciplines. At present these
institutions have a total of 5,441 scholars thus a
shortage of 2,115 scholars. The shortage of
lecturers/scholars contributes in effecting the quality
of high education in the country. In a situation like
this, there is a need to build a condusive environment
that will ensure that many youths with high level
competence join and remain in the teaching profession
so as to meet the country’s requirements at different
levels of education and training.
Goal
To have enough and skilled manpower to meet the
requirements of education and training sector.

47
 Education and Training Policy
Statement
3.4.1. The Government shall improve the quality of employment
structure in education and training sector to become specific
and meet the requirements , availability and supervision of
human resources for the development of education and
training sector.
Issue
Availability of skilled and enough manpower in other
sectors.
Explanation
The country has set itself priorities that will enable
Tanzania become a medium income economy country
by
2025. The priorities include infrastructure, agriculture,
industry, human resources and social services,
tourism, commerce and financial services. According
to those priorities, the education and training sector is
required to mobilize enough human resource to meet
the requirement of the priority sectors and other
requirements nationally, regionally and
internationally. There is a big deficit of highly
educated experts required so that Tanzania could
become a medium income economy country. Various
reports indicate that Tanzani’s human resource, to a big
extant are employeeys with low skills who form 84
percent, followed by medium skills 13 percent and high
skills 3 percent. However, for countries with medium
income economy, at the low level, comparisons indicate
that those countries have an average of 55 percent of
employees with low skills,
33 percent medium skills and 12 percent high skills. Tanzania
therefore,
is faced with a challenge of raising the number of a mixture
of employees with skills in various disciplines to reach the
human resource requirements of a medium income
economy country by 2025.

48
 Education and Trainig Policy
The existing education and training structure shall
not lead to the Nation meeting the increasing
requirements for human resourece in accordance
with the priorities of the Nation as statistics for the
year 2000
to 2012 indicate that an average of only 5 percent of
standard seven graduates pass and continue up to
high school education; 4.3 percent join vocation
training education 1.2 percent join technical education;
and an average of 4 percent succeed to higher
education. If this is the trend it is apparent that the
Nation shall continue to have a deficit of experts, if
strong measures are not taken to increase
opportunities and to raise the quality of education.
Goal
To have enough and skilled manpower to meet the
requirements of various sectors for the development
of the Nation.
Statement
3.4.2. The Government shall set up an extended procedure
for the development of students in education and training
and carry out frequent evaluations so as to know the exact
demand of human resource and skills required so that the
education and training provided meet the demand.
3.4.3. The Government shall provide a condusive
environment and ensure that education and training sector
produces skilled and enough manpower to meet the
requirements of different sectors for the development of the
Nation.
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 Education and Training Policy
3.5. Efficient Management and Administration of Education
and Training in the Country
Issue
Leadership, supervision and administration in
education and training sector
Explanation
There have been challenges in observing
responsibilities and accountability in the education
sector as a result of the leadership structure,
supervision and administration from the level of the
ministries concerned with education and training to the
level of schools, colleges and various institutions, which
have effected the efficiency of the education sector. The
education and training sector was being guided by the
Education and Training Policy (1995), Vocational
Education and Training Policy (1996) and the National
High Education Policy (1999) according to the ministries
in existence at that time and its institutions. The
Vocational Education and Training Policy (1996) and
the National High Education Policy (1999) were being
administerd by the then Ministry of Science,
Technology and High Education and the Education
and Training Policy (1995) was being administered by
the then Minstry of Education and Culture. Vocational
training was being administered by the then Ministry of
Labour. Following different changes, and the formation of the
Ministry of Education and Vocational Training in 2006, there has
been a need of having a policy for education according to the
new responsibilities of the Ministry. The decentralization of
responsibilities in the education and training sector from the Central
Government to the Local Government Authoritiesin the areas of
supervision and administration of primary and secondary schools
has caused an iteraction of responsibilities and non-accoutability.
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 Education and Training Policy
Despite those changes, legislations, rules and
guidelines for leadership, supervision and
administration have not been changed to meet the
requirements. For example, the Ministry for Education
and Vocational Training, PMO-RALG and Civil Service
Commission, Department of Techers Servise, together
have been dealing with issues related to teachers
employment without any clear demarcations and
therefore effecting effenciency and accountability.
Also, the limits of responsibilities of leadership and
supervision in PMO-RALG and the Ministry of
Education and Vocational Training are not clear.
Following this interaction, there is a need to review
the legislation, rules, guidelines and the
responsibilities of the MEVT and PMO-RALG so that
issues related to policy are handled by the Minstry of
Education and Vocational Training and
administrative issues are handled by PMO-RALG and
therefore bring about efficiency and accountability.
Goal
To have productive and accountable leadership,
supervision and administration in the education and
training sector.
Statement
3.5.1. The Government shall review the system and structure of
leadership, supervision and administration in the education sector so
that it becomes productive and accountable.
3.5.2. The Government shall set up a procedure for the appointment
and recognition of supevisors for the implementation of the education
and training policy at regional, district, ward, college and school
levels so that they acquire special status in the service.
3.5.3. The Government shall ensure that ethics and the behaviour of
teachers and other staff are observed at all levels of education and
training.

51
 Education and Training Policy
Issue
Cooperation in education and training between
Tanzania Mainland and Zanzibar.
Explanation
High education is a union matter, while other levels of
education are not a union matter. However, Zanzibar
and Tanzania Mainland education sectors do have
relation and cooperate in the ares of curriculums and
assessment of technical education and vocational
training. Likewise, at secondary school education level
and teachers colleges there are relations in the areas of
curriculum, assessment and issuing of certificates. Taking
that into account, there is a need to strengthen
relationship and cooperation in education between
Tanzania Mainland and Zanzibar.
Goal
To strengthen cooperation and relationship in
education between Tanzania Mainland and Zanzibar.
Statement
3.5.4. The Government shall strengthen cooperation in
education and training between Tanzania Mainland and
Zanzibar.
Issue
Regional and international cooperation in education and
training.
Explanation
The importance of international cooperation in education and
training keeps on increasing following economic development
that depends on knowledge and skill. Therefore, cooperation is
necessary as knowledge and skill have no boundaries or limits.
Tanzania has retified conventions, protocols

52
 Education and Training Policy
and different regional and international resolutios that have
contributed towards the success achieved in the country in the
education and training sector. There are different challenges
especially in adjusting policies, legistations, structures and systems of
implemantation so as to include regional and international issues.

Goal
To set up procedures for the implementation of
regional and international relations and cooperation in
education and training.
Statement
3.5.5. The Government shall set up a structure for the
implementation of regional and international relations and
cooperation in education and training between Tanzania
and other countries.
Issue
Demand for land for the development of education and
training.
Explanation
The demand for land for expansion, establishment and development
of education and training institutions keep on increasing following
the Government intention to expand educational facilities at all levels
to meet the requirements of the National development plans . Also,
some of the education and training institutions are located on plots
they don’t legally own. There has also been an invasion of plots set
for governmental and non-government education and training
institutions. In view of that, education and training institutions
need to own enough land for the present demand and future
development. In order to protect land owned by education and
training institution in the country from being invaded, there is a
need for all education and training institution to own land legally.
Also, land plans of the Manucipalities have not set enough
53
 Education and Training Policy
priority in allocating land for schools, colleges and
education institutions at all levels.
Goal
To set aside land for the use of education and training.
Statement
3.5.6. The Government shall ensure that the demand for
land for the purpose of education and training is considered
in the land development plans in the country.
Issue
Structure of statistics and education and training
reports.
Explanation
The education and training sector has the structure of
receiving and releasing education and training
statistics in all its institutions. This structure needs to
be strengthened so that the system of collecting and
maintaining statistics and reports remains correct and
reliable and statistics are available in time. There are
important records that are kept in different
arrangements and therefore making their availability
and use difficult.
All measures for education plans need quality
information. Therefore, structures of information
need to be simple for use by ensuring efficient
collection, analysis, mainatance and distribution of
statistics and reports. The existence of an efficient date
management structure contributes siginificantly to bring
about efficiency in the management of education and
training.
Goal
To have an interconnected data bank structure in
education and training.
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 Education and Training Policy
Statement
3.5.7. The Government shall strengthen the management
structure of interconnected data bank of education and
training for all levels.

3.6. Sustainable Stucture for Financing Education and

Training in the Country.
Issue
Financing of education and training.
Explanation
The Government is financing education and training in
collaboration with internal and foreign education
development partners. Following an increase in the
demand for education and training, the community has
also been contributing in financing education and
training in different ways including construction and
management of schools and colleges undertaken
through public and private sectors. Fees and other
contributions provided by parents and students in
private and public schools and colleges are also part of
the contributions for running those schools and colleges.

The Government allocates between 17 to 23 percent of the National

budget for education and training including loans and grants for
students. Also, money allocated for the education budget is not
enough for the actual requirements of enhancing the quality
education and training following the challenges posed by the
system and structure of financial resources for education. The
challenges include unavailability of funds in time when the
funds are required
or disbursing less amount than that approved, therefore failure to
implement planned responsibilities during the financial year in
question. Also, the procedure of

55
 Education and Training Policy
sending money to schools or education institutions need
to be improved so as to ensure that money sent is
received and used for the intended purpose rather than
the way it is now when there are moments money
available is used for differant purposes. This has
contributed to the failure by the education sector to
fully implement its responsibilities and therefore
effect the attainment of the goals set. Likewise, there
have been complaints from the people regarding the
amount of fees and contributions to schools and
colleges. The fees and contributions in some schools are
higher than the expectations and ability of many people
therefore becoming part of the annoyances in the
education and training structure.
In a situation like this, there is a need to set up a
procedure and explore different sources of funds so as to
have a sustainable structure of financing education and
training. Also, there should be prepared an efficient
procedure to ensure that money is received at schools
and colleges and used for the intended goals.
Goal
To have a sustainable structure for financing education
and training.
Statement
3.6.1. The Government, in collaboration with steakholders shall
continue to strengthen the structure for financing education and
training, including loans and grants, so that it becomes
sustainable with various sources.
3.6.2. The Government shall set up a procedure for
different fees and contributions in private schools and
colleges so as to efficiently supervise issues related to
fees and contribution in schools and colleges.
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 Education and Training Policy
3.7. Education and Training Stucture that Takes into
Account Cross Cutting Issues.
Issue
Environment education.
Explanation
Population increase and different social services and
economic activities that do not follow the required
procedures have caused the destruction of the
environment in the country. This includes the
indiscrimate cutting of trees, air pollution, destruction
of water sources, careless disposition of soft, hard and
poisonous garbage and excessive improper use of
land in many areas. Environment education should be
given more emphasis in education and training
curriculums at all levels in order to have Tanzanians
skilled in preserving the environment. Education
provided in schools and colleges must enable the
students and the society to adopt the habit and culture
of preserving environment.
Goal
To have graduates at all levels of education and
training with knowledge, skill and culture of
preserving environment.
Statement
3.7.1. The Government shall set up a procedure that will
ensure that the content on preserving the environment is
observed in education and training curriculums at all levels.
Issue
HIV infection and AIDS (HIV and AIDS).
Explanation
The education and training sector is one of the sectors
effected by HIV and AIDS. HIV infection and
57
 Education and Training Policy
AIDS have contributed in the deterioration of the quality
of education as the infection has effected teachers and
students. An increase in poor attendance and deaths of
teachers and students is a big threat to the development
of education. HIV and AIDS effect a big group of
human resource including students, teachers and
employees of an age relied upon for making a bigger
contribution in the National development. One of the
harms is the lose of experienced teachers and failure by
students to complete the circle of education and
training.
However, the availability of enough education to
protect and prevent HIV and AIDS infection is a big
challenge for students and the community around
schools and colleges.
Also, following an increase in the registration of
students at different levels of education and training
there has been a shortage of councelors knowledgeable
on issues related to HIV and AIDS and life skills.
It is the responsibility of the Ministry of Education and
Vocational Training to cooperate with its institutions and
other institutions related to HIV and AIDS to ensure the
availability of information on HIV and AIDS in schools
and colleges. The information shoud include topics not
used in examinations on HIV and AIDS in schools and
colleges. Education provided in schools and colleges
should take into account the importance of educating a
student at an early age so as to guide them towards
proper habit and behavior on the prevention of HIV and
AIDS infection together with providing service and relief
to those effected.
Goal
To provide education to students, teachers and the
society in order to reduce the speed of HIV and AIDS
infection prevalence.

58
 Education and Training Policy
Statement
3.7.2. The Government shall include skills on the
prevention of HIV and AIDS in the education and
training curriculums at all levels.
Issue
Public and private sector partnership in education and
training.
Explanation
Education and training sector is one of the important areas of
investment in the form of partnership between public and private
sector. The education sector has many demands include those of
science laboratories, workshops, class rooms, dormitories and
teachers houses together with other important infrastructures for
the welfare of students and teachers in schools and colleges.
While realizing the limitations of government resources and the
contribution of the private sector, there is a need to establish an
enabling environment in the education sector so as to utilize
resoueces and opportunities of the private sector to bring about
success in partnership investment.
Goal
To increase the capacity of the education and training sector by
expanding and strengthening the infrastructure and various services
at all levels of education and training
Statement
3.7.3. The Government shall strengthen partnership between public and
private sectors in the availability of modern infrastructures and different
services at all levels of education and training.
3.7.4. The Government shall expand the scope and strengthen successful
participation of different stake holders in education and training sector at
all levels.

59
 Education and Training Policy
CHAPTER FOUR

4.0. LEGAL STRUCTURE

4.1 Introduction
The implementation of the Education and Training
Policy shall take into account the legal structure that
will enable those concerned to fulfil their
responsibilities. According to this policy, the
responsibility of every section of the sector must be
clear so as to avoid confusion and conflicts that have
been surfacing in the management and
implementation of different issues on education. Also,
institutions that are under the Ministry and those to be
formed shall implemant education issues and shall be
accountable to the Ministry responsible for education
and training. Likewise, public and private sectors
concerned with the provision of education and training
shall be required to observe laws, regulations,
procedures and guidel;ines issued to eable the
implementation the Education and Training Policy.
4.2 Legislations for the management of education and training
The implementation of the Education and Training Policy shall
follow different legislations. The existing legislations shall be
amended to match with the requirements of the statements of
this Policy. Some of the legislations to be amended include the
Local Government Act
(Cap 287 and Cap 288 of the Laws of Tanzania) so that they meet
the requirements of the decentralization of pre-primary
educationi, primary education and secondary education. Changes in
these legislations shall aim at
ensuring that there is efficient management and administration
of basic education and secondary education at different levels of
PMO-RALG. Also, other legislations that are not meeting the
implementation requirements of this policy shall be repealed or
amended.
Some of those legislations are the Education Act Cap 353, the
Tanzania Examination Council Act Cap 107, The Tanzania

60
 Education and Training Policy
Institute of Education Act Cap 142, Higher Education
Students Loans Board’s Act Cap 178, Universities Act
Cap 346, the National Council for Technical Education
Act Cap 129, the Education and Vocational Training
Authority Act Cap 82 , the Tanzania Libraries
Services Board Act Cap 102, the Education Fund Act
Cap 412,
and the Institute of Adult Education Act Cap 39.
Also, new legislations may be enacted according to the
requirements so as to comply with the directives and
new policy statements which can not be implemanted
under the existing laws. Some of the legislations that
shall be enacted include the basic education and
secondary school act. This legislation shall direct
different issues on basic education and secondary
education including curriculums and national
assessment at these levels.
61
 Education and Training Policy
CHAPTER FIVE
5.0 INSTITUTIONAL STRUCTURE AND
MINITORING AND EVALUATION
5.1. Introduction
Responsibilities of the Ministry responsible for
Education and Training are:
(i) To formulate the Policy for Education and
Training at all levels;
(ii) To set and supervise standards of the quality
of education and training at all levels;
(iii) To set and follow up the implementation of
plans and the budget for the development of
vocational training education, technical education
(including teacher training) and high education;
(iv) To monitor and evaluate education and
vocational training, technical education and high
education;
(v) To build the capacity of the Ministry,
institution and organs under the Ministry for the
pupose of implementing its responsibilities;
(vi) To use the evaluation results, research and
different information on the actual situation of
education and training so that the Ministry could
make decisions that will increase efficiency in the
implemantaion of policy strategy;
(vii) To devise and implement different projects
for the development of education and vocational
training , technical education and high education;
and
(viii) To safeguard the independence and build the
capacity of approval and control organizations of
the quality of education in the country.
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 Education and Training Policy
On the side of PMO-RALG it will be responsible for
formulating plans, budgets, management and
administration of basic education and secondary
schools and ensure that education provided meets
the requirements of the quality sdtandards of
education recognized regionally and internationally.
Likewise, the Ministry with other institutions
related to the provision of education and training
shall ensure the existence of plans, budgets, better
management and administration of education in
their areas. Also, the implementation of this policy
requires a specific institutional structure at different
levels from national lavel to the lower levels of
providing education and training.
5.2. National Level
In the implementation of the education and training
policy, the Ministry for Education and Vocational
Training shall have an institutional structure that will
include research departments to advise the Minister on
the progress of the policy in pre-primary education,
basic education, secondary education, teachers
education, technical and vocational training education,
high education and National structure for Awards and
international relation on education and training in the
country.
There shall be other offices in accordance with the rules
and procedures of public offices.
Institutions and colleges under the ministry shall be accountable
for responsibilities assigned to them by the ministry according to
the law and shall produce implementation reports according to
procedures.
Ministry, institutions, public and private corporations that own
schools, colleges or education and training institutions at
different levels
shall be required to submit reports and plans approved by the
schools, colleges or institutions according to procedures so as to
enable the Ministry for Education and Vocational Trauining to
produce reports on plans and progress of education and training

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 Education and Training Policy
in general. All development partners are cordially
welcomed to participate in various education and
training issues in the country. To accomplish this, the
Ministry for Education and Vocational Training shall
set up a procedure that will provide an opportunity to
development partners to contribute significantly in the
development of education and training in the country.
Also, authorities to manage education and training at
differant levels shall be free in the implementation of
their responsibility so as to bring about benefitial
development in education in the coutry. These
authorities include Approval and Control of the
Quality of Basic and Secondary Education Authority,
Education and Vocational training Authority, National
Council for Technical Education, Tanzania Universities
Commission, Tanzania Library Services Board,
Institute of Adult Education, Education Leadership
Development Agency, Institute of Network Education
Dakawa and others which may be formed according to
requirements. Also, the Ministry for Education and Vocational
Training and PMO-RALG shall cooperate with ministries,
institutions and other steakholders dealing with the provision of
education and training in the country. The cooperation shall be in
analyzing the Education and Training Policy, to set standards and
formulate laws, regulations, guidelines and procedures for the
implementation of the Policy,
to formulate master plans of education and training, to monitor,
assess and evaluate its implemantation.

On the side of PMO-RALG, there shall be an Office of the Head

of Education PMO-RALG which shall be assisted by the
departments for pre-primary, basic and secondary education,
adult education and education outside the formal structure.
These departments must have experts knowledgeable in the field
of pre-primary education, basic and secondary education
planning, and also in the field of adult education and education
outside the formal structure so as to plan, to supervise and
implement properly the responsibilities of PMO-RALG in
education and training.

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Other departments of PMO-RALG shall continue to
exist or to be formed depending upon other
responsibilities of PMO-RALG.
5.3. Regional Level
The responsibility to manage the implementation of the
Education and Training Policy at the regional level shall
lie upon the Regional Education Officer. The Regional
Education Officer shall provide advise on different
issues related to the implementation of the Education
and Training Policy in the region and shall provide feed
back and advise to the PMO-RALG on the progress of
education and training in general.
5.4. At the Local Government Authority Level
Local Government Authorities shall be responsible
for the establishment, management and
administration of pre-primary education schools,
basic education and secondary schools and shall
issue implementation report to the District
Administrative Secretary of the relevant District. At
this level, there shall be an Education Officer who will
deal with pre-primary education and basic education
schools and an Education Officer who will deal with
Secondary Schools. Also, Municipal Education
Officers shall manage and coordinate the
implementation of adult education and education
outside the formal structure in the areas under their
jurisdiction.
All of them shall manage the implementation of the Education
and Training Policy in accordance with the laws, regulations,
guidelines and procedures for the management and administration
of public and private schools. In the implementation of this
responsibility, the Education Officer shall be required to cooperate
with other leaders of the Manucipality, Ward Education Officers,
Head Masters of public and private Primary and Secondary
Schools, corporations and governmental and non-governmental
institutions at the Manucipal level. Manucipal Education
Officers shall also be responsible for conducting regular
inspections of the schools in their Manucipalities in accordance
with the guidelines that will be issued by the approval and
control organ

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for basic and secondary school education. Also, every
Municipality shall have an organ responsible for
providing advice on matters related to pre-primary
education, basic, secondary and adult education and
education outside the formal structure including other
things related to education in the Manucipality
concerned. The organ shall have competent and
relevant qualifications in providing advice on matters
of education and training at that level.
There shall also be Officers for the Control of Quality
and Standars of Education and Training at the
Manucipality level. The responsibility of the Officers at
this level shall be to ensure that schools are managed
in accordance with management standards and
inspect them according to set procedures so as to
ensure that discrepancies that may arise are addressed
promptly so that the standard of education and
training grows.
5.5. Ward Level
At the Ward level, the implementation of the Education and
Training Policy shall be managed by the Ward Education Officer
who shall be the coordinator for the implementation of the
Education and Training Policy for Government and private schools
at the level of pre-primary and basic aducation schools, secondary
school education, adult education and education outside the formal
structure. Ward Education Officer shall also be an inspector for the
nearby schools in their ward and shall be accountable to the
Manucipal Education Officer. Also, every ward shall have an
education advisory organ that will be responsible for providing
advise on issues related to pre-primary, basic and secondary
school education and other issues related to education in the
ward concerned. Members of the organ shall ba competent people
with relevant qualifications in providing advice on issues related to
education and training. There shall also be an Officer for the
Control of Quality and Standards of Education and Training at the
Ward level. The number of these officers

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 Education and Training Policy
shall depend upon the number of schools in the ward
concerned. The responsibility of these officers shall be to
conduct regular inspection of schools and to ensure that
schools are managed in accordance with the guidelines
on management standars and also ensure that
discrepancies that may arise are addressed promptly so
that the standard of education and training grows.
5.6. School and College Level
Headmasters of primary and secondary schools shall
manage the implementation of the Education and
Training Policy at the school level and shall be required
to submit implemantation reports to an organ
responsible for overseeing the leadership, school
development plans, discipline and finance in the
schools/colleges concerned and ultimately to the Ward
Education Officer.
Headmasters of vocational training schools, technical
education
(including teachers colleges and education leadership),
and colleges of high education shall manage the
implementation of the Education and Training Policy in
their respective colleges and shall submit implementation
reports to their higher authorities in accordance with the
laws governing education at the relevant level. These
leaders shall also be obliged to ensure that schools and
colleges they are heading have the required internal
structures for approval and control of the quality of
education and training in those schools or colleges.
The structures of approval and control of the quality of
education and training in the Ministry of Education and
Vocational Training must approve the quality of these
internal structures in the implementation of its
responsibilities in accordance with the law.
5.7. Monitoring and Evaluation
Monitoring and Evaluation of the implementation of the
Education and Training Policy is the responsibility of the
Ministry of Education and VocationalTraining PMO-RALG,
and authorities which are in every area of education and
training sector. However, monitoring and evaluation

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 Education and Training Policy
shall rely on collective efforts and close participation of
different ministries, corporations and governmental
and non-governmental institutions, local and foreign
development partners, society and other steakholders
of education and training.
Implementation of statements pronounced in the Policy
shall go together with the implementation strategy of
the Policy. The Minstry of Education and Vocational
Training shall collect, compile and analyse
implementation reports of different ares of the Policy.
All steakholder must submit relevant reports to the
Ministry of Education and Vocational Training to
enable the accomplishment of its responsibility to
monitor and evaluate the development of education
and training in the country.
The Ministry of Education and Vocational Training, in
collaboration with other steakholders shall have the
responsibilities to monitor, and evaluate including
setting up indicators, criterion and time frame for
evaluation. To accomplish this intention, the Ministry
of Education and Vocational Training in collaboration
with steakholders shall set up a special Monitoring
and Evaluation plan for the Education and Training
Policy.
5.8. Conclusion
The objective of this policy is to provide a general
guideline for the management of education and
training in accordance with the National
Development Vision 2025, plans and strategies for
National development, and global changes especially
econimiclly, scientificall and technologically so that the
Nation may attain the goal of having an economy that
is directed by education and skill and make it one of
the nations with a middle income economy by 2025.
This policy has also taken into account cross cutting
issues to attain the goals of National development.
 Better and productive education for National
development it can be done, all of us must play
our part.

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