by Ben Taylor
Phasing-in of new education policy underway
The start of the new school year in January saw the beginning of a gradual process to phase in the country’s new education and training policy.
This began with immediate implementation of the new policy for pre-primary, grade one, and grade three in primary schools, and the vocational training option for Form One students in secondary schools that meet the necessary requirements. Curriculum changes for upper secondary schools are scheduled to begin in July 2024. “Students in primary and secondary schools this year will complete their studies using the current curriculum. However, those joining Form One in 2024 will experience a dual curriculum scenario, with practical students following the improved curriculum while general education students continue with the existing one,” the circular noted.
The lower secondary education stage now has two streams: general education and vocational education. After completing the sixth grade in primary schools, students will take a national test and decide between general and practical secondary education when entering Form One.
“We have already started implementing the new education and training policy as well as new curricular in January 2024,” said the Minister of Education, Science and Technology Professor Adolph Mkenda. “There are huge changes that started for pre-primary, standard one to three for primary schools and form one for secondary schools,” he added.
“Logically it is a nightmare to start the whole changes at a go, which is why we have started gradually. We are quite optimistic it will transform the country’s education sector because its focus is competence and skills based,” he said.
He said 96 secondary schools are enlisted for vocational skills stream, of which 28 are government-owned schools and 68 are privately-owned. Speaking in Parliament in February, the Prime Minister, Kassim Majaliwa, stated that the new education policy and curriculum have gained the trust of the public, and will effectively address competence, vocational skills, and unemployment issues.
He explained that the curriculum and policy, whose implementation began in January 2024, will put an end to the perception that the government is the sole employer, since it will increase the number of skilled and competent graduates in various fields to meet national and global market demands.
“An evaluation shows that parents and stakeholders in the education sector are satisfied with the new reforms, especially regarding technical and vocational training,” said Mr Majaliwa. “These reforms aim to provide learners with skills and knowledge for self-employment.”
Concerns raised over increase in English-medium schools
A recent surge in converting public schools to English medium has sparked a fiery debate across Tanzania. While some see it as a strategic leap towards quality education, others fear it will widen socioeconomic disparities. As of April 2023, there were reported to be 42 government-owned English medium primary schools in the country.
Supporters believe the English medium education offers a better foundation and welcome the alternative, even if it means paying extra for transportation.
Critics raise concerns about the selective nature of these schools and argue that preferential treatment for English medium schools discriminates against taxpayers who deserve equal access to quality education.
Government English medium primary schools operate differently from those using Kiswahili as a medium of instruction. Parents typically pay TSh 10,000 to take entry forms from those schools, and their children go through interviews to establish if they qualify to join. When accepted, parents pay TSh 400,000 as an annual school fee for their children.
The arrangement and the overall environment and atmosphere are different at these schools. The Chanzo online newspaper visited three such schools in the Kinondoni district and observed various things that are uncommon at regular schools. They have school buses, for example. Their classrooms are clean and well-designed, making them more attractive.
The government has branded the development as “progressive,” aiming to give parents more options for their children’s education and change the status quo that only the private sector can offer English medium schools.
Head of primary education for Dodoma City Council, Prisca Myalla highlighted the aim of providing quality education and nurturing talent for national development. She sees these schools as models for parents willing to contribute more for their children’s English-medium education.
Long-time education commentator, Richard Mabala, was concerned that the transition to secondary schooling would present challenges if some children had been through primary schooling in English and others in Swahili.
“It is dangerous,” said Mr Mabala. “I mean, if I’m to write a book for Form I students now, I don’t know how to accomplish that task. Because if you target this group, you’ll lose the other, and vice versa.” He said that a teacher teaching that class will have difficulty balancing each student’s interests: he cannot go too fast because he’ll fail those from Kiswahili medium, and he cannot go too slow because he’ll bore those from English mediums.
Japhet Makongo, who has spent decades researching Tanzania’s education sector, said that in his view, the government is walking back on the guarantee of equal opportunities by erecting such a “discriminatory” arrangement.
However, many Tanzanian parents want their children to study at English medium schools, Theresia Evarist Kyara, who heads the early childhood and primary education department at the Kinondoni municipal council, told The Chanzo.
She said that were it not for the parents’ demands, the municipality would not have prioritised changing the schools to English mediums. Ms Kyara sees nothing wrong with the transformation.
Drop-out rates at “crisis levels”
The escalating dropout rates in Tanzanian classrooms, particularly in Standard Four (in primary schools) and Form Two (in secondary schools), have emerged as a critical concern among education stakeholders. At the heart of the debate is the impact of exams and the punitive measures associated with failing and repeating classes.
Official 2022 data revealed that 56,361 Standard Four students and 53,932 Form Two students dropped out of school. The classes coincide with national assessments, namely the Standard Four National Assessment (SFNA) and the Form Two National Assessment (FTNA).
“The pressure exerted by these exams often leads to anxiety and disengagement among students,” explains Dr Fatma Mwamba of the University of Dodoma. “The practice of compelling failed students to repeat a grade exacerbates the problem, pushing many to abandon their education altogether.”
In response, the Ministry of Education, Science, and Technology under Prof Adolf Mkenda, has announced the formation of a team of researchers tasked with investigating the root causes of the dropout phenomenon.
“Despite the free education policy, we are witnessing a concerning rise in dropout rates. We need to understand why,” he explained. Education policy consultant, Dr Jane Mdoe, emphasised the need to reevaluate the purpose and structure of national assessments. “The Standard Four and Form Two assessments should serve as tools for improvement, not punitive measures,” she contended, and called for a comprehensive review of the assessment framework to ensure its alignment with the objectives of inclusive and equitable education.