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The United Republic of Tanzania realizes that quality education is the pillar of national development, for it is through education that the nation obtains skilled manpower to serve in various sector in the nation’s economy. It is through quality education Tanzania will be able to create a strong and competitive economy which can effectively cope with the challenges of development and which can also easily and confidently adapt to the changing market and technological conditions in the region and global economy. The structure of the Formal Education and Training
System in Tanzania constitutes 2 years of pre-primary education, 7 years
of primary education, 4 years of Junior Secondary (ordinary Level), 2
years of Senior Secondary (Advanced Level) and up to 3 or more years of
Tertiary Education. Specifically,
the education system has three levels, namely: Basic, Secondary and
Tertiary Levels. Basic or first level education includes pre-primary,
primary and non-formal adult education.
Secondary or second level education has Ordinary and Advanced
level of secondary schooling while Tertiary or third level includes
programmes and courses offered by non-higher and higher education
institutions Two ministries manage and co-ordinate the Education Sector, namely Ministry of Education and Culture and Higher Education. However, the Ministry of Regional Administration and Local Government also manages Basic Education. At Tertiary level, planning and service delivery are vested with the institutions themselves through their Governing Councils. Nevertheless, co-ordination and quality control is the responsibility of the Higher Education Accreditation Council (HEAC). At primary and secondary levels quality assurance remains to be the responsibility of School heads, Ward Education Office and School Inspector. Medium of Instruction The main feature of
Tanzania’s education system is the bilingual policy, which requires
children to learn both Kiswahili and English.
English is essential, as it is the language which links Tanzania
and the rest of the world through technology, commerce and also
administration. The learning of the Kiswahili enables Tanzania’s students
to keep in touch with their cultural values and heritage. English is taught as compulsory subject in the primary
education whereas at post primary education is the medium of
instruction. With regard
the Kiswahili, it is the medium of instruction at primary education
while at tertiary education is taught as compulsory subject at secondary
education and as option at tertiary education. Education
Sector Reforms The education sector
reforms began in 1995. The
overall objectives of introducing education reforms together with other
policy initiatives is to ensure growing and equitable access to high
quality formal education and adult literacy through facilities
expansion, efficiency gains and quality improvement, accompanied with
efficient supply and use of resources.
Therefore in early 1997 the Tanzania Government developed a Basic
Education Master Plan (BEMP) to guide development in basic education
provision. In response to the local Government reforms agenda, on action plan for transferring responsibility to local school committees has been prepared (refer local Government Reform Act of 1998). A pilot project for decentralization through a Block Grant system covers 37 Local Authorities. In principal less developed regions/districts are given preferences in opening new secondary schools or receiving assistance to do so. Role of the Public and Private Sector The government role is now changing from that of a key player to that of a facilitator in the provision of education. This new role of the government provides a more conducive environment for the private sector to increase its investment in education. Private investment in education will establish a more learning environment that will allow imparting both knowledge and technology to the youth for a more active participation in the agricultural sector and the economy as a whole.
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