Tanzania, United Republic of

The theme of CIES asks our society of academics and practitioners to confront the ways in which education is a space of debate and contestation, and how stakeholders both internal and external to education systems seek to effect change (or maintain the status quo).

Too often, teachers are subject to top-down policies, procedures, and pedagogies that either bear little resemblance to their day-to-day experience or are so numerous as to be overwhelming in the face of their other responsibilities.

As economies in the global-South mature and calls for decolonizing international assistance become louder, it becomes increasingly important to reimagine the design, planning and implementation of international assistance.

On mainland Tanzania, most resource allocation decisions are centralized. The President’s Office - Regional Administration and Local Government (PO-RALG) recruits and assigns teachers, supplies teaching and learning materials and funds capital construction projects.

In Tanzania, learning outcomes in early grades have remained stubbornly below expectations. Over a decade ago, the Tanzanian Institute for Education recognized that the curriculum for foundational learning needed to change.

The conventional ways that new pedagogies are taught and supported in low- and middle-income countries rarely leverage the social networks and relationships that are paramount for individuals to shift their beliefs and make positive decisions about adopting new methodologies, and for them to sustain

An integral part of a decentralized education system hierarchy is the “middle tier” comprising subnational actors in charge of education delivery at the regional, provincial, state, district, municipality, city, or circuit and cluster levels.

A key component of educational change is that it is often overlooks is that it is fundamentally an emotional process for teachers (Rogers, 2003).

Most of the research that informs our understanding of children’s social-emotional learning (SEL) comes from Western, Educated, Industrialized, Rich, Democratic (WEIRD) societies where behavior is guided by a view of the self as autonomous, acting on individual preferences.