Rodd, A.

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.

It was only over a decade ago that data on dismal learning outcomes in low- and middle-income countries (LMICs) shook the international education field out of its complacency with rising enrollment rates.

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.

In the past two years, the COVID 19 pandemic and the ensuing and repeated school closures has caused an unprecedented upheaval to the education of children world-wide.

Presentation delivered at CIES 2017 (Atlanta.) In 2004, the Federal Government of Nigeria passed the Universal Basic Education Act.