Tanzania Education System. School Ownership. Public Schools owned by the Government Community Schools owned by the local community together with the Government Privately owned schools. Education System. 2-7-4-2-3+ Pre-primary 2yrs Age between 5&6 yrs Primary 7yrs Secondary 4yrs
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Pre-primary 2yrs Age between 5&6 yrs
Higher (A) level Secondary 2yrs
Diploma in Education
World of Work
Distant Learning--Open University
All Exams written and
CSTC--Civil Service Training Centre
administered by the
FDC--Folk Development College
TTC--Teacher Training College
Council of Tanzania
Basic Education Includes:
Teachers Colleges / Vocational Colleges
The 2nd cycle is a 2 – year program of A- Level secondary education. The A – level has Forms 5 and 6.
(Selection and enrollment in advanced level secondary education is based on prescribed performance level in the relevant A-level subject combinations after attainment of appropriate credits in the Certificate of Secondary Education Examination (CSEE)).
Students with higher credits are selected for tertiary Education
Others join Teachers Colleges and other Higher Learning Technical Colleges both public and privately owned
-Others join privately owned colleges
Regional Education officer who works closely with the regional Development Director
District Education Office (DEO) for secondary and DEO for Primary the two of them are under the REO but works closely with the District Development Director
COMPETENCE-BASED TEACHING/LEARNING APPROACH AND ASSESSMENT
Ordinary Level (Forms 1-4) Students are required to study at least 7 subjects These include:
Civics, Geography, English, Biology
History, Kiswahili and Basic Mathematics
2. Advanced Level (Forms 5 - 6) a student specializes in a combination of three subjects (minimum )
The curriculum review cycle in Tanzania is 8 years. Review of O-level syllabi is over, that of A-level is in progress.
The existing review cycle is due to;
Serious social problems i.e. HIV/AIDS, Poor gender relations, environmental destruction
Serious scientific and technological changes in the world i.e. information and communication technology
Serious changes in the pedagogy and teaching/learning methods
Major shift in curriculum paradigm
1. Teacher centered Vs Learner centered.
2. Content Vs Competence.
3. Knowledge inheritance Vs Knowledge construction.
4. Product Vs Process.
5. End of lesson evaluation Vs Classroom assessment.
6. Behaviorism theory of learning Vs Constructivism theory.
7. Memorization of facts Vs Higher order thinking skills.
Elements of the reviewed curriculum:
Assessment and Constructivism
Competences placed in the reviewed
curriculumfalls into 6 main groups:
Creative and critical thinking
Self learning/Independent learning competence
The focus is on improving learners understanding of the language demands in the required areas of learning. As such the learner shall be able to:
Basic mathematics skills and numeracy are fundamental for strengthening in all other fields of learning. Through this competence students shall have the ability to:
This competence consists of two aspects:
Being competent in Technology students
will appreciate the value and limitation of
technology in society and participate in the
shaping of public policies related to
As such learners will develop abilities to:
In particular the competence helps in finding and gathering information from multiple sources and apply that information creatively to specific tasks and problems
Elements of Learner-centeredness in teaching.
Unlike in content-based T/L, the teacher has no role of- a direct knowledge transmitter Instead:
The teacher is to influence cognitive development and knowledge construction
To facilitate learning through use of guidance strategies and provision of tools such as problem solving and inquiry-based learning activities.
Generally, the teacher’s roles in CBTL approach are Motivator, Facilitator and class Manager.