Implementation of the Revised Pre-Primary Education Curriculum in Tanzania: Evidence from a National Monitoring Study

Abstract: Successful implementation of curriculum reforms is highly dependent on teacher readiness, availability of teaching and learning resources, supportive learning environment and monitoring systems. After the updated pre-primary education curriculum was adopted in 2023, Tanzania Institute of Education (TIE) undertook a national monitoring exercise to evaluate its implementation in the Mainland Tanzania. The implementation of the revised curriculum was explored and key successes, issues and policy action points were captured. A cross sectional descriptive research design was adopted, whereby quantitative data was collected digitally using Kobo Toolbox from pre-primary education teachers in all 26 regions of Mainland Tanzania. The overall number of teachers involved in the study was 843. Data were analysed using descriptive statistics (frequency and percentage) and findings were interpreted in light of the contemporary literature on curriculum implementation. The results show promising advances in a number of areas. The majority of teachers had participated in training on the implementation of the curriculum, the teaching and learning of the curriculum was mostly learner-centred, and teachers were very innovative in creating teaching and learning materials which are available locally. However, there are still considerable implementation issues to address. Limitations of instructional resources, lack of teaching and learning materials, insufficient digital integration and uneven access to quality professional development were many of the schools' reports. Schools were perceived as safe places, but there were not enough facilities to adequately support competency-based learning. The study concludes that the revised pre-primary curriculum has laid a solid ground for its successful implementation in Tanzania, however, proper investment in teacher professional development, instructional materials, educational infrastructure and monitoring systems will be necessary to sustain successful implementation. The results will yield empirical evidence which can be used to inform policy, implementation, and future educational reforms in Tanzania and other developing countries. countries pursuing competency-based education.