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Resource Allocation and Utilisation in Chinese Language Education in Tanzania: Implications for Curriculum Implementation and Sustainability

Domain:

education

Record type:

paper
Creator:
JIVHemHuang, Fang
Publisher:
Elsevier BV
Host:
Chinese language education in Tanzania has expanded from university-based Confucius Institute programmes into secondary, higher education, and basic education policy spaces. However, this growth has not been matched by systematic resource planning. This article examines how financial, human, material, and institutional resources shape the implementation and sustainability of the curriculum in Chinese language education in Tanzania. Using a documentary policy analysis approach, it synthesises government policy documents, institutional information, empirical studies, and education sector reports published between 2013 and 2026. The analysis reveals a supply-demand asymmetry: learner interest and policy recognition are increasing, while locally trained teachers, adapted materials, sustainable financing, assessment capacity and institutionalised quality assurance remain limited. The article argues that Chinese language education may become unevenly implemented and externally dependent unless resource allocation is aligned with curriculum expansion. It recommends phased teacher development, locally adapted materials, stronger data systems, diversified financing, and fuller institutional integration.

Visit

doi.org

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