Implementation of the 2014 Education and Training Policy in Public Primary Schools of Tanzania: A study of Curriculum, Infrastructure, and Teaching and Learning Materials.

The study focused on the implementation of the 2014 Education and Training Policy in public primary schools in Tanzania, and emphasised school structure, curriculum, infrastructure, teaching and learning materials, and the language of instruction. The study’s general motivation was to examine the extent to which the policy goals are put into practice in public primary schools and the obstacles encountered in effectively implementing the policy. A descriptive survey research design, combining qualitative (QQ) and quantitative (QQ) approaches, was used to gather comprehensive data from the selected schools. The study was conducted among head teachers, teachers and students in the selected regions of the public primary schools in Tanzania. The methods used in collecting data were questionnaires, interviews, observation, and document analysis. The data were analysed descriptively for quantitative data (frequency and percentage) and thematically for the qualitative data. The results showed moderate progress in some aspects of the policy implementation. The restructuring of primary education and introduction of curriculum reforms helped to improve access to education and expand pupils' learning opportunities. But there were problems found when implementing it. Many schools were found to have inadequate infrastructure, including a low number of classrooms, libraries, laboratories, desks and sanitation facilities. The study also revealed that a few teaching and learning materials negatively affeted the classroom instruction and participation of the learners. Moreover, Kiswahili remained the dominant medium of instruction in primary schools, but issues of transition to English in post-primary education remained an issue of concern to teachers and students. The results also showed differences between urban and rural schools in resources and the effectiveness of implementation. The study findings have revealed that the 2014 Education and Training Policy has had positive impact in public primary education in Tanzania but the implementation of the policy in the schools in Tanzania is hindered by the lack of government support, inadequate infrastructure, instructional materials, teacher capacity building and frequent monitoring and evaluation of the policy.