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Science Curriculum Reform in Tanzania (2005–2024)

Domaine:

education
Créateur:
JecNas
Éditeur:
Cen
Éditeur:
OSF
Hôte:avatar
This review synthesizes empirical evidence on the effects of Tanzania’s secondary science curriculum reforms (2005–2024) on student learning outcomes, teaching methods, and engagement. Mixed-method evidence will be integrated via narrative/thematic synthesis

Visit

doi.orgosf.io

Tags

Curriculum and Social InquiryCurriculum and InstructionEducationEast AfricaTanzaniascience curriculum

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