In 2015, a new curriculum for Primary education which is competency based and includes rubrics for student performance, was rolled out by Tanzania’s Ministry of Education, Science and Technology with support from GPE.
Implementing the new curriculum was a great achievement as it entailed a transformative shift in the teaching process from the content-based to competency-based approach. However, the new curriculum also presented a serious challenge for most in-service teachers, as they had not learned the use of competencies in their training and found themselves struggling.
When Tanzania accessed the second literacy and numeracy education support grant (GPE-LANES II) of US$112.5 million for 2019-2023, the Ministry of Education, Science and Technology included continuous professional development for teachers as a key component.
The goal was to set the foundation for sustainable and continuous professional development for in-service teachers to keep them abreast of new developments in teaching approaches.
In Tanzania, teachers had limited opportunities for their continuous professional development after they had graduated. When teachers can regularly improve their skills, they’re better equipped to boost students’ learning.