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Thu Mar 12 2026
The Education Act of 1978 is a foundational law that regulates the education system in Tanzania, establishing how schools are governed, managed, and supervised across the country. Introduced during the leadership of Julius Nyerere, the Act was influenced by the philosophy of Education for Self-Reliance, which aimed to make education relevant to national development by promoting practical skills, equality, and community participation. The law made primary education compulsory, empowered the government and local authorities to oversee education standards, and set guidelines for school administration, teacher management, and student discipline.
Although it played an important role in expanding access to education for decades, many stakeholders today argue that the Act needs reforms to reflect modern realities such as digital learning, inclusive education, and skills development for a rapidly changing world.
Education stakeholders convened in Dar es Salaam on 13th February 2026, for an important consultation meeting on the validation of the Education Act of 1978, organized by Tanzania Education Network/Mtandao wa Elimu Tanzania(TEN/MET). Tai took part in the meeting represented by the Communication and Partnerships Lead, Dativa Mahanyu contributing to discussions that aim to strengthen an inclusive and forward-looking education system. The meeting brought together government representatives, civil society organizations, education practitioners, and development partners to discuss how Tanzania’s education systems can be improved.
In her opening remarks Martha Makala who is the National Coordinator for TEN/MET emphasized that the review of the Education Act of 1978 should carefully consider several key priorities. These include establishing a Re-entry Policy in law to ensure that students who drop out of school for various reasons have a clear pathway to return and continue their education, and abolishing corporal punishment in schools to create safer learning environments. She also highlighted the importance of ensuring 10 years of compulsory education, while addressing contradictions with other laws such as the Law of Marriage Act 1971, which still allows girls under the age of 18 to be married.
In addition, she called for the expansion of fee-free education up to advanced secondary level (Form Six) and greater investment in teachers. She particularly commended the establishment of the Teachers Professional Board, noting that once fully anchored in law, it could significantly strengthen professionalism and improve the quality of teaching across Tanzania.
During the meeting, the Deputy Minister for Education, Science and Technology, Wanu Hafidh Ameir,who was also the Guest of honor expressed government’s commitment to gathering views from a wide range of education stakeholders. She highlighted that these consultations are crucial to ensuring that Tanzania’s curriculum reflects the realities of science, technology, innovation, and the changing labour market.
Quote She said;
“The government is listening to the views of education stakeholders so that we can have a curriculum that meets both current and future needs".
According to the Deputy Minister, strengthening the curriculum is essential to improving the quality of education and equipping young people with the knowledge and practical skills required to succeed in modern workplaces. She also reiterated that education remains a key pillar of national development and called on parents, teachers, research institutions, and civil society organizations to collaborate closely with the ministry in shaping meaningful reforms.
The review of the Education Act of 1978 presents a critical opportunity for Tanzania to rethink how education prepares young people for the future. In a world shaped by rapid technological change, climate challenges, and an evolving job market, education must go beyond traditional classroom learning and equip students with critical thinking, digital skills, creativity, and the ability to solve real-life problems.
During the discussions, stakeholders raised other several important issues that affect students’ wellbeing and access to education, including the continued use of corporal punishment in schools, the importance of school feeding programs to support learning, and the impact of child marriage on girls’ education. The conversation also highlighted the need for stronger re-entry programs that allow students who have dropped out due to various challenges to return and continue their education, as well as strengthening early childhood education as a foundation for lifelong learning.
For Tai, these conversations are especially important. Through our programs in schools and communities, we works directly with adolescents to build awareness around issues such as climate adaptations, sexual reproductive health right, public health, disability inclusion, and digital literacy. By using storytelling, creative media, and youth engagement initiatives, Tai helps young people connect classroom knowledge with real-life challenges in their communities.
For instance, through Tai Academy, we aim to create opportunities for students to actively interact with technology and access educational content digitally. The program introduces learners to engaging digital materials that combine education with social awareness, including 3D animations, comic books, and radio dramas designed to influence positive social and behavioral change. These creative tools help students better understand important topics that are part of the school curriculum taught in class, as well as those that create awareness on issues such as climate action, health, and inclusion in ways that are relatable and easy to grasp. By embedding these initiatives within schools in Tanzania, Tai Academy helps simplify the learning process for both students and teachers, making education more interactive, accessible, and relevant to the realities young people face today while strengthening digital literacy in the classroom.
Experiences from these programs consistently demonstrate that young people benefit most when education is interactive, practical, and responsive to societal needs. This is why policy dialogues like the Education Act review are crucial since they provide a platform where insights from community-based work can inform national education reforms.
As Tanzania continues reviewing the Education Act, collaboration between government, civil society organizations, educators, and communities is essential. Inclusive consultations ensure that reforms reflect the experiences of those working directly with young people and understand the skills they need to thrive in today’s world.
Participating in these discussions reinforces its commitment to supporting an education system that not only imparts knowledge but also empowers young people to become innovators, problem-solvers, and active contributors to sustainable development.
By aligning policy reforms with real-world educational experiences, Tanzania moves closer to building a resilient and future-ready education system for the next generation.
