For the past two decades, parents, the Government, the private sector and civil society organisations have been complaining over the decline in the quality of education in Tanzania. ere are two criteria that are used to measure the quality of education. Firstly, scholars analyse student pass rates on basic skills such as literacy, and numeracy (addition and subtraction). Secondly, scholars also analyse the students’ ability to secure employment and use the knowledge they got from school to cope with exiting challenges. It is these theories that guide many individuals’ expectations when they enroll their children in school. However, what underlies the provision of quality education is the quality of the curriculum as well as the quality of means, strategies and methdologies to implement the curriculum. If the curriculum is poor, the quality of education being provided shall also be poor. Even the teachers who implement the curriculum will nd it hard to translate it into the reality on the ground so as to live up to the expectations of the people. It was the desire to understand the state of the curriculum in Tanzania and its relation to provision of quality education that drove HakiElimu to undertake a major research on the relationship between the quality of the curriculum and provision of quality education in 2010.
Provision of quality education is essential for spearheading socio-economic development. Indeed, many writers have observed that quality education is the most effective way to shape the values, attitudes, behaviors and skills which are important for individuals to function productively in an integrated society. The third committee of the 61st UN General Assembly (GA/SHC/3847) highlighted the importance of quality education in achieving social development, noting that quality education is critical to successful democracy and employment. Similarly, the Tanzania Development Vision 2025 notes that quality education is important if the country is to respond effectively to the development challenges it is faced with.
Tanzania is committed to providing basic education for all. In collaboration with various education stakeholders, the government seeks to ensure that all school-aged children attend and complete their primary education successfully. Among others the initiatives include implementation of fee free basic education, curriculum reforms, and teacher training. The implementation of curriculum fee free basic education, for example, has contributed to the massive increase of school-age children enrollment.