Pamoja na kuwa nchi yetu imepita katika awamu 5 za utawala wa kisiasa bado changamoto katika sekta ya elimu ni nyingi. Hali ya watoto kutojua kusoma na kuandika nchini,matokeo yasiyoridhisha katika mitihani ya darasa la saba na kidato cha nne na walimu kukosa hamasa ya ufundishaji, ni baadhiya ishara za kutokuwa na mazingira bora ya utoaji wa elimu nchini na kutotimizwa kwa wakati kwa baadhi ya ahadi za serikali katika elimu. Ripoti ya UWEZO, 2015, inaonesha kuwa baadhi ya watoto wa darasa la saba hawawezi kufanya majaribio ya darasa la Pili na wanafunzi wanne kati ya kumi (44%) hawawezi kusoma hadithi ya Kiingereza ya kiwango cha darasa la pili.
This report follows up on a study concducted in 2004 and published in 2005 by HakiElimu,Research on Poverty Alleviation(REPORT),and the Legal and Human Rights Center(LHRC).The main purpose of this study was to establish whether there have been some improvement in the level of public infornmation accessibility two years after the similar study,the findings of which were not impressive .In addition,this study sought to establish the main actors which determine the level of responsiveness by selected institutions.
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.