Schools2030 Tanzania
Schools2030 in Tanzania operates in Dar Es Salaam and in the region of Lindi. In 2023 it expanded into 25 sites in Zanzibar to pilot the Play, Pluralism, Planet initiative.
Tanzania is an East African country famous for its wildlife reserves, tropical coastline and Mount Kilmanjaro. Tanzania is a pluralistic and diverse country, home to over 100 ethnic groups and languages.
Tanzania’s education system has for several years been directed by the Education Sector Development Plan (ESDP) (2016/17 – 2020/21). The ESDP sets out a series of priorities, in particular, a commitment to providing twelve years of free and compulsory Basic Education and progressive expansion of Technical and Vocational Education and Training to provide Tanzania with an enhanced pool of skilled human resources. The ESDP also focuses on ensuring equitable access to education and training for all, including the most disadvantaged and enhanced effort on improving the quality of education at all levels.
In 2019, Tanzania recorded a total of 11.2 million pupils enrolled in primary and secondary education. Of these pupils, about 9.3 million (83%) were in primary education. Total enrolment in secondary schools was 2.3 million.
Our Team in Tanzania
Shaibu Mandova Athumani
Schools2030 National Coordinator
Gega Bujeje
Project Officer, Education
Mapunda Kawanga
Foundations for Learning Manager
Halima Komolanya
Gender Coordninator
Shabani Samata
Project Coordinator, Teaching and Learning
Kaliba Songo
Monitoring and Evaluation Officer
Helena Fivawo
Project Officer, Education
Venance Matei
Project Officer, Education
Agnes Nkuba
Project Officer, Education
Emily Tusiime
Regional Assessment Coordinator
Rupert Corbishley
Regional Education Advisor
ASSESS
Tanzania was the first Schools2030 country to determine their five focal domains in early 2021. 
As with every country, this was done alongside 
multiple stakeholders and the National Advisory Committee who could advise on curricular 
educational priorities. The Tanzania team were then able to provide valuable feedback to the 
other teams
Based on the domains, the team were also able to develop the first suite of rapid assessment tools with Schools2030’s Global Assessment Partner, Oxford MeasurEd and support from Emily Tusiime, AKF East Africa’s Regional Assessment Advisor. These tools comprised a set of teacher reflection and observation exercises, to inform qualitative assessments of non-academic proficiencies. The team have also successfully adapted Save the Children’s IDELA tool (with support from Save) for the pre-primary age group, available below. The ISELA tool will follow soon.
Access examples of assessment tools
from across our programme countries.
All these tools are available free to download below and will continue 
to be refined and iterated to ensure robust psychometric validity.
INNOVATE
Over 200 teachers and youth partners have undertaken HCD training in three two-day sprints that captured the ten phases of the process. Innovations from these 100 learning sites were designed which reflected the challenges identified through the assessments and these are now being implemented at school-level where their efficacy for 
improving student outcomes will be tracked and evaluated.
Although the majority of innovations designed focus on 
core academic competencies such as literacy and numeracy, 
all of them also incorporated social-emotional and 21st century skill development such as critical thinking, civic engagement, communication and problem-solving. All were designed for 
learner-centredness and have strong components of playful 
and participatory learning – see below for some examples. There are early signs that these innovations are proving effective – teachers have observed that after only a few 
months of implementation, students’ attention, interaction, 
and confidence seemed to be increasing.
Any innovations that are proven to be successful will be considered for incubation and sacle, as well as implemented into AKF’s wider education programmes in the area, including the Foundations for 
Learning (F4L) programme, which spans the East Africa region.
Schools2030 in Zanzibar is piloting AKF’s new initiative Play, Pluralism and the Planet. PPP will leverage the Three-Step Model (Assess, Innovate, Showcase) to catalyse new teacher-driven solutions for the climate. The pilot will incubate 
school-led innovations around some of the subjects taught 
in secondary school such as micro-forestry, rainwater 
harvesting or soil factory. This will be supported by AKF experts in climate and environment. Innovations with proven success 
can then be scaled initially to mainland Tanzania and beyond.
DESIGNED BY: Toangoma Preprimary
TO IMPROVE: Literacy, Numeracy, Problem-Solving
AGE GROUP: 5+
The ‘T – learning model’ is Wooden T-shaped model which have the space at the top to allow the insertion of letter or number card to help pre- primary pupils to read and master 3Rs. Children will be able to pick a consonant or vowel, read them in front of the class and insert cards to the T-learning model. The competitive style aims to motivate students in a playfulway to learn and better understand better letters, and numbers.
The Garden of Words and Numbers
DESIGNED BY: Majimatitu Preprimary School
TO IMPROVE: Literacy, Numeracy, Critical Thinking
AGE GROUP: 5+
This garden will be made of different materials such as artificial glasses, trees, fruits. The tree branches will be pinned with cards of letters, syllables, numbers. Students will have the opportunity to visit the garden with teachers and allowed to pick some fruit, naming and chose any letter card which symbolize the name of that fruit. Students will be able to identify letters, numbers, syllables and form a word.Â
DESIGNED BY: Several schools across the region
TO IMPROVE: Climate awareness, collaboration, science, respect for the environment
AGE GROUP: 15+
The microforests are small planted forests (between 100 and 10,000 square metres) that support increased biodiversity, green space and tree density. This helps with carbon capture and prevents environmental degradation.Â
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By planting the trees themselves, the students take ownership of their environment and learn about botany and other scientific principles.
Download our HCD Tools for Tanzania to start 
creating education innovations in your school.
Schools2030 Human-Centred Design Toolkit
Full version
Schools2030 Human-Centred Design Toolkit
Sprint version
Schools2030 Human-Centred Design Facilitator Guide
Schools2030 Human-Centred Design School Leader Guide
SHOWCASE
Coming Soon
NEWS
partners
National Advisory Committee
Organisations
President’s Office, Regional Administration and Local 
Government (PO-RALG)
Ministry of Education, Science 
and Technology (MoEST)
Tanzania Institute of Education (TIE)
Aga Khan University, Institute for 
Education Development (AKU – IED)
Swedish International 
Development Agency (SIDA)
Children In Crossfire (CIC)
Mwananchi Communication Limited
BRAC International
Tanzania Early Childhood 
Development Network (TECDEN)
Madrasa Early Childhood 
Development Zanzibar (MECPZ)
Tanzania Eduaction 
Network (TEN/MET)
Shule Direct
Organisation for Community Development (OCODE)
AKFEA
AKFT
Country Assessment Partners, Evaluation Partners and Learning Partners
