Implementation of Tanzania’s 2023 Educational Policy and Training as Predictor of the Sustainability of Quality Education
DOI:
https://doi.org/10.33687/ijef.003.04.00159Keywords:
Education Policy, Curriculum implementation, Quality Education, Reform, Institutional CapacityAbstract
Tanzania has made a noticeable progress in improving the quality and relevance of education through the implementation of Tanzania’s 2014 (2023 edition) Educational and Training Policy. The 2023 Educational Policy introduced significant reforms aimed at enhancing access and equity to education, competence-based learning, inclusive education, digital integration, and alignment of education with labor market demands. Despite these progressive intentions, the extent to which policy implementation predicts improvements in quality education outcomes remains underexplored. This study examines the Education and Training Policy of 2014(2023 edition) in Tanzania as predictive influence on the attainment of quality education by assessing on how teacher’s preparedness, institutional capacities and availability of teaching and learning materials integrated with technology can enhance sustainability of quality education. This study is guided by systematic literature review where data collection was done from existing published journal articles and books. The study concluded that effective teacher training, adequate resource allocation, and strong institutional leadership significantly predict improvements in sustainable quality education. It is recommended that infrastructural constraints, limited funding especially to schools with minimum number of students and uneven implementation of ETP of 2023 across schools hinders optimal realization of policy objectives hence it should be worked on to insure policy implementation and its goals’ attainment.
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Copyright (c) 2026 Christine Zegera, Felista Tangi, Georgina Mugisha (Author)
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