Esther Kasanga
Africa-Press – Tanzania. TANZANIA’S ongoing review of the Education Act is being hailed by education stakeholders as a transformative opportunity to modernise the country’s legal framework and strengthen the delivery of quality, inclusive and equitable education in line with current national priorities and global education trends.
The stakeholders’ validation meeting brought together government officials, education experts, civil society organisations and development partners to assess recommendations aimed at improving the law and aligning it with ongoing education reforms.
Participants described the exercise as a crucial step toward ensuring that education legislation keeps pace with social, economic and technological changes shaping the country.
Education stakeholders emphasised that laws governing education must evolve alongside policy reforms to ensure effective implementation.
The current review seeks to align the Education Act with the Education and Training Policy of 2014 (2023 Edition), curriculum improvements and other national frameworks so that policy direction, legislation and practical implementation operate in harmony.
National Coordinator Tanzania Education Network (Ten/ MeT), Ms Martha Makala, commended the government for maintaining close collaboration with stakeholders throughout the reform process, saying inclusive participation strengthens ownership and sustainability of education reforms.
“This review is a historic undertaking because it ensures that education laws reflect ongoing reforms and guarantee quality, inclusive education for all children,” she said, noting that stakeholders have actively contributed through consultations, professional discussions and submission of recommendations based on realities experienced within the education sector.
Established in 1999, the Tanzania Education Network represents 225 organisations working across Mainland Tanzania and Zanzibar.
According to Ms Makala, reviewing the law is necessary to prevent implementation gaps that often arise when policies change, but legal frameworks remain outdated.
She emphasised that the review should address several critical issues to ensure the education system becomes more inclusive and responsive to learners’ needs.
Among the key recommendations presented by the network is the need to legally anchor the Re-entry Policy to enable students who dropped out of school for various reasons, including pregnancy and socio-economic challenges, to return and continue with their education.
Ms Makala also called for the abolition of corporal punishment in schools, arguing that modern education systems must prioritise child protection and promote safe and supportive learning environments.
Another major recommendation involves ensuring that the 10 years of compulsory education are aligned with other existing laws, particularly the Law of Marriage Act of 1972, which allows girls under the age of 18 to marry.
Stakeholders stressed that inconsistencies between laws undermine efforts to keep children, especially girls, in school.
She further proposed extending Fee-Free Education to Advanced Level secondary education (Form Six), saying such a move would expand access to higher levels of learning and reduce inequalities affecting students from low-income families.
Investment in teachers also featured prominently among the recommendations.
Ms Makala commended the government for establishing a Teachers’ Professional Board, noting that once legally recognised, it will strengthen professionalism, accountability and efficiency within the teaching profession.
“TenMeT believes this is a historic opportunity for education stakeholders to contribute to building an inclusive, equitable and high-quality education system for all children,” she said.
Education experts at the meeting explained that without updated legislation, reforms such as competency-based curriculum implementation, inclusive education initiatives and strengthened quality assurance systems cannot achieve their intended results.
A revised Education Act is therefore expected to enhance accountability and improve coordination among institutions responsible for managing education services.
Deputy Minister for Education, Science and Technology, Ms Wanu Hafidh Ameir, said the government is continuing with efforts to improve the Education Act to ensure alignment with the Education and Training Policy of 2014 (2023 Edition) and ongoing curriculum reforms.
Speaking in Dar es Salaam recently while representing the Minister for Education, Science and Technology, Prof Adolf Mkenda, at the stakeholders’ meeting convened to provide input into the review of the Education Act, Chapter 353, she said implementation of the revised policy covers all levels of education and training.
She explained that, alongside reviewing the Education Act and other laws governing institutions under the Ministry, the government is also assessing institutional structures under its jurisdiction to enhance efficiency and effectiveness in implementing education reforms.
“We will all agree that having the Education and Training Policy of 2014, 2023 Edition is one thing, but its implementation requires various enabling instruments. One of those instruments is an improved Education Act. We therefore thank you for continuing to provide your views to help improve our education law,” she said.
Ms Ameir added that stakeholders remain a key pillar in education development, as their recommendations help identify real challenges affecting service delivery and guide reforms aimed at improving education quality nationwide.
She noted that the Sixth Phase Government has prioritised strengthening legal and institutional systems to ensure education reforms achieve meaningful outcomes.
Chairperson of the Education Act Review Committee, Prof Saudin Mwakaje, said the participatory review process involved collecting views from stakeholders at different levels, conducting professional dialogues and analysing challenges experienced under the current law.
He explained that the goal is to build an education system capable of delivering quality basic education to all Tanzanians while strengthening human capital development and supporting social and economic transformation.
Education, he said, remains a fundamental tool for enabling citizens to participate fully in national development while preserving cultural and environmental values.
Key issues raised during consultations included strengthening supervision and accountability mechanisms, improving teaching and learning environments through better infrastructure and human resources, and promoting inclusive education to ensure no child is left behind.
Stakeholders also called for effective systems to monitor education quality and clearer institutional mandates to enhance efficiency across the sector.
Participants further stressed that the revised law must recognise ongoing social, economic and technological changes.
Integrating digital learning, innovation and skills development into the legal framework was highlighted as essential for preparing students to meet labour market demands and contribute to national economic growth.
Experts believe that reviewing the Education Act will help bridge the gap between policy intentions and implementation, ensuring reforms translate into measurable improvements for students, teachers and communities.
As Tanzania continues to invest in education as a driver of national development, stakeholders remain optimistic that the revised Education Act will provide a strong legal foundation for inclusive, equitable and high-quality education, ultimately preparing future generations to contribute meaningfully to the country’s growth and prosperity.
Source: Daily News – Tanzania Standard Newspapers
