Education Systems Diagnostic - Tanzania RISE Tanzania Country Research Team
<p dir="ltr"><i>The RISE Tanzania Systems Diagnostic, a revision of a similar document produced by the </i><i>team in December 2016, provides a detailed description of the basic education system in Tanzania. The </i><i>aims of this document are to: a) analyze the de jure and functional relationships between actors in the </i><i>basic education system; and b) outline the policies and practices that predominate in different domains </i><i>of the education system. By mapping actors’ relationships across different domains and design </i><i>elements of the system in Section II (“Analytical Assessment of the Current System Conditions”), we </i><i>aim to identify the structural factors that drive the outcomes that we observe (for example, learning </i><i>gaps that persist despite progress on basic skills). Section III of the Diagnostic (“Symptomatic </i><i>Characterization of the System”) outlines de jure policies set by the government in different domains </i><i>before describing the current practice in these same areas. In Section III, we also highlight changes in </i><i>education policy and practice since 2016. In other words, we present a high-level, “birds-eye” view of </i><i>the system before zooming in to show: a) contrasts between policy as it is prescribed and policy as it is </i><i>practiced, and b) changes to the de jure and de facto aspects of the system since 2016. Our hope is that </i><i>the analysis presented here will help education stakeholders inside and outside the government, </i><i>understand the features of the basic education system in Tanzania. They can then use this more </i><i>accurate view of the system’s dynamics to identify opportunities for change. We realize that education </i><i>actors understand the system they work in implicitly, but a formal analysis can help those working in </i><i>the system better articulate its dynamics.</i></p>
