Na Mwandishi Wetu.
Dar es Salaam, Septemba 3, 2026: Kazi 294 zimefuzu kuingia hatua ya kupigiwa kura na wananchi katika msimu wa pili wa Tuzo za Samia Kalamu Awards (SKA 2026).
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Serikali imeweka mkazo katika kutafuta suluhisho la changamoto ya wanafunzi kuacha shule, hususan wavulana, baada ya kubainika kuwa ongezeko la utoro linaweza kuwa kikwazo katika utekelezaji wa mageuzi ya elimu nchini.
Waziri wa Elimu, Sayansi na Teknolojia, Prof. Adolf Mkenda, amesema hayo Septemba 03, 2026, Jiji Dodoma alipokutana na Mwakilishi Mkazi wa Shirika la Umoja wa Mataifa la Kuhudumia Watoto (UNICEF), Elke Wisch.
Prof. Mkenda amebainisha kuwa pamoja na juhudi zinazofanyika kuboresha elimu, changamoto ya watoto kuacha shule inahitaji juhudi za pamoja, kwani makadirio ya serikali ya wanafunzi watakaoendelea na elimu yanaweza kuathiriwa iwapo tatizo hilo halitadhibitiwa.
Amesema serikali inaendelea kuweka mikakati ya kuzuia utoro, ikiwemo kuimarisha utekelezaji wa mwongozo wa wanafunzi waliokatisha masomo kurejea shule na kushughulikia changamoto zinazowakabili watoto hao katika maeneo mbalimbali.
Prof. Mkenda amesisitiza kuwa utekelezaji wa mageuzi ya elimu hauishii katika kuandaa sera na mipango pekee, bali unahitaji ushirikiano wa karibu na wadau katika kutatua changamoto halisi zinazowazuia watoto kuendelea na masomo.
Aidha, ameiomba UNICEF kuendelea kushirikiana na serikali katika kupunguza utoro, kusaidia wanafunzi waliokatisha masomo kurejea shuleni na kuimarisha fursa za watoto kupata elimu.
Kwa upande wake, Katibu Mkuu wa Wizara hiyo, Prof. Carolyne Nombo, amesema kuwa serikali inaendelea kuimarisha Mafunzo Endelevu ya Kitaaluma kwa Walimu ili kuwa na mbinu mpya za ufundishaji na zinazoshirikisha wanafunzi kikamilifu katika mchakato wa ujifunzaji.
Mwakilishi wa UNICEF, Elke Wisch, ameipongeza seikali ya Tanzania kwa hatua kubwa inayopiga katika utekelezaji wamageuzi ya sekta ya elimu, akisisitiza kuwa mageuzi hayo ni msingi wa kufanikisha Dira ya Taifa ya Maendeleo 2050 na kuandaa kizazi kitakachoweza kuendesha uchumi wa kisasa.
ARUSHA — Teachers from Arusha City and Arusha District are strengthening their digital competencies through ongoing ICT training, gaining practical experience in using digital tools and educational resources that can support teaching, learning and access to knowledge in Tanzania’s changing education environment.
The training, being conducted as part of efforts to strengthen teachers’ capacity in digital education, has provided participants with opportunities to move beyond theoretical understanding and gain hands-on experience with digital platforms that can be applied in real school environments.
On the third day of the training, one of the key sessions focused on the Open Public School (OPS) platform (https://opschool.tie.go.tz/). This is one of the platforms developed by the Tanzania Institute of Education (TIE) to provide teaching resources for school teachers. It was demonstrated by Mr. Jonas Meyan from Monduli Teachers College.
The practical session introduced teachers to the structure, functions and educational potential of the platform, while demonstrating how digital technology can complement classroom-based teaching and learning.
Bringing the School Environment Closer Through Technology
During the session, Mr. Meyan guided teachers through the Open Public School platform, placing particular emphasis on helping beginners understand how the digital environment works and how they can navigate it with confidence.
The platform provides an online learning environment where learners can access educational content and engage with interactive learning resources. These resources can be presented in different digital formats, including images, videos, 3D content and animations, covering primary and secondary education.
Rather than encouraging teachers to simply memorise technical procedures, Mr. Meyan emphasised the importance of understanding the educational purpose behind the technology.
For teachers, the critical question is therefore not simply, “How do I use this platform?” but also, “How can I use it to support my learners?”
That distinction is increasingly important in modern education because technology becomes meaningful when it is connected to a clear teaching and learning objective.
A Practical Journey for Beginners
The training took teachers through the process of accessing the Open Public School environment through the Tanzania Institute of Education (TIE) platform.
Participants were guided on how to access the service, select the appropriate language and education level, and begin exploring the digital learning environment.
They were also introduced to the process of creating an account and selecting the appropriate User Type, including Teacher or Student, enabling users to enter the digital environment according to their respective roles.
For teachers encountering an online learning platform for the first time, such practical guidance can make the transition into digital learning more accessible and less intimidating.
The approach also demonstrates that digital competence does not necessarily begin with advanced technical knowledge. It begins with understanding the purpose of a tool, learning how to access it and gradually building confidence through practice.
From the Physical Classroom to a Digital Learning Environment
The significance of the Open Public School platform goes beyond providing another source of educational content.
It introduces teachers and learners to a digital learning environment that can extend aspects of education beyond the physical classroom.
Through such an environment, learners can encounter educational resources in digital formats, while teachers can explore new ways of supporting learning and connecting classroom instruction with technology.
This is particularly relevant in an education system that is increasingly emphasising learner participation, practical competencies and the ability to apply knowledge.
The objective is not to replace the teacher or the physical classroom.
Instead, digital platforms can complement classroom instruction by providing additional opportunities for learners to access educational content and engage with learning activities.
Why Digital Competence Matters in Tanzania’s Education Transformation
The training comes at an important time as Tanzania continues to strengthen its education system and equip teachers with competencies needed for an increasingly digital learning environment.
The revised ICT Competency Standards for Teachers in Tanzania place emphasis on the effective integration of ICT into teaching and learning activities, including pedagogy, curriculum delivery, assessment and classroom management.
This makes practical training such as the session conducted in Arusha particularly relevant.
Teachers cannot be expected to integrate technology effectively simply because digital platforms or devices are available. They need opportunities to understand, practise and apply these tools in ways that respond to actual educational needs.
The training therefore connects an important element of education transformation — teacher capacity-building — with the practical use of digital technology.
Supporting the New Direction of the Curriculum
The importance of digital learning becomes even clearer within the context of Tanzania’s changing curriculum environment.
The current direction of education places greater emphasis on developing learners’ competencies, encouraging participation, strengthening practical learning and preparing students with skills relevant to a changing world.
This requires teachers to adopt approaches that enable learners to do more than memorise information.
Learners need opportunities to explore, analyse, communicate, solve problems, apply knowledge and develop confidence in using technology.
Digital learning platforms can support this process by providing additional resources and environments in which learners can interact with educational content.
For teachers, the challenge is therefore to understand how digital tools can be connected to curriculum objectives and used to strengthen the overall learning experience.
This is why the training in Arusha represents more than an ICT lesson. It forms part of the broader process of preparing teachers to work effectively within a changing education environment.
Mr. Meyan’s Practical Approach
Mr. Meyan’s session placed strong emphasis on learning through practice.
Instead of limiting the session to theoretical explanations, participants were guided through the platform and given opportunities to understand its structure, functions and possible applications.
This approach is particularly important for teachers who may not yet feel confident using digital learning systems.
By learning step by step, teachers can gradually develop the confidence to explore digital resources and consider how these resources can be incorporated into their professional practice.
The training also reinforces an important principle: teachers do not have to know everything about technology before they begin using it.
They need to start, practise, ask questions and continue learning.
Digital Learning and the Role of the Teacher
As education becomes increasingly connected to technology, the role of the teacher remains central.
Technology can provide platforms, resources and learning opportunities, but teachers provide the pedagogical direction that makes those resources meaningful.
A teacher who understands how to use digital tools can guide learners towards appropriate content, encourage active participation and connect digital resources with classroom objectives.
This is particularly important in a competence-oriented learning environment, where students are expected to apply what they learn rather than simply remember information.
Digital platforms can therefore become valuable when teachers use them intentionally as part of a broader teaching strategy.
What the Experience Means for Students
For students, the availability of an online school environment can create additional opportunities to engage with educational resources.
Instead of relying exclusively on the physical classroom, learners can have access to digital materials that support their understanding of different subjects.
The interactive nature of digital resources can also create opportunities for students to engage with content through visual and multimedia formats.
However, the educational value of these resources ultimately depends on how effectively they are integrated into learning.
This is why empowering teachers is just as important as providing digital platforms.
Building a Digitally Confident Teaching Workforce
The third day of training has therefore highlighted a central requirement for successful digital transformation in education: technology must be accompanied by human capacity.
Schools may have access to digital resources, but teachers need the confidence and skills to turn those resources into meaningful learning experiences.
The practical exposure provided during the training gives teachers an opportunity to develop that confidence.
It also creates space for teachers to see technology not as something complicated or separate from their professional responsibilities, but as a set of tools that can support their existing work.
The training is also consistent with the professional development direction of the Tanzania Institute of Education, whose resources include areas related to digital teaching and learning platforms, ICT-supported assessment, open educational resources, virtual classrooms and the use of ICT to support curriculum goals.
UNESCO and TIE: Strengthening Teachers’ Capacity to Use Educational Resources
The training further demonstrates the importance of collaboration and professional development in advancing digital education.
Within the training, UNESCO and TIE place emphasis on strengthening teachers’ ability to understand and make purposeful use of digital educational resources.
An important component of this effort is Module 6: Open Educational Resources (OER).
The module underscores the importance of teachers becoming familiar with educational resources that are openly available and understanding how such resources can be accessed, evaluated and used appropriately to support teaching and learning.
This means that digital competence is not limited to knowing how to operate a platform.
A digitally competent teacher should also be able to identify useful educational resources, determine whether they are appropriate for a particular lesson or group of learners, and connect them with curriculum objectives.
The Open Public School experience therefore provides a practical example of how teachers can begin developing these competencies.
Through platforms and resources of this nature, teachers can expand their understanding of the digital learning environment while exploring ways of using technology to improve classroom practice.
Connecting Module 6 with the New Curriculum
The emphasis on Module 6: Open Educational Resources is particularly significant in the context of Tanzania’s evolving curriculum.
As education increasingly focuses on competencies, practical learning, learner participation and the application of knowledge, teachers require access to a wider range of educational resources.
OER can contribute to this process by giving teachers opportunities to discover and use educational materials that can enrich lessons and provide learners with additional ways of engaging with knowledge.
However, the availability of resources alone is not enough.
Teachers need the professional capacity to select resources carefully and use them in ways that support learning objectives.
This is why the combination of ICT training, digital platforms and professional development modules is important.
It moves the conversation from simply having technology to understanding how technology and educational resources can be used purposefully.
A Step Towards More Meaningful Digital Education
The third day of the ICT training in Arusha therefore represents more than an introduction to the Open Public School App.
It represents an opportunity for teachers to understand how digital technology, educational resources and professional competencies can be connected to the wider transformation taking place in Tanzania’s education system.
Through the practical guidance provided by Mr. Jonas Meyan from Monduli Teachers College, participants were able to explore an online learning environment and consider how such tools can support both teachers and students.
The experience also reinforces the importance of the professional development framework promoted through TIE, including the focus on Module 6: Open Educational Resources, which strengthens teachers’ understanding of how educational resources can be accessed and used to support teaching and learning.
The lesson emerging from the training is clear: digital transformation is not simply about having technology; it is about having teachers who know how to use technology and educational resources purposefully.
As Tanzania continues to strengthen its education system and implement a curriculum that places greater emphasis on competencies and practical learning, the ability of teachers to integrate appropriate digital tools and resources into teaching will remain an important part of preparing learners for a knowledge-based and technologically driven society.
For teachers who are still new to digital learning platforms, the message is simple: start where you are, learn step by step, explore available resources and use technology with a clear educational purpose.
The Open Public School App provides one practical example of how digital learning can bring educational resources closer to teachers and students, while the emphasis on Module 6: Open Educational Resources reinforces the broader goal of building a more connected, confident and digitally capable teaching workforce.
Ultimately, the success of digital education will depend not only on the availability of platforms and technologies, but on teachers who understand what resources are available, where to find them, how to evaluate them and how to use them effectively to improve learning.
ARUSHA — what began as a practical introduction to digital teaching tools during a UNESCO-supported training has left teachers in Arusha seeing classroom assessment in a new way, with Kahoot emerging as one of the tools that has generated the strongest enthusiasm among participants.
During the morning recap session, teachers reflected on their first-day learning experience, highlighting how hands-on exposure to Kahoot and Google Forms had demonstrated practical ways technology can support teaching, assessment and learner participation.
For the teachers, the significance of Kahoot was not simply in learning how to operate another digital application. Its appeal came from the possibility of turning routine classroom exercises and assessment into a more interactive experience, while helping teachers quickly check whether learners understand what is being taught.
One of the participants, Innocent Mshomba Karaine, a teacher from Mrisho Gambo Secondary School, said the training had given him a new understanding of how technology could simplify some of the tasks involved in preparing classroom exercises and assessing learners.
He said Kahoot had taught him a simple and faster way of preparing questions and exercises, as well as assessing learners’ understanding during the teaching process.
“I have learned how to prepare exercises easily and quickly, assess learners’ understanding and make teaching more interactive through games. This can attract learners and encourage them to participate fully,” he said.
For Mr Karaine, the experience demonstrated that technology can be used positively to support the teacher rather than replace the teacher. He therefore encouraged fellow educators to embrace digital tools and explore their potential in improving teaching and learning.
The excitement was similarly evident among other participants.
Zakia Mohamed Y. Hussein, a teacher from Ngarenaro Secondary School, described her experience with Kahoot as one of the most exciting parts of the training.
Although she had gained knowledge from different sessions, Ms Hussein said the practical experience with Kahoot particularly impressed her because of its potential to change the way teachers prepare and conduct classroom assessments.
She said the experience had made her reconsider her dependence on paper-based preparation of tests and exercises, and that she was now looking forward to using Kahoot with her students to make lessons more enjoyable and participatory.
“I want to go further with digital teaching because it will help me in my teaching, make learning easier for my students and reduce my workload. I am happy to have discovered an approach that can simplify both teaching and learning,” she said.
Her reflection points to one of the central attractions of digital teaching tools: making the teacher’s work more manageable while creating opportunities for learners to participate more actively.
The teachers’ responses during the morning recap offered an early indication of how practical digital training can influence teachers’ perceptions of technology. Instead of encountering digital tools only as concepts, participants were able to use them and reflect on how they could fit into their own classroom practices.
Kahoot, in particular, provided a practical demonstration of how a familiar classroom activity—asking questions and checking learners’ understanding—can be redesigned through an interactive digital format.
As the training entered its second day, the enthusiasm generated by the first day’s practical sessions provided momentum for teachers to continue exploring digital approaches that can support more engaging, responsive and learner-centred teaching.
For the participating teachers, the message emerging from the experience was clear: digital technology is not simply about putting technology into the classroom; it is about finding better ways to teach, assess, engage learners and make the work of the teacher more effective.
ARUSHA: School records are more than administrative documents; when properly collected, managed and analysed, they provide essential evidence for understanding learners’ progress, strengthening accountability and making informed decisions to improve the quality of education.
This was among the key messages delivered by Madam Phorosia Makhanda, Curriculum Developer – ICT at the Tanzania Institute of Education (TIE), during the morning recap of the digital education training being conducted in Arusha.
Madam Makhanda challenged teachers to reflect on the amount of data they generate through their daily work and, more importantly, how that information can be transformed into useful evidence for improving teaching and learning.
She asked teachers, particularly academic leaders, to identify the types of information routinely collected in their schools. The discussion revealed that schools maintain a wide range of records, including student registration information, examination results, Continuous Assessment records, administrative records, financial information and records relating to school infrastructure and development.
For classroom teachers, she noted, data collection is already part of their daily professional responsibilities.
Teachers explained that they monitor the number of learners in their classes and use Continuous Assessment to track learners’ performance from the beginning of the learning process. The resulting information can be organised in tables and presented through charts, enabling teachers to identify patterns, compare performance and understand areas where learners may require additional support
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Madam Makhanda emphasised that the real value of school data is not simply in collecting it, but in using it to understand what is happening and determine what action should follow.
A single examination result, for example, provides information about performance at one particular point in time. Consistently maintained assessment records, however, can reveal a learner’s learning journey—whether performance is improving, declining or remaining unchanged
This makes record keeping an important part of identifying learning growth and responding to learners’ needs before challenges become more difficult to address.
RECORDS AS EVIDENCE FOR ACCOUNTABILITY
Madam Makhanda further highlighted the role of reliable records in strengthening accountability across the education system.
She explained that school records provide evidence of activities and decisions undertaken by schools. This can be particularly important in areas such as school infrastructure and classroom construction, where records can help stakeholders establish what was planned, what has been implemented and whether development activities are progressing as expected.
The same principle applies to teaching and learning.
Records of assessment, lesson planning, learner participation and academic progress can help teachers and school leaders establish whether teaching interventions are producing the expected results.
She also emphasised the importance of maintaining accurate student, financial and administrative records, noting that such information needs to be properly managed and safeguarded because it supports institutional accountability and informed decision-making.
For Madam Makhanda, therefore, effective record keeping is not simply about fulfilling an administrative requirement. It is about creating a reliable evidence base from which schools can understand their performance and determine where improvement is needed.
MOVING FROM MANUAL RECORDS TO DIGITAL SYSTEMS
The discussion also examined the changing nature of record management in a rapidly digitising world.
Madam Makhanda noted that technologies such as fingerprint and facial-recognition systems demonstrate how digital technologies are increasingly being used to simplify identification, data collection and information management.
In education, she explained, appropriate digital tools can similarly reduce the workload associated with maintaining school records. Tasks that previously required extensive manual documentation can increasingly be organised, stored, retrieved and analysed digitally.
She noted that teachers have traditionally spent significant time preparing and maintaining lesson plans and other teaching records manually. As education moves towards digital systems, these processes can become more efficient, allowing teachers to spend more time focusing on teaching and supporting learners.
However, the transition to digital record keeping does not mean that physical records will immediately disappear.
Madam Makhanda highlighted the practical needs of School Quality Assurance Officers and other officials responsible for monitoring and assuring the quality of schools, who may at times require records in hard-copy form during their work.
Digital systems should therefore support both efficient electronic record management and the ability to retrieve, verify and, where required, produce accurate hard copies of authorised records.
This is particularly important for accountability because records must not only exist; they must be accurate, accessible, reliable and usable when legitimate education management or quality assurance processes require them.
SMALL RECORDS CAN REVEAL BIG LEARNING TRENDS
Madam Makhanda also drew attention to information that teachers may sometimes consider too small or routine to be important.
Changes in learners’ assessment results, marking patterns, attendance, dates of learning activities and performance across different terms can provide valuable evidence when recorded consistently.
When such information is viewed over time, teachers can identify trends in learning growth and detect potential learning gaps earlier.
For example, a teacher may notice that a learner’s performance has gradually declined across several assessments. Without properly maintained records, such a pattern may be difficult to identify. With reliable records, however, the teacher can investigate the possible cause and provide appropriate support.
This demonstrates why digital tools should not be viewed simply as replacements for paper. Their greater value lies in their ability to make information easier to organise, retrieve, analyse and use.
FROM DATA TO BETTER LEARNER SUPPORT
The broader message from Madam Makhanda’s session was that digital transformation should ultimately improve the learner’s experience.
When teachers consistently record and analyse information about learners, they gain a clearer understanding of individual strengths, challenges and progress. This enables them to provide support based on evidence rather than assumptions.
Digital tools can also strengthen monitoring and follow-up beyond the traditional classroom environment. Where appropriate systems are available, teachers and schools can maintain communication, monitor progress and continue supporting learners even when they are away from school, including during periods when learners are studying from home.
For Tanzania’s digital education transformation, this represents a significant shift in thinking—from keeping records because they are required, to using records as a practical tool for improving education.
The training is therefore helping teachers develop not only digital skills, but also a stronger understanding of how data can support professional practice, accountability and learner-centred decision-making.
Ultimately, Madam Makhanda’s message was clear: when reliable school records are transformed into meaningful information and used consistently, data can become one of the most powerful tools available to teachers and education leaders for improving learning outcomes.
The move towards digital record management is consequently not an end in itself. It is part of a wider transformation aimed at making teachers’ work more efficient, strengthening accountability and ensuring that decisions about learners are increasingly guided by reliable evidence of their actual learning needs.
