Implementing the Revised Primary School Curriculum in Tanzania: Evidence from National Monitoring and Evaluation of Standard One and Three Teachers

Abstract

This study examines the early implementation of the revised curriculum in Standard One and Three based on the Revised Primary Education Curriculum that was introduced by the Government of Tanzania introduced in 2023 as part of comprehensive education reforms aimed at promoting competency-based and learner-centred education aligned with societal and labour-market needs. Using the national monitoring and evaluation data collected by the Tanzania Institute of Education, a mixed-method research design was employed, drawing on quantitative survey data from 622 primary school teachers across all regions of Tanzania Mainland. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically analysed. Findings indicate high levels of teacher commitment, widespread adoption of participatory and learner-centred pedagogical approaches, and generally positive perceptions of curriculum relevance and the effectiveness of teacher training. Most teachers reported adequate access to core curriculum documents, syllabi, and textbooks. However, several implementation challenges persist, including overcrowded classrooms, uneven distribution of supplementary learning materials, limited ICT infrastructure particularly in rural schools and difficulties in managing learner-centred approaches in large classes. The study concludes that although the revised primary education curriculum is pedagogically sound and positively received by teachers, its long-term effectiveness depends on sustained investment in educational infrastructure, teacher continuous professional development, ICT enhancement, and equitable distribution of learning resources. Policy-relevant recommendations are offered to strengthen curriculum implementation and improve learning outcomes nationwide.