For the past two decades, parents, the Government, the private sector and civil society organisations have
been complaining over the decline in the quality of education in Tanzania. ere are two criteria that are
used to measure the quality of education.
Firstly, scholars analyse student pass rates on basic skills such as literacy, and numeracy (addition and
subtraction). Secondly, scholars also analyse the students’ ability to secure employment and use the
knowledge they got from school to cope with exiting challenges. It is these theories that guide many
individuals’ expectations when they enroll their children in school.
However, what underlies the provision of quality education is the quality of the curriculum as well as the
quality of means, strategies and methdologies to implement the curriculum. If the curriculum is poor, the
quality of education being provided shall also be poor. Even the teachers who implement the curriculum
will nd it hard to translate it into the reality on the ground so as to live up to the expectations of the
It was the desire to understand the state of the curriculum in Tanzania and its relation to provision of
quality education that drove HakiElimu to undertake a major research on the relationship between the
quality of the curriculum and provision of quality education in 2010.