Summary
MEWAKA’s (Mafunzo Endelevu kwa Walimu Kazini) tech-supported teacher continuous professional development (TCPD) model is reshaping teacher development in Tanzania. Through collaborative research and inclusive digital tools, teachers are becoming more engaged in Communities of Learning, and government partners are taking steps to improve accessibility and facilitation. The initiative is laying the groundwork for scalable, equitable professional development.
At TCPD sessions, and CoLs, teachers will do and learn a lot in collaboration with others; they will also manage it [CoLs]. They will look for methods and, through TCPD, be able to improvise teaching and learning resources from their own environment.”
— Local Government Authority Officer
Key Highlights
- Teachers are leading their own learning through Communities of Learning (COLs), marking a shift in ownership and engagement.
- Inclusive learning management system (LMS) redesign is underway and aiming at addressing accessibility for teachers with special needs.
- New digital facilitator tools are helping shift classroom culture toward collaboration and reflection.
Laying the Foundation for Teacher Learning in Tanzania
MEWAKA is a flagship teacher continuous professional development (TCPD) programme in Tanzania with strong potential to transform how teachers learn in a decentralised way. But like many ambitious programmes, it needed support to reach its full aim.
That’s where EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) stepped in, partnering with the Government of Tanzania to launch a design-based implementation research (DBIR) initiative. The goal: to evaluate and strengthen professional development so it truly meets teachers’ needs.
Through MEWAKA, digital modules hosted on a Learning Management System (LMS) developed by TIE are now supporting teacher discussions and professional growth.
Bridging the Gap
The challenge
Historically, teacher professional development in Tanzania was highly centralised and government-controlled. When CoLs were first introduced, many teachers and peer facilitators lacked clarity on their roles and the structure of the sessions. By embedding research and evidence, EdTech Hub and partners are working with MEWAKA to address these challenges and ensure that professional development is not only available but also meaningful, practical, and transformative for teachers and learners alike.
When CoLs were first introduced in Lindi’s rural schools, early observations and feedback quickly revealed a range of challenges affecting teachers’ participation and collaboration. These included:
- Teachers were unfamiliar with CoL formats and expectations.
- Peer facilitators lacked guidance on how to lead interactive sessions.
- Teachers with special needs faced barriers in accessing digital learning modules.
- Traditional lecture-style teaching persisted, limiting peer collaboration.
The collaboration between EdTech Hub, Aga Khan University (AKU), and the Tanzania Institute of Education (TIE) was a strategic and well-aligned choice. AKU brought extensive experience in education research and teacher development, while TIE’s close ties to the government enabled stronger policy influence and national uptake. EdTech Hub complemented these strengths with its expertise in generating and translating evidence to inform policy and practice in the use of technology for improved teaching and learning outcomes.
The Intervention
To understand the professional development challenges in Tanzania, EdTech Hub, Aga Khan University, and the Tanzania Institute of Education conducted a design-based implementation research (DBIR) on the impact of a tech-supported, school-based teacher professional development model on learning outcomes.
The DBIR was sought as an effective model as it aimed at not only studying the trends but also contributing to the evaluation and improvement of some of the challenges listed. The DBIR focused on a tech-supported, school-based TCPD model, with research conducted in four schools in the Lindi region. This included:
- Classroom and CoL observations
- Focus group discussions with teachers
- Key informant interviews at the ward, district, and regional levels
The Hub also provided technical assistance to support the development of a Learning Management System (LMS) tailored to the needs of Tanzanian teachers. This is to ensure usability, sustainability and accessibility with a Search Engine Optimisation that has made it easier for teachers to find the LMS via an internet search engine: the number of organic searches over 6 months increased by 85.75% from 6246 (June – December 2023) to 45,110
The introduction of school-based COLs, facilitated by peer teachers, are creating and space for teachers to share context-specific teaching strategies and have a focus on practical challenges and ideas within individual schools. Additionally, there are cluster-based COLs where teachers from multiple schools come together at Teacher Resource Centres to discuss issues that go beyond the scope of individual schools. As learning progresses, these sessions are increasingly being seen by teachers as valuable platforms for sharing and problem-solving.
With time, we are also experiencing increased teacher ownership and engagement. Initially, because the trainings were rolled out in a phased approach, the programme felt unfamiliar to many teachers and ward representatives. Additionally, financial resources to support TCPD implementation were viewed as insufficient by schools and local government authority officers, and incentives for teacher participation were commonly cited as needed by all study participants. But now, with increased awareness and local government involvement, teachers are beginning to take ownership, using COLs to address challenges and adapt practices to their contexts.
MEWAKA has also included coaching and mentoring workshops for peer facilitators at ward, district, and regional levels, though implementation varies.
The Impact
The programme has led the shift from a highly centralised, government-controlled model of teacher development to school-based and cluster-based Communities of Learning (CoLs). These weekly gatherings bring teachers together to reflect, share, and improve their practice collaboratively.
Emerging findings from the first DBIR cycle show promising progress, including improved CoL engagement where teachers now understand the value of CoLs and are voluntarily planning and leading sessions. Additionally, the LMS design is more inclusive as TIE, with support from EdTech Hub, is redesigning the LMS to better serve teachers with visual and hearing impairments. There has also been enhanced facilitation tools with a digitised peer facilitators’ handbook developed to promote interactive and collaborative learning.
“At TCPD and CoLs, teachers will do and learn a lot in collaboration with others; they will also manage it [CoLs]. They will look for methods and, through TCPD, be able to improvise teaching and learning resources from their own environment,” a Local Government Authority Officer shared.
We are seeing high participation rates in CoL sessions and early signs of teacher ownership and engagement, especially where teachers felt supported by peers. At the time of the study, the average attendance at CoL sessions was 88% per week, but this varied by school and session, ranging from 69% to 100% of teachers attending. When asked on the teacher survey, “How motivated have you been to engage in the TCPD and CoLs,” 92% of respondents said, “A lot.”
While some schools still rely on lecture-based methods, the shift toward reflective and peer-led learning is gaining momentum. We acknowledge that change takes time, but early signs show teachers are adopting new practices. Mentorship and coaching are essential to support peer facilitators and sustain growth. For sustainability, inclusive design principles must be central to digital learning tools to ensure no teacher is left behind. Despite high participation in school-based face-to-face sessions, usage of core resources was low due to connectivity, device access, and unclear communication about value.
Evidence and Insights
Impact Through Partnership
