Summary
The Utafiti Elimu Tanzania (UET) Conference has become a powerful platform for translating education research into national policy. EdTech Hub’s collaborative research on teacher professional development (TPD) directly influenced government presentations and commitments at the 2025 conference. With over 25,000 educators and learners benefiting from digital learning initiatives, Tanzania is making bold strides in integrating evidence into education reform.
Key Highlights
Here are the standout moments from this journey as reported in the conference:
- Government presentations echoed EdTech Hub’s findings, validating their impact and relevance.
- Reports of new EdTech initiatives being implemented with over 25,000 beneficiaries reached through digital skills and AI initiatives led by the University of Dar es Salaam.
- Concrete policy commitments made to review and enhance TPD frameworks and digital platforms.
“Data is a key driver for change; this is why the FCDO has prioritised investments in tools that empower evidence-based decision-making.”
— Simon Blower (FCDO)
Igniting Innovation and Partnership in Education
In Tanzania’s dynamic education research ecosystem, the Utafiti Elimu Tanzania (UET) conference has become a cornerstone for bridging the gap between research and actionable policy. Since its inception in 2022, UET has evolved into a platform where researchers, policymakers, educators, and development partners converge to translate evidence into meaningful change.
EdTech Hub has played a pivotal role in shaping this transformation. Through strategic collaboration with the Government of Tanzania and national academic institutions, the Hub has helped steer the direction of education research toward practical, scalable solutions. The Tanzanian context, marked by diverse learning challenges and a growing appetite for innovation, has proven fertile ground for evidence-driven reform.
The challenge
Despite the growing body of research, Tanzania faced persistent challenges in translating insights into policy and practice. Key issues included:
- Limited access to digital platforms for teacher professional development (TPD), especially in rural areas.
- Fragmented support systems for teachers, including deployment and resource allocation.
- Weak integration of evidence into national education strategies.
These gaps hindered the scalability and sustainability of TPD initiatives, leaving many educators without the tools or support needed to thrive. In addition to these gaps, the lack of coordinated, dynamic space for conversations, evidence exchange, and robust, collaborative dialogue on policy and practical solutions left opportunities for progress on the table.
The Intervention
In response to these challenges, EdTech Hub developed a multipronged approach to solutions-building. The Hub focused first on developing a collaborative research initiative that studies the Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania.
The critical pathway to unlocking impact and potential across Tanzania’s education system was developing the Utafiti Elimu Tanzania conference. These gatherings were used to develop strategies, disseminate research findings, and foster collaborative efforts to improve learning outcomes in Tanzania.
The 2025 Utafiti Elimu Tanzania Conference was held in Zanzibar on February 25–26. Hosted in partnership with the Government of Tanzania, partners showcased how research is actively shaping national policy conversations.
Presentations from three key government institutions, including the Tanzania Institute of Education (TIE), the President’s Office, Regional Administration and Local Government (PO-RALG), and the Ministry of Education, Science, and Technology (MoEST), demonstrated clear alignment with EdTech Hub’s research findings.
The Impact
Now four years into hosting the annual convening, we’ve seen growth and strong contributions of transparency in sharing findings. We have also witnessed a more engaged and receptive policy audience that is looking towards findings from EdTech Hub’s work and other researchers in Tanzania to inform decisions towards improved learning outcomes.
The 2025 UET Conference, which was attended by over 200 participants from mainland Tanzania, Zanzibar and the region, marked a turning point in Tanzania’s education reform journey.
While highlighting key priorities that guide donor engagement in the sector, Simon Blower (FCDO) remarked, “Data is a key driver for change; this is why the FCDO has prioritised investments in tools that empower evidence-based decision-making.’ He continued, “The Primary Education Dashboard is helping education leaders track key indicators and take timely action to improve outcomes. Similarly, the MEWAKA E-Learning Management System (LMS) can become integral in tracking and improving teacher continuous professional development (TCPD).”
These developments underscore the power of research-driven advocacy and the importance of sustained collaboration between researchers and policymakers.
Further Insights
Change Observed Over the Years
Here’s what changed:
- Participation grew from an initial 120 to 2025’s over 200. This includes engagement from ministries of education, and the latest one graced by the second vice president of Zanzibar.
- EdTech Hub’s research findings were directly referenced in key government presentations, validating the Hub’s research and reinforcing its relevance.
- The Government made tangible commitments, including:
- MoEST pledged to review national TPD policies, prioritising digital integration for scalability.
- TIE is committed to enhancing LMS accessibility, especially for teachers in underserved regions and teachers living with disabilities.
- The University of Dar es Salaam has advanced digital learning initiatives, benefiting over 20,000 learners and 5,000 teachers through AI and digital skills programmes. A strong indicator of academic innovation in response to learnings.
Key Lessons Learnt
This journey has reinforced several key lessons, including the fact that evidence drives action when it is co-created and co-owned by stakeholders. To reduce the digital divide that will likely result from the implementation of tech for teaching and learning, digital platforms must be inclusive, accessible, and responsive to the needs of educators.
Finally, policy uptake is accelerated when research is timely, relevant, and embedded in national dialogue. Fostering buy-in and directly involving the policymakers in planning and running the research further accelerates the uptake.
The UET Conference is more than a dialogue—it was a catalyst for change. With research shaping real policy commitments, Tanzania is making bold strides in reimagining teacher professional development for long-term impact. EdTech Hub remains committed to supporting this journey, ensuring that evidence continues to inform and inspire transformation.
Evidence and Insights
Impact Through Partnership
