Abstract
The findings reported here are from the second and final round of data collection and analysis for the Empowering Teachers Initiative (ETI) study entitled ‘Assessing the scale-up of a technology-supported, government-led teacher professional development programme in Tanzania: Considering issues of equity, agency, and adaptation’. ETI is a global programme comprising 10 country projects focusing on similar themes. Our project is part of a larger group of studies focused on ‘The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania’.
The study is closely aligned with the implementation of the Tanzania National TCPD implementation plan and ‘MEWAKA’ (Mafunzo Endelevu kwa Walimu Kazini) or Teacher Continuous Professional Development (TCPD), an innovative, school-based, technology-supported programme currently being implemented by the Government of Tanzania in schools nationwide. The research was co-developed and designed collaboratively between EdTech Hub, the Tanzania Institute of Education (TIE), and Aga Khan University, with consultation from key stakeholders at the ministry level.
The second round of data collection for Phase 2 of this project took place in schools between September and November 2024, in the same 12 rural sites (11 primary schools and one Teacher Resource Centre) in Dodoma, Iringa, Mwanza, and Lindi regions as in Round 1. Methods comprised observations of classroom lessons and community of learning (CoL) sessions, as well as interviews and focus group discussions utilising participatory activities with key stakeholders (see Table 1). These included soliciting their reactions to the Round 1 findings and engaging them in prioritising the emerging recommendations. Their key concerns were to increase access and use of the learning management system (LMS) and CoL modules, and, for District Special Needs Education Officers (DSNEOs), to expand the concept of disability and ensure education officials have accurate data.
Authors and contributors
Adam, Taskeen (Author)
Anthony, Gervace (Author)
Chachage, Kristeen (Author)
Hennessy, Sara (Author)
Jacob Mrope, Winfrida (Author)
Komba, Anneth (Author)
Komba, Philip (Author)
Koomar, Saalim (Author)
Malibiche, Mustapha (Author)
Massam, Winston (Author)
Mrosso, Vicky (Author)
Mtenzi, Fredrick (Author)
Mutura, Emmanuel (Author)
Mwakabungu, Fika (Author)
Paskali, Jonathan Hegwa (Author)
Simmons, Hannah (Author)
Swai, Calvin (Author)
Citation
Chachage, K., Swai, C., Hennessy, S., Adam, T., Koomar, S., Paskali, J. H., Massam, W., Mtenzi, F., Komba, A., Jacob Mrope, W., Anthony, G., Malibiche, M., Mrosso, V., Mutura, E., Mwakabungu, F., Komba, P., & Simmons, H. (2025). Equity and Agency in Technology-Supported Teacher Professional Development in Tanzania: Phase 2 Round 2 Recommendations. EdTech Hub. https://doi.org/10.53832/edtechhub.1118. Find on EdTech Hub at https://docs.edtechhub.org/lib/ZXGZK3XS.
Link to this record
https://docs.edtechhub.org/lib/ZXGZK3XS
Key themes
- Primary education
- Teacher education/training (pre service)
Type
- Policy brief
