This Plan aims to provide guidance and regulation to the growth and sustainable development of higher learning institutions in Tanzania.

An Act to make provisions for the establishment, composition and functions of the Commission for universities, the coordination and rationalization of the types and categories of universities, the promotion and financing of higher education, establishment and governance of universities, and for other related matters.

This document constitutes the proposed Technical and Vocational Education and Training Development Programme (TVETDP), which is aimed at providing efficient and effective TVET sub-sector strategies and implementation mechanisms for achieving the desired impact.

The overall objective is to ensure partnership with the civil society so that out-of-school children, youth and adults, especially girls, women, disadvantaged groups and nomads would have access to quality basic learning opportunities. The target is to improve the literacy rate by 20 per cent and reduce the backlog of out-of-school children by mainstreaming at least the 11-13 years old of the targeted groups.

The Education Management Information System (EMIS) Development Plan aims at developing the capacities in the Ministry of Education and Culture (MOEC) to make it more efficient in executing its core functions of policy formulation, monitoring and evaluation, standards-setting, providing regulatory frameworks, coordination and optimization of resource use through improved access to and use of EMIS at all levels of education.

This Plan focuses on the following critical issues: advocacy and sensitization, access and equity, quality enhancement, capacity enhancement and development, monitoring and evaluation, administration and coordination, financing and sustainability of the adult, non-formal and continuing education.

This programme was designed by the government to transform the education sector into an efficient, effective, and outcome-based sector.

The broad policy objectives of education and training in Tanzania are to Enhance partnership in the provision of education and training, through the deliberate effort of encouraging private agencies to participate in the provision of education and to establish and manage schools and other educational institutions at all levels.

This Plan focuses on ensuring equitable access to education and training for all, including the most disadvantaged. Progress towards achieving all of the targets will be tracked through a rigorous Monitoring and Evaluation Framework, which is a separate document annexed to this plan, and this will disaggregate results by gender and by geographical location, as well as having a particular focus on disadvantaged groups such as orphans and vulnerable children, and children and adults with learning disabilities including physical disabilities.

This MTSP is primarily aimed at availing a mechanism and basic tool for engaging and negotiating financing of education and training with key stakeholders; presenting the Government with an instrument for continuous critical evaluation of sectoral activities and priorities, strategic interventions and programme implementation; and setting a basis for resource allocation and targeting.

This 2012 Education Sector Review Aide Memoire (AM) summarizes the key findings, deliberations and recommendations of the Joint Education Sector Annual review (JESR).

The Medium-Term Strategic Plan for 2012/13 – 2015/16 provides a framework upon which all education and training institutions under it will develop and design their Medium-Term Strategic Plans (MTSPs). This Medium-Term Strategic Plan is aimed at improving the provision of education and training and other services at all levels through the improvement of quality of education and training by expanding institutional frameworks and structures.

This Plan aims to achieve coherence and balance through strategic interventions in the system, taking into account both demand and supply variables; to pull together the scarce resources to concentrate them on identified strategic priorities; and to have a flexible but directional and firm negotiating tool as we endeavour to incorporate all stakeholders in the development of education in this country.

The Teacher Education Master Plan has the following objectives to steering teacher education in Tanzania during the next twenty-five years, to define a mission for the professional development of teachers during the next five years, among others.

The technical education and training policy is established to achieve the following general objectives: to enhance the application of science and technology to socio-economic development to improve the standard of living of the population and meet the basic needs of the masses; to establish an appropriate legal framework, laws, regulations and rules for rationalizing, assessing and monitoring the development of technical education and training in the country; and to facilitate the creation of relevant institutions both public and private, to implement specific objectives on the development of technical education and training.

This document is a revised version of The Basic Education Master Plan. It is a holistic framework that undertakes to review and analyse basic education provision in the following areas: Pre-primary education; Primary education; Non-formal and adult basic literacy; and Post Primary Vocational training.

This Policy is designed to promote the acquisition and appropriate use of literary, social, scientific, vocational, technological, professional and other forms of knowledge, skills and understanding for the development and improvement of man and society.

This programme aims at creating a well-educated, knowledgeable and skilled Tanzanian able to competently and competitively cope with political, social, cultural, economic and technological development challenges at national and international levels.

The Secondary Education Development Programme II (SEDP II) is expected to sustain and consolidate gains attained through implementing the educational goals in areas of quality, management, and conducive teaching and learning environment, as expressed in the performance evaluations in SEDP I.

The Environmental and Social Management Framework (ESMF) adopts the following priorities: Priority in spending on basic education; Improvement inequitable access to quality secondary education; Demand-driven and market-oriented post-secondary and higher education; and Institutional development to improve sector management and strengthen implementation capacity.