Reflecting on six decades of graduate educational leaders’ preparation in Tanzania: examining ideologies, policies, and practices for future educational policy direction

Abstract

This article examines ideologies, policies, and university practices of educational leaders’ preparation in higher learning institutions in Tanzania and proposes an alternative model for educational leaders’ preparation. It takes stock of the trajectory of graduate educational leaders’ preparation development in Tanzania by situating relevant initiatives in the educational macro-policies and transformations spanning a period of about six decades for possible future educational policy direction. The paper adopted Narrative Literature Review (NLR) as its methodology. NLR method was deemed relevant for generating new knowledge by synthesising present knowledge on a particular topic in a specific setting. The paper proposes a model for the robust preparation of educational leaders in higher learning institutions. The model comprises the following variables: context, input, process, and product/output, which are considered as critical for the preparation of educational leaders.