Curriculum Changes and Professional Development in Tanzanian Schools

Abstract

Changes in curricula are important phenomena in any education system. For these to be effective, there is a need to involve teachers in  professional development programs regardless of their educational background. This study provides insights into the effectiveness of  professional development programs concerning several curriculum changes made in Tanzania’s secondary schools. Data were collected  in Dar es Salaam and Mtwara regions through a survey involving 272 teachers. The findings revealed that few teachers have been able to  attend proper coordinated professional development progra ms, such as short courses, seminars and workshops. It was also found that  most teachers have experienced at least 2 to 3 national changes of the school curricul a in their teaching career, which makes it  imperative to have continuous training and retraining. But more importantly, these teachers have encountered problems in coping with  the changes made in curriculum, while the authorities have failed to provide necessary assistance to enable them cope with these  changes. The study recommends that the ministry responsible for education, in collaboration with other education stakeholders— including the Tanzania Institute of Education (TIE)—should have a comprehensive plan that should reach out to as many teachers as  possible on the ground to effectively cover crucial issues that are needed to bring positive change to student performance