Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2016 National ICT Strategy defines the term “information and communications technologies (ICTs)” as “a generic term used to express the convergence of information technology, broadcasting and communication. One prominent example is the Internet”.
The 2015 ICT Competency Standards for Teachers defines the term ICT as “computers, mobile phones, digital cameras, satellite navigation systems, electronic instruments and data recorders, radio, television, computer networks, satellite systems ... almost anything which handles and communicates information electronically. ICT includes both the hardware (the equipment) and the software (the computer programs in the equipment)”. It also defines “ICT Integration” as the “use of ICT to enhance teaching/learning practices and impact competencies on learners”.
The 2016-2021 Education Sector Development Plan (ESDP) refers to “e-learning” and “digital learning tools”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 1977 Constitution (amended 2005) refers to the right to education (Article 11), but no information on education technology has been found.
The 1978 Education Act does not refer to education technology.
Policies, plans and strategies: The vision, comprehensive policy, and strategic goals for the education sector are outlined through a sequence of Education Sector Development Plans (ESDP) that span either five or ten years. The most recent 2016-2021 Education Sector Development Plan (ESDP) is built on the priorities of the 2025 National Development Vision and aligned with the 2016-2021 National Five-Year Development Plan. The 2016-2021 ESDP strategies include developing e-learning/digital learning tools and enhancing digital skills.
The 2016 National ICT Strategy aims to promote the use of ICT in education by ensuring “the effective use of ICT in teaching and learning throughout the formal and informal education system” and using electronic services.
The 2022 National Science, Technology and Innovation (STI) Policy (Draft) of the Ministry of Education, Science and Technology aims to promote innovation at all levels of education.
Digital competency frameworks: According to the 2015 ICT competency standards for teachers programme document, the Tanzanian ICT-Competency Standards of Teachers (ICT-CST) adopted all six modules articulated in the global UNESCO ICT Competency Framework for Teachers while focusing on technology literacy and knowledge deepening.
Changes occurred as a result of COVID-19: According to the COVID-19 Education Response Tool, schools were closed only for four weeks and distance learning modalities on TV and Radio were adopted.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2008 Electricity Act No.10 governs the electricity sector in the country that aims to enable and regulate the generation, transmission, transformation, distribution, supply, and utilization of electric energy. It also encompasses provisions for cross-border electricity trade, the planning and regulation of rural electrification, and addresses various related matters.
Computers and devices: The 2016 National ICT Strategy states, “ICT gadgets for people with special needs has been provided”.
Internet connectivity: The 2016 National ICT Strategy policy objectives include achieving “universal access to ICT products and services in order to bridge the digital divide”. No additional information has been found in the context of education.
2.2.2. Technology and learning environments
According to the COVID-19 Education Response tool, plans to deliver distance education online and through radio and TV during school closure in Tanzania included educational programmes prepared by the Ministry of Education in partnership with the Tanzania Institute for Education. The programmes available on various media platforms include TBC Radio, Azam TV, Chaneli Ten, and ZBC Radio, providing access to primary and secondary education.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The 2016 National ICT Strategy states that the government has endorsed ICT curricula for different
levels of education, including primary, secondary, vocational and higher learning institutions.
The 2016-2021 ESDP states that STEM is included in the curricula, and to increase girls’ inclusion and participation, scholarship schemes were introduced for high-performing girls from remote rural areas to continue their education from lower to upper secondary.
2.3.2. Teachers
According to the 2022 Official Information of the Ministry of Education website, the ICT training programme for secondary school teachers was established in 2010 “to equip Science and Mathematics teachers with the requisite knowledge and skills of integrating ICT in the teaching and learning of Science and Mathematics subjects.”
In addition to that, the 2015 ICT competency standards for teachers state that pre-service and in-service teacher training in ICT is provided in Tanzania.
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2022 Personal Data Protection No.11 includes data privacy provisions geared towards protecting personal data and establishes a Personal Data Protection Commission to administer and enforce them. No information on data privacy has been found in the context of school and education.
2.4.2. Online abuse and cyberbullying
The 2016 National ICT Strategy outlines that “there is a need for strategies/ mechanisms to regulate against the abuses of social media. Others are the capacity to manage ICT quality and electronic waste, including the availability of frameworks to ensure electronic safety”. However, no information has been found on online abuse and cyberbullying in schools and in the context of education.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
According to the official website of the Ministry of Education, Science and Technology, the ICT Unit oversees the integration of technology in education.
The 2022 National Science, Technology and Innovation (STI) Policy (Draft) states that the Tanzania Commission of Science and Technology (COSTECH) “issues research permits to prospective researchers in the education sector and facilitates research capacity development through open and competitive research grants and fellowships support as well as research infrastructure improvement in the country”.
The 2016 National ICT Strategy states that government institutions such as the Vocational Educational Training Authority (VETA), National Council for Technical Education (NACTE) and Tanzania Commission for Universities (TCU) regulate the education sector and monitor the quality of education in ICT.
3.2. Roles of schools
In 2014, Tanzania adjusted its mobile phone ban in secondary schools to permit a pilot project aimed at enhancing students' engagement with mathematics. However, as of 2019, a study reported that mobile phones were banned in public secondary schools.
