Tanzania Institute of Education

About Tanzania Institute of Education

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About Tanzania Institute of Education

Establishment of Institute Acts Nos. 4 of 1987 Sch.; 5 of 1933 Sch.”>

(1) There is hereby established an institute to be known as the Tanzania Institute of Education.

(2) The Institute shall be a body corporate and shall–

(a) have perpetual succession and a common seal;

(b) in its corporate name, be capable of suing and being sued;

(d) subject to the provisions of this Act, have power from time to time to borrow such sums of money as it may require for its purpose.

The functions of the Institute shall be

Objects and functions of Institute

(a) to assume responsibility for the development of educational programmes within the United Republic having regard to objectives specified by the Government and to undertake the evaluation of courses of study and practices on the basis of such objectives;

(b) to undertake analysis, review and revision of curricula and syllabi;

(c) to initiate, promote and supervise such changes in the syllabi and educational programmes as are necessary for the implementation of the national policy on education;

(d) to specify the standards of equipment, instruments and other devices which may be used for educational purposes in schools, colleges and other institutions of learning or training;

(e) to provide facilities for and to undertake the production of equipment, instruments and other devices for educational use;

(f) to conduct training programmes in such subjects associated with the development of curricula and syllabi as the Council may from time to time decide;

(g) to collect and make available to the Government and other public authorities information on methods of teaching, content of courses of study and current technological development in education;

(h) to give advice and make recommendations on such matters relating to curriculum reform as the Minister may refer to the Institute;

(i) to give advice and assist the Government and other public authorities in the United Republic on matters relating to the achievement and maintenance of high standards of competence in teaching;

(j) to conduct examinations on subjects within the competence of the Institute and to grant diplomas, certificates and other awards of the Institute.

The following journal is cited from a former minister of The Ministry of Education, Science, Technology and Vocational Training

TITLE: Analysis of Pupils’ Difficulties in Solving Questions Related to Fractions: The Case of Primary School Leaving Examination in Tanzania

AUTHORS: Joyce Lazaro Ndalichako

KEYWORDS: Distracter Analysis; Fraction Computations; Misconceptions

JOURNAL NAME: Creative Education, Vol.4 No.9B, September 30, 2013

ABSTRACT: In this paper, analysis of the performance of candidates in Mathematics in Primary School Leaving Examination was conducted with the aim of highlighting difficulties encountered in solving fraction-related problems.

The analysis has indicated that a considerable number of candidates could not perform correct operations related to fractions.

They tended to confuse fraction concepts with whole number concepts. For instance, in questions involving addition of fractions, they were treating numerators and denominators as separate entities.

Possible reasons for such difficulties in solving questions related to fractions include lack of understanding of appropriate procedures to apply in solving a problem, the complexity of the task, over-generalization of procedures even in situations which are inappropriate.

It is recommended that a protocol analysis be conducted in order to gain a deep understanding of the thought process of candidates when attempting questions related to fractions so that teachers may use relevant teaching methods that would facilitate meaningful learning of fractions

Welcome to the Online Library

A service dedicated to Pupils and students of the Tanzania’s Distance learning community.

Primary education lasts 7 years and ends with the Primary School Leaving

Examination. However, this examination does not lead to a certificate.

Pupils are admitted to secondary education or vocational training centres on the basis of their results.

The Ministry of Education, Science, Technology and Vocational Training has general responsibility for the education system.

Amongst other aspects, the Ministry is charged with quality assurance, research, monitoring and evaluation of primary and secondary education.

In addition to the Ministry, various other parties are involved in the governance and monitoring of education services, such as the Prime minister’s office, the Regional Administration and Local Government, various NGOs and individuals coordinated by the central government.

The Ministry is also responsible for higher education at universities. Public universities are semi-autonomous and have the freedom to determine – amongst other aspects – their own curricula. They are also authorised to award academic degrees.

Although the vice-president of the university is appointed by the institution itself, the president is appointed by the President of Tanzania.

All universities, both public and private, operate under the supervision of the Tanzania Commission for Universities (TCU).

The National Council for technical education (NACTE) is responsible for all technical and vocationally oriented secondary and higher education offered at non-university institutions.