What Tanzania education stands to gain from Necta reforms

Dar es Salaam. Necta’s Executive Secretary, Dr. Said Ali Mohamed, outlined four major areas of focus that would change how students’ talents are assessed during a celebration honouring the council’s 50th anniversary of its founding (1973–2023).

Necta’s executive secretary Said Ali Mohamed, outlined the four key areas of focus expected to redefine the evaluation of students, which include achievement, intelligence, aptitude and diagnostic testing.

These methods, he said, are designed to identify the unique potential of each student and address limitations recorded in the current examination system.

“In the past, students who got bad examination results were hurt for their entire lives because certificates continued to judge them, even after pursuing alternative paths,” remarked Dr Mohamed.

He emphasised the need for a more inclusive approach that recognises and nurtures an individual’s abilities beyond the constraints of conventional examinations.

The first pillar of this assessment revolution is achievement testing, which focuses on how well students learn imparted knowledge.

An expert in education quality assurance, Dr Buberwa Majula, explained, “Achievement testing provides teachers with invaluable information regarding students’ needs and abilities and a measure of how well students have met course objectives.”

Departing from the previous emphasis on memorization, Necta will shift towards evaluating students’ ability to utilise mental resources through intelligence testing.

Dr Majula clarified that intelligence testing is designed to measure intellectual development independently of environmental factors, providing insights into a child’s strengths and weaknesses.

Aptitude testing, the third dimension introduced by Necta, aims at gauging students’ suitability in various vocational and professional paths.

Dr Majula highlighted its significance: “Aptitude testing helps schools and examiners determine if students are inclined towards advanced placement classes or specific areas of study, such as engineering or a foreign language.”

The fourth dimension, diagnostic testing, is a form of pre-assessment that enables teachers to identify individual students’ strengths, weaknesses, knowledge, and skills before instruction.

This comprehensive approach to assessment includes “assessment of learning, assessment for learning, and assessment as learning,” according to Dr Majula, providing a nuanced understanding of students’ progress and ensuring a more tailored and effective education system.

The shift in focus from memorization to a more dynamic and student-centric education system aligns with the extended basic education outlined in the 2023 version of the education and training policy.

This policy proposes extending basic education from seven to ten years, with primary school graduates completing their education in the sixth grade instead of the current seventh grade.

President Samia Suluhu Hassan commended Necta for its 50th anniversary of excellent performance, urging a stringent focus on eliminating loopholes related to exam theft and fraud.

She expressed concern over the quality of graduates, emphasising the need to produce a workforce that is both productive and beneficial for the nation.

“We produce a lot of workforce that is neither productive nor beneficial for the nation. Therefore, we must focus on the composition and correction of exams and, more importantly, the control of exams,” remarked President Hassan, expressing a serious concern over the quality of graduates.

The minister for Education, Science, and Technology, Prof Adolf Mkenda, echoed the sentiments, assuring that with the educational improvements set to commence next year, every student would have a conducive environment to thrive. He reiterated the government’s commitment to controlling exam theft and conducting thorough investigations to maintain the integrity of the assessment process.

Dr Majula stressed that the changes promise to nurture well-rounded individuals equipped with the skills and knowledge needed for future challenges. “For years, stakeholders have been critical of assessment and teaching methods that force students to memorise things rather than learn, primarily to pass examinations,” he said.

The changes, set to be fully implemented by 2027, represent a landmark moment in Tanzanian education, with a focus on inclusivity, individual potential, and a departure from traditional assessment methods.