New curriculum ushers in era of competency and creativity in Tanzania

As schools open next week, the new curriculum is in the offing for primary schools countrywide. This is a step towards grounding the educational philosophy that will see pupils transition from the old curriculum that depended more on the scores earned at the end of seven years.

It also marks the end of rote memorisation as a tool for learners to achieve their goals by merely passing an exam. We commend the government for this long-overdue move.

The paradigm shift entails shifting to a curriculum that is a precursor for invoking competencies, intellect, creativity, as well as well-reasoned thoughts in learners.

It also ropes in teachers and educators in general to create more child-centred and exciting learning.
It was in the media recently that Necta’s executive secretary, Dr Said Ali Mohammed, did outline the main areas of curriculum change that will include achievement, intelligence, competency, and an education that encourages free thinking and self-reliance.

Rote memorization is not in itself learning because, while a certain degree of memory is necessary, it cannot pass as the top criteria for judging the capabilities of the learners.

 Otherwise, subjects tested in the previous exams favoured those who had photographic memories over those who understood the concepts taught in class.

According to the Tanzania Institute of Education (2019) Curriculum for Primary Education standards one to seven by the Ministry of Education, Science, and Technology, the curriculum is divided into two sections, covering formative years from standards one and two and from standards three through seven, with each section having distinct requirements for competencies.

The lower-class curriculum will lay the groundwork for young learners in numeracy, reading skills, and basic language. 
This, in turn, will be the basis upon which other subjects will be built.

The curriculum should be one that can anchor a learning experience that takes into account the future of the country by not churning out automatons but a holistically educated population that will take Tanzania to the highest level of innovation.

The philosophy of knowledge in education is, as it were, not adequately expressed through the curriculum. The philosophy curriculum that is being phased out is still static or even lacking all together, while the learning population is dynamic, be they teachers or learners. It is hoped that the changes will be reflected in the desired outcomes in the future.