Synopsis
Tanzania, with support from UNESCO, is strengthening ICT skills in education through training programs, curriculum upgrades, and digital learning initiatives. The effort aims to improve teacher capacity, expand digital literacy among students, and integrate technology more effectively into the national education system to support long-term digital transformation.
Tanzania is accelerating its national digital education transformation through a major initiative aimed at strengthening teachers’ capabilities in information and communication technology (ICT), with support from UNESCO and the Republic of Korea under the UNESCO-Korea Funds-in-Trust (KFIT III) Project. The program is designed to modernize classroom teaching by equipping educators with practical digital skills and improving the integration of technology into everyday learning. Education officials say the initiative reflects Tanzania’s long-term strategy to build a more inclusive, resilient, and future-ready education system.
The training was conducted at the UNESCO Dar es Salaam Office over two days from April 28 to 29, where educators received hands-on experience in applying ICT tools in teaching and learning environments. Participants were trained to later cascade their knowledge to teachers across the country, significantly expanding the reach of digital pedagogy in Tanzania’s education system. According to UNESCO, this “Training of Trainers” model ensures that ICT skills are multiplied across schools and institutions, creating a wider national impact on teaching quality and learning outcomes.
A key focus of the program is the implementation of the 2025 ICT Competency Standard for Teachers in Tanzania (ICT-CSTT) through the Tanzania Institute of Education (TIE) Teachers Continuous Professional Development (TCPD) platform known as MEWAKA. Through this system, teachers now have access to 15 structured online ICT training modules developed with UNESCO’s support, which guide them in using technology for lesson planning, curriculum delivery, classroom assessment, and administrative tasks. This structured digital learning ecosystem is designed to ensure consistent upskilling of teachers across both urban and rural regions.
Officials from Tanzania’s education sector emphasized the importance of the TCPD Learning Management System (LMS) as a central tool for professional development. Lina Rujweka, Director of ICT at the Ministry of Education, Science and Technology, highlighted that the platform plays a critical role in building teachers’ confidence and competence in using digital tools effectively in classrooms. She noted that ICT integration is no longer optional but essential for improving teaching quality and preparing students for a technology-driven future.
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Meanwhile, Manyama Charles, TCPD LMS Coordinator at TIE, stressed that trained educators must actively support their peers by providing real-time technical assistance and sharing implementation experiences. He explained that the success of the program depends on continuous collaboration among “Trainers of Trainers” to ensure challenges are addressed quickly and best practices are shared across institutions. This approach strengthens peer learning and ensures sustainable adoption of ICT in education.
The national training program brought together 139 educators from 60 institutions across Tanzania, including universities, teacher training colleges, secondary schools, the Tanzania Institute of Education, and the Ministry of Education, Science and Technology. The initiative adopted a blended learning model combining theoretical instruction with practical application, ensuring participants gained both conceptual understanding and hands-on digital teaching experience. Education authorities believe this structure will help build a strong national network of ICT-capable educators.
This initiative under the UNESCO-KFIT III Project is part of a broader effort to modernize education systems across Africa by strengthening teacher capacity, improving digital infrastructure, and promoting equitable access to technology-enabled learning. The program is expected to enhance the quality of education delivery, support curriculum-aligned digital content development, and bridge the digital divide between different regions. As Tanzania continues its education reform agenda, this ICT-focused training is seen as a foundational step toward building a digitally empowered generation of teachers and learners prepared for the demands of the modern knowledge economy.
