Rethinking Quality Education in Tanzania´S Classrooms

Abstract

The educational reform movement designed to improve quality education for all children in Tanzania carries significant meaning and at the same time lacks specifics. The term “quality” is relative, and perhaps the complexity creates difficulty for grasping significance when the criteria for “monitoring” are unknown. Speaking of “quality education” in the polarized climate of education reform with one that advocates for “inclusion” and the other that values for “individual capabilities” (Tikly & Barret, 2011) can be challenging; and serious acceptance of either perspective require defining “quality” and the measures that assure quality.