The Tanzania government is working diligently to improve access to pre-primary, primary, secondary, and tertiary education. Tanzania generally follows the British educational system with a recommended two years of pre-primary (ages 5 to 5), 7 years of compulsory primary school (ages 7 to 13, Standard I to VII), 4 years of optional ordinary secondary school (ages 14 to 18, Form I to IV) and two years of optional advanced secondary school (ages 19 to 20, Form V and VI).
Pre-Primary Education
Pre-primary education is designed for children aged 5 to 6 years and serves as a foundational stage before primary school. The pre-primary curriculum emphasizes early childhood development, aiming to prepare children socially, emotionally, cognitively, and physically for formal schooling. Key components of pre-primary education in Tanzania include early literacy and numeracy, social and emotional learning, physical development, creative play and expression, and health and nutrition awareness. Public pre-primary schools are taught in Kiswahili (Swahili). English medium pre-primary schools, such as EEMPS, teach pre-primary students both Kiswahili and English.
While Tanzania’s government mandates one year of pre-primary education, access remains uneven, particularly in rural areas. Public pre-primary schools face challenges such as high pupil-to-teacher ratios (often as high as 131:1), shortages of qualified teachers, and limited classroom resources. Private pre-primary schools, such as EEMPS, provide smaller classes and more resources, though they may not be accessible to all families due to costs. EEMPS currently offers one year of pre-primary school.
Primary Education
As noted above, only primary school education is compulsory in Tanzania. According to Tanzania’s Education and Training Policy, children are required to attend primary school, which covers seven years, typically from ages 7 to 13. The government has made efforts to enforce this by providing free primary education since 2015, aiming to reduce barriers such as school fees that previously limited access for many families. Some primary schools offer boarding to accommodate students who do not live within reasonable walking distance of schools.
The Tanzania primary school curriculum is designed to provide a well-rounded education that emphasizes foundational skills, practical knowledge, and character development. The curriculum spans seven years, from Standard I to Standard VII, and covers a range of subjects intended to prepare students for secondary education and equip them with essential life skills. Key components of the Tanzanian primary school curriculum include the following:
Core Subjects:
- Kiswahili: As one of the two national language, Kiswahili is a primary medium of instruction in lower primary and a core subject.
- English: As the second national language, English is introduced early on. English is taught as a subject and becomes the primary language of instruction in secondary school. English medium schools, such as EEMPS, teach in English and Kiswahili is taught as a subject.
- Mathematics: This subject covers foundational arithmetic, basic algebra, and geometry, emphasizing problem-solving skills.
- Science: Basic principles of natural and physical sciences, such as biology, chemistry, and physics, are introduced to enhance critical thinking and curiosity about the natural world.
- Social Studies: This subject covers history, geography, civics, and environmental education, aiming to foster awareness of national heritage, social responsibility, and citizenship.
- Life Skills and Health Education: This includes lessons on health, hygiene, nutrition, and personal safety. Life skills education is designed to prepare students for healthy and productive lives.
- Civics and Moral Education: A focus on values, ethics, and good citizenship is integrated into the curriculum to encourage responsible and community-oriented behavior.
- Vocational Skills: Basic vocational skills such as agriculture, crafts, and home economics are taught, particularly in rural areas. This equips students with practical knowledge they can apply in everyday life or future careers.
- Physical Education and Arts: Physical education promotes fitness and teamwork, while arts such as music and drawing encourage creativity and self-expression.
Assessment: Students’ progress is evaluated through continuous assessment and formal national exams at the end of standards IV and VII. At the end of Standard VII, students take the Primary School Leaving Examination (PSLE), which determines their eligibility for secondary education.
The medium of instruction is Kiswahili in the lower grades (Standards I-IV), while English is gradually introduced as a subject. In upper primary (Standards V-VII), English instruction is increased to prepare students for secondary education, which is predominantly in English.
Ordinary Secondary Education (0-Level)
Admission to public ordinary secondary schools is available to those passing national exams. The Primary School Leaving Examination (PSLE) in Tanzania is a national examination administered to students at the end of their primary school education, typically in Standard 7 (around age 13). This exam assesses students’ proficiency in key subjects such as Mathematics, English, Kiswahili, Science, and Social Studies. It serves as a critical milestone in the Tanzanian education system, as students must pass the PSLE to qualify for ordinary secondary education.
The PSLE is designed to evaluate foundational skills and knowledge acquired throughout primary school, guiding placement in secondary schools based on performance. Passing the exam is a requirement for moving on to secondary school, and students who do not pass may have limited options for continuing formal education. The PSLE is also used by the government to monitor educational standards and identify areas needing improvement in primary education.
Ordinary Level (O-Level) secondary school curriculum covers four years of education from Form One to Form Four, typically for students aged 13 to 17. The curriculum, regulated by the Tanzania Institute of Education (TIE) and assessed by the National Examinations Council of Tanzania (NECTA), includes both core and elective subjects, providing a well-rounded education aimed at preparing students for the Certificate of Secondary Education Examination (CSEE).
Core Subjects:
- Mathematics
- English Language
- Kiswahili (the national language)
- Biology
- History
- Geography
- Civics (focuses on government, ethics, and citizenship)
Additional Science and Technical Subjects:
- Physics
- Chemistry
- Agriculture
- Information and Computer Studies
Elective and Optional Subjects:
Students may choose additional subjects based on their interests, academic strengths, and career aspirations. Electives include:
- Commerce
- Bookkeeping and Commerce
- Fine Art
- Music
- Home Economics
The curriculum is designed to impart knowledge, skills, and values that support students in becoming responsible citizens and preparing them for further education or employment. The emphasis is on developing critical thinking, problem-solving skills, and ethical awareness.
At the end of Form Four, students take the Certificate of Secondary Education Examination (CSEE), which determines their eligibility for Advanced Level (A-Level) secondary education or vocational pathways. Performance in the CSEE is critical, as it influences the students’ academic and professional options moving forward.
Advanced Secondary School (A-Level)
Student admission to Advanced Level (A-Level) secondary education must pass the Certificate of Secondary Education Examination (CSEE). The CSEE is typically taken at the end of Form Four, marking the completion of Ordinary Level (O-Level) secondary education. Performance on the CSEE determines eligibility for A-Level studies, which encompass Forms Five and Six. Students who achieve the required grades in specific subjects are selected to advance to A-Level, where they specialize in subject combinations that align with their future academic and career aspirations.
This curriculum is structured to prepare students for higher education or specialized vocational training. The National Examinations Council of Tanzania (NECTA) oversees the curriculum, which allows students to focus on specific subject combinations based on their career interests and academic goals. The curriculum emphasizes skills like critical thinking, problem-solving, and independent research to prepare students for tertiary education and beyond.
Subject Combinations: Students choose from specific subject combinations, which are generally grouped into arts, sciences, business, and technical tracks. These combinations are tailored to align with students’ future aspirations in fields like medicine, engineering, social sciences, and commerce. Common combinations include:
- Science: Physics, Chemistry, and Biology (PCB); Physics, Chemistry, and Mathematics (PCM); or Chemistry, Biology, and Geography (CBG).
- Arts and Humanities: History, Geography, and Economics (HGE); History, Kiswahili, and English Language (HKL); or Geography, Economics, and Mathematics (GEM).
- Business: Economics, Commerce, and Accountancy (ECA).
- Technical: Specific combinations may vary in technical institutions, often including subjects like engineering science or computer studies.
- Core Subjects: In addition to their chosen combination, students may study mandatory subjects like General Studies, which covers life skills, critical thinking, and current affairs, and English, which is often emphasized to improve academic language proficiency.
Practical and Lab Work: Science and technical streams incorporate practical components, particularly in subjects like physics, chemistry, and biology. Laboratory sessions are designed to provide hands-on experience and reinforce theoretical concepts.
At the end of Form Six, students sit for the Advanced Certificate of Secondary Education Examination (ACSEE). Performance on this exam determines eligibility for higher education and influences access to government-sponsored placements at Tanzanian universities.
While the A-Level curriculum offers depth in specialized fields, it faces challenges in terms of resource availability, especially in rural areas where facilities and access to qualified teachers may be limited. These disparities can impact the learning experience and overall performance of students.
Private School Admissions Although private secondary schools require the PSLE and CSEE exams, they have more flexibility concerning admissions. Some private institutions may consider students who did not pass the PSLE or CSEE, often implementing their own entrance examinations or assessments to evaluate a candidate’s suitability.
Educational Situation in Tanzania
Good and current statistics on educational attainment are scarce and the following information should be taken recognizing that the numbers may not be current. For Tanzania as a whole, educational statistics are provided in the following table.
| Tanzania Educational Statistics | Female | Male | Total |
| Primary school enrollment rate (2018) | 84.14% | 80.60% | 82.35% |
| Primary school-age children out of school (2023) | 13.82% | 18.9% | 16.38% |
| Primary school completion rate (2023) | 91.88% | 80.65% | – |
| Gross enrolment ratio, lower secondary education (2019) | 45.32% | 40.95% | 43.12% |
| Lower secondary completion rate (2023) | 38.24% | 32.60% | 35.40% |
| Gross enrolment ratio, upper secondary education (2019) | 5.93% | 7,81% | 6.87% |
| Pupil-teacher ratio, primary school (2018) | – | – | 50.63:1 |
| Pupil-teacher ratio, secondary school (2018) | – | – | 20.86:1 |
| Average years of primary and lower secondary school completed, years (2018) | 8.86 | 8.58 | 8.72 |
Source: Trading Economics (2024). Tanzania | World Bank Development Indicators. https://tradingeconomics.com/tanzania/indicators-wb-data.html?g=education
Foundational learning skills like literacy, numeracy, and essential life skills are often not achieved. Data from 2014’s primary school leaving examinations found only 8% of Standard 2 students could read proficiently, another 8% could perform basic arithmetic, and fewer than 0.1% exhibited advanced life skills like resilience, self-confidence, and problem-solving. For girls, the obstacles are even greater. The combination of early marriage and adolescent pregnancy is a major factor driving dropout rates. In 2016, nearly 3,700 girls had to leave school due to pregnancy. Poverty plays a role, as girls from poorer families are twice as likely to marry before 18 compared to those from wealthier backgrounds. Many of these young brides face lifelong limitations, including the inability to continue their education.
Maasai Educational Attainment
The Tanzania Maasai community faces significant educational challenges compared to the nation due to their pastoral lifestyle (though this is changing as their access to grazing lands decreases over time) and their tradition of early childhood marriage of females at puberty to older men. While specific national statistics on Maasai children’s secondary school attendance are limited, studies indicate that primary school enrollment among Maasai children ranges between 20% and 30%, with girls comprising only about one-third of these students. Alarmingly, the dropout rate before completing primary education is approximately 60%. This means that only about 40% of enrolled Maasai children complete primary school. Consequently, the overall primary school completion rate for Maasai children is estimated to be between 8% and 12%. Of the Maasai girls who reach the final grade of primary school, only 18% proceed to secondary education (1). Economic inequality further complicates these challenges. Children from the poorest families are three times less likely to attend primary school than those from wealthier households and the Maasai are among the poorest ethnic groups in Tanzania. (Note: missing reference and these numbers are probably low and outdated.)
Among the Maasai in the Arusha and Manyara regions, school attendance is low, and the dropout rate is high. The Maasai community’s illiteracy rate hovers around 80%, with primary school enrollment at just 20% to 30%, and girls make up only a third of these students. The dropout rate before completing primary school is a staggering 60%, and of the Maasai girls who reach the final grade of primary school, only 18% go on to secondary education. (Note: missing reference and these numbers are probably low and outdated.)
Several factors contribute to these high Maasai dropout rates. Poverty, limited support from families, household and farming responsibilities, and early forced marriages all weigh heavily on the Maasai community. Inadequate facilities, severe shortages of teaching staff, textbooks, and other essential supplies worsen the situation. Some classes are held outdoors, under trees, with limited communication and support, which discourages many families from sending their children to school.
References
- Swai, C. P. (2020). Pastoral Maasai’s Perceptions of the Value of Education and Completion Rates in Primary School in Longido District, Tanzania, Huria: Journal of the Open University of Tanzania. Vol. 26 No. 2 (2019)
- Lyimo-Macha, J.G., Mosha, D.B. and Minde, J.J. (2010). Factors Influencing Low Enrolment of Maasai Girls in Secondary Schools in Monduli District, Tanzania. Tanzanian Journal of Population Studies and Development, Vol. 17 No. 1-2 (2010).
- World Bank Group, 2021. https://data.worldbank.org/indicator/SE.SEC.ENRR?end=2021&locations=TZ&start=2019
2025 Tanzania Academic Calendar
| Semester | Semester Opens | Short Vacation | Semester Ends | Number of School Days | |
| Closing | Opening | ||||
| Semester I | 01/06/2025 | 3/28/2025 | 04/08/2025 | 06/06/2025 | 98 |
| Semester II | 07/08/2025 | 08/29/2025 | 09/15/2025 | 12/05/2025 | 96 |
| Total Academic Days | 194 | ||||
UMITASHUMTA (National Inter-Primary School Sports Competition): 06/08/2025 to 06/21/2025
UMISSETA (National Inter-Secondary School Sports Competition): 06/22/2025 to 07/04/2025
East African Secondary Schools Games (FEASSSA) will be held from 08/17/2025 to 08/29/2025.
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