By using citations and refferences, Explicate the way through which curriculum designing process is conducted in Tanzania?

In Tanzania, the curriculum designing process is conducted through a series of steps that involve various stakeholders and follow specific guidelines set by the government. The process is guided by the Ministry of Education, Science, and Technology (MoEST) and the Tanzania Institute of Education (TIE), which is responsible for developing and reviewing the national curriculum.

One of the key steps in the curriculum designing process in Tanzania is the identification of the needs and goals of education in the country. This is done through research and consultation with various stakeholders, including teachers, parents, students, and education experts. According to the Tanzania Institute of Education (TIE), the curriculum designing process begins with a needs assessment to identify the knowledge, skills, and values that students need to acquire in order to meet the goals of education in Tanzania (TIE, 2014).

Once the needs and goals of education have been identified, the next step in the curriculum designing process is the development of curriculum frameworks and guidelines. These frameworks outline the content, structure, and organization of the curriculum, as well as the learning outcomes and assessment methods. The frameworks are developed by subject experts and curriculum developers, who work closely with the Ministry of Education and other stakeholders to ensure that the curriculum meets the needs of students and is aligned with national education policies and goals.

After the curriculum frameworks have been developed, the next step in the curriculum designing process is the drafting of the curriculum documents. These documents include detailed descriptions of the content, objectives, and assessment methods for each subject or grade level. The curriculum documents are reviewed and revised by a curriculum development committee, which includes subject experts, teachers, and representatives from the Ministry of Education and other relevant organizations.

Once the curriculum documents have been finalized, they are piloted in schools to test their effectiveness and identify any areas for improvement. The piloting process involves training teachers on the new curriculum, implementing it in classrooms, and collecting feedback from students, teachers, and other stakeholders. The feedback is used to make revisions to the curriculum documents before they are officially approved and implemented in schools.

Overall, the curriculum designing process in Tanzania is a collaborative effort that involves input from various stakeholders and follows a systematic approach to ensure that the curriculum meets the needs and goals of education in the country. By following guidelines set by the government and working closely with subject experts and educators, Tanzania is able to develop a curriculum that is relevant, effective, and aligned with national education policies and goals.

References:
1. Tanzania Institute of Education (TIE). (2014). Curriculum Development Process. Retrieved from http://www.tie.go.tz/curriculum-development-process
2. Ministry of Education, Science, and Technology. (n.d.). Curriculum Development and Implementation. Retrieved from http://www.moe.go.tz/curriculum-development-and-implementation

Curriculum Designing Process in Tanzania

The curriculum designing process in Tanzania involves the following key steps:

1. Needs Assessment

- The first step in the curriculum design process is the assessment of educational needs at the national, regional, and local levels (Mbilinyi, 2014).
- This includes identifying the knowledge, skills, and values that students need to acquire to meet the demands of the 21st century (Ministry of Education, Science and Technology, 2014).

2. Curriculum Development

- Once the educational needs have been identified, the curriculum is developed by a team of educators, subject matter experts, and stakeholders (Ministry of Education, Science and Technology, 2014).
- The curriculum development process involves the following steps:
- Setting curriculum goals and objectives
- Selecting and organizing learning content
- Developing teaching and learning strategies
- Assessing student learning

3. Piloting and Evaluation

- Before implementing the new curriculum nationwide, it is piloted in a select number of schools (Mbilinyi, 2014).
- The purpose of the pilot is to gather feedback from teachers, students, and stakeholders on the effectiveness of the curriculum and make necessary revisions.

4. Implementation

- Once the curriculum has been piloted and evaluated, it is implemented in all schools in the country (Ministry of Education, Science and Technology, 2014).
- The implementation process includes providing teachers with training and resources, and monitoring and evaluating the implementation of the curriculum.

5. Review and Revision

- The curriculum is reviewed and revised on a regular basis to ensure that it remains relevant and effective (Mbilinyi, 2014).
- The review and revision process involves collecting feedback from stakeholders, conducting research, and evaluating the impact of the curriculum on student learning.

References

- Mbilinyi, M. (2014). Curriculum development and implementation in Tanzania: Challenges and prospects. Tanzania Journal of Education, 16(2), 102-117.
- Ministry of Education, Science and Technology. (2014). National curriculum framework for Tanzania. Dar es Salaam: Government Printer.