Topic outline

  • Welcome

  • Introduction

    • Why this Unit?

      Educational policies should not be limited to files and streams of administrative talk. They should be implemented and lived in the classroom. Policy Understanding through Classroom Action aims to implement the intentions of a policy in the teaching and learning process. When teachers interpret and implement policies in their classroom practices, students benefit from equitable, innovative, and inclusive education. This approach connects theory to practice, guaranteeing that the goals of educational reform encompass aspirations as well as achievements. It positions teachers with the authority to enact change as they exemplify the aspirations of the national education policy in all they do in a school day—curriculum implementation, integration of ICT, assessment, and classroom control. 

      In this unit, you will translate policy statements into practical classroom practices. You will also reflect on how ICT integration in teaching aligns with national education goals. Finally, you will demonstrate ways to implement policy guidelines through lesson planning, assessment, and the use of technology.

      Unit Competencies 

      By the end of this unit, you will be able to:

      1. Identify key education policies that guide classroom practices. 
      2. Translate policy statements into practical classroom actions and strategies;  and 
      3. Demonstrate ways to implement policy guidelines through lesson planning, assessment, and the use of technology.


      Time

      Recommended time: 2 Hours

  • Lesson 1: Identifying Policies Guiding Classroom Practices in Tanzania

    • Introduction

      You don't work in isolation as a teacher—your practice is guided by a national vision for education. Tanzania's policies on ICT, curriculum, assessment, and teaching are not just administrative documents; they clearly define the role you must play in shaping a generation that is digitally competent, innovative, and future-ready. When you understand these policies, you are better positioned to align your lessons, assessments, and classroom decisions with national goals. By doing so, you do more than simply "comply"—you actively contribute to building a knowledge society where your learners can learn, work, and compete using technology responsibly and confidently. Becoming policy-literate is therefore not optional; it is part of your professional duty and national contribution.

      Lesson outcomes

      You will...
      1. interpret key national education policies and identify the expectations placed on classroom practice, particularly regarding ICT integration, competency-based teaching, assessment, and inclusion.
      2. translate specific policy statements into practical classroom strategies, such as lesson planning, assessment choices, or technology use that aligns with national directives.
      3. reflect on their current practice and develop an informed plan for gradual change, showing how they can begin, strengthen, and sustain policy-aligned teaching in the short, medium, and long term.


      Instructions

      1. Read the provided list of policy documents below. 
      2. Use the prepared a digest on each policy document to understand what teachers are expected to do.
      3. Complete the assignment and submit below.

    • Having now examined the key national policies and guidelines shaping ICT in education, your next task is to translate these policy intentions into a realistic personal implementation plan for your own classroom practice. Access the assignment tool below for details.

  • Lesson 2: Translating Policy Statements into Action

    • Introduction

      Knowing the policy mandate is only the first step—you must now translate it into something you actually do in the classroom. ICT integration isn't about expensive kit or complex software. Even with limited resources, Tanzanian teachers are already finding creative, meaningful ways to use ICT that align perfectly with the policy. In this lesson, you'll see real examples of how ICT is being used effectively in classrooms and then design a simple lesson that you can put into practice straight away.

      Lesson Outcomes

      You will...

      1. Identify practical ways ICT can be used in daily teaching, even with limited resources
      2. Analyse local or regional examples of ICT-supported lessons and link them to policy expectations
      3. Design a simple, implementable lesson plan that integrates ICT in alignment with national education guidelines


      Instructions

      1. Study the cases below which provide successful examples of ICT integration within lessons.
      2. For each example, briefly answer the following three questions:
        • What specific ICT tool or method was employed?
        • Which part of the lesson did the ICT support (e.g., content delivery, pupil activity, or assessment)?
        • Which key policy goal does this example help to fulfil (e.g., Competency-Based Curriculum (CBC), digital equity, continuous assessment, etc.)?

    • Lesson activity

      1. Design a lesson plan for a real class you teach, where ICT is used to support learning in any part of the lesson (e.g., introduction, delivery, assessment or feedback).

      2. Your lesson plan must include: 
        • Subject, topic and class level, 
        • Learning objectives (competency-based), 
        • How ICT will be used (e.g., PowerPoint slide, simulation, YouTube short clip, WhatsApp assignment, digital quiz, etc.),
        • Short justification linking to at least one national policy or guideline
        • A note explaining how you will adapt if devices or internet fail

      3. Submission format: Upload a Word or PDF document (1 page is enough) to the assignment link below.

  • Unit Discussion

    • Before continuing, take a moment to reflect on the policy digests you have read and how their expectations translate into real classroom action — the following forum discussion will help you articulate that connection.

  • Unit Assessment

    • Let us test your policy in education knowledge. Access the test below.
    • Unit 1 Quiz
      Receive a grade

  • Summary and Conclusion

    • Policy knowledge through classroom practices highlights how teachers bring education policy to life in day-to-day teaching. Through connecting lesson plans, tests, and technology use to national education goals, teachers translate policy into productive classroom actions. In this manner, teaching promotes quality, equity, and innovation. Essentially, policy knowledge is demonstrated not only in what is understood, but also in how it influences actual classroom choices and learning environments.

  • Attribution, References and Licence

    • References

      • Ministry of Education, Science and Technology [MoEST]. (2014). Education and training policy. Dar es Salaam, Tanzania: Government Printer.
      • Ministry of Education, Science and Technology [MoEST]. (2019). Education sector development plan (2016/17–2020/21). Dar es Salaam, Tanzania: Government of Tanzania.
      • Tanzania Institute of Education [TIE]. (2021). Curriculum framework for basic education. Dar es Salaam, Tanzania: Author.
      • UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action – Towards inclusive and equitable quality education and lifelong learning for all. Paris, France: UNESCO.
      • UNESCO Institute for Information Technologies in Education [IITE]. (2020). ICT in education policy toolkit. Paris, France: UNESCO.

    • Licence

      rr


      This material Policy Understanding Though Classroom Action is licensed by the Tanzanian Ministry of Education, Science and Technology under a       Creative Commons Attribution-ShareAlike 4.0 International licence (CC BY-SA 4.0).