“MEWAKA，宽扎，宽扎，MEWAKA！”：坦桑尼亚教师持续专业发展体系的推出（英）2025

No. 25 | November 2025 “MEWAKA, kwanza, kwanza, MEWAKA!”:Rollout of the Teachers’ Continuous Gemma Joan Nifasha Todd, Eilleen Xu, Xiaoyan Liang, Richard Shukia, Blackson Kanukisya, Gaudensia Emanuel, Daniel Marandu, and Stansilaus Marobo © 2025International Bank for Reconstruction and Development / The World Bank 1818 H Street NWWashington DC 20433Telephone: 202-473-1000 This work is a product of the staff of The World Bank with external contributions. The findings, interpretations,and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work anddoes not assume responsibility for any errors, omissions, or discrepancies in the information, or liability withrespect to the use of or failure to use the information, methods, processes, or conclusions set forth. Theboundaries, colors, denominations, links/footnotes and other information shown in this work do not imply any Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privilegesand immunities of The World Bank, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of itsknowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications,The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: Cover design: Marianne Siblini “MEWAKA, kwanza, kwanza, MEWAKA!”:Rollout of the Teachers’ Continuous Professional 2025 Authors: Gemma Joan Nifasha Todd, Eilleen Xu, Xiaoyan Liang, Richard Shukia, BlacksonKanukisya, Gaudensia Emanuel, Daniel Marandu, and Stansilaus Marobo1 Abstract In 2021, Tanzania launched the rollout of its teachers’continuous professional development(TCPD) framework, popularly known asMafunzo Endelevu ya Walimu Kazini (MEWAKA). MEWAKA recognizes that quality TCPDbenefits from multiple delivery modalitiesand thereforeoperates through communities of learning at the school and cluster levels, self-learning (online),and coaching and mentorship formats. This workingpaper presentsthe findings from a process Table of Contents Abstract ............................................................................................................................................ iIntroduction.................................................................................................................................... 1Section 1: Context and Background of TCPD in Tanzania............................................................... 3Section 2: Methodology................................................................................................................ 12Section 3: Key Findings.................................................................................................................. 15Question 1: How is the implementation of TCPD going and have things changed?Are there any variations, and if so, why?.............................................................................. 15Question 2: What are the strengths and weaknesses in implementation so far?.................... 28 Introduction Teachers—what they know, how they teach, and their numbers—are the most crucialingredient in the education sector.This working paper focuses on teachers in Tanzania,specifically the rollout of regular teachers’continuous professional development (TCPD), also The well-being of a teacher needs to be viewed holistically, with TCPD recognized as a corecomponent in a teacher’s lifecycle, building on the knowledge and skills obtained during initialteacher education.The World Bank’s “teachers’ framework”conceptualizes a teacher’s life cycleto include two key stages: (a) preservice and (b) in-service(figure 1). Theseoperate within variousplanning, management, quality assurance, and resource systemsFigure 1(World Bank 2025c). Thein-service teacher training, or TCPD, builds on effective initial teacher education, strengtheninginitial knowledge and skills gained by teachersduring preservice training and adaptable to newtechnologies, curricula changes, policy shifts, and research or evidence.Globally, across Implementation began in 2021 in 26local governmentauthorities (LGAs), with the goal of The World Bank has collaboratedwith the Government of Tanzania and the University of Dares Salaam (UDSM) to build evidence on therollout of TCPD.This workingpaper presents thefindings of a process evaluationof TCPD in mainland Tanzania and shows how TCPD has beenimplemented in the first pilot 26 LGAs.To inform thecontinuedrolloutand implementation ofTCPD, the World Bank commissioned the School of Education at UDSM to conduct a process The paper highlights the d