“MEWAKA, kwanza, kwanza, 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’ ContinuousProfessional Development Systemin Tanzania 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: 202-473-1000Email: AskEd@worldbank.orgInternet:www.worldbank.org/en/topic/education 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 ofExecutive Directors, or the governments they represent. 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 anyjudgment on the part of The World Bank concerning the legal status of any territory or the endorsement oracceptance of such boundaries. The citation of works authored by others does not mean the World Bankendorses the views expressed by those authors or the content of their works. 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 fullattribution to this work is given. 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:pubrights@worldbank.org. Cover design: Marianne Siblini “MEWAKA, kwanza, kwanza, MEWAKA!”:Rollout of the Teachers’ Continuous ProfessionalDevelopment System in Tanzania2025 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 processevaluationconducted ona sample of nine out ofthe first 26 local government authorities thatstartedimplementing MEWAKA in 2021. Theevaluation was conducted by a research team fromthe World Bank and University of Dar es Salaam (UDSM), in close collaboration with the Ministryof Education, Science andTechnology (MoEST) and the President’sOffice-Regional AdministrationandLocal Government (PO-RALG). 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?.................... 28Question 3: To what extent has the provision of regular TCPD improved learning outcomes?32Recommendations........................................................................................................................ 40Conclusion..................................................................................................................................... 43References.....................................................................................................................................46 Introduction Teachers—what they know, how they teach, and their numbers—are the most crucialingredient in the education sector.This w