Tanzania: How School-Based In-Service Teacher Training (SITT) is Transforming Classrooms
Katherine Fulgence, Senior Lecturer at the University of Dar es Salaam, and Rabson Chambua, Coordinator of the National Teachers Continuous Professional Development, Ministry of Education, Science, and Technology, have been leading the charge in strengthening teacher mentorship and in-service training in Tanzania. In this blog post, they offer their insights and learnings, highlighting the Tanzanian Ministry of Education’s engagement and the applied research uptake and outcomes.
In the ever-evolving world of education, one thing remains clear: effective teaching is the cornerstone of student success. But how do we ensure teachers are equipped with the skills and support they need to thrive in the classroom? The answer lies in evidence-based strategies that drive education reforms, particularly in broadly addressing the learning crisis and the challenges teachers face across Tanzania and Africa.
In December 2024, we had the privilege of attending the 5th GPE KIX Global Symposium, where we shared how the Dar es Salaam University College of Education (DUCE) and the Ministry of Education in Tanzania have been leading the charge in strengthening teacher mentorship and in-service training. With the support of GPE KIX, we’ve been working to transform classrooms through the School-Based In-Service Teacher Training (SITT) model. In this blog, we’ll take you through the key learnings and strategies that have made SITT a game-changer for teacher professional development in Tanzania, demonstrating how the success resulted from a strong collaboration between researchers, policymakers, and practitioners.
Key Outcomes of SITT in Tanzania: Real Change in Classrooms
The SITT model is more than just another training program; it is a revolutionary approach to teacher development. SITT supports practice-based teacher mentorship programmes by training mentor teachers to coach and mentor fellow teachers through peer learning exchange, model lessons and team teaching. Unlike traditional workshops that pull teachers out of their classrooms, SITT brings the training to the school. It is practical, continuous, and tailored to the specific needs of teachers and their students.
Here are the key features of the model:
- Collaborative Learning: Teachers learn from each other through peer mentoring, coaching, and team teaching.
- Learner-Centered Pedagogy: Interactive, student-focused methods make learning more engaging and effective.
- Use of Local Resources: Teachers are trained to innovate with locally available materials, making lessons more relevant and sustainable.
- Embedded in Schools: Training happens on-site, allowing teachers to apply new skills immediately.
- Integration of ICT: Digital tools and multimedia resources are incorporated to bridge the digital divide.
- Focus on Well-Being: Modules on stress management and self-care ensure teachers stay motivated and healthy.
Through GPE KIX, DUCE worked in collaboration with the Ministry of Education to strengthen the mathematics teachers’ capacity through effective teacher mentorship and support models. The impact of SITT in Tanzanian schools has been nothing short of transformative.
“SITT has not only changed how we teach but also how students learn. It’s a win-win for everyone.”
- teacher in Tanzania
The positive impacts of SITT have been illustrated in four areas:
- Transformation in Teaching Practices
The shift from traditional, teacher-centered methods to learner-centered approaches has been profound. Teachers now actively involve students in preparing teaching materials, fostering collaboration and critical thinking. A teacher from one rural school shared: “I don’t think I could go back to the old traditional teaching approach when I thought using learner-centeredness was time-consuming. I have come to learn that it was not true.”
- Improved Student Performance
Rural schools in the Arusha region have seen gradual improvements in Mathematics performance. While challenges remain, the progress is a testament to the potential of SITT to drive change, even in rural and pastoralist communities where education is often undervalued.
- Increased Student Interest
SITT has made learning more enjoyable, especially in subjects like Mathematics. Teachers have embraced innovative methods using practical teaching aids. As one student said, “We now look forward to Math classes because they are fun and interactive.”
- Community Engagement and Support
In rural areas like Monduli, where pastoralist communities often prioritize livestock over education, SITT has introduced initiatives like Parent-Teacher Meetings to shift attitudes and increase parental involvement. These efforts are laying the groundwork for sustained improvement in student performance.
Building on Successful Collaboration Between Researchers and Policymakers
The success of SITT would not have been possible without the strong collaboration between researchers, policymakers, and practitioners. The Ministry of Education, Science, and Technology has successfully integrated SITT principles into national teacher training frameworks. Through partnerships with organizations like HELVETAS – an independent Swiss development organization – and institutions like DUCE, SITT has been piloted, reviewed, and is undergoing certification, ensuring its alignment with national education goals.
For example, the Tanzania Institute of Education was key in validating the SITT manual. At the same time, the Local Government Authorities oversaw its implementation along with the Teacher's Continuous Professional Development framework. The involvement of diverse stakeholders has ensured that SITT is not just a research project but a sustainable part of Tanzania’s education system.
Looking Ahead: Scaling SITT Across Borders
The success of SITT in Tanzania has inspired its adoption in other countries like Kenya, Zambia, and now South Sudan. Its flexibility and focus on local contexts ensure long-term impact and scalability. DUCE and HELVETAS, with support from GPE KIX, are now piloting SITT at the primary level in South Sudan and Kenya. This expansion reinforces the model’s potential to transform education across the region.
The SITT model has proven to be a powerful tool for transforming classrooms, improving teaching practices, and enhancing student outcomes. Given its focus on collaboration, innovation, and sustainability, SITT is addressing the challenges of today and paving the way for a brighter future in education.
Let us continue to support and scale initiatives like SITT, ensuring that every teacher has the tools they need to succeed, and every student has the opportunity to thrive.
Learn more
Watch us discussing this research during the 5th KIX Global Symposium Day 2: Thematic Breakout Sessions on Teacher Professional Developement
Briefs are available to support government officials, policy makers, and practitioners in turning teacher professional development evidence into practice:
- Stakeholders’ engagement in strengthening in-service teacher mentorship and support project
- Addressing causes of gendered students’ mathematics performance in Tanzanian secondary schools
- Strengthening in-service teacher mentorship and support through school-based in-service teacher training in Kenya
- Enhancing in-service teacher mentorship and support in Zambia
About the 5th Annual GPE KIX Symposium
The 5th Annual Global Knowledge and Innovation Exchange (GPE KIX) Symposium online event, ‘Promoting a Culture of Evidence-Use in Policymaking—Challenges and Opportunities,’ brought together over 700 participants for two days of discussions on evidence-based education transformation. It highlighted how GPE KIX initiatives successfully influenced policy, addressed local education challenges, and drove meaningful change.
Watch the full broadcast:
Explore Expert Insights:
Read blogs from our distinguished speakers to deepen your understanding of the symposium's key themes. These blogs provide comprehensive coverage of the Thematic Breakout Sessions and their most valuable takeaways.
