They are highly promising. Appealing. Proposed tech solutions for problems facing the education sector. Especially those concerning the mastery of literacy and numeracy in our primary schools.
No wonder tech folks frequent the corridors of the Ministry of Education, Science, and Technology (MoEST) with alluring proposals. All are seeking public-private partnerships that would lead to scaling up innovative solutions across the country. They come from far and wide, near and within.
I had the opportunity to observe from close range the inception of such an initiative, attend a presentation from another, and have a candid talk with the mastermind of one other. Since then, I have been wondering how to move from scaling up to integrating all these attractive interventions.
Scaling Up Teaching at the Right Level (TaRL), for example, is what INNOVEX proposed for all public schools in Tanga. Godrey Telli talks animatedly about how this regional scale up became a possibility. It’s because the pilot phase in 20 schools involving more than 2,000 students resulted in a notable improvement in over 80 percent of the lowest-performing students, he proudly insists.
Although TaRL is not tech-centric, it is the cornerstone of an initiative that is. Known as TangaYetu, the initiative emphasises, among other things, the use of digital technologies to enable equitable access to safe learning environments. Its website categorically states that it is part of initiatives “aiming to support selected cities around the world to implement coordinated programs that leverage digital technologies and artificial intelligence (AI)…” So, it is just a matter of time.
Faraja Nyalandu’s ShuleDirect is another initiative that leverages AI in education. “As the official e-learning partner of the Government of Tanzania,” its website proudly states, “we are deeply committed to driving the digital transformation of education across the country.” The recent e-learning Africa international conference showcased how “AI can enhance teaching and learning by providing educators with data-driven insights to improve student outcomes.” I asked about integrating interventions that are ‘more or less’ similar. The response was as direct as it was insular.
Jacqueline Mgumia is heading Imagine Worldwide’s (IW) new initiative in Tanzania that is also making strides in using technology to upscale literacy and numeracy. As the Executive Director for Imagine Tanzania, IW notes, “she is spearheading our work with the Government of Tanzania to scale the tablet program throughout the country.” The program is now aptly called MsingiTek.
Msingi is a Swahili word for foundation or base. And, of course, Tek is a Swahilization of Tech. MsingiTek is conceived as an edtech program. One of its public requests for proposal states that its implementation “entails supplemental use of individualised, self-paced instruction delivered through specialised apps on tablets.” IW’s pilot phase in Kigoma improved learning dramatically.
During MsingiTek’s recent launch in Simanjiro district in Manyara region, Mgumia was quoted as saying: “We have observed positive results in the areas covered. Children are motivated to learn through educational games provided by the tablets, and teaching has been simplified for teachers.”
Once again, the question of scaling up is paramount. IW’s website affirms that Tanzania is part of its scale portfolio. This stems from a co-creation workshop it conducted in 2024 with MoEST and other stakeholders to explore the nationwide scale of its tablet program. I was there.
Everyone seemed excited. Especially those who had a chance to get edutained by the tablets. “Thanks to the bold leadership of the Permanent Secretary and Minister of Education,” IW further notes, “we are now introducing our program to 62 schools in 2025, with the plan to launch in 500+ schools by 2027.”
MsingiTek is starting with Manyara, Morogoro, Ruvuma, Shinyanga, Tabora, and all regions of Zanzibar. TangaYetu is first covering Tanga. ShuleDirect is expanding to over 25 regions. This is just a snapshot. There are many other initiatives out there. All are trying to scale up mastery of the 3Rs.
We are told that there are many ways of skinning a cat. And it doesn’t matter what the colour of the cat is as long as it catches mice. Maybe as long as all tech-centric initiatives improve numeracy and literacy in whatever corner of the country, all will be well. Perhaps all that matters is scaling all up.
But what will happen if we scale up all of them countrywide? Will they simply integrate by default?
You know I spent last night thinking about your question, Telli told me a day after I raised it. As we used to say when we worked at HakiElimu, an educational NGO, reflect. Then act accordingly.
Chambi Chachage is an Assistant Professor at Howard University and a Digital Humanities fan. He’s available at chambi78@yahoo.com or on X as @Udadisi. The opinions expressed here are the writer’s own and do not necessarily reflect those of The Chanzo. If you are interested in publishing in this space, please contact our editors at editor@thechanzo.com.
