This Plan focuses on ensuring equitable access to education and training for all, including the most disadvantaged. Progress towards achieving all of the targets will be tracked through a rigorous Monitoring and Evaluation Framework, which is a separate document annexed to this plan, and this will disaggregate results by gender and by geographical location, as well as having a particular focus on disadvantaged groups such as orphans and vulnerable children, and children and adults with learning disabilities including physical disabilities.

An Act to provide for the establishment of the Council to regulate the conduct of and registration of environmental health practitioners and to provide for related matters.

An Act to make provision for the enfranchisement of certain lands held under Customary Land Tenure, to provide for the grant of such lands to the tenants and to repeal the Nyarubanja Tenure (Enfranchisement) Act, 1965.

An Act to amend the Customary Leaseholds (Enfranchisement) Act, 1968.

An Act to make provision for the management and regulation of broadcasting and other matters related to it.

An Act to establish the Tanzania Communication Commission to be responsible for the United Republic of Tanzania and to provide for the designation of public postal and telecommunications licensees and to provide for all related matters.

An Act to establish the Tanzania Communications Regulatory Authority for regulation of telecommunications, broadcasting, postal services; to provide for allocation and management of radio spectrum, covering electronic technologies and other Information and Communication Technologies (ICT) applications and to provide for its operation in place of former authorities and related matters.

An Act to provide for the issuance, control and cancellation of passports and travel documents and to provide for other related matters.

This Framework aims to encourage actors in the health sector to develop innovative approaches for quality improvement, to implement them and to pool experiences as a basis for identifying lessons and best practices.

An Act to provide for the treatment of delinquent children and young persons and related matters.

This document is a revised version of The Basic Education Master Plan. It is a holistic framework that undertakes to review and analyse basic education provision in the following areas: Pre-primary education; Primary education; Non-formal and adult basic literacy; and Post Primary Vocational training.

The purpose of the DQA guidelines is to provide a framework and uniform approach to conducting data quality assessment activities in the country. These guidelines focus on providing a structured and uniform approach to be applied during data collection and management processes – verifying the quality of reported data, assessing the underlying data management and reporting systems and using findings from these assessments to identify and implement solutions for improving quality.

This Policy is designed to promote the acquisition and appropriate use of literary, social, scientific, vocational, technological, professional and other forms of knowledge, skills and understanding for the development and improvement of man and society.

This Strategy is a framework to rally national efforts during 2010/11 – 2014/15 in accelerating poverty-reducing growth by pursuing pro-poor interventions and addressing implementation bottlenecks. It is a medium-term mechanism to achieve the aspiration of Tanzania’s Development Vision 2025 (TDV 2025) and the Millennium Development Goals (MDGs) of transforming Tanzania into a middle-income country characterized by (i) high-quality livelihood, (ii) peace, stability and unity, (iii) good governance, (iv) a well-educated and learning society, and (v) a strong and competitive economy.

This programme aims at creating a well-educated, knowledgeable and skilled Tanzanian able to competently and competitively cope with political, social, cultural, economic and technological development challenges at national and international levels.

The Secondary Education Development Programme II (SEDP II) is expected to sustain and consolidate gains attained through implementing the educational goals in areas of quality, management, and conducive teaching and learning environment, as expressed in the performance evaluations in SEDP I.

The Environmental and Social Management Framework (ESMF) adopts the following priorities: Priority in spending on basic education; Improvement inequitable access to quality secondary education; Demand-driven and market-oriented post-secondary and higher education; and Institutional development to improve sector management and strengthen implementation capacity.

This Plan aims to achieve coherence and balance through strategic interventions in the system, taking into account both demand and supply variables; to pull together the scarce resources to concentrate them on identified strategic priorities; and to have a flexible but directional and firm negotiating tool as we endeavour to incorporate all stakeholders in the development of education in this country.

The Teacher Education Master Plan has the following objectives to steering teacher education in Tanzania during the next twenty-five years, to define a mission for the professional development of teachers during the next five years, among others.

The technical education and training policy is established to achieve the following general objectives: to enhance the application of science and technology to socio-economic development to improve the standard of living of the population and meet the basic needs of the masses; to establish an appropriate legal framework, laws, regulations and rules for rationalizing, assessing and monitoring the development of technical education and training in the country; and to facilitate the creation of relevant institutions both public and private, to implement specific objectives on the development of technical education and training.