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.

These Regulations may be cited as the Fisheries (General Amendment) Regulations, 1996.

An Act to provide for a legal and institutional framework for sustainable management of the environment; to outline principles for management, impact and risk assessments, prevention and control of pollution, waste management, environmental quality standards, public participation, compliance and enforcement; to provide the basis for the implementation of international instruments on the environment; to provide for the implementation of the National Environment Policy; to repeal the National Environment Management Act, 1983 and provide for the continued existence of the National Environment Management Council; to provide for the establishment of the National Environmental Trust Fund and to provide for other related matters.

An Act to amend certain written laws.

An Act to amend Certain Laws.

These regulations may be cited as the Environmental (Registration of Environmental Experts) Regulations, 2005. They apply to all individual environmental experts and firms of environmental experts certified and registered under these Regulations.

These regulations apply to all projects, undertakings and activities referred to in Part VI and the third schedule to the Act and the first schedule to these Regulations

This is an Act specifying the laws of evidence.

These regulations may be cited as the Food, Drugs and Cosmetics (Fees) Regulations, 2005. This document provides information on fees to be paid by product dealers, training and consultancy services, restriction on conducting business without paying fees and due, among others.

This document details the collection and visual grading, buying of raw cashew nut, procedure and guidelines for processing and export procedures.