A Reflection on the Context of Educational Reforms in Tanzania
Kiwia, Sixtus F.N. /

This paper reviews the origins of educational reforms in Tanzania and discusses reforms in the context of the educational change process. The origin of educational reforms is assumed to be closely related to the policy formulation and implementation process. The reforms are conceptualized within the framework of three perspectives on change. Policy formulation and implementation are interpreted as complementary processes and it is argued that inappropriate perception of the implementation process is often the cause of failure in achieving the desired results from educational reforms or policy initiatives. Acceptability or non-acceptability of educational reforms are based on the question of responsiveness and compliance of the different groups charged with implementing the reforms. The co-operation of grassroot members and their institutional leaders is also considered crucial in implementing the reforms. Thus conflicts of interests have to be tolerated in order to maintain a balance amongst conflicting parties in the reform process