In the ever-evolving world of education, one principle 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 addressing the challenges teachers face across Africa.

The Dar es Salaam University College of Education and the Ministry of Education in Tanzania are at the forefront of efforts to strengthen teacher mentorship and in-service training.

With the support of GPE KIX, classrooms in Tanzania are being transformed 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, policy makers, and practitioners.

Real change in classrooms

The School-Based In-Service Teacher Training model is more than just another training program – it is a transformative approach to teacher development. It supports practice-based mentorship programs through training mentor teachers to coach and mentor fellow teachers through peer learning exchange, model lessons and team teaching.

Unlike traditional workshops that take teachers out of the classroom, SITT brings professional development directly into the school setting – making it practical, continuous, and responsive to the real needs of both teachers and their students.

GPE KIX’s support enabled the Dar es Salaam University College of Education in collaboration with the Ministry of Education to provide this effective teacher mentorship and support model to mathematics teachers.

The impact of SITT in Tanzanian schools has been nothing short of transformative.

• Transformation in teaching practices: The shift from traditional, teacher-centered methods to a learner-centered approach has been profound. Teachers now actively involve students in preparing teaching materials, fostering collaboration and critical thinking.

• 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, such as creating math labs and using practical teaching aids.

• 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.

Collaboration between researchers and policy is scaling SITT across borders

The success of SITT would not have been possible without strong collaboration between researchers, policy makers, and practitioners. The Ministry of Education, Science, and Technology has been instrumental in integrating SITT principles into national teacher training frameworks.

Through partnerships with organizations like HELVETAS and institutions like the Dar es Salaam University College of Education, SITT has been piloted, reviewed, and certified, ensuring alignment with national education goals.

For example, the Tanzania Institute of Education played a key role in validating the SITT manual. In parallel, 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.

The success of SITT in Tanzania has inspired its adoption in other countries like Kenya, South Sudan and Zambia. Its flexibility and focus on local contexts ensure long-term impact and scalability.

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 also paving the way for a brighter future in education.

Watch us discussing this research during the 5^th KIX Global Symposium Day 2: Thematic Breakout Session on Teacher Professional Development.