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Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis

Tanzania Textbooks, Curriculum and Politics: A Documentary Analysis
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Author(s): Mussa S. Muneja (University of Arusha, Tanzania)
Copyright: 2015
Pages: 11
Source title: Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies
Source Author(s)/Editor(s): Nwachukwu Prince Ololube (Ignatius Ajuru University of Education, Nigeria), Peter James Kpolovie (University of Port Harcourt, Nigeria) and Lazarus Ndiku Makewa (University of Eastern Africa, Kenya)
DOI: 10.4018/978-1-4666-8162-0.ch016

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Abstract

The chapter explored the importance of textbook authorship in the context of Tanzania's competence based curriculum. The study utilized a documentary analysis where literatures from local and global perspective were scrutinized. In order to enhance the findings, five teachers with a long experience in teaching were purposively sampled and interviewed. The findings indicate most teachers are not empowered in the art and science of writing textbooks; teachers are largely excluded in textbook evaluation; gender imbalance in textbooks is a widespread global issue; corruption is widespread in textbook industry. The study recommends a constructive way forward according to the findings.

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