Tanzania’s educational cooperation with China has expanded through Confucius Institutes, university programmes, secondary school syllabi, and the recent extension of Chinese language learning to primary and teacher education. Yet Chinese remains largely absent from adult and non-formal education, despite growing interaction between adult Tanzanians and Chinese actors in trade, tourism, construction, and digital commerce. This article examines the policy and institutional basis for integrating Chinese language education into Tanzania’s adult learning system. It uses qualitative document review and comparative benchmarking of policy documents, curriculum materials, adult education frameworks, and selected African experiences. The analysis shows four main findings. First, Tanzania has a clear strategic rationale for extending Chinese language learning beyond formal schooling because language competence is increasingly linked to employability, business participation, and intercultural communication. Second, the adult education system provides practical entry points through the Institute of Adult Education, Folk Development Colleges, Community Learning Centres, vocational training programmes and distance learning platforms. Third, successful integration requires a localised, modular curriculum focused on functional Chinese for business, tourism, construction, community services and digital communication. Fourth, sustainability depends on teacher preparation, financing, monitoring, partnerships and adaptation to adult learners’ linguistic backgrounds. The article proposes a phased implementation roadmap for pilot testing, curriculum development, teacher training, digital delivery, and policy institutionalisation. It contributes to debates on language policy, lifelong learning and South–South educational cooperation in Africa.
Jivitius Ching’oro Sabatho, A. Komba, Sengbandith Khinnithuck et al.· American Journal of Multidis...· 0 citations
Chinese language education in Tanzania has moved from a small secondary-school initiative into a formal curriculum area extending from Standard III through ordinary and advanced secondary education to teacher education. This paper examines the documented conditions required to sustain that reform, focusing on policy alignment, teacher support, curriculum localisation and institutional coordination. A qualitative documentary analysis was conducted using 38 official and institutionally generated documents, including national policies and plans, general curricula, Chinese language syllabi, locally developed textbooks, cooperation and implementation records, examination formats and item-response reports. Peer-reviewed literature was used to interpret the documentary patterns. The Context, Input, Process and Product model guided coding and synthesis. The documents indicate that Tanzania has established a substantial policy and curriculum architecture for Chinese language education, including vertical curriculum expansion, local textbook production, teacher-education provisions and national assessment arrangements. They also reveal unresolved risks: the local teacher-preparation pathway is not yet fully operational, complete learner and teacher resource packages remain uneven, inter-agency coordination is episodic and assessment evidence is not demonstrably embedded in a routine curriculum-improvement cycle. Because the study analyses policy intentions and recorded arrangements rather than classroom enactment, its conclusions are framed cautiously. The paper proposes an indicative roadmap centred on local capacity, resource completion, coordinated monitoring and stronger use of assessment evidence. Long-term sustainability will depend on converting project-supported developments into routine, nationally owned curriculum-management processes.
Jivitius Ching’oro Sabatho, Huang Fang, Gloria Gilbert Mshana et al.· International journal of res...· 0 citations