Why Dr Rarieya is on building teacher capacity in East Africa

Based in Dar es Salaam, Tanzania, the Aga Khan University’s Institute for Educational Development (AKU-IED-EA) has been one of the leading centres in East Africa, working to improve the quality of education.

At the core of these achievements is the Institute’s Dean, Dr Jane Rarieya.

The don has more than a decade of experience in higher education as a fellow of the Commonwealth Centre for Education at Cambridge University, UK and a Trustee for Children in Freedom Trust, UK.

The Citizen’s education reporter, Jacob Mosenda interviewed Dr Rarieya, also a member of the Forum for African Women Educationalists (FAWE) and a member of the Fellowship and Accreditation Expert Advisory Group of the Advance, UK, delving into the education fraternity in Tanzania and East African region.

Question: Tell us about your journey into education and what inspired you to pursue this path?

Answer: My journey began as a teacher, a choice I made deliberately.

Unlike many who enter teaching due to a lack of alternatives, I was drawn into it because I recognised its power.

My teachers, particularly in secondary school, were passionate, caring, and engaged both students and parents.

This nurturing environment inspired me. I loved school, and teaching I felt like a natural path for me.

What are the key differences between older generations of teachers and the influx of young teachers today?

In the past, finding a teaching position was not an issue.

Today, jobs are scarce, including in education.

As a result, some people enter the profession out of necessity rather than passion.

This lack of commitment is evident.

When I began teaching, I was committed because I genuinely wanted to teach. Today, that commitment is often missing.

To be an excellent teacher now, you must be skilled at teaching, able to break down complex concepts for learners, and be reflective and innovative. Unfortunately, I don't always see these qualities in many of today's teachers.

In your opinion, what are the most pressing educational challenges facing Tanzania and East Africa today?

One of the biggest challenges is teacher capacity.

Many countries in East Africa are undergoing major curriculum reforms, but the teachers lack the capacity to implement these changes effectively.

Most of the current in-service teachers were trained in the past, with many shortcomings.

As a result, they struggle to meet the demands of the new curricula.

Another challenge is the leadership in our educational institutions.

Many leaders lack the strategic thinking and resourcefulness needed to lead teaching and learning effectively.

They focus is too much on resources, forgetting that the core of education is teaching and learning.

Infrastructure is also a major issue. Many schools lack sufficient classrooms, internet access, and electricity.

Although teachers have been given gadgets, the lack of infrastructure hinders their ability to use them effectively.

How has the Institute for Educational Development (IED) positioned itself to address these challenges? What programmes or interventions have had a significant impact on the educational landscape in Tanzania?

Despite the limited funding for education, we at IED are focused on efficiently managing the resources we have.

Our biggest contribution has been developing the capacity of teachers through our master’s programme, targeting in-service teachers.

We work with governments across the region, training teachers who return to their countries to support their education systems.

In Tanzania, for example, our graduates hold influential positions. This allows them to make a real impact on the education sector.

We also offer short courses for teachers, ranging from one-day workshops to week-long programmes.

These courses have become increasingly popular, with schools seeking partnerships to improve their teachers' capacities.

One of our innovative projects is the Maker Space Hub.

This resource centre uses everyday materials to teach educators how to create teaching resources from their surroundings.

This initiative has been so successful that other schools are now setting up their own Maker Spaces, transforming how they teach.

How has the experience of dealing with disruptions caused by the Covid-19 pandemic and recent floods influenced IED’s strategy for integrating technology in education?

The Covid-19 pandemic taught us that integrating technology in education is not optional—it’s essential.

In our programmes, technology is embedded in the curriculum. Teachers must embrace technology to improve their teaching practices.

During the pandemic, many teachers struggled with using technology, which slowed down learning.

We’ve worked hard to show teachers how to use smartphones to communicate with and teach their students.

Despite challenges like lack of electricity and internet, our trainees have found innovative ways to use technology in their classrooms.

At IED, we continued learning during the pandemic.

Thanks to our infrastructure, our trainees were able to graduate on time.

Technology makes a significant difference, and governments need to invest more in this area to support continuous professional development for teachers.

What are IED’s goals for educational impact and growth in the region?

Our goal is to become the go-to educational hub for teachers in East Africa—a centre of excellence where educators can access resources, seek support, and improve their skills.

We want teachers to think of IED as their first choice for professional development and best practices in teaching.

How do you envision the future of education in Tanzania and East Africa, and what role do you see IED playing in that future?

We are currently expanding our programmes to reach more educators across the region.

We’re developing new ones that cater to different levels of experience and expertise.

By partnering with other institutions, including ministries of education, we believe we can make a significant impact on the future of education.

We must prepare our students to become job creators with hands-on skills and the right attitudes.

We need to think beyond traditional education and equip students with the skills they need to succeed, whether formal or informal employment.

What advice would you give to young educators and researchers who aspire to contribute to educational development in the region?

My advice is simple: stay committed, be innovative, and always strive to improve your skills.

Education is a powerful tool for change, and as educators, we have the responsibility to shape the future.