The ICT training programme for secondary school teachers was established in 2010. The aim of the training programme was to equip Science and Mathematics teachers with the requisite knowledge and skills of integrating ICT in the teaching and learning of Science and mathematics subjects.

Through the application of ICT the teacher could prepare, for example, simulated practical lessons without the necessity of having actual specimens which sometimes are difficult to obtain. Similarly, application of ICT in teaching has been observed to minimize the time of lesson preparation, ease storage and retrieval of e-content and enable learners to do self-tutorials. On top of that, the aim of the training programme was to enhance teachers’ ability to teach Information and Computer studies (ICS) syllabus effectively and efficiently in secondary schools.

Therefore, the importance of Information and Communication Technology (ICT) focuses on improving access, equity, quality and relevance of education. In this digital world, knowledge and information are becoming cornerstones for the development of a society, as it enhances the ability to communicate.

MoEST has developed a policy to guide the integration of ICT in Basic Education. It is guided by the overall objectives of education policies, and relevant national development policies, including the Tanzania National ICT Policy of 2003. Since ICT is a cross-cutting tool, the Policy is also linked to ICT activities in other areas and sectors, especially Vocational Training, Higher Education, and Regional Administration and Local Government.

In order to implement the policy, the Secondary Education Unit in the MoEST has in place the training Manual for the ICT training programme which has been prepared by the ICT experts.  The intention is to link and actualize the current instructional approach that employ new technologies in teaching and learning.

The needs assessment was conducted to explore the status of ICT integration in schools as. The Manual was written basing on the following identified gaps:

  1. Lack of awareness on the importance of ICT use in teaching and learning;
  2. Lack of basic skills in using ICT facilities;

Lack of basic technical skills in ICT equipment maintenance;

  1. Lack of basic technical skills in management of hardware and software;
  2. Lack of skills of integrating ICT in teaching and learning.

Therefore, the topics were developed in light of bridging the identified gaps.