Over the years, Tanzania has invested significant resources in improving access to education, building educational institutions, attracting teachers, and increasing student numbers. However, experts in the field of education believe that the true indicator of the success of the system is not so much the number of students as their psychological comfort, which allows them to freely assimilate knowledge, express opinions, participate in school life and reach their full potential.
This statement was the key conclusion of the recent national project «Safe to Learn». According to its results, despite the successes in combating violence against minors, the implementation of state child protection policy in the daily practice of schools is difficult. Although the regulatory and organizational framework is well developed, security mechanisms at the level of local districts and schools are applied unevenly. As a result, many children remain vulnerable to threats, due to ineffective incident reporting and lack of psychosocial support.
While Tanzania is attracting global attention for its success in reducing child abuse, the results of a new study have become available. The government's Violence against Children Survey (VACS) report, based on data from 2024 and published in 2025, shows that all major types of aggression against children have decreased compared to the 2009 survey.
As part of the global Safe Learning program, HakiElimu conducted a project in September–October 2025 to assess the readiness of the Tanzanian education system to prevent and respond quickly to violence in schools. The experts analyzed five aspects: the regulatory framework, channels of prevention and response, public attitudes, budgetary mechanisms and ways of collecting information. The data was supposed to help create a national benchmark for tracking changes over the next five years. The project covered six regions (including mainland and Zanzibar), ten districts, and 348 participants, including representatives of ministries, education officials, police officers on gender-based violence, social workers, teachers, school leaders, development partners, community organizations, and students.
Scientists have found that both the mainland of Tanzania and Zanzibar have a well-developed system of legal instruments for the protection of minors. The country's authorities have joined key international conventions on the rights of the child and integrated anti-cruelty norms into official programs, including the National Plan for the Elimination of Violence against Women and Children, the Law on the Child, and the updated Education and Training Policy. These measures demonstrate the serious determination of the State to protect the rights of children.
Despite a well-developed legal framework, educational institutions often face problems due to lax supervision on the ground. Experts believe that this undermines national efforts to eliminate violence and contradicts international standards of children's rights, which prefer positive discipline over corporal punishment. Meanwhile, Zanzibar is showing more success in banning corporal punishment, although cultural stereotypes still hinder this process. The analysis shows that this contradiction creates ambiguous attitudes among teachers, families, and society: on the one hand, schools must protect children, and on the other, some types of physical punishment are still allowed in the disciplinary system.
Positive changes are being observed in Tanzania, indicating a desire to create a safe educational environment. The educational reforms include aspects of security and combating aggression, such as BOOST projects for elementary schools and SEQUIP for secondary schools.
At the presentation of the study in Dodoma, Hezron Onditi, a leading lecturer at the University of Dar es Salaam, noted that schools are equipped with protective classrooms, children's associations, confidential communication channels and psychological services. This allows you to safely report violence and get help quickly. He also stressed that in some regions there are multifunctional centers that combine medical, legal and psychological support.
The creation of the first national platform for tracking progress in combating violence in and outside educational institutions was a key result of the study. «By analyzing five parameters — the regulatory framework, school strategies, social standards, funding, and scientific validity - the report provides authorities, international partners, and educators with a clear understanding of the prospects and areas requiring investment. This approach ensures the accuracy and effectiveness of future programs», the specialist added.
Speaking at the presentation, Kristina Jerome, on behalf of the University of Dodoma (UDOM), stressed that the document points to the need to align government strategies with reality. According to her, Tanzania has a well-developed regulatory and organizational framework for child protection, but research shows that in practice, in some educational institutions and administrative districts, these tools do not work effectively. This statement is important because it shifts the focus of the national discussion from the adoption of new regulations to the effective implementation of existing ones. Kristina Jerome also noted that this should become a guideline for managers: real changes will occur when teachers, school leaders, regional administrations and public structures begin to work together to protect children.
The report also focuses on turning the school environment into a safe, aggression-free space where students can learn without fear. Observations show that if a child feels protected at school, he attends classes more often, is more involved in the learning process and achieves better results.
The central conclusion is that educational institutions cannot eliminate violence on their own. This requires close coordination between government agencies, municipalities, law enforcement agencies, medical services, families, religious leaders, community institutions, and development agencies. This multi-pronged approach improves the protection of children's rights and motivates society to realize its collective responsibility for their well-being.
The final part of the National Diagnostic Study "Safe Learning" states that Tanzania already has a solid regulatory and policy framework for child safety, but without additional steps, these standards will not become a reality in schools and local communities. According to the authors, stable funding, interaction of all stakeholders, and active citizenship are important to create a safe educational environment where every child will be protected and have equal opportunities for growth.
