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Big results now” in Tanzanian education: A critical perspective
(Mkuki na Nyota, 2019) Swai, Calvin
This research study explores the question of what it means to implement the Big Results Now in Education (BRNiE) initiative in the Tanzanian educational context. The study employed qualitative research protocols and utilised the notions of critical theory in making sense of the image of teaching and learning conveyed through the BRNiE initiative but also to explore possible relations between students, teacher, and curriculum that are likely to be produced by the initiative. The findings of this study reveal the initiative to encourage pre-specified and quantitative teaching and learning, degrading the relative autonomy of classroom teachers to consider impetuous conditions and situations that could arise during the instructional process. The initiative, furthermore,order to expose teachers and students to the view that the main reason for the teaching and learning is to nurture intellectual talents in classrooms.