Rethinking Baseline Teaching: Addressing Implementation Variability in Tanzanian Secondary Schools

The current study aimed to examine Baseline Teaching (BT) in Tanzanian secondary schools, focusing on identifying the sources of variability in instructional duration, assessment practices, and content structure, and exploring how these variations impact students' language proficiency and academic performance. A systematic literature review was employed to gather and analyse relevant themes. The significant inconsistencies in this study were found particularly in the subjects taught, with some schools focusing solely on English language skills, while others adopted a multi-subject approach. Variations in the BT duration were also observed, with some schools implementing the BT for as few as two weeks, deviating from the recommended six-week period. Furthermore, assessment practices were highly varied; some schools conducted diagnostic and summative evaluations, while others relied solely on end-of-course assessments. Supervision and coordination were often weak and inconsistent, with many schools lacking formal appointments and adherence to national directives. The study concludes that these disparities destabilise the effectiveness of the BT. The study further recommends the development of a standardised and extended Baseline Course, standardised assessment methods and practices, formalised coordination, and stronger supervision to promote equity and improved learning outcomes across all secondary schools in Tanzania