Managing the ‘Practical Curriculum’: headteacher responses in Tanzania and Britain

Abstract

The paper draws on research work completed in two quite different national contexts but unified in the focus on the way more practical or relevant curricular initiatives have been implemented in secondary schools. The two initiatives are the Technical and Vocational Educational Initiative in Britain and policy of Education for Self Reliance in Tanzania. In each case the argument is that the way headteachers manage such national initiatives crucially determine the impact they may have on the school. The institutional responses are shown to have some startling similarities despite overall cultural differences.