Research · Mid-term Feasibility · Feb - May 2026

Phase I findings: feasibility of digital, AI-enabled, and immersive learning across Tanzanian institutions.

An independent mid-term assessment of institutional readiness, policy alignment, and infrastructure maturity — based on direct fieldwork across 63 institutions in Dar es Salaam, Dodoma, Mwanza, Arusha, and Mbeya between February 2026 and May 2026.

14 min read· Phase I of II· Tanzania Mainland · Dar es Salaam, Dodoma, Mwanza, Arusha & Mbeya

Field Research · Dar es Salaam

At a glance

Phase I in numbers.

Drawn from direct engagement across five cities: Dar es Salaam, Dodoma, Mwanza, Arusha, and Mbeya.

63.

Institutions Engaged

Across K-12, TVET, higher education, regulators, ministries, and ecosystem actors.

05.

Cities Covered

Dar es Salaam (26), Dodoma (10), Mwanza (11), Arusha (10), and Mbeya (6).

03.

Methods Triangulated

Key Informant Interviews, Focus Group Discussions, and direct site visits.

Why this study exists

AGES — African Global Education Solutions Ltd — is a Tanzania-based education transformation and implementation company established by Tanzanian and Finnish education experts. It is designed to support the transformation of education systems in East Africa through a combination of curriculum-aligned digital learning, AI-enabled education, immersive simulation technologies (XR/AR/VR), teacher capacity building, school and institutional development, foundational learning, practical pedagogy, and learning-by-doing approaches.

The feasibility study assesses the viability of establishing AGES as a regional hub. Phase I focused on Tanzania Mainland — specifically major cities including Dar es Salaam, Dodoma, Mwanza, Arusha, and Mbeya. Phase II will extend fieldwork to Zanzibar, and to Kenya, Uganda, and Rwanda.

How the study was conducted

The mid-term findings draw on a mixed-methods design combining a top-down view (engagement with government institutions, regulatory bodies, and policy actors) with a bottom-up view (direct interaction with schools, vocational training institutions, educators, students, and ecosystem stakeholders).

Key Informant Interviews with senior officials and decision-makers across ministries, regulators, and institutions.
Focus Group Discussions with teachers, students, and practitioners to capture user-level realities.
Site visits and observations across schools, TVET institutions, and training centres to assess infrastructure, equipment, and learning environments.

All engagements were supported by audio recordings (with consent), transcriptions, field notes, and photographic documentation — enabling triangulation across evidence sources.

Strong technology is not enough. Education solutions must fit policy, curriculum, infrastructure, teachers, and learners.