For many years, science subjects in Tanzania’s public secondary schools have carried a reputation that quietly shapes student choices long before they reach Form Three.
Physics, chemistry and mathematics are often seen as difficult, abstract and intimidating subjects as many learners avoid whenever possible, especially in schools where laboratories are limited and textbooks are scarce.
The National Examinations Council of Tanzania (NECTA) reports on the 2025 Form Four national examinations (CSEE) in Tanzania reveal a mixed performance trend in science subjects.
Biology recorded a notable decline, with pass rates dropping to 65.7% from 74.15% in 2024, raising concerns about students’ preparedness for careers in health and life sciences.
Basic Mathematics continues to be the weakest area, with only 26.45% passing, marking a persistent national challenge for the third consecutive year despite a slight 1.1% improvement.
In contrast, Physics showed strong improvement, rising by over 10 percentage points to an 84.04% pass rate, suggesting better engagement or teaching effectiveness in the subject.
However, overall science education still faces systemic issues, including low student uptake of subjects like Chemistry and Physics beyond early stages, where less than 30% of learners progress to final grades.
While the general national pass rate remains high at about 94.9%, the weak proficiency in core science and mathematics subjects continues to raise concerns for long-term national development goals in science, technology, and innovation.
That long-standing perception is now beginning to shift in parts of Mvuti, on the outskirts of Dar es Salaam, where digital learning is gradually changing how students experience science in the classroom.
At Gunatra Secondary School, one of the newer public schools in the area, students are no longer relying solely on chalk, talk and worn-out textbooks.
Instead, lessons are increasingly delivered through a smartboard connected to the internet under the Airtel SmartWASOMI initiative, a digital learning programme implemented in partnership of Airtel Africa with UNICEF.
Inside a Form Three classroom, students sit attentively as an animated lesson on physical geography plays on the screen.
Mountains, rocks, earthquakes and landforms appear in clear visual sequences, supported by narration and diagrams. What once required imagination from textbooks is now being seen in motion.
“More than half of our class are now taking science subjects because we understand them better through videos and pictures,” says Yakobo Abdallah, a Form Three student at Gunatra Secondary School.
Yakobo is part of the school’s pioneer cohort preparing for the Certificate of Secondary Education Examination (CSEE) next year.
He says the introduction of digital learning tools has significantly improved confidence among students who previously avoided science.
“When teachers use the smartboard, lessons become easier to follow. Even difficult topics become simple because we can see explanations practically,” he adds.
Gunatra Secondary School is among the beneficiaries of Airtel SmartWASOMI, a programme designed to expand access to digital education resources in public schools by providing connectivity, devices and access to online learning platforms.
The project targets to connect 250 schools in its initial phase under the Airtel Africa–UNICEF partnership.
However, Airtel Tanzania has outlined a broader ambition of reaching up to 3,000 secondary schools nationwide within five years.
So far, about 5,000 schools have been mapped across the country, including 4,500 in Mainland Tanzania and 500 in Zanzibar. Out of these, 466 schools have already been selected and equipped with connectivity-ready devices.
During the 2024/25 financial year alone, Airtel donated 320 high-speed routers, with around 300 already installed across schools in Zanzibar, Dodoma, Arusha, Kilimanjaro, Tanga, Tabora and Mbeya.
The SmartWASOMI programme also provides free access to digital educational platforms, including the Tanzania Institute of Education (TIE) library and Shule Direct, allowing both teachers and students to access learning materials without additional cost.
More than 1,855 teachers in Mainland Tanzania and 337 teachers in Zanzibar have also received training on how to integrate digital tools into classroom teaching.
At Gunatra Secondary School, teachers say the Airtel SmartWasomi program has helped bridge long-standing resource gaps, particularly in a newly established school still developing its infrastructure.
“Our school is still new and we do not have enough books in the library,” says Zaituni Mkwiche, the school’s ICT teacher who also teaches geography and history.
“But through Airtel SmartWASOMI, we can access free books and teaching materials online. It helps both teachers and students,” she says.
According to her, digital learning has also changed student behaviour in class.
“When students know we are going to use the smartboard, they become excited and they do not want to miss lessons,” she adds.
She explains that subjects like geography have become more practical and engaging, especially when lessons are supported by visual content.
“If I teach physical geography about rocks, earthquakes or landforms, students can now see real images and narrated videos. That makes learning much easier and more meaningful,” she says.
Gunatra Secondary School was constructed three years ago at a cost of about Sh550 million to help ease congestion at nearby Mvuti Secondary School, which had been overwhelmed by large enrolment numbers.
The school currently has 420 students, eight classrooms, library, an ICT room and an administration block.
The modern-looking campus, with its white-painted buildings and green iron-sheet roofing, reflects efforts to expand access to education in fast-growing peri-urban areas.
Education officials say the establishment of Gunatra has helped reduce pressure at Mvuti Secondary School, which hosts more than 4,000 students but has only about 30 teachers.
The shift has also allowed Mvuti Secondary to expand its academic offerings, including A-Level classes and boarding facilities.
Students at Gunatra say digital learning is also helping them prepare for science practicals long before they enter fully equipped laboratories.
“I first saw biology and chemistry diagrams through the smartboard before seeing them in real laboratories,” says Salome Damaseni, a Form Three student.
She adds that internet access allows students to explore additional explanations and revision materials beyond classroom notes.
“I enjoy learning here because there are many explanations online that help us understand better,” she says.
Students report that internet connectivity is sometimes unstable, particularly when streaming videos during lessons.
“We sometimes struggle to load videos or learning materials because the internet becomes slow,” Salome explains.
The issue highlights broader connectivity challenges still affecting some peri-urban and rural schools, even as digital education expands across the country.
Airtel Tanzania has clarified its position on the distribution and use of its digital education services, noting that SIM cards issued under its education initiative are bundled with access to credible learning materials from platforms such as Shule Direct and the Tanzania Institute of Education (TIE) Library, allowing teachers and students to access educational content free of charge.
Speaking on the matter, Airtel’s Head of Public Relations and CSR, Jackson Mbando, said the company does not provide routers that enable unrestricted internet access to platforms such as WhatsApp, Facebook, or YouTube, stressing that its operations follow government guidelines through the Ministry of Education and Science.
“We follow government guidelines through the Ministry of Education and Science, not otherwise,” he said.
Teachers also note that technical limitations can disrupt lesson flow when connectivity drops unexpectedly.
At nearby Mvuti Secondary School, another challenge has emerged. Although SmartWASOMI equipment has been installed, some teachers say they still struggle to use the system effectively due to limited training.
“We have been seeing the equipment there, but many teachers do not know how to use it properly,” says Mr Rashid Husein Sawa, a school’s vice headmaster.
He says teacher training is critical for ensuring that digital learning investments achieve their intended impact.
Mbando said the company is working on developing an instructional training video to guide teachers and students on proper usage of the devices and services provided. He noted that Airtel continues to monitor usage patterns to improve adoption and impact in schools.
According to him, usage data shows that many schools are still underutilizing the resources provided.
“We record the usage of devices every month and we found that most schools are not fully utilizing the devices. For instance, in April, only 6,000 uses were recorded. This number is too small for all connected schools,” he said.
