ABSTRACT
This chapter describes a specific curricular innovation project. It investigates ways in which use of new teaching materials may affect the attitudes, perceptions, and practices of teachers and learners in the classroom. A distinctive aspect of Tanzania's education policy, dating from the key 1968 policy document Education for Self Reliance, was the establishment of Kiswahili as medium of instruction throughout primary school. The Islands of Zanzibar share Kiswahili as their national language and lingua franca with mainland Tanzania. The prime emphasis of the OSC syllabus was upon language, and language skills were a focus for each unit. While teachers were correct to perceive their innovations as being, with OSC, more ‘person centered’ and less directive than formerly, there were still recognizably model-based elements, entailing a focus on ends, or product, rather than process.
