This section will focus predominantly on comparing and contrasting the educational structure, ethos and resources that affect individuals learning in Tanzania and England. It must be acknowledged that in both countries economic, political, social and cultural factors play a critical role in the shaping of their education systems.
 

To learn can be perceived as many things, often defined as acquiring knowledge or skills by experiences, study or being taught. It must be acknowledged that learning itself is hard to measure, but the results can be.  Kolb (1984) learning theory consists of four stages, in what he believes ‘effective learning only occurs when a learner is able to execute all four stages of the model ‘(McLeod, 2010). It is only when these stages are completed, one is able to fulfil their potential. In both countries, learning differs in which both curriculums outline key elements, to support both the individual and the welfare of the state. The Tanzanian government carries the agenda of educating the youth, spreading awareness of AIDS and poverty in hope that the nation will flourish in the future. Whilst, the English government carries a similar agenda, of economically and socially refining the state, it also highlights the importance of essential skills, and preparing one for life. Similarly, public examinations are mandatory in both countries.
 

According to the Guardian (2009), an average Tanzanian class consists of up to 70 pupils, in contrast to England's average of 30. Whilst, its understood that the quality of education defines learning, it should be acknowledged that the learning environment should be stimulating, varied and safe. With the population increasing in Tanzania, school enrolment rates have been rising. Subsequently, with limited schools, this has affected the quality of education and resources available. Technology in Tanzanian classrooms is limited, or nil. Conversely, in England technology within learning is frequent, with e-resources being used by both pupils and educators. Though in Tanzania, with support from charities, and a reasonable donation from the government, more schools are being built, and resources being distributed.  In Tanzania, a normal session would consist of lecture type learning; where the educator provides information for the pupil to write down. In England, learning styles can vary depending on individuals learning needs and the lesson plan. According to economics help (2014), the English government has donated £98 billion to the Education sector for 2014-15. Thus, it is evident that in Tanzania, with inadequate educational budget, lack of resources, space and investment of provision it is jeopardizing the learning of many individuals. Whilst, though England is providing adequate money to institutions, technology is influencing the way pupils are taught within the classroom.
 

Of particular interest is the diverse learning styles and strategies within the classroom. The Tanzanian curriculum provides clear guidelines and emphasises on the importance of effective teaching and learning. They have adopted Gardner's (1986) multiple intelligence theory, in which outlines seven ranges of capabilities for pupils and educators. The Tanzanian government,  'places emphasis on the need to constantly modify curriculum to fit the needs of students' (Osaka,2000).  It should be noted that this is being implemented by educators, in hope for better quality education. Though, many have stressed that there is no reliable evidence demonstrated better outcomes when using diverse learning style, English provisions have adapted Visual, Auditory and Kinaesthetic learning styles in to teaching in order to meet individual needs.

To conclude, it is clear that both countries have adapted and created different learning strategies and pedagogies for their pupils.  The economy is influencing the quality of education in both countries such as the distribution of resources, ratio within the classrooms and the learning environment for pupils.

By Aneesa Khan