This section will focus on secondary education in England and Tanzania.  There are significant contrasting factors which merit analysis and discussion including both countries curriculum, the likelihood of one attending secondary education, tuition fees and the political agenda behind schooling. 

In England, following the Education Reform Act 1988, The National Curriculum (NC) was introduced into secondary education with specific aims, objectives and structure for educators to adhere. Secondary schooling in England is compulsory and starts from the age of 11-16 years. The NC is divided in to two stages, Key Stage 3 for pupils age 11-14, and Key Stage 4 for pupil’s age 14-16 years. It is important to note that the secondary NC is currently being reviewed, with amendments being made to the structure and examinations.  In England, secondary school provision in an area may consist of a combination of schools such as; comprehensive, voluntary, academies, faith schools, free schools, specialist schools, independent schools, private schools and community schools. Since the implementation of the 1944 Education Act, secondary schooling for pupils in England became free. Although, ' a small but significant number are still educated in fee paying independent schools' (Edwards, 2009:55). 

Correspondingly, secondary education in Tanzania is divided in to two sections. The first section is a four year ordinary level secondary education from ages 14-17, whilst the second is a two year advance level secondary education for pupils age 18-19. Families are required to pay tuition fees including payment for resources and uniforms. Similarly, in England parents are also required to purchase particular school uniforms, including school outings. If an individual fails their primary school examinations, they will not be eligible for secondary schooling. This often leads many children to the agriculture industry to support their families. Although, Tanzania gained independence from Britain in 1961, many elements have been adopted from the British such as Tanzania's legal system, and 'English textbooks are used in secondary and higher educational institutions' (Mwenegoha, N.d). The Tanzanian secondary curriculum compromises of eleven main elements, including learning objectives, teaching methodology and education policy statements. It is important to note that corporal punishment is still implemented within the classroom as a source of discipline. Whereas, in England corporal punishment was 'outlawed by government in 1987' (Farrel, 2014). 
 

Of particular interest, the similarities in O-Levels and A-levels in both countries. In 1988, in England O-Level qualification was replaced by General Certificate of Secondary Education (GCSE). However, in 2012 Michael Gove, the ex-education secretary introduced the return of O-Levels starting from autumn 2014. Although both countries share different starting ages for secondary schooling, the examination structure is debatably similar.
 

Analysis of the secondary curriculum in Tanzania demonstrates that the aims are focusing specifically on the economic growth of the country. It is evident that African traditions and historical elements are incorporated within their curriculum. Relevant political agendas such as ‘Tanzania Development Vision 2025' is enforced, hoping that the nation will flourish economically, socially, politically and culturally. Both countries have included AIDs and health education within their curriculums. Furthermore, although secondary curriculum in England is based on economic, political and social factors; it has also incorporated the holistic development of pupils at the school and of society, as well as preparing individual for opportunities in later life. 

By Aneesa Khan