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The study views education reforms as consisted in teaching and learning differently for improved learning outcomes. It acknowledges classroom teachers, heads of schools, members of school committees and boards and the regional and district education staff as crucial contributors to reforms in education, especially at school and classroom levels where teaching and learning are executed. Reforms at the advent of 21st century in Tanzania are utilized to consider these education stakeholders as indispensable contributors who must be adequately managed and developed for teachers teaching differently and pupils learning differently for improved outcomes.

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Dr Felix Mwombeki Mulengeki lectures at the Faculty of Education, The Open University of Tanzania specializing Educational Management and Curriculum Studies. He holds a PhD (OUT), M.A(Ed) and B.Ed (UDSM) and a Diploma in Adult Education (IAE). He has worked as a classroom teacher, administrator and researcher at various levels and capacities.

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