Asian Journal of Language, Literature and Culture Studies

This paper reports on the Jolly Phonics in-service training programme conducted by the Tanzania Institute of Education, in collaboration with Jolly Learning Ltd, across all 23 district and municipal councils in four regions of Tanzania: Arusha, Tabora, Iringa, and Rukwa, from 5 May to 28 May 2025. The training targeted Standard One teachers, heads of schools (HoSs), Ward Education Officers (WEOs), School Quality Assurance Officers (SQAOs), and District Academic Officers (DAOs). A total of 5,261 participants were trained: 2,497 Standard One teachers, 2,477 heads of schools, and 287 education supervisors, such as DAOs, WEOs, and SQAOs. The training employed a multisensory, participatory approach grounded in synthetic phonics methodology, covering five core skills and eight instructional steps. The programme sought to enhance teachers’ capacity to develop early-grade English literacy, specifically reading and writing, among Standard One pupils, in alignment with Tanzania’s 2023 revised curriculum that introduced English instruction from Standard One for all primary schools that use Kiswahili as the medium of instruction (Ministry of Education, Science and Technology, 2023b). The study employed a descriptive design using observation, document review, and interviews. This paper documents the training design, content coverage, methodologies employed, key achievements, challenges encountered, and recommendations.  The findings affirm the critical role of structured, systematic phonics training for in-service teachers in addressing early-grade literacy challenges in sub-Saharan African contexts, including Tanzania. The paper concludes that with sustained implementation, follow-up monitoring, and adequate resource provision, the Jolly Phonics programme holds considerable promise for transforming early English literacy outcomes in Tanzanian primary schools.