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Raymond Mwemezi Boniface

Senior Lecturer

School of Education

Educational Foundations, Management and Lifelong Learning

Biography

I am a Senior Lecturer in Educational Sciences at the University of Dar es Salaam and Coordinator of the Centre for Educational Research and Professional Development (CERPD). I have over 19 years of experience in educational policy, planning, leadership, and research across Tanzania and the broader Eastern and Southern African region.

My work focuses on strengthening education systems through evidence-informed policy development, teacher professional development, institutional governance, and performance improvement initiatives. I have led and contributed to key national education reforms, including the development of Tanzania’s Teacher Internship Framework and the harmonisation of Teachers’ Continuous Professional Development (TCPD) guidelines for the Ministry of Education, Science and Technology.

I have also worked with international organisations such as UNESCO, RTI International, and CAMFED on research and evaluation projects addressing ICT-enabled learning, gender equity in education, community participation, and institutional performance. In addition to teaching at undergraduate and postgraduate levels, I supervise graduate research in areas related to educational leadership, quality assurance, planning, and teacher retention.

I hold a PhD in Educational Sciences from Linnaeus University, Sweden, and remain committed to advancing inclusive, context-responsive education reforms through research, consultancy, and policy engagement.

 

Research Interest

Research Interests

  • Educational leadership and management
  • Teacher motivation, retention, and professional development
  • School-based quality assurance and instructional improvement
  • Education policy, planning, and governance
  • Educational monitoring and evaluation
  • Institutional performance and accountability in education
  • Gender and equity in education leadership
  • Competence-based education and training
  • Community participation in education
  • Higher education systems strengthening

 

 

Areas of Expertise

  • Educational policy analysis and development
  • Planning and management of education systems
  • Design and evaluation of teacher professional development programmes (e.g., TCPD)
  • Educational project design, implementation, and management
  • Monitoring and evaluation of education interventions
  • Governance and performance audits in education institutions
  • Curriculum review and programme restructuring
  • Development of frameworks, guidelines, and implementation tools
  • Education Management Information Systems (EMIS)
  • Qualitative and mixed-methods research in education systems
  • Stakeholder engagement and policy-oriented research in education reforms

Contacts

Email:

Projects

Selected Projects Involved In

  1. 2025 – Team Leader
    Awareness creation and dissemination of the Teachers’ Incentivisation Guide (2024) to education leaders across Songwe, Singida, and Manyara Regions, commissioned by the Ministry of Education, Science and Technology (MoEST), Tanzania.
  2. 2025 – Team Member
    Harmonisation and development of a comprehensive Teachers’ Continuous Professional Development (TCPD) Guideline, Ministry of Education, Science and Technology (MoEST), Tanzania.
  3. 2025 – Team Leader
    Development of the Teacher Internship Framework in Tanzania, Ministry of Education, Science and Technology (MoEST), Tanzania.
  4. 2025 – National Consultant (Tanzania)
    Midterm Review of the Norwegian Programme for Capacity Development in Higher Education and Research for Development (NORHED II).
  5. 2024 – Team Leader
    Situational Analysis for the Development of the Teacher Internship Framework in Tanzania, Ministry of Education, Science and Technology (MoEST), Tanzania.
  6. 2023 – Team Leader
    Curriculum Review and Restructuring of the Bachelor of Education in Commerce (BEd. Commerce) Programme, University of Dar es Salaam.
  7. 2022–2023 – Team Leader
    Governance and Performance Audit of the Implementation of Mandate and Functions of the Higher Education Division (HED), Ministry of Education, Science and Technology (MoEST), Tanzania.
  8. 2021 – Country Team Leader
    Endline Evaluation of the CAMFED Girls’ Education Challenge – Transition Project: The Virtuous Cycle of Girls’ Education (GEC-T 5101).
  9. 2021 – Country Team Leader
    Endline Evaluation of the CAMFED Girls’ Education Challenge – Transition Project: Girls Learn, Succeed and Lead (GEC-T 5276).
  10. 2020 – Team Member
    Mapping Study on Higher Education and Scientific Research in the SADC Region, commissioned by the Association for the Development of Education in Africa (ADEA).
  11. 2019 – Lead Researcher
    Endline Survey for the Social Emotional Impact Study under the Global Learning XPRIZE Project, commissioned by UNESCO and RTI International, Mkinga District, Tanzania.
  12. 2018 – Lead Researcher
    Midline Survey for the Social Emotional Impact Study under the Global Learning XPRIZE Project, commissioned by UNESCO and RTI International, Mkinga District, Tanzania.
  13. 2017 – Lead Researcher
    Baseline Study for the Social Emotional Impact Study under the Global Learning XPRIZE Project, commissioned by UNESCO and RTI International, Mkinga District, Tanzania.
  14. 2010–2011 – National Consultant
    Review of the Performance of Higher Education Institutions in Science, Technology and Innovation and their Contribution to Economic Development in Tanzania, commissioned by UNESCO

Publications

Selected Publications

  1. Boniface, R. M. (2016). Teachers’ retention in Tanzanian remote secondary schools: Exploring perceived challenges and support. Doctoral Dissertation, Linnaeus University, Sweden.
  2. Boniface, R. M. (2019). Teachers’ perceived school-level sources of low retention in remote secondary schools in Tanzania. Papers in Education and Development, 37(1), 65–93.
  3. Boniface, R. M. (2019). Teachers’ demographic characteristics and retention implications in remote secondary schools in Tanzania. Journal of Education, Humanities and Sciences, 8(2), 1–17.
  4. Boniface, R. M. (2019). Employee voice contexts and teacher retention in remote secondary schools in Tanzania. The African Journal of Teacher Education, 8, 159–193. https://doi.org/10.21083/ajote.v8i0.5040
  5. Boniface, R. M., & Ngalawa, C. (2020). Teachers’ awareness of their professional code of ethics and other acts and regulations dealing with teachers’ ethics: A case of Mkuranga District Council, Coast Region. Papers in Education and Development, 38(2), 1–27.
  6. Boniface, R. M., Mandela, N., & Wambua, K. B. (2022). Low community participation in sustaining community primary schools in Kinkiizi West Constituency, Uganda. International Journal of Social Sciences & Educational Studies, 9(3), 73–82. https://doi.org/10.23918/ijsses.v9i3p73
  7. Boniface, R. M., & Isaack, A. C. (2022). Perceptions of stakeholders on modalities for giving quality assurance feedback to tutors in teachers’ colleges in Tanzania. The African Journal of Teacher Education, 11(2), 53–79. https://doi.org/10.21083/ajote.v11i2.7054
  8. Boniface, R. M., Bachilula, J. L., & Dachi, H. (2022). The lived experiences of women leaders at the University of Dar es Salaam and the State University of Zanzibar. Tanzanian Journal of Population Studies and Development, 29(1), 116–130.
  9. Boniface, R. M., & Emmanuel, K. M. (2024). The centrality of school leadership culture on students’ performance: The experience of high-performing public secondary schools in Tanzania. Social Sciences & Humanities Open. https://doi.org/10.1016/j.ssaho.2024.101070
  10. Mwombeki, M., & Boniface, R. M. (2025). Motivation or hygiene factors? Teachers’ beliefs on salary as a motivator in Tanzania’s secondary schools. Cogent Education. https://doi.org/10.1080/2331186X.2025.2561422
  11. Fadhili, S., Moshi, M., & Boniface, R. M. (2025). Application of SWOT analysis in the context of school-based teachers’ continuous professional development in Dar es Salaam City, Tanzania. Cogent Education. https://doi.org/10.1080/2331186X.2025.2536941
  12. Mulokozi, E., & Boniface, R. M. (2026). Association between students’ learning culture and school performance: Reflections from high-performing public secondary schools in Tanzania. SN Social Sciences. https://doi.org/10.1007/s43545-025-01302-7
  13. Emmanuel, K. M., & Boniface, R. M. (2025). A correlational analysis of parental involvement in students’ learning and school performance in high-performing public secondary schools in Tanzania. Discover Education. https://doi.org/10.1007/s44217-025-01000-9