This study focused on the key reforms and policy priorities included in India's National Education Policy (NEP) 2020 and Tanzania's Education and Training Policy (ETP) 2014, and specifically their provisions for primary education, as well as their impact on educational development, equity, quality and human capital formation. The study aimed at uncovering similarities and differences between the two policies and how each policy addresses challenges in education that are relevant to the current era in its national context. It was decided to use a Qualitative Comparative Policy Analysis (QCPA) design to enable a systematic comparison of the two education policies. The research was mainly of documentary review and analysis which was carried out from March to May 2026. Official policy documents, government reports, implementation frameworks, policy briefs and peer-reviewed scholarly literature pertaining to NEP 2020 and ETP 2014 were used for data collection. Key policy documents and academic sources were purposefully sampled that captured the key priorities and reform agendas of education. Data collected were analysed thematically, covering important areas of access and equity, quality of education, curriculum reforms, teacher education and professional development, assessment/evaluation, vocational and skills development, integration of information and communication technology (ICT), inclusive education, and governance and management of education. The results showed that both policies emphasize the importance of increasing access to education, educational quality, inclusiveness, lifelong learning opportunities, and competency and skills development of learners. But there were some differences to be seen. The ETP 2014 focuses more on competency-based primary education, teacher quality improvement, expanding educational access, and the use of Kiswahili as the medium of instruction in primary education. The NEP 2020, on the other hand, emphasises multidisciplinary education, digitalisation, and the integration of foundational literacy and numeracy, curriculum flexibility, and vocational education at the beginning of the education cycle. The study's findings suggest that, although contextual differences exist, both policies can be valuable tools for educational reform and offer insights for strengthening primary education systems and sustainable human capital development in developing countries.
Lumenyera1 et al. (Thu,) studied this question.