Policy-practice gap: a document analysis of assistive technology access for pupils with disabilities in Tanzania

AIM: This study examines the gap between policy commitment and practical implementation of assistive technology (AT) in Tanzania's education sector, where significant barriers continue to affect the availability, accessibility, and usability of AT for learners with disabilities. The study aims to identify policy-related challenges and propose strategies for strengthening AT implementation to support inclusive education. METHODS: A qualitative document analysis was conducted using key national policies, strategies, legislation, and official reports related to disability, education, and assistive technology in Tanzania. The documents were systematically reviewed to identify strengths, gaps, and implementation challenges across major policy dimensions influencing AT provision and utilization. RESULTS: The analysis revealed significant systemic barriers across five key dimensions: AT scope, implementation planning, funding, training, and monitoring. Findings indicate recurring structural constraints, including outdated policy frameworks, the absence of enforceable mandates, inadequate financing mechanisms, high costs associated with import dependence, and persistent urban-rural disparities in AT access. Although recent developments, particularly the National Assistive Technology Strategy, demonstrate progress toward strengthening AT provision, critical gaps remain in sustainable financing, institutional coordination, capacity building, and accountability mechanisms. CONCLUSION: Bridging the gap between policy intent and practice requires comprehensive system-level reforms. The study recommends establishing a dedicated AT fund, promoting local production through targeted incentives, integrating AT into teacher education and professional development programs, developing a national monitoring and tracking system, and strengthening public-private partnerships to improve affordability and availability. By linking policy analysis to actionable strategies, the study provides a structured pathway for bridging the gap between policy intent and practice, contributing to more inclusive education systems and advancing alignment with international commitments, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).