Asian Journal of Education and Social Studies

Education policies are crucial for national development, and both India’s NEP 2020 and Tanzania’s EPF2014 outline reforms to expand access, improve quality, and address the demands of the 21st century. This study aims to compare the two policy frameworks, highlighting their convergences, divergences and effectiveness in tackling inclusivity, curriculum transformation, and financing challenges. This study employs a comparative qualitative design using documentary analysis of official policy documents, reports, and scholarly works. Guided by the PRISMA framework, relevant literature published between 2010 and 2024 was systematically screened and reviewed. Thematic comparative analysis was applied to identify similarities and differences between India’s NEP 2020 and Tanzania’s EPF 2014. India’s NEP 2020 emphasizes universal access from ECCE, ambitious GER targets, digital infrastructure and flexible multidisciplinary pathways, while Tanzania’s EPF 2014 stresses compulsory secondary education, affordability, and free education policy. Both adopt competency-based curricula, though India integrates vocational and digital reforms more extensively, whereas Tanzania faces resource and implementation constraints. Overall, India prioritizes innovation and future readiness, while Tanzania focuses on inclusivity within financial limitations. Although both nations aim to enhance inclusivity, access, and quality, India presents a comprehensive, future-ready roadmap that requires an equitable rollout, whereas Tanzania emphasizes universal access but needs systemic support, measurable goals and greater investment. Ultimately, both must align visionary policies with practical capacity to achieve meaningful educational transformation.