Secondary education in Tanzania has a formal diversified curriculum in agricultural, commercial, technical, and domestic science that is reinforced outside of school hours by a set of powerful pressures on schools to engage in productive work. In many secondary schools there are two different, simultaneous traditions of diversification. The first stresses the importance of orientation to work and the educational value of industrial and agricultural work, whereas the second is explicitly concerned with production and the need for students to experience real work. A third level of diversification leads toward rural and self-employment of secondary school graduates. A World Bank research project that compared the effectiveness of diversified schools in Tanzania with those that have not undertaken diversification indicated that students from no-bias (academic) schools appear to do almost as well on the special vocational achievement tests as do those from schools that have diversified in one of the four prescribed subject areas. The study suggested that students in each of the four curriculum areas do not learn much in the way of how to transfer their learning to other disciplines, whereas the common sense approach of the academic schools enables the academic students to compensate for their lack of training in one of the areas in which diversification is underway. As Tanzania enters a new phase of diversification, more research is needed to enable a more accurate assessment of the program's successes and failures to date. (MN)