In 2023, Tanzania implemented a comprehensive nationwide curriculum reform spanning pre-primary, primary, secondary, and teacher education levels, with the objective of aligning learning outcomes with 21st-century skills and national socio-economic development priorities. Anchored in competency-based curriculum and skills-for-employment frameworks, this study examines the scope, objectives, and stakeholder-informed priorities underpinning the reform process. A mixed-methods research design was adopted to capture diverse perspectives on curriculum relevance, structure, and implementation. Data were collected from more than 250,000 education stakeholders, including policymakers, educators, learners, parents, employers, and civil society actors, using questionnaires, interviews, focus group discussions, online platforms, telephone consultations, and documentary review. Quantitative data were analysed using descriptive and inferential statistical techniques, while qualitative data were subjected to thematic content analysis. The findings reveal three interrelated reform priorities: policy alignment between education and labour market needs; curriculum restructuring to emphasise competencies, practical skills, and learner-centred pedagogies; and implementation strategies focusing on assessment reform, teacher professional development, and institutional coordination. Harmonised implementation frameworks among key education agencies emerged as critical for coherence and sustainability. The study contributes large-scale empirical evidence from a national curriculum reform in Sub-Saharan Africa and highlights innovative curriculum design strategies relevant to African contexts. It offers policy-relevant insights for countries seeking to transform education systems to enhance employability, inclusive growth, and lifelong learning. It's recommended that future reforms should prioritise coherent implementation strategies, continuous stakeholder engagement, and rigorous monitoring and evaluation to ensure sustainable impact.