Perhaps less dramatically - at least on the track - but equally or even more important was the preservation of the basic structure of the Tanzanian economy, the persistent outward orientation of production and consumption decisions and the "e" expansion of the role of international capital. Only half of the children could still be accepted into primary schools, and those pupils who were the most successful tended to regard themselves as a privileged elite, to despise manual labor and reject civil service, to insist on wages and benefits comparable to those of the Europeans they replaced and to facilitate their access to the power to begin accumulating capital. Recognition of the scale of the problems and an initial effort to analyze their causes and propose solutions emerged in the Arusha Declaration and related policy documents in 1967.
Although great educational resources were. still to be devoted to the development of high-level skiing, the school system as a whole was expected to upgrade the skills of the entire population, to promote a wider sense of community, to nurture attitudes of cooperation and patterns. of joint effort and to foster a sense of self-reliance." Over the past two decades, educational reforms in Tanzania have been frequent and comprehensive. Universal primary education was largely achieved by the late 1970s, well ahead of the pace in many wealthier countries (see Table 2).
Although there are many participant reports on these reforms, although many researchers have focused on particular initiatives, and although Tanzania continues to encourage systematic review of its policies and programs, there is unfortunately relatively little evaluative judgment on the broader context of the SSE. social-. On the one hand, many of the specific objectives of education reform policy have been achieved. The curriculum overhaul – which focuses educational content more directly on Tanzania's experiences and concerns – has reached even the country's remote areas at every level.
Although most of the education reforms have included some element of political education, most Tanzanians – both leaders and the population at large – continue to understand education largely as a technical process, like running a gigantic and complex machine: “, well-informed leaders can organize and rationalize the scarce resources available, understand when to grease the bearings and change the gearing, thus producing high quality products.
EDUCATIONAL REFORM IN TANZANIA 9
On a regional scale, its very proximity to Kenya, WHPfP's leaders appear to be better rewarded. On a global scale, Tanzania's integration into the world economy is concretely manifested in the education system through extension for which new projects, and even recurring expenditure on regular operations, depend on financial financing (for most initiatives in Tanzania, foreign sources have provides the majority of development financing for education; Although there is great sensitivity in Tanzania to subtle donor influences, and a determined decision by Tanzanians to set their own priorities, the objectives and commitments of external partners nevertheless often become parameters within their own priorities Tanzanian choices are being made.
Although many educators (and others) see this at its core as a crisis for the education system – too few Form I places – this is a problem of job creation rather than an expansion of education. Admitting more students to high school might keep them out of the job market for a few more years, but their expanded education would not in itself create more jobs. At the same time, as development also brings higher agricultural productivity, requiring fewer farmers to feed a larger share of the population, and since then.
EDUCATIONAL REFORM IN TANZANIA 11
Success in developing an inquiring orientation and creative attitudes generates rising expectations among the school population as a whole and increases the quality and quantity of dissatisfaction in the differential reward system. Seemingly technical issues, such as the duration of basic education, or the prerequisites for entering a post-primary technical program, or the allocation of time and resources for self-reliance projects, are also important issues and need to be understood--by observers yes as much as of the participants --as such. Resources would be allocated to make Tanzania more self-sufficient and therefore less dependent on foreign sources of skills, with the reluctant recognition that this emphasis would strain educational resources for the entire population.
The focus of the research on "which this article is an introduction must therefore be on both "what happens", in the schools (what are the contents and practices of teaching for socialist construction) and on the schools' roles in society (what are the origins J baner and policy of socialist initiatives)' Like rev- A brief account of these ideas was included in a paper presented at the Wpstern Regional Conference of the ComparativE' and lnterna - tional Education Society, 1982: Martin Carney, Carlos Torres, Joel Sarnoff and Jeff Unsicker, “Education and Radical Change in Africa and Latin America.” My colleagues and I are currently revising and integrating our initial articles for monograph publication. also serves as an introduction to a continuing research project on Revolution by Education in Tanzania: A Reassessm("ot (Sf' e No t f' 3, be 1 ow).
Among the latter are the papers prepared for an ongoing research project in Stanford University's program in International Development Education on Revolution Education in Tanzania: A Reassessment, for which the fieldwork is co-directed by Suleman Sumra of the University of Dar es Salaam. Gilette, Beyond the Non-Formal Fashion: Towards Educational Revolution in Tanzania (Amherst: University of Massachusetts Center for International Education, 1976);. Maliyamkono, The experiments in the formation of educational policy in Tanzania before and after Arusha (Dar es Salaam: University of Dar E>S Salaam, 1978).
Recent research on education in Tanzania that touches on some of the themes discussed here includes: Abel G. Mosha, editor and translator, Report of the Research on the Progress and Impact of Folk Development Colleges in Tanzania (Dar es Salaam: Ministry of for National Education, 1982); L M. J Universal Primary Education in Tanzania: A Continuation of the Educational Revolution (Dar es Salaam: University of Dar es Salaam, 1981).
5 Although commentators on Tanzania like to cite President Nyere I's statements from the 1960s as evidence for his current thinking, it would be a serious mistake not to acknowledge changes in understanding that have emerged over the past two decades and an injustice to the President himself to deny him the opportunity to revise his own thinking. It is impossible within the limits of this article to explore the understanding of socialism in Tanzania of the 1980s, but it is important to note that socialism is seen as contradiction and conflict in society and not simply an attitude of mind . (see among others the ceM Guidelines of 1981). Correspondence refers to the processes by which schools reflect and reproduce the political structures, social relations and dominant attitudes of the larger society.
Contradiction refers to the necessary tension within educational systems that are expected to both contribute to the reproduction of the social order and at the same time develop and nurture criticism and innovation, which are also essential for the maintenance of the social order. social order. 7There has been an extensive and critical debate about the nature of the party and politics in Tanzania.
EDUCATIONAL REFORM IN TANZANIA
SOURCE: Ministry of National Education, Recent Developments in Education in the United Republic of Tanzania, Country Report submitted to the 38th Session of the International Conference on Education, GenEva, 10-18 November 1981 (Dar es Salaam: Ministry of National Education, 198]), Annex I. Ministry of National Education, Basic Facts on Education in Tanzania (Dar es Salaam: Printpak/MTUU, 1980), p.41.
Ulf Goranson, "Development Assistance to the Education Sector in Tanzania Since Independence" (Dar es Salaam: Ministry of National Education, Department of Planning, March, 1981), p.
EDUCAT:ONAL REFORM IN TANZANIA
Education policy for self-help: emphasis on mass education, especially in primary schools - both increasing enrollment and changing the curriculum to provide a ski resort for the rural development strategy. SFYP: stipulates that all primary schools will become centers for adult education and stipulates that the main focus of adult education will be on rural development. First Mass Education Campaign: To plan IS to choose (focus on the new five-year plan).
TANU 15th Biennial Conference: Resolution 23 calls for the eradication of illiteracy in the next four years. TANU 15th Biennial Conference: Ordered to carry out employee training within working hours. The National Literacy Campaign, planned for three years, is launched in response to the 1971 TANU Conference resolution.
16th Biennial Conference of TANU: Resolution 29 states that students of classes VI and VII should be taught direct skills useful for work in villages. , and were prepared for presentation at a Conference at the University of Cape Town from 13-19 April 1984. The Second Carnegie Inquiry into Poverty and Development in Southern Africa was launched in April 1982 and is scheduled to run until June 1985.
SALDRU
