nyerere about education in Tanzania

INTRODUCTION

Mwalimu k. Nyerere, understood education as a tool for liberating both an individual and the society  a tool which should liberate an individual socially, economically, psychologically, culturally, physically, intellectually and spiritually. Further, education should add value to learners through effective transformation that lead to the growth of society and development of a nation .And also, Freire, viewed education as a problem-solving process which should liberate not only an individual but also a society. Therefore Freire said that liberated society could be more splendidly achieved through education which must change as per the changing needs and prerequisites of the evolving society. There are various elements of education as a liberating tool. Nyerere brought out various liberating elements of education including psycho-physical elements, mental moral elements, socio-political elements and economic elements of education. Generally education is liberating ones due to the following mode and style that determining their potential particularly Tanzania country, as follows potentials.

               Education could create individuals to be a self-reliant person in the society (make a creator not a creature), because this system of education is set up in such away that upon completion, graduate are able to create their own employment in their respective societies. Moreover, education liberates an individual and society from the chains of colonialism, neo-colonialism, imperialism and all forms of exploitation as happened in African continent particularly Tanzania. This viewed by Nyerere, 1967, Which Nyerere proposes is education which enables people to be free and fully participation in development. This is relevance to Tanzania country because mostly of the people who gets education are engage in different economic activities so as to get rid from poor life standard for example through entrepreneurship. So education is potential for ones liberation our country.

               Education should also make free a person from social and political aspects limitations. Learners are expected to acquire the kind of education which will liberate them from the Social and political constraints. The argument given by Nyerere above deduces that an educated individual is one who can freely socialize with others and participate in state affairs consciously, according to Nyerere. He/she should be free socially and politically, whatever the case, as he stated, “A man develops himself by joining in free discussion of a new venture, and participating in the subsequent decision; he is not being developed if he is herded like an animal into the new venture” (Nyerere’s social political liberation is backed by Freire). Therefore, education has the responsibility to liberate a person from the Constraints, which prevent him/her from socializing with others. This show how people are liberated and engages in decision making as a results from education as a liberation tools, so even Tanzania education socialize people with difference ideas and interests so it is potentials to our country. 

              Education liberate an individual both mentally and morally; mental liberation will enable an individual to be creative and competent in making use of his/her own natural resources for the development of himself/herself and the society in general. A man will work with others to use whatever resources are at hand which may be his/her own knowledge, and the knowledge of others, that later can simply his/her own sweat. Thus, by this kind of self-reliant struggle, a man will be further liberating himself. Moral liberation will enable the individual to value and use properly what he/she has discovered or created by his/her intelligence. For example; an individual with creativity can come up with scientific discoveries; if he/she is not morally liberated, he/she will abuse this discoveries by degrading humanity according to Nyerere in 1975. Even Tanzania system of education brings an integral liberation of an individual including mental and moral liberation. Through showing that ethics are important in schools. So it very relevant to Tanzania education as a tool of liberation from Nyerere ideas on education sector.

              Education creates features to a Liberated Person. By showing the difference between liberated and non-liberated person. Nyerere tried to show the difference between a liberated and non-liberated person by using two different Swahili wards; “Msomi” (A person whom education has not transformed) and “Aliyeelimika” (A person whom the education has transformed). But the latter liberated one is a person who has fully integrated and applies in life what he/she has studied. This implies the liberated person is able to appropriately use the knowledge acquired to his/her own situation. The target of educational system is to set free individuals into skillful users of tools and make them planners about life. For this target to be successful there must be a sound and authentic system of education; well-planned curriculum and education content. This type of education can be measured or seen in the features of a liberated person. It is relevant to Tanzania because even our education system base on making the difference between educated (liberated) and non-educated (non-liberated).   

              Education makes a person to fit in any community. Enable students gain an understanding of reality and life, which enables them to better respond to daily challenges. Freire 1963 said that “We recognize and treat our students as conscious beings by creating space for their creative wisdom”. This way, we are equipping our students to create for themselves and future generations a sustainable future of greater personal, social, economic and environmental wellbeing. Example Tanzanian education influence learners to become fit in the community especially youth. At this point, this educated person will be of importance in solving the challenges facing the community and building the societal capacities by bridging the gaps for society’s need.

              Education create a creative minds academy, it means guide and lead students to understand the issues facing the world and to know that they have the capacity to effect change. Nyerere 1975 said that another key element of our educational curriculum at Creative Minds Academy is the “Values in African Thought Education Program”. To facilitate this process, our educational curriculum blends values education with social and scientific research, and student project-based learning. International educators and teachers are invited to share practical experiences with their students on contemporary issues ranging from career prospects, social responsibility, community development and international politics, among others. In so doing, we are gradually working towards the integration of social, creative and intellectual development within the context of supportive human relationships. Even Tanzanian educations allow students and their teachers to be involves in scientific research especially in geographical studies and allows to engage in social responsibilities, community development and politics issues.

              Education ought to set both the mind and the body of man free from psychological and physical constraints. It should liberate him/her from the chains of ignorance and enable him/her to take control and to enjoy their own environment. Nyerere, 1982 observed that education should liberate man’s mind and the body. Education creates awareness among human beings and helps them realize their potential as human beings; enhance relationship with oneself, his/her neighbor and the surrounding. This enables a man to throw off his/her obstructions which restrict his full mental and physical development liberty Therefore, education develops human attitudes and skills and it is considered partial if it enlightens a man to find complex schemes for universal peace without teaching him/her how to provide bread for the family.

CONCLUSION

Having undertaken a diligent review of education as a tool for liberation, it clearly comes out that quality education can liberate an individual and therefore, a society. Nyerere’s proposals for educational system in Tanzania and Africa puts forward invaluable need for clear vision of society in terms of what it ought to be. Nyerere asserted that since an individual is a product of the society, then when he/she is liberated, he/she should share the liberation with his or her society. Similarly, education should also develop the subjectivity; uniqueness of each individual. This subjectivity or ‘self’ should be the one that thinks, decides and acts. This, is turn, should ensure that educational products are creators and not submerged creatures.

 REFERENCES

Suzgo D. Nyirenda & Abel G. M. Ishumi. 2002. Key Concepts in the Philosophy of Education. Dar Es Salaam University Press

Michael Peters, Paulo GhiraldelliBerislav and GibbonsTina Besley.  2016. Encyclopaedia of Educational Philosophy and Theory. Singapore: Springer.

David,M.(2014).Mwalimu Julius Nyererere membered. Retrieved fromhttp://www.sardc.net/en/mwalimu-julius-kambarage-nyerere-remembered-acandle-on-kilimanjaro-by-david-martin/.

Hinzen, H. & Hundsdorfer, V. (1982). Education for liberation and development: TheTanzaniaexperience.Retrievedfrom