Definition of Education, History and History of education according to different scholars

INTRODUCTION.

Definition of Education, History and History of education according to different scholars

History is the study of the past in order to understand  the meaning and dynamics of the relationship between cause and effect in the overall development of human societies.Diamond,J(1998).

Genaraally history is the study of all past events which was occurred in the past in all aspects of life which is social, political, economic and cultural way of life.

Education, according to Fafunwa (1974) is what each generation given to its younger ones, which makes them to develop attitudes,  abilities, skills and other behavior which are positive values to the society in which the live.

According to Sifuna D, (1994) Education consists in leading out the innate knowledge and powers of the child making potential virtues actual.

Generally Education refers to the continuous process of passing cultural, value, attitudes, norms, customs from individual to the next for the purpose of enabling societal members to fit in their society. A party from the definition of education also looked on  definition of history of education according to different scholars

History of Education could be seen as past effects at solving man’s socio – economic problems in order to improve the present and the future Fafunwa, A.B. (1974).

Generally, history of education is the study of past present and future system of education which may be occurred in the country or the World at large.

EDUCATION AFTER INDEPENDENCE

After independence of 1961, the education system were changed from colonial education to the new system of education which known as education for self reliance this kind of education were based much on working production all schools teaching during that time was based on working production and a this kind of education established by J.K Nyerere during the Arusha declaration of 1967 Komba, D & Temu, E. (1996). The main aims is to make independent country and promote specialist ideology, but up to 1980’s the economic system changed especially in social black so the early education which is cost sharing so under cost sharing it led to emergence of education which based on theoretical and few practical and prepared the leader to become dependent than previous time, also allow the private sectors to provide education service to the people. Nyerere, J. (1968)

Importance of education after independence

        i.            It gives opportunity for people to learn and get knowledge’s about the universal

      ii.            To decrease the illiteracy, because of many number of students passing through the education system such as primary, secondary, collages and University.

    iii.            It help in eradicating poor beliefs and practiced

    iv.            It facilitate more development in the region

      v.            Increase the employment opportunity in the region

    vi.            Led to the improvement of social services in the region

  vii.            Motivated the development of Swahili language.

Challenges of education after independence

                    i.            Unsaffincience teachers and classes, especially these schools owned by government

                  ii.            The  education provision based to be incompetent in their life effort during the struggle of life

                iii.            Low people motivation to get education

                iv.            Poverty of some people led them to fail to got education

                  v.            Low family motivation to motivate their child in getting education.

Education for self – reliance policy

In 1967, President Julius Nyerere delivered the Arusha Declaration and consumed along with it his new education policy titled “Education for self-reliance”. This focus on national and rural development and skill training at the lower levels of society (Nyerere, 1968).

ESR was primary focuses in rural agriculture and development both influence of the Ujamaa philosophy aim as to develop a curriculum that would include so called “practice” for work through vocational education and skill acquisition through participatory productive work by the students, primary in agriculture (Nyerere, 1968). Vocational education with in the educational system came to include agriculture crafts, post – primary technical centers pre – vocational secondary schools and technical colleges, these hence development of practical skills as well as critical thinking skill censoring still within students an awareness of the duties and responsibilities as a citizenship (Nyerere, 1968).

In order to achieve the numerous and deserves goals ESR called for a primary school education would be comprehensive and self – complete at seven years of schooling providing student with the skills necessary to live and work in their local environment also age of entry into primary was increased to seven years hence primary education become comprehensive and sufficient by itself 1968. This changed educational system to one included –

·         Seven years of primary level

·         Four years of secondary level

·         Two years of advanced level

Education policies and act before independence   in Tanzania to present

Policy is a set of ideas or a plan of what to do in particular situations that has been agreed to officially by a group of people, a business organization, a government, or a political party. The following are some policies since independence up to date according to (Mbenna, 2009);

·         National Higher Education Policy (1997) The Higher Education Policy aims to expand enrolment in science subjects, which will encourage increased annual pupil intake into science subjects at secondary school level. In this respect, the policy indicates the need to expand physical and pedagogical facilities for natural science subjects (e.g. laboratories, scientific equipment, chemicals) within secondary schools.

·         Expansion of education 1961 up to 1967: in this we can divide into three period of time such as Nationalism, Developmental time and Africanisation.

·         Universal primary Education in 1974; originated to Musoma resolution on 1974, the government started to ensure to be committed itself to reach Universal Primary Education (UPE). The aim was to improve the quality of access to education and to teach agricultural skills that will ensure efficient and self-reliance for rural communities, during this reform. In order to achieve UPE the government made series of changes to develop the schooling infrastructure to make sure that the children of the 7 years up to 13 years should reach at least standard seven (7) that is compulsory education. In Mtwara region was designed to make sure that all children from 7 to 13 years they got education.

·         Education policy of 1998; Education and training policy the major objectives was to improve quality education process through all authorities from local level to regional level to support financing education in Mtwara region.

·         Education policy of 2014; the aims of this policy was to provide quality education to compete internationally, regionally and worldwide, education for children means that compulsory education from standard one up to form four. (Mbenna, 2009).

·         The Education and Training Policy (ETP 1995) The major objectives of the ETP are: improving the quality of the education process; increasing and improving access and equity for all children; devolving authority to local levels; and, broadening the financial base for supporting education. This Policy established three main purposes for secondary education, namely to:

(a) consolidate and broaden the scope of ideas, knowledge, skills and concepts already acquired at primary education level;

(b) prepare students for tertiary, higher, vocational, technical and professional education and training; and,

(c) prepare students for the world of work.

·         Establishment of education for self-reliance 1968 up 1974; on 5^th February 1967 the late Mwalimu Julius.K.Nyerere announced the Arusha declaration, the aim was to built self reliance for everybody and  put emphasis on education to be provided must serve the society to make sure that there is independent in production. This education was to make the students to be qualified education must employed themselves in different works without depending on government only.

·         The Technical Education and Training Policy (1996) This Policy established three main purposes for Technical Secondary Schools, namely, to ensure that:

o   An appropriate and cost effective vocational education is introduced to replace the diversified course package;

o   Teaching of science and technology is strengthened in technical secondary schools; and,

o   Training standards are prepared for different fields of vocational education to be taught in the current technical secondary school.

·         The basic education master plan 1990; the government of Tanzania recognized the central roles of education to improve the economics of their people. In Mtwara region had tried in several way to address the issuer of quality education and had took measures to affirm that education is a basic right and basis for need for all. Through UPE and Adult Literacy Campaigns, vocationalization of secondary and expanding tertiary education (higher education). It was been realized that education is still facing many problems. In 1996 the government of Tanzania undertook development the education sector development programe to the existed challenges. The education sector development programme to the existed challenges. The education sector development programme in Mtwara region tried to make sure that there enough facilities equality strong management financing education.

·         Education For All (EFA) Tanzania is among the countries which signed the commitment to implement Education for All (EFA) goals. The purpose of EFA is defined as meeting the basic learning needs by 2015 for every person (Child, youth and adults) to benefit from educational opportunities. EFA Goal 2 on access and Goal 5 on Gender remains a strong agenda in education implementation in Tanzania and for that reason part and parcel of development of secondary education plans.

Conclusion

Therefore after attaining independence the Tanzanian has made various changes which are basically aimed at improving the education. This is due to the fact that the colonial education did not suit the real environment of the Tanzanian’s environment. So since independence up to date there are changes which are commonly made to improve the living standards and welfare of the people of Tanzanians.

REFERENCES

Kelly, M.J. (1998). Origin and Development of Schools in Zambia , Lusaka : Image Publishers                              Limited.

Mushi, P.A.K (2009). History and Development of Education in Tanzania. Dar es Salaam.                                  Dar es salaam.

Fafunwa, A.B. (1974). History of Education in Nigeria. London: Gorge Allen & Unwin.

Mbenna, F. X. (2009). The history of Education in Tanzania, Dar es Salaam: Dar es Salaam                                   University Press.

Kelly, M.J. (1998). Origin and Development of Schools in Zambia , Lusaka : Image Publishers                              Limited.

Komba, D & Temu, E. (1996).Tanzania Education for Self – Reliance Dimension of Education with Production. In W. Hoppers & D. Komba (Eds), Productive Work in Education and Training (Vol 21 PP, 63 - 88)Hague CESO Paperback

Nyerere, J. (1968). Education for Self Reliance Freedom and socialism: A Selection from Writings & Speech’s, 1965 – 1967 Dar es salaam. Oxford University Press

The Ministry of Education and Vocational Training (1995).Education Policy Da es salaam. United Republic of Tanzania.S

Mush, A.K.P (2009). History and Development of Education in Tanzania. Dar es salaam Tanzania. Dar es Salaam University Press