MTWARA
STELLA
MARIS MTWARA UNIVERSITY COLLEGE
(STEMMUCO)
(A
Constituent College of St. Augustine University of Tanzania)
FACULTY OF EDUCATION
DEPARTMENT : EDUCATION
FOUNDATION
COURSE TITLE : HISTORY
OF EDUCATION
COURSE CODE : EF
200
COURSE INSTRUCTOR : MR.
MERCHADES, MUZAURA: MARCIALE
STUDENT’S NAME : ADELPHINA
P. SHIRIMA
REGISTRATION NUMBER: STE/BAED/164069
NATURE OF ASSIGNMENT: INDIVIDUAL ASSIGNMENT
SUBMISSION DATE : 08th
February, 2019
HISTORY OF
EDUCATION IN MTWARA REGION
According to Fafanwa (1974) defines education as
what each generation gives its younger ones, which makes them to develop
attitudes, abilities, skills and other behaviors which are of positive value to
the society in which they live. Education can take place in formal, non-formal
or informal settings and any experience that has a formative effect on the way
one thinks, feels or acts may be considered education.
Pre-colonial
education (indigenous education)
Mush, (2009) defines African indigenous education as
a process of passing among the tribal members and from one generation to
another the inherited knowledge skills, cultural traditions norms and values of
the tribe.
Indigenous education in Mtwara was about society in
which people live based on their cultural activities such as jando and unyago,
songs and dances; economic activities such as agriculture, fishing, mining and
trade; political activities such as preparation of younger people to be future
leaders.
Indigenous education in Mtwara region was conducted
informally through economic activities, people who lived along the coast areas
practiced mining activities such as extraction of salt for example at Mikindani,
fishing activities where by different people acquired knowledge and skills on
how to fish for example Maraba tribe were predominant in this activity while
people lived away from coastal areas were engaged in agricultural activities
such as cultivation of cassava at Newara and rooting of roots known as Ming'oko.
All these activities resulted to the exchange goods between farmers, mining and
fishing societies. Therefore economic activities were conducted according to
nature of the environment in which people they lived.
Through cultural practice, ethnically Mtwara is the
region consisting different tribes such as makua, makonde and maraba and both
tribes shared some cultural practices such as songs, dances as well as jando
and unyago which conducted to children with 7-10 years, through this cultural
practices Yong people were trained on how to be responsible, behave and caring
their families including marriage. This practice maintained the ethical Conduct
of these societies from one generation to another and these can be proved even
now days.
Through political activities, historically Mtwara
societies were materinnial by nature that means all powers were under mother's
domination and even sur names of their children were named in mother's side, so
the education conducted was intended to prepare female children to be good
leaders of their family. Examples of these materinnial found at Mtwara are
Makonde and Makua as well as Maraba.
Therefore pre-colonial African education in Mtwara
is difficult to describe in terms of organized environment for learning because
each society had its own way of practicing the education, also there was no
formal schools, teachers only elders were the source of knowledge to children.
In other side these education was unstructured that means that had no
curriculum and organized syllabus, also there is no specific document showing
the form and structure of education or schools present during that period.
Kambona, J. (2018).
The education trained children to behave in a good
manner and having discipline to elders, this education is relevant even now
days because even in families children are taught on how to behave and respect
elders in the community.
The education given to people was both theoretical
and practically. For example Oral traditions as well as physical activities
such as agriculture, mining and fishing. This form of education still practiced
in modern society since people are engaged in agricultural activities as well
as rooting of roots known as "Ming'oko".
There was no people with less employment, this is
because each group had its own responsibilities due to the presence of
different economic activities such as agriculture, mining, fishing and trade so
these made them to be busy on working, this education is relevant due to the
fact that for the society which still conserving such kind of education no
person who cry for employment from the government otherwise they employ
themselves due to the availability of resources that Mtwara have (land,
minerals and oceans).
The education was for every member of the society,
this is due to the reason that every person started to get education when he or
she was young and each stage of growth has its own education and every member
of the society was responsible in education through transmission of values and
knowledge of the particular society. This is related with now days education
due to the reason that the government of Tanzania /Mtwara put emphasis on every
children to acquire primary education as well as secondary education and this
is proved under the presence of free education from primary to secondary school
(o-level).
It created togetherness among members of the
community, this is due to reason that people were interacted through communal
living system were members of the society shared major means of production as
well as exchange of goods(batter system), hence this improved unity among
members of the society. This education is important /relevant now days in
modern education due to the reason that people from different areas of the
region or country met together through schools ,colleges, vocational training
centre and universities hence this makes togetherness among members of the
region or country.
The education lacked uniformity, this is due to the
reason that education mainly based on nature of environment in which people
they lived. For example people lived along the coast areas were engaged in
fishing and salt making while those who lived in rock land areas were engaged
in crops cultivation and animal keeping as well as hunting.
The education was unstructured, that means that the
education had no organized syllabus and curriculum so brings difficult to
attain understanding on which kind of general education provided to Mtwara
region.
Only elders were the source of knowledge, due to
this reason no body allowed to challenge or argue much on the form of education
provided by elders and what decided by elders were what implemented by other
members without reasoning or challenging them.
The education was mainly informal, due to this fact
the education was orally provided that gives difficult on attaining clear data
about the education provided and there is no documentation that show such kind
of Mtwara society and even the entire country as well as continent. Fafanwa. (1974)
& Mushi. P.A.K. (2009).
Historically colonial rule in Africa particularly to
Tanganyika began after division of Africa continent in 1984-1985(Berlin
conference) whereby German given Tanganyika to dominate, later on after Second
World War (ww1) Tanganyika was under British rule. Kambona, J. (2018).
Therefore Germans and British education was about
fulfilling their interests like, economic interests such as demand of raw
materials such as minerals and ivory as well as area for investment, political
interest such as establishing their rule and order by replacing African
traditional rule, social and cultural interest such as racial superiority as
well as spreading their western culture.
Therefore the German and British education in Africa
particularly to Mtwara -Tanzanian was not intended to develop indigenous people
but was to safeguard and fulfill their interests both socially, economically,
politically and culturally also the education provided was based on classes
that means those from Islamic were difficult to enroll those schools because
the western education was also intended to spread Christian beliefs, therefore
the education was isolative by nature.
2.2 Conduction of education.
Both German and British
education was conducted formally through building up schools so as to attain
few Africans who could be supervisors of their social, economic cultural and
political aspects (interest).
Economically education
was conducted so as to attain few elites who could train others on the quality
production of raw materials demanded through inculcating vocational training
skills. For example Mtwara technical school was introduced so as to fulfill
such demand. Also economically education was conducted through establishing
economic project /scheme such as cash nut agricultural scheme in Tandahimba.
Socially the education
under German was conducted for the purpose of making Africans to believe that
white colour is superior than that of Africans, so during their teachings they
tought about superiority of white race and inferiority of black race.
Culturally both and
German and British education was conducted through building up missionary
schools such as Chidia, Ndanda for the intention for the purpose of spreading
western religion as well as western education among Mtwara and Tanzania society
in general.
Politically education was
conducted through selecting and training Chief families who would assist them
in their ruling system and this was applied by British domination, the function
of the chiefs were to ensure proper organization of other Africans, collection
of taxes as well as supervision during working hours while under German they
used liwali and slides so as to facilitate them in political control in Mtwara,
through this German became the superior power in Mtwara because was cooperated
with Muslim as mother religion in Mtwara.
Mushi, P.A.K. (2009).
Arabs were the first foreigners to came in East
Africa particularly to Mtwara -Tanzanian in 11century,Arabs were living along
the coast areas because were engaging in trading activities so they interested
to live in that areas because of accessibility Indian Ocean in which they
transferred their raw materials including slaves to Middle East, their
residential areas in Mtwara were at Shangani, Mikindani and Sudi, after the
abolition of slave trade some Arabs went back to their home land and the
remained ones were the ones who consolidated formal education in schools such
as Shangani. Kambona, J. (2018).
The Arabs education was about to introduce and
spread Islamic beliefs among the indigenous people of Mtwara thus why they
introduced madrasa schools. For example Shangani primary school, hence through
these made many Mtwara householders to became Muslim, also the education was
about to ensure effective exploitation because Arabs were traders of both raw
materials such as ivory as well as human being as commodity.
2.5
The way Arabs education conducted
Arabs education was conducted formally through the
establishment of quranic schools were people inculcated to follow and obey five
Islamic tenets (principles) including believe on only God called
"allar", conducting five prayers daily, pilgrimage "hija" to
be conducted at Mecca and medinality (for those who can afford to go there)
fasting in the holy month of ramadhan, aims giving zakat. The education was
provided to both boys and girls from 6-10 years. After that age only boys were
allowed to continue with further studies and girls were prepared to be good
family care and good women in their marriage since they were inculcated how to
care their husbands. In Mtwara Shangani was among the center which offered
Arabic education.
Kambona, J.
(2018).
Arab education created employment opportunity to
Muslim because some Muslims were employed as Liwali and Akidas to assist German
rule in fulfilling their interests, this education is important now days
because people are employed as sheikh so as to give Islamic teachings.
Arab/ Islamic education created the bases of
education for the coastal people and some people in the interior especially in
the urban, in Mtwara Arabs were the out comers from abroad (middle East)that
introduced education, after this domination Germans came in 1880s who developed
much the education left by Arabs, this is important now days since the
education is achievable to every person in Mtwara.
The education system promoted human dignity since
people were inculcated to live fairly with both social and economic justice,
this made many people to live ethical life in Mtwara society since they were
filled with fear of God as the principles of Muslims states, this is currently
important since it promotes peace of the region as well as the whole country.
Arabs education promoted development of Kiswahili in
Mtwara, this is due to the reason that language used by them in quranic schools
was Kiswahili even those who found in rural areas were able to acquire this
education easily. Due to this fact Kiswahili spread much within and outside the
country.
Education promoted good behavior and discipline
among the members of the society, this is because the education taught people
to behave in good in a good manner such as respecting elders in the society,
and this is relevant even now days.
Education
promoted good behaviors and discipline among the members of the society; this
is because the education taught people to behave in a good manner such as the
use of drug abuse as well as being away from stealing also respecting elders in
the community. It's important even now days in fact that even current days
people behave well and they are respecting in the community due the education
provided especially religious teachings given to them
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