HISTORY OF EDUCATION IN MTWARA REGION

           INTRODUCTION

History is a recreation of the true picture of important persons, place, event of the past  for the present  and future generation (  Samuel, et al 2010).

History is an account of what actually happened in the past which has a link to what is happening at present  and can help in planning or projecting  for the future .

Fufanwa( 1974 ) define Education as what each  generation gives to its younger  ones, which makes  them  to develop attitude, abilities’, skills and other behaviors which are of positive value to the society  in which they live.

Nyerere(1967) define Education as the development of ones consciousness to think, decide and act, hence it should be aimed at improving people physical and mental freedom in order to increase their control over themselves their own lives and the internment  in which  they live.

Education as continuous or long process of acquiring and developing knowledge, values skills and positive attitude from one community to another . It also explained  how education becomes an instrument of problem solving activity in the society from one age to another at present , past,and  future. Mushi ,(2012).

History of Education is concerned with the study of how societies have transmitted their culture from one generation to another .It is also explained how education become an instrument of problems solving activity in the society from one age to another .It could be seen as past efforts at solving mans socio economic problems in order to improve the present and the future . Samuel,et al (2006).     

HISTORY OF EDUCATION IN MTWARA REGION

History of Education in Mtwara region in general is the one of Tanzania’s thirty one administrative regions .The region have six district which are  Mtwara  Municipal, Masasi ,Newala, Tandahimba Nanyamba and Mtwara rural.The region capital is the municipality of

mtwara which located in southern coast of Indian Ocean .According to census 2012 had population of 1270554.During colonial Mtwara was within southern province since colonialist had divided  Tanganyika in the form of province. The history of Education in Mtwara passed through three phase. The first phase was African indigenous education some time known as pre colonial education  and second are colonial education and third phase is post colonial education .This phase had differed in characteristics, importance and challenges .Mosha (2012)

PRE COLONIAL EDUCATION

This was kind of education provided within the indigenous African people before the coming of colonialism .At beginning was informal kind held home or within the community therefore informal education provided skills and knowledge and skills through informal way. In fact that this type of education was to prepare young to social responsibility.

But also categorized in different according to gender such as girls taught about cooking and care the family but boys taught about some aspects such as keeping Animals and responsibility of conducting families. But Also during this time many issues were based  in practice like agriculture, Fishing pastoralists and so on. Also people were believed to gods like big tree, big stone, and big elder villagers all these were used to pray different things they wanted .In this period people had no a single god as well as they had no religion as now  day.Mosha(2012).

So in Mtwara region during this period there were three tribes includes Makonde ,Yao and Makua  that their members  were lived according to the principle of particular tribes. For stance in case of Makonde transmitted their education goals to the other generation through jando and unyago, so that elders were taught young boys and gilrs through jando and unyago.All young people were learn how to work and handling their family when they becoming to be farther or mother through education given by their elders were applied in daily life. In Mtwara this period people a mean Makonde tribal were very cruel because were still uncivilized were had a religion as now so everything they did were based in cuiture and elders s their cabinet and final say.  

Features for pre colonial education or indigenous education

a) Every member of the society has the equal opportunity to receive education according to his or  her ability and talent. This means there was no segregation in attaining skills,altitude,and knowledge even though some of teachings  were provided accordance to the gender.

b) It was traditional oriented. This education was provided through traditional ways such as songs, dances rhythms narration.Foristance Makonde danced Likasaula during the harvest of product to insist societies about the importance of storing food that they produce.

c) There is no certification students,pre colonial education had no tendency of rewardind the certificate to these who participate. Also had no building for class they use what nature providing them as classroom for example trees or areas for production.Mosha (2012).

2.1.2 Significance or importance of pre colonial education in African society.

a) It lacked proper methods of scoring knowledge

b) It help the societies to identify their responsibility; Through pre colonial education which helped them to acquire knowledge and skills hence to activation of that kind of behavior related with their duties such as 0-7years that people involved in listening elders speeches but 14-17years old started the liberal such as music ,drama,dances,picture and literature. But on the side of girls also those who married must follow the instruction from their husbands and obey the  reason care of family.

c)  It prepared every boys functional member of society, thus minimizing unemployment.

d) It helped to recognize their cuiture, for example the way of communication through language and symbols such as makonde language, makua language, yao language.It was the language which existed in pre colonial education in Mtwara and another parts of Tanzania.Kambona (2018).

In pre-colonial education faced by different challenges which related to the period

a) Pre-colonial education was not involved the syllabus; it means there was no curriculum on providing the specific skill and knowledge to the society which hence weakened the transmission of education to another generation. But on the side if the elders die means that some knowledge and skills to be incomplete in the societies.

b) Pre-colonial education there was no specific area or place for provision of education. This means led to the undeveloped of this kind of education the learning activities also weakened.

c) it was based in particular societies so did not for all societies.

COLONIAL EDUCATION

The background information about the development of education in certain place, and education in Mtwara during the colonial period categorized into two sides of colonizer which German and British. These groups give some history and record of history of education in Mtwara.

From 1959 at Mtwara there was the kind of education that provided to the societies from two colonizers include German and British. But there was another kind of education in this period that was introduced by Arabs who were coning as traders in Zanzibar and Tanganyika mainland.

So in Mtwara education categorized due to balance of environment it means in case of interior and coast areas ( Kambona 2018).

Islamic education

This group involved in coast, also it was the first group to implement the education system in Mtwara in 1954 during the trading activities such as lave trade in coast Mtwara Old Boma Mikindani. The Arabs started to make different station in Mtwara, but education provided through madrasa schools and quran schools for teaching their children especially Islamic faithful such as Islamic sharia. So that all madrasa were constructed in Mtwara region were forced the Muslim children to attend school in order to taught Elimu akhera that is Healy or spiritual education. But on other hand Arab education were came to exploit the indigenous people through the establishment of slave trade, many people who lived in mtwara region were sold to the foreigners as slaves through Old Boma Mikindani slave market. (Mosha 2012)

German and British period

These two group its education related because they used same features in provision of education in Mtwara region but also they used recovering methods. It means the education activities done by German also continued after coming of British in Mtwara region even interior parts of Mtwara region. And those education schools built were target to get some African people who could help colonial situation at Mtwara region  the education was conducted through different ways which are;

a)      Geographical location and specific goals of the mission, means that missionaries or german education were favored more area which are important to them because they introduced their education for more beneficial interest and few people were qualified especially son of chiefs.

b)      Number of capability of the mission, German were introduced their education area were built mission centers in order to achieve their goals in any mission centers.

Primary schools existed during the colonial period at Mtwara region

Tandahimba 1932, Ndwika 1938, Nanganga 1942, Luagala 1940, Marika 1942, Mkululu 1932, Mlaushi 1926, Chikundi 1932,  Mchichila 1932, Mnyawa 1936, Kilama 1940, Mahuta 1943, Mkoma 1933, Meta 1924, Makote 1927, Mahumbika 1928, Nanyamba 1934, Chuno 1952, Luagala, Nandwahi, Vihokoli, Kitangari, Rahaleo, Majengo, Nambunga,1956, Chiungutwa 1957, Mtwara Town 1952, Mkunya 1954, Chikoi 1953.( regional inspection officer-mtwara)

Secondary schools were

Chidya

Ndwika

During this period there were lacked in collage such as

Kitangari vocational training collage

Lukuledi vocational training collage

Ndanda vocational training collage

Luagala vocational training collage

But these colleges were owned by mission people and during the colonial period few people was achieved to get education at Mtwara region.

The importance of colonial education in Mtwara region

a)      it help some people to know reading and writing through skills imported student learned the curriculum but also reading a books and writing practices which helped them to the societies.

b)      They helped to brought political leaders, after colonial education some people they achieved education which influenced them to political issue or affairs such as Mwalimu J. K. Nyerere and Wiliam Benjamin Mkapa from Masasi district at mtwara region.

c)      It improved the level of civilization to the societies through the Christianity education and Islamic education people were get skills, knowledge and ideas on the effects of evils and ignorance to whole societies.

2.2.4 The weaknesses of colonial education

a)      It was a source for discrimination, after dividing into two groups which are Christianity followers and Muslim followers hence the disunity among the African people

b)      It was based on western culture, such as way of speaking and wearing style and language used it was external.

c)      It was based on colonial interest, the purpose of providing education it was not for civilize African but was for their benefit in operating colonial activities.

d)     It involved classes, only which children of the chiefs or from the special societies allowed learning in these schools.

The following data shhowing the primary school and middle school in mtwara region during colonial era. According to regional inspection officer.

School           year		School          year	School          year		School          year
Lihombongwa  1904		Liloya            1905	Mwite          1905		Mkululu        1929
Chipende        1926		Vamatutu       1922	Mraushi        1928		Lukuledi        1930
Chikundi        1932		Mimtende       1932	Nanjota        1933		Ndimbwa       1934
Nairombo       1935		Sima               1947	Pemba           1950		Chikoweti       1954
Nangose          1952		Mkalapa          1953	Chikolopola   1954		Lulindi            1956
Mnavira           1956		Namalenga      1956	Chiungutwa   1957		Namitunda     1957
Masasi            1958		Migongo         1960	Luchingu      1903		Nanguruwe      1909
Mnyambe        1905		Malatu             1919	Nambunga     1917		Minjale             1922
Newala            1923		Meta                1924	Namdumba    1925		Makopa             1926
Makote           1927		Namikokonga   1928	Mkomamoja   1928		Mahumbika       1928
Mpwapwa       1932		Mnyengachi    1913	Mkalenga       1933		Mkoma II          1933
Chikangala      1933		Nangomba     1934	Mnanje           1936		Ckikonya          1936
Chikoi              1936		Nakahapo       1936	Karume          1945		Mtopwa             1947
Mpotoke         1947		Mbonde         1950	Mchedebwa    1950		Mmalale           1950
Nachihilo         1950		Mchemo         1952	Mpunya          1952		Mnali                1952
Nandwai          1952		Samora           1952	Chitekete        1952		Makonga          1954
Mtanda            1954		Chihangu        1955	Likuna             1955		Likumbi           1956
Mnaida            1956		Kiuta             1959	Mundamkuru   1912		Miligo             1932
Tandahimba    1932		Mnyawi         1936	Luagala            1940		Kitama I          1940
Makukabonden   1940		Nyihabwe   1953	Chihunda         1954		Nakuta            1954
Liteku              1954		Mkonjowano 1954	Mkwiti             1959		majengo          1936
Ndwika           1938		Livunga 1939	Marika		Nakilola
Nanganga        1942	Mbwegwe    1946

SECONDARY SCHOOLS.(ACCORDING TO KAMBONA &KOMBA, 2018)

Ndanda 1948	Chidya 1923	Lukuledi 1930	Mtwara Girl 1961
Mtwara Tech

VOCATIONAL TRAINING SCHOOL/COLLEGE.(ACCORDING TO KAMBONA &KOMBA 2018)

Mkunwa

chunwa

TEACHERS COLLEGE.(ACCORDING TO KOMBA ANDKAMBONA)

Kitangali teaching college.

Education policies and act before independence  in tanzania to present.

According to (Mush, A.K.P 2009).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 The following are some policies before independence up to date

The cost sharing policy; In 1980’s Tanzania suffered from decline in economic growth at the same time donor countries who supported the earliest development of schools in Tanzania by providing capital costs which leads to withdraw their support, hence government introduced the cost sharing so as to assist the continuation of the education due to availability of salaries to the teachers and availability of learning facilities example books.

The Technical Education and Training Policy (1996) This Policy established three main purposes for Technical Secondary Schools, namely, to ensure that an appropriate and cost effective vocational education is introduced to replace the diversified course package. Teaching of science and technology is strengthened in technical secondary schools; and Training standards are prepared for different fields of vocational education to be taught in the current technical secondary school.

The basic education master plan (BEMP); In implementing this policy, since a country faced with challenges in its education sector in terms of equitable access to high quality formal education less developed districts and regions were given priority and preference in opening up new secondary schools. This policy helps the country to maintain equal distribution of secondary schools in all regions or districts within the country.

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. (The Ministry of Education and Vocational Training 1995).

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. (The Ministry of Education and Vocational Training 1995).

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.

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).

Information and communication technology ICT policy was developed as a part of ETP policy due to the recognition that the integration of ICT in the education system will eventually boost the economic engine of the country by preparing its citizens for the knowledge based economy Information and Communication Technology (ICT) policy for basic education 2007. The 2007 policy was developed as a sub policy to ETP in order to fulfill the objectives of the ETP policy by improving the live and in create job opportunities. The major goal is to build a highly skilled and educated workforce with aptitude and skills in the application of ICT everyday life information and communication technology (ICT) policy for basic Education 2007, PP  1- 2

Generally the history of education in Mtwara from indigenous up to now, hence its phase has its strengths and challenges faced and facing. But now education in Mtwara region has improved compare with the past or previous phases. The government must be implement the policies and planning that can more improving our education such as free education at all levels especially from primary school up to universities.

REFERENCES

Fafunwa,A (2010). History of education: Macmillan Publisher: London.

Mushi, A.K . P (2012) .History and development of education in Tanzania: Dar es Salaam press.

Kambona, (2018).History of education in Tanzania.

Samuel  et all (2010): History of education in Tanzania Dar es salaam press.

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

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