THE EDUCATION AFTER INDEPENDENCE

THE EDUCATION AFTER INDEPENDENCE

Educatiot after independence involves different things

One of the major changes in the Primary School System atter independence was onCurrieulunm Colonial syllabuses and curriculum primary levee had been based cm BriisPrototypes, and Were in many, ways in appropriate to the Tanzania situation.thus the educational establishment, as it was taken over in 1967, was ill quipped and harCurriculum Changes

One of the major changes in the Primary School System after independence was onCuriculum. Colonial syllabuses and curriculum primary level had been based cm Britishprotofypes, and were in many. ways in appropriate to the Tanzania situation. Thus thecducalional establishment, as it was taken over in 1967, Also after independence the education system changed in various aspects in Mtwara region especially in case of syllabusand the controlar of trhe schools especially in now days most of the government schools areunder the local government by which few of them are under the central government. Example

in Mtwara region the schools like Occan is under the government contral SoN a

Designed to meet the requirements of an independent African country with strong aspirations

for economic and social change (Ministry's Annual Report, 1967. p. 7).

The nation's leaders and people were fully aware of these defects and sought a quicky asthey could to remcdy them and build a system of education 'which would be truly nationaland in keeping with the needs and values of the country. To this effect, in 1963 a newPrimary School curriculum was approved for use in schools: However, in a few subjects such

as English, Arithmetic and Science the same textbooks used before independence were still

used, but there were great changes in the number of periods allocated to subjects. Kiswahili.for example, which had feW periods was given more than English, especially in the lowerclasses. Such changes have been going on and the most recital location of periods to subjectsgiven below are shows a broader break down of subjects than it had been four years ago

Agriculture, which is part of Education for Self-Reliance aetivities, is not shown

The following were the challenges ol cducation during the colonial period.

1.The education was segregate in nature, 1hrough this most of the society members whobenetited much with education were boys gris were very ittle in number. The system

segregaled girls.

t Shortage of learming materials. in colonial education the materials were niot encughcompared to the number of students the number of students were high but the leamingEmaterials were very low this challenged much the sector of education during the colonialperiod

ln. Shortage of teachers. This was also among of the great problem the number of teaciherSwere low because the number of natives who educated were very low.

v. The education taught the European culture. The colonial education had not involved theAtrican culfure most of the teachings involved the westen curriculum but not the Aricancurriculum SolCe

EDUCATION POLICIES AFTER INDEPENDENCE.

1 The Education for Self-Reliance document and policyPresident Julius Nyerere's ESR policy was based upon the perceived inappropriateness of awestern model of education that was imported by colonists along with a foreign cumiculam.Along this line of thought, because Africa's history. culture, and position difiers from that ofthe western countries. so too do the goals and needs of the educational system. ESR was apart of the broader Ujamaa reforms that attempted to address these inadequacies and failuresof the colonial educational system that was still in use in independent Tanzania. As such, thenew policy was to teach students the values of equality and respect, the importance sharing ofresources. and a belief in the philosophy of hard work by every citizen without cxploitation,all ideals that Nyerere felt the colonial educational system lacked the relevant to the societythis is because the colonial education based on what were needed by the colonialists in onderto solve the problem nyerere established education for self reliance so as to make theTanzanians to depend themselvesSouLNa

2 EDUCATION AND TRAINING POLICIES IN 198O"S.in the carly 1980s the predominance of the original ESR policy began to wane. althouglh alingered on in many ways until the official ereation of the 1995 Education and TrainingPolicy. The ETP policy changes occurred within the context of many wider socictal changesincluding the effective end of the socialist economic model with the increasing liberaliaatie

of the economy in Tanzania. It also corresponded with shits in development educaioediscourse and interests, as a strong backlash against agriculture and vocational educatin

Prmary and secondary institutions devetoped in the 1980s. This backiash was partly theEsuit of popular research in the field, such as Foster's 1965 vocational school fallacyfindings and later similar studies, and the barrage of challenges and ineftective result SDLN G

3. WORK-ORIENTED EDUCATION FRAMEWORKWork orientation in education is a specific approach to preparing students within ancdueational system to enter the workforce with the appropriate knowledge. skills. andmindsets to be successful and productive employees. While preparation for work 1sconsidered as a broader goal of most educational systems, there are widely varyingapproaches for realizing this goal: in many educational policies work-preparation is viewedas a natural outcome of education rather than an intentional aim. Work-oriented educationprograms specifically emphasize education's primary responsibility toward work preparation,rather than education as part of a broader preparation for life in general (Hoppers. 1996)

4. FREE EDUCATION

The education policy established by the Tanzanion president of 2015The policy aimed toprovide education to most of the society members in Tanzania most of the basic needs inschppls will be provided by the government. The policy involved in the government schoolsbut not in the private schools. This education policy was also took place in Mtwara region.

5.THELANGUAGE OF INSTRUCTION

Ln case of the language of instruction the Tanzanian first president and the cabinet decidedthat the languages of instructions in education in Tanzania should be Swahili and Englishlanguage but Swahili will be the language of instruction in primary schools and English willbe the language of instruction in secondary schools and in higher learning institutionsShortly both English and Swahili are used in official matters by Camp boll&Carrof1997).

6.EDUCATION TO ALL

Tanzania emphasized that the education must be provided to all the Tanzanians regardlesstheir status and gender every one has a right of gaining education in the country through thisthe government constructed a lot of schools in deferent areas so as to simplify the availabilityof the country within the country. Most of the constructed schools are under the locaf

government control by which the education offered by the government it selif

STRENGTHS OF 1HE EDUCATION AFTER INDEPENDENCE

he edtcarion provided to the society afler independence had the following strengths

lead to the devefopmient of agricuture sector 1The agriculture education provided tod of the famous so as io improve the quality of the crops and the quantity This lead to the

aisappearance of various problems like famine and hunger.

fead to the emergence of literute society, Through this now days most of the society

miembers knows to read and write dififerent fron the last time where the number of literate

were very low in number

It lead to the development of science and technology. Throigh education now days

people are able to use the technological instruments to conduct the different activities indifferent sectors. Example we use computer in schools and in banks.

it improves social relationship among the countries. Through education scholarship re

provided to some of the students to go abroad for further education. Example some of themare given scholarship to America and others in Australia. StuuyceInspire of having the strengths of education also there are challenges or weaknesses ofeducation in Mtwara region.

The education provided in the region is stil much theoretically. The students do not get

enough time to practice on what they have learned most of the learning are theoretically innature rather than practical. Example in secondary schools students taught science subjects inthe classrooms without going to the library for practical.

Medium of instruction is English: Most of the learners in the region are good in

Swahili and their native language so when we use English to educate the it comes to be verydifficult for them to understand the lesson simply. Examle most of the secondary schools inthe region use English together with all high learning institutions

In adequate infrastructures. In most established schools the number of students are high

compared to the number of the infrastructures. Example in Ndanda high school 45-5S0Souve

stodents seat within the single class.

Poor government support: The government fail to support the students who an

cegaired to joio with the high learning institutions this lead to the bigh nunbero th ade

reman at home doe to the lack of enough fund to develop themselves. Example in 20182096 af the students who required to join universities failed to gain loans from thegOvernment.

Low number of professional teachers. The number of the teachers is very low

compared to the numer of the students in the schools. This makes difficulties in the provision

of the quality education to the students in the society.

there fore Mtwara region comprises of the several number of primary schools, secondary

schools. VTCs, Collages and universities.1:Primary schools.Masasi 35 schools.Newala45 schools.

Mtwara rural 60 schools.

Tandahimba58 schools

Nanyumbu34 schools.Mtwara ur 22There fore mtwara contains more than 254primary schoo:CollagesApproximately Mtwara contains more than 1 collages that has been placed in different partsof the region these collages includes:Stellamaris.COTCTTC:UniversitiesMiwara region has a single university which is not the govermment university it is a privateunder the control of the constituent of sent Augustine university of Tanzania it is calotSTELLAMARIS UNIVERSITY COLLAGE(Temuco)