A. Trace the origin and development of the history of education in Mtwara Region before the coming colonial masters in Tanzania B. Outline all education policies and acts before independence in Tanzania to the present.

A.    Trace the origin  and development of the history of education  in Mtwara Region before the coming colonial masters in Tanzania

B.     Outline all education policies and acts before independence in Tanzania to the present.

MTWARA REGION

The study topic was the observation concerning and investigate the education system existed in Mtwara region in pre- colonial period, colonial period and in postcolonial period. The study was about to enquiring on the way in which education system was delivered to the generation again the important of this education to the community. And to recognize the contribution of the community in development of education system in Mtwara.

Geographical Location:

Mtwara region is one of 20 regions of Tanzania Mainland. It is the southernmost region. it lies between  longitudes 38o and 40o30" east of Greenwich. It is also situated bet yooween latitude 10o0"5 and 11o 25" south of the Equator. It borders Lindi region to the north, the Indian Ocean to the e and separated by Ruvuma river  from Mozambique south. To the west  borders Ruvuma region.

The region occupies 16,720 sq. Kms or 1.9% of Tanzania Mainland land area ot 885,98 sq.km. it is the

Second smallest region after Kilimanjaro. The region is divided between region is administratively subdivided into 5 districts, 21 divisions, 98 wards and 554district . The smallest of the districts is logically the urban district of Mtwara Mikindanı at 163 Sq. Kms. and the largest is Masasi at8,940 sq. Kms which is 55 times the size   of the urban district. Masasi district has also got the largest number of divisions, wards and villages.

Originally Mtwara Region included Lindi until 1971 when Lindi was created to form separate region

TABLE 1.0.1: AREA AND ADMINISTRATIVE STRUCTURE OF THE MTWARA REGION, 1996

DISTRICT	AREA IN( KM2)	NUMBER OF DIVISIONS	NUMBER OF WARDS	NUMBER OF VILLAGES
Mtwara/ mikindan(u)	163	2	13	06
Mtwara rural	3597	6	17	101
Newala	2126	3	16	130
Tandahimba	1894	3	22	103
Masasi	8940	7	30	214
Total	16720	21	98	554

Source: Regional commissioner office, Mtwara, 1997

                         ORIGN OF EDUCATION IN MTWARA

Education refers process of acquiring knowledge skills techniques, values beliefs and custom from  one  generation to another generation (2007)

The education conducted in tribe society such as Makonde, Yao and Makaa people in Mtwara there was no school, there were no teacher but people emerged to German education through elders among those society

1.It could the said to be education for consolidating the society. Every society had an system of passing in the young generation. For example Makonde Sochi involves in the Jando and unyago to young people . This was education which got in order it had discipline when married.

1. Indigenous education is a system of education that erected in Africa societies before the coming of people from abroad. Including western people an Islamic people including Arabs.
2.  How the indigenous  education was  conducted? was conducted by transmission, observation, and  Limitation children's observed and imitated their parents practically craft and skills which performed according to the their capacities and informal based. indigenous education most based on practically oriented compared to western education.

STRENGTHOF EDUCAUON BEPORE COLONNAL

The education which conducted in Mtwara before colonial was fictional because the curriculum

was developed to attend to the realities of the community and basic needs, Por example farming activity in Makonde  people.

The education varied from one society to another depending on the natural environment, cultural, normal and needs of society. For example Makonde people involved much in Jando and unyago in order to emphasize more about moral to young people especially girls And other society like Yao people involve much in Farming due to availability of soil fertility in their environment which encourage  high production  hence  availability of food

WEAKNESS OF EDUCATION BEFORE COLONIAL

Based on imparting moral values, before colonial in Mtwara, education which was conducted based more about moral values rather than other issue vocational training education.

 It lacked proper method of storing information Elders were the only source of information  and knowledge in the society

It was unconsciously Education which was conducted in Mtwara before colonial was not consciously because there was no teacher who was skilled ,so through this situation make the learnt to had narrow knowledge which encouraged more issue in the society issues like morality and faming rather than formal education

2  EDUCATION DURING THE COLONIAL PERIOD

EDUCATION UNDER GERMAN

At first Anglican Missionaries from Britain arrived at Mikindani up to Masasi in I868, By that time the Roman catholic Missionaries from German arrived at Mikindani then the they went up to the main land like Bagamoyo, Lushoto and Kilmanjaro. on the same year (1868)and  Belgium, French Missionaries arrived to the areas likely, lushoto and Kilimanjaro

After the Berlin conference of 1884 1885 ,German came in Tanganyika through in 1895  German arrived in Mtwara ,German built Cate in Masasi Ngomani now (mkomaindo).German were the one who built port,  The British came in mtwara that is Masasi  they built St.Benedictine now days Ndanda .Dihimba Primary school in Mtwara who were enrolled in these  school were required to be converted into Christian faith .They built Kitangali primary school

EDUCATION CONDUCTED

UNDER GERMAN

conducted by German in 1896 the system was 1 and 2 that is Standard one and two in 1990 the system was standard one up to six the qualified students they got good jobs in the government like teaching educations German education went to Tanzania early in 1867 as a missionary explores and businessmen, trading and Protestant taught local people trading how to read and to write. that read the Bible from the local language including Swahili into script.

MIDDLE SCHOOLWHICH WERE ESTABLISHED BEFORE INDEPENDENCE

TANDAHIMBA	MASASI	NEWALA
MUNDAMKULU 1912	CHIGUGU 1947	KILETA 1959
MCHICHILA 1932	MBWAGULE 1946	MNAIDA 1950
TANDAHIMBA 1932	NANGANGA 1942	CHIHANGA 1956
LILIGO 1932	NAKALO 1942	MTANDA 1954

Source: Mtwara Regional Education office (1997)

EDUCATION UNDER BRITISH

The system of colonial education was like four years for basic education, two years for boding and two years for standard six and eight in 1930, education system was four years, for basic education, four years for middle school and two years for high school.

British conducted several education in Mtwara especially introduced school included Anglican Michael(1958) Eastern part of the Mtwara (Newala) was conducted by Makonde,makua,yao.

British missionaries intoduce teacher training and secondary education and all mission schools went to be registered by colonial government also were required to use government stables.

In generally, Education during German and British colonial rule were about spread Christian religion, to introduce western economy and to control Africa. (Mushi, 2009). In Mtwara region colonial education were also about spread Christian religion example built many churches like Ndanda and Masasi (Mtandi) so as to spread Christian. Also colonial education was about to prepare small workers so as to help their activities like teacher or clerk. (Kambona & Komba 2018).

EDUCATION UNDER ARABS

From the 15th century, the Arabs arrived to coast Africa especially Mikindanı area. The education system of Arabs was informal education aims of Arabs was to spread Islamic cultural, which was offered through madrasa. The residential areas was Mikindanı,Shangani,and di. After abolition of slave trade some Arabs went back to their Homeland, the remained were the one who consolidated formal education in school such as shangani. also Arabs introduced education to several coast like kilwa and Mombasa , the education is native through madrasa, and others quranic school.

EXAMPLES OF SCHOOL DURING COLONIAL PERIOD.

Primary school	Secondary schools	Colleges school
Chikongola 1952	Magmata	Vic college
	Shangani	Kitangali college
	Ndanda1930	Lindi college
		Mtwara Teaching Collage

      Source: Komba and Kambona, (2020)

EDUCATION AFTER INDEPENDENT IN MTWARA REGION FROM 1961 TO PRESENT.

 education can be defined as a way of transmitting, sharing ideas, knowledge, skills from one generation to another or from one person to another person. The education can be in three main types which including:

1) Formal education

2) Informal education

3) Non formal education.

After independence Tanzania particularly Mtwara inherited education system from their colonial masters. For the case of Mtwara we inherited education system from British. This simply means that colonialists did not go back to their countries rather they only left physically while leaving their education system, they also left religions and administrative structures The independent government's deliberate shift away from British colonial education policy was in part driven by the demands of Mtwara students and parents, who recognized education as a path to social and

Education in Mtwara after independence provided through formal system. The government had built many primary schools, secondary school and advance schools. Now days Mtwara there are schools owned by government and others owned by private person. Example Ocean Secondary school, King David Secondary School and St. Thomas Aquinas Secondary School which are privately owned by people. Kambona & Komba (2018).

THE NUMBER OF SCHOOL IN MTWARA AFTER INDEPENDT TO  DATE

Pre-School Education: It is only in recent years that pre-school education has gained popularly There were only 50 nursery schools in 1994 but by 1996 this had increased to I17 schools. Soto 6 years old attended pre-schools in 1996. The average number of pupils per class is 5I to the region and varies only slightly between districts. On the other hand the average number of pupils per teacher varies a lot. The regional average of 83 is high.

THE NUMBER AND ENROLLMENT AT PRE- SCHOOL CENTERS, BY DISTRICTS AND SEX IN MTWARA IN 1996:

District	Pre-schools centers	Boys	Girls	Total	Pupils per center
Mtwara/Mikindani	10	225	212	467	47
Mtwara rural	20	488	516	1004	50
Masasi	37	1139	1215	2354	64
Newala	50	1040	1053	2093	42
Total	117	2922	2996	5918	203

Source:Mtwara Regional Education office (1997)

Primary School Education:

Enrolment: The history of primary school education in Mtwara region is one of commendable development. In 1974/75 the region had 371 schools. By 1996 the number of schools had increased to 493. The total enrollment increased from 74,790 in 1974/75 to 141,167 in 1996. See Table. The total enrollment in 1985 was 119,964 pupils.

TABLE.

Districts	Number of schools   1974/75          1996	Enrollment total   1974/75     1996	Average pupils per school   1974/75              1997
Mtwara mikindani	_              19	_                 10,461	_                                  551
Mtwara rural	_                         82	11740        19785	_                                241
Masasi	_                  193	34110          61573	_                             319
Newala	_                199	28,940        49348	_                          248
Total	371              493	74,790       141,167	202                      286

Source: Mtwara  Regional   integrated development plan 1975- 1980 Vol. 1: Regional education office, Mtwara 1997.

Special  Primary School Mtwara region has taken the lead in Tanzania in establishing primary school to cater for special needs of disabled children .

SPECIAL PRIMARY SCHOOLS FOR THE DISABLED BY DISTRICT, MTWARA REGION 1996

District	Name of schools	Type of disability
Mtwara /Mikindani	Shangani	Mental retardation
Newala		Mental retardation
Masisi	Lulindi Mwena Masasi Migongo Lukuledi Mangaka Ndanda	Mental retardation Leprosy Blindness deafness

Source:Mtwara Regional Education office (1997)

Adult education Mtwara region, there is still much to be done to catch up with other regions let alone eradicate illiteracy. But it can be said with some pride that Mtwara has come a long way to reach literacy. the male tend to be more literate than females. But unlike some regions the rate of literacy for rural males was higher than that of urban females adult illiteracy eradication is an arduous one. It involves the identification of teachers.

Secondary School Education

about 20 of the Secondary Education schools and streams are private. The region has a total of 13 school and 124 streams. Given an estimated population of 991,323 for 1995 there is one secondary school for every 76,256 people. This ratio is unsatisfactorily high. It is borne out by the low figure of secondary school pupils per 10,000 populations

NUMBER OF SCHOOLS AND STREAMS IN SECONDARY SCHOOL, BY LEVEL AND OWNERSHIP, MTWARA REGION, 1995:

Ownship	Number of school
Public	10
Private	3
Total	13

Source: Basic statistics in Education, regional data

THE DATA SHOWING SOME OF SCHOOL, VCTS, COLLEGES AND UNIVERSITY AFTER INDEPENDENCE

SECONDARY SCHOOLS IN MTWARA

Nanyamba	Kitaya	Mangamba	Nangwanda	Ocean
Naliendela	Mmulunga	Nachunyu	Lukuledi	Amanah
Chingutwa	Lengo	Nguja	Tandahimba	Shangani
Mtangala	Nahyanga	Namalenga	Masasi	Mwena
Kitama	Mkululu	Mbuyuni	Newala	Rahaleo
Maputi	Mkuchika	Mkalapa	Ndwika	Sino
Isdore shirima	Mbambaleo	Mayanga	Sabasaba	Aquinas
Nitekela	Mkwiti	Chawi	Mtwara sisters	Mtandi
Namajani	Nandete	Libobe	Mtwara techinical	Mkuti
Maundo	Namatutwe	Malatu	Chidya	Anna abdallah
Chingungwe	Mtiniko	Mahurunga	Sendano	Umoja
Mnyambe	Ziwani	Malocho	Chihangu	Abbey
Luagala	Mtopwa	Mnima	Kitangari	Mpindimbi
Kiuta	Nanjotwa	Mkonjowano	Mtapika	Lulindi
Chaume	Napita	Malegesi	Michiga	Mpotola
Nanyumbu	Makukwe	Chuno	Mbeba	Muatapha sabodo
Msimbati	Mikumbi	Milongodi	Nnyawa	Dr.Alex mtavale
Lupaso	Makote	Chiwata	Ushirika	Call and vision
Kisiwa	Namwanga	Nambunga	Mchichira	Nangaya
Mkundi	Chanika nguo	Lukokoda	King David	Mikangaula
Lienje	Michenjele	Chiwale	Mudimba	Nanganga
Maratan	Mangaka	Mkoma	Vikoholi	Mkoreha
Nagomba	Mahuta	Salama	Chipuputa	Kusini
Sengenya	Makong'onda	Dihimba	Napacho	Suluhu
Manyawi	Nanguruwe	Namombe	Njengwa	Chitekete
Namikupa	Mikindani

3.TEACHERS COLLEGE

Mtwara(k) TTC

Kitangali TTC

MtwaraTTTC

Maria montesory TTC

4UNIVERSITY

Stella maris University collage 2009(STEMMUCO)

ADVANCE LEVEL

Masasi girls	Mtwara sisters	Aquinas sec
TANDAHIMBA sec	Nangwanda sec	Mtwara technical
Ocean sec	Amanah sec	Kiuta secondary
Ndanda secondary	Mnyambe sec

THE FOLLOWING DATA EXAMINATION PERFORMANCE QUALITY EACH MANICIPAL IN MTWARA REGION SCHOOLS.

PRIMARY SCHOOL EXAMINATION PERFORMANCE FROM 2009-2018

Year	Boys	Girls	Total	Boys	Girls	Total	%	Nation position
2009	14329	14796	29125	7343	5500	12843	44.1	,18/21
2010	12050	12974	25024	6418	5530	11948	47.7	14/21
2011	14827	16968	31795	8078	7869	15947	50.2	16/21
2012	12090	14197	26287	3213	25682	5895	22.4	20/21
2013	12324	14423	26767	6066	5891	11957	44.7	18/21
2014	11117	13893	25015	7215	8381	15608	62.00	10/21
2015	10304	12598	22902	6520	8455	15670	68.42	12/25
2016	10895	12966	23861	8320	6917	13437	56.31	25/26
2017	12747	14795	27542	7227	9331	17651	64.1	22/26
2018	11228	13231	24459	10943	9157	20100	82.18	8/26

EDUCATION ACTS AND POLICY OF TANZANIA BEFORE INDEPENDENCE UP TO DATE

          Universal primary education (1974)

This education policy aimed to make primary education accessible to all Tanzanian children, hence in the beginning of the 1980’s. Tanzania has achieved its needs of having a primary school in each village, however this has increased the running cost through roots and quality of education started to suffer.

           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 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.

           Education for self reliance 1967

This education policy introduced by J. K. Nyerere in 1967 during Arusha declaration, the major object of this education policy, was to develop student’s critical thinking skills, and self confidence, also this education policy was introduced as J. K. Nyerere wanted his country to become independent in all aspects like economically or socially from other nations.

The  Education  for  Self-Reliance  document  and policy President  Julius  Nyereres education for self reliance  policy was  based upon the  perceived inappropriateness  of  a western model  of  education that  was  imported by colonists  along with a  foreign curriculum.  Along this  line  of  thought, because  Africas  history, culture, and position  differs  from  that  of  the western  countries,  so  too  do  the  goals and  needs of  the  educational  system.

REFERENCES

Mushi, P. A. K (2012). History and Development of Education in Tanzania. Dar es Salaam:                                               Dar es Salaam

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

Kambona & Komba (2020). History of Education of Tanzania. SAUT Mtwara; 11: 45 to 13:                                              45 pm.

Samwel, A et al. (2006). History of Education in Nigeria: Nigeria: National Open University of                            Nigeria.

Thungu J et al (2010). Mastering PTE Education. Nairobi: Oxford University Press.

Fafunwa A. B (1974). History of Education in Nigeria: London: George Allen and Unwin

Region inspector (2019). Number of Secondary school, primary schools, VTCs and Collages in                             Mtwara. Mtwara.