Education

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Fafunwa (1974) defines Education as what each generation gives to its younger ones which makes them to develop altitudes, abilities, skills, and other behaviours which are of positive values to the society in which they live. 
 Education is a consciousness to think, decide and act hence it should be aimed improving pupils and mental freedom in order to increase their control over themselves. (Nyerere 1967).  Or
According to Marciale (2017 ) Education is a tool for improving socio-economic development.
Investment in education can be used to transform individual lives, national economics, and our world (UNESCO, 2014). In Tanzania there are three type of education namely Informal, non –formal and formal education.
 Education reforms refer to the academic changes that are done in the existing system of education in order to meet the current social and economic demands of the community. Or Education reforms is the transformation plan and movement which tries to bring about a systematic change in educational theory and practice in the level of basic or higher education in a given community and society(Ministry of Education 1984)
After independence Tanzania inherited colonial education system which intended to fulfill the interest of the colonial powers, following this academic weakness the country had to carry out different academic reforms which could make education useful to Tanzanian context. Bellow are some of major education reforms of 1980s and 1990s in Tanzania.
Economic crises of 1980’s the Tanzania government encountered serious difficult in financing social services of had deployed in the 1970’s As country’s terms of trade declined economic growth and tax revenues declined accordingly- where as donors had been willing to financing much of the capital costs in the social sectors, the recurrent costs of running the resulting infrastructure fail on the government, which in turn depended on a declining tax base . Finally 3% annual population growth during 1980’s led to increased demand for education placing an additional strain on the sector, for instance by 1993 growth enrolment in primary education had declined from 100% of 1980 to 82% while between 1986 and 1992 illiteracy increased from 10% to 16%, with adaptation of SAPS of 1980s, Tanzania has been transformed into market economy in seeming state of growth to combat poverty. (Ministry of Education 1984)

The introduction of user fees to contribution by local communities , the running of schools were gradually introduced due to declining resources , the national ethos of self reliance and the push by international financial institutions towards  “Cost sharing”. The number and amount of the contributions increased progressively throughout the 1980’s and 1995, a primary school enrolment fees formerly introduced simultaneous throughout the 1980’s and 1990’s school enrolment declined due to contribution of rising cost with declining quality of schooling and possible declining returns to education (Arvidson & Nordstrom, M, 2016).
Reforms through government intervention due to the challenges faced by education sectors, further reforms had to come by the overall objectives of introducing education reforms together with other policy initiatives was to ensure growing and equitable access to high quality formal education and adult literacy through  facilities expansion , efficient gains, and quality improvement , accompanied with efficient supply and use of resources , therefore in early 1997, the Tanzania government developed a Basic Education Master Plan(BEMP) to guide development in Basic Education provision. For example, in response to local government reforms agenda on action plan for transferring responsibilities to local school committees was prepared (as provided for local government reform act of 1998). Less developed regions or district preferences in opening new secondary schools or receiving assistance to do so (Mushi, 2009).
Reforms through participative approach were given through the reduction of users fees. The process leads to the reduction of user fees on primary education instead Tanzanian government and the donor community had to come into support of the measure. These included private and Non Governmental Organization, religious groups to supplement the measures to improve quality education.(Rajani 2007 )
Establishment of Teachers Service Commission (TSC) and establishment of Tanzania Professional Teachers Association (TPTA), this was introduced with the aim of recognizing the professional teachers and making sure that education service is delivered by these professionals and emphasizing on their rights and responsibilities.( URT 1995)
All in all reforms in Tanzania education were basically stakeholders  driven, thus real lessons that learnt from reforms in education should not be seen as government principal role. The role of government should be able to provide and more conducive environment for the all stakeholder   to increase their investment in education. This participative approach has potentials to establish a more learning environment that will allow imparting both knowledge and technology to the youth for a more active participation in the country’s economic growth.

REFERENCES
Arvidson, A. & Nordstrom, M (2006). Education Sector Policy Overview Paper, Retived September 7, 2010 From http:// www.enable.nu/publication/D17 Tanzania Education Policy Overview.
Fafunwa, A.B (1974) “History of Education in Nigeria”. London: George Allen and Unwin.
Marciale, M.(2017) “Education as a Tool for Improving Socio-Economic Development in Tanzania Context”. Presented in the 4th Annual Conference on “Education and Industrialization: Matching the Goals of Education to Labour Market and Society’s Needs” Mwenge Catholic University( MWECAU)
Mushi ,P.A.K (2009) History and Development of Education In Tanzania. Dar-es-salaam: University Press
Nyerer,.J.K (1968). Ujamaa  Essay On Socialism. Nairobi: Oxford University Press.
Ministry of Education (1984). Education System in Tanzania towards the year 2000: Recommendations of the 1982 Presidential Commission in Education. Dar-es-salaam: Ministry of Education.
Rjani, R. (2007) Pretending to Progress? Education Reforms in Tanzania. Retrieved September 7,2010 http://www.cgce.ca/
UNESCO, (2014). Sustainable Development Begins with Education. How Education Contribute to the Proposed Post 2015 Goals. UNESCO


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