COLONIAL EDUCATION

 

Elidu E.G I Werie bor- Hunter College

Between the 1870’s 1900m,Africa faced European impearialists  aggression diplomatic pressure military invasions and eventually conquest and colonization

There for the colonial period in Tanganyika began with the portion of Africa in the 19^th Tanganyika was occupied by German and so became part of part of German East Africa

Then after the WWI (1918-1919) Tanganyika became trusteeship territory under the League of Nations. Whereby  the British used indirect rule system (a system which integrated indigenous political  structures into this central British Administrative Structure), into the Native Administrative Structure were run by local leaders.

Education after independence up to date

Education after independence was about .During colonial period, education was offered on the basis of gender, region and ethnicity. Due to discrimination in provision of education only  15%  of the populations out of million people were literate by 1961 (Mushi, 2009). Lack of education caused poverty, economic dependence, diseases hunger, ignorance and exploitation to many people.

Therefore education after independence up to date was about to retrieve all  inequalities and imbalances that created by colonial government.

The government believe that poverty, diseases and ignorance could be carbed through encouraging people to live and work together so as to facilitate the provision of services to the people, to help to share the benefits of their efforts and to increase co operative production, freedom and remove exploitation.

Also provision of adult education. The government belied that changes could be realized through education. Thus adult education was needed followed by education of ESR by mwl Nyerere 1967 that insisting on integrating work with education (work on cuted education) so as to build a socio-economic independent society s

iii. How was it provided?

Education was provided by both public and private sector starting with pre-primary education followed by primary, secondary, ordinary, secondary advanced and ideally, university, leve education. The government believed that the changes could be realized through education thus why emphasize the importance of education. The type of education provided was formal education with theoretical, structured and chronologically graded educational activities, operating from pre- primary school to university level , Mushi, 2009).

It was educated in the institution by professional teachers, ability to read and write, is the means of communicating knowledge with also well structured curriculum and defined goals and objectives

v. The challenges/ weaknesses of this education

Financial barriers, HUMAN RIGHT WATCH’S FINDING .Although official fees are not longer  levied in schools many of Tanzanians poorest students are still unable to attend the school because of other school located costs. These parents cannot afford to pay for transport to school, uniforms and additional school materials such as books,

The abolition of school fees has left significant gaps in school budgets, schools are not ready to find basic needs they previously paid for with parents contributions (additional fees changed by school to pay for running costs including school  construction and hiring of additional teachers.

Primary school exam policy Blocks access, to secondary education

The government controls the number of students who enter secondary education by relying on the primary school leaving exam-PSIC) an exam at the primary school who fail cannot continue with formal schooling.

Students in remove and rural areas of the country have to travel very far to go to school and many do not access to to a community secondary school schools in their wards.

The government has not carried out its plan to build enough safe hostels to accommodates girls close to school, many schools suffer fromlack of infrastructures, educational materials and qualified personel.

Lack of qualified teachers, the result of the profocused foundation led to the lack of qualified teachers on all levels. Many Tanzanian writers example Costabary and Masesa,7000, Rajabu, 2000) I dentified the push of UPE as the major cause of deterioration in equality at all levels of education in Tanzania. UPE pronounced (   ) has become a  colloquial term associated with this quality education rather than  with universal halation the letters UPE stand for “Ualimu Pasipo Elimu”(Teaching without Education ). The expansion of primary also caused high demands for teachers to the extent that there were not enough secondary graduates to supply the demands (Wediwood,2013).

Lack of text books in the classroom , (most of the young possess to complete and success of the class with no text books, They are required to take extensive notes that become their textbooks, also lack of relevant textbook together with lack of skills to handle certain topics in the reviewed primary school curricula (Nkumbi, 2008).

The overcrowding  of classrooms. This become a problem of a government schools , were classroom were overcroweded . There is one teacher per 200 pupils instead of one teacher per 50 pupils. This is according to to Mary Bryant

Corporal punishment is endemic in secondary school, many students are subjected to violence and psychological abuse that amount to humiliating and degrading treatment.

Girls face sexual harassment. Discrimination and expulsion due to pregnancy 0r marriage , many girls are exposed to wide spread sexual harassment by teachers. Respectively with exploitation and abuse from bus drivers and adults who often ask them for sex in exchange for gifts, riders or money on their way to school.

Poor teaching approaches in the classroom, as it is teacher centered with students are relying heavly on the teacher and old notes and being used efficiently and effectively for mental engagement of the students.

The quality of secretary education is poor, many schools lack enough teachers to cover all subjects with woeninng gaps in mathematics and science subjects, sometimes students go without teachers for mathematics. Also secondary schools lack adequate classrooms, learning materials, laboratories and libraries

3.iii. Since independence in 1961the government of Tanzania has attempted several times to reforms the education  system to meet their development objectives, objectives and genie desired outcomes

3. iv. Importances/ strengths for this education up to now

-Testing is impressive

-  Encouraging students to work

- One needs to study not hard to pass examination

(Moses Kwabhi, works preachers feb, 10, 2018)

UKAGUZI KANDA

3.V. Number of primary schools, secondary schools ,VETS, colleges and universities up to now in Mtwara.

DISTRIC	PRIMARY	SECONDARY	VCT,S	COLLEGE	UNIVERSITIES
MWARA DISTRICT	36	20	2	3	02
MTWARA RURAL	67	12
MASASI DISTRICT	125	10	1
MASASI RURAL	36	27
NANYAMBA	63	20
TANDAHIMBA	126	22
NEWALA DISRICT	45	11	1
NEWALA RURAL	74	16		1
NANYUMBU	94	12
TOTAL			04	04	02

 

 

3.VI. Howa is the quality of education in Mtwara (In statistical order.

3. vii. The first graduate from Mtwara was Dusta Omarty

 

 

 

 

 

The following are educational policies that Tanzania passed through up to now:

4. Self-reliance educational policy (1967). Under mwl Nyerere

Educational for self-reliance, means the transmit knowledge  and skills for the aim of making a person to become independently for their future and national development.

According to mwl Myerere the purpose of this education was to alleviate poverty and make people independent , to sustain themselves, Help to manage their environment.

Also in shaping responsible and accountable citizen in the community. Together with helping people in national thinking (https//depts. Washingtongeds2012/12.

2. Universal Primary Education (1977) That works and under this policy of Tanzania government needs primary education to be compulsory education that every child of the age from 7-15 must attain and the child cost were left free to all public schools , through still there some challenges that hinder the government goals under (UPE). (Self-reliance Journal of management and Development dynamics ref. vol.24. Issue 1^st June 2013. pp.46-82). Founded by minister of education and vocational training sep ii- final draft may 2010

3. Education and training policy .(1995).Implemented in 2001 and and 2009 through SEDP The secondary education Development programmed with different or various objectives such as to improve access with equity, quality arrangement and deriver of secondary education in Tanzania. Were the program of (SEDP) was most successfully in improving access and equity through there are number of performances like in secondary education examination, shortage of inequalities in learning environment among different schools, insufficient infrastructure, lack of non- use of laboratories in most schools resulting in students during the science theoretically  Poor teaching approaches in the classroom

4. The National Technical Education Policy ( NACTE, 1961) . The main objectives of this policy is to train technical manpower at different levels to meet the demands of manpower requirements, the various sectors of the economy. And the main objective to be achieved various specific objectives shall be implemented such as to train sufficient numbers of skilled, competent and reliable techniques and technologists to meet the needs of formal and informal sectors and so on ( Plan .policy .iiep.unesco.org>resources).

5. The National Higher Education Policy(1999), since independence , there lacked a common conceptualization and a working definition of higher education. This pointed not only to pitfall and gaps in the national philosophy to guide the provision and processes of high education, but also to potential operational problems, conflicts and dissonance with respect to allocation of resources, governmence, derivery system, curricular provisions and the final products of the processes.

6. Free Education Policy ( 2014). In Tanzania as in all countries the government had taken many initiatives to ensure that every child has access to basic education free of charge. Government abolished all fees and additional financial requirements for lows and secondary education, through through a number of studies indicated that this education accompanied by numerous challenges that impute quality education (Human Right Watch,2017).