The history of education in Mtwara region.

INTRODUCTION

Education can be defined as the process of acquiring and developing desirable knowledge, specific skills, positive altitudes and values. This implies that education is a long process. Thungu et al (2008).

History of education;

Is a study of past development and educational systems, theory and education institutions within general historical socio economic, technological and cultural changes? Thungu et al (2008).Therefore HISTORY OF EDUCATION IN MTWARA REGION is all about the study of past development of education system in Mtwara region. One may not talk about history of education in Mtwara region without passing though the general history of education of Tanzania in particular because the system of education in Tanzania started even before the coming of Whites an Arabs.

 History of education   refers to the study of major educational development in the society which took place in the past, present and future generation. Education its self denotes the continuous process by which desired knowledge, skills, attitudes acquired and developed through generation Mushi, (2009).

Geographically Mtwara is located in southern part of Tanzania mainland bordering Mozambique in south/ Lindi in northern part, Songea in western part and Indian Ocean in eastern part .The dominant tribal in Mtwara is Makonde and Yao from Songea. Originally Makonde run from Mozambique following seven years famine persisted in Mozambique caused by extreme drought.  Makonde migrated into Mtwara in searching areas for sweet able  for agriculture , fishing as well as acquiring food and getting ride for starvation. This migration marked the establishment of settlement in Mtwara, particular in 10^th century (Malandu,2018).In addition  some Makonde and Yao tribal at Mikindani migrated from Mozambique through escaping slavery in Mozambique (Mikindani historical site,2018).

PHASES OF EDUCATION SYSTEMS IN MTWARA REGION.

The history of education in Mtwara region passed through different phases up to date as follows.

1.      Pre-colonial education (indigenous education).

2.      Colonial education.

3.      Post colonial education.

1.      Pre-colonial education (indigenous education).

Indigenous education in pre-colonial Tanzania was both informal and nonformal, and was viewed as a process by which students were assimilated into society and were taught the necessary skills and knowledge to function and work within that society. In this context, “functionalism was the main guiding principle” of indigenous education; it was viewed primarily 28 as a means to initiate a student into adulthood by training them for economic production and social responsibilities within a specific society. As such, education was not viewed as intrinsically valuable of itself, but rather was valued for its perceived outcomes (A. Babs Fafunwa & Aisiku, 1982, pp. 9-10). African indigenous education is based upon five fundamental principles that act as the rationales for the goals and methods of the educational system. These are: preparationism, functionalism, communalism, perennialism, and wholisticism. Respectively, these principles ensured that education furnished individuals with the knowledge and skills they needed for their societal roles, that it was a utilitarian and participatory education, that it fostered unity and cooperation within the community, that it preserved and transmitted cultural and societal traditions, and that it prepared individuals to be adaptive and knowledgeable in a wide variety of roles, tasks, and situations (Adeyemi & Adeyinka, 2003, pp. 432-433) These principles underlie the goals of indigenous education, listed by Fafunwa (1974) as: 1. To develop the child’s latent physical skills 2. To devel

Therefore pre-colonial education was the process of passing inherited knowledge, skills, and value among the tribal members from one generation to another, this  was education about the tribal society they lived in, even though there was no formal schools and teachers. Thungu et al (2008). In Mtwara region during the pre-colonial time education was provided according to the need of the society. Elders were acted as the teachers in providing information to the youths. For example Makonde society provided their youths different education for their need for instance education based on Carving (Vinyago).

Initiation ceremonial education, during initiation ceremonies youth especial young ladies were told to be submissive to their husbands, but also they were trained on how to live at a time of adult hood. Apart from that, children were given skills related to their parents for instance if your parents are agriculturalist probably children were going to inherit such a skill.  These societies lived along the coast they were trained their youths to be fisher man for example  people found in areas like Mikindani, Msangamkuu, Msimbati and Mtwara town are concentrated much in fishing activities.

 In many societies, parents served as the primary educators and were responsible for the majority of their child’s education. In African indigenous education, as in many other societies, the mother was responsible for the most important parts of her child’s education, particularly during a child’s earliest years. As the child matured, educational responsibilities were shifted to immediate and extended family members, from whom the child was expected to learn societal and behavior rules (A. Babs Fafunwa & Aisiku, 1982). However, the entire community ultimately took part in the educational and learning process, and the family’s closest relatives, such as the parents’ siblings and the grandparents, also had important roles and responsibilities in teaching the child (Zanolli, 1971). Fafunwa and Aisiku(1982) describe this as “global” education, in which each person and social institution within the community ultimately contributes to the education of each child, both through the inculcation of social norms and through lessons in production and practical work.

Importance or strength of pre-colonial education in Mtwara region.

In Mtwara region pre-colonial education provided a lot of advantages by then up to date where some skills are still used to solve socio-political problems like.

·         Education prepared everybody as a functional member of the society thus minimizing unemployment and social unrest. During the pre colonial education each member of the society performed his or work for example some were employed themselves as agriculturalists, pastoralist as well as hunt-gathers.

·         It taught high level of discipline among the people. During this time period people especially youths were taught to be submissive to their parents and elders. For example during circumcision ceremonies young men and women were taught to be submissive to their wives and husbands during the adult hood.

·         It provided physical, mental, social moral and spiritual growth of the individual. Pre-colonial education in Mtwara region helped people to be physically and mentally fit and this helped them to be out of frequently diseases.

·         It was taught in relation to the concrete situation. Education during this time period was practical oriented that was useful in solving community problems. For example people lived country side in Mtwara region like at Tandahimba, Newala, Mtwara rural and Masasi were concentrated in agriculture, about 90% of the agricultural output is by small holder farmers. The main food crops being cassava, sorghum, millet and with increasing importance maize and paddy hence they solved problem of hunger in their societies in Mtwara region.

Challenges or weaknesses in pre-colonial education.

Pre-colonial education in Mtwara region has some challenges to the development of societies during that time up to date.

·         Traditional African education had limitation scope in terms of content and curriculum. The content carried from one place to another within and outside the region, for example within the same region, content between people of coastal area are quit differ to the content of people around country side. But also content provided in Mtwara differ from other areas like Lindi, Songea, Mwanza and Bukoba. Pre-colonial education lack clear curriculum in teaching.

·         It had no well defined structure, duration, or time. Pre-colonial education lacked special structure and time in which education should be provided, education provided anywhere on the spot without considering time and its arrangement.

·         Traditional African education lacked uniform standard. The standard varied from one teacher to another or community to community.

·         Pre-colonial education lacked proper method of storing knowledge as it led on measure of elders.

·         Pre-colonial education prevented some members of tribe from eating certain kind of a food like eggs, fruits, milks and fish which contributed them to lack some important nutrients in their bodies.

 

2.      COLONIAL EDUCATION.

Western educational systems and the western concept of “formal” education and schools were gradually introduced in Tanzania during the 1840s, beginning with Christian missionary schools, and expanded rapidly and irreversibly with colonization. The western educational models that were introduced within Tanzania invariably served the purposes of those who sought to impose them, whether for religious or political motives. Yet these educational systems set important precedents for education in Tanzania that have had lasting impacts upon the educational system well beyond independence and into the present. Understanding the concept of relevance within the context of the colonial educational system is critical to identifying the transformation of relevant education in the post-independence time period.

The history of education in Mtwara region during colonial period is all about Arabs education, German education system as well as British education systems.

Arabs education; According to John Kambona education was mainly non-formal established during the early contact with East Africa to the present. Arabs established Islamic education through quranic schools. Islamic education was most felt along the coastal areas for example in Mtwara region areas like Mikindani, Kitaya, and Mtwara urban education was provided during that period. Islamic education aimed at spreading Arabic culture in southern part of Tanganyika especially during colonial period.

Importance or strengths of Arabs education in Mtwara region.

·         It opened many opportunities to many muslims for example some muslim were employed by German colonial government as Akida and Liwalis.

·         Quranic schools formed the bases of education for the coastal people and some people in the interior especially in urban. For example in Mtwara region societies were already using Islamic teachers before Christian missionaries arrival to prepare people for administration.

·         Quranic education promoted the development of Kiswahili language. This is due to fact that education was provided by using Kiswahili language.

·         Quranic education promoted peace and security in Mtwara region in the sense that students were taught to be submissive to the elders and their parents in the society.

 

 

The challenges or weaknesses of Arabs education in Mtwara region.

·         Gender biases. During Arabs education in Mtwara region girls were not given equal chance to education as men, girls when reaches the age of 9-10 years they were taken out of school to take over household tasks until they were married.

·         It was not provided in all areas in Mtwara region. Some areas were not given a chance to access this education especially these societies in country side were education was not highly pronounced.

German colonial education.

The arrival of missionaries in early 1900s saw an establishment of a rudimentary school system in the mainland German East Africa. The schools were mainly Evangelical Christian schools. It is documented that by the end of the year 1900, there were 600 mission schools with 50,000 pupils. And, by the end of 1914, there were about 1000 schools with 150,000 pupils.  At first, the Germans had no plans to establish an education system in German East Africa, however, the need arose for them to train junior and local civil servants to run their administrative teams. The purpose of the schools then, was:

•      to enable the native to be used in the local government,

•      to cultivate a liking of order, cleanliness, diligence, and dutifulness and sound knowledge of German customs and patriotism,

By the end of 1914, the Germans had established 60 three-year village primary schools, 9 two year central schools and one high school in Tanga that provided clerical, industrial, and teacher training for up to 500 pupils. Unfortunately, all these schools stopped serving children in 1914 because of the initial fighting in the World War One (WWI).

 From 1886 to 1918 Tanganyika was under German colonial rule, the system of education was standard 1-2,but from 1910 education was up to standard 4-2 were education concentrated to get teachers, messengers, and clerks who would support them in different economic activities. After 1919 German was forced to leave Tanganyika and Tanganyika became mandate territory under supervision of British colonial rule.

Strength or importance of German colonial education in Mtwara region.

·         Laid foundation for the development national language(Kiswahili).since administration often corresponded in Kiswahili.

·         The German laid a small but solid foundation for Tanzania education system. In 1903 there were 8 government schools and 15 mission schools.

Weaknesses or problems of German colonial education in Mtwara region.

•      It did not educate one African girl because western education began along Muslim coast where customs dictated that girls not allowed be educated.  It emphasized submissiveness not to enlightenment in the society.

 

British colonial education.

After WWI, the Tanzanian territory became the British colony of Tanganyika through a 1922 League of Nations Mandate. Under British rule, the educational system was centralized and directed by the main administration, a practice which continued to persist after independence until the present. The appointed Governor of Tanganyika was responsible for organizing and supervising schools and educational bodies and creating and implementing national educational policies, while allowing for input in the policy-making process from certain key interest groups such as missionary organizations and the bodies of ‘Native Authorities” who were appointed within the indigenous communities (Buchert, 1994). The educational system under the British administration was funded through taxation and was characterized by a policy of racial segregation, leading to tremendous inequalities between schools for black Africans and European or Indian schools, particularly in terms of funding. As under the German administration, the focus of the educational system continued to be at the primary school level, with little opportunities for further education. As part of its policy of ‘indirect rule,’ the British administration approached colonial education with the intent to inculcate Western values and especially economic principles within the population in an attempt to make Tanganyika more suitable for British economic system and promote economic success. This was done through the introduction of an ‘adapted’ version of the British educational system that was designed to retain so-called traditional values within the indigenous population that were deemed useful by the colonists, while at the same time introducing certain selected Western principles (Buchert, 1994).

SOUTHERN PROVINCE MAKERERE UNIVERSITY GRADUATES FROM MTWARA REGION (1950-1960).

Dustan Omari-BA(Chief secretary president’s office)

Stephen Naltolela- BA

Frank Omari-BA

Dr John Omari

Peter Nampanda-BA

Joseph Namata-BA (chidf secretary president’s office)

Joseph Kazibure-M.Sc( first masters Graduate of Makerere)

Carmichael Mpupua-Bachelor of Agriculture

Anthony Hokororo-BA

 

The strength or importance of British colonial education.

·         Created opportunities for more pupils to climb higher up the education after completion of primary education. The number of enrolments became higher than the previous unger German colonial rule.

·         Improved the quality of primary education by marking standard three and four to have full day schooling instead of half day.

·         Spread of Kiswahili language. pupils were taught their subjects by Kiswahili language and it was medium of instruction.

 

 

Problems/ weaknesses or challenges of British colonial education.

·         The problem of student’s dropout. Although many pupils were enrolled in schools, many of them were dropped out of school due to the traditional use of child labor at home and in the field.

·         Few girls and children of muslim parents were undergoing formal education and many remained at home for fear of being converted to Christianity as a expanse of modern and secular education.

DATA TO SHOW PRIMARY SCHOOL AND MIDDLE SCHOOL MTWARA REGION DURING COLONIAL ERA

SCHOOL	YEAR	SCHOOL	YEAR	SCHOOL	YEAR	SCHOOL	YEAR
Chipende	1926	Mraushi	1928	Likuledi	1930	Vamatutu	1922
Ndwika	1911	Mnyengachi	1913	Chihangu	1955	Chikonya	1936
Mpwapwa	1932	Mbwagwe	1946	Mnanje	1936	Ndimbwa
Chikangala	1933	Nangomba	1934	Chikoi	1936	Makote	1927
Chikundi	1932	Mimtende	1932	Nanjota	1933	Nangose	1952
Mkalapa	1953	Chikolokola	1954	Lulindi	1956	Namalenga	1956
Masasi	1958	Migongo	1960	Chiungutwa	1957	Mnavila	1956
Luchingu	1903	Nanguruwe	1909	Namitunda	1957	Nailombo	1935
Sima	1947	Namikonga	1928	Pemba	1950	Chikoweli	1957
Mahumbika	1928	Mkalenga	1933	Mkoma II	1933	Mkomamoja	1928
Lihobongwa	1904	Liloya	1905	Mwite	1905	Mkululu	1929
Mbonde	1950	Mchedebwa	1950	Mmalale	1950	Mpotoke	1947
Nachihilo	1950	Mchemo	1952	Mpunya	1952	Mnali	1952
Chitekete	1952	Nandwai	1952	Mtanda	1954	Samora	1952
Makonga	1954	Kiuta	1959	Likumbi	1956	Chihunda	1954
Likuna	1955	Tandahimba	1932	Miligo	1932	Luagala	1940
Mnaida	1956	Mnyawi	1936	Nyihabwe	1953	Makuta	1954
Mundamkuru	1912	Kitama I	1940	Nanganga	1942	Liteku	1954
Makukabondeni	1940	Mkonjowano	1954	Mkwiti	1959	Majengo	1936
Livunga	1939	Marika	1942	Nakilola	1942	Mahuta	1947

 

 

SECONDARY SCHOOLS
Ndanda Sec-1948 Chidya Sec- 1923 Lukuledi Sec-1930 Mtwara Girl Sec-1961
Mtwara tech sec-1961
VOCATIONAL TRAINING SCHOOL / COLLEGE
Mkunwa
TEACHER’S COLLEGE
Kitangali THEINTER

 

 

 

 

THE DIAGRAM BELLOW SHOWS NUMBER OF ACADEMIC INSTITUTIONS OF MTWARA REGION IN EACH DISTRICT.

MUNICIPAL / DISTRICT	Mtwara MC		Mtwara V		Nanyamba		Tandahimba		Newala		Newala TC		Masasi TC		Masasi		Nanyumbu		TOTAL
	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	GOVERNM-	PRIVATE	TOTAL
Nursery School	31	5	67	0	63	0	125	1	74	1	45	2	35	2	124	0	94	1	658	12	670
Primary School	31	4	67	0	63	0	126	0	74	0	45	0	35	3	125	0	94	0	660	7	667
Vocational  School	1	0	1	0	2	0	1	0	2	0	1	0	1	0	1	0	1	0	11	0	11
Special Education	2	0	0	0	1	0	2	0	1	0	1	0	2	0	3	0	2	0	14	0	14
Sec- School	13	8	11	1	10	0	28	0	15	1	11	0	9	1	26	1	12	0	135	12	147
TRC	2	0	2	0	2	0	5	0	3	0	2	0	2	0	4	0	5	0	27	0	27
TTC	2	1	0	0	0	0	0	0	1	0	0	0	0	0	0	0	0	0	3	1	4
Community  Dev	1	0	0	0	0	0	0	0	0	0	1	0	0	0	1	0	0	0	3	0	3
VETA	1	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	1	0	1
VET Providers	0	0	0	0	0	0	0	1	0	0	0	0	0	1	0	2	0	0	0	4	4
University	1	1	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	1	1	2

 

 

 

3.      EDUCATIONAL SYSTEMS AFTER INDEPENDENCE UP TO DATE.

Currently, Tanzania has an eclectic education system. It starts with the kindergarten level for two years. This level is also called pre-primary education in Tanzania. After, the pre-primary education follows the primary level of education which lasts for seven years, then, the secondary school level goes on for four years, and then, follows the advanced secondary school level for two years.  After completing an advanced secondary education, students then attend a three or four-year bachelor degree offering institution or attend other non-degreed institutions.

All in all, progress in the education system has been made since independence; however, there are still areas that need improvement. “As of 2007, Secondary enrollment in Tanzania is among the lowest in the world at 20%.” It is important to note that, Tanzania has one of the highest net enrollment rates in Africa at the primary school level, however, a huge number drop out before finishing primary education. The questions we need to ask ourselves are:

EDUCATIONAL POLICIES IN TANZANIA SINCE INDEPENDENCE UP TO DATE.

After independence in 1961, educational reforms began almost immediately and initially made definitive moves away from the prior colonial education policies. With the introduction of the 1962 Education Ordinance by the Ministry of Education, a strong focus was placed on education as a solution the manpower problem within Tanzania, characterized by a national shortage of highly trained and specialized personnel to fulfill the top technical and specialized professions in 47 Tanzania. Education was viewed as critical in meeting these manpower and personnel needs, and also in establishing Tanzania as an independent and industrial country that was “self-reliant,” in that positions at the government and professional levels would be filled by Tanzanian citizens, rather than foreigners.

 The following are the educational policies in Tanzania since independence up to date

Education for Self-Reliance (1967). Education for Self-Reliance (ESR) fit within the Ujamaa policy as a key instrument in building the new Tanzania envisioned within the Arusha Declaration, as schools were given the mission to prepare students to become exemplary and “self-reliant” citizens of the new society. To Nyerere, education was a “method of preparing citizens for service to other citizens in order that all the citizens together might engage in the task of building a self-reliant Tanzania,” and should not be viewed as a route to improvement of an individual’s life, but rather in the context of the entire country’s improvement (Dolan, 1970, pp. 155-156). However, this view of education for societal or community benefit was in direct conflict with previous attitudes toward education as an opportunity for individual advancement and economic gain. This focus on national and rural development and vocational zed education was therefore end of the short-lived shift toward a more general education approach after independence. One of the key theoretical adjustments in the new policy was the shift from an emphasis on supplying manpower needs at the higher tiers of the economy, such as professional or government positions, to an emphasis on rural development and skill training at the lower levels of society. This shift was in line with the philosophy of Ujamaa, and was an attempt to implement an economic strategy of bottom-driven rural development in contrast to top-led industrial development.

 Adult Educational policy (1967). Since the Arusha declaration in 1967, adult education in Tanzania has become a major instrument in national development. The program in literacy health care and hygiene and in the acquisition of technical competence have been particularly successful because Adult education has approached as an intrinsic and meaningful part of the learners life

Educational and Training policy(1995). In the early 1980s the predominance of the original ESR policy began to wane, although it lingered on in many ways until the official creation of the 1995 Education and Training Policy. The ETP policy changes occurred within the context of many wider societal changes, including the effective end of the socialist economic model with the increasing liberalization of the economy in Tanzania. It also corresponded with shifts in development education discourse and interests, as a strong backlash against agriculture and vocational education in primary and secondary institutions developed in the 1980s. This backlash was partly the result of popular research in the field, such as Foster’s 1965 “vocational school fallacy” findings and later similar studies, and the barrage of challenges and ineffective results that plagued “vocationalized” policies, but also reflected a shift in international concentration to universal primary education (UPE) as a new paradigm of development education (McGrath, 2010). Education and Training Policy and Technology Education Due to ETP’s strong focus on science and technology education, particularly ICT, and its categorization as a “practical education” approach to work-oriented education, its primary workoriented education program is that of “Technology Education” (TE). TE is defined by Hoppers (1996) as: A relatively new subject aiming at developing an understanding of technological changes and how these influence daily work and life. It often includes a practical dimension, paying attention to design and problem solving, and to the development of practical capabilities… (p. 101). 95 In Tanzania, the TE program is largely focused upon Information and Communication Technology (ICT) or Information and Computer Studies (ICS). An initial policy called The Technical Education and Training Policy in Tanzania was issued by the Ministry of Science, Technology, and Higher Education in 1996, immediately after the 1995 ETP policy. Currently in use is a ICT Policy, created in 2003 and updated in 2007 as a part of the larger 1995 ETP policy, as well as a specific syllabus for ICS for secondary schools, updated in 2005 (Information and Computer Studies Syllabus for Secondary Schools Form I-IV, 2005).

Free Education policy. (2014). In November 27, 2015 the Tanzanian government issued Circular 5 which implements the Education and Training Policy 2014 and directs public bodies to ensure that secondary education is free for all children. This includes the removal of all forms of fees and contributions. “Provision of free education means pupils or students will not pay any fee or other contributions that were being provided by parents or guardians before the release of new circular.”

However, whilst most fees are covered, including exam fees, some indirect costs will still remain for example: for school and sports uniforms and learning materials such as exercise books and pens Funds of 18bn TZS (approximately 5.7m GBP) were immediately released to schools to cover the cost of implementing the new directive, with 137bn TZS (approximately 43.8m GBP) set-aside to cover the full cost of guaranteeing free secondary education for all.

With this Circular, the government has gone beyond its Constitutional obligation to provide free, quality primary education and brings Tanzania in line with the target of Sustainable Development Goal 4 which requires States to ensure that everyone “completes free, equitable and quality primary and secondary education”.

The directive now means that children in Tanzania will enjoy eleven years of free schooling.

The abolition of school fees at the secondary level is expected to increase enrolment and attendance, as occurred in 2002, when primary education was made free and the primary net enrolment rate jumped from 59% in 2000 to 94% in 2011.

 PRIMARY SCHOOLS, SECONDARY SCHOOLS, VCT/s AND COLLAGES/ UNIVERSITIES AFTER INDEPENDENCE 1961UP TO NOW IN MTWARA REGION

SECONDARY SCHOOLS

Nanyamba	Mnyambe	Mangaka	Kitangari
Naliendele	Luagala	Mahuta	Mtapika
Chiungutwa	Kiuta	Makong’onda	Michiga
Mtangalanga	Chaume	Nanguruwe	Mbemba
Kitama	Nanyumbu	Namikupa	Nnyawa
Maputi	Msimbati	Mkoreha	Ushirika
IsdoreShirima	Lupaso	Mangamba	Mchichira
Nitekela	Kisiwa	Nachunyu	King David
Namajani	Mkundi	Ngunja	Mdimba
Maundo	Lienje	Namalenga	Vikoholi
Chingungwe	Maratan	Marikambuyuni	Chipuputa
Nangomba	Nandete	Mkalapa	Napacho
Sengenya	Namatutwe	Mayanga	Njengwa
Mnyawi	Mtiniko	Chawi	Sululu
Mikindani	Ziwani	Libobe	Mikangaula
Kusini	Mtopwa	Malatu	Nanganga
Kitaya	Nanjota	Mahurunga	Namombe
Mmulunga	Naputa	Malocho	Chitekete
Lengo	Makukwe	Mnima	Dihimba
Nanhyanga	Mikumbi	Mkonjowano	Salama
Mkululu	Makote	Malegesi	Mkoma
Mkuchika	Namwanga	Chuno	Chiwale
Mbembaleo	Chanikanguo	Milongodi	Lukokoda
Mkwiti	Michenjele	Chiwata	Nambunga
Chihangu	Sendano	Chidya	Mtwara technical
Mtwara sisters seminary	Sabasaba	Ndwika	Newala
Masasi day	Tandahimba	Lukuledi	Nagwanda
Ocean	Amanah	Shangani	Mwena
Rahaleo	Sino	Aquinas	Mtandi
Mkuti	Anna Abdallah	Umoja	Abbey
Mpindimbi	Lulindi	Mpotola	Mustapha Sabodo
Dr. Alex Mtavale	Call and Vision	Nangaya
TEACHERS COLLEGE AND VCTs
Mtwara (K) TTC	Kitangali TTC	Mtwara TTC	Maria Montesory TTC
Masandube	UTUMISHI-TPSC	TIA		Naliendele
VETA
ADVANCE LEVELSCHOOLS
Masasi Girls	Mtwara Tech	Nangwanda	Ndanda

 

Number of classrooms and enrollment in primary schools, by district, Mtwara region 1974/1975 and 1976.

DISTRICT	NUMBER OF SCHOOL		ENROLMENT TOTAL		AVARAGE PUPILS PER SCHOOL
	1974	1976	1974	1976	1974	1976
MTWARA/M	292	443	11,740	19785	40	45
MTWARA/RURAL	634	1,159	34,110	61573	54	53
NEWALA	559	1,172	28,940	49348	52	42
TOTAL	1485	2,938	74,790	141169	50	48

 

 

 

 

Table: III: 5 Enrolment in primary schools, by sex and district: Mtwara region, 1976

Enrolment standard 1.

DISTRICT	Enrolment to standard 1
	Boys	Girls	Total	Girls %
MTWARA/M	1,051	1,014	2,065	49.1
MTWARA/RURAL	1,582	1,431	3,013	47.5
NEWALA	4,865	5,119	9,984	51.3

 

 

 

UNIVERSITIES

Stella maris University collage mtwara (STEMMUCO)

Open university of Tanzania-Mtwara

 

THE DATA BELOW SHOWS EXAMINATION PERFORMANCE QUALITY EACH MANICIPAL IN MTWARA REGION SCHOOLS

                                            

 PRIMARY SCHOOL EXAMINATION PERFOMANCE FROM 2009-2018

 

YEAR	Students done examination			Passed students			%	Nation position
	Boys	Girls	Total	Boys	Girls	Total
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	7227	8381	15608	62.00	10/21
2015	10304	12598	22902	7215	8455	15670	68.42	12/25
2016	10895	12966	23861	6520	6917	13437	56.31	25/26
2017	12,747	14,795	27,542	8,320	9,331	17651	64.1	22/26
2018	11228	13231	24459	10943	9157	20100	82.18	8/26

 

 

 

 

 SECONDARY SCHOOLS EXAMINATION PERFORMANCE FROM 2012-2018 EACH MANICIPAL IN MTWARA REGION

(FORM FOUR)

MANICIPAL	2012		2013			2014		2015			2016
	%	REGION POSITION	%	REGION POSITION	%		REGIONPOSITION		%	REGION POSITION		%	REGION POSITION
Mtwara (M)	31.0	1	61.0	1	74.0		1		64.0	1		70.8	1
Mtwara (V)	22.5	3	51.0	3	67.2		3		47.3	2		63.2	2
Nanyamba( M)												53.4	8
Tandahimba	13.6	5	29.0	7	39.0		7		40.0	7		57.0	5
Newala (V)	13.7	4	43.0	4	67.1		4		44.1	6		62.0	3
Newala Mji												56.6	6
Masasi (V)	26.0	2	52.0	2	67.3		2		47.2	3		61.1	4
Masasi Mji			40.0	5	49.0		6		44.2	5		56.3	7
Nanyumbu	10.9	6	37.0	6	66.0		5		46.0	4		44.8	9

 

 (YEAR 2017)

 

SCHOOL	TATOL OF SCHOOLS	NUMBEROF STUDENTS	PERFORMANCE DIVITION							GPA	NATIONAL POSITION
			I	II	III	IV	I-IV		0
							NO	%			2017
Mtwara (M)	21	1476	42	199	326	702	1269	85.98	207	3.7951	23
Masasi (V)	26	988	66	73	118	454	711	71.96	277	3.9633	75
Masasi (M)	10	471	5	34	83	262	384	81.53	87	4.0042	90
Mtwara (V)	12	520	2	35	91	298	426	81.92	94	4.0463	116
Newala (V)	16	380	2	19	50	238	309	81.32	71	4.1144	147
Tandahimba	25	692	2	34	113	359	508	73.41	184	4.1587	160
Nanyumbu	12	286	1	7	39	172	219	79.57	67	4.206	173
Newala (M)	11	475	0	15	51	280	346	72.84	129	4.2431	175
Nanyamba (M)	10	447	1	11	39	248	299	66.89	148	4.3252	187
REGION	143	5735	121	427	910	3013	4471	77.96	1264	4.0258	20

 

ADVANCED LEVEL (FORM SIX) EXAMINATION PERFOMANCE FROM 2017-2018

(YEAR 2017)

NAME OF SCHOOL	MANICIPAL	TOTAL OF STUDENTS	DIVISION PERFORMANCE					REGION POSITION	NATIONAL POSITION
			I	II	III	IV	0
Nangwanda	Newala ( M)	95	36	53	6	-	-	1	21/449
Tandahimba	Tandahimba	50	13	34	3	-	-	2	33/449
Masasi Girls	Masasi TC	138	10	94	31	3	-	3	116/449
Mtwara Technical	Manicipal	115	20	50	42	3	-	4	143/449
Ndanda	Masasi DC	435	26	226	175	7	1	6	205/449
Mtwara Girls	Manicipal	156	8	57	85	6	-	7	295/449
TOTAL		989	113	514	342	19	1

 

 (YEAR 2018)

NAME OF SCHOOL	MANICIPAL	TOTAL  STUDENTS	DIVISION PERFORMANCE					REGION POSITION	NATIONAL POSITIONA
			I	II	III	IV	0
TANDAHIMBA	TANDAHIMBA	75	20	53	2	0	0	1	27/543
MTWARA TECHNICAL	MTWARA (M)	138	34	74	30	0	0	2	59/543
NANGWANDA	NEWALA ( M)	107	15	75	17	0	0	3	72/543
KIUTA	NEWALA ( M)	52	6	40	6	0	0	4	67/543
NDANDA	MASASI (V)	470	64	293	113	0	0	5	98/543
AQUINAS	MTWARA(M)	45	5	24	16	0	0	6	186/543
MASASI GILRS	MASASI (M)	131	7	78	42	4	0	7	230.543
MTWARA GIRLS	MTWARA(M)	148	17	75	55	1	0	8	214/543
OCEAN	MTWARA(M)	296	4	110	177	5	0	9	413/543
AMANAH	MTWARA(M)	17	0	13	3	1	0	10	53/127
MNYAMBE	NEWALA(V)	20	0	13	7	0	0	11	56/127
TOTAL		1499	172	848	31	11	0		1/26

 

 

 

Importance of education in Tanzania since independence up to date.

 The importance of education for young people is well recognized by parents, governments and communities. Statistics prove again and again that even basic education significantly improves livelihoods, economies and health. In light of this, education is one of the key strategies being deployed to achieve the Millennium Development Goals in developing countries where particular challenges are faced. These include limited equipment and books, low salaries for teachers and unreliable transport for children to name just a few. More recently, the government budget shortfall for this year has seen public schools under greater pressure. Cooksey, B. (1986).

Provides training and support to teaching staff so they are able to use the resource in the most effective way to further students’ education. In the last few months alone, 21 schools have been successfully added to the programmed bringing the total number to 41. Schools are located across the country including vehicle to improve education and provide informative world class content to students in under-resourced areas. Working together means we can do more to enrich our communities and we are passionately committed to doing that wherever we can.”

Helps to develop knowledge and skills to the people in the society. Since independence up to date in Tanzania people are so skillful and knowledgeable compared to time of colonialist where education was very limited.Cooksey, B. (1986).

 

CONCLUSSION

In summary, before the onset of western type of education, tribal education was the only way children learned adult rituals and responsibilities in Tanganyika hinterland. Tribal education was transmitted mainly through experiential learning and through an oral tradition. Western education in Tanzania started way back before the country became German and British colony. Missionaries introduced western type of education in Tanzania in the mid-1800s. Actual systems of education were later introduced by the German and the British colonial government. To note here, is that, western type of education was serving mainly the interests of colonial governments through training sons of chiefs to continue and support their indirect rule system.  If any western education credit is due, it should be given to the missionaries who deliberately and single-handedly taught many African children from all walks of life.

 

 

 

 

REFERENCES

Barber, E. G. (1981). General Education versus Special Education for Rural                                Development. Comparative Education Review, 25(2), 216-231.

Buchert, L. (1994). Education in the Development of Tanzania 1919-90. London:                James Currey.

Dolan, L. F. (1970). Transition from Colonialism to Self-Reliance in Tanzanian                 Education (Vol. 16). Ann Arbor: University of Michegon School of                 Education.

Foster, P. (1969). Education for Self-Reliance: A Critical Evaluation. In R. Jolly             (Ed.), Education in Africa: Research and Action. Nairobi: East African              Publishing House.

                 Buchert, L. (1994). Education in the Development of Tanzania 1919-90. London:                                James Currey.

                 Cooksey, B. (1986). Policy and practice in Tanzanian secondary education since 1967.                                International Journal of Educational Development, 6(3), 183-202. doi: Doi:                                10.1016/0738-0593(86)90016-7

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

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

           Kambona & Komba (2018). History of Education of Tanzania. SAUT Mtwara; 11: 45                             to 13:45 pm.

                 Thungu J et al (2008). Mastering PTE Education. Nairobi: Oxford University Press.