with the use of relevant examples from Tanzania communities trace the origin of history of education in mtwara region.

 

 INTRODUCTION

History is a record of past human events, activities and experiences. It concerns itself with scientific, economic, economic, technological developments of people Thungu (2010:26).

Education, according to Fafunwa, 1974 defines education as what each generation gives to its younger ones, which makes abilities, skills and other behavior which are positive value to the society in which they live.

Generally education is the process of acquiring and developing desired knowledge, specific skills positive attitudes and values. This implies that education is the lifelong activity; therefore education should bring about some changes that are acceptable in the society.

History of education: Is the study of past development of educational system, education theory and educational institutions within the general historical framework of political, social, economic, scientific technological and cultural changes (Thungu 2010:26).

Education in Mtwara and Tanzania in general had passed got three forms which were;

 Formal education, which refers to fulltime hierarchically structured and chronologically graded educational activities operating from pre- primary schools to university level (Mush 2009 and 2012). It is also include general academic studies a variety of specialized program for full- time technical and professional training. This is the type of education which is received in the regular formal school setting secondary level and tertiary institutions.

 Non- formal education; Refer to any organize education system targeting certain group in the population (mush 20090. This form of education include, adult education, on- the job training, formers training, literacy program ,rural development program vocational training, cooperative and health education.

 Informal education; refer to the process of acquiring knowledge, skills and attitudes from day to day experience as one interacts with his or her environment. This process of education includes all other agencies of learning outside the formal learning system. These agencies include the home (family), church or mosque, peer group, mass media. According to Samuel et al 2009, informal education can also be received in the market form along the road and so on.

HISTORY OF EDUCATION IN MTWARA REGION

The history of education in Mtwara and Tanzania in general can be grouped into three stages as follows;

ü  Pre-colonial education (indigenous education)

ü  Education during colonial period which include Arabs, Germans and British

ü  Education after independence

 

PRE-COLONIAL EDUCATION (INDIGENOUS EDUCATION)

Indigenous education was a lifelong process of learning where by a person progressed through predate med stages of life of graduation from cradle to grave (Cameroon &Dodo 1970)

Also indigenous African education (Pre-colonial education was process of passing among the tribe members and from one generation to another the inherited knowledge skills and value of the tribe society. This was the education about the tribe society they lived in even though there were no formal schools and professional teachers.

Even before the arrival of the Arabs the local people had their own system of education and the young people given education according to needs. This traditional system of education aimed to in calculating in the children the values of hospitality, bravery, the dignity of labor, respect of elders and the communalism as opposed to individualism. This education was learned by both sexes through sex education and emphasis was put on the responsibilities of methods and womanhood. It was given through mass media such as tales, legends, where by children learned history, geography, natural sciences, astronomy and other many studies. These were accompanied by trending animals, games, work and dances. The education was therefore by the community for the community in the spirit of self of self- help. By using the mother tongue (tribal language), the system had a democratic and equalitarian style, developing self-confidence and initiative.

Pre- colonial educational  in Mtwara was conducted or practiced by elders who passed the inherited knowledge, skills and values of the tribe or society  for example of indigenous in Mtwara region was Jando and Unyago in which young male and female were thought to take responsibilities of the family. Like other pre-colonial education in Tanzania pre colonial education in Mtwara region was conducted or practice through Jando and unyago in which elder both Makonde, Makua and yao taught their young male and female sex education so as to prepare them to take responsibilities in the family for example female were taught how to handle their husbands and to care the whole family including children. This type of education in Mtwara region is still practiced even if there is formal education. Also the pre colonial education in Mtwara had categorized into three categories which include, general education which provided to every members of the society comprised of civics, health care, history of the society moral education, food production in other word this education was offered to every members of the society. Also age graded education; individuals of the same age were brought together to share the responsibilities, ware fare and courtship which provided through Jando and unyago. Apart from that specialized education was another category in which young male to specialize in performing some tasks example fishing and medicine as well as witchcraft. Indigenous education in Mtwara region had strength and weakness during its practices.

STRENGTHS OF INDIGENOUS EDUCATION IN MTWARA REGION

The following are the some of the some strengths of indigenous education in Mtwara region;

ü  It taught to every member of the society; the education in Mtwara region was not discrimination in nature since both male and female were taught for different purpose example to take responsibilities of the family such as to care for the family , how  to cook for the young female as well as to perfume fishing activities for the young male.

ü  It taught high level of discipline among the people through jando and unyago both young male and female taught how to be discipline in their society they live, therefore to respect elders and other people.

ü  It united every member  of the society and brought peace and happiness to all; for example during the practice of this education people were joined together in one area in order to acquire education, hence this brought about peace and happiness

 

 

WEAKNESS OF INDIGENOUS EDUCATION IN MTWARA EDUCATION

Apart from the strength of pre-colonial education (indigenous education) in Mtwara region there ware weakness as follows;

ü  It was based mainly informal; pre- colonial education in Mtwara region was not formal because was not use special place in which learns can meet to receive knowledge, due to this led to the limitation in terms of span of knowledge.

ü  Only the elders were the source of information; due to this led some of the important knowledge to pass without transmitted since some elders died.

ü  It had no structured curriculum; the curriculum was not important to the indigenous education, the students were taught to the needs of the particular society.

ARABS EDUCATION IN MTWARA REGION

As pointed out above, Tanzania underwent two political stages of colonization. The Arabs who were not rulers went to Tanzania mainly to get slaves and ivory. Before they began to engage themselves in these activities they settled along the coast where they taught Islamic and convert people. As result, they made the converted believe that education to woman was not necessary and that the place for nature girls and married woman was the kitchen, and they were not allowed to mix with people of opposite sex, even during players. Young girls were however allowed to mix with boys during of the learning of Arabic (Koran), when they were taught to read and write it. The lessons were being given either indoors or on verandahs of distinguished individuals. The converted were also made to believe that receiving other teaching beside Islamic was unpardoned sin. These ideas were slowly spread for inland where the Arabs had much influence in big towns

Before the arrival of Germans and British in Mtwara region, the first ware Arabs. The Arabs came in Tanganyika and East African in general around 19 Century and reach in Mtwara for the aim of conducting trading activities and teach Islamic religion. The different source show that when they arrived Arabs operated the informal system of education around the coast areas, specifically Zanzibar, Kilwa , Mikindani, Mtwara, Tanga  and other place. The Arabs introduce this kind of education (informal) which provided through Quranic schools. According to ( Mushi, 2012) Islamic education through Quranic schools has been part of the Tanzanian Educational prospect since 19 century. Quranic schools were established by the arabs to offer religious instruction to Muslim children and promote the Islamic religious culture. This was done through sharia memorization and mastering Arabs scripts so as to be able to read Koran, in which the common learning institutions were called madrasa. This education in Mtwara was offered to every young both male and female. The Arabs introduced Madrasa in which they taught Islamic knowledge Islamic.

THE IMPORTANCE OF ARABS EDUCATION IN MTWARA REGION

This education in Mtwara region was very important during that time up to now because of the following factors;

ü  It opened many opportunities to many Muslims ; for example some Muslims were employed by German colonial government as akida and liwali.

ü  It promoted human welfare; this is because people were taught to live fairly with economic justice which was central teaching in Koran.

ü  Development of Kiswahili language; Quranic education promote the development of Kiswahili language because Arabs used Kiswahili as means of transfer their knowledge to the people in Mtwara region.

ü  It is basis of education for the people of Mtwara, when Germans took over Tanganyika they used the former system which used by the Arabs which was based on two levels ( classes) and also when missionary came to Mtwara they put much emphasis on studying Bible script the same to British who used to develop the system of education.

THE CHALLENGES (WEAKNESS) OF ARABS EDUCATION IN MTWARA REGION

Apart from the strength of the Arabs educations there ware weakness (challenges) of Islamic education in Mtwara region as follows;

ü  It led to the education backwardness; young male and female in Mtwara concentrated much in teaching Islamic education rather than western education hence it led to the bad performance among the students.

ü  It lead the difficulties to establish western education in Mtwara, this is because people were taught Islamic religion how to be fairly to God, hence when Christian missionaries came led them to find difficulties to introduce it since they associated with Christianity which was out of their faith.

ü  It caused sex discrimination; during that time female were not allowed to mix with male during prayer, hence this behavior led to sex discrimination up to this time because the male and female ware not allowed combine together in prayer.

EDUCATION UNDER GERMAN COLONIAL RULE IN MTWARA REGION.

The German went to Tanzania as early as 1867 as missionaries, explores and businessmen in the elephant tasks and minerals, and later in 1885 they colonized the territory under the pretext that they were practicing a number of Chiefs who had signed with them.

Up to 1896 the Arab power in Tanganyika declined and up to 1897 German ensured total control of Tanganyika, laid down the foundation of education in which German started to follow the system of education introduced by the Arab in they had two classes only. The missionaries, equally the Roman Catholics and Protestants, taught local people how to read and write so they could read Bible. For this reason they began to set the local language (vernaculars) including Swahili into script. The result of their influence was that the traditional culture was disrupted without being replaced by relevant values; the converted despise traditional culture and the unconverted psychologically suffered from an inferiority complex, especially towards white man. The first schools were identical with baptismal classes, their curriculum was limited to religious instructions, gardening domestic work and the rudiments of literacy and cultivation. Reading was centered on the stories from the Old and New Testament. Compositions were autobiographical in the sense that they dwelt on feeling from slavery, the liberation from the bonds of health doom and blessing of conversion. The church elders and the schools of were placed in strategic positions to check the spread of Islam or any other domination.

Generally German education in Mtwara was provided through missionary system of education because when the German took over Tanganyika education was out of their thoughts. Therefore they introduced the formal system of education which combined two level of classes or the system of education by German was comprised two class 1+2 in which the learners taught in such way that could know how to read and write (specifically bible).Their aim was to producing people who will accept and implements the colonial policies by making them serve produce and enrich the colonial government by providing cheap labor, raw-materials, market and investments.

EDUCATION UNDER BRITISH COLONIAL RULE IN MTWARA REGION.

When the British took over Tanzanian in 1919, after defeating the German in the First World War, they almost followed the former system and goals of education which were later on changed as goals of education which were later on changed as their hope of studying longer in Tanganyika grew bigger. Their main aim was to train selected Africans to understand and carry out administrative order in writing. Through the British system of education, people looked down upon manual labor as being inferior to white collar jobs which were favored in terms of wages and salary. It also encourage academic rather than technical and scientifically based training, the result of which was lazy and irresponsible citizens who never made full use of educational opportunities offered to them. The education system that was offered in Tanganyika particularly in Mtwara by the British colonies was like

IMPORTANCE OF COLONIAL EDUCATION IN MTWARA FROM COLONIAL DAYS UP TO NOW (1919-2019)

ü  It makes people to know how to read and write, both British and German education in Mtwara region encouraged people to read and write, for example German missionaries when reach to Mtwara put more emphasis on studying bible both Old and New Testament as well as British therefore when Tanganyika got independence encourages people to know how to read and write.

ü  It led to the growth of Swahili, British education system enabled the growth and development of Swahili language especially in coastal areas like Mtwara, Lindi, Dar es salaam, and Tanga and in the interior of Tanzania this is because colonial government included Kiswahili in teaching and learning therefore Kiswahili is important up to now.

ü  It becomes the foundation of the growth of education in southern part of Tanzania, Due to the British general aspects in Tanganyika such as Trade and the ideas of spreading  of religion led to the growth of education in Mtwara region hence more that missionary especially who reached in southern part of Tanzania they trained people how to read the bible and write, for example British reached in Tandahimba district and established TANDAHIMBA Secondary school in 1932 and NANGANGA secondary school in 1942.    It created employment among the people, since colonial era most of the people were employed to serve in the colonial sectors especially in education and agricultural institutions. Still up to now people are employed in different sectors such as agriculture sector, industrial sector, trade sectors, and transport and communication sector. (Mosha.H.J,2006).

ü   British education enabled the growth of freedom fighter the increase of number of elite in Tanganyika enabled people who started demands of political independence. British education opened people’s eyes and aware to start demanding political dependence. (Mosha.H.J,2006).

CHALLENGES OF COLONIAL EDUCATION IN MTWARA

ü  It based on gender discrimination, education during that time was provided in such way that girls were not given priority than boys.

ü  It provided to the productive areas, some areas which had no colonial project the colonial government did not put much emphasis on it.

DATA TO SHOW PRIMARY SCHOOL AND MIDDLE SCHOOL IN 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

 

NUMBER OF SECONDARY SCHOOLS IN MTWARA REGION IN COLONIAL         ERA
Ndanda               1948	Chidya                1923	Lukuledi             1930	Mtwara Girls      1961
Mtwara tech
Number of Vocational training schools in Mtwara region during colonial era
Mkunwa	Chunwa
Teachers college in Mtwara region during colonial era
Kitangali Theinter

 

 

 

 

 

 

 

 

EDUCATION AFTER INDEPENDENCE IN MTWARA REGION UP TO DATE (1961-2019)

 Pre-Primary Education after independence in Mtwara region            

Soon after independence educational priorities changed as the region become aware of her nation requirements as the country hence the limited resources were used first to prepare citizens for competent execution of the jobs which the community wanted done. For this reason an early objective was universal literacy, which aimed at providing for all the citizens the basic tool with which they could become more efficient in their daily work, and they could use to improve their own education. The expansion of primary school system was accompanied by effort change its entire spirit and purpose. The school becomes a preparation for life and work in the community, a place at which skills and attitudes are developed and knowledge gained which are needed by the community and will contribute to its development. The primary schools are the peoples school not merely a preparation for the father education of the few. The change of primary schools has been brought about partly by changing the curriculum (Mosha.H.J,2006).

NUMBER AND ENROLMENT AT PRE- SCHOOL CENTERS BY DISTRICT AND SEX, MTWARA REGION 1996

District	Pre-school center	Number of pupils			Pupils per center
		Boys	Girls	Total
Mtwara/Mikindani	10	255	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	29922	5918	51

        

 

 

 

 

3.2 PRIMARY SCHOOL EDUCATION IN MTWARA REGION.

Enrolment  

The history of primary education in Mtwara region is one of the commendable developments. In 1974/1976 the region had 371 schools. By 1996 the number of schools had increased from to 493. The enrollment increased from74, 790 in 1974/75 to 14,167 in 1996. See the table and graph the total enrollment in 1985 was 119,964.

NUMBER AND ENROLMENT IN PRIMARY SCHOOLS, MTWARA REGION, 1974 AND 1996

District	Number of schools			Enrolment		Average Pupils per school
	1974/1975	1996		1974/1975	1996	1974/195	1996
Mtwara/Mikindani	-	19		-	10,461	-	551
Mtwara Rural	-	82		11,740	19,785	-	241
Masasi	-		193	34,110	61,573	-		319
Newala	-		199	28,940	49,348	-		248
Total	371		493	74,790	14,16	202		286

 

Source: Mtwara Regional Integrated Development plan 1975-1980.

Region education office, Mtwara, 1997

SECONDARY SCHOOL EDUCATION

In 1996 primary school pupils who were examined for Form I entry was 111,415. Out of these were dually selected which is 9.2% of the number of examinees .Sex wise 9.0% of the boys were selected and9.3% of the girl examinees were also selected.

Mtwara/Mikindani, which is urban district, had the best selection ration of 18.6%

 

 

SELECTION FOR FORM1 BY SEX AND DISTRICT, MTWARA REGION 1996

District	Examinees			Non examinees			Selected
	Boys	Girls	Total	Boys	Gils	Total		Boys	Girl	Total
										No.	%
Mtwara/Mikindani	480	553	1,033	1	1	2		104	88	192	18.6
Mtwara rural	718	668	1,386	11	8	19		56	57	113	8.2
Masasi	2,150	2,546	4,696	25	2istricy6	51		186	194	380	8.2
Newala	2,050	2,249	4,696	42	61	103		140	220	360	8.4
Total	5,399	6,016	11,415	79	96	175		486	486	1,045	9.2

Included Tandahimba district

Source: Regional Education Office, Mtwara, 1996    

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

 

UNIVERSITY

       - Stella Maris University collage Mtwara (STEMMUCO) (2008)

       - Open University of Tanzania-Mtwara

The first collage/university graduate from Mtwara called DUSTANI OMARY.

Conclusion

Furthermore education and training policy of 2014 try to solve different problems which were not solved by previous educational policies, and also education policy 2014 have vision of vision in educational development planes up to 2025 so as to satisfy educational system and avoid educational challenge faces educational sector up to coming  generation http//Wikipedia (2018).

 

 

 

 

 

 

 

 

 

 

 

 

                                        REFERENCES

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

Collin, (2005). Collin dictionary, Hyper Publisher press

Alli, (2001);The history of ancient education, England.   

Mushi,H.J. (2009). History of Education systems for Excellence. Dar es Salaam: E&D Lt

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

Mosha.H.J (2006). Planning Education system for Excellence. Dar-es Salaam: E&D Ltd    

R. E. O. (2019). Educational Records in Mtwara Region. Mtwara Press.

Mzee Kambona. (2018) Education records in Mtwara. Dangote Street.