CHAPTER THREE: Education Ideologies


CHAPTER THREE: Education Ideologies

You may be asking yourself, why am I talking about education ideologies while discussing the education system in Tanzania? The answer is simple. Human knowledge is socially constructed. In order to create solutions related to education, the context under which those solutions are created is important. In addition, to create solutions to educational problems, one needs to know Continue reading

Chapter Two: Major Policy Reforms Continued


As I continue to write about education reforms in Tanzania. Chapter 2 will not be complete without a mention of a monumental and most progressive education policy released in February of 2015. Here, instead of writing descriptively about the policy itself and what it contains, I will highlight the issues I thought were great. In addition, I will also talk briefly about the areas that were raised but there is lack of detailed information about them Continue reading

CHAPTER TWO: Major Education Reform


Chapter two covers the major policy changes that took place in the education system in Tanzania since the country’s Independence. I don’t claim the list to be complete or exhaustive, however, it is a good start to understanding the changes that took place within the education system because of internal and external political realities of the times Continue reading

CHAPTER ONE: Background of Education in Tanzania


The Tanzanian education system would not have existed without a mention of both colonial Germanic and British education systems.  Prior to the German and British education systems, it is documented that formal Western schooling began in around 1868 by missionaries of different denominations. Before the missionaries, an informal tribal education existed in each of the more than 120 tribes in the country. Continue reading

AN OVERVIEW OF THE EDUCATION SYSTEM IN TANZANIA: History, Reforms, and Research-Based Recommendations for Improvement.


This small handbook covers the history of the education system in Tanzania, the major policy reforms that have taken place since the country’s independence, and at the end, the handbook offers research-based recommendations that the country can pursue to change its education system to meet the needs of all children. As you may know, there have been numerous discussions regarding the successes and failures of the education system in Tanzania. Continue reading

Improving equity and quality of education in Tanzania


In this presentation I discuss educational philosophies the Tanzanian education system has pursued since the country’s independence. Tanzania inherited the British System of Education. In its early years, the country pursued the Excellence Model of Education. The Excellence Model of education was entirely based on a bizarre interpretation of Darwin’s Theory of Evolution. Early educationists believed in the survival of the fittest as being the main tenet of the Darwinian Theory. Thus, survival of the fittest become the heart and soul of their education philosophy. The country pursued this philosophy (educating only the best) of education until late 1990s. Continue reading

Socially Balanced Equity Education


Growing up I always thought I needed to work at a lucrative job and make tones of money so that I can escape poverty. As a kid, I thought being rich was the best thing ever. Growing up in a poverty stricken neighborhood, I have seen and experienced the real problems associated with poverty. And, I tell you, poverty isn’t fun. Continue reading

What ails the Tanzanian Education System? The GPA vs Division Debate.


Yesterday, I re-read a letter  Mr. Rakesh Rajani  wrote to Prime Minister Mizengo Pinda. The letter was titled “Commission to Investigate Causes of Poor Form IV Results” and dated May 13th, 2013.   The letter sparked my interest on recent development regarding education reporting in Tanzania. A few weeks ago, Professor Ndalichako decided to remove the use of gpa in calculating students’ results when reporting exam scores. In arriving to her decision, Professor Ndalichako (the current Minister of Education) reported to have used sound scientific evidence. I quote “”Yes, we need change, but change should be informed and backed by scientific grounds.” Continue reading

An Equity Based Edu-Policy in Tanzania


I was in Tanzania last month. I can attest to the fact that class struggle has taken a strong hold in the Tanzanians’ elite minds. It has reached to a point a good number of them thinks the poor are poor because they are lazy and don’t work hard enough. A fallacy brought about by being in a position of power. When in a position of power, ‘ people see things differently —their way and never — the poor people’s way. As they say, power corrupts absolutely. Continue reading