| The formation and development of Nyerere’s educational thought have been influenced by many internal and external factors and the historic environment.In 1886,Tanganyika(part of mainland Tanzania)was colonized by Germany until the end of World War I(WWI).In 1917,the British occupied all of Tanganyika,and in 1920,it became a British "mandate" until Tanzania declared independence in December 1963.The following year,Tanganyika and Zanzibar formed the United Republic of Tanzania.During the colonial period,education in Tanzania was not well developed.On the contrary,Tanzania’s education and culture were shackled,suppressed and destroyed,including the original education system and type.This prompted Mwalimu Nyerere to think systematically about the education development in post-independence Tanzania.During the 1967 Arusha Declaration,Nyerere formalized his new socialist education idea that Tanzania would develop "education for self-reliance," education for freedom.This is also the core of Nyerere’s educational thought.Under the influence of Nyerere’s self-reliance education,Tanzania’s education gained a period of rapid development after independence,including its literacy campaign,which attracted extensive attention worldwide.However,in the post-Nyerere period(1985-),Tanzania began to give up the "socialist" education system,opening up the capitalist market competition and the capitalist way of life,which obviously ran counter to Nyerere’s socialist education thought.In recent years,the issue of educational equity in Tanzania has become more and more prominent.However,the calls from the Tanzanian community and some Members of Parliament for education reform to meet the market’s needs have not received a positive response.This study aims to explore Nyerere’s educational thought and its influence on education in Tanzania.This research aims to evaluate the significance of Nyerere’s educational thought historically and objectively by examining the educational policy and its effect in Tanzania.Through literature review,questionnaire survey and semi-structured interview,this study tries to comprehensively expound on the influence of Nyerere’s educational thought on educational practice and development in Tanzania.Data for the study was collected from 200 respondents.In terms of literature research,this study uses Tanzania’s Education and Training Policy Document,published in 1995,and relevant journal articles,books and original lectures by Nyerere.The 1995 Education and Training Policy Text is the essential reference for this study because it is a practical education policy promulgated in "post-Nyerere" Tanzania and remains until today.Through questionnaires,interviews and literature reviews,the author found that Nyerere’s educational ideas have not been well implemented in Tanzania,nor have they been incorporated into Tanzania’s education and training policy.This is a lack of political will and a change of circumstances.However,in today’s Tanzania,education development is not ideal;whether we should reconsider Nyerere’s educational thought into Tanzania’s education system is a question worthy of deep thinking.Most respondents believe that Nyerere’s educational ideas have been stuck on paper;it is difficult to translate into practice.While existing education policymakers do not admit to abandoning "self-reliance education," the reality is that graduates’ unemployment remains high.Why?While data suggest that Tanzania has been committed to developing a self-reliant nation,including the construction of a standard gauge railway line,the Mwalimu Nyerere hydroelectric dam,and the improvement of airlines.This seems to fit Nyerere’s developmental ideas.Nevertheless,how should education be reformed?How to develop?How can the people cultivated by education better serve economic and social development?This is also the purpose and importance of this research;it will remind our educational planners how to look at the Nyerere era of education and develop our current education. |
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