The Role Of Education In Tanzania

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The current education policy in Tanzania is engrained in the nation’s 2025 development plan intending to foster social and economic development laying emphasis on the well-educated citizens. The government has narrated clearly this objective in the initiatives for poverty reduction (Woods, 2008, URT, 2005). In achieving development goals, once again quality education remains one of the undeniable tools for increasing the welfare, freedom of people (UNICEF, 2012; Hartwig, 2013), and of course improved health services. The value of education to the community perhaps remains distinct from other careers, as it creates social effectiveness and at the same extent it improves social order (Dewey, 2011; Mtey & Sulle, 2013). Education actually, plays …show more content…

As a result, policy makers continue to treasure the vital role of education in poverty reduction and in the acceleration of social and economic development (URoT, 2011; Wabike, 2014). The urgent need of education in development achievement for instance, persuaded Tanzania to espouse the Universal Primary Education (UPE) policy in1974 promoting education for all children under "Education for Self-Reliance (ESR)” embodied in the 1967 Arusha Declaration. The primary concept of the ESR policy was in fact to uplift the majority of the underprivileged people who lived in the rural areas, with the objective of equipping learners with the knowledge of self-determination (Wedgwood, 2006). Above all the policy emphasized the connection between schools and community, critical thinking, confidence, collaboration and equal participation in the social system (Buchert, 1997), also fostered the navigation from stereotype colonial education. As a matter of a conventional wisdom, ESR specifically was designed for remodeling the national curriculum, aligning it with theory, and practical knowledge, with the intention of improving the lives of students after …show more content…

The fundamental Social Development summit in Copenhagen in (1995), urged nations to focus on people as the focal point of development. Concentrating on a similar concept, the conference maintained on addressing poverty, employment, and social integration as the major means of social and economic development (World Summit for Social Development Copenhagen, 1995). It could be, prudent for policy makers to reflect again the current state of education in terms of quantity, quality and transformation of the wellbeing of people, which has been a long time focus in

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