Socio-political Development of Education for Self-reliance PDF Download
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Author: Muhammad Kassim Muharuma
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Muhammad Kassim Muharuma
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Gloria Ndisha Mbogoma
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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As an educator and a head of state, Julius Kambarage Nyerere questioned the rationale of the education system inherited from colonialism which perpetuated exploitation and underdevelopment in postcolonial Tanzania. The education system after Tanzania gained its political independence in 1961 did not sufficiently meet the needs and social objectives of Tanzanians. It was only after the Arusha Declaration of 1967 that Nyerere formulated the first policy on education - Education for Selfreliance - with the goal of re-examining and modifying the education system in Tanzania. Education for Self-reliance emerged as an attempt to revolutionize the educational system, making it more relevant to Tanzanians, while using education as a vehicle for eliminating socioeconomic inequalities in Tanzania and cultivating a culture of self-reliance. Despite the challenges faced in the implementation process, Nyerere's approach to development through Education for Self-reliance was peoplecentred. I It contributed to changes in the Tanzanian peoples' attitudes and provided the necessary knowledge and skills which would enable them to be active participants of their own development. This study sets out to reconsider Tanzania's education policy under Nyerere by examining Education for Self-reliance as an alternative path to development, while evaluating the practical effectiveness of the policy in postcolonial Tanzania.
Author: O. J. Nwanyanwu
Publisher: Visual Resources Abeokuta
ISBN:
Category : Social Science
Languages : en
Pages : 292
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Author: J. Cameron
Publisher: Elsevier
ISBN: 1483159140
Category : Education
Languages : en
Pages : 275
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Book Description
Education and Educational Research: Society, Schools, and Progress in Tanzania focuses on the educational system in Tanzania. The book first offers information on the economy, territorial domain, form of government, and progress of education in Tanzania. The text also outlines the road to independence of this country. The rise of the African people to political power and the introduction to international relations are underscored. The text also examines the policies and administration of the Tanzanian government from 1945 to 1961. The selection also traces the development of education in Tanzania in two periods: 1945 to 1956 and 1957 until 1961. The institution of educational programs, reforms, and legislation during these periods, as well as the development of education outside the school system, are underlined. The text also examines the policies and administration of the Tanzanian government from 1961 to 1966, and also the progress in education during this period. The educational reforms, programs, and legislation instituted during 1961 to 1966 are then discussed. The book is a vital source of data for readers interested in the development of education in Tanzania.
Author: Philip M. Mbithi
Publisher: Nordic Africa Institute
ISBN: 9789171061218
Category : History
Languages : en
Pages : 188
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Author: George Psychas
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 410
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Author: J.C.S. Musaazi
Publisher: Routledge
ISBN: 1136870733
Category : Education
Languages : en
Pages : 371
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Book Description
This reissue, first published in 1986, offers a comprehensive treatment of educational development in four countries in West and East Africa: Nigeria, Uganda, Kenya and Tanzania. The author focuses on the role of education in promoting or hindering national development; the way the educational system varies in response to societal and dialectical forces; the place of education in major theories of change and development; and the contribution made by education to economic, social and political development. Clearly and concisely written, the book will be of interest to teachers, administrators, educational planners and scholars in comparative education and the history of education.
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: Bill Williamson
Publisher: Springer
ISBN: 1349160814
Category : Education
Languages : en
Pages : 249
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Author: Joanne Coysh
Publisher: Routledge
ISBN: 1317669606
Category : Law
Languages : en
Pages : 209
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Book Description
Around the world there are a myriad of NGOs using human rights education (HRE) as a tool of community empowerment with the firm belief that it will help people improve their lives. One way of understanding these processes is that they translate universal human rights speak using messages and symbols which make them relevant to people’s daily lives and culturally resonant. However, an alternative more radical perspective is that these processes should engage individuals in modes of critical inquiry into the ways that that existing power structures maintain the status quo and control not only how we understand and speak about social inequality and injustice, but also act on it. This book is a critical inquiry into the production, distribution and consumption of HRE and how the discourse is constructed historically, socially and politically through global institutions and local NGO practice. The book begins with the premise that HRE is composed of theories of human rights and education, both of which are complex and multifaceted. However, the book demonstrates how over time a dominant discourse of HRE, constructed by the United Nations institutional framework, has come to prominence and the ways it is reproduced and reinforced through the practice of intermediary NGOs engaged in HRE activities with community groups. Drawing on socio-legal scholarship it offers a new theoretical and political framework for addressing how human rights, pedagogy, knowledge and power can be analysed between the global and local by connecting the critical, but well-trodden, theories of human rights to insights on critical pedagogy. It uses critical discourse analysis and ethnographic research to investigate the practice of NGOs engaged in HRE using contextual evidence and findings from fieldwork with NGOs and communities in Tanzania.
