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Over 120 languages are spoken in Tanzania. Most of these are Bantu languages, a category of over 535 languages and dialects that are spoken throughout Africa.

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Giving children a chance at                         education

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Give Children a Chance at Education in Tanzania

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PUC Tanzania is raising funds to construct an educational facility at a primary school outside of rural Tanzania. Everybody deserves access to an education. Every donation will be matched 1:1, every $1 counts!!! Visit the link below to contribute; thank you! https://hornraiser.utexas.edu/TanzaniaPUC

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Greetings fellow-dragons,
Wanted to share a cool you-tube clip with you (On left)
Enjoy!

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                                                      Refrences

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                                                      Refrences

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Ahmad, A. K., Gjøtterud, S., & Krogh, E. (2015). Dialogue conferences and empowerment: transforming primary education in Tanzania through cooperation. Educational Action Research, 1-17.

Hoogeveen, J., & Rossi, M. (2013). Enrolment and grade attainment following the introduction of free primary education in Tanzania. Journal of African economies, 22(3), 375-393.

Sabates, R., Westbrook, J., & Hernandez-Fernandez, J. (2012). The 1977 Universal Primary Education in Tanzania: a historical base for quantitative enquiry. International Journal of Research & Method in Education, 35(1), 55-70.

Vavrus, F. (2003). Desire and decline: Schooling amid crisis in Tanzania. New York: Peter Lang Publishing.

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                                            Implications for International Education

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                                            Implications for International Education

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The relationship between schooling and development needs to be better linked. Schooling and education alone are clearly insufficient to instil social change and to create development opportunities. Education must be accompanied by a change in social norms that hold back society and must also be accompanied by political and social reform. Social change can only come about when society has an internal dialogue about the role of education in its development (Ahmed et al., 2015).

Creating elite schools such as the Central School in Miti, Tanzania, for boys only, is a precursor to social injustice and will lead to internal conflict. Opportunities in education must be fair for international education to have a chance at influencing development. Free primary schooling in Tanzania has not always led to greater educational attainment while old views of elite schools being the best for a student’s career remain strong, thus minimising the role of education for most schools (Sabates et al., 2012; Hoogeveen and Rossi, 2013).

The correlation between schooling and fertility is not caused by education, but by social views on the education of women. The role of women in developing societies needs to be changed from within those societies so that girls can go to school without fearing social reprimand for being educated. This implies that educational development programs must be accompanied by social development of the norms to which a society subscribes. The norms must recognise gender equality and human rights as a fundamental to allow education to have an impact.

Developmental organizations providing support for education must involve themselves more with the grassroots social issues that surround education. In the case of Tanzania, greater education for girls has led to lower fertility rates, with many social leaders in that country now blaming education for harming society. The implications of this are that educational development must be accompanied by an economic program that allows educated individuals to lead a wholesome family life and a wholesome social life through contributions to society. In the contrary, educated individuals in Tanzania who are unable to find work are often viewed, by society, as a burden and as a lost effort.

Translating international aid, development and education programs into reality, requires the nexus between the theory of education and the reality of social norms to be bridged.

Finally, the relationship between economic factors such as agriculture and its success and the impact of education indicates a strong correlation between the two. As agriculture declines due to environmental and other issues, the ability for young people to attain an education declines and at the same time social pressures increase, thus reducing the net positive influence of education on society and development.

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Discussion of what the approach utilized by the author(s) contributes to our understanding of international organizations/international education; limitations of this approach; and a discussion of the author(s)’ positionality and how this shapes the study.

Adults, children, teachers and government employees were interviewed and asked about the relationship between education and social contribution, with a specific focus on the role of schooling in affecting the fertility of females in Tanzania.

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"We start as fools and become wise through experience".

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"We start as fools and become wise through experience".

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Tanzanian proverb

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Major Research Questions and Topics Addressed 

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Major Research Questions and Topics Addressed 

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The research focussed on the relationship between schooling and the idea of a collective vision for the future and of the past that leads to a desire for schooling and consequently to a reduction in the fertility rate in the Kilimanjaro Region. Strangely, the study also finds that schooling increases the risk of HIV/AIDS among young women who cannot afford post-secondary education but who nonetheless want it very much.

The study also examined the reasons why so many Tanzanians want schooling for their children, spent their entire incomes on schooling, and yet graduates were unable to find jobs, society remains under-developed and social problems, have increased. It finds that educational desire is derived from many factors, including more than 1000 years of missionary schooling in the community, the more frequent encounters with international development agencies and the search for security at a time when global capitalism has created a sense of insecurity.

Not being able to make sense of the sacrifices parents make to put their children through schooling when they know good jobs are not available for the majority of graduates.

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The choice of this location was, to some extent, a coincidence given the authors prior research in the area and an opportunity to teach in a local school, and partially good luck given the area has diverse access to schooling.

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The study was conducted in Tanzania in the Moshi urban and Moshi rural areas close to Mount Kilimanjaro.

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Frances Vavrus studied both public and private schools in Tanzania in a two distinct locations in the Kilimanjaro Region. She links schooling in that region with the role of government, the Church, local residents and contrasts this with the influence of German and British colonialism and its residues.

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                                                                               Summary

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                                                                               Summary

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The study, by Frances Vavrus, in Tanzania, of the role of schooling in affecting social outcomes, undertaken through interviews, focus groups, surveys and archival studies, concludes that a relationship exists between schooling and fertility. It also discovers that the desire for school education in Tanzanian communities is not only linked to expectations of development and of a better life, but also suffers from a range of inaccuracies and unrealistic expectations of success, due only to schooling.

The study examines the role of German and British colonialism in affecting the nature and type of schooling from grade 1 to grade 12 and provides an analysis of how education has become a symbol of social status.

Both government (public) schools and Schools of the Evangelical Lutheran Church of Tanzania (ELCT) are studied in an attempt to distil differences in the impact of schooling on development, economic well-being, health and the propensity to have large families. The study presents anthropological studies that demonstrate that attending school does not necessarily transform gender relations and improve women’s status. Instead, women with higher levels of education may experience greater domestic conflict with spouses and in-laws.

Postcolonial theory is also presented and defined through addressing Marxism and postmodernism/poststructuralism. The post-colonial condition is described as a state of affairs where the desire for schooling, in Tanzania, meets economic decline, despite the belief in schooling. The study concludes that schooling alone raises the educational profile of the learner, but does little to pull Tanzanians out of its economic crisis due to social norms, corruption and a post-colonial legacy of dependency.

Further discourse regarding colonies, developmentalism and global capitalism is presented and concludes with the notion that despite a greater emphasis on human capital in the third world since the 1980’s, the application of education to social norms is lagging. That is, educated people, are themselves contributing to a lack of developmental progress due to an inability to affect the status quo.

“Education as panacea” is presented as a themethroughout the study. A phrase developed by the author, it describes the enduing faith that schooling will effect profound social change in the third world, even in places where political-economic condition make such transformations unlikely.

The disjuncture between pronouncements about schooling and policies relating to development do little to ameliorate poverty for the long term.

The study concludes that education along is insufficient to cause development without fundamental social change.