National Identity And Commitment Of Educational Development

940 WordsNov 4, 20154 Pages
Following its independence in 1961, Tanzania’s political beliefs known as Ujamaa has shaped its national identity and commitment to educational development. Tanzania shares a long history of governmental efforts to strengthen educational development in order to support economic and social development within the region. With Nyerere’s encouragement of educational development, the government of Tanzania recognized the significant role of education in achieving overall improvement in the quality of life of its citizens. However, many challenges and dilemmas in educational development and attainment can be illustrated by the case study of Tanzania. With the advancement of universal free primary education in January 2002, Tanzania saw many changes to the role and significance of education within the region. This marked a period of an ambitious Primary Education Development Program (PEDP) financed by the World Bank. The PEDP has four key components: enrolment expansion; quality improvement; capacity building; and strengthening of institutional arrangements. The major objectives of the PEDP were to: (1) provide and maintain quality primary education and to make basic education accessible to all school-age children; (2) make basic education equitable by eliminating disparities and inequities; and (3) provide the basic and necessary resources to enable every child to enter and complete the primary school cycle (URT, 2001). The program was strategically designed to achieve the
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