The Quality Of Education For Tanzanians Children

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In general, what is at stake is not the description of the population numbers, but concerns about the quality of education for Tanzanians children. Honestly, the growing number of children in Tanzania as (Woods, 2009) alerts, is a clarion call for the country, not only to invest in education, but also excessively in other public services. Comparable to other poor countries as Jeffrey Sachs and Easterly (2006) highlighted, the poor people live entangled in inadequacy, “in which taking to account the global abuse of children, poor wellbeing, learning, and poor arrangement reinforce “one another” (p. 10 ). It is incontestable that children are the eyes of the future of any nation, consequently financing beyond their education quality would be the ultimate investment for their development. This is to say, parents, teachers, and communities need to ensure the safety of children and monitor what they learn in classrooms, while paying a distinctive attention to the marginalized children likely to be victims of quality education and exclusion.
The History and Education in Tanzania Tanganyika, now the United Republic of Tanzania, came to existence after the union of Tanganyika and Zanzibar in 1964 (World Data on Education, 2010). Historically, the merger took place after colonial liberation of Tanganyika in 1961, and Zanzibar in 1963 all from Britain.
Before the arrival of colonial powers in Tanzania, education was informal. According to Omolewa (2007) informal education is a
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