INTRODUCTION
Education has been defined by various scholars in different ways, reflecting their perspectives and the
evolving understanding of the concept. Here are some notable definitions:
John Dewey (1978)Education is the continuous process of growth, with no end beyond itself. It is the
means by which a social group renews itself and defends its ideas.
Paulo Freire (1970)Education as a process of liberation and humanization. He critiques the "banking
concept" of education, where students are treated as passive containers for knowledge deposits,
advocating instead for "problem-posing education." This approach emphasizes dialogue, critical inquiry,
and praxis (action combined with reflection), enabling learners to develop critical consciousness and
transform their world
Julius Nyerere(1967) views education as a tool for self-reliance and societal transformation. He
emphasizes "learning by doing," integrating academics with practical activities like farming or workshops
to address socioeconomic challenges. Education should empower individuals to think critically,
cooperate in development, and contribute to self-sustaining communities. It focuses on practical
engagement over examinations, fostering equality and freedom.
Generally, Education is the process of acquiring knowledge, skills, and character traits through
structured or informal learning experiences.Education policy refers to a set of principles, guidelines, and
regulations designed to govern the operation of education systems. It includes laws and rules that
influence educational practices, aiming to enhance the quality of education and align it with societal
needs. Education policy formulation involves strategic planning at national and institutional levels,
addressing issues like access, equity, curriculum, and teacher training
MAIN BODY
The Education and Training Policy of 1995, as experienced in the early 2000s, included several key
features and objectives aimed at transforming the education sector. Here's an explanation of each:
Improving Quality:
Objective: Enhance the overall quality of education by improving teaching methods, teacher training,
and educational resources.
Implementation: This involved upgrading teacher qualifications, introducing new teaching
methodologies, and ensuring that educational facilities meet minimum standards.
Increasing Access:
Objective: Expand educational opportunities to reach more students, particularly those in underserved
areas.
Implementation: Strategies included building more schools, implementing programs like
Complementary Basic Education in Tanzania (COBET) to reach out-of-school children, and promoting
non-formal education for adults.
Increasing Equity:
Objective: Reduce disparities in educational opportunities and outcomes across different socio-
economic groups.
Implementation: Policies aimed at ensuring equal access to education for all, including gender parity and
support for disadvantaged groups.
Devolving Authority:
Objective: Transfer decision-making powers from central authorities to local levels to enhance
responsiveness to local needs.
Implementation: This involved decentralizing management of schools and educational programs to local
communities or regional authorities.
Broadening the Financial Base:
Objective: Diversify funding sources for education beyond government allocations.
Implementation: Encouraging private sector involvement, community contributions, and international
partnerships to support educational initiatives.
Curriculum Development:
Objective: Reform educational curricula to make them more relevant, practical, and aligned with
national development goals.
Implementation: This included integrating vocational training, life skills, and technology into the
curriculum to enhance employability and adaptability.
Inclusive Education: Objective: Ensure
that education is accessible and beneficial to all learners, including those with disabilities.
Implementation: Policies focused on creating inclusive learning environments, providing special
education services, and promoting awareness about the importance of inclusive education.
Education and training policy of 1995 experienced several weaknesses during implementation in early
2000s,Here are some of the weaknesses
Lack of Comprehensive Standards
One of the major weaknesses of the education policy established in 1995 was the absence of
comprehensive national standards for educational achievement. While states were encouraged to
develop their own standards, this led to a patchwork approach where educational quality varied
significantly from one state to another. The lack of uniformity made it difficult to assess student
performance on a national scale and contributed to disparities in educational outcomes across different
regions.
Insufficient Attention to Early Childhood Education
The policies enacted during this time did not adequately prioritize early childhood education, despite
research indicating its critical importance for long-term academic success. Without sufficient investment
in pre-K programs and early intervention strategies, many children entered kindergarten unprepared,
which perpetuated achievement gaps that persisted throughout their schooling.
Resistance to Accountability Measures
Although accountability measures were introduced as part of the reforms, there was considerable
resistance from various stakeholders, including educators and parents. Critics argued that standardized
testing could lead to teaching to the test rather than fostering a deeper understanding of subject matter
among students. This resistance hindered the effective implementation of accountability systems
designed to improve educational outcomes.Poor
Implementation and Funding Constraints
The policy aimed for universal primary education (UPE), but funding shortages led to overcrowded
classrooms, a lack of teaching materials, and inadequate infrastructure.
Teacher Shortages and Low Quality of Education
The rapid increase in school enrollment under free primary education (FPE) in 2001 led to a severe
teacher shortage and overburdened educators.Many teachers lacked proper training, affecting the
quality of education.
Mismatch Between Education and Job Market Needs The curriculum remained theoretical rather than
practical, failing to prepare students for employment in a modern economy.Vocational education and
technical training where neglected, leading to a lack of skilled labor.
Inequality in Education Access Rural areas, particularly in marginalized regions, faced a lack of schools,
teachers, and resources, leading to urban-rural disparities.Girls’ education faced challenges due to
cultural norms, early marriages, and lack of facilities (e.g., sanitation in schools).
Language Policy ChallengesThe use of Kiswahili in primary education and English in secondary education
created a language barrier, making the transition difficult for many students.Students often struggled
with English, leading to high dropout rates and poor academic performance in secondary schools.
High Dropout Rates and Low Transition to Secondary Education Despite increased enrollment, many
students dropped out before completing primary school due to poverty, child labor, and lack of
motivation.The transition rate from primary to secondary education remained low due to the limited
number of secondary schools.
Inadequate Monitoring and Evaluation
Weak policy monitoring and evaluation mechanisms led to inefficient policy execution and poor
accountability.The government failed to collect reliable data to assess whether the policy goals were
being met.
Urban-Rural Disparities and Gender Inequality Rural schools received fewer resources, had fewer
teachers, and had worse infrastructure than urban schools.Girls faced additional challenges such as:
Early marriages and pregnancies leading to dropouts.Lack of sanitary facilities, discouraging attendance.
Nomadic and marginalized communities had limited access to education.
Example:
In 2004, a UNICEF report found that only 5% of girls from poor rural areas transitioned to secondary
school, compared to 30% of boys in urban areas (Mkuchu, 2004).
Conclusion
The 1995 Education and Training Policy had goals ambitious , but in the early 2000s, its weaknesses—
such as poor funding, teacher shortages, curriculum mismatches, and inequalities—became evident.
These issues later led to reforms, including the introduction of the 2005 Secondary Education
Development Plan (SEDP) and the 2014 Education and Training Policy update.
References
Mkuchu, S. (2004). Gender Issues in Education Policy in Tanzania.
Sumra, S. (2003). Implementation of Education Reforms in Tanzania: Successes and Challenges.
Galabawa, J. C. J. (2005). Returns to Investment in Education: The Case of Tanzania.
Brock-Utne, B. (2007). Language of Instruction and Student Performance in Tanzania.
Wedgwood, R. (2007). Education and Poverty Reduction in Tanzania. International Journal of
Educational Development.
Mosha, H. J. (2004). New Directions in Teacher Education for Quality Improvement in Africa.
Omari, I. M. (2006). The Challenges of Education Policy Implementation in Tanzania.
Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Apple, M. W. (1996). Cultural Politics and Education. Teachers College Press.
Ball, S. J. (1994). Education Reform: A Critical and Post-structural Approach. Open University Press.
UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action
