STRATEGIES PUT FORWARD BY MUSOMA RESOLUTION IN EDUCATION FOR SELF RELIANCE

 

STRATEGIES PUT FORWARD BY MUSOMA RESOLUTION IN EDUCATION FOR SELF RELIANCE💠 https://uniprofits.blogspot.com/2021/01/academic-essays.html

AUTHOR: MOHAMEDI A. JUMA (MudyJay)+255693372444 

PUBLICATION PLACE: DODOMA

PUBLISHER: Uniprofits Media

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In November 1974, the National Executive Committee of Tanganyika African National Union (TANU) met in Musoma to review Tanzanians progress on its ideology of socialism and self Reliance. Some profound deficiencies were spotted in the implementation of the policy of education for self Reliance especially at post secondary level. The Musoma Revolution policy seeks to produce graduates who can integrate education with work but also to expand primary and secondary education, it can be said that the Musoma Revolution heralded a revolution in post secondary education in Tanzania (Biswalo 2018). It resolved in that time that, from then on formal education would basically end at the secondary school level, secondary school graduates would serve one year in the National service. Post secondary institutions were therefore declared open for adult workers and peasants who satisfied the minimum entry qualification (Msekwa. 1975). During Musoma Revolution the government of Tanzania had several strategies to inculcate inquiring mind and critical thinking among the learner's as follows;

 

Universal Primary Education (UPE); refers to the educational strategy  which recommend all people to have equal opportunity in education regardless of their social classes, race, gender, sexuality, ethics background or physical and mental disability. Primary education should be universal, compulsory and free with a practical bias to mitigate rural-urban migrate of school leavers. Increasing the number of teacher training colleges and primary schools was not the only way to achieve the results, an alternative ways were: teaching in turn, distance training of teachers and using secondary school students to teach in primary schools, example in 2005, the government national strategy for growth and reduction of poverty heavily emphasized on education and literacy. UNESCO ( 2004:236) If a country maintans that level overtime,  it implies as well that all the children enrolled are completing their studies.

The government changed the system of entry to the university; during the period of musoma resolution, the government of United republic of Tanzania charged the system of entry to the universities or in higher learning institutions due to the policy of education for self reliance which started from secondary School level which help to prepare an individual student to be a self reliant  in the society, thus he or she will be able to fits in the productive work. After the secondary School and one year national service, the school leavers must work at least for two years before applying to the universities. Bakker (2001) The selection of the applicant are made not on the basis of passing an examination itself but is on the availability of positive report and recommendation for the employers.

Special technical courses for standard seven who are not able to go to secondary school to be established in order to decrease the dependency ration of the people to the government and societies; Musoma resolution recommended that people or student who fail to go to secondary school were to be given technical skill as the preparation to be self-reliant and useful to the society and nation at all as well as to make both men and women self-reliant through getting the opportunity to increase their income that will enable them to control their environment, the resolution aimed at reducing the problem of unemployment to the people (Galabawa, 1990). Example of different technical courses  were such as carpenters, engineering, building and construction technology were imparted to an individual  in order to increase and to improve his or her standard of living. 

The education system had to be reconstructed so that work would become part of education in all educational institutions; During the Arusha declaration the education for self reliance was seen to be crucial policy to make an individual to become creative, active and responsible member of the society. After Arusha declaration in 1967 up to 1973 some recommendations were proven failed as evaluated by the World Bank (1990). By 1974 the government under Tanganyika Union Party (TANU) set for another conference in Musoma to furthermore and transform some recommendations of Arusha declaration about education for self reliance. The Musoma resolution recommended that, work was to be integrated with Education in all levels of Educational institutions. The government insured learner to be directly involved in work and production while learning. This was the potential strategy to revamp skills, knowledge and experience of work to the learners. Example Agricultural practices in school. Each school was given a piece of land for cultivation and other activities. This was basic strategies that coul make school leavers or an individual to become self reliant in his or her life.

Expansion of secondary schools; there has been massive expansion that has been made possible by inclusion of large sums of money by several governments who see the expansion of education opportunity as a political necessity for primary leavers who able to obtain in form 1,Since by 1974 only 67 of the primary school levers were able to obtain a place in form one the executive committee stressed the need for secondary school expansion during this time 1970’s emerged the need to meet the social demand for secondary education where the ruling party was compelled to introduce Wazazi secondary school which were community based “by 1977 there were 20 Wazazi secondary school in Tanzania  (kweka 2000) in the mid 1980’s. And in early mid 1990s there was the re-introduction of private secondary school as a result of Liberalization policy  “thus little opportunity for people to access secondary education the government collaborate with the community was considered to be important sector in supporting the establishing and functioning of the needed secondary school (seni 2008) so that this had been influence on critical thinking for education improvement. 

Generally; Musoma resolution was a key point towards development in economy, social, political and cultural aspects of the society. An intended recommendations during Arusha declaration was now put forward and some others went on reformation during Musoma resolution. The revolution succeed in large extent in case that, many of people acquired different skills, knowledge and experience under education reformational strategy. In other ways the resolution  reversed previous economic situation in Tanzania and it reduced dependence of an individuals.

                              REFERENCES

Bakker, S., & Wolf, A(2001).Examinations and entry to university: Pressure and change in a mass system. Assessment in Education: Principles, Policy & Practice, 8(3), 285-290.

Biswalo, P. B. (2018). A study of the impact of the Musoma Revolution on students personnel services. The University of Dar es salaam: Utafiti Journal, 7(2).

Bruns, B; Migant, A. & Rakotomalala, R. (2003). Achieving Universal Primary Education by 2015, A chance for everyday child. Landon: The World Bank.

Galabawa, C. J. (1990). Implementing Education policies in Tanzania, world bank discussion, paper no86. Africa technical department series.      

Kweka, A. N. (2000) Evaluation of Wazazi secondary school in Tanzania. Dar -es-Salaam: UNESCO Unpublished report.

The World Bank (1990). Implementing Educational policies in Tanzania. United State of America: The International Bank for Reconstruction.

Seni, A. J. (2008). Community support to community secondary school in shinyanga . Unpublished M. A Education Dissertation University of Dar es Salaam.

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