The Challenge of Building a Nation from the Ground Up
Imagine taking over the leadership of a nation with only 11 graduates while the county’s population stands at 9 million people. This was the reality for Tanzania after it gained independence on December 9, 1961. At that time, the country had only 11 indigenous university graduates, and the majority of the senior civil service were expatriates. Illiteracy rates were staggering, with some sources stating that as many as 80% of the population could not read or write.
This situation was the result of years of colonial rule, first under Germany and then Britain. During the pre-colonial period, informal education was the norm, with knowledge and skills passed down through generations. However, the German colonial regime introduced formal education, focusing on training bureaucrats for administrative roles. This included Swahili and basic administrative skills.
Under British rule, the educational agenda shifted to focus more on local needs, particularly in agriculture. Despite these efforts, when Tanzania gained independence, the country faced significant challenges. Mwalimu Julius Nyerere, the country’s first president, recognized that he needed to address three major enemies: ignorance, disease, and poverty.
A Vision for Education and Development
Nyerere understood that the majority of Tanzanians were peasants, livestock keepers, and fishermen who lacked basic reading, writing, and numeracy skills. He believed that adult education was essential to empower these individuals and help them contribute effectively to the nation’s development. His strategies focused on creating a system where adults could gain the knowledge and skills necessary to improve their lives and the lives of others.
One of the first initiatives was the implementation of adult education programs. Volunteers, including primary school pupils, helped teach their elders, while policy overseers and coordinators ensured the campaign was carried out efficiently. By 1967, illiteracy had dropped from 77% to 69%, and by the mid-1980s, it had fallen below 10%.
Experts like Prof Abel Ishumi from the University of Dar es Salaam argue that the goal of adult education in Tanzania was not just to teach literacy but to help adults find solutions to broader issues such as hunger, disease, and soil erosion. Adult education was also seen as crucial for the spread of Ujamaa, or African Socialism, in the countryside.
Education for Self-Reliance
Nyerere’s philosophy on education extended beyond mere knowledge transfer. He viewed adult education as a political process aimed at raising consciousness and critical awareness among the people about the need for change. According to Mzee Pius Msekwa, the first CCM Secretary General, Nyerere’s resolve to fight ignorance and reform education began with his vision for “education for self-reliance.”
This vision was articulated in the TANU’s policy document titled “The Arusha Declaration on Socialism and Self-Reliance,” published in 1967. Nyerere emphasized that education should instill a sense of commitment to the community and help students adopt values appropriate for a socialist society. He envisioned schools as communities that practiced self-reliance, where teachers, staff, and students worked together for the benefit of all.
Transforming the Education System
The government’s Three-Year Development Plan (1961–1964) included several decisions affecting the education sector. These included racial integration of the school system, expansion of secondary education, teacher training programs, and the elimination of parent-payable school fees. These measures were part of Nyerere’s broader goal to build a new nation distinct from the one inherited from colonial rule.
Academics like Gloria Mbogoma argue that Nyerere questioned the rationale of the colonial education system, which he saw as perpetuating exploitation and underdevelopment. He proposed that schools should be integral parts of the community and financially self-sufficient. This led to the introduction of the Education for Self-Reliance policy, aimed at making the education system more relevant to Tanzanians and addressing socioeconomic inequalities.
Universal Primary Education and Ujamaa
In the 1970s, Nyerere introduced the Universal Primary Education (UPE) program as part of his “education for self-reliance” policy. Under UPE, every child aged seven was required to attend school, and education was provided free of charge. This initiative necessitated the training of more teachers to meet the growing demand.
The Ujamaa Village program also played a key role in expanding schools and other infrastructure for social services. Education was guaranteed as a basic human right in the constitution, reflecting Nyerere’s belief in its transformative power.
