6761影视网,纶彦霖,武当系统
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In November, 1974, the National Executive Committee of the Tanganyika African National Union (TANU) party met in Musoma in the northern part of Tanzania to review the country's progress in its policies of Socialism and Self-reliance. Some profound deficiencies were marked in the Implementation of the policy of Education for Self-reliance, especially at post secondary level (Biswalo, 1985). It was resolved at 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 and thereafter, they would work for several years before they would be admitted to any post secondary institution. Post secondary institutions were, therefore, declared open for adult workers and peasants who satisfied the minimum entry qualifications for admission into higher education (Msekwa, 1975). This had implication to the primary education. Owing to the fact that only few candidates were selected to join the secondary school education, and because the secondary school level was meant to prepare the few selected graduates for work, the primary education (which was for all) was designed to prepare citizens for work both in the formal and informal sectors.
There is strong evidence that the steps taken in line with the Arusha Declaration accrued considerable success. The primary school enrolment rates rose to over 90 percent, with corresponding Net Enrolment Rates between 65 and 70 percent in the early 1980s (Davidson, 2004). However, this ‘success story’ was frustrated by the economic recession of the late 1970s as well as early 1980s, when Tanzania’s economy suffered seriously (Mmari, 2005). Much has been discussed about the causes of Tanzania’s and other third world countries’ problems during this period. Some writers argue that the key causes of the problems were external factors such as the oil price-shocks as well as deteriorating terms of trade (Galabawa, 2001), while others totally disagree with this line of argument. To them, the cause of this malaise is internal factors, especially weak and inappropriate policies and poor governance (Davidson, 2004). As a result of the crises, the 1980s witnessed increasing pressure from the International Monetary Fund (IMF), the World Bank and donors in the development aid business, being put on Tanzania to accept the IMF Structural Adjustment Programme (SAP) to address the crises.
In the mid 1980s, Tanzania started to implement the structural adjustment Programmes (SAPs) under the guidance and support of IMF and the World Bank (Msambichaka et. al, 1995). SAPs were intended to restore balance in the functioning of the economy as well as rationalizing resource utilization through domestic activities. It is widely believed that implementation of the SAPs has negatively affected social services provision in many of the developing countries. For example, a substantial reduction of public educational service in Africa occurred as a result of the SAPs because under these structural reforms, public expenditure on social services has been curtailed (Kiwara, 1994). The introduction of the cost sharing policy in the service provision sectors was embarked on to cut public spending on these services. The primary education fee was re- introduced in 1984, which excluded large segments of the population (the poor in particular) from gaining access to education (Ewald, 2002). This resulted in a considerable decline in the enrolment rate in the primary schools throughout the country. For the example, by 1993, gross enrolment in primary education had declined from 98 percent of the early1980s to 71 percent in 1988, and only gradually rose to 78 percent in 1997 (Lema, et. al 2004). |
