Nyerere, J.K. Education for self-reliance. Dar es Salaam: Oxford University Press, 1968
The educational systems in different kinds of societies in the world have been, and are, very different in organization and in content. They are different because the societies providing the education are different, and because education, whether it be formal or informal, has a purpose. That purpose is to transmit from one generation to the next the accumulated wisdom and knowledge of the society, and to prepare the young people for their future membership of the society and their active participation in its maintenance or development…..And, in particular, our education must counteract the temptation to intellectual-arrogance; for this leads to the well-educated despising those whose abilities are non-academic or who have no special abilities but are just human beings……Although only about 13 per cent of our primary school children will get a place in a secondary school, the basis of our primary school education is the preparation of pupils for secondary schools. Thus 87 per cent of the children who finished primary school last year—and a similar proportion of those who will finish this year—do so with a sense of failure, of a legitimate aspiration having been denied them. Indeed we all speak in these terms, by referring to them as those who failed to enter secondary schools, instead of simply as those who have finished their primacy education. On the other hand, the other 13 per cent have a feeling of having deserved a prize-and the prize they and their parents now expect is high wages, comfortable employment in towns, and personal status in the society. The same process operates again at the next highest level, when entrance to university is the question at issue…..[On examinations]One difficulty in the way of this kind of reorganization is the present examination system; if pupils spend more of their time on learning to do practical work, and on contributing to their own upkeep and the development of the community, they will not be able to take the present kind of examinations—at least within the same time period. It is, however, difficult to see why the present examination system should be regarded as sacrosanct. Other countries are moving away from this method of selection, and either abandoning examinations altogether at the lowest levels, or combining them with other assessments. There is no reason why Tanzania should not combine an examination, which is based on the things we teach, with a teacher and pupil assessment of work done for the school and community. This would be a more appropriate method of selecting entrants for secondary schools and for university, teacher training colleges, and so on, than the present purely academic procedure. Once a more detailed outline of this new approach to education is worked out, the question of selection procedure should be looked at again…….
we need revolution mind freedom to purchase the alternative way to success .together we can make this happening in our country.
0 comments:
Post a Comment