EDUCATIONAL PHILOSOPHY FOR SELF RELIANCE BY JULIUS NYERERE
The former Tanzanian
leader, Julius Nyerere played a vital role in the educational philosophy of
Africa and in the world at large. His philosophy for self-reliance has been
taken into practice by most countries in the education sector. This essay is going to outline his ideas and
how they are being implemented in the Zimbabwe Primary School Curriculum. In this essay the terms philosophy and school curriculum are to be
defined in detail relating to different scholars.
Makuvaza (1999) cited
in Seke Teachers’ College Module (2013: p87) defines
philosophy as the love and yearning for wisdom which emanates from wonderment
and questioning leading to the search for answers to some fundamental questions
on issues that affect human existence. While Akinpelu (1981) cited in ZOU module (2008) sees
philosophy in two notions that is the commonsense and technical or
professional. The commonsense is open to everybody who thinks and questions
conditions of his or her existence. Lauwery (1968:p51) supports this point when
he asserts that, “a philosopher is not a particular kind of a man but rather
every man is a particular kind of philosopher”. The difference lies in the
quality, nature and depth of the philosophizing. Therefore, philosophy can be
referred to as the study of knowledge. It is a way of addressing problems through
critical, systematic approach and its reliance on a rational argument.
Smith, Stanley & Shores(2003) defines Curriculum
as a
cultural reproduction in a structured way. It should also value
independent thinking in the context of the widest sense of social
responsibility. Tanner & Tanner (2007:p121) offers the following definition, derived
from Dewey’s definition of education; “Curriculum is the reconstruction of knowledge
and experience that enables the learner to grow in exercising intelligent
control of subsequent knowledge and experience”. However Curriculum is a dynamic, ever changing
series of planned learning experiences and is everything learners experience in school.
Julius Nyerere
believed that education
is an instrument
of the society
to reinforce its
values and traditions.
In particular his
educational philosophy has
often been regarded
as an appropriate
and rational education
alternative to many
third world countries .
The main objective
of socialism in
Tanzania was to
build a society
in which all
members have equal
rights and opportunities, (Akinpelu, 2005).
Julius Nyerere’s
educational philosophy was
classified into two categories that is education
for self- reliance and
adult education . Education
for self – reliance deals
with schooling; to
work for the
common good; foster
cooperation and promote
equality. It also
had to address
the realities of
local people,(Smith, 2004). This plays a vital role in rural
development as a result helping people in developing villages
where people work in
co-operative
basis; therefore extending
traditional values and responsibilities around
kinship. In order to foster this philosophy Zimbabwean Government have worked
with people in almost all parts of the country in building schools, colleges
and universities so that every child in all the ten provinces of the country is
given a chance to attendant from lower level up to tertiary since education was
being under estimated in many parts of the country especially in rural areas.
Regarding this assertion by Julius Nyerere,
Zimbabwean Government have implemented a number of policies, programmes and educational
boards such as ZIMSEC to cater for the testing of self-reliance by assuring
examination tests in primary, secondary
and advanced level stages.
Self
– reliance has been implemented in Zimbabwe
primary schools through
various ways. Introduction of practical subjects such as
music, art, home economics, physical education and recently agriculture is another measure done by the government in order to
implement education for self-reliance from tender age so that when these pupils
grow they will have a brighter insight on how to use these skills in life. This
was done in
order to put theory
into
practice. This is
also supported in the Zimbabwe
socialist policy which aimed
at provision of
a relevant curriculum
that emphasize on the
acquisition of scientific,
technical and vocational
skills, (
Zvobgo, 1986 ).
The Zimbabwe primary school education is also being
successful in following the philosophy of Nyerere on education for since
everyone has a right to learn irrespective of
age, race, sex and color in this country. This was also highlighted in the
socialist approach soon after independence which aimed on the provision of education to all citizens as a basic human right including the
right to literacy and adult education for all adults, (Zvobgo, 1997). From the foregoing, it can be seen
that the ideas of Nyerere on education for self-reliance are being put into practice in most of the primary schools in
Zimbabwe.
Although the ideas brought about by Julius Nyerere
are relevant in the educational sector, there are some instances where these
ideas are not being
implemented in Zimbabwean primary education. The philosophy of education for self-reliance advocates that primary school education should be
complete in itself and not a preparation for secondary school education, but that is not actually the
case being practiced in real classroom situations in Zimbabwe. The nature of subjects being done in primary schools do not give the
learner enough survival skills on completion of primary school education,
therefore, it is rather a preparation for secondary school education.
In addition, the idea of Nyerere on introduction of
productive work as an integral part of the school curriculum and provide
meaningful learning experience through the integration of theory into
practice but this is not quite applicable in Zimbabwe primary schools today.
This is because even the so called practical subjects like Agriculture and Home
Economics are being done theoretically mostly rather than the practical part all by the negligence of
teachers who regard doing these subjects as tremendous waste of time. This is also influenced by the nature and
type of examinations which do not test the
practical part. Akinpelu (2005)
suggested that instead, work should be effectively integrated into the school
curriculum through increase in practical productive work. On the same note, Ogundowole (2010) argued that work is a
purposeful creative activity of human being. Therefore, our situation in
Zimbabwe is contradicting with Nyerere’s ideas
also since he advocated for the reorientation of the school curriculum to go
hand-in-hand with de-emphasizing the importance of formal examinations, which
merely assess a person’s ability to learn facts. Nyerere also said it is
necessary to abandon examinations that are geared to an ‘international
standard’ or practice regardless of the country’s particular problems and needs
(Nyerere, 1968).
More so, the philosophy of education for
self-reliance by Julius Nyerere states that education should focus on the
development of rural areas or developing the learners with skills that will
help them to extend traditional values. Most of the learning that is being
encouraged in Zimbabwe focuses mainly on Western cultures rather than the
African culture. Children in primary schools are not being given the education
that will help them to work for themselves but it prefers white collared jobs. This will make most of the
people in Zimbabwe ending up seeking for jobs rather than creating jobs for
themselves. Aminigo, (2003)
asserts that the crises being experienced by most
African countries today is traceable to the deep rooted Colonial educational
mentality for white collar jobs. Therefore, this alone shows that our form of education is still Eurocentric and it contradicts with the ideas of Julius Nyerere.
Last but not least, Nyerere spoke
of primary school education to start at the ages
7 or 8 years so that on completion the student will be mature enough to engage himself or herself in self-reliant and productive work, though this is different
from Nyerere's point in picture pupils do not grow as quick conically hence
pupils starting education at the early age of 4 still got a long way to go even
if they complete a seven rather 9 year primary course. Thus this idea of
Nyerere is far from being implemented into the Zimbabwean school curriculum.
Conclusively, it is the writers’ belief that some
of the ideas brought about by Julius Nyerere have been outlined in greater
detail. This piece of writing tried by all means to come up with the other ways
being done by the Zimbabwean government in trying to implement these
philosophical ideas in the primary education. Due to the implications done by
the government it shows that these ideas are taken into consideration but due
to at some point of view, the lack of resources and the negligence of teachers,
some the these ideas are not being implemented on the practical ground. They
will be regarded as office decisions that cannot be put into practice.
REFERENCES
Aminigo, I.M. (2003) Educational philosophy and National Development.
Buguma; Hangings Gardens
Publisher
Akinpelu, J.A (2005) Themes In philosophy of education for teacher,
Ibadan Tatek Publications
Akinpelu, J.A (1981) An Introduction
to the Philosophy of Education:
London, Macmillan.
Lawyers, S.J. (1968) Essay on Comparative Education:
London, Evans Brothers.
Makuvaza, N. (1999) In Foundations of Education in Africa; Nhundu,
T. and Peresuh, M.
(eds) Macmillan, Gweru.
Nyerere, J.K. 1968. ‘Education for Self-Reliance’. Freedom and Socialism.
Dar es Salaam, Oxford University Press.
Smith, M.K. (2004) Julius Nyerere, Lifelong Learning and Informal
Education, in
http://www.infed.org/thinkers/et-nye.htm
Zvobgo, R.J. (1986) Transforming Education: The Zimbabwean
Experience,
College Press, Harare.
Zvobgo, R.J (1997) State, Ideology and Education, Mambo Press,
Gweru.
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