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―…to transmit from one generation to the next the accumulated traditional wisdom, knowledge and skills as well as scientific and technological skills in order to build a new a Tanzanian society. Secondly, it has to prepare people for their future membership of the society that is based on: human equality and respect for human dignity; equitable sharing of resources produced by the peoples‟ efforts; work together for the common good by everyone and exploitation by none”. 

– Mwl. J.K.Nyerere

Mwalimu Julius Kambarage Nyerere was an intellectual, scholar, and a teacher. He articulated his beliefs and principles. He eloquently shared them in a clear and simple way that could be easily understood by all people regardless of their tribe, race, gender, political affiliation, religion, young and old; intellectuals as well as those who never went through formal education. He was consistent, committed, courageous and persuasive in expressing his views, both in word and actions as his personal contribution to the people-centered development of all Tanzanians and the people of Africa. Indeed he was a teacher whose words, personal practices and writings continue to communicate practical meaning long after his death.

 

His vision of education gradually developed throughout his formative years as he contemplated on the purpose of education everywhere in the world and more so in the developing nation like Tanzania. All through his presidential leadership tenure in Tanzania, Mwalimu Nyerere labored through his speeches, writings and action-oriented meetings, seminars, public debates and workshops to promote people-centered development activities. His vision of education officially articulated in his policy document, ‗Education for Self-Reliance‘ (ESR) at the heart
of the Arusha Declaration (1967) remains a key source for the meaning and purpose of education in Tanzania in search of sustainable development.

 

This work, therefore, is an attempt to stir the debate among the Tanzanians educators and education activists, strategic development planners, Ministry of Education and relevant Government ministries, stakeholders in the provision of education (public and private), politicians, business communities, parents and guardians, all Tanzanians of good will, regarding the perennial value of Mwalimu Nyerere‘s vision of education articulated in his policy document ‗Education for Self-Reliance‘ (ESR); and its relevance and potential for the realization of Tanzania Development Vision (TDV) 2025.

 

This work consists of five chapters. Chapter One explores, in a nutshell, who Mwalimu Julius Kambarage Nyerere is and the contribution of his commitment to Christian-Catholic faith his life-style and presidential leadership tenure. Chapter Two discusses the Tanzanian Society Mwalimu Nyerere Envisaged. Chapter Three examines Mwalimu Nyerere‘s Vision of Education. It points out the implantation of his vision and the challenges it encountered within the context of Ujamaa life setting of early 1960s and late 1970s; and the liberal capitalistic setting of early 1980s to date. Chapter Four revisit Mwalimu
Nyerere‘s view of Education within Tanzania todate. Chapter Five proposes deliberate actions to be taken in the process of revisiting Mwalimu Nyerere‘s Vision of Education and its successful application today and the future of Tanzania.

 

It concludes with an imperative that calls all leaders of Tanzanians to emulate Mwalimu Nyerere, who is well-recognize – by the absolute majority of Tanzanians – as ‗Baba wa Taifa‟; a living example. In doing so, become practitioners whose lives demonstrate the reality that the values and principles described earlier on, are worthy pursuing and abiding by, for workable daily engagement in their noble tasks for sustainable development.

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