DOCUMENT RESDME ED 068 781 08 AC 012 896 AUTHOR Mhaiki, Paul J.; Hall, Budd L. TITLE The Integration Of Adult Education In Tanzania.. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Committee for the Advancement of Adult Education. PUB DATE 12 Jul 72 NOTE 37p., EDRS PRICE MF -$0.65 HC-$3.29 DESCRIPTORS *Adult Education; *Developing Nations; *Development; Educational Development; National Programs IDENTIFIERS *Tanzania ABSTRACT Brief historical background of Tanzania; Links between adult education and development objectives, Links between Adult Education and Formal Education are outlined. Importance of adult education is emphasized. (NF) U.S. DEPARTMENT OF HEALTH. - EDUCATION & WELFARE OFFICE CWEDUClaION 'HIS DOCUMENT HASBEEN REPRO- Paris, 12 July 1972 OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGfr.NIZATION ORIG- INATING IT. POINTS OF VIEW OR OM- e-4 IONS STATED00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATIONPOSITION ORPOLICY. rCX)- oc) ,r) United Nations Educational, Scientific and Cultural Organization THE INTEGRATION OF ADULT EDUCATION IN TANZANIA by Paul J. Mhaiki and Budd L. Hall Printed with the permission of the Institute of Adult Education, University of Dar es Salaam, Tanzania FILMED FROM BEST AVAILABLECOPY 1 Table of Contents Brief Outline of the Historical Background 1 The Integration of Adult Education in Tanzania 7 IIntroduction 7 II Links between adult education and develop- ment objectives 8 A. National policy documents 8 The Arusha Declaration 8 Education for Self-Reliance 9 Adult Education Year Speech 9 Establishment of the Directorate of Adult Education 10 The Six District Literacy Campaign 1971 10 TANU Party Guidelines 11 The Elimination of Illiteracy by 1975 11 Bo Mobilisation for Education 11 Co Rural Development and the Education of the People 12 Implementation of Ujamaa 12 Rural Training Centres 12 Subjects offered 13 Other Education on Ujamaa 13 Co-operative Education 14 Agricultural Education 15 Health Education . 16 Union of Women of Tanzania(UWT) 16 Training of Administrators and Managers for Rural Development 17 D. The Need for Trained Leaders 18 Kivukoni College 18 Rural Development College 19 Education for Increased Productivity 19 The National Institute of Productivity 19 Workers, Education 20 Technical and Vocational Training 20 IIILinks between Adult Education cad Formal Education 22 Administration and Co-ordination 23 The Parents Association 25 The Training of Adult Educatory 25 IV Links between the various Adult Education Agencies 27 Intellectual Co-ordination The Institute of Adult. Education 28 Evening Classes and Regional Centres 28 Training Department 28 Publications and Radio Departments 28 Research and Evaluation Department 29 Education by Correspondence Mature Age Entry Scheme 29 Workers Education 29 Bo The Common. Services to Adult Education 30 Tanganyika Library Service 30 Books for District Education Officers (AE) 30 Rural Library Service 30 Adult Education through Radio 31. Newspapers 31 CoFunctional Literm 32 Literacy with what ? 32 National Literacy Campaign 33 VConclusion 34 Revolution through Adult Education 34 An Experiment 34 The Criterion is Development 35 3 Brief Outline of the Historical Background It is now fairly well established that before the arrival of the white man the Arab or the Indian on the eastern coast of Africa including the area now known as Tanzania had a well developed civilization with nations, kingdoms and political organizations. This was certainly a result of a long historical process covering hundreds and even thousands of years. In this process, East Africa witnessed a large scale of population migrations in which numerous bands and sub-groups were involved. The present tribes in East Africa are, therefore, the direct outcome of this complex expansion of different stocks of people.The tribes as we know them today are the late-comers in the overall complex. The Coming of the Arabs The first known written references to this area were contained in the "Periplus of the Erythrean Sea" written by a Greek geographer in the first century A.D. But very little is known about the residents. The first major influence on East Africa was the arrival on the Tanzanian coast of Arab im- migrants from Oman in the 700s A.D. From that time there have been records of contact with the Persian Gulf, Arabia and India. Sailors mostly using dhows were aided by the monsoon winds which blow southwest for several months and in the reverse direction for approximately the same number of months. After 1000 A.D. there was a fairly regular trade between the Tanzanian coast and Persia. Items included in this trade were copper and gold from the interior and later on the notorious slave trade. The Swahili culture, which is a mixture of African, Arab and Persian cultures, evolved as a result of inter- mixing and inter-marriages. During the 16th century a Portuguese sailor, Vasco da Gama, became the first European to sight the coast of Tanzania. He came across this on his way to India. The Portuguese were attracted by the Tanzanian coastal settlements, especially that of Kilwa, which had developed a civilisation with a strong Persian influence and, for almost 200 years, they were involved in various clashes with local tribesmen. Slave Trade Zanzibar had always been an important link for the mainland. It commanded the flow of trading caravans from the outside to the interior. In the height of East Africa as the centre of the slave trade, Zanzibar became a clearing house for this shameful trade. Its modern history could be said to start when the Imaam of Oman, Seyyid Said, made the island his capital in 1828 and concentrated on commercial development, especially plantation of cloves. It was also during the 19th century that the slave trade reached its awful peak. 4 The German Rule in Tanzania In 1884-85 a German trader, Carl Peters, led a movement to claim what is now mainland Tanzania. This was essentially a commercial "conquest" backed by dubious "treaties" signed with illiterate chiefs. His main aim was to establish economic activities to exploit the peasants who were ignorant of his intentions. The Germans are remembered to have ruled with an iron rod. They tried to use their military might to suppress the in- digenous peoples' opposition to their rule. Although they contributed a great deal to the abolition of slave trade, they replaced this with forced labour. Until the outbreak of the First World War the Germans had introduced in mainland Tanzaniaa communication network of roads and railways, linking ad- ministrative stations and plantations with the coastal towns. Mandate Territory under the British The British influence in Tanzania started with the island of Zanzibar. By 1886 they had succeeded in persuading the Sultan of Zanzibar to agree to limiting the slave trade and to relinquish his claim on the mainland strip of the coast 10 miles wide, including Dar-es-Salaam, Tanga and Mombasa. In 1870 the Sultan sought British protection thus making the island a protectorate under the British administration. With the German defeat in World War I, Britain acquired mainland Tanzania (Tanganyika) as a mandate under the League of Nations which was later converted to a UN Trust Territory after the Second World War. During this period the British linked the trade and communications of Tanzania with that of their other territ- ories of Kenya and Uganda. Rise of Nationalism Under the British rule Tanzania experienced various forma of economic and political activities leading to the consolidation of mass nationalism. While the popular resistance such as that of Maji Maji can be said to have had mass support in opposition to colonial oppression or unpopular agricultural regulations, the struggle for democratic rights started with the political traditions of such social associations as the Tanganyika Territory Civil Servants Association which was founded in Dar-es-Salaam in 1922 or the Tanganyika African Association (1929). These had no mass support but helped to unite and spread political awareness among civil servants and other urban workers. On the rural sector peasant farmers were organised in protest for unpopular agricultural regulations or unfair taxations. Here the cooperative unions championed the voice of peasants through unity. The Triumph of TANU and ASP The formation of TANU in 1954 marked a turning point in the history of nationalism in Tanzania. It provided a focal point for both urban workers' and peasants' claims for democratic rights. Under the leadership of its young - 2 - 5 energetic school teacher, Mwalimu Julius K. Nyerere, TANU began a countrywide campaign for Uhuru. Throughout its campaigns TANU waged a continuous battle against the inequalities of the colonial system and discrimination of all kinds. After seven years of grass-rOot organization, the political battle was won when Britain granted Tanganyika independence on December 9th, 1961. The country became a republic one year later. On Zanzibar, a period of heightened political activity began in 1957 and several indecisive elections followed. The Afro Shirazi Party which was formed by the oppressed Africans and Shirazi people of the island was subjected to con- stant pressure from both the British colonial government and the Arabs.When independence from Britain was effected in December 1963 the unpopular Arab- dominated minority and administration fostered under colonial rule was left in power. One month later the government was overthrown by a popular uprising and the Afro Shirazi Party assumed power through the Revolutionary Council. Three months later Zanzibar under the leadership of the Afro Shirazi Party, and Tan- ganyika and TANU formed a union government assuming the new name of Tanzania. Under the Interim Union Constitution, the Union Government became responsible for certain matters, while the mainland and Zanzibar retained a certain degree of autonomy. Ujamaa (Socialism) Right from the beginning, TANU and Afro Shirazi Parties had declared their intention to establish socialist states based on human and material equality.