The paper is organized as follows. for good

good one

1. Saturday, June 29, 2024 kullian 1
ADEM
EMT05204: EDUCATIONAL POLICY AND
LEGISLATION
DEMA I

2. Saturday, June 29, 2024 kullian 2
POLICY MAKING THEORIES
(April 1
st
2011)
Educationisthesocialmechanismdesigned
tobringaboutcertainskillsandattitudesthat
arejudgedtobeusefulanddesirableinthe
society.
RationalEducationPolicyisapolicythatis
reasonable,intelligentandmethodical.
APolicythatiswellsoldisconsidered
justifiable.

3. Saturday, June 29, 2024 kullian 3
Qn.1: What is theory?
Theoryisareasonedideaintendedtoexplain
issuesathand.Theoryattemptstoprovidea
generaldescriptionofafactoflife.
Qn.2:WhyPolicyTheories?
Helpstounderstandthepracticeofpolicy
making.
Theyshowhowpublicpoliciesareformulated
andthepolicyagents.

4. Saturday, June 29, 2024 kullian 4
Policy-Making Theories
(a)TheSystemsTheory
Peopleintheenvironmenthavedifferent
demandstothesystem.
Thesedemandscreatetensionandsometimes
disturbances.
Thedemandsaresupportsfromtheenvironment
constituteinputsintothepoliticalsystem.
Thesystemconvertstheinputsfromthe
environmentintooutput(publicpolicies).
Thepolicyoutputsareabletocreate
environmentalconditionswhichcanleadto
moresupportsorcreatefurtherdemands.

5. Saturday, June 29, 2024 kullian 5
Therefore:
Publicpoliciesarethereactionsofthe
politicalsystemtoenvironmentaldemands
andsupports.
Thenatureandcontentofpublicpolicies
dependverymuchontheamountand
intensityofthesupportsanddemandsplaced
onthepoliticalsystem.
Publicpreferenceshavegreatinfluenceon
publicpolicy.

6. Saturday, June 29, 2024 kullian 6
(b) The Process Theory
This theory focuses on the process or procedure
of policy formulation.
There are identifiable patterns of political activities
or processes which often culminate in the
formulation of public policies.
Such processes or procedures are:
 Basic forces
 Agenda setting (Antecedent movement)
 Political activity
 Policy enactment
 Policy implementation
 Policy evaluation

7. Saturday, June 29, 2024 kullian 7
(i)Basic Forces
Asystemisaffectedbythebasicforcesofchange
suchaschangesineconomy,political,social,
culturalandtechnological.Example,theexpansion
ofeconomymeansanincreasedsupportto
educationandmoreprogrammescanbelaunched.
Changesintheenvironmenttendtocreatenew
situationsandneeds.
Socialforcesofmodernizationimpelthepolicy
agentslikelegislatorsandadministratorstomodify
oldpoliciesandformulatenewonestoreflectthe
currentneedsandaspirations.Example,thepolicy
changesthattookplaceatpostindependence
Tanzania.

8. Saturday, June 29, 2024 kullian 8
(ii) Agenda setting
Thismeansanymovementthatmakespeople
becomeawareoftheneedforanewpolicyandto
makepeoplegeneratepolicyoptions.
Thisinvolvestheantecedentmovementswhich
providenewpublicpolicies.Thesecanbenation-
wideorworld-wideinscope.Example,making
educationaccessibletoallchildrenofschool-going
ageisaninternationalgoal.
Insettingtheagendaforanewpolicy,several
optionsbegintoemergefromdifferentinterest
groups.

9. Saturday, June 29, 2024 kullian 9
(iii) Political Activity
Theantecedentmovementsforsettingtheagenda
provokepoliticalactivity.Therefore,interestgroups
(suchasreligious,tribal,regional,elites,etc)beginto
emerge.
Theseinterestgroupsmayuseavarietyofchannels
andmeanstoarticulatetheirneeds.Thechannels
includepersonalconnections,eliterepresentations,
demonstrations,publicdebates,massmedia,
meetings,etc.
Thesepoliticalactivitiesofdemandingforapolicy
cangeneratepublicdebatesinthemassmedia,
executivesandlegislative.Thiscallsfortheselection
ofaproposalandthebuildingofpoliticalsupportfor
theproposal.
Finally,therecanbeanendorsementoftheproposal
orsomemodificationsofit.

10. Saturday, June 29, 2024 kullian 10
(iv) Policy enactment
Thisreferstolegalformalizationofapublic
policy.Oncethepolicyproposalhasbeen
approveditiscodedintopolicylanguage
whichisakintolegallanguage.
(v)Policyimplementation
Thepolicyoncemadeisputintopracticeby
theimplementingagents.Theseagents
organizetheneededbureaucraciesand
ensurethatthepoliciesareadheredtobythe
policypublics.

11. Saturday, June 29, 2024 kullian 11
(vi) Policy evaluation
Policyoutputsaretestedtoknowtheir
popularityandeffectiveness.Whenthepolicy
isdefective,theprocessofmodification
continues.Thispropelsintoanewpolicy
cycle.

12. Saturday, June 29, 2024 kullian 12
Basic Forces
Social
Political
Economic, etc
Agenda Setting
Attract
Attention of agents
Political Activity
Interest groups
Lobbying
Debating
Policy Enactment
CodificationPolicy
Evaluation
Testing for
popularity and
effectiveness
Policy
Implementation
Activities of
implementing agent
Figure 1: Policy–Making Cycle

13. Saturday, June 29, 2024 kullian 13
(c) The Group Theory
Agroupisacollectionofindividualswhohavesomecharacteristicsin
commonandinteractwithsomefrequencyonthebasisoftheirshared
interest.Example,agroupofstudents,boys,girls,villagers,
intellectuals,peasants,etc.
Aninterestgroupisacollectionofindividualssharingsomecommon
interestsandmakingcertainclaimsuponothergroupsinthesociety.
Whentheinterestgroupmakesaclaimonthegovernmentitbecomes
apoliticalinterestgroup.
Thus,thegroupformsthelinkbetweentheindividualandthe
governmentaccordingtothegrouptheory.
Groupsstruggleandcompetetotiltpublicpolicytoservetheirinterest.
Thepolicymakers,then,respondstogrouppressure.
Therefore:Thegrouptheoristsseepublicpolicyastheequilibrium
enabledinthegroupstruggle.

14. Saturday, June 29, 2024 kullian 14
(d) The Elite Theory
Theword“elite”referstothesocialgroupthatis
consideredtobethemostinfluentialinasociety.
Theelitesarepowerfulbecauseoftheirmaterialwealth,
achievements,academicknowledge,politicalpower,
religiouspower,etc.
Becauseofthepoweritpossesses,thesmallerelite
grouptendstowieldalotofinfluenceoverthemasses.
Therefore:
Theelitetheoryseespublicpolicyasanoutcomeofthe
preferencesandvaluesoftheelite.
Theweak(masses)havelittleornoinfluenceonthe
directionofpublicpolicy.
Thepublicpolicyformedreflectsthevaluesandinterests
oftheelitesratherthanthepreferencesofthemasses.

15. Saturday, June 29, 2024 kullian 15
(e) The Institutional Theory
Publicpoliciesareauthoritativelymade,implemented
andenforcedbygovernmentalinstitutions.
Publicpoliciesareauthoritativelymadebygovernmental
institutionsandtheyareregardedaslegalobligations.
Thethreebroadgroupsofgovernmentinstitutionsare
theLegislative,theExecutiveandtheJudiciary.
Undereachgroupthereareseveralset-upsthatare
responsiblefordeterminingpublicpolicies.
Thepoliciesmadebygovernmentalinstitutionswith
authorityareregardedaslegalobligations.
Policiesofgovernmentalinstitutionsapplytoeveryonein
thecommunity.
Therefore:Policiesmadebythegovernmentinstitutions
arecharacterizedbyLegitimacy,Universalityand
Coersion.

16. Saturday, June 29, 2024 kullian 16
Educational Policy Implementation,
Evaluation and Analysis
1. EDUCATIONAL POLICY IMPLEMENTATION
WhatisPolicyImplementation?
Thisisthestageofpolicy-makingbetween
theestablishmentofapolicyandthe
consequencesofthepolicyforthepeople
whomitaffects.
Implementationinvolvestranslatingthegoals
andobjectivesofapolicyintooperational.
Policyimplementationisthestageinthe
policyprocesswherepolicyactionoccursto
addressarecognizedpolicyproblem.

17. Saturday, June 29, 2024 kullian 17
At this stage:
Thedesignofapolicyproposalisputinto
effect.
Policiesareexecutedbyrespective
administrativeagencies.
Selectedinstrumentsareappliedreflective
ofthelegislativemandate,bureaucratic
interpretation,andcapacity.
Specifiedtargetpopulations,andthe
society,experiencethefirsttangibleeffects
oftheimplementedpolicy.

18. Saturday, June 29, 2024 kullian 18
How to implement a policy opted?
Theestablishedpolicyshouldbeimplementedinorderto
becomeapublicpolicy.
Implementationmaytakedifferentformsdependingonthe
natureandsubstanceofthepolicy.
Thenecessaryrequirementsforsuccessfulpolicy
implementationinclude:
Theissuanceofpolicystatementfromtherelevantauthority.
Adetailedplanningpriortoimplementation,bymakinga
scheduleofactivities.
-Thescheduleshouldshowwhoistodowhat,whenandhow.
Accumulationofresourcestoimplementthepolicy.
-Thisincludesfinancial,materialandhumanresources.
Communitysensitisation,mobilisationandtrainingofthe
technicalpersonnel.
Evaluatingthepolicyitself.

19. Saturday, June 29, 2024 kullian 19
Policyimplementer.
Thisisaperson(orgroup)whoeffectsthepolicy.
Thismeansanypersonorgroupsofpersons
rightfullyactingforandonbehalfoftheauthorising
agent.
Theauthorisingagentofapolicyistheonewhohas
thepowertomakethatpolicy.
Authoritiescanbede-jureorde-facto.
Usually,thesuccessfulauthorisingagentsofany
policypossessesbothde-jureandde-facto
authorities.
Anauthorisingagenthasauthority(effective
influence)overanimplementingagentonly.

20. Saturday, June 29, 2024 kullian 20
Activity
Q1.WhomakeseducationalsectorpoliciesinTanzania?
Q2.WhoimplementseducationalsectorpoliciesinTanzania?
Q3.Whatarethechallengesfacingimplementersof
EducationPolicyinTanzania?

21. Saturday, June 29, 2024 kullian 21
Why are Educational Policy implementations
recording low success rates?
EducationalPolicyimplementationmayrecordlow
successratesduetothefollowingreasons:
Thepolicywasnotjustifiableonrationalgrounds;
Poorchoiceofthepolicyoption;
Poormanagementofthepolicy/poorleadership;
Poorcooperationfromstakeholders;
Poorclarityofgoals;
Inadequateresources;
Corruption,etc.

22. Saturday, June 29, 2024 kullian 22
Exercise
1.Formulateapolicythatcanbeusedtoovercome
truancyattheschoollevel.
2.Prepareactionplanforpolicyimplementation.
3.Whatchallengesdoyouexpecttofaceduringthepolicy
implementation?
4.Howtoovercomethosechallenges?

23. Saturday, June 29, 2024 kullian 23
EDUCATIONAL POLICY EVALUATION
DefinePolicyEvaluation
Thismeansassessmentofthepublicpolicyimpact.
Policyevaluationisasystematicprocessforassessingthe
design,implementationandoutcomesofapublicpolicy.
Thisisthewholeprocessofexaminingtheeffectsofpolicies.
Thisisthefinalstepintheprocessofpolicymakingwhich
involvesagenda-setting,policyformulation,adoptionand
implementation.
Policyevaluationistheongoingprocess,resultinginpolicy
changes,whicharethenimplementedandevaluatedagain.
Policyevaluationenablesallparticipantsinthepolicyprocess,to
measurethedegreetowhichaprogrammehasachievedits
goals.

24. Saturday, June 29, 2024 kullian 24
Methods of evaluating educational policy
Apolicyassessmentorevaluationcantake
placewhentheimplementationhasbeenon,
longenoughtoproduceresults.
Policyshouldbeassessedwhenitreachesa
stageofmaturity,becausepre-mature
attemptsatassessmentcanmisjudgeagood
policyforapoorone.
Delaysinassessingtheimpactofanew
educationalpolicycanproducedamaging
effect.
Thedeficienciesuncoveredinapolicyshould
beadjustedassoonaspossible.

25. Saturday, June 29, 2024 kullian 25
Techniquesofevaluatingeducationalpolicy
Policyevaluationtechniquesaremainly
formativeandsummative.
(a)Formativeevaluationexaminesthe
operationsoftheprogramme,usuallyforthe
purposeofimprovingtheprogrammeand
assessingitsimplementation.
(b)Summativeevaluationaskswhetherthe
programmeachieveditsintendedgoals.
Note:Often,thebestpolicyevaluationsemploy
acomprehensiveapproachthatusesboth
formativeandsummativetechniques.

26. Saturday, June 29, 2024 kullian 26
Therationalityofapolicyimplementedshould
beevaluatedthroughseriesofdebatesas
follows:
Publicdebates;
Debatesinthemassmedia;
DebatesbyofficersintheMinistryofEducation;
Legislativedebates;etc.
Thepolicyisevaluatedintermsofits
desirability,effectiveness,justnessand
affordability.

27. Saturday, June 29, 2024 kullian 27
(a) Policy desirability
Desirablepolicyistheonewhichinspire
peopletoseethattheirneedsaremet.
Thepolicypurposethatmeetsexpectationsof
stakeholdersissaidtobedesirable.
Thedesirableeducationalpolicyshouldmake
referencetothedevelopmentofsome
educationalknowledge,skills,attitudeand
values.

28. Saturday, June 29, 2024 kullian 28
Thefollowingquestionsshouldbeaskedtoproof
thedesirabilityofapolicy;
Isthepolicy’spurposedesirable?
Isthepolicyhavingsomeeducational
purposes?
Isthepolicy’spurposemeanttodevelopsome
educationalknowledge,skills,attitudesand
values?
Arethepolicyimpactsdesirable?
☻Note:Foraneducationalpolicytobedesired
thepurposemustbedefensibleoneducational
grounds.

29. Saturday, June 29, 2024 kullian 29
(b) Policy effectiveness
Apolicyisjustifiableifithasaneffective
meansforachievingthepurpose.
Themeansforachievingorapproachingthe
goalofthepolicymustbeperceivedtobe
effective.
Thefollowingquestionshouldbeaskedto
prooftheeffectivenessofapolicy;
Isthemeansforachievingthepolicypurpose
likelytobeeffective?
Arethepolicyimpactseffective?

30. Saturday, June 29, 2024 kullian 30
(c) Policy justness
This is the one in which the means of
achieving the purpose is legally right.
The following questions should be asked to
proof the justness of a policy;
Is the means for achieving the policy purpose
just?
Are the policy impacts justifiable just?

31. Saturday, June 29, 2024 kullian 31
(d) Policy affordability
Apolicyisjustifiableifthecostsofpursuingthe
purposesareinproportionaltotheworthofthe
purpose.
Thecostsoftheactioninresourcesandin
undesirableside-effectsareaffordable.
Thefollowingquestionshouldbeaskedtoproof
affordabilityofapolicy;
Arethecosts,measuredintermsof
expenditureofresourcesandundesirable
resultstolerable?

32. Saturday, June 29, 2024 kullian 32
Isthemeansforachievingthepurposeofthe
policyaffordableandtolerable?
Arethepolicyimpactstolerable?
Isthepolicyworthtosupport?
☻Note:Justifiablestandsforgoodand
supportable.

33. Saturday, June 29, 2024 kullian 33
EDUCATIONAL POLICY ANALYSIS
What is policy analysis?
Thisistheprocessofassessingtheimpactofpolicy
andwhereappropriate,remedyorredesignthe
policy.
Thepolicyanalystneedstorecognisethe
differencesinprioritiesbetweentheinterestgroups.
Example,therearedifferencesinprioritybetween
thepoliticalelitesandtheeducationalelites(officers
intheeducationsector).
Therefore,duetosuchdifferencesofinterest
betweenthedifferentgroupsthepolicyanalyst
shouldunderstandthepoliticalcontextofsucha
policy.

34. Saturday, June 29, 2024 kullian 34
Steps of analysing and redesigning educational
policy consists of the following:
Analysis of the existing situation (Situational
analysis);
Generation of new policy options;
Evaluation of policy options;
Ratifying a policy option;
Implementation of the policy option;
Assessment (evaluation) of policy option; and
Redesigning of a new policy (Re-cycling the
policy).

35. Saturday, June 29, 2024 kullian 35
1. Analysis of the existing situation
Thechoiceofanypolicyisfunctionallyrelatedto
timeandspace.
Achangeinpublicpolicyisaresponsetoapublic
problemorsetofproblems.
Toanalyseanyeducationalpolicyweshould
considerthebasicforcesthatistheexisting
situationintheenvironment.
Analysisshouldconsidertheexistingsituationinthe
educationsector.
Thebackgroundinformationhelpstounderstand
“whys”and“wherefores”ofwhatwefoundinthe
analysis.

36. Saturday, June 29, 2024 kullian 36
2. Generation of policy options
Policyoptionsfollowanorganisedpatternof
collectingandanalysingdata,includingpolicy
optionsandredefiningtheoptions.
Dataareusuallyderivedfromaseriesof
researchfindings,nativewisdom and
professionalknowledgeorfromtheperiodic
analysisoftheeducationalsector.
Educationalpolicyoptionscanbeproducedby
proposingmarginalchanges.
Inpracticeonlytheoptionsthatarefeasibleand
rationalareconsidered.

37. Saturday, June 29, 2024 kullian 37
Generation of policy options
Educationalpolicyoptionsalsocanemergefrom
influencesoutsidetheeducationalsystem.
Policyoptionsalsoareconsciouslyandunconsciously
importedduetocontactwithoutsideinfluence(eg.
Duetoglobalisation,WorldEconomicCrisis,foreign
influencefrominternationalagencieslikesUNESCO,
WorldBankandUNICEF,etc.).
Note:Ifeventsfromothersystemsapparentlyunrelated
toeducationariseandcauseaneedforan
educationalpolicy,iscalledanad-hocwayof
generatingpolicyoptions.

38. Saturday, June 29, 2024 kullian 38
3. Evaluation of policy options
Theemergingandexistingpoliciesareusually
subjectedtopublicdebates,debatesinthemass
media,debatesbyvariousofficersandinformal
debates.
Therefore,therationalityofapolicychoiceshouldbe
justifiedthroughseriesofdebatesbeforeadoption.
Apolicyisevaluatedintermsofitsdesirability,
effectiveness,justnessandaffordability.
Generally,educationalpolicyoptionshouldmeet
needsofthemajority,whereas,thefeware
compensatedinotherterms.

39. Saturday, June 29, 2024 kullian 39
4. Choice of a policy option
Differentpeopleanddifferentgroupshave
differentinterests.
People’sthoughtpatternsareoften
dominatedbyacalculusofselfinterest.
Adoptionorratificationofapolicyisthe
outcomeofthebargainingandtradeoffs
betweentheactors.
Therefore,aneducationalpolicyisadopted
aftermuch‘panel-beating’thepolicythat
resultsmaynotbeabletomaximisebenefits
foranysingleinterestgroup.

40. Saturday, June 29, 2024 kullian 40
5. Implementation of a policy option
Policyoptionimplementationinvolves
drawingascheduleofactivitieswhichshows
“whoistodowhat,whenandhow;the
neededresourcesandtherequired
personnel”.
Successfulimplementationofaneducational
policyrequiresthemobilisationofpolitical
support.
Peopleshouldbepreparedandinvolvedinall
stagesofpolicyformulation,forsuccessful
implementationofthepolicy.

41. Saturday, June 29, 2024 kullian 41
6. Assessment of policy impact
Apolicyassessmenttakesplacewhenthe
implementationhasbeenon,longenoughto
produceresults.
Prematureanddelayedattemptsatassessmentcan
produceadamagingeffecttothepolicy.
Assessingtheimpactofaneducationalpolicy,an
analystshouldconsiderthemajorfourareasof
testingthepolicy,namelydesirability,effectiveness,
affordabilityandjustness.
Apolicyoptionisjustifiedtoberationalifitis
desirable,effective(feasible),justandtolerable.

42. Saturday, June 29, 2024 kullian 42
Toassessthepolicyimpactthefollowingquestions
areasked:
Aretheimpactsofthepolicydesirable?
(Desirabilityquestion).
Arethemeansforachievingthepolicypurpose
effective?(Effectivenessquestion).
Arethecostsmeasuredintermsofexpenditureof
resourcesandundesirableresultstolerable?
(Affordabilityquestion).
Arethemeansfordoingsomethingwhenever
someoneobtainsright?(Justnessquestion).
Note:Answerstothosequestionswilldeterminethe
requiredpolicyadjustments.

43. Saturday, June 29, 2024 kullian 43
7. Redesigning of a new policy (Recycling)
Aneweducationalpolicyemergesinresponseto
societalproblemsaffectingtheeducationsectoror
system.
Anewpolicyisformulatedfromanyofthefollowing
events;
(a)Theresultsofimpactassessmentoftheexisting
policy(oldpolicy).
(b)Whenaninnovativeleaderdetectsapublic
yearningforchangeineducationalpolicy.
Note:Usuallytheconclusionofapolicyanalysis
providesinputintoanewpolicycycle,andthe
processofrecyclingshouldneverend.

44. Saturday, June 29, 2024 kullian 44
ANALYSIS /REVIEW OFEDUCATIONAL
POLICIESINTANZANIA
1. COLONIAL EDUCATION POLICIES
ThefirstforerunnersofcolonialeducationinEast
AfricaweretheMissionaries.
Theprincipalaimofmissionarieswastopropagate
theirfaith(Christianity).
Theirfirstconvertswerethefreedslaves.
TheMissionariesrealisedthatprovisionof
elementaryeducationalfacilitieswasusefulto
acceleratetherateofconversion.
Theconvertswerethenusedtospreadreligious
ideas.
Fromsuchcontexttheeducationalactivitiesofthe
missionemergedandmissionschoolsdeveloped.

45. Saturday, June 29, 2024 kullian 45
The Features of Mission Education
Manualwork.
Trainingforpracticaljobs.
Educationforconversion,e.g.makingpeople
catechistswhopreachedagainstIslamand
LocalReligions.

46. Saturday, June 29, 2024 kullian 46
The Purpose of Missionary Education
Makingpeopletoacceptcolonialrule/
system.
Ideologicalconversionofpeople(e.g.strong
beliefinWhiteracesupremacy).
Tojustifyandrationalisecolonialismas‘awill
ofGod’toinculcateChristianmorality.
Topreachsubmissivenessandhumilityas
primevirtues.

47. Saturday, June 29, 2024 kullian 47
A. DEVELOPMENT OF EDUCATION SYSTEMS DURING
THE GERMANY RULE IN TANZANIA MAINLAND
(i) Development of Mission Schools
Theoutputsofmissionschools(Catechists)
wereusedtoopenBushSchoolsinthe
villages,nearerandfarfromtheMission
Centres.
TheBushSchoolsfedthecentralmission
school(oftenaboardingschool).
Qn:Whatistheimplicationofaboarding
school?

48. Saturday, June 29, 2024 kullian 48
Missionaries realised that:
Boardingschoolsweremuchmoreeffectivethan
dayschools.
Pupilsinboardingschoolswereundertheir
supervisionallthetime.
Missionschoolsdevelopedintofullyfledgedprimary
schools.
Primaryschoolstrainedpeopleinvocational
education(e.g.crafts&agriculture),catechistsand
teachers.
SubjectstaughtinMissionSchoolsincluded
religiousinstruction,BibleHistoryandhymnsinging
alongsidewithreading,writingandarithmetic.

49. Saturday, June 29, 2024 kullian 49
Mediaofinstructionwerevernacular,German
andlaterKiswahili.
Classroominstructionwassupplemented
withmanuallabourwhichengagedpupilsin
carpentry,masonry,shoe-making,farming
andothermissionaryworks.
Missionariesspreadthedoctrineof“workand
prayer”.
Veryfewgirlswereadmittedinsomemission
schools.

50. Saturday, June 29, 2024 kullian 50
(ii) Quran Schools
Thesehadbeenthefirstinstitutionsto
provideformalliteracytraininginTanzania
Mainland.
Pupilsweretaughttoreciteandreadthe
QuraninArabic.
Later,pupilslearnthowtoread,writeanddo
simplearithmetic.
Theseschoolsdeclinedsoonafter
establishmentofcolonialgovernmentschools
alongthecoastaswellasintheinterior.

51. Saturday, June 29, 2024 kullian 51
(iii) Development of Colonial Government
Schools
Thefirstgovernmentschoolswereopened
alongthecoast,particularlyinTanga,
Bagamoyo,DarEsSalaamandLindi.
ThegovernmentpromotedbothKiswahiliand
Germanlanguagesasthelinguafrancafor
theterritory.
Thegovernmentconflictedwithmissionaries
duetopromotionofKiswahili.
Missionariesaccusedthegovernmentfor
acceleratingthespreadofIslamtothe
interiorthroughKiswahili.

52. Saturday, June 29, 2024 kullian 52
Kiswahilibecameoneofthelanguageof
instructionsinthegovernmentschools.
Thesubjectsinthecurriculumincluded
Swahili,German,Arithmetic,Geography,
NaturalHistory,Drawing,Singing,Musicand
Gymnastics.
Theeducationprovidedwasfunctional
(practical).Thatisitwasdirectlyrelatedto
thejobstobedonebypupilsaftercompleting
school.
Example,Tangaschoolopenedin1892was
laterfrom1899trainedfundis.

53. Saturday, June 29, 2024 kullian 53
The purpose of German Colonial Education
Totrainthecolonialpeopletoworkforthe
governmentandthesettlers.
Toenablethenativetobeusedingovernment
administration(loyalpeople).
Toinculcatealikingfororder,cleanliness,
diligenceanddutifulnessandasound
knowledgeofGermancustomsandpatriotism.

54. Saturday, June 29, 2024 kullian 54
The Features of German Government Schools
Pupilscontributedtowardsthecostoftheirown
education.
Theworkdonebypupilswhileatschoolcoveredthe
expensesforconstructionofschool,buyingteaching
material,maintenanceofschoolfacilities,payingthe
teachers,etc.
Thegovernmentimposedspecialleviestothe
communityforrunningtheschools.
Schoolshadprojectstoaccruefundsforrunningand
expansionofschools.Eg.Coconutplantationsowned
byschoolsinTanga.
Pupilswerestrictlydisciplinedandseverelypunished
formisbehaving(e.g.chaining,flogging,etc).

55. Saturday, June 29, 2024 kullian 55
Teachersalsowerepubliclypunishedfor
misbehaviour(e.g.absenteeism,latecoming,
etc).
Girlswerenotadmittedinthegovernment
schools.
Thechildrenofcolonialadministratorsand
settlersreceivedtheireducationinthe
metropolis.
LaterontwoschoolsforEuropeansweresetup
inDarEsSalaamandMeruarea.

56. Saturday, June 29, 2024 kullian 56
Assignment
Reviewthedevelopmentofcolonialeducation
atpostMajiMajierainGermanEastAfrica
(TanzaniaMainland).