Educational Policy Making in Tanzania – From 1967 to 2014
DOI:
https://doi.org/10.61538/jipe.v8i1.172Abstract
‘Educational Policy Making in Tanzania’ identifies three major turning points in Tanzania educational policy making process. These are marked by the 1967 Arusha Declaration; the 1980s macro policies which emphasized rationalization of investment, liberalization and cost-sharing; and the Vision 2025 which sought to bring Tanzania of knowledgeable and skilled individuals to competently and competitively deal with development challenges of the time. In turn, the changes translated to the 1967Education for Self-Reliance (ESR), the 1995 Education and Training Policy (ETP) and the 2014 Education and Training Policy (ETP II) respectively. It is argued that self-reliance and decentralization in the provision of education characterize educational policy objectives in Tanzania in order to achieve access, equity and quality in the provision of education. Despite these ideals, there are serious shortfalls in the way educational data are analyzed for identification of appropriate strategies for moving to desired destination. Policy making involving the civil society, intellectuals, think tanks or policy research institutes and lobbyists is recommended in order to sufficiently deal with the dynamics of educational planning and realize the intended objectives. ÂReferences
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