Tanzania’s Globalization and the Development of Primary Education

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1. Surveillance of the country and the system of primary education:

Tanzania covers an area of ​​945,000 square kilometers and includes about 60,000 square kilometers of inland water. The population is about 32 million, with an average annual growth rate of 2.8 percent per year. 51% of the total population is women. The majority of the population lives in Mainland and the rest live in Zanzibar. Life expectancy is 50 years, and the death toll is 8.8%. 

The economy depends on agriculture, tourism, production, mining and fishing. Agriculture accounts for about 50% of gross regional product and accounts for two-thirds of Tanzania’s exports. Tourism contributes 15.8%; Manufacturing, 8.1% and excavation, 1.7%. The system of pre-school, primary, elementary level secondary education, advanced secondary, technical and higher education system is 2-7-4-2-3 +. Primary school education is compulsory and parents must enroll their children in school. The primary school teaching event is in Kishwa.

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One of the main goals of the first president was J.J. As stated in the 1967 Arusha Declaration, Nairo was Tanzania’s development strategy, which ensured that all members of society had equal access to basic social services. In the field of education, this goal was changed to the Primary General Education Movement in 1974, which aims to make primary education universal and compulsory, and to make it free for consumers to deliver to the poor. 

With the implementation of the strategy, a large-scale increase in the number of primary schools and teachers has been achieved through campaign-type programs with donor funding. In the early 1980s, every village in Tanzania had an elementary school, and the general education class was close to 100 percent, although the quality of education was not high. The Department of Education in 1996-2001 is moving forward with the Development and Implementation of the Primary Education Development Plan – PEDP.

2. Globalization

Different scientists may differ in the concept of globalization. According to Cheng (2000), it is about the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms through countries and societies around the world. Global views and features related to globalization include the development of the global network (e.g., the Internet, global e-commerce and transport), globalization, technology, economics, society, politics, culture, and learning. , international unions, competition. , International Cooperation and Exchange, Global Rural, Multinational Integration and Application of International Standards and Indicators. See also Macule (2008) and MoEC (2000).

3. Globalization of education

Discipline in the field of education can be interpreted in a similar way to the above meanings in globalization, but they are all key words related to education. Democrat & Walker (2005) argue that in a world of globalization and internalization, not only business and industry are changing, but education is also gaining a new order. This situation shows how each new nation should respond to this new order. Globalization seems to have a positive impact on others, as this responsibility is the result of inequality within the nation, and in economic and perhaps cultural differences in the world (Bush 2005). In most developing countries, these forces come from outside and undoubtedly become more active because they do not have the resources to implement them (Arnov 2003; Crosley and Watson, 2004).

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