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Problems Facing Labour Unions Today

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POLICY CHOICES IN SECONDARY EDUCATION IN AFRICA: CHALLENGES SEEN FROM DIFFERENT PERSPECTIVES IN AN AFRICAN COUNTRY A CASE STUDY OF TANZANIA MAINLAND AS SEEN BY TANZANIA TEACHERS’ UNION (TTU)1.

A PAPER PRESENTED AT THE LAUNCH SEMINAR OF THE NORWEGIAN POST-PRIMARY EDUCATION PROGRAM FOR AFRICA (NPED)

ORGANISERS: THE WORLD BANK, WASHINGTON AND MINISRTY OF FOREIGN AFFAIRS, ROYAL NORWERGIAN GOVERNMENT, NORWAY

PRESENTER: EZEKIAH T. OLUOCH

DEPUTY GENERAL SECRETARY

TANZANIA TEACHERS’ UNION (TTU)

PLACE: VOLSENASEN CULTURE AND CONFERENCE HOTEL OSLO, NORWAY

DATES: 13RD – 14TH SEPTEMBER 2006
1. INTRODUCTION:

The United Republic of Tanzania was formed out of the union of two sovereign states namely Tanganyika and Zanzibar. Tanganyika became a sovereign state on 9th December 1961 and became a Republic the following year. Zanzibar became Independent on 10th December, 1963 and the People’s Republic of Zanzibar was established after the revolution of 12th January 1964. The two sovereign Republics formed the United Republic of Tanzania on 26th April, 1964. However, the Government of the United Republic of Tanzania is a unitary republic consisting of the Union Government (Tanzania Mainland) and the Zanzibar Revolutionary Government (URoT, 2005)2 and it is guided by the Constitution of the United Republic of Tanzania, Constitution of the Zanzibar Revolutionary Government and an Article of the Union, which is part of the Constitution of the United Republic of Tanzania. According to the Article of the Union, the union government does not deal with education and labour matters.
This presentation will only focus on challenges on policy choices in secondary education in Tanzania Mainland.

Tanzania

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