Examine the assertation that Nyerere’s educational ideas or views might have contributed to the Zimbabwean education system.
Many features of Nyerere’s educational ideas have a universal relevance and have inspired many educators, educational and development organizations around the world. In particular, his educational views have often been regarded as an appropriate and rational educational alternative for many Third World countries. It has to be understood in the light of the realities of underdevelopment, caused by colonialism and capitalism in many Third World countries, including the United Republic of Tanzania. More specifically, it has to be understood in relation to changing the inherited Western model of education in a poor and developing country aspiring to a self-reliant and socialist development, for, in the final analysis, it is the goals of egalitarianism and human-centred development that characterize Nyerere’s political ideology.
According to Lewis(2013) the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
In one of his famous ideologies Nyerere emphasised on the issue of self-reliance which he said proclaimed war against poverty, work by everyone, fair sharing of resources collectively produced and respect for human dignity Hinzen & Hundsdorfer, (2004). The word he coined for this attitude of self-reliance was ujamaa a Swahili word meaning brother hood or family hood. He viewed education not only as a means of teaching these principles but in doing so through real life experiences. Kijanja (2005) postulates that the formation of national art schools and the introduction of vocational subjects such as music, art, fashion and fabrics and food and nutrition saw the validation of his policy. In this