National Development Policy and Outcomes at the University of Dar es Salaam
Bibliographic Data
| ID | 7230741 |
|---|---|
| Authors | Leslie S Block (corresponding author) |
| Year | 1984 |
| Volume | 27 |
| Issue | 1 |
| Pages | 97-97 |
| Publication date | 1984-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | African Studies Review (JOURNAL) |
| Journal identifiers | ISSN: 0002-0206 • E-ISSN: 1555-2462 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/523952 |
| OpenAlex | W1969499978 |
| Language | EN |
| Citations received | 1 |
| References cited | 16 |
Education in post-colonial African nations has served as the apparatus for sustaining and accelerating overall development, for increasing political and social awareness, and for providing a cadre of highly trained indigenous manpower to implement, manage, and administer ambitious national development strategies. To understand the process and impact of an educational system, however, one must be cognizant of exogenous forces. From a structuralist frame of reference, Apple (1975) asserts that researchers must examine the power and control external to the educational system, thus making political and economic decisions an integral part of an educational investigation. Scribner (1970) argues that researchers cannot avoid the effects of political demands on the changes in the educational system. The relationship among educational systems and variables in the social, economic, and political systems in which education exists have been well studied in the comparative education literature (Apple, 1975; Arrighi and Saul, 1973; Dasgupta, 1974; Jolly, 1969; Mazrui, 1978; Morrison, 1976; Simmons, 1974; Simmons and Alexander, 1975). However, the outcomes of the relationship between politics and higher education in post-colonial Africa have not been documented extensively. This paper helps to remedy this deficiency by examining the functional relationship between the national level of leadership in Tanzania and the nation's only university, the University of Dar es Salaam. Julius K. Nyerere, the President of Tanzania since its inception, and the ruling party have attempted to accomplish decolonization, restructure the educational system, and promote rural development. Specifically, this paper examines national policy decisions and their outcomes at the University of Dar es Salaam to determine how the policy goals of Nyerere and the ruling Party have altered university programs and procedures, and if the outcomes of the reform efforts have been consistent with stated national goals during the post-Arusha Declaration decade (1967-1977).' The paper reviews the educational conditions at the time of independence in Tanzania, and examines the salient goals of specific policies of Tanzania's indigenous democratic socialist development strategy. This analysis is used as the basis for devising development indicators to determine if the reform efforts at the
Business · Dar es salaam · Economic growth · Economics · Environmental planning · Geography · Political science · Tanzania · Global Educational Policies and Reforms · Public Administration
Essays on the Political Economy of Africa
False start in Africa
Political values and the educated class in Africa
The brain drain from low‐income countries
The Politics of High Level Manpower Supply in Tanzania
Ujamaa a Commentary on President Nyerere's Vision of Tanzanian Society
Education and Politics in Africa
The Politics of Educational Reform
Tanzania finds its own way
The Screening Hypothesis and the Returns to Education
The Practice of Manpower Forecasting
Education and Emigration
Socialism and Economic Development in Tropical Africa
Brain Drain or Overflow
The social control thesis and educational reform in dependent nations
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |