Abstract:
As an educator and a head of state, Julius Kambarage Nyerere questioned the
rationale of the education system inherited from colonialism which perpetuated
exploitation and underdevelopment in postcolonial Tanzania. The education system
after Tanzania gained its political independence in 1961 did not sufficiently meet the
needs and social objectives of Tanzanians. It was only after the Arusha Declaration
of 1967 that Nyerere formulated the first policy on education - Education for Selfreliance
– with the goal of re-examining and modifying the education system in
Tanzania. Education for Self-reliance emerged as an attempt to revolutionize the
educational system, making it more relevant to Tanzanians, while using education as
a vehicle for eliminating socioeconomic inequalities in Tanzania and cultivating a
culture of self-reliance. Despite the challenges faced in the implementation process,
Nyerere’s approach to development through Education for Self-reliance was peoplecentred.
I It contributed to changes in the Tanzanian peoples’ attitudes and provided
the necessary knowledge and skills which would enable them to be active
participants of their own development. This study sets out to reconsider Tanzania’s
education policy under Nyerere by examining Education for Self-reliance as an
alternative path to development, while evaluating the practical effectiveness of the
policy in postcolonial Tanzania.
