Primary Education

 

Primary education is idiosyncratic and adaptable to the relevant context. Thus, a pertinent understanding is perpetually unintelligible. A laconic delineation typically refers to the first stage of formal education and the foundation of methodical learning. I aim to identify and discuss the differing approaches to primary education in Tanzania compared with that of England. I will compare and analyse the variances of each didactic context, focusing on the historical development and the pedagogy ethos of both primary educational systems.

The Tanzanian culture holds firm values that are evidently prevalent. This is apparent within the strong family structures and the diligent and assiduous outlook on labour and providing. Education in Tanzania is no exception to this ethical standpoint. Primary education in Tanzania is approached in a holistic manner to compensate for the limitations that prevail. This involves a direct engagement with the milieu rather than focusing meticulously on curriculum and structure. Analogously, the English educational system holds strong principles that go beyond merely educating. Pepin (1988) posits that the focal underpinning philosophy of the system is humanism. The humanist pedagogy embodies the belief that learning should place prime importance on each individual. This approach emphasises a strong interaction between the teacher and student, encompassing both moral and academic development.

The historical development of Tanzanian primary education became prominent upon gaining independence from Britain in 1961; Tanzania prioritised education as the fundament of their development. The objective was to ensure a thorough education would quintessentially go on to provide a basis for self-reliance (Chonjo, 1994). The socialist government of Nyerere (1967) had to ensure the first stages of education were adequate in order for such revival to be successful. This provoked the Universal Primary Education Programme (UPEP) (1974) (Galabawa, 2001) which gave importance to the long-term implications that quality primary education would generate. However, the introduction of such cohort was liable for burdens on facilities and teaching in primary schools across Tanzania. The pursuit of utopia was fallible as attainable resources were sparse, and thus UPEP emerged unsuccessful. A similar revival was evident in primary education in England. The system was revolutionised in response to the Plowden report (1967). Primary education was considered in all aspects to ensure an efficacious transition into secondary education. This movement prompted the Education Reform Act (1988) that introduced significant changes into primary schools. The introduction of core subjects came into fruition and national testing of pupils at set ages became compulsory. Alexander (1996) critiques that there was a lack of continuity in learning upon the changes in primary schools, a movement that he believed to hinder formal education. Thus the reform instigated stark structural differences.

Conclusively, variances and parallels are evident amid both contexts. A similarity of approaches towards the didactics prevails in Tanzania and England. Both exhibit a holistic attitude towards learning, demonstrating that an individual’s needs en bloc are taken into consideration. This is accomplished through the connection of learning and milieus to form an intrinsic reference. The countries’ educational systems both experienced a political revival in an attempt to revolutionise the art of primary education. Although Tanzania possessed great innovation, there was a distinct lack in resources to support such enthusiasm. Conversely, the English educational system retained vast facilities but appeared to lack creativity to bring the ideals to fruition. 

 

Rosie Clark