Kwanini watanzania wanamlaumu mwalimu Nyerere kwa kukosa elimu?

[JokaKuu]

" I was in Washington last year. At the World Bank the first question they asked me was `how did you fail?' I responded that we took over a country with 85 per cent of its adult population illiterate. The British ruled us for 43 years. When they left, there were 2 trained engineers and 12 doctors. This is the country we inherited. When I stepped down there was 91-per-cent literacy and nearly every child was in school. We trained thousands of engineers and doctors and teachers. In 1988 Tanzania's per-capita income was $280. Now, in 1998, it is $140. So I asked the World Bank people what went wrong. Because for the last ten years Tanzania has been signing on the dotted line and doing everything the IMF and the World Bank wanted. Enrolment in school has plummeted to 63 per cent and conditions in health and other social services have deteriorated. I asked them again: `what went wrong?' These people just sat there looking at me. Then they asked what could they do? I told them have some humility. Humility - they are so arrogant!" - Mwalimu Nyerere, 1998

..World Bank ya wakati wa Bob McNamara ambaye alikuwa rafiki yake Mwalimu walitupa misaada na mikopo mingi tu.

..kulitokea mabadiliko ya kisera[free market policies] huko WB na IMF na jamaa wakawa hostile kwa nchi za kijamaa kama Tanzania.

..nadhani hapo Mwalimu alikuwa na hasira tu na hao jamaa. hiyo ilikuwa ni fursa nzuri sana ya kuyachambua matatizo yetu, badala ya kutoa kauli za kijeuri.

 

[Andindile]

..off course kuna wakati tatizo ni la mwanafunzi.

..lakini tatizo likiwa kubwa zaidi, na ukaona idadi kubwa ya wanafunzi wanafeli, basi watu lazima wahoji mfumo uliopo.

..mfano: wanafunzi wengi sasa hivi hawaimudu lugha ya Kiingereza. je, tatizo ni wanafunzi au mfumo wetu wa ufundishaji lugha hii?

Yote yawezekana, nakumbuka shuleni kwetu tuliambiwa tuongee kingereza, wakaweka na vibao vya kukamatisha waongea kiswahili na kuwapa adhabu. walimu walitumia kiingereza kutufundisha mpaka vitabu vya kupractice lugha, one of them Mabala the Farmer (I miss that book). Sie wanafunzi ndio tulifanya hujuma kwa kukataa maksudi kuzungumza kiingereza na lugha bila zoezi huwa haikui. kila bibao kikitolewa tunatupa maksudi, mwalimu akitufundisha kwa kingereza sie tunakwenda kuzungumza kiswahili. Hapo nani mwenye tatizo? hivyo bila nia ya wanafunzi kujifunza kiingereza mwalimu atawaingiza hicho kiingereza kwa lazima kwenye vichwa vyao? Hao waliokataa kujifunza kiingereza shuleni leo ndio walimu wanaofundisha mashuleni. Kama hawaimudu lugha ya kiingereza watatumia ligha gani? Thus bandu bandu humaliza gogo. Tulianza wachache kutotilia maanani lugha, sasa limekuwa tatizo la nchi nzima.

 

[Magobe T]

Waache kuleta za kuleta, Nyerere kaichukua nchi haina kitu kielimu wala kiuchumi, alifanya kila linalowezekana watanzania waweze kusoma bure toka chekechea mpaka chuo kikuu, tulikuwa hatuna hata chuo kikuu hata kimoja, lakini kwa kuanzia akatupatia vyuo vikuu viwili, na vyuo vingine kemkem kama ulivyo vitaja hapo juu. Hatuna shukran kwa kweli. Tulitaka vyuo vikuu viote kama uyoga kwenye nchi ambayo wakati huo haikuwa hata na viwanda, hata uzalishaji wa kueleweka mashambani haukuwepo, na biashara zilikuwa za kubangaiza. Alitutoa katika hali ya chini kabisa, lakini tumeishia kumlaumu. Alitujengea viwanda tumeua, mashirika ya umma yote tumetoa bure, alituhifadhia madini tumegawaa bure kama njugu, alituhimarishia bandari tumewapatia washkaji, alitujengea reli ya TAZARA tumeua, Mabenki tumeyatoa kama njugu hata kubaki na hisa ailimia 49 kwa ajili ya watanzania hatutaki. Kila kitu ambacho kingeimarisha uchumi wa mtanzania kiko mikononi mwa wanyonyaji. Jamani Nyerere alifanya mengi sana lakini kwa vile tulivyokuwa na shingo ngumu hatukuliona na badala ya kuungana nae kufanikisha hayo malengo tuliishia kuwa sehemu ya wahujumu. Kumbukeni nchi hii wakati anaichukua haikua na kitu cha kujivunia. Leo kuna vijiji ukienda kuna zahanati na mateki ya maji ambayo hayafanyi kazi lakini yalijengwa wakati wa Mwalimu. Eti tunasubiri tukaombe hela kwa wahisani ili tuiboreshe wakati pesa tuliyonayo tumewaachia mafisadi wakitanulia.

Mtoto wa mkulima alipelekwa chuo kukuu akilipiwa kila kitu. Mzazi alikua hajui cha nauli wala gharama za kumsomesha mtoto chuo kikuu zilikuwaje. Achilia mbali shele ya msingi na sekondari. Tulitegemea waliofaidi elimu nzuri ya wakati huo wangeiboresha zaidi kwa ajili ya kuimarisha utaifa na moyo wa uzalendo kwa watanzania lakini wapi wamekengekeuka na ndio sumu kali ambayo haitaki mtoto wa maskini apate elimu waliyoipata.

Tuache kulaumu adui yetu yupo madarakani. Tuna mwaka mmoja wa kufanya maamuzi mazito lakini yenye uchungu na matumaini kwa aajili ya nchi yetu

Nasema Nyerere apewe sifa kwa hilo na tumwache apmzike kwa amani huko aliko

Umesema kweli. Mimi natoka familia maskini. Hadi nilipokuwa Form II nyumbani tulikuwa tukikalia kuni au magogo ya miti kama viti. Meza ilikuwa sakafu ya udongo, nk. Asingekuwa Nyerere mimi nisingesoma na hadi leo naendelea kusoma na nina miaka 48.

Hao wanaomlaumu Nyerere ni wale wasio na hoja za msingi. Walitaka afanye nini zaidi kwa wakati huo? Lakini hebu angalia baada ya Nyerere tumefika wapi? Elimu yetu duni; jiji letu la Dar es Salaam chafu; madini tunayo lakini umasikini unazidi kuongezeka na wanasiasa wanazidi kuneemeka (kutajirika); ubinafsi umezidi!

 

[Zahir Salim]

Si kweli kwamba Mwalimu hakutaka tusome. Alitaka sana, but he went about it the wrong way. Alikamata, kwa nguvu, shule za Makanisa na shule nyingine za watu binafsi. That was a colossal mistake.

Leo hii, tungekataza shule za Makanisa na shule za watu binafsi kama alivyofanya Mwalimu si tungekwisha!

Mwalimu won some and lost some. Let us learn not only from his successes but also from his mistakes.

Uliyoyasema ni kweli Mwalimu ndie hasa aliyeivuruga Tanzania kwa sera zake zisizokuwa na Kichwa wala Miguu

 

[Mkandara]

Andindile,
Mkuu wangu sema ukweli hapa.. Wewe ulifundishwa kiingereza lakini mkaongea kiswahili kwa sababu hamkujua kuongea Kiingereza..Kusoma na kuongea ni vitu viwili tofauti kabisa, hata kama mlilazimishwa kama hamuwezi kuongea lugha ya watu hamuwezi!.. sasa mngezungumza kitu gani yaani hizo terms za Hesabu na Biology....
Tatizo lenu ilikuwa ni misingi ya elimu nzima ya wakati huo kwamba Kiingereza kilifundishwa kama lugha ya kufundishia badala ya kuwa Lugha ambayo mlitakiwa kuandaliwa toka mkiwa vidudu..Hivyo katika msomo yote ya siku nzima kiingereza chenyewe kama somo kilikuwepo labda mara moja kwa siku, huko chini ndio kabisaaa pengine mara tatu kwa week!..utaweza vipi kuongea kiingereza!
Hivyo hao walimu wenyewe hawakuelewa umuhimu wa kuifahamu lugha ukaweza kuzungumza ndipo unaweza kuitumia katika mazungumzo yako..
Tazama leo hii, vijana wanazungumza kiingereza hata wengine hawakwenda shule wengine ni ma Beachboy tu, lakini kichwani hamna kitu..Kiingereza kama lugha kinapanda, elimu ya masomo ya shule wanatoka kabuntas!
Tunachozungumzia hapa sii watu wangapi wanaongea kiingereza isipokuwa kushuka kwa elimu nchini, tatizo ambalo binafsi naliona ni kubwa sana kuliko uchache wa shule wakati wa Mwalimu..

Jokakuu,
Kweli Nyerere hakuhitaji kujisifia kwani record ya Elimu nchini inamsuta na kwa bahati mbaya yeye Nyerere hakuona kipimo cha maendeleo ya elimu ni wasomi kulingana na population badala ya hesabu ya wasomi wangapi wakati wa mkoloni against yake yeye.....
Kama nilivyosema, tatizo kubwa la wasomi wetu iwe ktk uchumi au hali ya masiha ya wananchi mara nyingi hutazama vitu kwa kutumia zaidi Siasa. Nyerere alipoulizwa swali kwa nini tumeshindwa, akili yake mara moja ilimtuma kuwa kwa nini Ujamaa umeshindwa!.na nina hakika hata muuliza swali alifikiria kushindwa kwa Ujamaa..
Ni lugha iliyokuwa ikitumika na ilikuwa kawaida kabisa kwani hata Kenya walituita sisi Wajamaa, ni hivi wajuzi tu wameanza kutuita WaTz!..
lakini in all wakati wa mkoloni na wa Nyerere kila shule nchini ilikuwa ikifanya sherehe iktoa mtoto hata mmoja kujiunga na sekondary, hesabu hiyo ilipanda kidogo wakati wa mwalimu alipoongeza shule chache lakini bado kabisa namba hazikukubali.. Nakumbuka hadi mwaka 1984 bado shule nyingi zilikuwa zikitoa watoto mmoja au wawili na zile bora zaidi zilifikia watoto 15 kama sikosei..In average kwa nchi nzima ndio hiyo asilimia 7 ambayo mwalimu alikuwa anajisifia.. Inasikitisha sana kuwa hadi leo hii bado matatizo yetu yamesimama pale pale pamoja na ongezeko la Vyuo na Universty kuwa mara 5 zaidi ya mwaka 1984 bado hesabu ya watoto wanaosoma vyuo hivi ni ndogo sana ukilinganisha na Population yetu..

 

[Magobe T]

Uliyoyasema ni kweli Mwalimu ndie hasa aliyeivuruga Tanzania kwa sera zake zisizokuwa na Kichwa wala Miguu

Siyo kweli kwamba alivuruga. Mwalimu alikuwa na 'vision' fulani. Kwanza ujue alikuwa muumini mzuri kabisa wa dini yake. Na hakutaifa shule hizo by mistake. Ila kitu alichodhani kingetuendeleza zaidi kilishindikana kutokana na kwamba hakuwa na 'support' ya kutosha ya watendaji ambao wangeweza kutafsiri kwa vitendo mawazo yake.

Na hata hivyo, alipoona vision yake haiwezikani akaondokana nayo na ndiyo maana baadhi ya shule na hospitali za mission zilianza kurudishwa wakati akiwa bado rais (in the 1980s). Leo hii kiongozi akifanya kosa au akiona kitu fulani hakiendi hawezi kusema amekosea ila atajifanya watu hawakumwelewa. Hao ni aina ya viongozi tulio nao leo.

Nina imani kuwa kama Nyerere angekuwa bado yuko hai baadhi ya madudu yanayofanyika katika nchi hii yasingefanyika kabisa na angeweza hata kuanzisha chama tawala kingine na kukisimamia na kikakubalika na Watanzania walio wengi.

Leo hii tunaona nchi yetu inatafunwa na wachache wanaozidi kuneemeka - watoto wao wanasoma na kutibiwa ng'ambo - na hakuna mikakati ya makusudi ya kuboresha huduma za kijamii kwa wote nchini. Kila kitu kimebaki kwa watu wenye pesa tu.

By the way, hivi hela zinazotokana na madini zinaenda wapi na hasa ukizingatia kuwa Tanzania ni nchi ya kwanza Sub-Saharan Africa kupata misaada mingi?

 

[Madela Wa- Madilu]

Ukitaifisha shule maana yake hutaki mmiliki aendelee kumiliki ila wewe.
Je mmiliki yule atajenga tena shule?
Je uatakuwa umezuia shule binafsi?
Jibu ni ndiyo.

Kiswahili hakina msamiati wa kutosha.
ukweli kwamba kufundisha kiswahili Tanzania kumewezesha kuikuza lugha hiyo hakuwezi kuondoa ukweli kwamba kumedidimiza ukuaji wa kujielimisha.
Teknolojia zote duniani ziko kwenye lugha zilizo komaa na kuwa na msamiati wa kutosha.
Kiswahili ahakinamsamiati wa kutosha hata leo hii hakiwezi kutumika kama lugha ya kufindishia Tanzania sembuse 1968?
Kwamba watu walisoma kwa sababu Nyerere alitaifisha shule za makanisa ni ukweli usiopingika lakini wakati huo huo hatua hiyo ilivuruga mipangao yote ya muda mrefu ya makanisa kuendeleza elimu katika hatua ya vyuo vikuu. Pia hataua hiyo ilipunguza nguvu ya elimu badala ya kuiongeza kwa kuongezea shule zilizo jengwa kwa nguvu ya wananchi wenyewe.
Mkazo mkubwa wa elimu chini ya mwalimu Nyerere ulikuwa kuhitimu shule ya msingi ksiha nenda kalime.

 

[Andindile]

Andindile,
Mkuu wangu sema ukweli hapa.. Wewe ulifundishwa kiingereza lakini mkaongea kiswahili kwa sababu hamkujua kuongea Kiingereza..Kusoma na kuongea ni vitu viwili tofauti kabisa, hata kama mlilazimishwa kama hamuwezi kuongea lugha ya watu hamuwezi!.. sasa mngezungumza kitu gani yaani hizo terms za Hesabu na Biology.....

Mkandara acha utani, hakuna lugha yoyote ambayo utaanza kuongea bila kupractice. Tulikuwa tunaona aibu kuongea mbele ya wanafunzi wenzetu eti watanicheka na tukapandikizana ujinga huohuo mpaka form four. Suala la kuanzia vidudu hilo nalo lingine, maana nipo hapa na madada wawili wa kichina wana flow ngeli kama hawana akili nzuri. Baada ya kuwapeleleza, walijifunza kiingereza walipokuwa chuo kama somo. lakini kwa jitihada za kutaka kujua kiingereza wakaweza na ndicho kimewaapa ulaji wa kuja marekani. Toka primary tayari maneno mengi ya kiingereza tulisha pewa though Musa and Neema stories, tulipofika sekondary tulitakiwa tufanye bidiii kuunganisha sentence na kuzungumza lakini tukanyamaza .a lugha haikukua

 

[Magobe T]

Andindile,
Mkuu wangu sema ukweli hapa.. Wewe ulifundishwa kiingereza lakini mkaongea kiswahili kwa sababu hamkujua kuongea Kiingereza..Kusoma na kuongea ni vitu viwili tofauti kabisa, hata kama mlilazimishwa kama hamuwezi kuongea lugha ya watu hamuwezi!.. sasa mngezungumza kitu gani yaani hizo terms za Hesabu na Biology....
Tatizo lenu ilikuwa ni misingi ya elimu nzima ya wakati huo kwamba Kiingereza kilifundishwa kama lugha ya kufundishia badala ya kuwa Lugha ambayo mlitakiwa kuandaliwa toka mkiwa vidudu..Hivyo katika msomo yote ya siku nzima kiingereza chenyewe kama somo kilikuwepo labda mara moja kwa siku, huko chini ndio kabisaaa pengine mara tatu kwa week!..utaweza vipi kuongea kiingereza!
Hivyo hao walimu wenyewe hawakuelewa umuhimu wa kuifahamu lugha ukaweza kuzungumza ndipo unaweza kuitumia katika mazungumzo yako..
Tazama leo hii, vijana wanazungumza kiingereza hata wengine hawakwenda shule wengine ni ma Beachboy tu, lakini kichwani hamna kitu..Kiingereza kama lugha kinapanda, elimu ya masomo ya shule wanatoka kabuntas!
Tunachozungumzia hapa sii watu wangapi wanaongea kiingereza isipokuwa kushuka kwa elimu nchini, tatizo ambalo binafsi naliona ni kubwa sana kuliko uchache wa shule wakati wa Mwalimu..

Jokakuu,
Kweli Nyerere hakuhitaji kujisifia kwani record ya Elimu nchini inamsuta na kwa bahati mbaya yeye Nyerere hakuona kipimo cha maendeleo ya elimu ni wasomi kulingana na population badala ya hesabu ya wasomi wangapi wakati wa mkoloni against yake yeye.....
Kama nilivyosema, tatizo kubwa la wasomi wetu iwe ktk uchumi au hali ya masiha ya wananchi mara nyingi hutazama vitu kwa kutumia zaidi Siasa. Nyerere alipoulizwa swali kwa nini tumeshindwa, akili yake mara moja ilimtuma kuwa kwa nini Ujamaa umeshindwa!.na nina hakika hata muuliza swali alifikiria kushindwa kwa Ujamaa..
Ni lugha iliyokuwa ikitumika na ilikuwa kawaida kabisa kwani hata Kenya walituita sisi Wajamaa, ni hivi wajuzi tu wameanza kutuita WaTz!..
lakini in all wakati wa mkoloni na wa Nyerere kila shule nchini ilikuwa ikifanya sherehe iktoa mtoto hata mmoja kujiunga na sekondary, hesabu hiyo ilipanda kidogo wakati wa mwalimu alipoongeza shule chache lakini bado kabisa namba hazikukubali.. Nakumbuka hadi mwaka 1984 bado shule nyingi zilikuwa zikitoa watoto mmoja au wawili na zile bora zaidi zilifikia watoto 15 kama sikosei..In average kwa nchi nzima ndio hiyo asilimia 7 ambayo mwalimu alikuwa anajisifia.. Inasikitisha sana kuwa hadi leo hii bado matatizo yetu yamesimama pale pale pamoja na ongezeko la Vyuo na Universty kuwa mara 5 zaidi ya mwaka 1984 bado hesabu ya watoto wanaosoma vyuo hivi ni ndogo sana ukilinganisha na Population yetu..

Sawa. Wakati wa Nyerere kulikuwa na matatizo. Lakini leo hii matatizo yetu yameongezeka mno. Wakati ule hata kama watu waliweza kuiba siyo kama leo tunaibiwa madini na tunasikia baadhi ya migodi karibu iwe 'exhausted' bila kuona thamani yake. Baadhi ya matajiri wanakwepa kulipa kodi (tax evasion) na hakuna ufuatiliaji wowote.

Hii inatia uchungu sana na nadhani matatizo yalianza kuongezeka wakati wa Azimio la Zanzibar lilojaribu kuua 'once for all' Azimio la Arusha. Sasa tunaona matunda yake: siasa na biashara vimekuwa mapacha.

Watu wanaporomosha majumba na kuagiza magari ya kifahari wakati sisi wengine hata kupata pesa ya kununulia kiwanja kilichopimwa haiwezekani na kama ukibahatisha kuna watu wanakikodolea macho kwa kisingizio kuwa umeshindwa kukiendeleza. Ila walau Nyerere hakuwa sehemu ya wanyonyaji.

 

[Madela Wa- Madilu]

Nyerere alifanya juhudi kubwa kutupandisha mpka karibu robo ya kileleni Kilimanjaro, lakini hakujenga mkakati wa kueleweka wa namna ya kusonga mbele na kuendelea kujizatiti tusije rudi nyuma.
Tuyaonayo sasa ni matokeo ya Siasa ile ilokosa dira ya kueleweka.

 

[Ogah]

Ukitaifisha shule maana yake hutaki mmiliki aendelee kumiliki ila wewe.
Je mmiliki yule atajenga tena shule?
Je uatakuwa umezuia shule binafsi?
Jibu ni ndiyo.

Kiswahili hakina msamiati wa kutosha.
ukweli kwamba kufundisha kiswahili Tanzania kumewezesha kuikuza lugha hiyo hakuwezi kuondoa ukweli kwamba kumedidimiza ukuaji wa kujielimisha.
Teknolojia zote duniani ziko kwenye lugha zilizo komaa na kuwa na msamiati wa kutosha.
Kiswahili ahakinamsamiati wa kutosha hata leo hii hakiwezi kutumika kama lugha ya kufindishia Tanzania sembuse 1968?
Kwamba watu walisoma kwa sababu Nyerere alitaifisha shule za makanisa ni ukweli usiopingika lakini wakati huo huo hatua hiyo ilivuruga mipangao yote ya muda mrefu ya makanisa kuendeleza elimu katika hatua ya vyuo vikuu. Pia hataua hiyo ilipunguza nguvu ya elimu badala ya kuiongeza kwa kuongezea shule zilizo jengwa kwa nguvu ya wananchi wenyewe.
Mkazo mkubwa wa elimu chini ya mwalimu Nyerere ulikuwa kuhitimu shule ya msingi ksiha nenda kalime.

Je ni kweli Watanzania wanamlaumu Mwl JKN kwa kukosa elimu kwa kuwa alichukua mashule ya mission?.....i mean this is very funny...

Je alikataza shule binafsi?....ni wapi aliposema NO to private school.....sijapaona bado

Hivi Mwl JKN alipojenga mabweni India kwa ajili ya Watanzania...yale mabweni yalikuwa ni ya primary school?......yaani mtizamo wake ulikuwa shule ya msingi pekee ndio maana akajenga yale mabweni?....someone must be a joker

...labda kama mna sababu nyingine....

 

[Zakumi]

Nakushukuru Majimoto kwa mchango dume. Nitanukuu baadhi ya uliyoandka:

He was a social scientist who converted an entire country into his experimental lab. It was not a very original experiment though. He copied whatever was happening in China.


Sijui ni kwa nini hakumwiga Jomo Kenyatta badala ya kuwaiga Mao Tse Tung na Kim Il Sung. Wakati Mwalimu akilazimisha Maaskofu wamkabidhi shule zao za sekondari, Kenyatta alikuwa anazunguka Kenya nzima akihimiza ujenzi wa shule za HARAMBEE!



Mpango wa Mwalimu wa Elimu ya Watu Wazima ulikuwa ni nguvu ya soda. Ndio maana uliachwa na kila mtu, ikiwa ni pamoja na Mwalimu, miaka michache baadaye. Mwalimu alipenda sana kuongoza kwa CAMPAIGN.



Hapa aliiga mojawapo ya hatua za Cultural Revolution ya China. Mwalimu alidhani ni lazima uwe mzee kwanza, au uwe umefanya kazi, ndio uweze kusoma Chuo Kikuu. That was a very mediocre idea. Equally mediocre was his view that primary education was adequate to prepare youth for life.

Waziri wa Kwanza wa Elimu, Solomon Eliufoo, alikuwa independent thinker. Waliomfuata wakawa mabwana ndio Mzee tu. Kati yao, aliyechangia kuvuruga Elimu kuliko wote ni Chediel Mgonja.

Moshi:

Napenda sana michango yako kuhusu elimu. Wengi hapa wanatoa maoni yao bila kuwa na expertise yoyote kuhusu elimu.


Na katika sera Nyerere alizovulunda kabisa ni sera ya elimu. Na sioni sababu ya mtu yoyote kumtetea Nyerere katika sera za elimu.

Kosa la kwanza lilianza katika kupunguza muda miaka ya mwanafunzi kusoma elimu ya msingi kutoka nane kuwa saba. Bila matayarisho ya kutosha wanafunzi walio darasa la saba na la nane wakafanya mtihani wa pamoja kwenda kidato cha kwanza. Wakati wa nafasi za kidato cha kwanza zilikuwa ni zilezile.

Vilevile alichemsha katika masuala ya elimu ya kujitegemea. Hakuna nchi yoyote iliyoweza kuwafanya wanafunzi wasome na kuzalisha. Mwanafunzi alitakiwa asome masaa 8, baadaye aende kwenye miradi na baadaye kujisomea. Hata mashine inabidi ipumzike.

Kutokana na ufinyu wa resource zetu, wataalamu wa elimu walitegemea mpango wa UPE ufanyike kwa miaka 20. Lakini Nyerere alikataa na kusema kuwa miaka 7 inatosha. Miaka saba ya mpango wa UPE ilisababisha elimu kudorora. Pamoja na kutaka UPE ifanyike kwa miaka 7, bajeti ya wizara ya elimu haikuongezeka kukidhi mahitaji mapya.

 

[Madela Wa- Madilu]

Je ni kweli Watanzania wanamlaumu Mwl JKN kwa kukosa elimu kwa kuwa alichukua mashule ya mission?.....i mean this is very funny...

Je alikataza shule binafsi?....ni wapi aliposema NO to private school.....sijapaona bado

Hivi Mwl JKN alipojenga mabweni India kwa ajili ya Watanzania...yale mabweni yalikuwa ni ya primary school?......yaani mtizamo wake ulikuwa shule ya msingi pekee ndio maana akajenga yale mabweni?....someone must be a joker

...labda kama mna sababu nyingine....

I agree with your call that I am a Joker and I suck.

Lakini,
Kuna Shule moja inaitwa Njombe Secondary mipango ya kuijenga shule hiyo ilianza 1964 na ilitaifishwa na serikali mwaka 1972 kutoka kanisa la Lutheran ikiwa na mpya kabisa ndo kwanza kidato cha kwanza wameanza.
Nyumba zaidi ya 17 za walimu za 3 bedrooms madarasa na mabweni yake.
Shule ile ilijengwa na waumini ili iwe seminari.
Inakuwaje Nyerere anyang'anya shule iloanza kujengwa wakati yeye akiwa Rais na nchi imepata Uhuru tayari?
Ilikuwaje Nyerere anyang'anye shule inayomilikiwa na kikundi cha watu wenye mtazamo wa namna moja ambao baada ya kuwa huru kutoka katika makucha ya wakoloni walitambuwa kwamba elimu ni muhimu hivyo kuamua kujenga shule yao?
Mkoloni hakuthubutu kunyang'anya shule ya mtu au kikundi chochote, iweje mwananchi mzalendo mwenzetu akwae mawazo ya kunyang'anya shule zilizo jengwa na watu walio huru kufanya mambo yao?

Sasa kwa mujibu wa hoja yako bado unaona Nyerere hakusema No private school kwa sababu hakuweka katika maandishi au Bunge halikupitisha sheria hiyo.
Wakati huo huo hujiulizi ni sharia namba ngapi iliyopitishwa mwaka gani na Bunge iliipa serikali uwezo wa kunyang'anya shule za mashirika ya dini.

Sasa sijui ulitaka baada ya kutaifisha shule hiyo kanisa lingeanza kujenga nyingine pembeni yake? Au sijui vipi?

Hiiii hiiii hiii!
Inawezekana Joker tuko wengi kinachotutofautisha ni aina ya Music ambayo kila mmoja wetu anarespond fully.

 

[Zakumi]

..World Bank ya wakati wa Bob McNamara ambaye alikuwa rafiki yake Mwalimu walitupa misaada na mikopo mingi tu.

..kulitokea mabadiliko ya kisera[free market policies] huko WB na IMF na jamaa wakawa hostile kwa nchi za kijamaa kama Tanzania.

..nadhani hapo Mwalimu alikuwa na hasira tu na hao jamaa. hiyo ilikuwa ni fursa nzuri sana ya kuyachambua matatizo yetu, badala ya kutoa kauli za kijeuri.

JokaKuu:

Kuna dada wa kiZambia Dambisa Moyo kashika bango anasema misaada inaumiza Africa.

Watanzania wanapiga kelele hapa kuwa Nyerere alifanya hivi, alifanya vile. Ukiwauliza hizo pesa alitoa wapi. Hakuna anayeweza kukujibu.

Hili suala la Robert MacNamara ni lazima tulifanyie kazi kama tunataka kuondokana na kuombaomba.

Katika research zangu za ridhaa, nimeona kuwa baada mafanikio ya Marshall plan iliyosaidia maendeleo ya Ulaya baada ya WWII, ilianza kujitokeza nadharia kuwa nchi zilizoendelea zikitoa sehemu ndogo ya mapato yao kwa mwaka kusaidia nchi masikini basi hizo nchi masikini zinaweza kujitoa katika umasikini.


Hivyo basi nchi kama Holland, Denmark, Sweden, Norway na zingine zilizotusaidia sana katika miaka ya 70. Zilifanya hivyo sio kwa ubora wa siasa zetu. Walifanya hivi kwa sababu ya nadharia ya kuwa nchi tajiri zikitoa sehemu ndogo ya utajiri wao kusaidia nchi masikini, basi msaada huo utasababisha economic growth.

Wahisani wetu walitegemea economic growth. Hivyo mashule, mahospitali, viwanda vilijengwa kwa msaada mkubwa kutoka kwa wahisani kwa mategemeo ya kuwa kutakuwa na maendeleo ya kiuchumi.

Maendeleo ya kiuchumi hayakutokea. Na nchi imekuwa tegemezi.

 

[Ogah]

I agree with your call that I am a Joker and I suck.

Lakini,
Kuna Shule moja inaitwa Njombe Secondary mipango ya kuijenga shule hiyo ilianza 1964 na ilitaifishwa na serikali mwaka 1972 kutoka kanisa la Lutheran ikiwa na mpya kabisa ndo kwanza kidato cha kwanza wameanza.
Nyumba zaidi ya 17 za walimu za 3 bedrooms madarasa na mabweni yake.
Shule ile ilijengwa na waumini ili iwe seminari.
Inakuwaje Nyerere anyang'anya shule iloanza kujengwa wakati yeye akiwa Rais na nchi imepata Uhuru tayari?
Ilikuwaje Nyerere anyang'anye shule inayomilikiwa na kikundi cha watu wenye mtazamo wa namna moja ambao baada ya kuwa huru kutoka katika makucha ya wakoloni walitambuwa kwamba elimu ni muhimu hivyo kuamua kujenga shule yao?
Mkoloni hakuthubutu kunyang'anya shule ya mtu au kikundi chochote, iweje mwananchi mzalendo mwenzetu akwae mawazo ya kunyang'anya shule zilizo jengwa na watu walio huru kufanya mambo yao?

Sasa kwa mujibu wa hoja yako bado unaona Nyerere hakusema No private school kwa sababu hakuweka katika maandishi au Bunge halikupitisha sheria hiyo.
Wakati huo huo hujiulizi ni sharia namba ngapi iliyopitishwa mwaka gani na Bunge iliipa serikali uwezo wa kunyang'anya shule za mashirika ya dini.

Sasa sijui ulitaka baada ya kutaifisha shule hiyo kanisa lingeanza kujenga nyingine pembeni yake? Au sijui vipi?

Hiiii hiiii hiii!
Inawezekana Joker tuko wengi kinachotutofautisha ni aina ya Music ambayo kila mmoja wetu anarespond fully.

Ukijaribu kujibu hoja (atleast) utaelewa ni kwanini nimesema nilivyosema hapo awali....watu mnaanza kwenda nje ya mada kwa kuweka chuki zenu kwa Mwl JKN..........wengine naona mna mzuka wa chuki na Mwl JKN kila anapotajwa.......maamuzi aliyofanya yalikuwa kwa faida ya weng kipindi hicho...........ofcourse watu kama nyie hamuwezi kukosekana......you can not please everybody kwenye maamuzi especially kama alivyofanya Mwl JKN.........

 

[Andindile]

Mlitegemea kwenye ujamaa watu waachwe waendeshe shule kibaguzi? wawatenge maskini na kuwajari maskini? Wawachukue watu wa dini zao na kuwaacha wa dini nyingine au wasio na dini? Taifa gani hilo la kijamaa. He was right kwa sababu ndio ulikuwa mwongozo wa sera ya ujamaa. Wale waliokuwa na mtazamo wa kubebari wataendelea kuchukia kwa vile walikuwa waathirika. Sie akina pangu pakavu tulisherekea kwa vile equal opportunity was available for all. Jitihada zetu zilitupeperusha mpaka chuo bila kujali kuwa mzee wangu hata uwezo wa kunilipia nauli hakuwa nao. Hata viatu wengine tumeenda kuvalia sekondari!

Nyerere we will remember you. You prayed your part but we have failed to play our part to develop out Tanzania

 

[William J. Malecela]

- Mwalimu alaumiwe kwa mengine lakini sio ya elimu, Tanzania ilikuwa namba moja katika Africa, on literacy under Mwalimu, mimi nimesoma na Watindiga kutoka Singida ambao Mwalimu alikuwa akiwalazimisha kwa nguvu kuja shule na hata kuwalipa pesa za posho wakae shuleni,

- Tumepewa kila kitu bure na Mwalimu ili kusoma shule, sasa Mwalimu aliharibu vipi elimu ya taifa ambayo yeye akiwa rais ilikuwa juu Africa nzima na sasa ni kama haipo kabisa?

- I mean mnyonge mnyongeni lakini haki apewe, kuna ya kumlaumu Mwalimu, lakini elimu sio kabisaa. Mwalimu anastahili pongezi kubwa kwa kusimamia elimu ya taifa letu kisawasawa.

FMES

 

[Companero]

"...elimu inatakiwa kuwaandaa vijana wetu kushiriki kikamilifu katika ujenzi wa taifa...ambamo mabadiliko ya maendeleo yanapimwa kwa kuzingatia ubora wa maisha ya mtu na siyo majengo ya kifahari, magari, au vitu vingine vya aina hiyo..." - Mwalimu Nyerere

 

[Companero]

Equity, Justice and Transformation in Education: The Challenge of Mwalimu Julius Nyerere Today By Marjorie Mbilinyi

Mwalimu Julius Nyerere's thoughts and policies on education remain as relevant today
as they were in the 1960s and 1970s, when they had their biggest impact on education
practice in Tanzania. I will begin with a summary of key issues and/or objectives
promoted by Mwalimu in the first section, followed by a brief sketch of the education
situation today in the context of liberalization and privatization in the education
system, and end with concluding remarks on ‘education for all'.

Education for Liberation
Mwalimu's words and actions expressed a call for liberating education, in terms of
access, content and quality. The first step in that process of liberation was the creation
of one unified public school system, in place of the racially segregated system put in
place by the British in the colonial days. Barriers of both race and religion were
abolished, so that all schools and colleges were open to all children.

A second major step taken was to expand enrolment at the upper levels of the
education system, which had been kept highly restricted against Africans in the
colonial education pyramid. Hence, a first priority was to expand upper primary
school and secondary school, and to establish the University College of Dar es Salaam.
However, more than 50% of school-aged children were still denied primary education
by the early 1970s; the proportion of children out of school was much higher in the
disadvantaged regions. In other words, access to education remained a major issue,
with inequalities persisting according to race, ethnicity, gender, and urban-rural
location. This was totally contrary to the basic principle which Mwalimu held dear –
that all children had a right to a basic education.

Abolition of school fees at primary and secondary school level in the late 1960s/early
1970s was a first, necessary step towards universal education. However, true universal
primary education (UPE) was only achieved with the implementation of the Musoma
Resolutions of 1974. Musoma Resolutions called for a national campaign for UPE. This
was in response to popular demand, associated with earlier campaigns for
villagisation. The people had been challenging their party and leaders: ‘We have
moved into development villages. Where is the school you promised us? The health
centre? The markets?'

In most regions of the country, villagers and townspeople built UPE primary schools
with their bare hands, providing land, raw materials and labour. The government's
contribution remained the provision of a tin roof, if at all, and providing teachers who
benefited from only a few weeks of training. Innovative forms of long distance teacher
education were adopted to train teachers while they were on the job in the schools.

Comparative evaluation studies in the early 1980s found that ‘UPE' teachers performed
as well if not better than those trained in normal residential training colleges.
Schooling was not completely ‘free', not then, not ever. Not only did parents and
other members of the community build their schools; they paid taxes, bought
uniforms, notebooks, textbooks and other school supplies. In addition, a contribution
of twenty shillings was made for each child every year.

Contrary to revisionist views today, UPE was highly successful; at least in quantitative
terms. By 1984, the number of children in school had doubled: more than 90% of
school-aged children were enrolled in school, a higher proportion than found in most
other African countries, including those in the middle and high income groups. Of
even greater significance to women, UPE led to gender parity in primary school
enrolment. The proportion of boys and girls in primary school became equal only as a
result of UPE...

[Continue reading at: http://www.hakielimu.org/hakielimu/documents/document48equity_justice_transformn_edu_en.pdf ]

 

[Companero]

Is Primary Education Heading in the Right Direction? Thinking with Nyerere By Rakesh Rajani

The education provided must therefore encourage the development in each citizen of three things: an enquiring mind; an ability to learn from what others do, and reject or adapt it to his own needs; and a basic confidence in his own position as a free and equal member of the society, who values others and is valued by them for what he does and not for what he obtains - Julius Nyerere, Education for Self Reliance

Introduction
What is the situation in primary education forty years after independence? We now have the Primary Education Development Plan (PEDP), which is very good news. After two decades of decline and neglect, finally something is happening!

During the 1970s Tanzania made impressive gains in expanding universal primary education. In 1980 gross enrollment rates reached 100%. The objective of everyone enjoying free primary schooling was in clear sight. Mwalimu Nyerere became well known throughout the world for his commitment to education that would liberate his people from poverty.

But the situation turned sharply in the opposite direction starting in the early 1980s.
Economic crises resulting from the war with Uganda, declining commodity prices as oil prices went up, mismanagement of the local economy and breakdown of relations with the Bretton Woods institutions starved the Government of revenues and distracted its attention. Key tenets of socialist policies, such as the provision of free education, were eroded with the introduction of ‘cost sharing'.

By 2000, gross enrollment had plummeted to 77%. Cohort studies showed that less than half of all Tanzanian children were completing primary education, with the poor being the most excluded. The quality of education, never too good in the first place, deteriorated further to one of the lowest levels in the world. Efforts to reform education seemed only to produce mountains of papers written by technical consultants with no real difference on the ground.

That is why PEDP, announced in late 2001 and implemented beginning 2002, has brought
about real change and hope. In one of the most important policy decisions of our times, all primary school fees and mandatory contributions were abolished to ensure that no one would be left out because of inability to pay. Its effect was immediate. In 2002, enrollment in Standard One reached 1.6 million, up from 1.1 million in the previous year. Gross enrollment shot up to just over 100% in a single year. Over 16,000 classrooms were built with the help of development grants and community labour. About 7,000 new teachers were recruited. The reform process involving Government, donors and NGOs seemed to finally be on track....

[Continue reading at http://www.hakielimu.org/hakielimu/...imary_edu_heading_right_dir_w_nyerere_en.pdf]