Richard
JF-Expert Member
- Oct 23, 2006
- 15,692
- 23,038
Mkuu Popo,
Heshima mbele.
Mimi kwanza naona kwenye kichwa cha habari yako watanzania wa Uingereza na sio ughaibuni maana umejumuisha na watanzania wengine walio katika nchi zingine za ughaibuni.
Sasa mimi binafsi naona siwezi kumlaumu Hayati Nyerere kwa kushindwa kufanikisha sera zake alizopanga ili kuifanya Tanzania iwe nchi yenye neema kwa maana ya uchumi na jamii yake.
Ila ntaendelea kumlaumu hayati mwalimu Nyerere kwa kuiacha Tanzania iki-struggle kwa sera zile zile ambazo yeye alizibuni na kuziacha kwa waheshimiwa Ali Mwinyi na Mkapa na hata sasa raisi Kikwete ambae hafahamu kuwa inabidi azitupe sera hizo mbovu.
Hayati mwalimu Nyerere kwenye hotuba yake wakati wa kumkaribisha raisi mpya Ali Hassan Mwinyi mwaka 1985 alikiri mwenyewe kwamba alifeli na akasema tukubali kwamba sera zake zilishindwa.
Halafu pia mwalimu Nyerere aliendelea kuwa mwenyekiti wa CCM kwa miaka mitano mpaka mwaka tisini ambapo aliachia kiti hicho. je hii haimaanishi kwamba bado alikuwa na influence katika sera na maamuzi ya kichama, hasa katika mwelekeo wa uchumi wa Tanzania?
Jibu ni ndio, kupitia sera za uchumi huria. Je ni mheshimiwa Ali Hassan Mwinyi peke yake alikuja na sera hizo au ni kama kuu ya CCM ambayo mwenyekiti wake alikua ni hayati mwalimu Nyerere?
Kuhusu suala la elimu ni kwamba kwa maoni yangu hayati mwalimu alifeli kwa kutojua ni mfumo upi afuate kati ya ule wa mkoloni au atunge wa kwake yaani ''basic education system''.
Mfumo wa elimu ambao hayati Nyerere aliamua nchi iutumie ndio ambao haujaimarika mpaka leo. na katika kuimarika ninamaanisha katika maeneo ya maarifa au skills ambazo hata mzungu huku ughaibuni hata ukiwa na first class degree akakuuliza suala la skills kama ''team work'',''problem solving'' n.k
Ukimsoma Yusuf Kassim katika kitabu chake kuhusu mwalimu Nyerere (1995:251) nae ameeleza kuhusu udhaifu wa mwalimu Nyerere katika kutumia mfumo bora wa elimu ninanukuu:
1. Formal education is basically elitist in nature, catering to the needs and interests of the very small proportion of those who manage to enter the hierarchical pyramid of formal schooling: ‘We have not until now questioned the basic system of education which we took over at the time of Independence. We have never done that because we have never thought about education except in terms of obtaining teachers, engineers, administrators, etc. Individually and collectively we have in practice thought of education as a training for the skills required to earn high salaries in the modern sector of our economy'.
2. The education system divorces its participants from the society for which they are supposed to be trained.
3. The system breeds the notion that education is synonymous with formal schooling, and people are judged and employed on the basis of their ability to pass examinations and acquire paper qualifications.
4. The system does not involve its students in productive work. Such a situation deprives society of their much-needed contribution to the increase in national economic output and also breeds among the students a contempt for manual work.
Nyerere set out his vision in ‘Education for Self Reliance' (reprinted in Nyerere 1968). Education had to work for the common good, foster co-operation and promote equality. Further, it had to address the realities of life in Tanzania. The following changes were proposed:
1. It should be oriented to rural life.
2. Teachers and students should engage together in productive activities and students should participate in the planning and decision-making process of organizing these activities.
3. Productive work should become an integral part of the school curriculum and provide meaningful learning experience through the integration of theory and practice.
4. The importance of examinations should be downgraded.
5. Children should begin school at age 7 so that they would be old enough and sufficiently mature to engage in self-reliant and productive work when they leave school.
6. Primary education should be complete in itself rather than merely serving as a means to higher education.
7. Students should become self-confident and co-operative, and develop critical and inquiring minds. (summarized in Kassam 1995: 253
Sasa leo kwa mimi naangalia mafanikio na kufeli kwa sera hii ya elimu katika meneo ya jinsi ilivyotekelezwa na ni vipi lishabihiana na mendeleo mengine ya kidunia katika maeneo ya sayansi na technology na mifumo ya uchumi ya kibepari na uhusiano kati ya elimu na uzalishaji.
Kuhusu maoni yako nayo ntayajibu kwa uwezo wangu.
Kuhusu kupenda maisha mazuri hata wewe unapenda maisha mazuri na hilo halina ubishi.
Kuhusu nafasi za kujiendeleza ni kwamba wengi wetu tulio majuu inategemea umekaa vipi je ukaazi wako una uhalali au ndio umeoza na mambo mengine. Lakini kwa wale ambao wana haki zote za msingi ni suala la uamuzi binafsi na sidhani kama linahitaji kushirikisha hata wana jamii forums.
Halafu mwisho umeharibu kidogo kwa (tena) kujumuisha watanzania woote wa ughaibuni kwamba wanataka maisha ya harakaharaka na kwamba ni lazima wapite njia ndeefu za kukabiliana na maisha. Hili halina ukweli kwani hata pale Tanzania ni viongozi wenyewe ndio wanakuwa wa kwanza kutafuta njia za mkato katika kutafuta maisha kwa kufanya madili yasiyo na kichwa wala mkia.
Je sisi vijana tuige mfano upi si na sisi kutafuta njia za kihalali kama nilizofanya mimi za kwenda ughaibuni ili nikaishi vizuri hasa huku kijijini Cyber ambako ni raha tupu?
Kwa hio mkuu hapo kidogo sijaelewa mantiki ya hoja yako hii labda ufafanue vizuri kwamba ulikuwa unafanya utafiti au ndio katika masuala ya ''wire tapping''?
Heshima mbele.
Mimi kwanza naona kwenye kichwa cha habari yako watanzania wa Uingereza na sio ughaibuni maana umejumuisha na watanzania wengine walio katika nchi zingine za ughaibuni.
Sasa mimi binafsi naona siwezi kumlaumu Hayati Nyerere kwa kushindwa kufanikisha sera zake alizopanga ili kuifanya Tanzania iwe nchi yenye neema kwa maana ya uchumi na jamii yake.
Ila ntaendelea kumlaumu hayati mwalimu Nyerere kwa kuiacha Tanzania iki-struggle kwa sera zile zile ambazo yeye alizibuni na kuziacha kwa waheshimiwa Ali Mwinyi na Mkapa na hata sasa raisi Kikwete ambae hafahamu kuwa inabidi azitupe sera hizo mbovu.
Hayati mwalimu Nyerere kwenye hotuba yake wakati wa kumkaribisha raisi mpya Ali Hassan Mwinyi mwaka 1985 alikiri mwenyewe kwamba alifeli na akasema tukubali kwamba sera zake zilishindwa.
Halafu pia mwalimu Nyerere aliendelea kuwa mwenyekiti wa CCM kwa miaka mitano mpaka mwaka tisini ambapo aliachia kiti hicho. je hii haimaanishi kwamba bado alikuwa na influence katika sera na maamuzi ya kichama, hasa katika mwelekeo wa uchumi wa Tanzania?
Jibu ni ndio, kupitia sera za uchumi huria. Je ni mheshimiwa Ali Hassan Mwinyi peke yake alikuja na sera hizo au ni kama kuu ya CCM ambayo mwenyekiti wake alikua ni hayati mwalimu Nyerere?
Kuhusu suala la elimu ni kwamba kwa maoni yangu hayati mwalimu alifeli kwa kutojua ni mfumo upi afuate kati ya ule wa mkoloni au atunge wa kwake yaani ''basic education system''.
Mfumo wa elimu ambao hayati Nyerere aliamua nchi iutumie ndio ambao haujaimarika mpaka leo. na katika kuimarika ninamaanisha katika maeneo ya maarifa au skills ambazo hata mzungu huku ughaibuni hata ukiwa na first class degree akakuuliza suala la skills kama ''team work'',''problem solving'' n.k
Ukimsoma Yusuf Kassim katika kitabu chake kuhusu mwalimu Nyerere (1995:251) nae ameeleza kuhusu udhaifu wa mwalimu Nyerere katika kutumia mfumo bora wa elimu ninanukuu:
1. Formal education is basically elitist in nature, catering to the needs and interests of the very small proportion of those who manage to enter the hierarchical pyramid of formal schooling: ‘We have not until now questioned the basic system of education which we took over at the time of Independence. We have never done that because we have never thought about education except in terms of obtaining teachers, engineers, administrators, etc. Individually and collectively we have in practice thought of education as a training for the skills required to earn high salaries in the modern sector of our economy'.
2. The education system divorces its participants from the society for which they are supposed to be trained.
3. The system breeds the notion that education is synonymous with formal schooling, and people are judged and employed on the basis of their ability to pass examinations and acquire paper qualifications.
4. The system does not involve its students in productive work. Such a situation deprives society of their much-needed contribution to the increase in national economic output and also breeds among the students a contempt for manual work.
Nyerere set out his vision in ‘Education for Self Reliance' (reprinted in Nyerere 1968). Education had to work for the common good, foster co-operation and promote equality. Further, it had to address the realities of life in Tanzania. The following changes were proposed:
1. It should be oriented to rural life.
2. Teachers and students should engage together in productive activities and students should participate in the planning and decision-making process of organizing these activities.
3. Productive work should become an integral part of the school curriculum and provide meaningful learning experience through the integration of theory and practice.
4. The importance of examinations should be downgraded.
5. Children should begin school at age 7 so that they would be old enough and sufficiently mature to engage in self-reliant and productive work when they leave school.
6. Primary education should be complete in itself rather than merely serving as a means to higher education.
7. Students should become self-confident and co-operative, and develop critical and inquiring minds. (summarized in Kassam 1995: 253
Sasa leo kwa mimi naangalia mafanikio na kufeli kwa sera hii ya elimu katika meneo ya jinsi ilivyotekelezwa na ni vipi lishabihiana na mendeleo mengine ya kidunia katika maeneo ya sayansi na technology na mifumo ya uchumi ya kibepari na uhusiano kati ya elimu na uzalishaji.
Kuhusu maoni yako nayo ntayajibu kwa uwezo wangu.
Kuhusu kupenda maisha mazuri hata wewe unapenda maisha mazuri na hilo halina ubishi.
Kuhusu nafasi za kujiendeleza ni kwamba wengi wetu tulio majuu inategemea umekaa vipi je ukaazi wako una uhalali au ndio umeoza na mambo mengine. Lakini kwa wale ambao wana haki zote za msingi ni suala la uamuzi binafsi na sidhani kama linahitaji kushirikisha hata wana jamii forums.
Halafu mwisho umeharibu kidogo kwa (tena) kujumuisha watanzania woote wa ughaibuni kwamba wanataka maisha ya harakaharaka na kwamba ni lazima wapite njia ndeefu za kukabiliana na maisha. Hili halina ukweli kwani hata pale Tanzania ni viongozi wenyewe ndio wanakuwa wa kwanza kutafuta njia za mkato katika kutafuta maisha kwa kufanya madili yasiyo na kichwa wala mkia.
Je sisi vijana tuige mfano upi si na sisi kutafuta njia za kihalali kama nilizofanya mimi za kwenda ughaibuni ili nikaishi vizuri hasa huku kijijini Cyber ambako ni raha tupu?
Kwa hio mkuu hapo kidogo sijaelewa mantiki ya hoja yako hii labda ufafanue vizuri kwamba ulikuwa unafanya utafiti au ndio katika masuala ya ''wire tapping''?
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