Mwl Nyerere alianza mkakati wa elimu kwa wote ikihusisha UPE na EWW .watu wote wasiojua kusoma na kuandika waliandikishwa na wakaanza kufundishwa kusoma na kuandika. Zoezi hili lilifanyika kwenye madarasa ya shule za msingi, na sehemu nyingine . Wazee kwa vijana waliingizwa madarasani. Nyerere aliupiga mwingi hakika !!!! Haya yalitokea miaka ya sabini....haimaanishi 1970 !!!!!
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Hapo umeeleweka. Wote "wasiojuwa kusoma na kuandika" haimaanishi kuwa kuna ambao walikuwa hawajui kusoma na kuandika maandiko ya kilatini, basi hawajui kusoma na kuandika maandiko ya Kiarabu.
Ukoloni wa Wazungu kuja kwao Afrika walikuta watu wana ustaarabu wao, wana maandiko yako, wana elimu zao. Jee unajuwa yalikuwa yepi hayo?
Kwa kukujuza tu, hapa Afrika Maandiko yaliokuwepo yalikuwa kwa lugha ya Kiarabu na "KiEthiopia.". Afrika Mashariki na ukanda wote wa Pwani ya Afrika Mashariki lugha na masomo ya Kiarabu, toka enzi hizo mpaka leo hii huanza kwa watoto wa wa Kiislam hata kabla ya kwenda shule za secular. Hulijuwi hilo? Soma...
2. Zanzibar: the margins of the Arab world
Very little has been written on the history and status of the Arabic language in
Zanzibar. During the last 150 years, only two publications have addressed this
issue: the first one, published by C. Reinhardt in 1894 and titled Ein arabischer
Dialekt gesprochen in ‘Omān und Zanzibar: nach praktischen Gesichtspunkten für
das Seminar für orientalische Sprachen in Berlin, discussed the Arabic spoken in
Oman and Zanzibar. The second paper, A Basic Vocabulary in Zanzibar Arabic,
was published in 1994 by A. Nakano. The lack of research during the twentieth
century can be attributed to a chain of political, social, and economic uphea-
vals that transformed Zanzibar. Two of the most crucial events were the
gaining of Independence in 1963 and the Revolution of 1964, after which
a great number of Zanzibaris of non-African descent, led at first by Arabs,
started to leave the islands, often trying to save their lives. The lack of research
on the status of Arabic in Zanzibar is especially surprising because there is
a strong interest among Arabists regarding the status of the Arabic language
on the periphery of the Arab world and especially regarding the question of
the emergence of the so-called contact languages that are understood to be
a stable fusion of Arabic and local languages (Versteegh 1993; Miller 2002).
That being said, there have been several publications that discussed in rather
general terms the history of Arabic presence in the region (Lodhi 1986, 1994a,
2005a, 2005b), In parallel to that, some research has been conducted on the
role the Arabic language, together with other oriental (cursive is mine) lan-
guages, mostly Farsi, Indian, and Turkish, has had in the development of
Swahili in both linguistic and cultural domains (Krumm 1940; Lodhi 2000a,
2000b).
At the same time, substantial research has been done during the last
30 years that has been predominantly linked to Arabic pidgins, creoles, as
well as koines and lingua franca; this research was mostly focused on Arabic
spoken in the Southern Sudan (Versteegh 1993; Miller 2002; Manfredi 201
Soma zaidi:
https://www.degruyter.com/document/doi/10.1080/21698252.2019.1570663/pdf
Nyererealijitahidi kwa uwezo wa upeo wake na kutokana na elimu aliyosomeshwa yeye. Lakini ukiisoma hata historia ya Nyerere alipokuja Dar na kukaribishwa kwenye harakati za kudai Uhuru alikuta wapo wasomi, tena wasomi kweli kweli kwa lugha zote.
Kama baada ya 70s ilifanywa sensa ya kujuwa ni nani ajuae kuandika na kusoma, basi elewa kuwa hakuna Mzee wa Kiislam aliyepia madrassa ambae alikuwa hajui kusoma na kuandika kwa Kiarabu.
Soma hata historia ya babu zako na machifu wa kwenu huko, kabla ya kuja mzungu walikuwa wanatumia maandiko yepi kuwasiliana?
Wasome kina Mkwawa, wasome kina Kimweri, wasome kina Fundikira, wasome watawala wa kwenu. Mbona mambo yapo wazi kabisa.