Unamkumbuka kwa yapi Abdul-Rahman BABU?

[Jasusi]

define african characteristics? mwalimu alitufanya wote tuwe mazuzu! what does african characteristics actually mean? is it geograhical? is it racial? is it periodical? what is it actually?

Kama wewe ni zuzu speak for yourself. Mwalimu hakunifanya mimi niwe zuzu. Period.

 

[Mkandara]

Tungekuwa mazuzu tusingeweza kumjadili leo hii..
Jasusi, Mkuu leo hii nchi zote za magharibi wanaanza kufanya yale Nyerere alikuwa akisema siku zote..Kichekesho leo hii ktk makala moja ya BBC alikuja Mtaalam wa Uchumi na akasema kuwa matatizo makubwa yamezikuta nchi za Kibepari wakati nchi nyingine za East Europe ambazo bado serikali imeshikilia benki zao hazikuathirika sana na hali iliyotokea.
Sasa utata umekuja pale EU walipopendekeza mchango wa fedha za kukomboa Benki hizi, jamaa wa East Europe wakashtuka kwa sababu fedha yao ingekwenda kukomboa Benki za mataifa makubwa ambayo kila siku hayataki kumwaga Capital ktk mashirika ya nchi zao...Kijasho kimewatoka!

 

[Game Theory]

Mwalimu Nyerere and the Ideological Amalgam of African Socialism and Welfare State Liberalism

Frustrated by the elitist development in the 1960s and the heightened educational crises which culminated in the National Service dispute, President Nyerere, who was by now the key education policy maker in Tanzania, decided to formulate education policies which, though radical in their own rights, were anticipated by colonial agricultural-based educational policies which were detested by the majority of Tanzanians. The time was ripe now for Nyerere, who is on Hatch (1976) and Smith (1973) records for claiming that his self-evolved ideas of politics were formed completely at the University of Edinburgh were his strongest subject was philosophy, to implement a synthesis of the liberal ideas to the Tanzanian education system and to the nation as a whole.

Not deviating much from the social democratic liberalism conceptualisations of the father of utilitarianism, John Stuart Mill, whom he admired a lot, Nyerere (1966) came up with ‘a new synthesis of man and society’ which aimed to resolve the tension between the individual and his/her society and paved the way for the creation of a quasi socialist welfare state. His synthesis asserted that man’s existence in society involves an inevitable and inescapable conflict of his own two main desires: the desire for freedom to pursue his own interests/inclination and the desire for the freedoms which can only be obtained through life in society. He further assert that this necessitate the individual to sacrifice, in the interest of the society, certain private freedoms which he could have possessed outside the society if it was at all possible to live outside the society.

To Nyerere, the basic purpose of this society - which is to serve man - could be realised by the establishment of institutions which safeguard and promote both unity and freedom as well as by fostering an attitude - a social ethic – which ensures that these institutions remain true to their purpose and are adapted as need arises. It follows, then, that all social and economic policies were to be formulated with the aim of creating a new society that was founded on these social democratic liberal ideals. However, to Nyerere, these policies were to be distinctively African in the sense that they could synthesize traditional African family values with modern techniques in order to build a relatively well-off egalitarian society. He called this synthesis ‘Ujamaa’ i.e. the Kiswahili word for ‘familyhood’ and he institutionalized it in his 1967’s Arusha Declaration.

The Declaration, Nyerere asserted, “supplied the need for a definition of socialism in Tanzanian terms, and provided the necessary sign-post of the direction in which the nation must travel to achieve its goals” (Nyerere 1968: viii). This need, as he further noted, arose from the fact that for a long time the meaning of this philosophy in the Tanzanian condition was left vague even though the ruling party had been officially committed to the building of a socialist society since 1962. This lack of ideology, as he further asserts, did not prevent TANU and its government from pursuing policies which were in fact socialist. However, “the absence of a generally accepted and easily understood statement of philosophy and policy was allowing some Government and Party actions which were not consistent with building socialism, and which even encouraged the growth of non-socialist values and attitudes” (Nyerere, 1968, pp. vii- viii).

These Arusha Declaration policy statements were then complemented by Nyerere’s (1968) 'Socialism and Rural Development' and Nyerere’s (1968) 'Education for Self-Reliance' (ESR) Policy booklets. The former text called for the establishment of cooperative communities. In the latter text, he offers an alternative to the inherited capitalistic colonial education system which limited the expansion of educational facilities and inculcated values that were irrelevant to the needs of Tanzania. Sensing that the low rate of social-economic development meant that post-primary education will remain elitist, He called for a relevant and complete universal primary schooling. Since he viewed the traditional African family, which was mainly rural and agricultural, as the natural embodiment of this new society he was trying to create and that the school was an important socializing institution, Nyerere asserted that schools should become farming communities.

Nyerere’s state also initiated programs to educate illiterate adults who were mainly peasants and tied it to his concept of self-reliance and school farm programs. This articulation of his policies aimed to break with the legacy of colonial education by creating egalitarian values among the youth of Tanzania and their parents, who were struggling for social mobility that elitist education system seemingly promised to provide. Since school children were meant to be an integral part of the peasant society, it was expected that the practical knowledge they get from school would also trickle to the illiterate peasants. Thus, Tanzanian farmers and their children, including those who were still practicing individualistic small-scale capitalistic farming, were urged to live in Ujamaa villages (co-operative socialist community) in line with the policy statements of the above-mentioned three policy booklets. In favouring the collective over the individual, Nyerere was increasingly lining himself with social democratic liberalism and sidelining himself from the classical liberalism of Adam Smith that was to influence neoliberalism significantly in the last years of Nyerere’s life. However, throughout his life this liberal tension between individualism and collectivism remained within and between Nyerere the person and Nyerere the statesman/policymaker as the following response -given few months before his death - to the contention that one should let the individual develop and let the nation-states be secondary implies:

"It cannot be. I’m telling you, Bill [Sutherland], if the blessed Lord had wanted a planet for myself, He would have done it. He could have made a planet for every single individual but He never did it. He puts us in community, and we jolly well have to live as part of it. Of course, I’m an individual and I respect my own individuality. But I am an individual and a member of a community. And the community has conditions. All the commandments – Thou Shalt Not – are about community. Now there is an anarchism that is called democracy, but rejects the community. But I don’t accept that, I don’t accept anarchism. I wish we had a chance to develop Ujamaa because I don’t believe we have failed in Ujamaa. I believe it is in the spirit…i ndividuals, yes – but individuals in the community. Individuals, yes – because I myself am an extremely assertive individual. Nobody can doubt my own commitment to my own individualism, but I am still an individual within the community" (Nyerere quoted in Sutherland & Meyer 2000: 88-89)

mjomba tunaomba source ha hii hapa juu

Jina la kitabu au kama ni journal then tuambie ni journal gani

tunashukuru unatoa elimu lakini kwa mwendo wa kubania sources utakuwa unatufanyia si haki

tupe sources zako. Nothing wrong na kutoa direct quotes lakini walau ziwe na reference zinazoeleweka

Mfano nakubali within posts zako kuna direct quotes ambazo ziko referenced lakini sidhani kama kuna ubaya ukatoa jina la kItabu au kama ni scholarly article from a journal ili tuifanyie kazi na sisi

Maana inakuwa ni ngumu kuifanyai hara critical review kwani hatujui source au mwaandishi ni nani


I hope sijakukasirisha tena kukuomba source

 

[Jasusi]

GT,
Nadhani ni interview aliyofanya JKN na Bill Sutherland. Lakini Companero ataconfirm. Kijana namwaminia kwa data.

 

[Companero]

mjomba tunaomba source ha hii hapa juu

Jina la kitabu au kama ni journal then tuambie ni journal gani

tunashukuru unatoa elimu lakini kwa mwendo wa kubania sources utakuwa unatufanyia si haki

tupe sources zako. Nothing wrong na kutoa direct quotes lakini walau ziwe na reference zinazoeleweka

Mfano nakubali within posts zako kuna direct quotes ambazo ziko referenced lakini sidhani kama kuna ubaya ukatoa jina la kItabu au kama ni scholarly article from a journal ili tuifanyie kazi na sisi

Maana inakuwa ni ngumu kuifanyai hara critical review kwani hatujui source au mwaandishi ni nani


I hope sijakukasirisha tena kukuomba source

Kaka rejea hiyo hapo chini, hicho nilichowawekea ni kisehemu tu cha tasnifu yangu ambayo haijachapishwa kokote na bado naifanyia uhariri wa kina - Na wewe usibanie hiyo PhD yako, tutumie dondoo tuichambue. Kila la heri Mkuu.

BIBLIOGRAPHY

AINA, T. A. 2004. Introduction: How do we understand globalisation and social policy in Africa? In Globalisation and Social Policy in Africa. Aina, T. A., Chachage, C. S. L. & Anna-Yao, E. (eds.). CODESRIA, Dakar.

BOWLES, S. & GINTIS, H. 1989. Can there be a liberal philosophy in a democratic society. In Critical Pedagogy, the State, and the Cultural Struggle. Giroux, H. A. & McClaren, P. L. (eds.). State University of New York Press, New York.

BOYLE, P. M. 1999. Class Formation and Civil Society: The Politics of Education in Africa. Ashgate, Aldershot.

BRETT, E. A. 1973. Colonialism and Underdevelopment in East Africa: The Politics of Economic Change 1919-1939. Heinemann, Nairobi.

BROCK-UTNE, B. 1993. Education in Africa Vol. I: Education for Self-reliance or Recolonisation? Universitetet I Oslo, Oslo.

BUNTING, I. 1999. The heart of Africa: Interview with Julius Nyerere on anti-colonialism. < http://hartford-hwp.com\archives\30\049.html>
Burchet, L. 1994. Education in the Development of Tanzania 1919-1990. Mkuki na Nyota, Dar-es-Salaam.

CHACHAGE, C. S. L. 2004a. Political parties, NGOs don’t stand for the people. East African Newspaper 20th December 2004.

CHACHAGE, C. S. L. 2004b. The world social forum: lessons from Mumbai. CODESRIA Bulletin Number 2 & 3 pp. 12

CHACHAGE, C. S. L. 2003. Of Mammon and Lazarus: Democracy and activism against impoverishment. In Against Neoliberalism: Gender, Democracy and Development. Chachage, C. S. L & Mbilinyi, M. (eds.). Tanzania Gender Network Program and E & D Ltd, Dar-es-Salaam.

CHACHAGE, C. S. L. & CHACHAGE, C. S. 2003. Nyerere: nationalism and post-colonial developmentalism. Paper presented at the celebration of the 30th Anniversary of the Council for the Development of Social Science Research in Africa (CODESRIA), Dakar, Senegal, 8th -11th December, 2003.

CONCERNED NGOS. 2002. The Tanzania NGO Bill 2002: Position of Concerned NGO. Unpublished Positional Statement Addressed to the Parliament of the United Republic of Tanzania on October 23, 2002.

DIXON, R. 2002. The colonisation of political consciousness: states and civil society in Africa. In Africa in Crisis: New Challenges and Possibilities. Zack-Williams, T., Frost, D. & Thomson, A. (eds.) Pluto Press, London.

EAGLE, G., HAYES, G. & SIBANDA, T. 1999.Standpoint methodologies: Marxist, feminist and black scholarship perspectives. In Research in Practice: Applied Methods for the Social Sciences. Terre Blanche, E. & Durrheim, K. (eds.) University of Cape Town Press, Cape Town.

FINKEL, S. E. 2003. Can democracy be taught? Adult civic education, civil society and the development of democratic political culture. Unpublished Article.

FOSTER, P. 1971. The vocational school in development planning. In Education and Economic Development. Anderson, C. A. & Bowman, M. J. (eds.) Frank & Cass Ltd., Oxford.

GADDIS, J. L. 2002. The Landscape of History: How Historians Map the Past. Oxford University Press, Oxford.

GRAMSCI, A. (1971). Selections from the Prison Notebooks. Lawrence and Wishart, London.

HAKIELIMU. 2003. HakiElimu Annual Report 2003. HakiElimu, Dar-es-Salaam.

HALLAK, J. 1999. Globalisation, human rights and education. IIEP Contribution No. 33

HARBER, C. 1989. Politics in African Education. Macmillan Publishers, London.

HATCH, J. 1976. Two African Statesmen: Kaunda of Zambia and Nyerere of Tanzania. Secker & Warburg, London.

HEYMAN, R. D., LAWSON, R. F. & STAMP, R. M. 1972. Studies in Educational Change. Holt, Rinehart & Winston of Canada Ltd., Toronto.

ILLIFE, J. 1979. A Modern History of Tanganyika. Cambridge University Press, Cambridge.

KING, K. & McGRATH, S. 2004. Knowledge for Development? Comparing British, Japanese, Swedish and World Bank Aid. HSRC Press, Cape Town.
Lonsdale, J. 2005. African studies, Europe & Africa. Africa-Europe Group of Interdisciplinary Studies’ (AEGIS) Plenary Lecture presented at the AEGIS’ European Conference of African Studies in London 29th June -2nd July 2005.

KIONDO, A. S. Z.1995. When the state withdraws: local developments, politics, and liberalisation in Tanzania. In Liberalised Development in Tanzania. Gibbon, B. (ed.)

KOSSOF, S. 2000. Governance and accountability in Tanzania: an overview of civil society. In Selected Studies of Civil Society in Tanzania: Policy, Social Capital & Networks of the Vulnerable. Samji, W. S. & Albee, A. (eds.) DFID, Dar-es-Salaam.

MAYO, P. 1999. Gramsci, Freire and Adult Education: Possibilities for Transformative Action. Zed Books, London.

MBILINYI, M. 2004. Introduction. In Nyerere on Education: Selected Essays and Speeches 1954-1998. Lema, E., Mbilinyi, M. & Rajani, R. (eds.). HakiElimu and E & D Ltd, Dar-es-Salaam.

MBILINYI, M. 2003. Equity, justice and transformation in education: The challenge of Mwalimu Julius Nyerere today. HakiElimu Working Paper Series 2003:5. HakiElimu, Dar-es-Salaam.

MICHAEL, S. 2004. Undermining Development: The Absence of Power among Local NGOs in Africa. James Currey, London.

MINISTRY OF EDUCATION AND CULTURE (MoEC). 1995. Education and Training Policy (ETP 1995). Ministry of Education and Culture, Dar-es-Salaam.

MINISTRY OF EDUCATION AND CULTURE, TANZANIA (MoEC) 2000. Education for All: The 2000 Assessment (EFA 2000). Ministry of Education and Culture, Dar-es-Salaam.

MINISTRY OF EDUCATION AND CULTURE (MoEC). 2005. Policy issues: The relationship between education sector reforms and other national policies.
< http://www.MoEC.go.tz/policy_issues.html>

MKAPA, B. W. 2002. The state of the nation: statement by his Excellency Benjamin William Mkapa President of the United Republic of Tanzania Dar-es-Salaam December 12, 2002.
<http://www.bu.edu/aparc/report/2002/tanzania.doc.>

MORRISON, D. R. 1976. Education and Politics in Africa: The Tanzanian Case. C. Hurst & Company, London.

MSUNGU, P. 2004. ActionAid Tanzania and the promotion of education. Sunday Observer Newspaper 19th December 2004.

NGO ACT CORE GROUP & PRESIDENT OFFICE. 2004. Report of workshop on awareness creation to key stakeholders on the rationale of making amendments to the NGO Act no. 24 of 2002 held at Royal Palm Hotel, Dar-es-Salaam on 14th -15th May, 2004.Unpublished Report Draft.

NYERERE, J. K. 2000. Reflections. In Reflections on Leadership in Africa: Forty Years After Independence. Othman, H. (ed.).UB University Press, Brusells.

NYERERE, J. K. 1968. Ujamaa: Essays on Socialism. Oxford University Press, Dar-es-Salaam.

NYERERE, J. K. 1967. Socialism and Rural Development. Government Printers, Dar-es-Salaam.

NYERERE, J. K. 1966. Freedom and Unity. Oxford University Press, Dar-es-Salaam

OLSSEN, M., CODD, J. & O’NEILL, A. 2004. Education Policy: Globalisation, Citizenship and Democracy. SAGE, London.

RICHARDSON, J. L.2001. Contending Liberalisms in World Politics: Ideology and Power. Lynne Rienner, Boulder.

RODNEY, W. 1974. How Europe Underdeveloped Africa. Tanzania Publishing House, Dar-es-Salaam.

ROY-CAMPBELL, Z. M. 1992. The politics of education in Tanzania: from colonialism to liberalization. In Tanzania and the IMF: the Dynamics of Liberalisation. Campbell, H. & Stein, H. (eds.). Westview Press, Boulder.

RUGUMAMU, S. M. 1997. Lethal Aid: The Illusion of Socialism and Self-reliance in Tanzania. Africa World Press, Inc., Asmara.

SAHLE, E. N. 2002. Julius Nyerere’s critical education thought. In The Legacies of Julius Nyerere: Influences on Development Discourse and Practice in Africa. McDonald, D. & Sahle, E. N. (eds.). Africa World Press, Inc., Asmara.

SAMJI, S. & ALBEE, A. 2000. Foreword. In Selected Studies of Civil Society in Tanzania: Policy, Social Capital & Networks of the Vulnerable. Samji, W. S. & Albee, A. (eds.) DFID, Dar-es-Salaam.

SHIVJI, I. G. 2004a. Reflections on NGOs in Tanzania: what we are, what we are not and what we ought to be? HakiElimu Working Paper Series 2004:9. HakiElimu, Dar-es-Salaam.

SHIVJI, I. G. 2004b. Good governance, bad governance and the quest for democracy in Africa: an alternative perspective. HakiElimu Working Paper Series 2004:8. HakiElimu, Dar-es-Salaam.

SHIVJI, I. G. 1994. Electoral politics, liberalisation and democracy. In Liberalisation and Politics: The 1990 Election in Tanzania. Mukandala, R. S. & Othman, H. (eds.). DUP, Dar-es-Salaam.

SHIVJI, I. G. 1986. Law, State and the Working Class in Tanzania. James Currey, London.

SHIVJI, I. G. 1976. Class Struggles in Tanzania. Heinemann, London.

SMITH, W. E. 1973. Nyerere of Tanzania. Victor Gollancz Ltd, London.

SUMRA, S. 2003. Implementation of the primary education development plan: voices from the community. HakiElimu Working Paper Series 2003:7. HakiElimu, Dar-es-Salaam.

SUTHERLAND, B. & MEYER, M. 2000. Guns and Gandhi in Africa. Pan African Insights on Nonviolence, Armed Struggle and Liberation in Africa. Africa World Press, Inc., Asmara.

TANZANIA EDUCATION NETWORK/MTANDAO WA ELIMU. 2002. NGO Policy Engagement in education in Tanzania: the current situation. Unpublished Report.

TRIPP, A. M. 1997. Changing the Rules: The Politics of Liberalisation and the Urban Informal Economy in Tanzania. University of California Press, Berkeley

TRIPP, A. M. 1994. Rethinking civil society: gender implications in contemporary Tanzania. In Civil Society and State in Africa. Harbeson, J. W., Rothchild, D. & Chazan, N. (eds.). Lynne Rienner Publishers, Boulder.


UNITED NATIONS OFFICIAL WEBSITE.
<http://www.un.org/Overview/rights.html>

UNITED REPUBLIC OF TANZANIA (URT). 1999. The Tanzania development vision 2025.
<http://www.tzonline.org/pdf/theTanzaniadevelopmentvision.pdf>

UNITED REPUBLIC OF TANZANIA (URT). 2001. Education sector development plan: Primary education development plan (2002-2006).
<http://www.tanedu.org/pedp_doc.pdf>

WEDGWOOD, R. 2005. Post-basic education and poverty in Tanzania. Post-Basic Education and Working Paper Series Number 1. Centre of African Studies, Edinburgh.

WHAITES, A. 2000. Let’s get civil society straight: NGOs, the state, and political theory. In Development, NGOs, and Civil Society. Eade, D. (ed.) Oxfam, London.

WORLD BANK & IMF. 2004. The United Republic of Tanzania: Evaluation of the Poverty Reduction Strategy Paper (PRSP) Process and Arrangements under the Poverty Reduction and Growth Facility (PRGF). World Bank, Washington.

WORLD BANK & IMF. 2000. Memorandum of the President of the International Development Association and the International Finance Corporation to the Executive Directors on a Country Assistance Strategy of the World Bank Group for the United Republic of Tanzania. Report No. 20728 TA

ZELEZA. P. T. 1997. Manufacturing African Studies and Crises. CODESRIA, Dakar.

 

[Game Theory]

Kaka rejea hiyo hapo chini, hicho nilichowawekea ni kisehemu tu cha tasnifu yangu ambayo haijachapishwa kokote na bado naifanyia uhariri wa kina - Na wewe usibanie hiyo PhD yako, tutumie dondoo tuichambue. Kila la heri Mkuu.

BIBLIOGRAPHY

AINA, T. A. 2004. Introduction: How do we understand globalisation and social policy in Africa? In Globalisation and Social Policy in Africa. Aina, T. A., Chachage, C. S. L. & Anna-Yao, E. (eds.). CODESRIA, Dakar.

BOWLES, S. & GINTIS, H. 1989. Can there be a liberal philosophy in a democratic society. In Critical Pedagogy, the State, and the Cultural Struggle. Giroux, H. A. & McClaren, P. L. (eds.). State University of New York Press, New York.

BOYLE, P. M. 1999. Class Formation and Civil Society: The Politics of Education in Africa. Ashgate, Aldershot.

BRETT, E. A. 1973. Colonialism and Underdevelopment in East Africa: The Politics of Economic Change 1919-1939. Heinemann, Nairobi.

BROCK-UTNE, B. 1993. Education in Africa Vol. I: Education for Self-reliance or Recolonisation? Universitetet I Oslo, Oslo.

BUNTING, I. 1999. The heart of Africa: Interview with Julius Nyerere on anti-colonialism. < http://hartford-hwp.com\archives\30\049.html>
Burchet, L. 1994. Education in the Development of Tanzania 1919-1990. Mkuki na Nyota, Dar-es-Salaam.

CHACHAGE, C. S. L. 2004a. Political parties, NGOs don’t stand for the people. East African Newspaper 20th December 2004.

CHACHAGE, C. S. L. 2004b. The world social forum: lessons from Mumbai. CODESRIA Bulletin Number 2 & 3 pp. 12

CHACHAGE, C. S. L. 2003. Of Mammon and Lazarus: Democracy and activism against impoverishment. In Against Neoliberalism: Gender, Democracy and Development. Chachage, C. S. L & Mbilinyi, M. (eds.). Tanzania Gender Network Program and E & D Ltd, Dar-es-Salaam.

CHACHAGE, C. S. L. & CHACHAGE, C. S. 2003. Nyerere: nationalism and post-colonial developmentalism. Paper presented at the celebration of the 30th Anniversary of the Council for the Development of Social Science Research in Africa (CODESRIA), Dakar, Senegal, 8th -11th December, 2003.

CONCERNED NGOS. 2002. The Tanzania NGO Bill 2002: Position of Concerned NGO. Unpublished Positional Statement Addressed to the Parliament of the United Republic of Tanzania on October 23, 2002.

DIXON, R. 2002. The colonisation of political consciousness: states and civil society in Africa. In Africa in Crisis: New Challenges and Possibilities. Zack-Williams, T., Frost, D. & Thomson, A. (eds.) Pluto Press, London.

EAGLE, G., HAYES, G. & SIBANDA, T. 1999.Standpoint methodologies: Marxist, feminist and black scholarship perspectives. In Research in Practice: Applied Methods for the Social Sciences. Terre Blanche, E. & Durrheim, K. (eds.) University of Cape Town Press, Cape Town.

FINKEL, S. E. 2003. Can democracy be taught? Adult civic education, civil society and the development of democratic political culture. Unpublished Article.

FOSTER, P. 1971. The vocational school in development planning. In Education and Economic Development. Anderson, C. A. & Bowman, M. J. (eds.) Frank & Cass Ltd., Oxford.

GADDIS, J. L. 2002. The Landscape of History: How Historians Map the Past. Oxford University Press, Oxford.

GRAMSCI, A. (1971). Selections from the Prison Notebooks. Lawrence and Wishart, London.

HAKIELIMU. 2003. HakiElimu Annual Report 2003. HakiElimu, Dar-es-Salaam.

HALLAK, J. 1999. Globalisation, human rights and education. IIEP Contribution No. 33

HARBER, C. 1989. Politics in African Education. Macmillan Publishers, London.

HATCH, J. 1976. Two African Statesmen: Kaunda of Zambia and Nyerere of Tanzania. Secker & Warburg, London.

HEYMAN, R. D., LAWSON, R. F. & STAMP, R. M. 1972. Studies in Educational Change. Holt, Rinehart & Winston of Canada Ltd., Toronto.

ILLIFE, J. 1979. A Modern History of Tanganyika. Cambridge University Press, Cambridge.

KING, K. & McGRATH, S. 2004. Knowledge for Development? Comparing British, Japanese, Swedish and World Bank Aid. HSRC Press, Cape Town.
Lonsdale, J. 2005. African studies, Europe & Africa. Africa-Europe Group of Interdisciplinary Studies’ (AEGIS) Plenary Lecture presented at the AEGIS’ European Conference of African Studies in London 29th June -2nd July 2005.

KIONDO, A. S. Z.1995. When the state withdraws: local developments, politics, and liberalisation in Tanzania. In Liberalised Development in Tanzania. Gibbon, B. (ed.)

KOSSOF, S. 2000. Governance and accountability in Tanzania: an overview of civil society. In Selected Studies of Civil Society in Tanzania: Policy, Social Capital & Networks of the Vulnerable. Samji, W. S. & Albee, A. (eds.) DFID, Dar-es-Salaam.

MAYO, P. 1999. Gramsci, Freire and Adult Education: Possibilities for Transformative Action. Zed Books, London.

MBILINYI, M. 2004. Introduction. In Nyerere on Education: Selected Essays and Speeches 1954-1998. Lema, E., Mbilinyi, M. & Rajani, R. (eds.). HakiElimu and E & D Ltd, Dar-es-Salaam.

MBILINYI, M. 2003. Equity, justice and transformation in education: The challenge of Mwalimu Julius Nyerere today. HakiElimu Working Paper Series 2003:5. HakiElimu, Dar-es-Salaam.

MICHAEL, S. 2004. Undermining Development: The Absence of Power among Local NGOs in Africa. James Currey, London.

MINISTRY OF EDUCATION AND CULTURE (MoEC). 1995. Education and Training Policy (ETP 1995). Ministry of Education and Culture, Dar-es-Salaam.

MINISTRY OF EDUCATION AND CULTURE, TANZANIA (MoEC) 2000. Education for All: The 2000 Assessment (EFA 2000). Ministry of Education and Culture, Dar-es-Salaam.

MINISTRY OF EDUCATION AND CULTURE (MoEC). 2005. Policy issues: The relationship between education sector reforms and other national policies.
< http://www.MoEC.go.tz/policy_issues.html>

MKAPA, B. W. 2002. The state of the nation: statement by his Excellency Benjamin William Mkapa President of the United Republic of Tanzania Dar-es-Salaam December 12, 2002.
<http://www.bu.edu/aparc/report/2002/tanzania.doc.>

MORRISON, D. R. 1976. Education and Politics in Africa: The Tanzanian Case. C. Hurst & Company, London.

MSUNGU, P. 2004. ActionAid Tanzania and the promotion of education. Sunday Observer Newspaper 19th December 2004.

NGO ACT CORE GROUP & PRESIDENT OFFICE. 2004. Report of workshop on awareness creation to key stakeholders on the rationale of making amendments to the NGO Act no. 24 of 2002 held at Royal Palm Hotel, Dar-es-Salaam on 14th -15th May, 2004.Unpublished Report Draft.

NYERERE, J. K. 2000. Reflections. In Reflections on Leadership in Africa: Forty Years After Independence. Othman, H. (ed.).UB University Press, Brusells.

NYERERE, J. K. 1968. Ujamaa: Essays on Socialism. Oxford University Press, Dar-es-Salaam.

NYERERE, J. K. 1967. Socialism and Rural Development. Government Printers, Dar-es-Salaam.

NYERERE, J. K. 1966. Freedom and Unity. Oxford University Press, Dar-es-Salaam

OLSSEN, M., CODD, J. & O’NEILL, A. 2004. Education Policy: Globalisation, Citizenship and Democracy. SAGE, London.

RICHARDSON, J. L.2001. Contending Liberalisms in World Politics: Ideology and Power. Lynne Rienner, Boulder.

RODNEY, W. 1974. How Europe Underdeveloped Africa. Tanzania Publishing House, Dar-es-Salaam.

ROY-CAMPBELL, Z. M. 1992. The politics of education in Tanzania: from colonialism to liberalization. In Tanzania and the IMF: the Dynamics of Liberalisation. Campbell, H. & Stein, H. (eds.). Westview Press, Boulder.

RUGUMAMU, S. M. 1997. Lethal Aid: The Illusion of Socialism and Self-reliance in Tanzania. Africa World Press, Inc., Asmara.

SAHLE, E. N. 2002. Julius Nyerere’s critical education thought. In The Legacies of Julius Nyerere: Influences on Development Discourse and Practice in Africa. McDonald, D. & Sahle, E. N. (eds.). Africa World Press, Inc., Asmara.

SAMJI, S. & ALBEE, A. 2000. Foreword. In Selected Studies of Civil Society in Tanzania: Policy, Social Capital & Networks of the Vulnerable. Samji, W. S. & Albee, A. (eds.) DFID, Dar-es-Salaam.

SHIVJI, I. G. 2004a. Reflections on NGOs in Tanzania: what we are, what we are not and what we ought to be? HakiElimu Working Paper Series 2004:9. HakiElimu, Dar-es-Salaam.

SHIVJI, I. G. 2004b. Good governance, bad governance and the quest for democracy in Africa: an alternative perspective. HakiElimu Working Paper Series 2004:8. HakiElimu, Dar-es-Salaam.

SHIVJI, I. G. 1994. Electoral politics, liberalisation and democracy. In Liberalisation and Politics: The 1990 Election in Tanzania. Mukandala, R. S. & Othman, H. (eds.). DUP, Dar-es-Salaam.

SHIVJI, I. G. 1986. Law, State and the Working Class in Tanzania. James Currey, London.

SHIVJI, I. G. 1976. Class Struggles in Tanzania. Heinemann, London.

SMITH, W. E. 1973. Nyerere of Tanzania. Victor Gollancz Ltd, London.

SUMRA, S. 2003. Implementation of the primary education development plan: voices from the community. HakiElimu Working Paper Series 2003:7. HakiElimu, Dar-es-Salaam.

SUTHERLAND, B. & MEYER, M. 2000. Guns and Gandhi in Africa. Pan African Insights on Nonviolence, Armed Struggle and Liberation in Africa. Africa World Press, Inc., Asmara.

TANZANIA EDUCATION NETWORK/MTANDAO WA ELIMU. 2002. NGO Policy Engagement in education in Tanzania: the current situation. Unpublished Report.

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ZELEZA. P. T. 1997. Manufacturing African Studies and Crises. CODESRIA, Dakar.

Bado unaendelea na mchezo wako wa kutubania elimu

Hiyo reference ulizoziweka ni kutoka kitabu gani au journal article ipi


Its well and good kuweka reference kama ulivyoweka lakini surprisingly au sijui ndio intentionally umeamua kutotupatia jina la kitabu


hebu tatua hii issue kwa kutupatia jina la kitabu mjomba

 

[Game Theory]

GT,
Nadhani ni interview aliyofanya JKN na Bill Sutherland. Lakini Companero ataconfirm. Kijana namwaminia kwa data.

Jasusi you missed something hapo juu

Direct quote ya Bill Sutherland haiendani na hizo reference zilizotoka hivyo kuna twoquestions:

1)Inawezekana ni kweli huyo Bill alifanya interview na Nyerere na tumeona direct quote hapo lakini nakataa kuwa ni kitabu au ni journal article iliyoandikwa naye


2)Ushahidi unaotuletea Companero wa reference ndefu hauendani na middle passage ya hizo paragraphs alizozinyofoa sasa ushajiuliza kwa nini kuna paragraphs zaidi ya 3 ambazo hazijawa referenced?

sasa kwa nini anafanya hatari ya kuonekana kuwa ana plagiarize kazi za watu wengine na kudai ni yake wakati ukweli ni mwingine?

whats so difficult kutupatia jina la hiyo journal alikoinyona na ikiwezekana atuletee wwebsite link yake?

surely its not that difficult is it?

 

[Jasusi]

GT,
Kijana kishakwambia anaandika kitabu chake. Kama kaamua kubania jina hilo tumwachie. Lakini kikishamalizika atupashe ili tuwahi dukani tupate nakala.

 

[Game Theory]

GT,
Kijana kishakwambia anaandika kitabu chake. Kama kaamua kubania jina hilo tumwachie. Lakini kikishamalizika atupashe ili tuwahi dukani tupate nakala.

hajaandika kitabu wala nin. Hii kachomoa from online journal kupitia IGENTA CONNECT halafu anakuja kutufanya sisi wajinga

lakini mwache aje na jila la kitabu otherwise itakuwa ngumu sana kwake kuendelea kujustfy hii academic misconduct

Hivi wewe na akili yako unaamini kaandika kitabu hichi au basi tuu?

 

[Mwanamalundi]

hajaandika kitabu wala nin. Hii kachomoa from online journal kupitia IGENTA CONNECT halafu anakuja kutufanya sisi wajinga

lakini mwache aje na jila la kitabu otherwise itakuwa ngumu sana kwake kuendelea kujustfy hii academic misconduct

Hivi wewe na akili yako unaamini kaandika kitabu hichi au basi tuu?

GT,
Unanivunja mbavu. Companero amesema kwamba hiyo ni sehemu ya tasnifu au Thesis kwa kiingereza. Kwa kifupi ni PhD thesis yake pale University of Dar es salaam, Department of Political Science and Administration. Umeridhika??

 

[JokaKuu]

GT,Jasusi,Companero,Kuhani,Mkandara,FMES,

..hivi kwanini Babu na Wakomunisti wenzake hawakwenda kuishi China,Cuba,N.Korea,...?

..hivi huo Ukomunisti wanauamini kweli au wana-experiment tu? kwamba it is just an academic exercise?

 

[Jasusi]

jokaKuu,
Babu alikuwa Mtanzania. Haiingii akilini kuwa kwa sababu ubepari ulianzia Ulaya basi mabepari wote wa Tanzania wahamie Ulaya, au?

 

[JokaKuu]

jokaKuu,
Babu alikuwa Mtanzania. Haiingii akilini kuwa kwa sababu ubepari ulianzia Ulaya basi mabepari wote wa Tanzania wahamie Ulaya, au?

..ninachoshangaa mimi ni Babu kutokana na matatizo yake ya kisiasa kukimbia Tanzania, na kwenda kuishi ktk nchi ya Kibepari, ukizingatia kwamba yeye ni Mkomunisti.

..it made more sense kwa Kambona kukimbia Ujamaa Tanzania, na kwenda kuishi Uingereza kwa mabepari.

..of course mabepari uchwara wa Tanzania, na nchi nyingine za Kiafrika, huficha fedha na mali zao walizoiba, Ulaya kwa mabepari wenzao, au???

 

[Companero]

GT,
Unanivunja mbavu. Companero amesema kwamba hiyo ni sehemu ya tasnifu au Thesis kwa kiingereza. Kwa kifupi ni PhD thesis yake pale University of Dar es salaam, Department of Political Science and Administration. Umeridhika??

Asante sana. Napata shida sana kumuelewesha GT. Sijui anatumia nadharia gani za kimchezo (game theories) kujenga hoja kwamba najinukuu/najidesa mwenyewe. How can I plagiarize myself - nawezaje kujiibia maandishi yangu mwenyewe?Hiyo ni tasnifu ya shahada ya uzamili ila siyo ya Mlimani. Ni ya chuo alichosoma Mwalimu. Hiyo rejea ina kila kitu kilichonukuliwa humo. Mwambie GT aangalie tena jina la ukoo la BILL, yaani, SUTHERLAND kwenye hiyo rejea ahakikishe mwenyewe japo mwenye macho haambiwi tazama. Kweli shukrani za punda ni mateke kama sio ushuzi!

 

[JokaKuu]

Companero,

..hapa jamii forums kuna utamaduni ambao Game-Theory anasisitiza utumike.

1. jinsi ya ku-quote maneno ya mtu mwingine.

[ quote=" jina la mhusika " ] cut -- paste maneno yake [ /quote ]

2. mahali /website ulipotoa makala yako.

[ url=" www. bla blah"] bofya hapa --jf preference [ /url ]

..nadhani unafahamu hizo njia mbili hapo juu, ila ni utukutu wako tu unakufanya usizitumie.

..wachangiaji wengine hupenda kuhakiki yale yanayoletwa hapa jamvini. kwa msingi huo Game-Theory kwa kiasi fulani ana hoja.

 

[Zakumi]

Hapa umesema kitu kimoja muhimu sana.

Ninaamini katika eneo letu la Afrika ya Mashariki tukiangalia watu ambao walikuwa na uwezo wakujenga falsafa ya msingi ulioongoza dira za maisha yao kuna watu watatu hasa; Nyerere, Babu, na Mazrui.

Nyerere alikuwa ni mjamaa akiongozwa na nadharai yake aliyojaribu kusynthesize usoshalist na kuufanya uonekane ni wa kiafrika. Babu naamini alikuwa ni more radical than Nyerere lakini zaidi alikuwa ni classical socialist. Mazuri yeye ni yule ambaye aliweza baadaye kufafanua vizuri kile alichoita Urithi wa pande tatu. Kwamba hakuna kitu hasa cha Kiafrika per se bali Mwafrika ni zao la hii "triple heritage) yaani masalio ya Kimagharibi (uzungu-Christianity), Mashariki ya Kati (Arabic - Islam) na Uafrika.

Lakini naamini Babu ndiye mtu aliyeweza kumchallenge Nyerere intellectually kuliko Kambona. Kwangu mimi kati ya watu tuliowakosa katika utumishi wa umma Tanzania ni Babu (nakumbuka stori moja ilitokeaga aidha New Africa au Africa Now) ndiyo iliniintroduce hasa to Babu. Jina la Babu katika Tanzania lilihusishwa zaidi na intellectual defiance. Upinzani wa Babu dhidi ya Nyerere ulikuwa ni wa kisoma (intellectual opposition) walikuwa wanatofautiana sana kiasi kwamba kwa vile mmoja alikuwa ni Mtawala (Nyerere) the other could not have submitted himself under him.

Lakini tukiangalia maendeleo ya kisiasa ya Afrika ya leo na hali ya kiuchumi ya dunia sidhani kama Nyerere na Babu wangekuwa mbali sana from each other intellectually.

Mwanakijiji:

Kwanini Babu, Mazrui na Nyerere walipatikana wakati wa mkoloni na sio sasa?

 

[Jasusi]

Mwanakijiji:

Kwanini Babu, Mazrui na Nyerere walipatikana wakati wa mkoloni na sio sasa?

Zakumi,
Naamini kila kizazi kina nabii wake. Sasa hivi tunawasubiria akina Zakumi na Companero wachukue jukumu la kutoa uongozi wa kizazi cha leo. Mwangalie Obama anavyomwaga vitu. Acha bwana!

 

[Companero]

Companero,

..hapa jamii forums kuna utamaduni ambao Game-Theory anasisitiza utumike.

1. jinsi ya ku-quote maneno ya mtu mwingine.

[ quote=" jina la mhusika " ] cut -- paste maneno yake [ /quote ]

2. mahali /website ulipotoa makala yako.

[ url=" www. bla blah"] bofya hapa --jf preference [ /url ]

..nadhani unafahamu hizo njia mbili hapo juu, ila ni utukutu wako tu unakufanya usizitumie.

..wachangiaji wengine hupenda kuhakiki yale yanayoletwa hapa jamvini. kwa msingi huo Game-Theory kwa kiasi fulani ana hoja.

Asante JK. Ila ukiritimba huo umepitwa na wakati. Isitoshe nilichoweka hapo sio nukuu. Ni dondoo ya kitu nilichoandika mwenyewe. Tena kinafuata mfumo wa nukuu wa huko hiyo tasnifu ilipowasilishwa. Sasa unataka nibadili tasnifu eti kwa ajili ya GT kisa hataki kuelewa kuwa Sutherland and Meyers (2000) aliyenukuliwa ndani ya tasnifu ndio Sutherland and Meyers (2000) aliyeko kwenye rejea ya tasnifu hiyo? Elewa kuwa tatizo kubwa la GT ni kuwa anataka nukuu na rejea kwa ajili ya masomo yake ndio maana anatumia kila mbinu kuhakikisha anajua hizi mada zangu zinatoka wapi hasa ili asikamatwe akizidesa. Kama shida yake ni rejea basi rejea zote nimemuwekea hapa akazisome mwenyewe na azichambue mwenyewe, sio lazima atumie uchambuzi wangu.

 

[Companero]

Mwanakijiji:
Kwanini Babu, Mazrui na Nyerere walipatikana wakati wa mkoloni na sio sasa?

Zakumi Wakati Mwanakijiji anajiandaa kukujibu, na mimi naongezea: Kwa nini Zitto Kabwe, Muthoni Wanyeki na Tundu Lissu wamepatikana sasa na sio wakati wa mkoloni?

 

[Companero]

GT,Jasusi,Companero,Kuhani,Mkandara,FMES,

..hivi kwanini Babu na Wakomunisti wenzake hawakwenda kuishi China,Cuba,N.Korea,...?

..hivi huo Ukomunisti wanauamini kweli au wana-experiment tu? kwamba it is just an academic exercise?

Ukomunisti wa kweli, kwa mujibu wa mnadharia wake mkuu, hutokea katika tumbo la uzazi wa ubepari (Rejea kinachotokea US, UK na URT leo). Hivyo, wakomunisti na wamaksisti wengi kama Babu na CLR James waliishi katika tumbo hilo huko UK na US ili kuchochea mapinduzi ya Kikomunisti. Akiwa UK, Babu alikuwa mwandishi wa gazeti la New African lililokuwa ni chachu ya usoshalisti/ukomunisti. Pamoja na yote hayo Babu aliishi Tanzania/Zanzibar kwa miaka kadhaa akijaribu kujenga usoshalisti wa kisayansi kwa vitendo - je maisha gani ya kikomunisti yangemshinda mtu aliyepitia adha hizo hapo chini?

"I did not allow improsonment to undermine my self-esteem, inspite of the mental torture and humiliation which imprisonment entailed...There were about 119 political detainees in Ukonga Prison where we were held, most of whom were not connected with the Zanzibar trials. I taught elementary political-economy and some political theory, mostly based on the radical tradition of leftist politics - marxism, liberal philosophy and so on. These lectures and the discussion that they provoked, led to the writing of African socialism, or Socialist Africa...Also, in prison, we re-examined Tanzania's approach to socialism, to economic and social development..." (AM Babu, 2001: 22-23, Memoirs: An Outline in H. Othman (Ed.), Babu: I saw the Future and it Works, E & D Ltd: Dar-es-Salaam, Tanzania)