EDUCATION POLICIES IN TANZANIA

In the early of 1980's the predominance of the original Educating for Self Reliance  policy begin to wane, although it lingered on many  way until the official creation of the 1995 education and training policy. The Education Training policy changes occurred within the context of many wider social changes, including the effective end off the socialist economic model with the increasing the linearization of the economy in Tanzania. It also corresponded with shifts in development education discourse and vocational education in primary and secondary institution, developed in the 198's. This backlash was partly the result of popular research in the field, such as faster's 1965 "vocational school fallacy" finds and later similar studies and the barrage of challenges and infective result that plagued "vocational policies, but also reflected a shift in international concentration to universal primary education (UPE) as a new paradigm of the development education. The 1995 education and training policy (ETP) calls partnership in the provision of adult education and non-formal education, partnership in Tanzania involves key stakeholders participating in the provision of education to enhance access by mobilizing a water base of resource, supporting and hence generating greater commitment. This policy aimed to enable the acquisition, improvement and upgrading of mental, practical, productive and other life skills needed to meet the changing needs of industry and the economy.

According to Kamugisha (2016). Education and training policy of Tanzania (2014) was introduced as a result of various changes globally and regionally since the establishment Education Training Policy in 1995, vocation education and training policy 1996, higher education policy, the number of changes have taken place. Politically, economically, technological and socially.

The changes have made the previous policy to be absolute, as to meet the global changes affecting economy as well it was imperative to establish a new education policy. The general objective of Education Training Policy (1995-2014) is to broaden the base for the financing of education and training, to promote access and equity through making access to basic education available to all citizens, to improve the quality of education through strengthening in service teachers training programs, to decentralize education and training by empowering regions.

Free education policy, on November 2015 the Tanzania government issued circular which implement education and training policy 2014 and direct public bodies to insure that secondary education if free for all children this include the remove  of all forms of fees and contribution. The circular ready. Provision free education means pupils or students will not paid any fee or other contribution that were being provided by parent or guardian before the release of new circular. This is new policy aim to free families from any fees and contribution to education for II years of scrolling. It is in line with the new commitment made by countries as a part of the sustainable development agenda, and is a key policy for encouraging universal primary secondary education however abolition fees is not an end in itself indirect cost must be monitored as well as to insure they don't increase to make up for the change. For example school and sport uniform and reading book materials such as exercise books and pens will still remain. The abolition of school fees at secondary level is expected to increase enrollment and attendance as occurred in 2002 when primary education was made free and the primary net enrollment rate jumped from 59% in 2000 to 94% in 2011.policy is defined as pronouncements by government that direct the course of education in consonance  with the national vision.

(Mosha, 2006:39). Policy is formulated and adopted through political process that acknowledge the reality and legitimacy of conflicting interest and demands among the nation's citizens. 

REFERENCES

Chapman D, and Adam D. (2002). The quality of Education: Dimensions and strategies;                                     Mamla. Asian development Bank.

Fellen, P. Kalish A, Pingree A, and Plank K. (2007. Toward a scholarship of teaching and                                  learning in educational development. San Francisco, Jossey-Bass LTD.

Kamugisha K.D (2017). Education in Tanzania: History and developments. Mwanza,                              Tanzania: Mahelo book centre.

prepared by HEKIMA GROUP-SAUT, MWANZA