Question 1: The perplexity caused by the phelps-stocke commission in education cannot be null and

void based on the repercussions it yielded in the provision of education in east Africa. Using enough
examples, negate this statement by providing six points

The Phelps-Stokes Commission in education left an indelible mark on the educational landscape of East
Africa, evoking a myriad of responses and consequences. While some argue that the perplexity caused
by the commission cannot be dismissed, it is crucial to examine the nuanced outcomes that unfolded in
the provision of education in the region. This exploration will delve into six points that challenge the
notion of nullifying the commission's impact, shedding light on positive policy implementations,
infrastructure development, cultural exchange, increased accessibility, skills development, and
international collaborations that emerged as repercussions of the Phelps-Stokes Commission in East
Africa.

I. Positive Policy Impact: The Phelps-Stokes Commission in education led to the implementation
of various policies that positively impacted education in East Africa. For instance,
recommendations on curriculum enhancements and teacher training could have contributed to
improved academic standards.
II. Infrastructure Development: The commission might have spurred investments in education
infrastructure. If the recommendations led to the construction of schools, libraries, and other
educational facilities, it would have contributed to a more robust education system.
III. Cultural Exchange: Phelps-Stokes Commission might have fostered cultural exchange and
understanding through educational reforms. If the recommendations encouraged a diverse and
inclusive curriculum, it could have promoted a broader understanding of different cultures in
East Africa.
IV. Increased Access: The commission could have addressed issues related to accessibility of
education. If initiatives were taken to make education more accessible to marginalized
communities, it would have contributed to a more equitable education system.
V. Skills Development: Recommendations from the commission might have emphasized skills
development in line with the needs of the local economy. This focus could have resulted in
students acquiring practical skills that are relevant to the job market, thereby enhancing the
overall quality of education.
VI. International Collaboration: Phelps-Stokes Commission could have facilitated international
collaborations in education. If the recommendations encouraged partnerships with educational
institutions from other regions, it might have brought in expertise and resources to improve the
education system in East Africa.

Question 3: What significance does the examination of the historical landscape of education in East
Africa hold for student-teacher as they embark on their future professional endeavor....give clear
introduction having six points
Exploring the historical landscape of education in East Africa is of paramount significance for students
and teachers as they embark on their future professional endeavors. This examination provides valuable
insights that can inform and shape their approaches to education. Here are six key points highlighting
the importance of delving into this historical context:

I. Contextual Understanding: A thorough exploration of the historical evolution of education in

East Africa offers a contextual understanding of the challenges and successes that have shaped
the current educational system. This insight helps educators comprehend the roots of
educational practices, enabling them to make informed decisions in their teaching methods.
II. Policy Influence: Historical perspectives shed light on the policies that have molded education in
the region. Analyzing past policies, their implementations, and their consequences equips both
students and teachers with a nuanced understanding of the impact of policy decisions on
educational outcomes.
III. Cultural Sensitivity: East Africa's educational history is intricately woven with its diverse
cultures. Students and teachers, by studying this history, can cultivate cultural sensitivity,
recognizing the role of culture in shaping educational practices. This awareness is crucial for
creating inclusive and culturally responsive learning environments.
IV. Identification of Success Models: Examining historical trends allows educators to identify
successful models and practices that have stood the test of time. By understanding what has
worked in the past, students and teachers can draw inspiration and potentially adapt effective
strategies for their own professional endeavors.
V. Addressing Persistent Challenges: Historical insights reveal persistent challenges in the
education system. Students and teachers can learn from past struggles, gaining an awareness of
recurring issues. This knowledge empowers them to proactively address challenges and work
towards innovative solutions for the betterment of education in the region.
VI. Encouraging Continuous Improvement: By studying the historical landscape, students and
teachers are encouraged to adopt a mindset of continuous improvement. Learning from the
successes and failures of the past fosters a commitment to refining educational practices,
adapting to evolving needs, and contributing to the ongoing development of education in East
Africa.

Question 4: Discuss the critique and prescription of education for self reliance against Colonial
education in Tanzania..provide good introduction with six points

The critique and prescription of education for self-reliance against colonial education in Tanzania
encapsulate a profound dialogue on the transformative goals of the education system. Examining these
aspects reveals the complexities of breaking away from a colonial legacy and underscores the
aspirations for fostering self-sufficiency. Here are six key points to delve into this discourse:
 I. Colonial Legacy: The historical backdrop of colonial education in Tanzania set the stage for a
system that often prioritized the interests of the colonizers over the needs of the local
population. Understanding this legacy is crucial for critiquing the inherited structures and biases
within the education system.
II. Dependency Dynamics: Critics argue that colonial education perpetuated a dependency
mindset, wherein the curriculum and pedagogy were designed to serve colonial interests.
Examining this aspect illuminates the need for a paradigm shift towards education that
promotes self-reliance and independence.
III. Cultural Appropriation: Colonial education often marginalized indigenous cultures, contributing
to the erosion of local knowledge systems. The critique of this cultural appropriation serves as a
foundation for prescribing an education model that values and integrates traditional wisdom,
languages, and practices.
IV. Economic Empowerment: The prescription for education for self-reliance emphasizes the
importance of equipping individuals with skills and knowledge that empower them
economically. This involves a departure from a curriculum that merely prepares students for
subordinate roles, towards one that fosters entrepreneurship, innovation, and self-sufficiency.
V. Community Engagement: Critics argue that colonial education often neglected the needs and
aspirations of local communities. The prescription for education for self-reliance involves a more
profound engagement with communities, recognizing their agency in shaping educational goals
and outcomes.
VI. Holistic Development: Beyond academic achievements, the critique of colonial education in
Tanzania includes a call for holistic development. The prescription emphasizes an education
system that nurtures critical thinking, problem-solving skills, and ethical values, aiming to
produce well-rounded individuals capable of contributing meaningfully to society. This ongoing
dialogue between the critique of colonial education and the prescription for self-reliant
education in Tanzania encapsulates a dynamic process of redefining educational objectives to
align with the socio-cultural and economic aspirations of the nation.

Question 5: Analyze the notable changes in the Tanzanian education system, from early childhood
education to advanced secondary school, based on the 2014 education policy and it's update version in
2023.. give at least six points with examples

I. Curricular Reforms: The 2014 education policy and its 2023 update ushered in significant
changes in the curriculum, emphasizing a more holistic and learner-centered approach. For
instance, there may have been a shift towards competency-based curricula, focusing on
practical skills alongside theoretical knowledge to better prepare students for real-world
challenges.
II. Early Childhood Education Enhancement: The policies likely addressed improvements in early
childhood education, recognizing its foundational role. This could involve increased investments
in infrastructure, teacher training, and the development of age-appropriate learning materials to
enhance the quality of education for young learners.
 III. Technological Integration: The education policies might have underscored the importance of
technology in education. Initiatives such as providing schools with access to computers,
integrating digital resources into teaching, and promoting digital literacy could be notable
changes reflecting the policies' emphasis on staying abreast of technological advancements.
IV. Inclusivity and Access: Addressing issues of inclusivity and access, the policies could have
implemented measures to ensure education reaches all segments of the population. Examples
might include strategies to reduce gender disparities, improve access for marginalized groups,
and provide resources for students with special needs.
V. Assessment and Evaluation Reforms: The policies likely introduced changes in assessment and
evaluation methods, moving towards more comprehensive and continuous evaluation systems.
This could involve a shift from traditional exam-centric evaluations to diverse forms of
assessment that better capture students' understanding and skills
VI. Vocational and Technical Education Emphasis: Recognizing the importance of vocational and
technical skills, the policies may have incorporated a stronger focus on these aspects. This could
involve the establishment of vocational training centers, integration of practical skills into the
curriculum, and partnerships with industries to provide hands-on experiences for students.

These changes in the Tanzanian education system from early childhood education to advanced
secondary school, as influenced by the 2014 education policy and its 2023 update, reflect a commitment
to adaptability, inclusivity, and relevance to the evolving needs of students and the nation.