HISTORY AND SOCIOLOGICAL ASPECTS IN EDUCATION– INTRODUCTION

LECTURE 4: HISTORY OF FORMAL SYSTEMS OF EDUCATION IN TANZANIA

By – Raphael Tumaini O’maitarya
0755340506/0655820165: Email - rafaeltumaini@gmail.com
______________________________________________________________

LECTURE SUMMARY
INTRODUCTION
 The history of formal education in Tanzania is a complex narrative
shaped by various external influences and colonial powers.
 It is influenced by foreign entities, including the following:
o Arabs,
o Muslims, and
o Christian missionaries,
o German colonial government, and
o British colonial government,
 All of these entities contributed to the introduction, spread, and
development of formal education in Tanzania:
i. Arabs and Muslims Influence (8th to 19th Century):
o Arabs, particularly along the coastal regions of present-day
Tanzania, were early influencers of education.
o They introduced Islamic teachings through Quranic schools
(madrasas) where students learned Arabic and Islamic studies.
o The coastal towns like Kilwa, Zanzibar, and Bagamoyo were
centers of Islamic education, attracting students from various
regions.
o This introduced a foundational form of education centered on
religion and Arabic language, which would continue to influence
the education system for centuries.
 Arab Moslems was the foreign religious groups that had major
influences on education in Tanzania.
 Arabs reached Coast of Tanzania and Zanzibar islands to spread
Muslim religion.
 The influence of Islam religion assisted in the development of formal
education in Tanzania.
 The Influences of Islam The Arabs were the first to introduce schooling
in Tanzania.
 The Arab influence existed along the coast.
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 Koranic schools operated in Zanzibar and Pemba and along the coast.
 From the 17th century Koranic schools spread to Tanzania mainland
especially along the coast.
 These schools confined themselves to religious teaching and Arabic
literacy. - The Islam education was purely Arabic in nature.
 The aim of education was to strengthening the basis of Islamic religion
and spreading its teaching in Tanzania.
 Education based on, sciences and Arabic grammar.
 The teaching concentrates more on study of Hadith and jurisprudence.
- The curriculum concentrates more on Arabic grammar.
 The Arab Islamic education which was aimed to the spread of Islam
religion in Tanzania contributed to the expansion of formal education
alongside it.
 When Germans colonized Tanganyika after the Berlin conference in
1885, they observed the importance of Koranic education, and
encouraged Koranic education in the schools that they opened.
 That is why the coastal regions had more schools during the German
rule than the hinterland.
 This pattern existed until the fall of the German colonial rule in 1918.
ii. Christian Missionary Efforts (Late 19th Century):
o Christian missionaries, notably from Europe, began establishing
missions along the coast and later further inland.
o They established formal schools where subjects like reading,
writing, arithmetic, and Christian doctrine were taught.
o This introduced a Western-style formal education system, often
with an emphasis on English or other European languages that
would later become the foundation for the modern education
system.
 Christianity has influence in the promotion and development of western
formal education in Tanzania.
- Although east Africa had contact with Europe before, their main
interest at that time was trading.
- When the Britain lost power in America, they sought to abandon
slave trade and make Africans laborers in their own countries.
- Therefore, western education was taken as a weapon to change
culture, values and beliefs.
- In Tanzania was marked by the introduction of Roman Script in
the second half of the 19th century by the Christian missionaries.
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 The beginning of Christian Missionary Activities
Reverend Dr. L. Krapf was the first missionary to start a formal school
using the Roman script.
- Together with Rebman, Krapf entered in Zanzibar in 1844 and moved
to Rabai in Kenya where they found a school in which they enrolled
slave children.
- Alongside schools these missionaries introduced cotton and rice
growing.
- From Rabai, they moved into the interior to Mpwapwa, Mwanza and
Uganda with the same purpose of christen religion spreading which
went alongside with introduction of formal education.
- At all these stations, they opened schools that marked introduction
and spread of western form education in Tanzania.
- Rebman and Krapf were members of Church Missionary Society
(CMS).
Roman Catholic Church missionaries and formal education
In 1861 the Roman Catholic Holy Ghost Fathers arrived in Zanzibar.
- Their aim was to link with Centres of French traders in central
Africa.
- However, they plunged into conflict with the British in Zanzibar.
- So, they moved to Bagamoyo in 1864.
- A number of missionaries (brothers, sisters and father) started a
school at Bagamoyo in the same year.
- The school taught both academic and vocational subjects.
- In 1865, White Fathers opened mission centres at Kalema and
Bukumbi in Mwanza and Kashozi in Bukoba.
Influence of other Christian missionary for formal education
spread in Tanzania
Christian missionaries hoped to make schools the spiritual and religious
centers. Through education they hoped to eradicate the practices and
behaviors of natives like Idol worship, polytheism, bigotry, polygamy and
many superstitions which were considered by them to be much uncivilized.
In the same year (1864), Bishop Tozer of the University Mission to Central
Africa (UMCA) started a school at Kiungani in Zanzibar.
- This school was called St. Andrews College and it was later shifted to
Minaki in the mainland.
- A branch of a UMCA school was also opened at Korogwe. Minaki was
both a school and a teacher training college. Bagamoyo,

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 - Minaki and Korogwe are regarded as the oldest schools in Tanzania
mainland.
- In the same period, the London Missionary Society (L.M.S.) and the
Moravian missionaries started mission centres in Ujiji and Urambo.
- The German rulers came with the Berlin and Bethel Lutheran and
Moravian missionaries who opened mission centres in Lushoto, Bukoba
and Urambo.
- One important point to underscore is that a school accompanied
every mission centre.
- Christian missionaries had constructed 1,852 schools. Government
schools educated 6,100 students, but missionary schools educated an
amazing 155,287. Clearly, missionaries educated the overwhelming
majority of Tanganyikan pupils during the German colonial era.
Objectives of Christian Missionary Education in Tanzania
The introduction and spread of formal education by Christian missionaries in
Tanzania were based on the following objectives or motives
i. To gain Christian converts,
ii. To make converts read the Bible (especially the protestant
missionaries),
iii. To train local human resource - i.e., catechists, masons, carpenters
iv. To change culture – for the church to gain local roots
v. To provide skills in basic trades and crafts by believing that work
develop moral and good behavior.
vi. To check the spread of Islam and opposition to Christian
denominations.
vii. To train government Christian human resource.
Types of Schools Established
Missionaries established the following four types of schools:
i. Bush Schools
- These were outer-schools in a ramshackle accommodation.
- These schools were manned by poor and semi-illiterate teachers.
- The schools operated in some days because teachers were to run
more than one school.
- They provided two-to-three-year basic education on 3Rs and
hygiene.
i. Village schools
- These were few and established in mission stations.
- They were under trained teachers both Africans and missionaries.

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 - They enrolled pupils from bush schools and used vernacular and
Kiswahili medium of instructions.
- They were a four-year cycle school.
iii. Main station schools
- They were run by Europeans and well-trained Africans.
- They were responsible to train skilled manpower and they were
both academic and vocational.
iv. Seminaries
- These produced future teachers and priests.
- They were institution for church manpower and model schools.
- For Roman Catholic schools they followed the French model while the
Protestant schools followed the British model
Curriculum of Christian missionary formal education
The curriculum followed intended to promote the following;
- The 3Rs reading, writing and arithmetic.
- The industrial and agriculture syllabus.
- The industrial and vocational bias for man power.
- They also incorporated the teaching of hygiene,
- European sports and literature, music and the brass band.
- The academic component included history, geography and
mathematics, Roman, Greek, English, and French.
Aspect of Enrolment
By 1914 there were 142 mission stations with 792 schools and 60,925
pupils. The distribution of enrolments was as follows:
- Bethel Lutheran: 12 mission stations with 56 schools and 300
pupils.
- Berlin Lutheran: 17 mission stations with 100 schools and 3,700
pupils with 154 African teachers and 52 missionary teachers.
- Moravian Mission: 15 stations with 75 schools and 16,128 pupils
and 32 African teachers.
- Other Protestant Missions: 13 stations, 81 schools with 8,116
pupils, 108 African teachers and 32 Missionary teachers.
- Roman Catholics: had 85 mission stations with 480 schools and
32,681 pupils; African teachers and 406 missionaries.
- It is important to note that each group of missionaries reflected policies
of their respective nations.
German Colonial Period (1885-1919):

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 o The Germans introduced a formal education system with a focus
on practical skills such as agriculture, crafts, and basic literacy,
primarily for the purpose of supporting colonial administration.
o The Germans established schools, known as "boma" schools,
which were limited in scope and often segregated along racial
lines.
o While limited in scope and access, this period marked the
formalization of education under colonial rule.
British Colonial Period (1919-1961):
o The British expanded the education system, particularly in urban
areas.
o They introduced a more structured curriculum and increased
access to formal education.
o The establishment of government schools and the introduction of
standardized curricula significantly expanded access to education.
o The British period laid the groundwork for a more comprehensive
education system, with a broader curriculum including subjects
like science, mathematics, and literature.
o It also increased literacy rates and provided the foundation for
post-independence education reforms.
Post-Independence Period (1961-Present):
o After gaining independence in 1961, Tanzania focused on
developing an education system that was relevant to its socio-
economic needs.
o The government made efforts to expand access to education,
with a focus on free and compulsory primary education.
o This period saw significant progress in expanding access to
education at all levels.
o However, challenges related to infrastructure, teacher quality,
and curriculum relevance persisted.
Legacies:
 The Arabic and Islamic influence remains prominent, especially
along the coast, where Arabic language and Islamic studies continue to
be valued.
 The Christian missionary influence is still felt, with many schools,
colleges, and universities in Tanzania having religious affiliations.

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  The German and British colonial legacy is evident in the structure
and organization of the education system, with English being the
primary medium of instruction.
Overall, the history of formal education in Tanzania reflects a dynamic
interplay between various foreign influences, each leaving a distinct mark on
the country's educational landscape.
The comparison of German and British colonial education systems
 There were some observable differences depending on the colonial
power.
 Thus, the colonial education system under the German rule exhibited
some differences from the British colonial education system.
Education under the German Rule
Unification of Germany in 1891 speeded up industrial revolution and the
need for raw material and market for manufactured goods.
- Therefore, the German government supported traders and
adventurers to compete for colonies.
German Education Policy
Tanganyika (Tanzania Mainland) was the last German colony; as such
experience gained in South West Africa and the Cameroon was used.
- Based on their experiences they decided that the German colonial
government trains its own assistants.
- They therefore started state secular schools.
- They encouraged the existence of two parallel education systems;
the state secular schools using Kiswahili medium and the mission
schools following policies of the nation of respective missionaries.
- In 1903 the German colonial government asked missionaries to
follow the government policy and curricula.
- They did not encourage racial discrimination in schools save few
European schools for the Boers from South Africa.
- There was official elevation of Kiswahili at all levels and there was a
close link with local communities, such were involved in planning,
organization, financing, administration and the curriculum.
- Education policy originated in the colony and was sent to Germany
for approval.
In general, German education promoted decentralized system with
minimum control from the centre. One important point to note was that
the financing of education was also local.
Aims of German Education

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Aims of German Education were:
- To train local manpower that was competent and loyal to the
colonial government.
- These were trained in German law, how to collect duty and during
training they attended Akida and Jumbe courts.
- To inculcate the liking of order.
- To introduce Africans into money economy.
- To teach German culture, sports and dances.
- To inculcate respect for work, punctuality, dutifulness, and
cleanliness.
- To impart necessary skills important for international economic
system.
- To teach independent thinking, originality, data collection and
logical presentations.
Structure of German Education Systems
Education was to meet the needs of economic institutions and was
organized to fulfill this purpose.
- The structure comprised of the following;
i. Outer Schools,
i. Station/Central School,
ii. Main station schools,
iii. Industrial schools, and
iv. High schools.
Outer Schools:
- These were essentially agricultural in nature.
- A school had to have a school shamba (farm) of 200 – 300 coconut
trees or 3 – 4 hectors of cotton, or 1 – 2 hectors of coffee.
- The aim was to get finance to run the school.
- The government supplied facilities to run these shambas.
- Outer schools were for Africans.
- They were elementary.
- The emphasis was on 3Rs (reading, writing and arithmetic).
Main Station schools:
- These schools were mainly along the coast and provided both
academic and vocational training.
- These were also headed by a German Head teacher
Industrial schools:

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 - They were under a German Headmaster with trained Africans and
Asians.
- They were located in towns and attached to economic activities and
different workshop. i.e., railway workshops, printing and telegraph
workshops and constructions.
Common Features to German Schools
- Kiswahili was used as a medium of instructions.
- The alternative language was Germany.
- Practical application of academic work and concrete
practical work according to environment.
- Introduction of accounts in mathematics.
- Composition, summary, translation in language learning was
insisted.
- Agriculture – growing of crops and animal husbandry was
the centre of natural studies.
- Local geography and history were taught and given priority.
- Sports and gymnastics were taught at all levels of
education.
German State Secular Schools
The first state secular school was established in Tanga by Paul Blank in
1882.
- He was a German who learnt Kiswahili before coming to Tanga.
- He employed a Koranic teacher in order to train ruling class children
– children of Jumbes and Liwalis.
- Sewa Haji donated 4,000 rupees to build similar schools in Dar es
Salaam and Bagamoyo in 1901.
- A special tax was introduced in 1898 for financing the establishment
and operation of State Secular schools especially along the coast.
- In 1902 there were 19 state schools.
- By 1914, 99 state secular schools had been opened all over the
country; among them ten were high schools.
In Zanzibar, Roman scripts were limited to freed slaves’ children and
those of people from the mainland who lived in Zanzibar.
- In 1900, the Sultan of Zanzibar requested Egypt to give Zanzibar
teachers for Roman Script.

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- Abdel Bari was sent to Zanzibar to introduce western state
secular schools.
- However, he was not successful.
- In 1907 a British, Stanley Rivers Smith laid a foundation of state
secular schools.
- He trained Koranic teachers in Roman alphabet and this
increased the popularity of western education in Zanzibar.
- Kiswahili was used as a medium of instructions.
- At the break of World War I, there existed in Zanzibar a Koran
school system, Mission schools’ system with freed slaves’ children,
settler schools’ system -which trained aristocracy and urban
business children, and a few state secular schools.
The German state secular schools taught the following subjects;
- Swahili – 3Rs
- Dictation, and
- Paraphrasing
- Foreign languages – German, Gujarat and Hindu;
- Arithmetic
- Accountancy
- Natural history
- Natural science
- Report writing
- Geography
- Gymnastics and sports
- Drawing
- Music and
- Brass band.
Education under the British Rule
With the defeat of Germany in the First World War, Tanganyika became a
British Mandate Territory under the auspices of the League of
Nations.
- The British colonial state had little interest in any development that did
not promise profit in simple terms.
- To the British, Tanganyika was more important strategically and in
terms of transportation as it was part of the continuous stretch of land
from Sudan to Rhodesia, than in economic terms.
- Thus, although the British continued to expropriate cash crops such as
sisal, coffee, tea and sugar, compared to Kenya, capitalist expansion in

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 Tanganyika was limited.
- There was no formal education policy in British colonies until after the
First World War.
- During the mandate period (1919-1925), education remained formative
and followed German approach except the abandoning of German state
schools and Germany language.
- Standard one to three was known as elementary education and four to
six as primary education. English language came in gradually.
- Elementary and primary schools were agricultural bias because of
peasant cash crop growing.
- There were vocational training schools catering for industries and
teacher training schools in which English language was insisted.
British colonial education policy
The British colonial education policy was formulated after the United States
of America impelled Britain to have a well-known education system in their
colonies.
- Basing on Phelps Stokes commission report, the British government
laid down basis for colonial education.
- This was done in 1927.
- The following were the recommendations:
o Cooperation with religious institutions.
o Promote the status of education services by establishing the
directorate of education.
o Promote the use of vernacular languages
o Create adequate African staff by establishing more teacher training
colleges.
o Establish school inspectorate team
o Vocational education to be attached to different departments
o Promote girls and women education for social change.
Implementation of the Recommendations
In 1927 the Education Act was passed and this brought a close cooperation
with missionaries.
- Most of the Mission schools received a grant from the government.
- Missionaries and education secretaries were appointed to become the
link between the government and the mission agencies.
- The act demanded schools be registered and the registration of
African teachers into two categories.

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- The first category was for Vernacular Teacher Grade Two and the
second category was English Teacher Grade One.
- The act also introduced the primary school leaving examination and
the inspectorate division.
- However, after the economic depression of 1934, a number of
vocational schools were closed and all grade one Teacher Training
Colleges (TTCs) were closed except Minaki School.
- English teachers for those schools/colleges were expected to come
from Makerere in Uganda.
- This period experienced the decline in education and Africans
complained of being forgotten in education.
- The colonial government appointed a commission to suggest some
improvement.
Education for African Communities
In 1935 attention was given to rural areas in education.
- It was insisted that education should depict factors affecting life in
rural communities, and this was agriculture and health.
- Schools were to spearhead social progress by integrating new
(foreign) and local culture.
- In 1944 mass education of African Society was emphasized.
- Villagers were encouraged to help themselves in voluntary work to
establish social services.
- In 1948 there was a call for education for citizenship in Africa.
- Education was to be lined with training the young Africans to become
responsible to their nations.
- Education policy during the Trusteeship Period:
o Introduction of central planned education
o Increase of education support services
o Increase in political consciousness to Africans
The policy, which was followed, can be deducted from the 10 years
education development plan from 1945 to 1955
o Expansion of the education stages/levels
o Greater Swahili publications to stimulate permanent literacy.
o Close supervision of village schools.
o Africans to participate in planning their education
o Improve the quality of teachers by making grade II teachers
learn English.
o Expansion of junior secondary schools to include standard IX

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 and X
To start standard X examination.
Structure of British Education System
o Village schools from standard I – IV
o District Schools from standard V – VIII
o Junior Secondary Schools from standard IX – X
o Senior Secondary Schools from standard XI – XII
Two important features that characterized the British colonial education
system
o Highly examination oriented vs. German education system,
which was work-oriented.
o Racial discrimination with three separate systems.
o European education system Indian/Asian education system
African education system Up to 1959 there was no higher
secondary school in Tanganyika.
Conclusion
 In this lecture you have learnt the development of formal education
in colonial Tanzania.
 The contributions of Islam and Christianity towards the development
of formal education is well described.
 We have also explored the different colonial education policies
during the German and the British rule as well as the main features
of education that each colonial power supported.
 You have also learnt that the development of education in the 1940s
to1950s was part of the British government 10 years development
plan 1945 –1955.
 As you will observe in the next lecture this trend of featuring
education in the national development plans continued even after
Tanzania got its independence.

POSSIBLE QUESTIONS AND THEIR ANSWERS

FOR MTT &A.E
1 Assess the role of Islam education in the spread and
. development of formal education and Islamic religion in
Tanzania.
In the historical context of Tanzania, the influence of foreign
religious groups, particularly Arab Muslims, played a significant role in

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shaping the landscape of formal education. This essay delves into the role of
Islamic education, brought by Arab Muslims, in the spread and development
of both formal education and the Islamic religion in Tanzania.
The following is the Influences of Islam on the development of formal
education in Tanzania:
Introduction of Schooling: Arab Muslims were essential in
introducing the concept of schooling to Tanzania. Their influence was
particularly prominent along the coast, with Koranic schools established in
Zanzibar, Pemba, and along the coastal regions. The inception of these
schools dates back to the 17th century.
Nature of Koranic Schools: Koranic schools were characterized by a
focus on religious teaching and Arabic literacy. The curriculum primarily
emphasized the teachings of the Quran and Arabic grammar, with a specific
goal of strengthening the foundation of the Islamic religion. The subjects
covered included sciences, Arabic grammar, Hadith, and jurisprudence.
Expansion to Mainland Tanzania: The influence of Islam education
gradually spread to mainland Tanzania, primarily along the coastal regions.
While these schools maintained their religious and Arabic-centric nature, they
inadvertently contributed to the expansion of formal education in the
country.
Support from Colonial government: The Arab Islamic education,
geared towards the spread of Islam in Tanzania, played a vital role in the
expansion of formal education. During the German colonial rule in
Tanganyika (1885-1918), the significance of Koranic education was
recognized, leading to the encouragement of such education in schools
opened by the Germans. Consequently, coastal regions witnessed a higher
concentration of schools compared to the hinterland during this period.
In conclusion, the role of Islam education brought by Arab Muslims in
Tanzania extends beyond its religious aspect. The introduction of Koranic
schools not only strengthened the foundations of Islamic teachings but also
inadvertently contributed to the development and expansion of formal
education. This historical influence underscores the interconnectedness of
religion and education, shaping the educational landscape in Tanzania over
the centuries.
2."Christian missionaries are the one who influenced and
promoted the development of formal education in Tanzania",
Discuss.

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 Christianity missionaries were the colonial agents who came early in
various parts of Tanzania before formal establishment of colonial rule. These
missionaries has left an indelible mark on the development of formal
education in Tanzania. The introduction of the Roman script in the 19th
century marked a pivotal moment, highlighting the intersection of religion
and education in Tanzanian history.
The following is the exploration of the influential role of Christian
missionaries in promoting and shaping Western formal education in the
country:
Pioneering Efforts: Reverend Dr. L. Krapf, alongside Rebman, made
history by establishing the first formal school using the Roman script.
Arriving in Zanzibar in 1844, they later moved to Rabai in Kenya, where a
school was founded for slave children. This marked the beginning of
Christian missionary activities, intertwining with the introduction of cotton
and rice cultivation.
Expansion to Interior: The missionary activities extended to interior
regions like Mpwapwa, Mwanza, and Uganda, where schools were opened to
further the spread of Western formal education. Rebman and Krapf, affiliated
with the Church Missionary Society (CMS), played a significant role in this
expansion.
The Roman Catholic Church Missionaries played the following role in
development of Formal Education in Tanzania:
Arrival of Holy Ghost Fathers: In 1861, the Roman Catholic Holy Ghost
Fathers arrived in Zanzibar, aiming to establish connections with French
traders in Central Africa. After relocating to Bagamoyo in 1864, they initiated
schools that taught both academic and vocational subjects, contributing to
the growing landscape of formal education.
Influence of Other Christian Missionaries: Various Christian
missionary groups, including the London Missionary Society (L.M.S.),
Moravian missionaries, and the University Mission to Central Africa (UMCA),
played vital roles in the spread of formal education. Schools accompanied
every mission center, making significant contributions to education during
the German colonial era.
The following were the Objectives of Christian Missionary Education:
Converts and Bible Reading: The objectives of Christian missionary
education included gaining Christian converts and encouraging them to read
the Bible, particularly for Protestant missionaries.
Local Human Resource and Cultural Change: Other motives
encompassed training local human resources, changing cultural practices to
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 establish deeper church roots, and providing skills in basic trades and crafts.
Work was seen as a means to develop moral behavior.
Countering Islam and Government Christian Human Resource:
Furthermore, the missionaries aimed to counter the spread of Islam, ensure
opposition to Christian denominations, and train Christian human resources
for the government.
Types of schools: Missionaries established four types of schools: bush
schools, village schools, main station schools, and seminaries. Each had
distinct characteristics and served specific purposes in the overall educational
framework.
The Curriculum: The curriculum aimed to promote the 3Rs (reading,
writing, and arithmetic), industrial and agriculture syllabi, vocational skills,
hygiene, European sports and literature, music, and brass band activities.
The academic component covered subjects like history, geography, and
languages.
The Enrollment: By 1914, missionary efforts resulted in 142 mission
stations with 792 schools and an enrollment of 60,925 pupils. The
distribution of enrollments across various missionary groups reflected the
diversity of Christian influences on formal education.
In conclusion, the contributions of Christian missionaries to the
development of formal education in Tanzania were multi-faceted and
profound. Each missionary group reflected the policies of its respective
nation, leaving an enduring legacy that shaped the educational landscape of
the country. The intertwining of religious objectives and educational
endeavors laid the foundation for the formal education system in Tanzania.
4.Compare and contrast the main features of education during
German and British Rule in Tanzania.
Colonial education was education system established and shaped by
the interests and policies of colonial powers. This education system
significantly impacted Tanzania during both German and British rule.
Colonial education had the distinctive features under each colonial
administration, highlighting differences in access, language of instruction,
curriculum focus, and cultural implications.
The following were the main features of education German Colonial
Rule:
Limited Access: Under German rule (1885-1919), education was a
privilege confined to a select elite, primarily comprising the children of
German settlers and privileged African collaborators. The majority of
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Tanzanians were excluded from formal education, perpetuating social
disparities.
Language: German served as the predominant language of instruction,
posing a significant barrier for Tanzanian students. The linguistic hurdle
contributed to restricted access and hindered effective learning for those
enrolled in the limited educational institutions.
Technical and Vocational Focus: The German education system
emphasized practical skills, particularly in areas deemed beneficial to the
colonial administration and economic interests. Tanzanian students were
oriented towards technical and vocational training, focusing on fields like
agriculture, engineering, and administration.
Assimilation and Cultural Imposition: German education sought to
assimilate Tanzanian students into German culture, marginalizing indigenous
languages, traditions, and customs. The curriculum reflected a deliberate
effort to impose German cultural norms and perspectives on the local
population.
The following were the main features of education under British Colonial
Rule:
Wider Access: During British rule (1919-1961), there was a gradual
expansion of educational opportunities. Missionaries played a pivotal role in
establishing schools, particularly in rural areas, albeit with continued
limitations on access for the majority of Tanzanians.
Language: The shift from German to English marked a significant
change during British rule. English became the primary medium of
instruction, leaving a lasting impact on Tanzania's linguistic landscape and
influencing post-colonial language dynamics.
Academic Focus: British education in Tanzania exhibited a stronger
emphasis on academic subjects such as mathematics, English literature, and
sciences. The curriculum aimed to prepare students for white-collar
professions and administrative roles within the colonial system.
Cultural Assimilation and Preservation: British education had a
nuanced impact on Tanzanian culture. While attempts were made to
assimilate Tanzanians into British norms, some missionaries and educators
also played a role in preserving and documenting local languages, traditions,
and history. However, these efforts often carried a Eurocentric perspective.
Social Hierarchies: British education perpetuated social hierarchies,
restricting upward mobility for most Tanzanians. Educational opportunities
remained segregated, with distinct schools for Europeans, Asians, and
Africans, reinforcing racial and class divisions.
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 In conclusion, both German and British colonial education in Tanzania
shared common features such as limited access, linguistic and cultural
impositions, and a focus on skills serving colonial interests. However, British
rule witnessed a broader expansion of educational opportunities, a shift
towards academic subjects, and nuanced attempts at cultural preservation.
German rule, on the other hand, emphasized technical and vocational
training while strongly imposing German cultural norms. These differences
underscore the complex legacies of colonial education, influencing
Tanzania's educational landscape and cultural identity in the post-colonial
era.
4. Identify and explain the relationship between Germans’ education
policies and those of British.
5. Critically evaluate the motives, structure and contribution of
colonial education in Tanzania formal education development
from 19th C to 20thC.
Colonial education in Tanzania during the 19th and 20th centuries
was shaped by the policies of two major colonial powers: Germany and
Britain. Despite sharing some overarching objectives, differences emerged in
their approaches, motives, structures, and contributions to formal education
development in Tanzania. This essay critically evaluates the relationship
between German and British education policies during the colonial period,
focusing on motives, structures, and contributions.
The following are features of Education under the German Rule:
German Education Policy: The unification of Germany in 1891
propelled an industrial revolution, creating a demand for raw materials and
markets. Consequently, the German government supported endeavors to
acquire colonies, leading to the establishment of Tanganyika as the last
German colony. Drawing on experiences from other colonies, the Germans
initiated state secular schools and encouraged a parallel system with
missionary schools following their own policies.
Aims of German Education: German education aimed at training
competent and loyal local manpower for the colonial government. This
included instruction in German law, tax collection, and instilling values like
order, respect for work, and cleanliness. The curriculum focused on
introducing Africans to a money economy, German culture, and imparting
skills relevant to the international economic system.
Structure of German Education Systems: The structure included
outer schools for agriculture, main station schools for academic and
vocational training, industrial schools attached to economic activities, and
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high schools. Kiswahili was adopted as the medium of instruction,
emphasizing practical application, local geography, and history. The financing
of education was primarily local, contributing to a decentralized system.
The following are features of Education under British Rule which
distinguish it from German colonial education:
British Colonial Education Policy: After World War I, Tanganyika
became a British Mandate Territory, and the British initiated educational
reforms influenced by the Phelps Stokes commission report. The Education
Act of 1927 marked cooperation with missionaries, establishment of a
directorate of education, promotion of vernacular languages, creation of
teacher training colleges, and vocational education attached to different
departments.
Implementation of Recommendations: The Education Act
facilitated cooperation with missionaries, introduced registration, categorized
African teachers, and implemented primary school leaving examinations.
However, economic depression in 1934 led to the closure of vocational
schools, impacting education negatively. The colonial government appointed
a commission to address these issues and suggest improvements.
Education for African Communities: From 1935 onwards, there was
a shift towards rural-focused education, integrating agriculture and health
into the curriculum. Emphasis on social progress, voluntary work for social
services, and education for citizenship in Africa characterized this period. The
Trusteeship Period saw an increase in political consciousness among
Africans.
Structure of British Education System: The British education
system featured village schools, district schools, junior secondary schools,
and senior secondary schools, each with its own curriculum and purpose.
Notably, the system was highly examination-oriented, in contrast to the
work-oriented German system, and racial discrimination was evident with
separate education systems for Europeans, Indians/Asians, and Africans.
In conclusion, colonial education in Tanzania witnessed distinct
phases under German and British rule. While German education emphasized
practical skills and decentralized systems, British education evolved through
phases of cooperation with missionaries, economic influences, and reforms.
Understanding the motives, structures, and contributions of colonial
education is essential to grasp the complexities of Tanzania's educational
development and its enduring impact in the post-colonial era.

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