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National Development Policy and Outcomes at the University of Dar es Salaam

Published online by Cambridge University Press:  23 May 2014

Leslie S. Block
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Education in post-colonial African nations has served as the apparatus for sustaining and accelerating overall development, for increasing political and social awareness, and for providing a cadre of highly trained indigenous manpower to implement, manage, and administer ambitious national development strategies. To understand the process and impact of an educational system, however, one must be cognizant of exogenous forces. From a structuralist frame of reference, Apple (1975) asserts that researchers must examine the power and control external to the educational system, thus making political and economic decisions an integral part of an educational investigation. Scribner (1970) argues that researchers cannot avoid the effects of political demands on the changes in the educational system.

The relationship among educational systems and variables in the social, economic, and political systems in which education exists have been well studied in the comparative education literature (Apple, 1975; Arrighi and Saul, 1973; Dasgupta, 1974; Jolly, 1969; Mazrui, 1978; Morrison, 1976; Simmons, 1974; Simmons and Alexander, 1975). However, the outcomes of the relationship between politics and higher education in post-colonial Africa have not been documented extensively. This paper helps to remedy this deficiency by examining the functional relationship between the national level of leadership in Tanzania and the nation's only university, the University of Dar es Salaam. Julius K. Nyerere, the President of Tanzania since its inception, and the ruling party have attempted to accomplish decolonization, restructure the educational system, and promote rural development

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African Studies Review , Volume 27 , Issue 1 , March 1984 , pp. 97 - 115
Copyright
Copyright © African Studies Association 1984

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