Globalisation And Primary Education Development In Tanzania: Prospects And Challenges

1. Overview of the Country and Primary Education System:
Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan - PEDP in 2001 to date.

2. Globalization in Education
In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. 6. Globalization of Education and Multiple Theories
The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The theory of fungus reflects the mode of fostering local knowledge in globalization. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The roots for growth and development are based on the global knowledge instead of local culture or value.This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. 7.1. The Presidential Commission on Education
In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. A vacuum was created while fragmented donor driven projects dominated primary education support. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.

3. Access to Primary Education
The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. This level reflects the shortcomings in primary education provision. 7.3.2. Participation in Primary Education
The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania's education system (Education Status Report, 2001). In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).

The Local Government Reform Programme (LGRP) provided the institutional framework.

4. Education and School Leadership in Tanzania and the Impacts
Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. In that case school leadership in Tanzania has changed.

5. Prospects and Challenges of School Leadership

The Education and Training sector has not been spared for these challenges. 11. Conclusion
There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society.

Methodologies of Online Education

There were many myths and misconceived notions about online education until recent past. It was also believed that only those students having access to computers and modern means of communication would benefit from online education. However, with time such notions are giving way to an open acceptance where people have started accepting online education as a viable alterative for conventional education.Not all online education options have a similar methodology and approach. Here we are discussing the learning methodologies for online education:
Online Education Methodologies- Different Options
Live: This methodology is also known as synchronous mode of learning. In this mode of online education, there is instant communication between the students and teachers and at times even among different students. The biggest advantage of synchronous method of online education is that it allows instant feedback for the student's performance and allows active interaction among the students and teachers. Thus the students can get the training and education that is tailored suit their needs. Asynchronous: Asynchronous mode of online education is popularly termed as store and forward education. Self-paced courses are the examples of asynchronous online education where the students communicate with the teachers and amongst themselves by exchanging emails and posting messages on online bulletin boards and discussing groups. This is the more popular mode of online education because it offers more convenience and flexibility to the students and they can decide the pace and schedule for their education and training.Despite of the advantages, this mode of online education has its disadvantages too. The students in this mode of learning, lack discipline and motivation and generally tend to develop a lackluster attitude towards education.The mixed mode of learning in online education combines the advantages of both the modes and it is a combination of personal lectures or face-to-face interaction learning through online activities.
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An Entrepreneurial Development Framework for Institutions of Higher Education

Problem statement
The research question under discussion is formulated as What minimum requirements should be set in an entrepreneurial and innovation framework in order to support entrepreneurial and innovation knowledge creation at institutions of higher education?This article attempts to develop a framework to encourage entrepreneurial thinking within a higher education environment, taking into account consideration policy and infrastructural requirements, knowledge creation fundamentals and institutional arrangements.
Policy intervention
Policy initiatives within higher education institutions are essential to establish guidance for entrepreneurs, funding agencies, industry, labour in general and for students and institutions of higher education in particular.Government policies.The higher education institution policies:The higher education institution must provide a working atmosphere in which entrepreneurship can thrive. Technology licensing offices (TLOs) must be established at the higher education institutions. An investment in patent rights by the higher education institutions will ensure future capital investments into the institution. Policies, procedures and network contacts to capture venture capital must be established.Research and Development policies in entrepreneurship must be refined and focused. Currently, the focus of entrepreneurial research at Tshwane University of Technology in South Africa falls within the three niche areas of business clustering, business development and management of innovation. Parties contributing to such a knowledge node might include industrial partners, specialists from industry, relevant government agencies, foreign investors, community forums, labour unions, academic specialists, research foundations, funding agencies, students and potential entrepreneurs. An information network connecting entrepreneurs to venture capitalists should be established within this knowledge node.Gregorio and Shane (2003:212) also emphasize the need for the higher education institution to demonstrate intellectual eminence. To ensure an intellectual eminence of their outputs, higher education institutions should select students carefully.The higher education institution should also encourage the development of incubators, either close to the institution or close to the involved industry. Information networks connecting entrepreneurs to venture capitalists should be established within the higher education institution.
Strategy to develop an entrepreneurial innovative culture
When training entrepreneurs two realms of knowledge should be recognized, "tacit" and "explicit". The engineer is a man of action developing mental skills but seldom having the opportunity to develop manual skills. Lin, et al. (2004:4) recognize the need for formal and informal funding relationships within the business environment. Lin, et al. (2004:6) thus regard social capital as "entrepreneurial social infrastructure". External triggers that encourage entrepreneurship arise from developments in the external environment. Ireland, et al. (2006:12). Markman and Baron (2003:288) regard self-efficacy as an important success factor in developing entrepreneurs. Policy initiatives from within the higher education institution should establish the knowledge node which should include academic specialists, research foundations, relevant government officials, industrial partners, specialists from industry, foreign investors, community forums, labour unions, funding agencies, students and potential entrepreneurs. Information networks connecting entrepreneurs to venture capitalists should be established within this knowledge node. Intellectual Property policies should be developed by the business development niche area to ensure that possible TLO start-ups within the higher education institution are protected and that patenting, marketing or other up-front costs are paid by the higher education institution or associated enterprises. The higher education institution could liaise with the Innovation Hub established in conjunction with the CSIR. A teaching strategy should be developed to foster tacit knowledge development. Group work, problem solving, idea generation, innovating, designing and face to face communication should be extensively used.
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Ways To Achieve Millennium Education Development

A significant number of a large majority of school children came from unrecognized schools and children from such schools outperform similar students in government schools in key school subjects.2 Private schools for the poor are counterparts for private schools for the elite. If the World Bank and United States Agency for International Development (USAID) could find ways to invest in private schools, then genuine education could result. 100 million children are still denied the opportunity of going to school. Child labor is common among the third world countries. Putting children into school may not be enough. Education for All: How?The goal is simple: Get the 100 million kids missing an education into school. 11 Assistant teachers could be trained. It will often mean reallocation of resources within the education budget to basic education and away from other levels. 16
A Closer Look: Private and Public Schools
Some of the most disadvantage people on this planet vote with their feet: exit the public schools and move their children in private schools. Why are private schools better than state schools?
Teachers in the private schools are more accountable. Private schools are able to carry quality education better than state schools. The new research found that private schools for the poor exist in the slum areas aiming to help the very disadvantage have access to quality education. The poor subsidized the poorest.Teachers in the public schools cannot be fired mainly because of incompetence. Principals/head teachers are not accountable to the parents if their children are not given adequate education. Should international aids be invested solely to private schools that are performing better and leave the state schools in total collapse? If private education seems to be the hope in achieving education for all, why not privatize all low performing state schools? Public schools can be made better. The government has to be hands on in improving the quality of education of state schools. Standardized tests are also vital in improving schools and student achievements. Take for instance the idea of charter schools. As an alternative to failed public schools and government bureaucracy, local communities in America used public funds to start their own schools. The Education Department's findings showed that in almost every racial, economic and geographic category, fourth graders in traditional public schools outperform fourth graders in charter schools. 20 Every country is committed to develop its education to bring every child into school but most are still struggling with mountainous debts. Since the Dakar meeting, several countries reported their progress in education.
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