Nyerere Education Idea and It Aplication to Conteporary Education System

Education is the destined formation in obtaining the development of the intellectual capacities of individuals. It can be defined as the process of socialization of individuals. Education is one of the most powerful resources to reduce inequality and poverty, it is a natural process associated with growth. On having been educated, a person assimilates and gains knowledge. Education also implies a cultural and behavioral raising awareness, where the new generations acquire the manners of being or the ways of life of previous generations. Malcolm Forbes once said, "The purpose of education is to replace an empty mind with an open one”. It is the common objective of educational systems in different countries to cultivate its citizens to become productive individuals of a society. Sharing the same purpose of providing the fullest conceivable development of every individual for living productively, creatively and ethically in a community. Their methods may be varied, the United States of America and many other countries, such as the Democratic Republic of the Congo, Bolivarian Republic of Venezuela, and the Republic of the Philippines.

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A very important component for success in life is to be informed on the world around we live in. Education for the Europeans was seen as more important than those who were African. In 1955, over 33% of European students received secondary education while 1% of Africans did. Required for children aged 7-15 in Europe, and not required at all for Africans, proves that British Colonial rule did not see a reason for the native Kenyans to be well educated [10]. Just like education, African religion was put below European religion. In 1962, the protestant religion stood at 7% of 8.6 million while indigenous beliefs was at 80%. In 2002 the population was 30.8 million, and the protestant religion took up 38% while indigenous beliefs only took up 26% [8]. Protestant religion beginning as the vast minority compared to the African beliefs, ended up 12% higher than the former majority. As the protestant religion spreads out and their followers increase, the indigenous beliefs followers became less known. This intense rise in British influence regarding religion on the people of Kenya is an example of how native African rituals and beliefs were fading away and becoming weaker under British Colonial rule. Between the underlying reasons as to why education was required for Europeans and not for Africans, and the harsh increase in

Using the examples said by Horton, Graff, Staples and Herbert, education needs to have the correct resources and student s that are willing to strive for success and improve the wellbeing of schools and institutions alike that will not only improve the overall quality of work but effectiveness and quality of that work. Overall the authors were trying to speak upon the improvement of education and the necessary changes and problems that have occurred throughout developing institutions. Education should keep students involved and interested when persuading them to take more rigorous courses and keep these foundations in

Kenya’s school systems were in amazed because the government didn’t expand or add on any classrooms to any school. The government only passed the law making education free but didn’t consider how many children will now enroll in schools. There was a shortage on teachers and there were no desks or chairs for all the new enrolled students. Basically all what the extra students could do was sit on the floor or stand in the back of classroom and listen. Some classes still had over the limit of students and it was getting a little claustrophobic at one point in time. The teacher-student ratio was enormous and it did not make sense to keep all these students enrolled because they are not getting the proper education that they deserve. After the government realized what was happening they didn 't do anything at all. In fact, all of this kept happening at the school for a few weeks but finally everything settled down. A lot of parents started realizing that the quality offered in the public schools was very poor and even some parents decided to change their children from public to private primary schools. Now the private primary schools have more children than they ever did before because of the parents moving their children from the free primary education. This is where people can find single minded quality of education for their children. Private schools are mostly church owned in Kenya and they are mainly owned by Christians. Therefore your child will learn what Christians feel

Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications.

In fact, there are still some countries struggling to offer education because they are still in development. Countries in Africa, such as Sudan, are primary victims. According to a research paper, “education is one of the main priorities for the people of South Sudan. As recent studies show, many communities in South Sudan view education as the most important peace dividend.” (Barnaba). After the analysis of school enrollment and completion rates in Sudan, results were rather low. Sudan, a third world country, currently is going through the state of being the most illiterate country in the world. It has placed education as its top priority and may will be finding ways to encourage families to send students.This ultimately has been caused through the poverty of the parents and thus requiring help in supporting the health of the family making education a second priority. Due to that reason, the country is still developing. A huge gap separates the developed countries from the developing countries solely based on the education systems. The paper states, “there is also concern raised on lack of attention to education quality and its failure to reach the marginalized as contributing to the learning crisis”(“Fix the Gaps in Our Education System [column]”). There is a weak management of schooling in many third world countries, which is a primary reason to why they have not developed yet. This is the reason for the gap and

An assignment submitted in partial fulfillment of the requirements for the degree of Doctor of Education (Ed.D.)

Gewertz, Catherine. Education Week 24.14 (2004): n. pag. Education Research Complete. Web. 20 Oct. 2013.

A research thesis submitted in partial, fulfillment for the requirement of the award of Master of Philosophy Degree in Curriculum Development: Department of Curriculum Instructional and Educational Media, School Of Education; Moi University.

Institute of Education, Faculty of Education, University of Ado-ekiti, Ekiti, Nigeria. Educational Foundations and Management, Faculty of Education, University of Ado Ekiti, Ekiti, Nigeria.

The Education sector in Kenya has continued to undertake policy, legal and regulatory reforms aimed at aligning the sector to the Constitution of Kenya 2010, Vision 2030 as well as international commitments like the MDGs. These reforms have necessitated increased investment in order to expand access and equity in education; improve quality, transition and relevance; integrate science and technology in the

Education is the only device by which the contemporary society may be moulded to meet the current challenges. With women forming fifty percent of the entire population, it is essential that they match their strides with the male population. Only then can a nation advance. Keeping this in mind, many of the developing nations are allocating a quarter of their national budget to education; some of them even more. (Venkataiah, 2001)A host of problems have however kept these countries from achieving their goal. A major problem faced by most of the

This paper discusses five main issues that affect the quality of and access to education in developing countries, namely; economic barriers, conflict barriers, climate change barriers, gender barriers, and language barriers. Definitions of ‘education’ such as “the acquisition of the art of the utilisation of knowledge” (Whitehead, 1966), or “making available to each generation the organised knowledge of the past” (Good, 1959, p191), or “the means whereby one generation transmits the wisdom, knowledge and experience which prepares the next generation for life’s duties and pleasures” (Snelson, 1974, p1) might be correct, but are too broad and not relevant in the context of this paper. ‘Education’ in this paper is defined as “the systematic

Education is very essential in advancing the lives of many people in developing nations; diverse partners and governments have teamed up to bolster the advancement of essential education in developing countries. Education is broadly viewed as the course to financial flourishing, the way to logical and innovative headway, the way to battle unemployment, the establishment of social value, and the spread of political and social imperatives (Chapman & Austin, 2002). While progress has been made in expanding the quantity of young children enlisted in schools, there are still numerous who are not selected and who do not finish the o level education. The confirmation demonstrates that the systems expected to handle education issues will need to fluctuate and address the current crises in developing countries through implementation of education policies and programs to enable gender equity in nurturing skills of the their population through education.