Between the ages of 7 and 14 education is compulsory and free. The adult literacy rate is 68 percent, which is high for Africa. The national language is Swahili, but English is widely used in schools. Chagga, Gogo, Haya, Hehe, Sukuma, Maasai, and other languages are also spoken, but rarely used as the medium of instruction
In the 20 years preceding World War I, Germany created a three-tiered system of education. There were 60 nebenschulen (primary schools), which offered 3 years of courses in reading, writing, and arithmetic; there were also 9 hauptschulen that offered 2 additional years of vocational training.
Germany built one oberschule or high school in Tanga, which offered clerical, industrial, and teacher training, as well as some academic courses. At its zenith, the high school had 500 students and 4 German teachers on its staff. Although Swahili was the language of instruction, German was offered as a foreign language.
Missionaries were also encouraged to create schools for the indigenous population. By 1900, there were 600 missionary schools with a combined enrollment of over 50,000 students. In 1914, more than 95 percent of students enrolled in Tanganyika's schools were in mission schools. The number of schools had grown to over 1,000, and total enrollment climbed to 150,000 students.
Government schools aimed to produce clerks, tax collectors, interpreters, artisans, and craftsmen, while
In the 20 years preceding World War I, Germany created a three-tiered system of education. There were 60 nebenschulen (primary schools), which offered 3 years of courses in reading, writing, and arithmetic; there were also 9 hauptschulen that offered 2 additional years of vocational training.
Germany built one oberschule or high school in Tanga, which offered clerical, industrial, and teacher training, as well as some academic courses. At its zenith, the high school had 500 students and 4 German teachers on its staff. Although Swahili was the language of instruction, German was offered as a foreign language.
Missionaries were also encouraged to create schools for the indigenous population. By 1900, there were 600 missionary schools with a combined enrollment of over 50,000 students. In 1914, more than 95 percent of students enrolled in Tanganyika's schools were in mission schools. The number of schools had grown to over 1,000, and total enrollment climbed to 150,000 students.
Government schools aimed to produce clerks, tax collectors, interpreters, artisans, and craftsmen, while
missionaries aimed to produce westernized Christian converts, alienated from their own traditional culture. Since missionaries educated most Africans, it is not surprising that at independence many were hostile to traditional chiefs. Missionary schools were uncompromising spearheads of Westernization.
The German system did not educate girls because Western education began along the Muslim Coast where custom dictated that girls not be educated. It emphasized submissiveness, not enlightenment, in women.
This educational system laid a firm foundation for a national language, Kiswahili, and secular education. German administrators often corresponded in Swahili. The Germans laid a small but solid foundation for Tanzania's educational system. In 1903 there were 8 government schools and 15 mission schools. No statistics are available on the number of students in 1903.
By 1911 the German colonial government had built 83 schools, while missionaries built 918 schools in Tanganyika. Government schools had 3,192 students, while missionary schools taught 63,455 students. In 1914, there were 99 German colonial government sponsored schools. By contrast, 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.
The German system of education put emphasis on practical education and health improvement. When England took over, they were impressed by the standard of literacy reached by Tanzanian Africans, especially those who had had the opportunity to study science and math in Germany. They produced skilled workers for the German colonial enterprise. Their schools were less like the German gymnasiums, which emphasized Latin and classical learning, and more like the German Volksschule, which were geared to the general public. The British adopted the German policy of cooperation with mission schools in the fight against illiteracy.
All education stopped in Tanzania during World War I. With Germany's defeat, the victors divided the territory between Portugal, Belgium, and Britain. Britain administered what came to be known as Tanganyika, a trust territory, under a League of Nations mandate. Britain's stated educational purpose in 1920 was to develop the people, as far as possible, on their own lines and in accordance with their own values and customs.
Britain allowed missionaries to play a major role in education and subsidized schools, which gave them greater control over the curriculum. The Universities Mission to Central Africa (UMCA) schools were Anglican and very British. Anglican schools had the biggest single influence on Tanzanian education during the British era. Despite this, over 80 percent of mission schools were foreign, non-British. This presented a security problem after 1926 when the League of Nations readmitted Germany, and German missionaries returned to teach in Tanzania.
Story By: Jordan
Jordan Ernest Nyembe
Founder&Director,
Cpe-Tz 2012
The German system did not educate girls because Western education began along the Muslim Coast where custom dictated that girls not be educated. It emphasized submissiveness, not enlightenment, in women.
This educational system laid a firm foundation for a national language, Kiswahili, and secular education. German administrators often corresponded in Swahili. The Germans laid a small but solid foundation for Tanzania's educational system. In 1903 there were 8 government schools and 15 mission schools. No statistics are available on the number of students in 1903.
By 1911 the German colonial government had built 83 schools, while missionaries built 918 schools in Tanganyika. Government schools had 3,192 students, while missionary schools taught 63,455 students. In 1914, there were 99 German colonial government sponsored schools. By contrast, 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.
The German system of education put emphasis on practical education and health improvement. When England took over, they were impressed by the standard of literacy reached by Tanzanian Africans, especially those who had had the opportunity to study science and math in Germany. They produced skilled workers for the German colonial enterprise. Their schools were less like the German gymnasiums, which emphasized Latin and classical learning, and more like the German Volksschule, which were geared to the general public. The British adopted the German policy of cooperation with mission schools in the fight against illiteracy.
All education stopped in Tanzania during World War I. With Germany's defeat, the victors divided the territory between Portugal, Belgium, and Britain. Britain administered what came to be known as Tanganyika, a trust territory, under a League of Nations mandate. Britain's stated educational purpose in 1920 was to develop the people, as far as possible, on their own lines and in accordance with their own values and customs.
Britain allowed missionaries to play a major role in education and subsidized schools, which gave them greater control over the curriculum. The Universities Mission to Central Africa (UMCA) schools were Anglican and very British. Anglican schools had the biggest single influence on Tanzanian education during the British era. Despite this, over 80 percent of mission schools were foreign, non-British. This presented a security problem after 1926 when the League of Nations readmitted Germany, and German missionaries returned to teach in Tanzania.
Story By: Jordan
Jordan Ernest Nyembe
Founder&Director,
Cpe-Tz 2012
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