Towards self-direction in school learning as an aspect of education in Tanzania

Kapinga, Maternus Kalistus (1991) Towards self-direction in school learning as an aspect of education in Tanzania. University of Southampton, Doctoral Thesis.

Record type: Thesis (Doctoral)

Abstract

This thesis uses the principles of the educational idea of self-direction in learning to study the underlying theme of Tanzania's philosophy of 'Education for Self-reliance' within the gamut of educational thought in the system and with particular reference to classroom practice in the schools.

A critical analysis of the educational philosophy and developments in education in Tanzania in the light of the country's ideology is attempted in Part One. The analysis of the philosophy of 'Education for Self-reliance' (Chapter Two) of the theory and practice of adult education (Chapter Three) and of the integrationist movement in education in the country (Chapter Four) reveals the promotion of 'self-reliance in learning' or 'self-direction in learning' to be a requirement of education in Tanzania. The implications of this requirement for the schools are discussed in Chapter Five. Tanzania's guiding ideology is discussed in Chapter One.

The principles of self-direction in learning are discussed in Part Two of the thesis to gain an understanding of the educational ideal which the Tanzanian educational system is committed to promote. The foundations of the concept in educational theory in the philosophical, psychological and curricular aspects arc discussed in Chapters Six, Seven and Eight respectively.

The processes and findings of the analysis of the formal curriculum of the schools (Chapter Nine) and of the operational curriculum in definite schools (Chapter Ten) are reported in Part Three. The analysis was attempted to find out about the place of self-directed learning in current practice in school education in Tanzania in view of the requirement of self-directed learning as an aspect of school education.

Taking into account the requirement to promote self-directed learning in school education in Tanzania, and in the light of its understanding and of the (negative) findings of research on current practice in the schools, specific suggestions are made in Part Four for meeting this requirement. A teaching/learning model of self-directed learning is proposed and its working described (in Chapter Eleven) and specific procedures and techniques for applying the model are outlined (in Chapter Twelve). The procedures and techniques have been recommended for their potential of being incorporated into current classroom practice in the schools in Tanzania.

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