Today, October 14, 2024, millions of Tanzanians, along with well-wishers from around the globe, are commemorating the 25th anniversary of the passing of our beloved founding President, Julius Kambarage Nyerere. Nyerere, who died in 1999 at Saint Thomas Hospital in London, is remembered for his visionary leadership and unwavering commitment to national unity and development.
In a heartfelt tribute, over 2,000 members of the CCM Youth Wing (UVCCM) have embarked on a significant journey, walking more than 200 kilometers from Butiama to Mwanza. This initiative marks the 25th anniversary of Nyerere’s death, leading up to Nyerere Day celebrations. The march will culminate in a reception hosted by President Dr. Samia Suluhu Hassan during the national festivities of the Mwenge wa Uhuru (Torch of Freedom) in Mwanza.
The walk was officially launched on October 9, 2024, at the CCM Grounds in Butiama by UVCCM Vice Chairman Rehema Sombi (MNEC), alongside Secretary-General Jokate Mwegelo. Throughout their journey, these youth are promoting civic engagement, encouraging their peers to participate in local government elections and the upcoming Youth Week.
Reflecting on Nyerere’s legacy, President Samia Suluhu Hassan remarked, “Mwalimu Nyerere was not just a leader; he was the heartbeat of our nation. His teachings on unity, self-reliance, and education continue to guide us as we navigate the complexities of today’s world. We honor him not just in memory, but in action.” The President emphasized the need for Tanzanians to embody Nyerere’s principles in their daily lives, fostering a spirit of cooperation and mutual respect.
This year’s Nyerere Day comes two years after the centenary of his birth, a celebration that many felt fell short of expectations. However, the recent release of “38 Reflections on Mwalimu Nyerere,” co-edited by Professor Mark Mwandosya and former East African Community Secretary General Juma Mwapachu, offers a comprehensive exploration of his life and contributions, filling some of the gaps in our understanding of this remarkable leader.
Over 2,000 members of the CCM Youth Wing (UVCCM) are walking 200 kilometers from Butiama to Mwanza in a heartfelt tribute to Nyerere. Photo: Courtesy
Nyerere's political program, outlined in the Arusha Declaration of 1967, aimed to create an egalitarian socialist society based on cooperative agriculture. His initiatives included collectivizing village farmlands, launching mass literacy campaigns, and instituting free and universal education. At one point, Tanzania boasted one of the highest literacy rates in Africa, with a politically stable society that was notably free from significant economic inequalities.
Throughout his political career, Nyerere remained committed to socialist policies, though the structural adjustment programs of the 1980s challenged his vision. He strongly advocated for Tanzania's economic self-sufficiency, urging the nation to reduce its reliance on foreign aid and investment. His emphasis on education was particularly significant; despite limited opportunities, he prioritized quality over quantity.
I recall the educational landscape during the 1980s, where passing the Grade Seven examination was a monumental achievement that made headlines in villages. At Kashasha Primary School in Misenyi District, Kagera Region, only three out of 45 students advanced to secondary school. Yet, even those who did not pass had avenues for further education in cooperative union schools, which maintained rigorous entrance examinations designed to produce top-quality graduates.
While Nyerere’s education system faced criticism for perceived elitism, it was effective in cultivating a generation of skilled individuals capable of serving the nation. Official figures in 1986 reported a literacy rate of 96.8 percent, positioning Tanzania as a global model for adult literacy.
However, by 1998, the Ministry of Education and Culture reported a drop in literacy to 77 percent, a figure disputed by organizations like Unesco, which suggested that actual literacy rates might be even lower.
The education landscape has dramatically shifted in the decades since Nyerere’s era. Today, many children of school age are failing to enroll in primary education, contributing to a growing divide between literate and illiterate populations. Parents and educators often question whether the current educational framework is merely producing paper qualifications rather than fostering meaningful learning.
Despite strides toward universal access to education, quality remains a concern. The establishment of ward secondary schools has improved access, yet the emphasis on quantity over quality has diluted educational standards. During Nyerere’s time, vocational training colleges aimed to equip students with practical skills for small-scale industries. Today, it is not uncommon to find graduates from vocational training programs lacking essential skills, as they are often taught by individuals who have themselves received inadequate training.
Many vocational institutions have strayed from Nyerere’s vision, focusing more on producing degree holders than skilled workers. This shift undermines the balance Nyerere envisioned, where both managers and skilled laborers are vital to societal development. The proliferation of degree holders has contributed to a youth unemployment crisis, with graduates possessing impressive GPAs yet lacking the practical skills demanded by the job market.
Nyerere would undoubtedly be disheartened to see how the current education system has evolved, where qualified teachers in vocational and practical subjects are often overshadowed by degree holders who lack the necessary skills to impart knowledge effectively. The educational methodologies employed today fail to equip students with essential competencies, leaving many ill-prepared for the challenges of the modern workforce.
Nyerere’s educational framework emphasized holistic development, fostering critical thinking and creativity among students. Today, however, endless changes in the curriculum raise questions about their effectiveness in improving education quality in Tanzania. The increasing number of universities, which often resemble upgraded secondary schools, leads to concerns about the educational landscape’s sustainability and direction.
Nyerere asserted that for universities to play a significant role in society, they must promote freedom of thought, debate, and publication. This philosophy allowed students to develop confidence and skills essential for their futures. In contrast, today’s university students seem disconnected from the pressing issues facing society. Unlike their predecessors in the 1970s and 1980s, who passionately engaged in discussions about regional and global challenges, today’s students often prioritize superficial concerns over meaningful discourse.
This trend begs the question: Are the current students too young to engage critically with the world around them? Such claims falter when we observe young people in developed nations advocating for change and challenging the status quo. Had Tanzania adhered to Nyerere’s educational principles, it might now stand alongside Finland as a global leader in quality education. In Finland, teachers are among the most respected and well-compensated professionals, whereas, in Tanzania, teaching is often viewed as a fallback option for those who have not succeeded elsewhere.
The departure from Nyerere’s vision has had severe repercussions. Today, the focus has shifted toward vocational training, a reduction in primary education years, and a regression to previous educational models. This shift, driven by a proposed competence-based curriculum, faces significant budgetary constraints. The appreciation for Kiswahili, which Nyerere championed, seems to have waned, leaving many to wonder what he would think of the current educational landscape.
As we reflect on Nyerere’s legacy, we must ask ourselves: Is our education system truly holistic? Are we cultivating critical thinkers capable of analyzing complex issues? Do the continuous changes in curriculum contribute to meaningful educational reform, or do they merely add confusion? Are our universities evolving into mere extensions of secondary education rather than institutions of higher learning?
Nyerere understood the importance of a robust education system for societal progress. As we navigate the challenges of the 21st century, it is crucial to revisit his teachings and reinvigorate our commitment to quality education that empowers future generations to lead Tanzania toward a brighter, more equitable future.
