Chapter 1 Introduction
1.1 The Research Background and Significance
NGOs were present in Tanzania even during colonial times. Initially, the country waswitness to religious organizations and associations, sports clubs, and dance societies that wereable to cut across religious and ethnic lines. These organizations not only brought societiestogether, but also provided resources to members. For example, some ethnic associationsprovided burial assistance and loans. Lange (2000) claims there were 51 organizations in Dares Salaam with a total membership of 6,500 in 1954. In rural areas there was a strongcommunity of cooperative unions, totaling 617 in 1959. Unions were elemental for the growthof NGOs in the country because many NGOs synthesized their efforts with organizations andassociations that were already established.From 1974 to 1988 real wages in Tanzania fell by 83 percent (Lange 2000) and the statecould not provide even basic services. Increased oil prices, a war against Uganda, and adrought that affected agricultural exports only exacerbated hardships on Tanzanians. Between1964 and 1977 the average GDP growth rate was 5.4 percent, but between 1978 and 1983 theaverage was only .28 percent (Ndulu 1984). Elliott-Teague (2008) writes that Tanzania had toturn to donors to finance its debts. The state tried to restructure its own economy in the early1980s, but failed, and in 1986 it adopted an International Monetary Fund restructuring plan.Part of the restructuring required reduced service provision in education, health and internalsecurity. Many newly formed groups stepped in to meet citizens’ needs the government hadabandoned.
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1.2 Overseas and Domestic Research Status
Since 1985, Tanzania implemented major reforms in the political and economic fields,the activities of non-governmental organizations had become more actively.Tanzania all non-governmental organizations through education and to the public tostrengthen the construction of civil society, such as making the public aware of their legalrights and interests of public service, thereby promoting civic behavior and governmentpolicy coordination. In early 1980s, which was the implementation of education for fifteenyears after nationalization, the government began to open education field fornon-governmental organizations. In 1986, this policy has been further Implemented. Thegovernment encouraged the church and other non-governmental organizations to play a moreimportant role in the field of education and health. Within 10 years (1984 ~ 1992), the numberof schools were set up by NGOs from 85 up to 258. In addition, Tanzania alsohas association with other NGOs field and non-governmental organizations,some non-governmental organizations involved in the equality of men and women, humanrights, environment, policy advocacy, participation in development issues. According tostatistics, in 1993, Tanzania has registered NGOs 224, in 2000 it rose to 8,499①,as Tanzaniascholar Siri Lange entitled "Civil Society in Tanzania"
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Chapter 2 Definition and relevant theories
2.1 The primary education
Primary education is the first stage of compulsory education. It is preceded by pre-schoolor nursery education and is followed by secondary education. In North America, this stage ofeducation is usually known as elementary education and is generally followed by middleschool.In most countries, it is compulsory for children to receive primary education although itis permissible for parents to provide it. The major goals of primary education are achievingbasic literacy and numeracy amongst all pupils, as well as establishing foundations in science,mathematics, geography, history and other social sciences. The relative priority of variousareas, and the methods used to teach them, are an area of considerable political debate.The primary school education, or the foundation education, also called compulsiveeducation, is to make the educates cultural knowledge foundation and ready for theprelimin