title: Development Agendas and Their Relationship with Secondary Education in Tanzania: (A Historical Analysis from the Late 1800s until the 2000s)

authors: Brooking, Loren Rachel

subjects: Secondary education

abstract: Secondary education has, in recent years, been recognised globally as a development issue that needs urgent attention. The United Nations released a set of Sustainable Development Goals in 2015 that contained targets aimed to be reached by 2030. Secondary education was included in this set of goals, demonstrating the global move to improve access to this level of schooling. 

The United Republic of Tanzania is an ethnically diverse country located in East Africa. It has had a complex and contested history, with many different groups having influenced its present day shape. This thesis focusses on the various perspectives which have shaped the current formation of the education sector. This examination begins during the period of colonialism under the German Empire (late 1800s) and moves through to the 2000s. Understanding the historical context of the modern day situation is particularly important for effective implementation of future policy. This thesis seeks to bring together a wide range of literature on this topic, hoping to shed light on the current situation in Tanzania. 

Development discourse and policies have shaped secondary education in Tanzania for many years, and still continue to do so. This means that any investigation of education needs to take into account the broader field of development. Development as an ideology emerged after World War II at the same time as many countries gained independence from their colonial rulers. The context of its emergence necessarily influenced the type of ideas and policies promoted, an influence which is still apparent today. Some of the main educational development ideas examined in this thesis are those of the Tanzanian government, international multi-lateral agencies, local non-government organisations and the Tanzanian people themselves. These diverse groups have had differential impacts on the secondary education system’s formation and development. I draw on various development theorists and frameworks to provide an in-depth analysis of this. 

The thesis is focussed on five main themes. These themes run throughout and include an examination of the structural factors influencing the secondary education system, the emergence of a dualistic education system, the progression of a Tanzanian national identity through the education system, a specific analysis of Tanzanian girls’ access to secondary education, and the relationship between neo-liberal policies and the secondary education system. These themes connect each time period together and illustrate the importance of gaining a contextual understanding so that future secondary education system policy is both equitable and culturally relevant.

text: Development Agendas and Their Relationship with Secondary Education in Tanzania: (A Historical Analysis from the Late 1800s until the 2000s) Secondary education has, in recent years, been recognised globally as a development issue that needs urgent attention. The United Nations released a set of Sustainable Development Goals in 2015 that contained targets aimed to be reached by 2030. Secondary education was included in this set of goals, demonstrating the global move to improve access to this level of schooling. 

The United Republic of Tanzania is an ethnically diverse country located in East Africa. It has had a complex and contested history, with many different groups having influenced its present day shape. This thesis focusses on the various perspectives which have shaped the current formation of the education sector. This examination begins during the period of colonialism under the German Empire (late 1800s) and moves through to the 2000s. Understanding the historical context of the modern day situation is particularly important for effective implementation of future policy. This thesis seeks to bring together a wide range of literature on this topic, hoping to shed light on the current situation in Tanzania. 

Development discourse and policies have shaped secondary education in Tanzania for many years, and still continue to do so. This means that any investigation of education needs to take into account the broader field of development. Development as an ideology emerged after World War II at the same time as many countries gained independence from their colonial rulers. The context of its emergence necessarily influenced the type of ideas and policies promoted, an influence which is still apparent today. Some of the main educational development ideas examined in this thesis are those of the Tanzanian government, international multi-lateral agencies, local non-government organisations and the Tanzanian people themselves. These diverse groups have had differential impacts on the secondary education system’s formation and development. I draw on various development theorists and frameworks to provide an in-depth analysis of this. 

The thesis is focussed on five main themes. These themes run throughout and include an examination of the structural factors influencing the secondary education system, the emergence of a dualistic education system, the progression of a Tanzanian national identity through the education system, a specific analysis of Tanzanian girls’ access to secondary education, and the relationship between neo-liberal policies and the secondary education system. These themes connect each time period together and illustrate the importance of gaining a contextual understanding so that future secondary education system policy is both equitable and culturally relevant.

year: 2016

title: Environmental education in New Zealand schools

authors: Bolstad, Rachel

subjects: New Zealand

abstract: This research, presented in four volumes, looked at current practice in environmental education in New Zealand schools using a range of methods.

text: Environmental education in New Zealand schools This research, presented in four volumes, looked at current practice in environmental education in New Zealand schools using a range of methods.

year: 2004

title: Te Tarata

authors: Maxwell, Te Kahautu

subjects: Haka

abstract: He whakamārama mō te haka 
Ko tēnei haka he whakamauharatanga ki te riri whenua i waenganui i Te Whakatōhea me te Karauna i te 23 o Poutūterangi 1865. Ko te ingoa o te pakanga nei ko Te Tarata. Hai tēnei marama kua eke ki te kotahi rau e rima tekau tau mai i tēnei pakanga. Ka kōrerotia te patunga i te mihinare a Te Wākana i te 2 o Poutūterangi i te tau kotahi mano e waru rau e ono tekau mā rima (1865). Nā Kereopa o Ngāti Rangiwewehi i patu a Te Wākana. I haramai a Te Kereopa i raro i te Paimārire (Hauhau) ki Ōpōtiki. Ko tā Te Paimārire kaupapa i tae atu ai ko te kauhau i te whakapono hou a Te Ua Haumēne o Taranaki. Ko ngā āpōtoro i tukuna atu e Te Ua Haumēne ko Pātara Rakataura me Te Kereopa, hoi anō ko te kauhau i te rongopai tā Te Ua Haumēne i whakahau ai. Hoi anō he take tā Te Kereopa, tā te mea i kōhurutia tana wahine me āna tamāhine tokorua ki te whare karakia i Rangiaowhia ki roto o Tainui. Nara i pau a Ngāti Apakura ki te mate ki roto i te ahi, i tahuna te whare karakia e ngā hoia me te iwi o Ngāti Apakura ki roto. Ā i patua anō tana tamāhine hoki ki te pakanga i Hairini. Koiarā tā Kereopa he rānaki i te mate o tana whānau i pau i te ahi nukarau a te Karauna. Nā tēnei patunga i a Te Wākana i riro ai te 250,000 eka o Te Whakatōhea. I tēnei rā tonu o Te Matatini i tēnei tau 2015 kua eke ki te kotahi rau e rima tekau (150) tau o te parekuranui o Te Whakatōhea mō te patunga i te tangata kotahi nā tētahi atu ko Te Kereopa o Ngāti Rangiwewehi. Ko te kōhuru i a Te Whakatōhea me āna tamariki, āna mokopuna, ko te tāwharona i ngā tāne, i ngā wāhine, ko te ekeeke kino te rarahu i ngā wāhine me ngā tamariki kōtiro, tāne hoki. Mutu ana te rarahu ko te kōhuru i a rātou ki te pū, ki te mata o te pēneti ko te tahu rānei. Ko te urupatu anō tērā ko te tahu i ngā pā, i ngā whare tīpuna, i ngā māra, i ngā mira mahi paura, i ngā kaipuke tauhokohoko ki Tāmaki, ki Poihākena, ki Ingarangi. Ko te parekura nui tēnei o Te Whakatōhea, ko te kōhuru i tō mātou katoa, tō mātou ao, tō mātou wairua, tō mātou hinengaro, tō mātou tinana o Te Whakatōhea mō te mate kotahi a te tangata kotahi. Ahakoa he mihingare, he pūrahorua hoki he kawe o kōrero nōna ki a Kāwana Kerei mō ngā nekeneke a Te Whakatōhea ki te tautoko i a Kīngi Tāwhiao me ngā pakanga whenua i Rangiriri, i Ōrakau i te tau kotahi mano e waru rau e ono tekau mā whā (1864). Ki te pakanga o Te Tarata, 14 ngā Māori i mate i tēnei pakanga me ngā hoia pākeha, ngā maemanerau 26. E 500 ngā manemanerau i roto i te ope taua a Kuini Wikitōria. I tēnei pakanga nā Hira Te Popo te rangatira o Ngāti Ira, hapū o Te Whakatōhea i herehangaia ngā tīkouka me ōna rau ki ngā pou o te tūwatawata. Nara i pupuhi ngā pūrepō ngā ki te pā o Te Tarata i hinga ngā tūwatawata me te tū anō. Koirā te mahi a te tīkouka he rākau māmā kāore i whati pēnei i te mānuka me ngā rākau mārō ehara ko tāna he tiaki i te tūwatawata ka tūohu ka tū anō me te maka anō i ngā kariri o te pūrepō ki ngā hōia a te Karauna. Ana nā te tīkouka i āhei a Te Whakatōhea me ōna haumi te rere whakauta ki te tuawhenua. I huihui rātou ki tētahi pā anō ki Kohipawa kīhai i tareka e te Karauna.

text: Te Tarata He whakamārama mō te haka 
Ko tēnei haka he whakamauharatanga ki te riri whenua i waenganui i Te Whakatōhea me te Karauna i te 23 o Poutūterangi 1865. Ko te ingoa o te pakanga nei ko Te Tarata. Hai tēnei marama kua eke ki te kotahi rau e rima tekau tau mai i tēnei pakanga. Ka kōrerotia te patunga i te mihinare a Te Wākana i te 2 o Poutūterangi i te tau kotahi mano e waru rau e ono tekau mā rima (1865). Nā Kereopa o Ngāti Rangiwewehi i patu a Te Wākana. I haramai a Te Kereopa i raro i te Paimārire (Hauhau) ki Ōpōtiki. Ko tā Te Paimārire kaupapa i tae atu ai ko te kauhau i te whakapono hou a Te Ua Haumēne o Taranaki. Ko ngā āpōtoro i tukuna atu e Te Ua Haumēne ko Pātara Rakataura me Te Kereopa, hoi anō ko te kauhau i te rongopai tā Te Ua Haumēne i whakahau ai. Hoi anō he take tā Te Kereopa, tā te mea i kōhurutia tana wahine me āna tamāhine tokorua ki te whare karakia i Rangiaowhia ki roto o Tainui. Nara i pau a Ngāti Apakura ki te mate ki roto i te ahi, i tahuna te whare karakia e ngā hoia me te iwi o Ngāti Apakura ki roto. Ā i patua anō tana tamāhine hoki ki te pakanga i Hairini. Koiarā tā Kereopa he rānaki i te mate o tana whānau i pau i te ahi nukarau a te Karauna. Nā tēnei patunga i a Te Wākana i riro ai te 250,000 eka o Te Whakatōhea. I tēnei rā tonu o Te Matatini i tēnei tau 2015 kua eke ki te kotahi rau e rima tekau (150) tau o te parekuranui o Te Whakatōhea mō te patunga i te tangata kotahi nā tētahi atu ko Te Kereopa o Ngāti Rangiwewehi. Ko te kōhuru i a Te Whakatōhea me āna tamariki, āna mokopuna, ko te tāwharona i ngā tāne, i ngā wāhine, ko te ekeeke kino te rarahu i ngā wāhine me ngā tamariki kōtiro, tāne hoki. Mutu ana te rarahu ko te kōhuru i a rātou ki te pū, ki te mata o te pēneti ko te tahu rānei. Ko te urupatu anō tērā ko te tahu i ngā pā, i ngā whare tīpuna, i ngā māra, i ngā mira mahi paura, i ngā kaipuke tauhokohoko ki Tāmaki, ki Poihākena, ki Ingarangi. Ko te parekura nui tēnei o Te Whakatōhea, ko te kōhuru i tō mātou katoa, tō mātou ao, tō mātou wairua, tō mātou hinengaro, tō mātou tinana o Te Whakatōhea mō te mate kotahi a te tangata kotahi. Ahakoa he mihingare, he pūrahorua hoki he kawe o kōrero nōna ki a Kāwana Kerei mō ngā nekeneke a Te Whakatōhea ki te tautoko i a Kīngi Tāwhiao me ngā pakanga whenua i Rangiriri, i Ōrakau i te tau kotahi mano e waru rau e ono tekau mā whā (1864). Ki te pakanga o Te Tarata, 14 ngā Māori i mate i tēnei pakanga me ngā hoia pākeha, ngā maemanerau 26. E 500 ngā manemanerau i roto i te ope taua a Kuini Wikitōria. I tēnei pakanga nā Hira Te Popo te rangatira o Ngāti Ira, hapū o Te Whakatōhea i herehangaia ngā tīkouka me ōna rau ki ngā pou o te tūwatawata. Nara i pupuhi ngā pūrepō ngā ki te pā o Te Tarata i hinga ngā tūwatawata me te tū anō. Koirā te mahi a te tīkouka he rākau māmā kāore i whati pēnei i te mānuka me ngā rākau mārō ehara ko tāna he tiaki i te tūwatawata ka tūohu ka tū anō me te maka anō i ngā kariri o te pūrepō ki ngā hōia a te Karauna. Ana nā te tīkouka i āhei a Te Whakatōhea me ōna haumi te rere whakauta ki te tuawhenua. I huihui rātou ki tētahi pā anō ki Kohipawa kīhai i tareka e te Karauna.

year: 2017