Evaluation of Tanzania Curriculum: An Analysis Using Ornstein's View on Educational Philosophy

• Authors: Mussa S. Muneja
• Languages of publication: EN

Abstracts

EN

It is arguably clear that regardless of one's philosophical orientation, sometimes change cannot be avoided. On the same vein, the change of curriculum in educational sector has become irresistible almost everywhere. The aim of the paper has been to critique Tanzania Educational Philosophy using Ornstein's view (Ornstein, Pajak and Ornstein (2011:1-9); the choice of this work is based on credibility in curriculum studies. The findings indicate that curriculum change can never be avoided. The paper also focused on how traditional curriculum has not only changed, but also co-exists with contemporary curriculum. It has also been made evident that the curriculum in Tanzania has a lot of ‘patches’, and this may have given room for the recent massive Form Four failures. It is also true that recurrent threats to strike and even the last year strike by teachers are indicators that the curriculum needs thorough review. The paper further recommends the work of curriculum review should be not the sole responsibility of Tanzania Institute of Education (TIE) but all stakeholders. The process of curriculum review should receive almost an equal emphasis as the constitutional review.

Keywords

EN

Curriculum; Perenialism; Essentialism; Progressivism; Reconstructionism

• Publisher: Sciendo
• Journal: Studies of Changing Societies
• Year: 2014
• Volume: 2013
• Issue: 1
• Pages: 15-36

Dates

online

2014-11-05

Contributors

author

Mussa S. Muneja

• Ph.D. Director of External Linkages and Extension Services University of Arusha P.O. Box 7 Usa River Tanzania

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Identifiers

DOI

10.2478/scs-2014-0173