Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

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The purpose of this study was to examine Nyerere's educational thought in relation to his four reform proposals: integration of the educational system, education for manpower and for self-reliance, and the decentralization of school decision making. Also, it was intended to determine the extent to which these proposals could be a potent force in changing the Tanzanian society. Using government records and case studies, these reform policies were analyzed in terms of their intended and unintended policy effects on the structure, content and governance of Tanzania's educational system. The analysis revealed that despite increases in school enrollment at all levels, the notion of "self-help" in education has not created the type of schooling that is consistent with the diverse needs of those who have been affected by its programs. The educational system seemed to be limited in changing the Tanzanian society. Political, social and economic factors are more important in fomenting social change than factors within the educational system. But the efforts of Nyerere in using his four reform proposals in education in changing the Tanzanian society should not be interpreted in terms of the failures of a scholar but in terms of the progress made by a politician who had to satisfy many competing self-interest groups: parents, students, bureaucrats and professional educators. In this connection, the effort to eliminate racial discrimination in the educational system was successful, but because of the self-serving interests of various groups, deep-rooted ethnic biases, regional imbalances, and the insidious effects of the ill-distribution of wealth, disparities still remain in the system. The number of trained personnel has increased from 10,000 in 1967 to 30,000 in 1976. But low-wage jobs were not provided for the masses, the majority of Tanzanians. The Universal Primary Education Scheme has increased the number of graduates but it has also heightened their unemployment and migration from rural to urban sectors. The emphasis on alternative self-help programs only in the rural sector has the effect of reinforcing a dual system of education that would stream pupils in the urban sector into mental jobs while those in the rural sector into manual jobs. The policy implications of these developments for Tanzania were considered in the light of creating alternative self-help education programs that are rich and diverse in order to motivate all those to be affected by these programs. / Ph. D.

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No description available.