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Title Development in Africa: Development Aid Conditionalities on Financing Formal Education in Tanzania; Cultural Hegemony and Capitalism
Date 2012
Author(s) Ngutih, Victor
Contributor(s) Farah, Abdulkadir
Abstract This project presents arguments that respond to the concern that development aid conditionalities on Tanzanian formal education system is a manifestation of cultural hegemony and capitalism because donors' continuous support of a failing system for several decades. Despite the amount of development aid on this system there is still a high rate of under-scholarization and graduates of the system are resorting to jobs in the informal sector. To elucidate on these contentions, the project presents a historical picture of the pre-colonial education system of education in Tanzania called informal education system, and how its formal education system was introduced. The project presents arguments on the fact that the alteration of the pre-colonial education system - informal education and the replacement of its language of instruction, Swahili with another language, English may be possible benchmarks for under-scholarization and failure in the current formal education system. It further presents arguments that development aid conditionalities are culpable for enforcing an unproductive education system, which conditionalities signify the promotion of cultural hegemony and capitalism and have resulted to failure in the system. <br/>The project further argues the fact that Tanzania's vulnerability to donorization is a problem in itself because it has become the most donorized country in Africa and is attracting development aid from several multilateral and bilateral institutions in the world primarily to support its formal education sector that is failing. The project also argues the rationale behind the huge financial contributions of the World Bank (WB) and the British Charity - Department for International Development (DFID) to the formal education sector which is unable to address the chaos in the formal education system. It further addresses the above questions by contesting donors and governments policies towards development aid conditionalities on formal education. To scientifically back arguments, the project uses theorists and presents their arguments to either support or disagree on facts. To conclude, this project challenges the fact that development aid to the informal education system is necessary or is working. Some suggestions are then made for possible solutions. <br/>
Coverage 45 pages
Language eng
Relation Udvikling og Internationale Relationer, Kandidat; Development and International Relations, Master; 2. semester; 2. term; Development and International Relations; http://vbn.aau.dk/ws/files/63412802/Development_in_Africa_Aid_Conditionalities.doc
Type of publication TERMPAPER
Format application/msword
Repository Aalborg - Aalborg University
Added to C-A: 2016-04-26;09:01:00