hivi unajua hata lini Nyerere aliachia ofisi kweli?
MOU ilifanyika mwaka gani?
Unamlaumu Nyerere kwa lipi kuhusu fair treatment ya wachache kama wahindi na wazungu kuwa watanganyika bila ubaguzi?
You are just a small boy you think the MoU between the Church and the govt was the recent one 1987? We who had the knowledge we know that it was a PR stunt only it is a reprint a renewal and a re-activation or making it known only of the colonial MoU of 1928 that was never annuled after 1961 Independence. Please go to archives and read about the history of Arusha School.
Here is the part of what is written:
A history of Arusha School, Tanzania
Nettelbeck, David
1974
Publisher: University of Adelaide Australia
Edition: THESES record number: T1053
Our classification: History
external link
Found: *
University of Adelaide Library Location: SAEM RARE 371.009678 N473H
Subject Heading: UNIVERSITY OF ADELAIDE MASTER OF EDUCATION THESES [513]
This copy (click on link above for PDF file) of the History has been scanned by David Marsh, Harwell, England from the original typescript, for publication by kind permision of David Nettelbeck.
Book ID 856
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Arusha School is one small school within the Tanganyika education system. It opened in 1934 for European children and now 40 years later is still catering for the children of expatriates workings in Tanzania.
The school was built by the Government and has always been owned by it in fulfilment of its aim to provide education for the children of settlers, officials, commercial managers and foreign experts. However the Government has directly managed the school for only 18 years of the 40 years of its history, and even then in close association with the Anglican Diocese of Central Tanganyika. For the other years, the Diocese has had either direct management responsibility or indirect management influence, but always the school has been financed by Government money and fees.
In order to understand the background of the various management agreements and to set the school in the total context of education in Tanganyika, this history looks in Chapter 1 at the broad sweep of the development of formal education from the German colonial administration in 1887 to the integrated system under the independent Government in 1962. Significant points in this evolving pattern are the British interpretation of the Mandate under the League of Nations and the uncertainty of European settlement; the Grant in Aid System of Government/Mission partnership in education introduced in the 1920s; the depression and economic recession of the 1930s and the three racially distinct educational systems for African, European and Indian children formalized in the 1940s and 1950s.
In Chapter II, the focus is narrowed from education as a whole to European education in particular. The Government, while not willing to take a lead, was willing to support those who did. Thus Bishop Chambers within the context of his concern for the pastoral care of Europeans opened a temporary school in 1928. This venture proved unsuccessful but led to negotiations for the Government to build a school and the Bishop to manage it using Government funds. Thus the Government could indirectly employ missionary staff at missionary rates of pay, a very economical proposition indeed during the post depression years.
Chapter III looks at the school in the first 12 years of its existence from 1934 - 1946 under its first Headmaster, Wynn Jones. He was an outstanding man whose loving, gentle personality and concern for people left an indelible impression on the school and a strong sense of family cohesion among boarders and staff alike.
In the 10 years under Wynn Jones, the enrolments grew from 30 to 120 pupils and the school outstripped the resources of the Diocese to staff it. A new agreement was therefore reached in 1946 under which the Government would directly manage the school, and employ staff, but the Diocese would have a strong and continuing involvement.
From 1946 to 1963 under the second major Headmaster Hamshere and a stable senior staff, the school expanded and became an efficient and somewhat impersonal yet vital and living community. Chapter IV looks at the personality of Hamshere, the curriculum and extra curricular activities and the exclusiveness of the "European" enrolment.
In 1961 the country gained its independence, followed in January 1962 by the abolition of separate European, Indian and African education departments.
This history is brought to a conclusion in 1969, 7 years after the integrated system of education became effective. During these years, the school returned to semi-Diocesan control under a Board of Governors and became an "international community" feeling its way very hesitantly to a place within independent Tanzania. In 1969, the post-independence Headmaster Bryn Jones left, the last of the British indent staff arrived, and the first of many missionary recruited teachers was employed on terms similar to those of 1934.
It is the belief of the writer that the character or tone of a school is very strongly determined by the nature of the staff and the leadership of the Headmaster. This history isolates the unique and contrasting personalities of two of the headmasters, Hamshere and Wynn Jones, who served the school for 28 years between them, and who left an indelible impression on it.
This history will also trace a rather unusual church-state relationship in the establishment and management of Arusha School. This relation-ship developed partly in an attempt to stretch scanty government funds as widely as possible; and partly in a genuine attempt to personalize what could have become a formal academic machine, and to bring a more spiritual and human dimension into an otherwise harsh and uncultured "frontier" and "colonial" environment.
