Abstract: | Since independence in December 1961, one of the most significant trends in Tanzanian government policy has been the search for national unity. This trend is clearly discernible in the changes which have been brought about in the organisation of education, its administration, and its control. The trend in educational reform and adaptation has been towards integration, unification, and greater control from the centre. In particular, the racial systems of education of the colonial period have been replaced by a single, integrated system; groups of schools managed by such voluntary bodies as the churches have been virtually incorporated into the public school system; the teachers have been enrolled into the Unified Teaching Service; the number of education administrators both at the centre and in the localities has been greatly increased, and the school inspectorate has not only been reorganized but most markedly enlarged. Those changes are considered in the paper. Notes. |