1. Overview of the Country and Main Education System:Tanzania covers 945,000 square kilometres, including roughly 60,000 square kilometres of inland water. The population is roughly 32 million individuals with an average annual growth rate of 2.8 percent per year. Females comprise 51 percent of the total population.
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The majority of the populace resides on the Mainland, while the remaining portion of the populace resides in Zanzibar. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania’s exports. Tourism leads 15.8 percent; and production, 8.1% and mining, 1.7%. The college system is a 2-7-4-2-3+ consisting of pre-primary, chief school, ordinary level secondary schooling, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents should take their kids to school for registration. The medium of education in main is Kiswahili. One of the key objectives of the first president J.K. Nyerere was development plan for Tanzania as represented in the 1967 Arusha Declaration, which is assuring that basic social services were offered equitably to all members of society. In the education sector, this target was translated into the 1974 Universal Primary Education Movement, whose aim was to create primary education universally available, compulsory, also supplied free of cost for users to make sure it reached the poorest. Since the plan has been implemented, large scale increases in the quantities of primary teachers and schools had been brought about through campaign-style programs with the support of donor financing. By the start of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not quite significant. By 1996 the schooling sector proceeded through the launch and performance of Primary Education Development Plan – PEDP in 2001 to date.2. GlobalizationTo unique scholars, the definition of globalization may differ. The normal phenomena and attributes related to globalization include growth of global networking (e.g. internet, net e-communication, and transportation), global transport and interflow in technological, economic, social, political, cultural, and learning regions, global alliances and competitions, international collaboration and trade, global village, multi-cultural integration, and utilization of global standards and benchmarks. 3. Globalization in EducationIn schooling discipline globalization can mean just like the above significance because is concern, but most specifically all of the vital words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing planet, it is not only business and industry which are shifting, education, too, is caught up in that new purchase. This scenario provides each nation a new empirical question of how to respond to the new purchase. Because this obligation is inside a national and that there is inequality concerning financial level and perhaps in cultural variants on the planet, globalization seems to influence other people favorably and the vice versa (Bush 2005). In many of developing countries, these forces come as imposing forces in the exterior and are implemented unquestionably since they don’t have sufficient resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004). There’s misinterpretation that globalization does not have any much effect on education since the conventional methods of delivering education is still persisting within a federal country. But, it’s been discovered that while globalization proceeds to restructure the world economy, there are also powerful ideological packages that encircle education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While some appear to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) see that decentralization of schooling is one of the global trends in the world which enable to reform educational leadership and management at several levels. They also argue that Decentralization forces help different degree of educational direction to have ability of decision making related to the allocation of resources. Carnoy (1999) further portrays the global ideologies and economic fluctuations are intertwined in the international institutions that broadcast specific strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Additionally these agencies are the ones which develop international policies and move them through capital, conferences and other means. Certainly, with these powerful forces schooling reforms and also to be more especially, the current reforms on school leadership to a large extent are influenced by globalization.4. The School LeadershipIn Tanzania the direction and management of education systems and procedures is increasingly seen as one area in which improvement can and need to be made in order to make certain that education is delivered not only efficiently but also efficaciously. Though literatures for instruction leadership in Tanzania are insufficient, Komba at EdQual (2006) pointed out that study in a variety of areas of management and leadership of education, such as the delivery and structures stems of education; funding and alternative sources of support to instruction; prep, nurturing and professional development of education leaders; the function of female educational leaders in progress of educational quality; as will as the connection between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. The nature of out of school factors that may render aid to the caliber of education e.g. traditional leadership institutions may also have to be looked into.