The per capital income depends upon the state of economy which is directly proportional to the literacy rate in a country. The economy of a country mainly depends upon the able economists who formulate such economic policies which play an effective role in the progress of the country. And the fact remains that the able and competent economists are produced only if a country has a sound system of education. Besides, the failed economic systems will have its negative effects on all the other fields. The health care, industry, agriculture, defence, etc. Would remain weak.

We take up the example of health care first. The hospitals are the ultimate place for the indisposed. If country’s economy is weak, it would be difficult for the government or the private sector to set up more and more hospitals, enough to cater to the health care needs of the nation. And obviously, the physically weak or the ailing nation would not play any role in the development of its mother land. Hence education in a way is directly linked to health care.

Moreover, the health care itself depends upon education in the sense that able and competed doctors could only be produced if the country has evolved and effective and viable education system. A weak education system means incompetent doctors who get degrees in medicine and surgery through back doors. Such doctors would not be able to serve the ailing humanity because of their incompetence.

And, of course, education makes up the conscience and makes one realize that the social evils definitely eat into the vitals of a society. The illiterate or less educated society has the corruption rampant in various forms – bribery, jobbery, nepotism, etc. on the contrary; the educated people realize that the society cannot b reformed unless these social evils are eradicated from the society. And this realization comes only and only with the education.

A developing country needs education all the more to eradicate these evils because it yet to rank among the developed countries. If the society is breeding this evil, it would become extremely difficult to put the country on path to progress.

Lawlessness hinders the process of development as nobody feels secure and education helps over come lawlessness as the educated people realize that it the lawlessness from which most of the evils stem. Lawlessness means the oppressors are free to oppress the already wretched sections of the society who do not know where to go and whom to talk to in order to get justice. In a lawless society, the outlaws are always on the rampage which disturbed the smooth working in all the fields with the result that the process of development comes to us standstill. Education is the panacea which can wash this evil also

The education also makes one realize that a nation can come out of the vicious economic cycle only if hard work is up held. If developing nation had this realization, al the members of the society will work hard to put the country on path to progress which will ultimately take the country out of vicious circle in which almost all the developing countries are struck up.

Industry of a country place a very vital role in the development. More industries mean more progress as more products are produced which not only cater to the needs of the nation itself but can also b exported to earn foreign exchange for the country. Industry, in one way, depends upon the engineers and technicians and capable engineers can be produced only if the country has a good education system and standard. Infrastructure of a country, it is believed, plays a central role in the progress. In this connection roads are very important as the transportation depends upon these. The highways connect cities with on another where as the farm- to-market roads are very important to transport commodities from the farm (where these are produced) to the market (where these are sold). The constructions of the roads depend upon two major factors. The quality of the material used and honesty of the personal engaged in the construction.

Since the education makes one realize that impurity in such material would not bring positive results, the educated lot would certainly avoid doing so and the engineers and other technical staff would also work hard to build the best possible roads using all their expertise.

Electronics and print media also plays a very important role in the development to a country. An honest journalist would not write about which might cause the disintegration of the country or collapse of the system favorable to the nation.

The agricultural sector is no less important which flourishes if educated people take to this field and adopt latest mean to enhance the productivity of the land. The educated agriculturalist would know which measure to take at what time. Moreover, they keep themselves abreast with the latest inventions in the agro field. I this way, education bring green revolution in a developing country. This was a brief discussion over the above written topic the crux of which is —NO EDUCATION NO DEVELOPMENT.

Student tutelage in a group formation is more preferable as compared to being guided individually, at a tender age and being a social animal it is inclined more in learning in groups and interaction with his/her peers. The first five (5) years of a child life have impacts on his/her learning potential for the rest of his life.

Introduction:

This topic covers the Importance of Group Work in Primary Education and the Role of the Teacher to manage it.Through discussion and argument, I will discuss the value and purpose of group work in the light of research on teaching practices conducted by renowned educationists and the role of the teacher in the organization of group work and planning of appropriate tasks for collaborative work since it requires careful planning and for thought for positive outcomes.Then I will analyze my own classroom practice and identify my own strengths to manage the group work strategy effectively in the class.

Finally, I will formulate an action plan to overcome all the problems, which few teachers face while managing group work. In the end, I will conclude the whole study in a way, which will show the importance of group work in the better learning of a child.

Discussion and Analysis

Traditionally, a teacher has always been treated as an indemnified personality who leads the whole class, dictating his/her notes and lectures to the students trying to put everything into the minds of the students, this one-way mode of communication has not been that efficient as compared to the new trend of forming different small study groups among the students and they put across their ideas. Effective teachers do understand the effects and outcomes of promoting team-work in their students.It has been ascertained that the existence of the group in the classroom is not a new phenomena.According to Kutnick and Rogers (1994), “From earliest recorded writing about education (certainly from Platto and Socrates), learning used to take place in a group context. Hence, the importance of social interaction in learning can not be overlooked” (P.2)

.

The idea of group work carries with it a vision of students talking to each other, sharing, reshaping and refining their ideologies and concepts.It means those children’s enthusiasm and consequently learning opportunities increase with in-group situations, both cooperative and collaborative. Moyles (1992) also cites Cullingford (1991) about children’s preferences for teaching strategies “Of all styles of classroom organization, the possibility of working with some one else seems to them one of the most important, not because they just enjoy working with a friend but because they can receive help, give help and exchange ideas.” (p.124)

Group work provides students within an opportunity to assimilate their knowledge through discussion with their peers, hence supporting each other’s learning.

It has also been observed that young students very often in the classroom do not have the opportunity to develop their listening and speaking skills in whole class situation.This have been stated in hand -out -Use of Language: A CommonApproach’ issued by School Curriculum and Assessment Authority which says that the amount of time any individual pupil can speak in a whole class situation is limited, so group discussions can increase the opportunities for talk and encourage pupil’s to organize their own discussion.Thus, it is through discussions in a group that students develop a better ability to listen and accept others opinions and develop confidence in expressing their own views by speaking with clarity.Wells (1985) states that al children learn most activities when there are frequent opportunities of collaborative talk with teachers and fellow pupil’s.Therefore, this proved that while engage in-group work, students in a way take charge of their own learning.

Group size and type of group is also a very important factor in a learning process of a child. As far as group size and structure is concerned its teachers ability and competency that how she divides children equally according to the level of the task and their mental ability in this way students support, each other listens to each other and even corporate in finding the solutions of different problem which are given to them for discussion and for writing.According to Kyriacou (1991), “the setting up of group work activities involves a number of decisions about the logistics of their organization.First the size of the group and how groups are to formed, second the nature of the task third the aspect of group work concerns the teacher monitoring, forth the clear time management and the group work activities”. (p.58)

The role of the teacher in this case is, one of directing the students, facilitating and monitoring their learning process. It is commonly seen that the students in a class have different attitudes and strengths.Therefore, the teacher is a person, who shows acceptance of children, praises each child’s strengths and recognizes each child’s uniqueness by planning purposeful task having clarity of goals and way it is presented to groom their abilities.In this regard, Cordon (2000) has outlined the duties of the teacher during group task.He states, that during the tasks the teacher should introduce the activity and establish a collaborative working climate; by clarifying expected outcomes.The teacher should be ensured that children had a clear understanding of the ground rule for the group work, respective rules and interdependency.

Hence, it proves that although group-work is a student-centered approach but the teacher still has to play a lead role in that, the teacher’s role acts as a beacon for his/her pupils.She has, in fact the central role in the whole process of group work.It is her responsibility to plan activities in such a way that children could work effectively in groups under the guidance of their teacher.Cordon (2000) cities Lyle (1993) who points to the importance of teachers encouraging children to see themselves as responsible learners by designing the activities, which ensure children pose questions, make observations and contribute opinions. (p.195)

After knowing the importance of group work, I analyzed my role as a primary teacher to implement effective group work in my class. I have always felt that very young students attain better outcome if we give them opportunity to interact with their peers in their classroom and to discuss the task. Hence, according to the purpose and objectives of the lesson I have tried to make use of group work in my classroom in order to develop the students’ communicative and explorative skills.In the feedback session that followed, I emphasized to see the variety and depth of ideas.The group came up with such brilliant points, which were because of the exchange of different ideas with each other.Therefore, I observed, the outcomes of segregating my students in different small study-groups were more result-oriented and the students did their assigned tasks vigorously and in a better way.

Students of kindergarten were somewhat accustomed to group work strategy since they had been introduced to group work in the previous class.Therefore, I did not face much problem in the organization of group work activities.Initially, I made use of friendship grouping because student felt more secure working with their friends (according to Galton and Williamson (1992) many primary teachers regularly group by friendship, because these groups are more than the seating arrangements.It also fosters collaboration and cooperative learning setup). Once they started enjoying working in groups, then gradually, I started sorting them into mix ability groups with usually high to low or middle ability and high or middle to low ability members.This has worked quiet well since the clever student tends to pull the slow learners along with them as well and therefore providing all students an equal opportunity to extend their ideas.

Suggested Action plan for Teachers to Manage the Effective Group Work:

Therefore, teachers who are still following the conventional methods of teaching should make a habit of creating small study-groups in the primary classes, which is quite evident in light of different researches in the following ways:

They should plan a task for each group which should be challenging, time-bound and most importantly should have a relevance to the level of the students
Make sure that the group face across at each other and that they can all hear each other
For newly formed groups, in order to break the ice among them, we can assign them different roles to play so that they should start interacting with each other quickly
They should be ready to accept the challenge of the group-refuses, and should proactively plan to cope with such situations
They should create the groups keeping in mind these things comparable ability, mixed ability, friendship, gender etc.

Conclusion:

As a result of my study, I now understand that group work increases pupils’ ability to cooperate and learn from others, thus enable them to take responsibility of their own learning and reducing reliance on the teacher. However, in this casethe role of a teacher is to organize an environment that facilitates cooperative and collaborative learning.This happens by providing all students an opportunity to be equally involved in the social and cognitive activities and to stimulate, realign and invoke the thought-provoking behaviors among students.

Bibliography:

Corden, R. (2000) Literacy and Learning through Talk: Strategies for the primary Classroom. Buckinghyam: Open University Press
Galton, M. and Williamson, J. (1992) Groupwork in the Primary School. London: Routledge
Kutnick, P. and Rogers, C. (Eds.) (1994) Groups in Schools. London: Cassell Education
Kyriacou, C. (1991) Essential Teaching Skills. United Kingdom: Stanley Thornes.
Moyles, R.J. (1994) Organizing for learning in the Primary Classroom. Philadelphia: Open University Press
USE OF LANGUAGE: A COMMON APPROACH. (1997) School Curriculum and Assessment Authority. SCAA Publications
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press
Wells, G. (1985) Language and Learning: An Interactional Perspective. Brighton: Falmer Press

Recent studies of early childhood education have even shown some remarkable success. It resulting effects on child motivation and learning power last for a long time. Today where education has become very important role to play in a society, it is not right to postpone investing in children education until they become adults, nor wait till they reach school age. In fact early childhood is a vital phase of life in terms of a child’s intellectual, emotional and social development. Besides this, the most important point to know is that the growth of mental abilities is at an astounding rate and high proportion of learning takes place during this period.

It is very important for every parent to understand that a child spends first eight years in realization of his or her own identity. These are very crucial years when children gain a sense of self and learn to associate themselves with the people around them. They develop an understanding and behavior to a certain extent. For this reason it is suggested that early childhood education during these years should be more focused on teaching children about the world around them through play and establish the links. Moreover, many child development experts also agree that play is very important in the learning and emotional development of children. A play can be multi-facet and often helps in educating different skills in children. In addition to this, education through play also helps them learn social skills, and develop values and ethics.

Certainly, today it won’t be wrong to say that early childhood education is the key element that helps in building a god foundation for child’s educational success. Every child learns habit and form patterns that are not easily changed in later years. If parents and educators can develop productive early education patterns for the children in their charge, those children will be on their way to achieving great educational success. The lack of parental interaction during early childhood can negatively impact a child’s development. Ultimately it is the equal responsibility of the parents and tutors to assure the children have a good early childhood education that can further help them develop their personalities.

You don’t need a college degree to teach early education to your child. Your child loves you and therefore she wants to imitate you. Everything you do becomes a learning process for her. If you dance, she will follow. If you read a book, she will read a book too. If you watch a movie on television she will curl up with you and watch it. Early childhood education knows no time so it is anywhere, doing anything, and at any time.

Make the most out of early education by purchasing simple nursery rhyme books or counting books. Use her favorite cereal as a visual aspect of the learning process. Another words, if you say something to your child, she needs to do it in order to learn it. If you want your child to count to five, give her five Cheerios or five container lids. Count them to her as you hand them to her. Then ask her to give you one. Next, ask her to give you two, and so on. This will teach her to count and she is both visually and physically counting. This is early childhood education and it doesn’t cost anything and it is fun even for parents.

Early education can be fun. It doesn’t require that you send your child off to a school or it doesn’t require that you turn your home into a classroom in order to learn. Childhood education is free. Use free items you already have in the home in order to teach and inspire.

In order to enhance the learning process during certain times in her life, you can order additional supplies that will allow her to be creative as she learns. Any type of art work is highly recommended in order to strengthen and reinforce child’s education. Remember, as a child plays they are learning. If you create a positive outlet for learning, she will always think positive as she grows up. The same goes for the opposite.

Early childhood education begins at birth and ends at about the age of eight. During this time, your child will learn socialization skills, critical thinking skills, and other important skills that will influence her life and her life style. How your child grows up is going to influence her learning. If she grows up in a home that puts education down, she may think that it is not going to be necessary and try to choose a path that will later on lead to basic minimum wage jobs with no job security. Early childhood education doesn’t mean that you have to map out her future but her future is something to consider, even when you are singing “The Itsy, Bitsy, and Spider”.

One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning 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 very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan – PEDP in 2001 to date.

2. Globalization
To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).

3. Globalization in Education
In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).

There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.

4. The School Leadership
In Tanzania the leadership and management of education systems and processes is increasingly seen as one area where improvement can and need to be made in order to ensure that education is delivered not only efficiently but also efficaciously. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link 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 support to the quality of education e.g. traditional leadership institutions may also need to be looked into.

5. Impact of Globalization
As mentioned above, globalization is creating numerous opportunities for sharing knowledge, technology, social values, and behavioral norms and promoting developments at different levels including individuals, organizations, communities, and societies across different countries and cultures. Cheng (2000); Brown, (1999); Waters, (1995) pointed out the advantages of globalization as follows: Firstly it enable global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments at different levels. The second is the mutual support, supplement and benefit to produce synergy for various developments of countries, communities, and individuals. The third positive impact is creation of values and enhancing efficiency through the above global sharing and mutual support to serving local needs and growth. The fourth is the promotion of international understanding, collaboration, harmony and acceptance to cultural diversity across countries and regions. The fifth is facilitating multi-way communications and interactions, and encouraging multi-cultural contributions at different levels among countries.

The potential negative impacts of globalization are educationally concerned in various types of political, economic, and cultural colonization and overwhelming influences of advanced countries to developing countries and rapidly increasing gaps between rich areas and poor areas in different parts of the world. The first impact is increasing the technological gaps and digital divides between advanced countries and less developed countries that are hindering equal opportunities for fair global sharing. The second is creation of more legitimate opportunities for a few advanced countries to economically and politically colonize other countries globally. Thirdly is exploitation of local resources which destroy indigenous cultures of less advanced countries to benefit a few advanced countries. Fourthly is the increase of inequalities and conflicts between areas and cultures. And fifthly is the promotion of the dominant cultures and values of some advanced areas and accelerating cultural transplant from advanced areas to less developed areas.

The management and control of the impacts of globalization are related to some complicated macro and international issues that may be far beyond the scope of which I did not include in this paper. Cheng (2002) pointed out that in general, many people believe, education is one of key local factors that can be used to moderate some impacts of globalization from negative to positive and convert threats into opportunities for the development of individuals and local community in the inevitable process of globalization. How to maximize the positive effects but minimize the negative impacts of globalization is a major concern in current educational reform for national and local developments.

6. Globalization of Education and Multiple Theories
The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. Their implications for design of curriculum and instruction and their expected educational outcomes in globalized education are correspondingly different.

The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. The expected outcome in globalized education will be to develop a local person with international outlook, who will act locally and develop globally. The strength of this theory is that the local community can maintain and even further develop its traditional values and cultural identity as it grows and interacts with the input of external resources and energy in accumulating local knowledge for local developments.

The theory of crystal is the key of the fostering process to have “local seeds” to crystallize and accumulate the global knowledge along a given local expectation and demand. Therefore, fostering local knowledge is to accumulate global knowledge around some “local seeds” that may be to exist local demands and values to be fulfilled in these years. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.

The theory of birdcage is about how to avoid the overwhelming and dominating global influences on the nation or local community. This theory contends that the process of fostering local knowledge can be open for incoming global knowledge and resources but at the same time efforts should be made to limit or converge the local developments and related interactions with the outside world to a fixed framework. In globalized education, it is necessary to set up a framework with clear ideological boundaries and social norms for curriculum design such that all educational activities can have a clear local focus when benefiting from the exposure of wide global knowledge and inputs. The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.

The theory of DNA represents numerous initiatives and reforms have made to remove dysfunctional local traditions and structures in country of periphery and replace them with new ideas borrowed from core countries. This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The expected educational outcome is to develop a person with locally and globally mixed elements, who can act and think with mixed local and global knowledge. The strength of this theory is its openness for any rational investigation and transplant of valid knowledge and elements without any local barrier or cultural burden. It can provide an efficient way to learn and improve the existing local practices and developments.

The theory of fungus reflects the mode of fostering local knowledge in globalization. This theory assumes that it is a faster and easier way to digest and absorb certain relevant types of global knowledge for nutrition of individual and local developments, than to create their own local knowledge from the beginning. From this theory, the curriculum and instruction should aim at enabling students to identify and learn what global knowledge is valuable and necessary to their own developments as well as significant to the local community. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The expected educational outcome is to develop a person equipped certain types of global knowledge, who can act and think dependently of relevant global knowledge and wisdom. Strengths of the theory is for some small countries, easily digest and absorb the useful elements of global knowledge than to produce their own local knowledge from the beginning. The roots for growth and development are based on the global knowledge instead of local culture or value.

The theory of amoeba is about the adaptation to the fasting changing global environment and the economic survival in serious international competitions. This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. Whether the accumulated knowledge is really local or the local values can be preserved is not a major concern. According to this theory, the curriculum design should include the full range of global perspectives and knowledge to totally globalize education in order to maximize the benefit from global knowledge and become more adaptive to changing environment. Therefore, to achieve broad international outlook and apply global knowledge locally and globally is crucial in education. And, cultural burdens and local values can be minimized in the design of curriculum and instruction in order to let students be totally open for global learning. The expected educational outcome is to develop a flexible and open person without any local identity, who can act and think globally and fluidly. The strengths of this theory are also its limitations particularly in some culturally fruit countries. There will be potential loss of local values and cultural identity in the country and the local community will potentially lose its direction and social solidarity during overwhelming globalization.

Each country or local community may have its unique social, economic and cultural contexts and therefore, its tendency to using one theory or a combination of theories from the typology in globalized education may be different from the other. To a great extent, it is difficult to say one is better than other even though the theories of tree, birdcage and crystal may be more preferred in some culturally rich countries. For those countries with less cultural assets or local values, the theories of amoeba and fungus may be an appropriate choice for development. However, this typology can provide a wide spectrum of alternatives for policy-makers and educators to conceptualize and formulate their strategies and practices in fostering local knowledge for the local developments. See more about the theories in Cheng (2002; 11-18)

7. Education Progress since Independence in Tanzania
During the first phase of Tanzania political governance (1961-1985) the Arusha Declaration, focusing on “Ujamaa” (African socialism) and self-reliance was the major philosophy. The nationalization of the production and provision of goods and services by the state and the dominance of ruling party in community mobilization and participation highlighted the “Ujamaa” ideology, which dominated most of the 1967-1985 eras. In early 1970s, the first phase government embarked on an enormous national campaign for universal access to primary education, of all children of school going age. It was resolved that the nation should have attained universal primary education by 1977. The ruling party by that time Tanganyika African National Union (TANU), under the leadership of the former and first president of Tanzania Mwalimu Julius K. Nyerere, directed the government to put in place mechanisms for ensuring that the directive, commonly known as the Musoma Resolution, was implemented. The argument behind that move was essentially that, as much as education was a right to each and every citizen, a government that is committed to the development of an egalitarian socialist society cannot segregate and discriminate her people in the provision of education, especially at the basic level.

7.1. The Presidential Commission on Education
In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. The Commission submitted its report in March 1982 and the government has implemented most of its recommendation. The most significant ones related to this paper were the establishment of the Teachers’ Service Commission (TSC), the Tanzania Professional Teachers Association, the introduction of new curriculum packages at primary, secondary and teacher education levels, the establishment of the Faculty of Education (FoE) at the University of Dar-es-Salaam, the introduction of pre-primary teacher education programme; and the expansion of secondary education.

7.2. Education during the Second Phase Government of Tanzania
The second phase government of Tanzania spanning from 1985 to 1995, was characterized by new liberal ideas such as free choice, market-oriented schooling and cost efficiency, reduced the government control of the UPE and other social services. The education sector lacked quality teachers as well as teaching/learning materials and infrastructure to address the expansion of the UPE. A vacuum was created while fragmented donor driven projects dominated primary education support. The introduced cost sharing in the provision of social services like education and health hit most the poorest of the poor. This decrease in government support in the provision of social services including education as well as cost-sharing policies were not taken well, given that most of the incomes were below the poverty line. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.

The report of this task force, the Tanzania Education System for the 21st Century, was submitted to the government in November 1992. Recommendations of the report have been taken into consideration in the formulation of the Tanzania Education and Training Policy (TETP). In spite of the very impressive expansionary education policies and reforms in the 1970s, the goal to achieve UPE, which was once targeted for achievement in 1980, is way out of reach. Similarly, the Jomtien objective to achieve Basic Education for all in 2000 is on the part of Tanzania unrealistic. The participation and access level have declined to the point that attainment of UPE is once again an issue in itself. Other developments and trends indicate a decline in the quantitative goals set rather than being closer to them (Cooksey and Reidmiller, 1997; Mbilinyi, 2000). At the same time serious doubt is being raised about school quality and relevance of education provided (Galabawa, Senkoro and Lwaitama, (eds), 2000).

7.3. Outcomes of UPE
According to Galabawa (2001), the UPE describing, analysis and discussing explored three measures in Tanzania: (1) the measure of access to first year of primary education namely, the apparent intake rate. This is based on the total number of new entrants in the first grade regardless of age. This number is in turn expressed as a percentage of the population at the official primary school entrance age and the net intake rate based on the number of new entrants in the first grade who are of the official primary school entrance age expressed as percentage of the population of corresponding age. (2) The measure of participation, namely, gross enrolment ratio representing the number of children enrolled in primary education, regardless of age, expressed as a percentage of the official primary school age population; while the net enrolment ratio corresponds to the number of children of the official primary school age enrolled in primary school expressed as a percentage of corresponding population. (3) The measure of internal efficiency of education system, which reflect the dynamics of different operational decision making events over the school cycle like dropouts, promotions and repetitions.

7.3.1. Access to Primary Education
The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. The number of new entrants increased from around 400,000 in 1975 to 617,000 in 1990 and to 851,743 in 2000, a rise of 212.9 percent in relative terms. The apparent (gross) intake rate was high at around 80% in the 1970s dropping to 70% in 1975 and rise up to 77% in 2000. This level reflects the shortcomings in primary education provision. Tanzania is marked by wide variations in both apparent and net intake rates-between urban and rural districts with former performing higher. Low intake rates in rural areas reflect the fact that many children do not enter schools at the official age of seven years.

7.3.2. Participation in Primary Education
The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania’s education system (Education Status Report, 2001). There were 3,161,079 primary pupils in Tanzania in 1985 and, in the subsequent decade primary enrolment rose dramatically by 30% to 4,112,167 in 1999. These absolute increases were not translated into gross/net enrolment rates, which actually experienced a decline threatening the sustainability of quantitative gains. The gross enrolment rate, which was 35.1% in late 1960’s and early 1970s’, grew appreciably to 98.0% in 1980 when the net enrolment rate was 68%. (ibid)

7.3.3. Internal Efficiency in Primary Education
The input/output ratio shows that it takes an average of 9.4 years (instead of planned 7 years) for a pupil to complete primary education. The extra years are due to starting late, drop-outs, repetition and high failure rate which is pronounced at standard four where a competency/mastery examination is administered (ESDP, 1999, p.84). The drive towards UPE has been hampered by high wastage rates.

7.4. Education during the Third Phase Government of Tanzania
The third phase government spanning the period from 1995 to date, intends to address both income and non-income poverty so as to generate capacity for provision and consumption of better social services. In order to address these income and non-income poverty the government formed the Tanzania Vision 2025. Vision 2025 targets at high quality livelihood for all Tanzanians through the realization of UPE, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with a critical mass of high quality human resources required to effectively respond to the developmental challenges at all level. In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).

8. Prospects and Challenges of Primary of Education Sector
Since independence, The government has recognised the central role of education in achieving the overall development goal of improving the quality of life of Tanzanians through economic growth and poverty reduction. Several policies and structural reforms have been initiated by the Government to improve the quality of education at all levels. These include: Education for Self-Reliance, 1967; Musoma Resolution, 1974; Universal Primary Education (UPE), 1977; Education and Training Policy (ETP), 1995; National Science and Technology Policy, 1995; Technical Education and Training Policy, 1996; Education Sector Development Programme, 1996 and National Higher Education Policy, 1999. The ESDP of 1996 represented for the first time a Sector-Wide Approach to education development to redress the problem of fragmented interventions. It called for pooling together of resources (human, financial and materials) through the involvement of all key stakeholders in education planning, implementation, monitoring and evaluation (URT, 1998 quoted in MoEC 2005b). The Local Government Reform Programme (LGRP) provided the institutional framework.

Challenges include the considerable shortage of classrooms, a shortage of well qualified and expert teachers competent to lead their learners through the new competency based curriculum and learning styles, and the absence of an assessment and examination regime able to reinforce the new approaches and reward students for their ability to demonstrate what they know understand and can do. At secondary level there is a need to expand facilities necessary as a result of increased transition rates. A major challenge is the funding gap, but the government is calling on its development partners to honour the commitments made at Dakar, Abuja, etc, to respond positively to its draft Ten Year Plan. A number of systemic changes are at a critical stage, including decentralisation, public service reform, strengthening of financial management and mainstreaming of ongoing project and programmes. The various measures and interventions introduced over the last few years have been uncoordinated and unsynchronised. Commitment to a sector wide approach needs to be accompanied by careful attention to secure coherence and synergy across sub-sectoral elements. (Woods, 2007).

9. Education and School Leadership in Tanzania and the Impacts
Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. The school leadership major reformation was maintained and more decentralized in the implementation of the PEDP from the year 2000 to date. This paper is also more concerned with the implementation of globalization driven policies that influence the subjectivity of education changes. It is changing to receive what Tjeldvoll et al. (2004:1; quoted in Makule, 2008) considers as “the new managerial responsibilities”. These responsibilities are focused to increase accountability, equity and quality in education which are global agenda, because it is through these, the global demands in education will be achieved. In that case school leadership in Tanzania has changed. The change observed is due to the implementation of decentralization of both power and fund to the low levels such as schools. School leadership now has more autonomy over the resources allocated to school than it was before decentralization. It also involves community in all the issues concerning the school improvement.

10. Prospects and Challenges of School Leadership

10.1. Prospects
The decentralization of both power and funds from the central level to the low level of education such as school and community brought about various opportunities. Openness, community participation and improved efficiency mentioned as among the opportunities obtained with the current changes on school leadership. There is improved accountability, capacity building and educational access to the current changes on school leadership. This is viewed in strong communication network established in most of the schools in the country. Makule (2008) in her study found out that the network was effective where every head teacher has to send to the district various school reports such as monthly report, three month report, half a year report, nine month report and one year report. In each report there is a special form in which a head teacher has to feel information about school. The form therefore, give account of activities that takes place at school such as information about the uses of the funds and the information about attendance both teacher and students, school buildings, school assets, meetings, academic report, and school achievement and problems encountered. The effect of globalization forces on school leadership in Tanzania has in turn forced the government to provide training and workshop for school leadership (MoEC, 2005b). The availability of school leadership training, whether through workshop or training course, considered to be among the opportunities available for school leadership in Tanzania

10.2. Challenges
Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. The Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation. Specifically, the challenges include the globalisation challenges, access and equity, inclusive or special needs education, institutional capacity building and the HIV/aids challenge.

11. Conclusion
There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society. Although globalisation is linked to a number of technological and other changes which have helped to link the world more closely, there are also ideological elements which have strongly influenced its development. A “free market” dogma has emerged which exaggerates both the wisdom and role of markets, and of the actors in those markets, in the organisation of human society. Fashioning a strategy for responsible globalisation requires an analysis which separates that which is dogma from that which is inevitable. Otherwise, globalisation is an all too convenient excuse and explanation for anti-social policies and actions including education which undermine progress and break down community. Globalisation as we know it has profound social and political implications. It can bring the threat of exclusion for a large portion of the world’s population, severe problems of unemployment, and growing wage and income disparities. It makes it more and more difficult to deal with economic policy or corporate behaviour on a purely national basis. It also has brought a certain loss of control by democratic institutions of development and economic policy.

We all want to make money trading. But it can be overwhelming. I say this because most newcomers start looking for the strategy. They do a search in the search engines and they come up with millions of results. They see all these results naturally they will click on the first result that they see.

Next they see a hyped up sales page saying “make 10,000 a month with my system” ect.. let’s be real here.. it is possible but its going to take work just like any other job. There are sites out there that are legit you just have to do some research.

Want a secret? Get a good FX trading education. Robots and expert advisors DO NOT WORK! Please stop wasting your money on them. If you have too much money then donate it to a good charity instead of wasting it.

The market is an ever-changing entity. No robot or computer program is capable of making a consistent trade over and over within the changing environment.

The key to your success lies on that FX trading education. More importantly, you should find yourself a mentor. There are 2 parts on the road to your education.

The first is the understanding the market, understanding how to place a trade and understand the method of when to enter a trade and when to exit.

The second is the psychology. You need to be ready and know yourself. Your mind will play tricks on you and that is where the mentor really comes in the help.

Trading without a good mental game will leave you in trade too long or getting out too soon. A mentor or coach will help guide you to making better trades.

There is a lot to getting a good FX trading education, but the time you put in can pay off later. Like owning your own business, success only comes after you put in the hard work. To stay successful know that your education will never end.

Get started by doing your homework, research and find someone who is reputable and you can work with. It will shorten the learning curve. Set yourself up for great things to happen and they will!

Are you ready to get started for free in your Forex education?

Before the enormous academic institutions has even started, the home school education system has begun. As the old adage goes, “the home is the first school of children while their parents are their first teacher” holds so much truth. Surely, parents play an important role as the priary educators. Lessons and topics must be taught in a clear and interesting manner.

What is good about this approach is the relationship between parent and child is developed. Rapport and bonding are deepened by their mutual understanding and familiarization. Apparently, it is easier for parents and tutors to customize the discussion because they can simply identify the child’s interests and individual learning needs. They are also able to monitor their children and work with them closely. The following are found to benefit and create impact on homeschooled children and parents as well:

1. Individualized Attention – the most effective benefit of home schooling is that child enjoy the privilege of having a “teacher” closely and solely focusing on the child’s progress

2. Freedom to Diversify – Parents and tutors can customize the lessons according to what they feel and think is right to teach the child. Parents should take note that Home school education still follows particular federal policies and laws.

3. Social Adjustment – Children find extra-curricular activities exciting and fun. Incorporating field trip with cousins of same age, or trip to museums with a kid next door is a fun way to learn. It will also help children overcome lack of social interaction as critics say of this method of teaching.

4. Family Bonding – as compared to traditional schools, since home schooled children stay with their parents most of the time, there are more time for family bonding

5. A Good Education – this is not applicable to academics only but also with the values and morals formation of the child

When considering this approach to your children, it helps that the entire family is involved in the decision – making process as well the discussions, activities and other home school components (such as field trips, trip to museum, zoos and playgrounds) as well. Also, assessing your financial capacity will help you visualize the amount you are willing to shell out for home school education. If having financial issues, there are free downloadable home school materials found in the internet. Families who have tried home schooling have good lessons and experiences to share. So talking to these families will help you visualize what you are putting yourself into.

Truly, for home school education to work, parents need to be sensitive and conscious to the child’s needs. Although it has been proven that this type of methodology is beneficial to children, the parent must always assess the development of the child to make sure that the home school education fits their children.

Education is nothing but a way of getting knowledge and learning the ways of life. If knowledge is a building, then education is the individual brick which is an integral part of the building. We can’t even think of the building without these bricks in the same way we can’t think of knowledge without education. After a kid learns the basic things of life, he needs to go for formal education in pre schools or play schools. As because we are social beings, we require social interactions as well. School is the best place where we can learn this art and there every day we interact with new people, make friends, come to know new things and that’s why we call it an educational institute.

After the preschool, we enter into a new era of life, there we start making friends, we start value things and we start to understand the world in a better way. As we grow with time, our responsibilities increase and with that increase the competition part. Apart from literary education, we also need physical education so that we can stay fit and compete in that fast moving age. For that reason the international schools are also making their appearance in our country. In fact many international schools in Delhi are doing very well and coming up with quality students who are making their presence in the international level.

If we talk about the top schools in Hyderabad or schools in Chennai, they are also implementing new ideas which contribute to the better and secure future of the students. With the changing time, the system of education is also changing. Because it’s not the age of hard education, but it’s the age of smart education.

An early childhood education degree prepares you for a career where you work with children, teaching them and helping them to develop into the responsible adults of tomorrow. Working with children everyday allows you to share in their creativity and their limitless desire to learn. Working as an early childhood educator, in any position, allows you the opportunity to shape young minds into future leaders.

Graduates of early childhood education programs will find that they are prepared for a variety of careers in the field of education. The first decision they need to make concerns the age of the children they would like to work with. Early childhood educators typically work with children from the time they are toddlers to approximately eight year old, teaching them social skills as well as phonics, numbers, and letter recognition.

The most basic education in this field requires a two-year commitment. During that time, you can receive a certificate or an Associate’s degree. Prior to applying for this program, you must have received your high school diploma or GED equivalent. These programs teach basic professional skills and usually lead to an entry level job.

A Bachelor’s degree in early education will take four years to complete. Often, credits earned from other schools can be transferred and applied towards your degree program. This is an important degree level for prospective public school teachers as a four-year degree is required prior to being certified to teach. This degree is a part of more balanced program, offering both education requirements as well teaching skills.

A Master’s degree program that focuses on early childhood education generally includes more specialized concentrations like technology used in schools or curriculum development. These degrees are typically awarded as a Master of Education degree (MEd) with an early childhood education concentration. Many school systems base their salaries on a teacher’s experience and education, while others require teachers to complete their graduate degree during their first few years of teaching.

Salaries for early education professionals will differ depending on where they are employed. Preschool teachers, not including special education teachers, had an average annual salary of over $24,000 a few years back. A kindergarten teacher, who has a four-year degree, had a median annual income of above $50,000 for the same time period.

- Eight teens ages 16 to 19 died every day from motor vehicle injuries.

- About 3,000 teens in the United States aged 15-19 were killed.

- More than 350,000 were treated in emergency departments for injuries suffered in motor-vehicle crashes.

Given the above statistics, it is obvious that preparing young drivers better is a piece of the puzzle along with graduated licensing programs enforced in many states. However, it appears that the public either does not understand the significance of these numbers or just does not care. My belief is that people see the situation as a terrible thing but my son will not be a statistic. The other person’s daughter will be involved in a car crash and my daughter has a very small chance of that happening to her.

It all starts with a good foundation and that is what drivers education is all about. It amazes me that so many people do not understand the importance of this item.

One of the issues is that in the U.S. historically drivers education was taught in public schools by untrained teachers. This created a framework for the public to discount drivers education over the years as having no value. Lately, due to a variety of factors in most public schools no longer offer drivers ed. Public schools have never been the proper place for this type of instruction and now private driving schools have emerged that take drivers education very seriously.

The first 6 months of driving, in particular, are very dangerous for a new driver. The driving “programs” that were instilled during drivers education must be reinforced and practiced often. If a good driving school was chosen, parents should armed with information and the ability to coach their teen through this dangerous first year.

Here are a few tips to help your teen survive their first year of driving:

1) Pay particular attention to the graduated license laws in your state – they have been proven to be effective and should be followed closely.

2) Having a focus on driving during the novice phase is particularly important.

3) Managing vision properly is important for all drivers. And novices need to pay close attention to this area.

Bottom line is that driving a vehicle is a very difficult task to learn. Add to that the fact that teens have a lot going on in their lives and this compounds the difficulty of learning to drive. Lastly, please realize that your teen can be a statistic and please take the process of drivers education.