Indigenous Discourses on Knowledge and Development in Africa by Edward Shizha Ali A. Abdi

Author:Edward Shizha, Ali A. Abdi [Edward Shizha, Ali A. Abdi]
Language: eng
Format: epub
ISBN: 9780415703369
Barnesnoble:
Goodreads: 17471183
Publisher: Routledge
Published: 2013-11-22T00:00:00+00:00

8 Learning by Doing

Julius Nyerere’s Education Policy for Self-Reliance in Tanzania

Grace John Rwiza

INTRODUCTION

This chapter focuses on the influence of the ‘learning by doing’ principle, a philosophy that was articulated in Tanzania’s education and training policies and practices. Learning by doing was the main thrust of the philosophy of Education for Self-Reliance, which is a brain-child of Julius Nyerere (1922–1999), the first president of Tanzania. The Education and Training Policy (ETP) initiative was formulated and approved by the government in 1995 to govern all education systems and practices in the country, pre–primary, primary, secondary and higher education. Other areas which are guided by the policy include adult and non-formal education, the inspectorate, technical education, vocational education and training and curriculum development and assessment. There are other sector specific policies that reinforce ETP which include the Technical Education and Training Policy of 1996, Higher Education Policy of 1999 and Science and Technology Policy of 1996. Specifically, these policies aim at improving the quality of education and training, expanding the provision of education and training and promoting of science and technology (United Republic of Tanzania [URT], 1999). The overarching objective of the education policy and system is to develop competencies among learners. It is believed that with appropriate skills, learners can enhance both their personal lives and that of their communities at large. This chapter, first, discusses the principle of learning by doing in light of available scholarly literature. Second, the chapter analyzes philosophical foundations of Education for Self-Reliance (ESR) policy and the principle of learning by doing and their influence on teaching and learning. Third, in light of ESR and the learning by doing principle, some suggestions are offered for improving teaching and learning practices in schools and training institutions.

CONCEPT OF LEARNING BY DOING

Learning by doing is basically an experiential form of learning through reflecting on the acquisition of new behaviors by performing a definite task. This type of pedagogy focuses on the learning process for each individual and on meaning-making through direct experience. Learning by doing is normally contrasted with rote learning, repetition and memorization of information. The involvement of learners in their own learning fosters better understanding of new knowledge and longer retention of information than does rote learning. Psychologists and progressive educators correlate understanding and retention of knowledge with the act of using many senses in the process of learning. Confucius, the ancient Chinese philosopher (see Ishumi, 1978, p. 53), supported learning by doing, stating that, “Tell me and I will forget, show me and I may remember, involve me and I will understand”.

Psychological studies have also confirmed that ‘doing’ is an important factor in learning. Scholars such as Dewey (1916) in An Introduction to the Philosophy of Education, and Freire (1972) in The Pedagogy of the Oppressed emphasize ‘doing’ in the learning process. Plato argues that one needs to practice in order to be a good doer, whereas Dewey presupposes that education should engage with enlarged experience and that students must freely interact with their environment to construct knowledge.

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