For the vast majority of children raised in modern Western democracies school attendance up to the age of 16 is the norm. Primary education and a certain level of secondary schooling are mandated by legislation. At 16 years of age, children are let loose upon the world. They head of class either straight from primary school or by an institution. The major nucleus of education in most Western countries, however, consists of the religious rite and social networks e.g., family, friends, relatives. The next level of education takes place in secondary, which is required for graduation in most fields of study. There are also general studies, or technical institutions, for individuals wishing to pursue further studies.
The Development of the Educational System
Almost all countries ensure that education is provided for children even after secondary school by providing free school-attendance or by some other means. The level of education provided is determined by the institute or the community to promote its culture and welfare. These measures are targeted at all levels of society as well as the developing country itself. In exceptional cases, certain people are provided education by the government or organizations having a local mission in Lubombo and implementing education in the rural areas.
As education was and still is a reserved function for a few privileged classes in society, services aimed at providing for the general education and technical instruction of the masses have had little success. The funding of education through tuition fees thus continues to be the main instrument for extending and improving the aims of the public schools. In addition, some families continue to put their children in schools even at the secondary level, realizing that schools provide essential facilities for the well-being and education of their children.
Culture and Education
Traditional education is considered as culture, being the social means through which the transmission of values, traditions, and cultural norm implementation takes place. The wide divergences in the mode of realization of education and the values they represent are primarily influenced by the value system of parents and rites. The cultural values are transmitted through the family nuclei and through the peer groups informed through friendship.
Parents play a major role in their children’s education. When parents are able to visualize the importance of education for their children, they devote time, energy, and particular measures to education. The importance of culture is established through the students’ attitude as well as through the responses of students and their family members.
Duly recognized by the culture, education has assumed a concrete shape. Educational tasks in Tanzania are divided into two major parts: formal and informal.
Formal education includes
- Key stages 1 and 2
- Pre-primary education and
- Primary education.
Informal education includes
- Having informal education before marriage,
- The provision of first-aid and medical services,
- The care of the elderly as well as
- Sympathy and psychological services.
Formal education has implicitly referred to the marks or qualities certified by examinations like the Cambridge IGCSE, developed by the CECIL, Creede, and Linden undertook at the end of primary education. These marks are available through school management and teachers to identify the students’ strengths and weaknesses. Students who excel in language, social studies and science, and music are in high demand; those who are emotional, possess strong skills in human and social services, and are always ready to assist others are also highly encouraged.