State, pastoralists and Education in Tanzania: How Can Conflicts and Tensions be Resolved?

Abstract

Tanzania is one of the lOp ten countries in the world which ICCOmmocIate the
largest concentration of the traditional livestock producers. Sinceindependencc ill
1961, the Tanzanian state bas bee~ making various attempts to provide basic
social services to the pastorsIists and other mobile communities.
In so doing, however, the state bas been evolving Policies and practices many
of which are in conflict widI the needs and interests of these communities because
they are not based on dIeir socio-ecooomic realities: a long established and
cherished cultural lieritage, livestock production as a principal means of
livelihood., high mobility through constant migration, and the harsh enviromnent
characteriZed by drought, animal rustling, disease, and poor means of
communication.
The pastoralists themselves have accumulated a reservoir of koowledge and
experience in managing their own lives in their oWn way, and ill their own
environment. It is encouraging to note from various studies that there is an ever
increasing demand for education and other dimensions of development in the
hitherto uncaptured, communities.
This article, banking on what other people interested in the welfare of these
commumties have found out, suggests some alternative educationai strategies to
assist the pastoral and mobile communities to promote their own development
without losing their freedom, autonomy, ecooomy, social controls and-selfreliance.
The article advocates a more comprehensive study whereby the
communities will be fully involved in determining what, how, where, and when to
learn.