Julius Nyerere of Tanzania (1922-1999): Thoughts and Ideals that Shaped His ‘Education for Self-Reliance’ Philosophy-Cum-Policy in Education

Not any form of education, and indeed, not all forms of education can entirely or exclusively satisfy the requirement of self-reliance and self-sufficiency in an individual; but because ‘self-reliance’ is naturally a requisite for the potential and fullness of human beings, all forms of education ought to be orientated to serve this end. It must be conscientiously constructed to be able to serve this function and such a programme or curriculum must be well thought-out, carefully delivered to the learners and carefully supervised. Julius Kambarage Nyerere, in his time as a school teacher and later as a leader of a nation, dedicated himself to thinking on how this task of ‘educating for self-reliance’ could—and must—best be articulated in his country in Tanzania, and his educational institutions, particularly primary and secondary schools. This paper demonstrates that Nyerere’s ideas on education and education for self-reliance in particular are highly relevant to the concept of ‘Futures of Education, Culture, and Nature’ and that, with a rectification of the implementation bottlenecks identified, alongside incorporation of the 21st century perceptions and skills, Education for Self Reliance does add to that integral part of a desired quality of education and a realisation of the transformative potential of education as a route to collective and self-sustaining futures for all.