The Supremacy of Nyerere's ESR Model over the other Suggested Models for Tanzanianizing Education

This article is mainly intended to show the supremacy of Nyerere’s Education for Self–Reliance (ESR) model over the different models that have been suggested as the means of Tanzanianizing education—the education which responds to the needs and problems of Tanzanians and train them to utilize their resources. For so long Tanzanians have been struggling seeking to Tanzanianize their education, hence they have tried to establish various models in order to achieve that long elusive goal but it seems that until now all the suggested models have limitations which made them fail to achieve Tanzanianized education. To demonstrate why each model failed, this work uses critical hermeneutical method revealing the limitations of each suggested model and see which of them seems perfect compared to others such that it can be recommended to be perfected so as to become a more suitable model for Tanzanianizing education. Immediately after independence in 1960s Nyerere suggested ESR model but was limited because it was too agricultural, hence led other Tanzanian thinkers to suggest Vocational Training Model (VTM), Pedagogical Model (PM), Entrepreneurial Education Model (EEM) and Market Policy Reform Model (MPRM) as alternatives. But, as the article shows, none of the suggested achieved the goal of Tanzanianizing education. They all have greater limitations. In this case, with its limitations Nyerere’s ESR is found superior compared to the other suggested models and is recommended to be further modified so as to become a more suitable model for Tanzanianizing education. By doing so, this study helps education stake holders including policy makers, teachers, students, politicians and the ministry of education to scrutinize on how Nyerere’s ESR is a more suitable model compared to others, hence, should be perfected to become a relevant model for Tanzanianizing education.