`UNIVERSITY OF DAR ES SALAAM

SCHOOL OF EDUCATION
Department of Educational Foundations, Management & Lifelong Learning
EF 100: PRINCIPLES OF EDUCATION
FIRST SEMESTER FOR ACADEMIC YEAR 2023/2024

COURSE OUTLINE

Contact Days, Time and Venues

Group Day Time Venue
Group A Lecture Thursday 16:00-18:00 Yombo 5
Students from CoSS & SoED Seminar Tuesday 10:00-11:00 Yombo 4

Group B Lecture Monday 16:00-18:00 Yombo 5

Students from CoNAS & CoHU Seminar Tuesday 13:00-14:00 Yombo 5

1. INTRODUCTION
The course instructors are Dr. R. Hyera, Dr. H. Magosho, Dr. J. Pesambili, and Mr. J. Rogathe. The course coordinator will handle
all academic matters related to this course. The course coordinator is Mr. M. Mwagu, accessible in the School of Education (SoED)
building office # 309. Be advised to contact him for any questions or problems concerning the course.

2. COURSE STRUCTURE
2.1 Course Overview
This is a three-unit course designed to introduce to course participants principles of education, understood as foundational ideas
underlying educational policies and practices in their temporal and spatial setting. Emphasis will be laid on basic conceptual
underpinnings of education, conceptualised and designed as a dimension of the process and tool of human liberation and development.
The conceptual problems of education for ‘other purposes’ (e.g. self-reliance) will also be analysed.

2.2 Course Outline

This course consists of seven modules: Conceptualizing education; Thoughts about the purpose of education; Democracy and
education; Education for liberation; Conscientization; Science and technology; Education and production; and Life-long learning.

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2.3 Course Outcomes
As a result of exposure to this course, students should, at the end of the course, be able to:
i) Define and critically analyse various philosophical attempts at conceptualising the nature and purpose of education.
ii) Conceptualise the education process and the ‘whys’ of the variation in the thinking among educators and educational
institutions in the approach to the question of primacy in the purpose of “educating” – i.e. whether it should be society, the
learner or the subject matter.
iii) Understand the process of education in the context of development principles (viz. liberation, self-reliance,
conscientization, life-long functionality and science and technology, democratisation, etc).
iv) Understand and interpret the conceptual dimensions and applications of the different kinds of educational programmes,
including Education for Self-reliance (ESR), adult education, vocational and technical education, etc, and evaluate the
efficacy of each in the context of development in Tanzania and elsewhere.
v) Demonstrate understanding of the principles behind the World Incheon Declaration on Education 2030 and assess the
progress made in Tanzania and worldwide towards achieving the SDG-4 overarching goal and targets adopted on 21 May
2015 in Incheon, Republic of Korea.

2.4 Course Calendar

The course calendar is as indicated in the Table below. The course is worth three units in weight, which is inclusive of 45 hours,
accomplished in 15 weeks. These hours include lectures, seminars, seminars/presentations, assignments and tests/quiz.

2.5 Course Evaluation

a) Course assignments
There will be two coursework assignments;
i) A one-hour classroom objective timed test (20 marks).
ii) A one-hour classroom or take-home timed test (20 marks).

b) Final Examinations.
There will be the end-of- semester examinations which will carry 60 marks.
c) Seminars.
Seminars are expected to begin in the 3rd week. Each student is expected to attend a seminar once every week. Seminar attendance
once a week is compulsory. Students should register and attend seminars that do not clash with other classes. Failure to attend any
seminar group is for your own peril. Seminar questions are listed at the end of this course outline.

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 EF 100: PRINCIPLES OF EDUCATION COURSE OUTLINE
ACADEMIC YEAR 2022/23

Student Day Time & Lecture Topic Tutor Principal Course

Week

group &Date Venue Material

MODULE 1: CONCEPTUALISING EDUCATION

A Monday 1600-1800 General introduction Nyirenda &
1&2 06/11/22 Yombo 5  Why “principles of education”? – A belief that education, as a Ishumi, eds (2002)
13/11/22 process, is and ought to be a deliberate undertaking designed Chapters 1 & 2.
and organized by man in order to pursue and attain certain Nunn (1963) pp 9-
purposes in life. What are those purposes? How are they to be 17
attained? This introduces us to the realm of ‘philosophy’.
B Thursday 1600-1800
 What is philosophy? And what is philosophy of education? Kellaway (1967)
09/11/22 Yombo 5
 Are principles of education philosophical principles? pp.1-21
16/11/22 Dr. Hyera Castle (1972)
Towards a definition of education.
 The contexts: formal, non-formal, and informal. Chapter 1
 The process: how does education take place? The various Other references
modes. from the Lecturer
Ishumi (1978)
Chapter 1
A Monday 1600-1800 Towards a definition of education: Ishumi (1978)
3 20/11/22 Yombo 5  The outcomes of education as a process: Chapter 1
 Education as an effect, as an outcome, and as on impact Other references
B Thursday 1600-1800  How can we measure education as an outcome? Measures of from the Lecturer
23/11/22 Yombo 5 cognitive, psychomotor, and affective change.
 Conceptions on the educated individual, e.g. the Platonic
View.
MODULE 2: THOUGHTS ON THE PURPOSE OF
EDUCATION Dr. Hyera
4&5 A Monday 1600-1800  Thoughts about the purpose of education: Society and its Nyirenda &
27/11/22 Yombo 5 social processes Ishumi, Chapters
04/12/22  Thoughts about the purpose of education: the individual 4, 5 & 6.

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 B Thursday 1600-1800 learner
30/12/22 Yombo 5  Thoughts about the purpose of education: the discipline or Dr. Hyera
07/12/22 subject matter
MODULE 3: EDUCATION FOR DEMOCRATIZATION
A Monday 1600-1800  The French Revolution of 1789; Democracy: definition and Nyirenda &
6&7 11/12/22 Yombo 5 historical-political antecedents (Greek origins and Greek Ishumi, Chapter 7.
18/12/22 practice of democracy) Other references
 Education for democracy: past and present trends, worldwide. Dr. Hyera from the Lecturer.
Cases and Examples.
B Thursday 1600-1800  Education for democracy in Tanzania: Is it achievable? Any
14/12/22 Yombo 5 potential for the future and with what evidence?
21/12/22
The date to be confirmed ASSIGNMENT I – Timed Essay Test

MODULE 4: EDUCATION FOR LIBERATION

A Monday 1600-1800  Liberation: definition and historical–Pedagogical antecedents. Nyirenda &
8&9 01/01/24 Yombo 5  Liberation and Development: Conceptual relationships Ishumi, Chapter 8.
08/01/24  Liberation and Development: mutual relationships Principles
of education for liberation and development.
 Education for liberation: Different approaches to pedagogy and Dr.
associated teaching-learning methods or modes. Magosho
B Thursday 1600-1800  Conscietization: Definitions and its meaning in daily life Paulo
04/01/24 Yombo 5 Freire’s education tenets (principles)
11/01/24
MODULE 5: PRINCIPLES BEHIND EDUCATION
FOR ALL
A Monday 1600-1800  The concept of Human rights: Universality of Human rights & Stein, H & Alston,
16/01/23 Yombo 5 Education as a Human right Dr. P. (eds.) 2000.
10 & 11 23/01/23  Global education movements and developments from 1990s up Pesambili International
to the present: An overview Human Rights in
B Thursday 1600-1800  Jomtien World Declaration on Education for All (EFA) Context, Oxford
1990 University Press
18/01/23 Yombo 5
25/01/23  Dakar World Forum on Education for All 2000 Dr.
(Framework for Action: Dakar 2000) Pesambili
 Successes and failures of EFA and MDGs up to 2015.
 Sustainable Development Goals [SDGs] - 2015 to 2030

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  Incheon world forum on education 2030 (Framework for
Action; Incheon, 2015)
 Goal 4; Lifelong learning, quality education, equity &
inclusion (Key Targets)
 Progress towards the implementation of SDG-4
Implementation in international contexts
Implementation in Tanzania
MODULE 6: LIFE-LONG LEARNING
12 & 13 A Monday 1600-1800  Life-long learning: Definitions and relationship with other Nyirenda &
29/01/24 Yombo 5 concepts (e.g. adult education, liberation, continuing education, Ishumi, Chapter 8,
05/02/24 further education, extramural study, etc.). 9 &10.
B Thursday 1600-1800  Modes of life-long learning systems: a comparative analysis. Mr.
01/02/24 Yombo 5 (e. g. in USA, Germany, UK, Tanzania, China, etc.) Mathew
08/02/24  Adult education in Tanzania as a life-long learning process:
achievements and pitfalls.
The date to be confirmed Assignment II –Objective Timed Test
MODULE 7: SCIENCE AND TECHNOLOGY
14 & 15 A Monday 1600-1800  Science” and “Technology”: definitions and the Conceptual Nyirenda &
12/02/24 Yombo 5 relationship and mutuality between the two. Ishumi, Chapter
19/02/24  Science: a brief history (outline). Is the history of science a Mr. 11.
B Thursday 1600-1800 journey in a philosophy of science? Why should everyone Rogathe
15/02/24 Yombo 5 strive to be “scientific”?
22/02/24  The principle of Science and Technology. Pedagogical and
other methods towards achieving the principle.
General Review

BASIC READING LIST

[1] Nyirenda, S. D & Ishumi, A.G. M, eds, Philosophy of Education: An Introduction to Concepts, Principles and Practice. Dar es
Salaam: DUP Ltd (2002). {This is compulsory reading. Reference/s for specific lecture topics indicated in the last column.
Essential that every student has his/her own copy of this textbook. Available in the University Bookshop}

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OTHER READINGS:
[2] Barker, Ernest (1962). Social Contract: Essays by Locke, Hume and Rousseau. Oxford University Press.
[3] Hampton, Jean (1988). Hobbes and the Social Contract, Cambridge University Press.
[4] Nunn, P. (1963). Education: Its Data and Principles. London: Edward Arnold Ltd.
[5] Kellaway, G. P. (1967). Education for Living. Cambridge: Cambridge University Press.
[6] Castle, E. B. (1972). Education for Self-Help: New Strategies for Developing Countries. London: Oxford University Press.
[7] Jomtien, Thailand (1990) World Conference on Education for All: Declaration, UNESCO.
[8] Michael, Walzer (1983), Spheres of Justice, Basic Books: New York.
[9] Mill, J. S. (1978) On Liberty (in E. Rapaport (ed) Harket Indianapolis.
[10] Ministry of Education and Culture (MOEC) Education and Training Policy. 1995
[11] Mushi, PAK & Bhalalusessa, E. (2002) Non formal Education Status Report.
[12] Ndunguru, S (1976). Educational Essays for Teachers. Dar es Salaam: East African Literature Bureau.
[13] Nyerere, J. K. (1968). Freedom and Socialism. Dar es Salaam: Oxford University Press.
[14] Sandel, Michael (1982) Liberalism and the Limits of Justice: Cambridge University Press.
[15] Steiner, H & Alston P. (eds) 2000, International Human rights in Context, Oxford University Press.
[16] Freire, P. (1974). Cultural Action for Freedom. Harvard University Press/Penguin.
[17] Rawls, John (1971) Liberalism and the Limits of Justice: Cambridge University Press.
[18] Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder & Herder.
[19] Fanon (1963, 1965 ed). The Wretched of the Earth. New York: Grove Press.
[20] Ishumi, A. G. M. (1978 ed). Education and Development. Arusha: Eastern Africa Publications Ltd
[21] World Forum on EFA: Framework for Action 2000, UNESCO, Paris.

SEMINAR GUIDING QUESTIONS

Each seminar question should be prepared and presented during the seminar sessions
1) What is a principle? Is it a matter of pride and jubilation for humans to live by principles? What are the major functions of principles?
What are the principles of education?
2) The main branches of philosophy are metaphysics, epistemology, axiology and logic. What does each one of the studies do? Show
how each relates to education and what each prescribes for practices in education.
3) In what ways are the facets of education similar to a palm? Describe each one of them and state what it is concerned with. In which
ways are they related to education?
4) What is a philosophy of education? Describe how empiricism and idealism are applied in conceptualising and formulation of
educational policies and the improvement of educational practices

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5) What is education? (i) as an outcome and (ii) as a process? Must colleges or schools adhere to principles?
6) What are the contexts in which education operates? Describe how informal education has brought about the restitution and redress of
violations against natural human rights throughout history. For example, it achieved women's suffrage in the 18th century
7) What are the contentions of the following thinkers and philosophers in respect of the pre-eminence of the good of society or the good
of the individual Human being in determining the purposes of education: Socrates and Plato, John Dewy, Karl Marx, Thomas
Hobbes, Julius Nyerere, James Aggrey, John Stuart Mill, John Locke, Jean Jacques Rousseau, Jean-Paul Sartre, John Rawls
8) What are the key characteristics of democracy? Do you think that equality, mutual respect, mutual tolerance and empathy are in any
way connected with democratic practices? If so, how can they be practised during and after school in working life situations?
9) What is education for liberation? Think of the contributions of Paul Freire and Julius Nyerere
10) To what extent does informal education contribute to liberating people from the control of their lives by others? / Discuss this
statement using illustrations of actual historical events and situations when such emancipation of humanity occurred.
11) (a) What is Education 2030? How has Tanzania implemented the Education 2030 Framework for Action adopted at the Incheon
Declaration on 21 May 2015 at the World Education Forum (WEF) in Incheon, Republic of Korea? (b) What progress has Tanzania
made towards achieving the SDG-4 targets set up at Incheon since 2015?
12) From what you understand by the term ‘lifelong’ and from your experiences as you underwent primary and secondary education, can
you say that the teaching you received was lifelong? In what ways was it lifelong, and in what ways was it not lifelong?
13) (a)What is the relationship between science and technology? (b) Do you think that the curriculum in science subjects in Tanzania are
considering the need for advancing the scientific mind among the pupils studying such science subjects in schools.