Country and Basic Education Review

Globalization and the development of basic Study In Pak: perspectives and challenges

Tanzania covers an area of ​​945,000 square kilometers, including about 60,000 square kilometers of inland water. The population is about 32 million, with an average annual growth rate of 2.8%. 51% of the total population is women. The majority of the population lives on the mainland and the rest live in Pakistan. Life expectancy is 50 years, with a death rate of 8.8%. The economy depends on agriculture, tourism, production, mining and fishing. Agriculture accounts for 50 percent of gross regional product and accounts for two-thirds of Tanzania’s exports. The tourism share is 15.8%. Manufacturing, 8.1% and mining, 1.7%. The school system is 2-7-4-2-3 + and includes primary, primary school, general secondary education, higher secondary, technical and higher education. Elementary education is compulsory and parents must take their children to school for admission. Kasukhli is a source of primary education.

One of the main goals of First President JK. Nayere – As stated in the Arusha Declaration of 1967, the development strategy for Tanzania ensures that basic social services are equal for all members of the community. In the field of education, this goal was changed to the 1974 Universal Primary Education Movement, which aims to provide primary, universal, compulsory and free access to basic education, to ensure access to these poor people. With the implementation of this strategy, the number of primary schools and teachers with the financial support of donors through the types of propaganda has increased significantly. In the early 1980s, every village in Tanzania had an elementary school, and although the quality of education provided was not very high, enrollment in primary schools was close to 100%. Since 1996, the education sector has progressed through the implementation of the 2001 Primary Education Development Plan – PEDP.


Different scientists may have different interpretations of globalization. According to Cheng (2000), it can lead to change, adaptation and development of values, knowledge, technology and principles in countries and societies around the world. Specific aspects and features related to globalization include the development of the global network (e.g., the Internet, e-mail and worldwide transport), global migration, and the interconnection of technological, economic, social, political, cultural, and educational areas. International unions and competitions. International cooperation and exchange, global villages, multinational integration and application of international standards. See also Macule (2008) and MoEC (2000).

Globalization of education

The globalization of the education discipline may be in line with the above concerns, but especially in the field of education. Dimmock & Walker (2005) argue that in the globalization world and in the inner world, not only business and industry, but also education are in this new order. This situation poses a new challenge for every nation to examine how to respond to this new order. Because this responsibility is within the nation and the world is not equal to economic status and unequal cultural differences, globalization has a positive effect on others and vice versa (Bush 2005). In most developed countries, these forces become external forces, of course, because they do not have enough resources to implement them (Arnove 2003; Crossley & Watson, 2004).

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