非政府组织在坦桑尼亚初等教育领域的作用概述

Chapter 1 Introduction

1.1 The Research Background and Significance
NGOs were present in Tanzania even during colonial times. Initially, the country waswitness to religious organizations and associations, sports clubs, and dance societies that wereable to cut across religious and ethnic lines. These organizations not only brought societiestogether, but also provided resources to members. For example, some ethnic associationsprovided burial assistance and loans. Lange (2000) claims there were 51 organizations in Dares Salaam with a total membership of 6,500 in 1954. In rural areas there was a strongcommunity of cooperative unions, totaling 617 in 1959. Unions were elemental for the growthof NGOs in the country because many NGOs synthesized their efforts with organizations andassociations that were already established.From 1974 to 1988 real wages in Tanzania fell by 83 percent (Lange 2000) and the statecould not provide even basic services. Increased oil prices, a war against Uganda, and adrought that affected agricultural exports only exacerbated hardships on Tanzanians. Between1964 and 1977 the average GDP growth rate was 5.4 percent, but between 1978 and 1983 theaverage was only .28 percent (Ndulu 1984). Elliott-Teague (2008) writes that Tanzania had toturn to donors to finance its debts. The state tried to restructure its own economy in the early1980s, but failed, and in 1986 it adopted an International Monetary Fund restructuring plan.Part of the restructuring required reduced service provision in education, health and internalsecurity. Many newly formed groups stepped in to meet citizens’ needs the government hadabandoned.
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1.2 Overseas and Domestic Research Status
Since 1985, Tanzania implemented major reforms in the political and economic fields,the activities of non-governmental organizations had become more actively.Tanzania all non-governmental organizations through education and to the public tostrengthen the construction of civil society, such as making the public aware of their legalrights and interests of public service, thereby promoting civic behavior and governmentpolicy coordination. In early 1980s, which was the implementation of education for fifteenyears after nationalization, the government began to open education field fornon-governmental organizations. In 1986, this policy has been further Implemented. Thegovernment encouraged the church and other non-governmental organizations to play a moreimportant role in the field of education and health. Within 10 years (1984 ~ 1992), the numberof schools were set up by NGOs from 85 up to 258. In addition, Tanzania alsohas association with other NGOs field and non-governmental organizations,some non-governmental organizations involved in the equality of men and women, humanrights, environment, policy advocacy, participation in development issues. According tostatistics, in 1993, Tanzania has registered NGOs 224, in 2000 it rose to 8,499①,as Tanzaniascholar Siri Lange entitled "Civil Society in Tanzania"
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Chapter 2 Definition and relevant theories

2.1 The primary education
Primary education is the first stage of compulsory education. It is preceded by pre-schoolor nursery education and is followed by secondary education. In North America, this stage ofeducation is usually known as elementary education and is generally followed by middleschool.In most countries, it is compulsory for children to receive primary education although itis permissible for parents to provide it. The major goals of primary education are achievingbasic literacy and numeracy amongst all pupils, as well as establishing foundations in science,mathematics, geography, history and other social sciences. The relative priority of variousareas, and the methods used to teach them, are an area of considerable political debate.The primary school education, or the foundation education, also called compulsiveeducation, is to make the educates cultural knowledge foundation and ready for thepreliminary life education, is determined by the state in the form of a legislative down toenforce the national basic education. Usually refers to the first phase of a national system ofeducation, the object for 6 ~ 12 year old children in general. This kind of education toimprove the level of national culture is very important, so countries in a certain historicalstage of its economic and cultural development are put it as the implementation ofcompulsory education and popularization education goals.
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2.2 Nongovernmental organizations
Non-governmental organizations (NGOs) are legally constituted corporations createdby natural or legal people that operate independently from any form of government. Theterm originated from the United Nations, and normally refers to organizations that are not apart of a government and are not conventional for-profit businesses. In the cases in whichNGOs are funded totally or partially by governments, the NGO maintains itsnon-governmental status by excluding government representatives from membership in theorganization. In the United States, NGOs are typically nonprofit organizations. The term isusually applied only to organizations that pursue wider social aims that have political aspects,but are not openly political organizations such as political parties.The number of NGOs in the United States is estimated at 1.5 million. Russia has277,000 NGOs. India is estimated to have had around 3.3 million NGOs in 2009, just over 1NGO per 400 Indians, and many times the number of primary schools centers in India.
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Chapter 3 Profile of NGOs’ participation in primary education in Kigoma region......... 19
3.1 NGOs in Kogoma District........ 19
3.1.1 The Context of Kigoma Region .... 19
3.1.2 NGOs in Kigoma....... 19
3.2 Survey on NGOs providing primary education services in Kigoma District...... 22
3.3 Opportunities and challenges faced by NGOs ....... 31
Chapter 4 The constraint factors analysis of the NGO participation .......... 33
4.1 Internal factors........... 33
4.2 External factors ......... 37
4.2.1 Side Effects of Foreign Funding ........ 37
4.2.2 Tanzania domestic policy and legal system is imperfect ...... 38
4.2.3 Lack of trust mechanism ..... 39
Chapter 5 Optimization Countermeasures on NGOs involved........... 40
5.1 good international and domestic environment should be creatied..... 40
5.2 Strengthening NGO’s own development and improving service.....42

Chapter 5 Optimization Countermeasures on NGOsinvolved in the development of primary education inTanzania

5.1 good international and domestic environment should be creatied bygovernment to encourage NGOs to participate primary education
Governmental organizations has the management responsibilities to verseenon-governmental organizations. Firstly, the government organizations develop suitable forall types of NGO laws, regulations and policies and monitor their implementation. Secondlyis composed of qualified personnel and non-governmental organizations for review andconfirmation of and so on. Under normal circumstances, the government should not interferewith NGO's affairs within the law①, the government should play a leading role mainly fromthe blanket to non-governmental organizations and reasonable position to operateindependently up to create a good social environment. At the same time, government enrichthe functions of NGO's, self-management into full play its role; NGO should aim to serve themembers of society, in accordance with the Constitution and relevant regulations, establishand improve the operation of self-regulation mechanisms.

Conclusions

During the past ten years of Reform, non-governmental organizations in Tanzania haverapidly developed, and have outstanding contributions in the field of primary education. Thisnot only solves the problem of lack of resources to local governments to improve the qualityof primary education in Tanzania , and the NGO strength training area in Tanzania to promotethe rise of citizen power.This paper tries between the NGO and local government agencies as well as to explore theinternal perspective of its inclusion and exclusion factors, and the interaction between the two.By the western Kigoma region of Tanzania case analysis , as well as active in the field ofeducation in Tanzania NGO 's description , to discuss their participation in primary educationpolicy changes in the development process , so that non-government research on thedevelopment of primary education in Tanzania role .Due to the limited capacity of the individual, there are many unsolved problems inresearch. For example, the lack of available information, the study makes little reference data;empirical higher costs in Tanzania did not do a detailed and in-depth investigation, thespecific impact of the NGO and the beneficiaries of primary education in Tanzania, has notbeen specific accurate data. These have yet to be explored further in the future.
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Reference (omitted)