Contribution of the primary school geography to rural development in Tanzania: a case study of Msarangu village in Moshi District

The study explores the problems and prospects of implementing the Education for Self-Reliance (ESR) policy in the primary schools through the discipline centred curricula currently being used in the schools. In this case the study was specifically geared to evaluate the geography syllabus: its content, teaching/learning process and application of the acquired knowledge and skills to the development of the rural areas. The study had four purposes. Firstly, it examined the primary school syllabus content to determine its relevance to the country's aims for rural development. Secondly, it looked into the primary schools' teaching/learning process in geography to determine whether the schools involve pupils in practical learning (Marrying theory with practice). Thirdly, the study investigated how the primary schools involved the communities around them in understanding the geography knowledge and skills that are taught in the schools and are of importance in improving the communities' activities especially those related to agriculture. Finally, the study tried to find out whether the primary seven leavers (Graduates) living in their communities put into practice (Especially in agriculture) the geography knowledge and skills acquired in school. The first chapter deals with the problem. It discusses background to the problem and then advances the problem statement. The second chapter reviews the literature related to the general field of study on geography and educational perspective. The third chapter discuses the research methodology employed in the field study. Three methods were used in data collection: interviews, observations and questionnaires. The respondents included teachers, pupils and villagers of various status, amongst them, standard seven graduates who received education under the Education for Self Reliance education policy system. Chapter four discusses the findings of the study. The discussion is organized under four areas of investigation: the relevance of the primary school geography syllabus to rural life; marrying theory with practice in the teaching of geography in the primary schools; school/community integration of activities related to geography knowledge and skills studied in primary schools; participation in rural development by primary school leavers (Graduates) who are living in their communities of origin. Chapter five summarizes the whole study, draws conclusions on the research findings, and makes recommendations based on the findings and conclusions of the study.