Study Abroad In

Tanzania Organization
Analysis

Janilssy Luna Abreu

May 16th, 2024
AFS 340 with Dr. Abena Ampofoa Asare
Introduction

Stony Brook University, a prestigious institution within the State Universities of New

York (SUNY) system, provides a robust array of study abroad opportunities for both

undergraduate and graduate students. With a diverse selection of over fifty programs, students

have the chance to immerse themselves in international academic experiences while earning

credit towards their degrees.Study abroad experiences provide students with opportunities for

personal growth, cultural immersion, language acquisition, and academic enrichment. They offer

exposure to different teaching styles, perspectives, and global issues, fostering cross-cultural

understanding and enhancing students' skills and employability in an increasingly interconnected

world.

During the summer of 2022, I was fortunate to join a group of fourteen other students and

three faculty members in an immersive study abroad program offered by Stony Brook

University. Our focus was on exploring Tanzanian culture, ecosystems, and healthcare over an

estimated three-week period. The program commenced with a week-long intensive session on

the Stony Brook campus, where we delved into the rich history, diverse culture, unique

environment, and the national language of Tanzania, Kiswahili. This initial phase included

language assessments, tests on historical knowledge, and simulated interactions with locals.

These activities not only equipped us with essential knowledge but also allowed us to form

strong bonds with our peers and establish trust and rapport with our university faculty. Following

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the preparatory phase, we embarked on a three-week journey across Tanzania, immersing

ourselves in various aspects of the country's society and landscapes. Our itinerary included visits

to schools, hospitals, and indigenous Maasai communities, providing us with firsthand insights

into Tanzanian life and healthcare practices. A typical day for a student on the program involved

early mornings for breakfast, followed by engaging lectures and then traveling to our designated

site for the day, equipped with necessary supplies. After returning for lunch, we participated in

afternoon lectures and debrief sessions to reflect on our experiences and lessons learned.

Evenings provided opportunities for us to interact with locals, explore markets, and socialize

with our fellow students. The highlight of our adventure was a three-day safari to renowned

game parks, including Tarangire, Ngorongoro Crater, and the Serengeti. This unforgettable

experience allowed us to witness the breathtaking beauty of Tanzania's wildlife and ecosystems

up close.Overall, the program provided a unique blend of academic learning, cultural immersion,

and adventure, leaving a lasting impact on all participants. It was an invaluable opportunity to

expand our horizons, forge meaningful connections, and deepen our understanding of Tanzania's

rich heritage and natural wonders.

The inception of this program at Stony Brook University was spearheaded by Mariam

Isack, whom I had the privilege of referring to as my boss. As the Assistant Dean at the

International Academic Programs office, Mariam Isack brought her vision to fruition alongside

Kamazima Lwiza, an esteemed Associate Professor in the School of Marine and Atmospheric

Sciences, holding a Ph.D. from the University of Wales. Both Mariam Isack and Kamazima

Lwiza hail from Tanzania, their shared homeland conceived this program as a means of giving

back to their country. Their initiative draws inspiration from the Universal Declaration of Human

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Rights (UDHR) established by the United Nations, addressing key provisions therein. Primarily,

the program aligns with Article 26 of the UDHR, emphasizing the right to education for all

individuals. Furthermore, it resonates with Article 27, highlighting the right to participate in the

cultural life of a community, and Article 25, underscoring the right to a standard of living

conducive to health and well-being. In this analysis, our focus will center on the right to

education and the program's concerted efforts to improve the state of rural schools in Tanzania. It

endeavors to advocate for education equality, accessibility, and efficiency, ensuring that all

individuals, irrespective of their socio-economic background or geographic location, have

equitable access to quality education. Through targeted initiatives and collaborations with local

stakeholders, the program seeks to bridge educational disparities, empower communities, and

foster a conducive environment for learning and growth.

Historical Context

To fully grasp the significance and imperative of this endeavor, it is essential to delve into

the historical intricacies that have shaped the landscape of education in Tanzania. Historical

context serves as a foundational framework, elucidating the genesis of entrenched patterns of

disadvantage within the school system. Understanding the historical trajectory of Tanzanian

education is essential in comprehending the current challenges and disparities prevalent in the

education sector. By examining the evolution of educational policies, practices, and

socio-political dynamics over time, we can discern the root causes of inequities and barriers to

access that persist in the present day. The historical backdrop of Tanzanian education

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encompasses colonial legacies, post-independence reforms, socio-economic transformations, and

shifts in governmental policies. From the era of colonial rule, where education served the

interests of the colonizers and perpetuated hierarchies of power and privilege, to the

post-independence period marked by efforts to foster national unity and self-reliance through

education, each phase has left an indelible imprint on the educational landscape.

The story of Tanzania begins in the late 19th century with the scramble for Africa where

Europeans aimed to divide Africa amongst themselves with disregard to already existing

kingdoms and tribal groups. This began the period of exploitative colonial rule. Tanzania was

first Tanganyika, a territory in East Africa that existed as a German colony until the end of World

War I. Tanganyika then became a British mandate with the support of the League of Nations and

remained under British administration until gaining independence in 1961 with Julius Nyerere

becoming the country's first Prime Minister. In 1964 this territory united with the island of

Zanzibar creating the modern day country of Tanzania. While the German colonization was

extremely exploitative especially in the areas of mining and agriculture, the British occupation

was focused on modernization and building infrastructure. However, these developments

primarily served the interests of the colonial power and contributed to the exploitation of

indigenous resources and labor.Despite achieving independence, Tanzania, like many newly

liberated African nations, faced numerous challenges, including the legacy of colonialism,

socio-economic disparities, and political instability. Over the decades, Tanzania has grappled

with issues such as poverty, corruption, and governance, while striving to build a unified and

prosperous nation.

After gaining independence in 1961, Tanzania embarked on a transformative journey to

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build an inclusive education system that would serve as a cornerstone for national unity and

development. The government, under the leadership of President Julius Nyerere, initiated

policies aimed at democratizing access to education, particularly targeting marginalized rural

areas and promoting the use of indigenous languages in schooling. The landmark Arusha

Declaration of 1967 further solidified the government's commitment to education as a catalyst

for socialism and self-reliance. This ideological stance led to the nationalization of missionary

schools and a concerted effort to expand the education infrastructure by constructing new schools

and enhancing teacher training programs. The overarching goal was to empower Tanzanians with

the knowledge and skills necessary to actively participate in the socio-economic development of

the country, thereby laying the foundation for a more equitable and prosperous society, and

deconstruct foreign systems of exploitation.

In the 1970s, Tanzania entered the Ujamaa era, marked by the pursuit of socialist

principles and policies under President Nyerere's leadership. Central to the Ujamaa ideology was

the concept of communal ownership of land and resources, aiming to foster collective

development and self-reliance among Tanzanians. Education played a pivotal role in realizing

these aspirations, with the government prioritizing the implementation of free and compulsory

education policies. These initiatives led to a notable increase in enrollment rates as more

children, including those from marginalized communities, gained access to schooling. However,

despite these commendable efforts, challenges persisted, particularly in terms of inadequate

infrastructure and persistent shortages of trained teachers. These challenges underscored the

complexities inherent in the ambitious goal of providing quality education for all Tanzanians

within the framework of socialist ideals and aspirations for national development.

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 In the late 1980s and early 1990s, Tanzania faced mounting pressure from international

financial institutions to adopt structural adjustment programs (SAPs) as a condition for financial

assistance. Succumbing to these pressures, Tanzania reluctantly embraced SAPs, which sought to

liberalize the economy and curtail government expenditure across various sectors, including

education. As a consequence of SAP implementation, funding for education was drastically

reduced, exacerbating pre-existing challenges in the education sector. This reduction in funding

precipitated a decline in the quality of education, manifested through deteriorating infrastructure,

frequent teacher strikes due to inadequate remuneration and working conditions, and an overall

erosion of educational standards.

Since the late 1990s, Tanzania has undergone various education reforms aimed at

improving access, quality, and relevance. The government introduced initiatives such as the

Primary Education Development Plan (PEDP) and the Secondary Education Development Plan

(SEDP) to address infrastructure deficits and enhance learning outcomes. Efforts have also been

made to promote vocational and technical education to meet the demands of the labor market.In

recent years, Tanzania has continued to grapple with challenges in its education system,

including inadequate funding, teacher shortages, and disparities in access between urban and

rural areas. The government has emphasized the importance of education in national

development agendas and has committed to addressing these challenges through policies such as

the Education and Training Policy (ETP) and the Big Results Now (BRN) initiative.

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Organizational Analysis

This program undertakes various projects aimed at enhancing the infrastructure of

primary and secondary public schools in Tanzania. One key initiative involves refurbishing
school buildings by painting bare brick walls, thereby improving the aesthetics and overall
environment of the learning spaces. Additionally, the program addresses health and safety
concerns by installing mosquito nets on windows to prevent the entry of disease-carrying insects
and provide a more secure learning environment. Another significant aspect of the program is the
installation of flooring to replace dirt floors, which not only improves sanitation but also creates
a more comfortable and conducive setting for students and teachers. Furthermore, the program
focuses on addressing water accessibility issues by installing water tanks to store potable clean
water for drinking, handwashing, and sanitation purposes. Additionally, the program supports
schools by donating essential educational supplies such as textbooks, stationery, and learning
materials, ensuring that students have the necessary resources to support their education.

This program distinguishes itself through its comprehensive approach, rooted in the
leadership of both Tanzanian founders residing in the USA and local administrators and students
in Tanzania. This dual perspective ensures that the initiatives are not only culturally sensitive but
also driven by the actual needs and aspirations of the Tanzanian community. Moreover, the
program operates under a student-led framework, fostering active engagement and collaboration
between study abroad participants and local stakeholders. This collaborative ethos facilitates
open dialogue, allowing students to contribute their observations and recommendations, while
also learning from the expertise and experiences of Tanzanian educators and administrators.

A standout feature of the program is its commitment to challenging prevailing narratives

of international aid by prioritizing educated assistance. Rather than perpetuating the "white
savior" trope, the program recognizes and respects the agency and capabilities of Tanzanian
communities in driving their own development. This ethos not only promotes mutual respect and
partnership but also empowers local actors to take ownership of their educational system's
improvement. Furthermore, the program's longitudinal approach enables it to monitor progress
and assess the impact of improvements over time. By revisiting the same locations periodically,
the program can evaluate the effectiveness of previous initiatives and identify areas for further
development. This iterative process ensures that the program remains responsive to evolving
needs and priorities within the Tanzanian education system. Transparency and accountability are

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core principles of the program, with organizers maintaining detailed records of fundraising
activities, expenditures, and project outcomes. These records are made accessible to the public,
fostering trust and accountability among stakeholders and donors alike. Additionally, the
program offers a range of incentives to participants, including academic credits, interactive upper
division courses, experiential learning opportunities satisfying EXP+, GLO, SBS and
accreditation essential for graduation at the host university transferable to other institutions. The
inclusion of recreational activities such as safaris enhances the overall experience, providing
students with a well-rounded educational and cultural immersion with fun included.

While this program boasts numerous strengths there are several areas where it could
improve. Firstly, the program's reliance on individual donations and student-led fundraising
initiatives for funding limits the scale of its aid efforts. The funds of the organization come from
individual donations done exclusively online through the university's non profit donation portal.
Funding is also done through a student led fundraising initiative via the club Students for
Tanzania. With things such as bake sales and raffles the students fundraise money in and out of
campus for this yearly trip. To maximize funds, greater outreach and collaboration both within
and outside the university could be explored, tapping into potential partnerships and resources.
Additionally, there are criticisms regarding the program's organization and task allocation,
particularly in adhering to set schedules and student responsibilities. It's worth considering that
these shortcomings may have been exacerbated by the challenges of resuming travel
post-COVID-19. Regardless of that for a program of this magnitude and style, intensive
planning, following schedules, and confirming visits is extremely important for efficiency.
Lastly, the program's limited accessibility is a concern, as it primarily caters to university
students and can be financially burdensome. While efforts are made to offer scholarships through
the international academic programs and financial aid even through government programs like
FAFSA , additional support may be needed to alleviate costs associated with tuition, travel, and
other expenses, particularly for low-income students. Addressing these critiques could enhance
the program's impact and inclusivity, ensuring that more students have the opportunity to
participate and contribute to its mission of supporting Tanzanian schools.

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International Solidarity

Participating in the summer study abroad program in Tanzania is an extraordinary

opportunity that I wholeheartedly recommend to everyone, regardless of their major or interests.
This immersive experience allows you to broaden your perspective, witnessing firsthand how
concepts learned in the classroom manifest in the real world. Whether you're studying education,
environmental science, or any other field, Tanzania offers a rich tapestry of cultural,
environmental, and educational experiences to explore. To learn more about the program,
including eligibility requirements and the application process, visit the Stony Brook Study
Abroad page.

You can contribute to funding this program by joining the Students for Tanzania Club or
by staying connected through their social media channels. By doing so, you'll stay informed
about all the on-campus fundraisers happening throughout the year. Joining the club or following
them on social media provides opportunities to get involved and support the program's initiatives
through various fundraising activities. You can also donate through the Stony Brook foundation
page using a credit card or other forms of digital payment made directly to administration by
typing International Academic Programs Tanzania. I have provided QR codes and links to all the
above stated relevant resources below.

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Relevant Resources

Stony Brook Study Abroad - Tanzania

https://www.stonybrook.edu/commcms/studyabroad/outgoing/programs/current-year/summer/tan
zania/tanzania#DetailsandCost

Students for Tanzania GroupMe

https://groupme.com/join_group/90617187/LwAxZW38

Students for Tanzania Interest Form

https://docs.google.com/forms/d/e/1FAIpQLSeVTdQeXPVV3MwPmjRFDUxod3AR3TjsNds5
afKuutFJ678iiw/viewform

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Stony Brook Donations

https://alumniandfriends.stonybrook.edu/site/Donation2?df_id=2660&2660.donation=for
m1&mfc_pref=T&

Students For Tanzania Instagram

https://www.instagram.com/sbustudentsfortanzania/

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References
1. Tungaraza, Frida D. “The Arduous March toward Inclusive Education in Tanzania: Head

Teachers’ and Teachers’ Perspectives.” Africa Today 61, no. 2 (2014): 109–23.

https://doi.org/10.2979/africatoday.61.2.109.

2. Regmi, Kapil Dev, Samuel Andema, and Marlene Asselin. “Literacy for Self-Reliance: A

Critical Exploration of Nyerere’s Legacy in Tanzanian Education Policies.” International

Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft / Revue

Internationale de l’Education 66, no. 1 (2020): 53–74.

https://www.jstor.org/stable/48738049.

3. Tshabangu, Icarbord, and Allen Msafiri. “QUALITY EDUCATION IN TANZANIA:

PERCEPTIONS ON GLOBAL CHALLENGES AND LOCAL NEEDS.” International

Journal of Asian Social Science 3 (2013): 400–413. https://doi.org/10.18488/journal.1.

4. The World Bank, Tanzania: More than 12 million Children to Benefit from Improved

Preprimary and Primary Education, (2021)

https://www.worldbank.org/en/news/press-release/2021/12/17/tanzania-more-than-12-mil

lion-children-to-benefit-from-improved-preprimary-and-primary-education

5. The United Republic of Tanzania Ministry of Education, Science, and Technology,

Tanzania Teachers’ Professional Board, THE TANZANIA TEACHERS’

PROFESSIONAL BOARD GENERAL REGULATIONS, (2020)

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 https://www.moe.go.tz/en/publications/tanzania-teachers%E2%80%99-professional-boar

d-act-regulations-2882020

6. “Summer in Tanzania | Study Abroad.” 2024. Stonybrook.edu. 2024.

https://www.stonybrook.edu/commcms/studyabroad/outgoing/programs/current-year/sum
mer/tanzania/tanzania#DetailsandCost.
7. “Brief History | Tanzania Embassy in Berlin, Germany.” n.d. Www.de.tzembassy.go.tz.
https://www.de.tzembassy.go.tz/tanzania/brief-history#:~:text=Tanganyika%20was%20c
olonized%20first%20by.

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