Love and Respect of Manual Work in Liberalized Tanzania: A Study of Primary and Secondary Schools in Mbeya and Rukwa

Abstract

This paper analysed the status of love and respect for manual work among primary and secondary school students in liberalized Tanzania. It looked at how work-oriented education in public and private primary and secondary schools is practiced in the context of liberalization and how such work-oriented skills enhance agricultural inclination among recipients. Qualitative research approach and phenomenological research designs were deemed relevant. A total of 104 participants were purposively and systematic-randomly sampled including head teachers, Education for Self-Reliance (ESR) teachers, ESR prefects, teachers (not ESR) and pupils (not ESR prefects). Data was collected using in -depth interview, FGDs, direct observations and documentary review. To achieve trustworthiness, the researcher employed a number of measures such as combination of data sources such as interviews, observations, and relevant documents. The study revealed that sweeping, watering flowers and gardens and slashing were major types of manual work that students did. Most of students felt badly, less motivated and did not cherish to do the manual works. The paper concludes that the manual works done in schools did not enhance agricultural inclination and the modality on how they were provided as punishments counteracted good intentions of their use. To link education with work, production and to enhance students’ inclination in agriculture, the paper argues for revitalization of ESR at all levels of education. Furthermore, manual work should not be provided as punishment but rather as part and parcel of students’ learning.