Nearly eighty percent of the land in Tanzania is classified as semi-arid and the main source of livelihood in these areas is pastoralism and agro-pastoralism. Pastoralism in Tanzania is, however, under threat from the effects of human settlement and state encroachment in favour of wildlife conservation all which are increasingly forcing pastoralists off their traditional lands.
Of the three East African British colonies (Kenya, Uganda, and Tanzania), Tanzania was the least well off at the time of independence in 1961. At that time, only 16,691 students were enrolled in secondary schools, and all general education at higher levels was provided outside the country. Thus, the goals of post-independence educational policy were the distribution and equalization of educational opportunities and the expansion of the system at all levels, including the attainment of universal primary education.
Of the three East African British colonies (Kenya,Uganda, and Tanzania), Tanzania was the least well off at the time of independence in 1961. At that time, only 16,691 students were enrolled in secondary schools, and cll general education at higher levels was provided outside the country. Thus, the goals of post-independence educational policy were the distribution and equalization of educational opportunities and the expansion of the system at all levels, including the attainment of universal primary education.
The African media landscape took on a new configuration in the 1990s because of the increased cry for multi-party democracy and the privatization of media. Until the 1990s policy was dominated by national development goals guided by the state. The technological, political and economic shifts taking place in the 1980s and 1990s heralded, for many, a new paradigm in communication policy.
In much of Africa, as elsewhere in the Third World, education is the most prominent public policy arena. A large percentage of the population, a substantial portion of the annual national budget, and a good deal of the foreign assistance are all involved in education. Education policy is necessarily very political in its effect and therefore in its specification. This most prominent of public policies, however, has distinctly private dimensions.
The world’s new ideologies of regionalisationism and globalizationism anchor on the role of Small and Medium Enterprises (SMEs) for promotion of a healthy business climate for upgrading the private sector and engineering for economic efficiency and development.
On the basis of agricultural potentiai, it is estimated'that more 50% of the land in Tanzania is semi-arid or arid due to three main factors.
In recent years, ambitious global commitments have been made to improve programmes for the prevention of mother-to-child transmission (PMTCT) of human immunodeficiency virus (HIV). In 2011, the Global Plan was launched to “elimi-nate infant HIV infections by 2015 and keep their mothers alive”. 1 While the target was not reached, the initiative contributed to a 60% decline in infant infections from 270 000 to 110 000 between 2009 and 2015 across 21 priority countries in sub-Saharan Africa.
These policies were issued to support urban dwellers to attain food self-sufficiency and to grow food to combat fast increasing inflation. Government and political leaders repeatedly urged urban dwellers to raise livestock and produce food in their backyards and other open spaces.
The cornerstone of a successful higher education system, seeking both to produce ground-breaking knowledge and provide quality education, and in turn, foster the socio-economic growth of a nation, is research. As a result, research increasingly sits at the top of global, regional and national policy agendas, and now constitutes a high-stake undertaking for universities (Leathwood and Read 2013; Cloete, Bunting, and Maassen 2015; Hladchenko, de Boer, and Westerheijden 2016).