1. Overview of the Country and Primary Education System:

Tanzania covers 945,000 square kilometers, including approximately 60,000 square kilometers of inland water. The population is about 32 million people, with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest live in Zanzibar. The life expectancy is 50 years, and the mortality rate is 8.8%.

The economy depends upon Agriculture, Tourism, Manufacturing, Mining, and Fishing. Agriculture contributes about 50% of GDP and accounts for about two-thirds of Tanzania’s exports; tourism contributes 15.8%, manufacturing 8.1%, and mining 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical, and Higher Education. Primary School Education is compulsory, whereby parents are supposed to take their children to school for enrollment. The medium of instruction in a primary is Kiswahili.

Education DevelopmentOne of the key objectives of the first president, J.K. Nyerere, was the development strategy for Tanzania, as reflected in the 1967 Arusha Declaration, ensuring that essential social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest.

As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school, and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996, the education sector proceeded through the launch and operation of the Primary Education Development Plan – PEDP in 2001.

2. Globalization

To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include the growth of global networking (e.g., internet, worldwide e-communication, and transportation), worldwide transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).

3. Globalization in Education

In the education discipline, globalization can mean the same as the above meanings, as is the concern, but most specifically, all the keywords directed at education matter. Dimmock & Walker (2005) argue that it is not only business and industry changing in a globalizing and internalizing world. Education, too, is caught up in that new order. This situation provides each nation with a new empirical

challenge of how to respond to this new order. Since this responsibility is within a nation and there is inequality in terms of economic level and perhaps in cultural variations globally, globalization seems to affect others and vice versa (Bush 2005) positively. In most developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resources to ensure implementation (Arnove, 2003; Crossley & Watson, 2004).

There is the misinterpretation that globalization has not much impact on education because the traditional ways of delivering education persist within a national state. However, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape the education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity, and quality in education, others affect the nature of educational management. Bush (2005) and

Lauglo (1997) observes that decentralization of education is one of the global trends in the world, enabling the reforming of educational leadership and management at different levels. They also argue that Decentralization forces help the extra level of academic control to have the power of decision-making related to the allocation of resources. Carnoy (1999) further portrays that global ideologies and economic changes are

increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include Western governments, multilateral and bilateral development agencies, and NGOs (Crossley & Watson 2004). Also, these agencies are the ones that develop global policies and transfer them through funds, conferences, and other means. Indeed, with these powerful forces, education reforms, and, to be more specific, the current reforms on school leadership, to a large extent, are influenced by globalization.