Re-contextualising Education for Self-Reliance: Historical Foundations and Contemporary Entrepreneurship Education in Northern Tanzania
Abstract
This study explores the historical evolution and contemporary relevance of Tanzania’s Education for Self-Reliance (ESR) in shaping entrepreneurship education among universities in Northern Tanzania. Using a historical-analytical approach supported by documentary review and empirical data, the findings reveal that current entrepreneurship programs are heavily influenced by Western business models, often emphasising individualism and market competitiveness while neglecting ESR’s core values of community service, ethical labour, and context-based learning. The study shows that this disjuncture has contributed to a persistent mismatch between higher education and employability, limiting the transformative potential of entrepreneurship training. Nevertheless, ESR’s principles of practical education, collective responsibility, and cultural relevance remain critical for reorienting curricula towards inclusive and sustainable development. The research contributes to the study by demonstrating how re-contextualising ESR can guide universities in designing value-driven, socially responsive entrepreneurship programs. Practically, it recommends integrating experiential learning, cooperative enterprise models, and locally relevant innovation to prepare graduates for both self-employment and national development. Overall, the study bridges historical ideology with contemporary educational practice, offering a framework for revitalising higher education in Tanzania.
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