Title: Kivukoni darubini yenu
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Permanent Link: http://ufdc.ufl.edu/UF00024161/00002
 Material Information
Title: Kivukoni darubini yenu focus on Uhuru
Physical Description: v. : ; 26 cm.
Language: English
Creator: Chuo cha Kivukoni
Publisher: Kiuukoni College
Place of Publication: <Dar es Salaam Tanganyika>
Publication Date: 1961
 Subjects
Genre: periodical   ( marcgt )
 Notes
Dates or Sequential Designation: <No. 1 (1961)>.
General Note: Cover title.
 Record Information
Bibliographic ID: UF00024161
Volume ID: VID00002
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: aleph - 001103155
oclc - 08605389
notis - AFJ9248
 Related Items
Succeeded by: Mwenge

Full Text




KIVUKONI COLLEGE


President of Governing Council
The Prime.Minister, Hon. R.M. Kawawa


WHAT IT IS, AND HOW IT ORIGINATED:


Looking across Dar es Salaam harbour amongst
the coconut palms of the little frequented Magogoni
side is a shining white building that might be taken
for a medium sized hotel. That in fact is what it
was until four years ago but it now houses one of
the new and interesting educational ventures under
way in Africa an adult college for the independent
state of Tanganyika. Like all African countries
Tanganyika lacks doctors, it needs well trained
teachers,.lawyers and scientists, it needs road
and water engineers, it needs agricultural experts,
and technicians of many kinds. But as well as a
multitude of specialists Tanganyika needs men and
women who can appreciate in the world context -
the problems of Tanganyika, who can understand and
interpret social change and participate intelligently
and practically. For stability and real progress
Tanganyika needs more men and women who think as
democrats and responsible citizens in a society
in which a little education or training quickly
enables a man to rise in the economic scale above
his fellows and to forget or ignore the plight of
all those living continually on the poverty line.
Julius Nyerere, conscious of the overriding problem
of the lack of education in Tanganyika and its
disturbing implications urged the establishment of
a College concentrating on the social sciences on a
similar basis to Ruskin College, Oxford. He sought
support from the trade unions, the very successful
and growing cooperative movement and the Tanganyika
African National Union (TANU) the political party
that with the overwhelming support of the people had
secured, almost without friction or violence,
independence for Tanganyika.

In December 1959 he and a group of his
associates founded the Tanganyika Education Trust
Fund for this purpose and appealed to companies and
individuals to subscribe generously to the endowment
of the College. Miss Joan E. Wicken was appointed
Organising Secretary and she, addressed meetings in
every important centre of Tanganyika, travelling
thousands of miles over the difficult, generally
unsurfaced roads of the country. The original
conception was a "people's college" and though large
sums were received from wealthy corporations and
individuals, small sums often representing a real
sacrifice were received from so many ordinary
cultivators and other Tanganyikans that few
educational institutions anywhere can claim with
more justice to have been brought into existence-
by the people.

After months of work much of it the spare
time labour of volunteers the building, which hlad
been deteriorating for three years, was restored,
furnished, given its own g.enerators and water supply,







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enlarged by the"addition of a lecture hall and.
adapted for use as a well-though sparsely -
equipped institution of further education. .
Through advertisements, radio talks, and press
publicity men and women were invited to apply
for the first year places. All had to be over
twenty years of age and have been in employment,
all had.to.,show that they had made a contribution
of service to their country and all had to submit
an essay showing evidence of personal thought
directed to the problems of Tanganyika. Four
hundred and thirty finally completed these entry
formalities over a thousand applied for places -
and of those showing most outstandingly the qualities
required of Kivukoni students one hundred were
interviewed by the staff in their local centres
and thirty-nine accepted for the opening year.
This commenced on 1st July 1961 and comprised a
rigorous programme of lectures, seminars and
tutorials, of supervised study periods but also of
films, visits to important governmental and
industrial establishments and recreation. The
subjects of the course were and are Political
Theory and Organisation, Economic Theory and Applied
Economics, History World and African Sociology
and Community Development and at least as
important English. In all subjects materials used
and problems discussed are, if possible, derived
from Tanganyikan data and experience and, though
high standards are set throughout the intention is
to meet the needs of students not to impose upon
them irrelevant facts or hypotheses. As well,
however, as the subjects mentioned every endeavour
is made to elicit something which does not appear
in the time-table the spirit of fellowship and
service. As much as possible of the domestic work -
laying tables, washing up, cleaning rooms and common
rooms is done by students. Each is also allocated
to a work team, and in these staff participate.
The teams provide an opportunity for work in
association on the twelve acres of grounds which
includes some experimental food growing plots and
on maintenance of the building. This responsibility
for "doing your share and a little bit more" is
accepted and the spirit engendered has led students
during the course to participate in an enquiry into
wages, indebtedness and pawnbroking for the Minimum
Wages Board one recommendation made was adopted
by the Board to establish and run literacy classes
in a nearby village and to take part in community
development projects during the four weeks mid-
course break.

Students make very real sacrifices to attend
Kivukoni. All have been employed some in, by
Tanganyikan standards, well paid posts most have
dependants, many have wives and children and some
are the principal breadwinners of large families.
Only two were able last year to make any contribution
to the costs of the course. Many had no money for
incidental expenses and were virtually without
pocket money or any means to pay for example, for
glasses, or the fare to their homes in a family






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emergency. All understand that poverty will not
be allowed to bar them from Kivukoni that by one
means or another the College will enable them to
meet personal problems and anxieties as they arise.

All students know also that they will not be
qualified for promotion or further education by
reason of their attendance at Kivukoni. They will
be more fitted we believe to serve the people
of Tanganyika but this may not mean a different
job or any increase of salary though it will almost
certainly mean a much keener sense of citizenship.
But Tanganyikans feel the enormous problems of the,x
country and many of them see helping it forward as
the thing most worth doing. It i~ also truet of
course, that the value of thirty weeks at Kivukoni
is widely recognized and many of the first group
of students have been given posts of considerable
responsibility one as a Regional Commissioner
is responsible in some degree for the affairs of
perhaps a million people, another as Parliamentary
Secretary to the Ministry of Agriculture has one
of the key posts of the whole country, a third is
now Deputy-General Secretary of TANU and others
have important posts in administration and industry.
Others, again, have chosen to pursue their vocation
as students much further two to Universities in
the United States, one was selected for Dartmouth -
two to Ruskin College and six to various courses
in Israel. One young man has chosen Community
Development as his career and aided by a grant
given by the Dartington Hall Trust is taking
training to equip himself to promote development
in his own area. The list is long and diverse
but already we feel the contribution being made
by the first Kivukoni graduates is an encouragement
to us in our belief in the idea.

Almost every day visitors come across the ferry
(Kivukoni means, and we hope the term is significant -
"at the crossing place") to visit us and to see our
experiment in education in an emergent country. Two
a week come in the evenings to lecture to students
either on a topic they. know will interest lively and
forward. looking, groping minds or on a subject which
we feel will help to compliment the lectures and work
of the course. Many different countries have been
represented in our lecture room and we find we can
learn from all our visitors.

Our second course commenced on 12th May and by
dual occupancy of most study bedrooms we have been
able to accommodate fifty-two students. None of
these is able to contribute to the costs of the
course. Two students from Southern Africa will have
part of their fees met and some pocket money given
them from a Scandinavian fund. We have certain
contributions promised but at least 7,000 has to
to be collected before the end of the year if we are
not again to call heavily upon the original endowment
fund established. for Kivukoni by the Trust, thus
consuming our esseb1ial capital and aggravating our
problem for future years.








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If individuals or associations can contribute
one or more hundred pounds for scholarships, the
Trust will contribute another hundred as well as
giving us the building and we can find the balance
in other ways. We shall be pleased to pass on
information about the students to whom the awards
are made. Alternatively smaller amounts can be
devoted to our Students' Welfare Fund to provide
for the essential day-to-day needs of students for
study materials, sports and essential clothing,
and fares and medical and emergency aid. We shall,
at the end of the year, pass on information to show
how the Fund has been utilised.

We have had plans prepared for three pavilion
style buildings to cost 6,500 to enable us to take
twenty-two more students including six married
couples and to have a common room. This expansion
is essential if we are to reach a reasonable size
of economic unit, to keep faith with all the
applicants who, though suitable, we are forced to
reject, and to do our utmost to help this country
to move forward.
Tanganyika one of the poorest countries of
Africa in almost every way except in the quality of
its leadership may nevertheless shuw a pattern of
development that other African countries will wish
t- emulate. We at Xivukolii believe that in the
evolution cf pattern we have a part to play the
importance of which it is not easy tu exaggerate.


* ** *;)i' **




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