* Universal Primary Education (UPE): Nyerere championed UPE as a cornerstone of his development strategy. He believed that education was a fundamental right and a crucial element in eradicating poverty and inequality. While full implementation faced challenges, his commitment led to significant expansion of primary school enrollment.
* Education for Self-Reliance: This was a central tenet of his educational philosophy. It emphasized practical skills and the development of critical thinking, rather than rote learning and preparation for white-collar jobs. The curriculum was designed to promote self-sufficiency, community development, and national unity. It incorporated elements of community participation in education, encouraging students to contribute to their communities.
* Swahili as the Medium of Instruction: Nyerere strongly advocated for the use of Swahili as the language of instruction in primary schools. This was a powerful move towards national unity and cultural preservation, counteracting the legacy of colonial languages that had created linguistic divisions.
* Adult Education: Recognizing the need to educate the adult population, he supported programs focusing on literacy and civic education, aiming to empower citizens and foster national participation in development efforts.
* Teacher Training: He understood the crucial role of teachers in achieving educational goals. Therefore, significant efforts were made to improve teacher training programs, emphasizing both pedagogical skills and the ideals of self-reliance and national development.
* Emphasis on Rural Development: Education was intended to serve rural communities, not just urban centers. Schools were established in rural areas, and the curriculum was designed to be relevant to rural life and agriculture.
While Nyerere's vision wasn't fully realized due to various economic and logistical constraints, his legacy in Tanzanian education is undeniable. His emphasis on equality, national unity, self-reliance, and community involvement shaped the educational system and continues to influence educational policy discussions in Tanzania and beyond. His approach, while debated in its practical implementation, represented a radical departure from colonial models and attempted to build a truly national and participatory educational system.