This thesis argues that changes in development ideology, and not evaluations, were the primary influence behind changes in education policy in Tanzania from 1961-1999. It reviews the policymaking process in Tanzania and the affect of development ideologies on policy choices. It further examines the formation of different dominant development ideologies in different development situations, and their influence on education policy. It shows that evaluations were not included in the policymaking process in Tanzania. Instead, differing dominant development ideologies affected by the economic, political and social situation, were responsible for education policy choices. This thesis explores how these development ideologies formed in Tanzania, why they were dominant, and how they were unaffected by evaluations. It concludes by looking at what this ideological led policy in Tanzania has meant for the country, and what it could mean for other developing nations.
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