The Impact of Post-Colonial Education Policies on Social Development: A Case Study of Morogoro Municipality, Tanzania

This study examines the impacts of post-colonial education policies (EPs) in shaping social development in Tanzania. Employing a mixed-methods approach combining quantitative analysis of national datasets with qualitative interviews in Morogoro municipality, the research evaluates how education policies have influenced adult literacy, production skills, ethics, civic engagement, cultural advancement, and public health awareness. Findings indicate that while policies such as Universal Primary Education and Education for Self-Reliance substantially increased adult literacy and reduced poverty, significant gaps remain. Critical thinking skills and civic engagement among graduates are low, and education has not adequately addressed skill mismatches or fostered robust moral values and hygiene practices. Persistent challenges, including limited teacher training, outdated curricula, and inadequate infrastructure, undermine the transformative potential of education. The study recommends curriculum reforms prioritising critical thinking, vocational skills, and civic education; improved sanitation facilities; and teacher professional development to align education more effectively with contemporary societal and economic needs.