Vital role of teaching history, ethics to pupils for brighter future

TANZANIA: RECENTLY, a Form VI student from Loleza Girls’ Secondary School, Getruda Naula, was seen through media and online streams contributing her views on the National Vision 2050, saying students would like to see positive developments in the education sector in the country.

Naula expressed the thoughts recently when she was sharing her ideas and opinions on how to help shape the vision in its early stages of gathering feedback campaign.

She explained that when they reported to school, they were happy to be told that they would be taught History and Ethics.

“However, unfortunately, the history subject was removed, but we were glad that the academic communication subject was reintroduced into the curriculum”, she explained.

According to Naula and her fellow students, they would like younger students who follow after them to have the ability to do things independently using their academic skills, otherwise they may lack the confidence to innovate.

“We don’t just want to participate in the education sector. We need to do things that our parents want to see so that we can gain confidence to create things that are important and necessary for society at our own”, she explained.

Naula added, “If Tanzania truly wants to develop, then give us the opportunity to do things we want because we will contribute very well to our government”,.

According to Naula, she sees no reason for a student to study business or science subjects and later be selected for HKL combination.

According to her, that situation is unfair and emphasised that, as students, they would like to be assigned academic combinations as according to their selection a situation that will make them happy.

However, she was asked during the meeting which subject she thought would be most important for young Tanzanians between the years 2025 and 2050?

Naula said that, as the government had planned, the academic communication and practical English subject should continue, arguing that both private and government school students need it.

But Naula clarified that there is no point in studying foreign academic matters when students themselves are not familiar with their own local issues.

She stressed that, as students, they want history and ethics subjects to be taught in primary and secondary schools in the country.

“We want these subjects to be reintroduced and taught in schools so that our younger sisters and brothers can study them and learn the history of their country well and grow up with good morals,” she said.

Importance of teaching History and Ethics to pupils

It should be noted that in the quest for national development, Tanzania has placed immense value on shaping a generation of leaders, thinkers and innovators who would lead the country to greater heights.

However, as the nation pursues modernisation and academic excellence, there is an essential aspect of education that must not be overlooked, teaching history and ethics.

These subjects are not only vital in building the intellectual capacity of pupils, but they are also crucial in fostering patriotism, national identity and moral values.

Teaching history and ethics to Tanzanian pupils is an investment in producing wellrounded elites who will guide the nation with integrity, responsibility and love for their country.

Role of History as a subject in building national identity

History serves as the foundation upon which the identity of a nation is built.

For Tanzanian pupils, understanding their country’s past provides a sense of belonging and pride in their heritage.

Through studying the historical achievements, challenges and sacrifices made by past generations, young Tanzanians can appreciate the struggles that shaped the nation’s independence, unity and stability.

By learning about key events such as the fight for independence, the leadership of Mwalimu Julius Nyerere and the formation of the Union between Tanganyika and Zanzibar, pupils develop a deeper appreciation for the values of unity, peace and national cohesion.

These lessons from history not only shape their worldview but also inspire them to contribute positively to the continued progress of their country.

Without knowledge of where the nation has come from, future generations risk losing sight of the ideals that bind the country together.

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Ethics: A pillar for moral development

Ethics education plays an equally important role in developing responsible, ethical citizens. In a world that is becoming increasingly interconnected and complex, instilling strong moral values in young pupils is essential.

Ethics teaches children how to distinguish between right and wrong, fostering a sense of responsibility, fairness and respect for others.

In Tanzania, where communal values and the spirit of ujamaa (togetherness) have historically been central to the national ethos, ethics education reinforces these values.

It helps pupils understand the importance of integrity, justice, and respect for the rule of law.

Furthermore, ethics education cultivates leadership qualities, preparing young Tanzanians to become trustworthy leaders who will prioritise the common good over personal interests.

Shaping future elites with patriotism A key outcome of teaching history and ethics is the development of patriotic citizens who are not only proud of their nation but also committed to its progress.

When pupils understand the sacrifices made by their ancestors and the moral principles that guide their society, they are more likely to embrace a sense of duty towards their country.

This patriotism is essential in creating future elites who will work selflessly for the betterment of Tanzania, like the late Mwl Julius Nyerere and many more.

Patriotism, however, goes beyond mere loyalty to the country, it involves a deep-rooted commitment to serving the nation with honesty, diligence and a vision for the future.

History and ethics lessons create a platform for pupils to engage with their country’s past and reflect on their role in shaping its future.

Pupils who are taught to appreciate the history and values of their nation are better equipped to become responsible leaders, policymakers and innovators who will drive the country forward.

Addressing current educational gaps

In recent years, the Tanzanian education system has placed significant emphasis on STEM (Science, Technology, Engineering and Mathematics) subjects to equip pupils with the skills needed for modern careers.

While this is a positive step towards preparing students for a competitive global market, there is a growing concern that the focus on academic subjects alone may overlook the importance of holistic development.

Without history and ethics, pupils may lack the cultural and moral grounding needed to make informed decisions in their personal and professional lives.

Bridging this gap requires a reintroduction of history and ethics into the national curriculum, ensuring that pupils are not only academically capable but also socially conscious and morally grounded.

It is important for policymakers to recognise that producing future elites goes beyond equipping pupils with technical knowledge it involves nurturing well-rounded individuals who can lead with both intellect and moral clarity.

Fostering a culture of innovation

When pupils are exposed to history and ethics, they develop critical thinking skills that allow them to analyse societal issues and contribute meaningful solutions.

History teaches them how societies have evolved, allowing them to draw lessons from past mistakes and successes.

Ethics, on the other hand, instills a sense of accountability, ensuring that their innovations and decisions are made in the best interest of society.

Tanzania’s future prosperity depends on the ability of its young generation to navigate the complexities of modern development while staying true to their cultural and moral roots.

By teaching history and ethics, schools can create a generation of innovators who understand the importance of preserving national values, even as they push the boundaries of progress.

Building a brighter future

As Tanzania continues to grow economically and socially, under good leadership of President Dr Samia Suluhu Hassan, the need for a wellrounded, patriotic and ethical generation of leaders is more pressing than ever.

Teaching history and ethics to pupils is not merely about revisiting the past it is about shaping the future, including knowing well their country in terms of history background so that in time of disaster they can defend it well, as they will know well its history.

These subjects equip young Tanzanians with the knowledge, values, and sense of duty needed to lead the nation with integrity and pride.

The Ministry of Education, policymakers, and educators must prioritise the reintroduction and reinforcement of history and ethics in schools.

By doing so, Tanzania will not only produce academically capable graduates but also future elites who are committed to the country’s progress and well-being.

A nation that invests in the moral and intellectual development of its youth is a nation that secures its future.

History and ethics are the key to unlocking that future, and Tanzania’s pupils deserve nothing less.