ST. AUGUSTINE UNIVERSITY OF TANZANIA

2.1 The Expansion and Complicity of Socio-economic Environment

The Tanzanian socio-economic environment has been expanding to the extent of becoming more complex. Its complicity is evidenced by the growth of economy which is illustrated by the growth of industry, commerce, agriculture sectors. The social services sector is rapidly expanding. The culture of the people are also changing to go together with new environment. In order to manage the sophisticated socio-economic environment, there is a need for professional administrators, managers, journalists, engineers, doctors, agriculturalists and other personnel who have both required skills, commitment, new approaches, stratigies, attitudes and morally fit.

Currently, Tanzania has been observing decline of work performance, moral and society values in managing various institutions. There is a need to revamp the situation. One of the ways is to establish a higher learning institutions which will train people who can come out with new theories and strategies for the institutions and deal with such dynamic and sophisticated environment. In addition to that the University should produce the personnel who adhere to the accepted society morals and values.

2.2 Inadequate Qualified and Committed Manpower

The economy of Tanzania has been growing at the rate of 4.0% per year. This means that there is also a growth of employment rate in formal and informal sectors. In the growth of the economy, the need of education is also high. The products from the higher learning Institutions can be absorbed by both public and private sectors.

The implementation of economic reforms which involves the need of having well qualified, committed and dedicated personnel. Unfortunately, Tanzania has been implementing the economic reforms with various problems. One of them is having a limited number of personnel who are responsible and accountable. Therefore the church sees the need to train personnel who qualify morally, spiritually and mentally. This remarkable contribution would help development of Tanzania economy.

2.3 The Increase of the Social Demand for Higher Education

Generally the social demand for higher Education in Tanzania has tremendously increased. This has been attributed by the increase of the number of students who complete Advance Secondary Education (form VI) and the need of the people to advance themselves in education and attain higher education.

During the period 1990/91 - 1994/95 Tanzania existing Higher Learning Institutions managed to admit an average of 39% of the applicants who have minimum entry qualifications. Table 6 shows the number of applicants and admitted in some of the Higher Learning.

While the number of students entering the Universities is very minimal, number of graduates from advanced secondary education is increasing year after year. According to BEST, 1996, the number of students who went through Advanced Secondary Education increased from 4994 in 1990/91 to 5841 in 1996/97. Averagely 75% of them passed the National Examinations out of that 60% qualified to join the Higher Learning Institutions. From these data, its is imperative that there is a pool of students who can join the University.

The demand for the well qualified administrators and managers in Tanzania institutions particularly after the liberazation of the economy has forced many employees to look for further education. Many people would like to be trained. The number of the people who attempt mature entry exams has increased and in addition to that many people are studying privately.

It is clear that the number of Tanzanians who would like to join existing higher learning Institution is very high but the existing institutions cannot absorb all eligible candidates. Therefore there is a need to have another University which can admit some of the Tanzanians who would like to go for further education.

2.4 The Role of the Catholic Church in the Provision of Education

The Holy Mother church has a right and obligation of developing and extending education. This is because the church is responsible for promoting the welfare of the whole life of person including his life in this world in so far as it is related to his heavenly vocation.

In light to that the Catholic Church has played a big role in providing education to people within and outside Tanzania. The Tanzanian church efforts to offer education services started before the arrival of the colonialists in Tanzania.

At present, the Catholic Church runs more 5000 nursery schools, 5 primary schools, 138 secondary schools, 60 vocational training centres, 30 adult education centres, and 6 Higher Learning Institutions (including the major seminaries).

The church has the experience in running higher learning institutions. She has 7 higher learning institutions. Out of 7, 6 are major seminaries which some of them are affiliated to Urbanian University in Rome. Therefore some of the students do undertake degree programmes which are offered in the seminaries. Another Higher Learning Institution is Nyegezi Social Training Institute which offers Advanced Diploma programmes.

It is clear that the Church in Tanzania has been fulfilling her role given by the divine founder. In providing education, the Church has gained a lot of experience and she has seen the need to continue expanding education services regards higher education.

2.5 Liberalisation of Education Sector

For almost 30 years higher level education in Tanzania was under the control of the state. The tertiary education and training institutions in Tanzania are mainly owned and managed by government ministries/public institutions or corporations. In 1995, the government liberalised the education sector. This was followed by the National Education and Training Policy.

The amendment of Education Act in 1995 and the release of the National Policy allowed individuals, companies non-government organisations companies and church bodies to establish any education institutions. The church takes that advantage of the open door for establishing the higher learning institutions to establish the University.