Abstract
This article deals with the foundational juncture in a 60-year long (and counting) relationship between Swedish and Tanzanian adult educators. It analyses how Swedish correspondence education methods and objectives were adapted as they entered the emerging field of foreign aid. Two educational institutions in Tanzania, in which Swedish funds and personnel played a central role are studied: the Nordic-funded Co-operative Educational Centre in Moshi founded in 1964, and the Swedish-funded National Correspondence Institute in Dar es Salaam (1971–). The analysis shows how international NGOs and individual policy entrepreneurs created the initial arenas for policy transfer. It emphasises how the ideal of creating an equal partnership affected the policies that were being lent and borrowed. The article argues that the concept of aidification can be used to capture the ways in which transnational policy areas such as education were transformed in the wake of decolonisation.
Highlights
This article deals with the foundational juncture in a 60-year long relationship between Swedish and Tanzanian adult educators
The aidification of education This analysis has offered a case study of how policy lending and borrowing were used in the establishment of new international relationships in the wake of decolonisation
One is the formative role of NGOs and international professional associations. They articulated development challenges and formulated potential solutions which the Nordic governments incorporated into their expanding foreign aid agendas. Another is the rhetorical ambiguity that the actors involved used: at once owning and disowning policies: while much was made of “Africanising” education methods in Tanzania, there was a simultaneous tendency to frame them as essentially “Swedish” when communicating back home
Summary
Abstract This article deals with the foundational juncture in a 60-year long (and counting) relationship between Swedish and Tanzanian adult educators.
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