Bøger af Festo Michael Kambarangwe

Was the publication of this book necessary even with availability of ubiquitous holy books and countless conciliatory speeches and writings by the religious and political leaders of our time? The unprecedented rise in the terror acts like the bombing of the Twin Towers and the Pentagon' abduction of Chibok girls' mass killings of non Mohammedans in Nigeria, beheading of males' forced marriages to widowed wives and orphaned girls' burning alive of the war captives in Syria' the siege of the West Gate Mall' discriminate killings of university students in Garissa Kenya and gunning down of school children in Pakistan' the bombings of the embassies in Dar and Nairobi, attack on Kampala and burning of churches and assassination of priests in Zanzibar, attacks on Lebanon, Mali and Paris, among others, against unwarranted indiscriminate phobia leveled against Arabs and Mohammedans are facts, distasteful facts that have piled up and now are staring at us demanding answers. Why the escalation of radicalism is so high today? Are all radicals necessarily Mohammedans? Where do all fingers point to? But whose fault is it? Are there solutions? The religion and its believers; are they one and same entity? Can the believers have extreme views which don't resonate with the core values of their religion? Are the two really separable? Should the solution come from the victims alone or from the accused too? Should Mohammedans and Arab world stand aside and look when their own interests are in jeopardy, and a great religion and race condemned, unfairly? Who is a true Mohammedan anyway? Do we know? Is it not reasonable to overlook the hole and instead focus on the doughnut itself? Is there any one wining under the present situation? Aren't both sides already losers? In the end' it is not about who is wrong or right where. It is rather about who can make it right, and now! And that person is YOU, yes' YOU, the immediate reader: Arab or not' Mohammedan or not! You realize that this book is not only for Mohammedans' Jews or Christians only? Is it indeed not one for all men and women, with or without religions? Is it not for religious as well as for secular education; from lower to the highest level? But what is Religion anyway? Is this discussion urgent? Well' the clock is ticking; the detonated bomb is buzzing! Your future' your children's hopes, to the nth generation, indeed the hopes of the nation and humankind as a whole are now set on your laps. Indeed with the publication of this book, we bequeath the future of human race' of the nation, and of your children and their children's children, into your capable hands and intellect sir, madam!

If after 50 years of education GDP growth doesn't echo in improved lives of the average citizen i.e. access to electricity' flowing water' housing' health and education; when a nation remains dependent; when produced scholars aren't productive as employees' or successful as self-employed' and therefore remain unemployed vs. persistent low performances in schools' at workplace' or in Olympics; when preferring quick fix our scholars cease reading after graduation amidst rising rates of school dropouts' corruption' religious sentiments' environmental degradation and poverty as the rich families and nations grow richer but fewer and the masses ground in abject poverty while the country is loaded with natural resources; when outsiders fill senior positions locally and internationally as the natives slave in their own country' certainly there's miseducation in this society an indicator that there's more to mediocrity than lack of resources or degree papers. That's why we have made no significant headways for 50 years now. And we can't make significant headways marshalling meager resources toward many battle lines leaving only overstretched resources directed towards education; education which is itself focused on the mastery of the subject matter e.g. botany' bee-keeping or even rocket-science instead of focusing on the mastery of one's person. Introduction of BRN in Tanzania is an admission that skills-based curriculum has failed. Skills-based education is barren when it pays no attention to the Human Factor i.e. a learner's calling or aspirations' culture and history e.g. colonialism, slave trade and socialism which helped to erode a nation's self- esteem' ambition and industry. This explains why we produce illiterate graduates and educated slaves. It explains why a nation is weeping for ideal scholars! To illustrate the Human Factor: Take two persons or teams and give them same-same tools. One will exceed expectations as another will complain of poor tools; one team will be crowned champions and another will sit at the bottom of the table! Likewise, two companies endowed with equivalent resources in selling similar products or services: One will have a constant flow of loyal' patient customers lining-up in queues like ants willing to pay top dollar for its products or services, while next door products decay on the shelves from lack of customers. Take two graduates of finance or economics; give them a million dollar each. One will make a fortune as the million dollar' like water' will' in a twinkling of an eye, filter through the fingers of another fellow! Interesting' isn't it? This illustrates the individual person' school' organization or a nation often makes use of only a small fraction of its physical and mental resources' living far within one's limits. It illustrates we possess a variety of powers which we ordinarily fail to use. This is the handicap of our education, the gap the conventional education has failed to fill. This, Sir, is the gap we fill! This, Madam, is the difference we make.

If after 50 years of education GDP growth doesn't echo in improved lives of the average citizen i.e. access to electricity' flowing water' housing' health and education; when a nation remains dependent; when produced scholars aren't productive as employees' or successful as self-employed' and therefore remain unemployed vs. persistent low performances in schools' at workplace' or in Olympics; when preferring quick fix our scholars cease reading after graduation amidst rising rates of school dropouts' corruption' religious sentiments' environmental degradation and poverty as the rich families and nations grow richer but fewer and the masses ground in abject poverty while the country is loaded with natural resources; when outsiders fill senior positions locally and internationally as the natives slave in their own country' certainly there's miseducation in this society an indicator that there's more to mediocrity than lack of resources or degree papers. That's why we have made no significant headways for 50 years now. And we can't make significant headways marshalling meager resources toward many battle lines leaving only overstretched resources directed towards education; education which is itself focused on the mastery of the subject matter e.g. botany' bee-keeping or even rocket-science instead of focusing on the mastery of one's person. Introduction of BRN in Tanzania is an admission that skills-based curriculum has failed. Skills-based education is barren when it pays no attention to the Human Factor i.e. a learner's calling or aspirations' culture and history e.g. colonialism, slave trade and socialism which helped to erode a nation's self- esteem' ambition and industry. This explains why we produce illiterate graduates and educated slaves. It explains why a nation is weeping for ideal scholars! To illustrate the Human Factor: Take two persons or teams and give them same-same tools. One will exceed expectations as another will complain of poor tools; one team will be crowned champions and another will sit at the bottom of the table! Likewise, two companies endowed with equivalent resources in selling similar products or services: One will have a constant flow of loyal' patient customers lining-up in queues like ants willing to pay top dollar for its products or services, while next door products decay on the shelves from lack of customers. Take two graduates of finance or economics; give them a million dollar each. One will make a fortune as the million dollar' like water' will' in a twinkling of an eye, filter through the fingers of another fellow! Interesting' isn't it? This illustrates the individual person' school' organization or a nation often makes use of only a small fraction of its physical and mental resources' living far within one's limits. It illustrates we possess a variety of powers which we ordinarily fail to use. This is the handicap of our education, the gap the conventional education has failed to fill. This, Sir, is the gap we fill! This, Madam, is the difference we make.

Do you desire to become wise, wealthy, worthy, worldly and immortal? Ever desired to write your STORY INTO A book? Do you want to make a mark in life or leave behind an undying message for your children or become self-reliant as a society? This book has been written for this purpose. You realize that this is not an ordinary book-but a book of books-written with the reader and the society as a whole in mind. It has specially been written for the individuals and societies that don't regard READING AND WRITING of books so highly-the individual and society whose decline is a self-fulfilling prophecy. Besides, isn't our ability to read and write books the only quality that sets us-the humans-apart from the beasts? Moreover, nothing else that man builds lasts. Indeed, the time is dawning when colleges will teach reading and writing of books as a major separate discipline. Take a chance. "The decline of a literature is the decline of a society."-von Goethe

If after 50 years of education GDP growth doesn't echo in improved lives of the average citizen i.e. access to electricity' flowing water' housing' health and education; when a nation remains dependent; when produced scholars aren't productive as employees' or successful as self-employed' and therefore remain unemployed vs. persistent low performances in schools' at workplace' or in Olympics; when preferring quick fix our scholars cease reading after graduation amidst rising rates of school dropouts' corruption' religious sentiments' environmental degradation and poverty as the rich families and nations grow richer but fewer and the masses ground in abject poverty while the country is loaded with natural resources; when outsiders fill senior positions locally and internationally as the natives slave in their own country' certainly there's miseducation in this society an indicator that there's more to mediocrity than lack of resources or degree papers. That's why we have made no significant headways for 50 years now. And we can't make significant headways marshalling meager resources toward many battle lines leaving only overstretched resources directed towards education; education which is itself focused on the mastery of the subject matter e.g. botany' bee-keeping or even rocket-science instead of focusing on the mastery of one's person. Introduction of BRN in Tanzania is an admission that skills-based curriculum has failed. Skills-based education is barren when it pays no attention to the Human Factor i.e. a learner's calling or aspirations' culture and history e.g. colonialism, slave trade and socialism which helped to erode a nation's self- esteem' ambition and industry. This explains why we produce illiterate graduates and educated slaves. It explains why a nation is weeping for ideal scholars! To illustrate the Human Factor: Take two persons or teams and give them same-same tools. One will exceed expectations as another will complain of poor tools; one team will be crowned champions and another will sit at the bottom of the table! Likewise, two companies endowed with equivalent resources in selling similar products or services: One will have a constant flow of loyal' patient customers lining-up in queues like ants willing to pay top dollar for its products or services, while next door products decay on the shelves from lack of customers. Take two graduates of finance or economics; give them a million dollar each. One will make a fortune as the million dollar' like water' will' in a twinkling of an eye, filter through the fingers of another fellow! Interesting' isn't it? This illustrates the individual person' school' organization or a nation often makes use of only a small fraction of its physical and mental resources' living far within one's limits. It illustrates we possess a variety of powers which we ordinarily fail to use. This is the handicap of our education, the gap the conventional education has failed to fill. This, Sir, is the gap we fill! This, Madam, is the difference we make.