Now we’re back in school—what a change of scenery to be submerged in the Boston snow after four weeks in 90-degree Tanzanian weather! It’s helpful to take a step back from the rush of school (yes, including getting used to being surrounded by hundreds of peers) and think about my experience in Tanzania. In this series of blog posts, I’ll talk about the big things I learned, and then (the harder and more interesting question of) what changes in my life and my plans now.
The order of certain technological developments in Tanzania (at least Dar es Salaam) is different than those same developments in the United States. Cell phones are very popular now, and the order of developments in Tanzania has been widespread 3G and cell phones (even though only 20 percent of the country has electricity), then accessible personal computers, then widespread electricity and Ethernet/WiFi. Compare this to the almost opposite order in the United States. It’s interesting to think that many Tanzanians quite likely will never even use personal computers as their main devices for communication and other needs like transferring cash (see M-Pesa), instead defaulting to their phones (as Dave Morin has emphasized before). There are already many entrepreneurs and problem solvers, many of them local Tanzanians at incubators like TANZICT, who are taking this to heart and developing applications for the old Nokia mobile phones (not smartphones). Here is a likely opportunity to influence Tanzania’s technological development in the next 10 years.
Beyond the technological view on development, there is a lot of room to improve the general quality of life. In the next 20 years, it seems certain that Tanzania will need drinkable running water, cheap and well-distributed anti-malarial treatment (especially in rural areas), and a public transit system (since the traffic congestion is terrible enough that it is possible to waste 3 hours to drive 20 km to get to the airport). I am not as certain about the future of other possible improvements to standards that we have in the United States—such as a “modern” education system focused on teaching students how to think instead of the current pattern of taking tools/skills (e.g. Java) from the West and trying to adapt them to the students. Compared with the needs to stay hydrated, stay healthy, and get to places, the need for education is less well-defined; it’s clear that the purposes of the first three are critical to life, but the purpose of education—whether vocational training or cultivation of good citizens—is something that is still not even settled in the United States and thus could lead to a completely different form of “modern” education than the system in the United States today. Even just a hundred years ago, the United States and major European powers all had different purposes for education, which manifested in university systems that looked completely different:
[Speaking about 1890-1940:] Universities had long existed in Europe, where they took several forms: the classical studies of British universities, the scientific training of French grand ecoles, and the graduate and research institutes of Germany. The modern university of the New World, however, was a different creature than its European counterpart, for it served a far broader clientele of students and the state, yet increasingly strove to be a research center. 
I am very interested to see how the education system in Tanzania develops just as I am learning that different countries have potential to develop in completely different ways (which relates to cultural differences such as the lack of private space and ownership). Just as Tanzania is skipping personal computers to using mobile phones, and just as Estonia skipped from no internet infrastructure following Soviet collapse to using the internet to vote, do tax returns, and issue prescriptions, I expect the Tanzanian education system to skip to some of the cutting-edge work in education—including the use of online resources like Udacity—by virtue of not having an inertial university and secondary education system. And I’m especially excited about the creative solutions to be devised in Tanzania because it’s pretty clear that the rest of the world hasn’t exactly solved education yet. As my friend Jacob Cole pointed out, creative businesses like Habari Mazao (a website that Tanzanian consumers and farmers can visit to get fair prices for crops), which emerged from the first Tanzania-MIT Tele-Hackathon, would never have been thought of in the United States.
It seems that comparatively studying development, both in the economic and social sense, could be fruitful for shedding light on how to predict the trajectory of a country like Tanzania, which we couldn’t just say is where the United States was in the past, partly because Tanzania is starting from a different place in time and culture, and partly because she is surrounded by modernized countries that have already developed (but not finished) their own solutions to problems like education, energy and the environment, and effective governance. Studying comparative development might help one think about this problem and give useful case studies, but I am afraid that the lack of sufficiently many data points regarding development of different nations would lead to unhelpful generalizations. Who knows? I’ll have to take a look.
Action Items from Part 1, on Development
- Look into research and classes surrounding economic development at Harvard.
- The Shaping of Higher Education: The Formative Years in the United States, 1890 to 1940. Claudia Goldin and Lawrence F. Katz. The Journal of Economic Perspectives , Vol. 13, No. 1 (Winter, 1999) , pp. 37-62. Published by: American Economic Association. Article Stable URL: http://www.jstor.org/stable/2647136.