Tanzania is one of the top ten countries in the world which accommodate the largest concentration of the traditional livestock producers. Since independence in 1961, the Tanzanian state has been making various attempts to provide basic social services to the pastoralists and other mobile communities. In so doing, however, the state has been evolving policies and practices many of which are in conflict with the needs and interests of these communities because they are not based on their socio-economic realities: a long established and cherished cultural heritage, livestock production as a principal means of livelihood, high mobility through constant migration, and the harsh environment characterized by drought, animal rustling, disease, and poor means of communication. The pastoralists themselves have accumulated a reservoir of knowledge and experience in managing their own lives in their own way, and in their own environment. It is encouraging to note from various studies that there is an ever increasing demand for education and other dimensions of development in the hitherto uncaptured communities. This article, banking on what other people interested in the welfare of these communities have found out, suggests some alternative educational strategies to assist the pastoral and mobile communities to promote their own development without losing their freedom, autonomy, economy, social controls and self-reliance. The article advocates a more comprehensive study whereby the communities will be fully involved in determining what, how, where, and when to learn.
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