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Lugha ya Kiingereza chuo Kikuu

Discussion in 'Jukwaa la Lugha' started by LeopoldByongje, Dec 23, 2009.

  1. LeopoldByongje

    LeopoldByongje JF-Expert Member

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    Dec 23, 2009
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    Wana JF nimekuta makala hii katika Blong ya Jielewe. http://bwaya.blogspot.com/ iliyoandikwa siku ya jumatano 9 Desemba, 2009 Siku ya Uhuru wa Tanzania Bara yenye Kichwa cha habari Soma 'tasnifu' ya msomi wa Chuo Kikuu

    Maelezo yaliyofuatia na hoja ya mwandishi ni kama ifuatavyo nanukuu '' Mjadala wa lugha gani itumike katika mfumo wetu wa elimu, ni suala la kutia aibu kuliko hata aibu yenyewe. Inadhalilisha sana unaposikia watu wazima hajui tutumie lugha gani kufundishia. Eti tunabishana kipi bora Kiswahili ama Kiingereza, kweli? Fedheha hii inatokana na ukweli kwamba lugha ya kiingereza inayolazimishiwa hivi sasa ni miongoni mwa maajabu saba ya dunia kwa wanafunzi wengi.

    Leo nimekuja na ushahidi wa karibu kabisa unaonyesha sura halisi ya tatizo. Nimepata bahati ya kupata karabrasha la 'utafiti' uliofanywa na mwanafunzi mmoja wa Chuo Kikuu aliyekuwa anajiandaa kuitetea Digrii yake kwa kuandika 'tasnifu'.

    Baada ya kusoma vipande vichache vya karabrasha hili naomba uamue mwenyewe kuwa Digrii iliyomwezesha kuandika andiko hili ni halali ama ni feki. Halafu fikiri nani wa kumlaumu: yeye mwenyewe asiyejua lugha ambayo ni ya wakoloni na haitumii kuwasiliana na jamii yake au ni serikali yake isiyoelewa makosa ya kugenisha hadi lugha?

    Inawezekana kabisa kuwa wakati unaposoma andiko hili, mwenyewe anafanya kazi ya kufundisha wanafunzi nchini ama ni Mkurugenzi kabisa wa Elimu kama alikuwa na chaneli.

    Kwa sababu ya kulinda haki yake, nimechomoa vipande vidogo vidogo ambavyo vitakupa picha ya jumla ya namna anavyokielezea kile alichokifanya. Kumbuka lengo si kuuchambua ‘utafiti’ wake ila KUSHUHUDIA matumizi ya lugha ya kigeni na athari zake kwenye mfumo wa elimu.

    Majina yote nimeyabadilisha na taarifa nyingine zimebinywa kwa makusudi mazima.

    Najua unaposoma ‘tasnifu’ hii wakati mwingine utajawa hofu kiasi kwamba usipokuwa mvumilivu unaweza kunituhumu kuwa huenda nimechonokoa andiko lake kwa makusudi. Nakuhakikishia sijafanya kingine zaidi ya kupunguza aya nisizozihitaji na kubadili majina yaliyotajwa. (Maana najua kabisa haki za utafiti huu zimehifadhiwa.)

    Haya na tusome:

    ACKNOWLEDGEMENTS

    I would like to convey my sincere gratitude to people who assisted me to in carrying out this research project productively. In a very special way I would like to thanks Dr. Majimarefu (jina la dakta nimelibadilisha) my lecturer and research project coordinator for his good organization and coordination of the research project work. Exceptional and well-regarded positive thanks should also go to the heads of the schools in which I visited and get the information that enables me to write this research project. I also like to thanks the heads of the NGO’s that provide school fees and other important assistance to some of the students in my study area. I would like to thanks all librarians for their assistance in helping us to get the required materials that was relevant to my research project. Lastly my special thanks goes to Mr. Fataki (jina limebadilishwa) who helped me much when I
    was search information from the internet and writing this research project using the computer.



    ABSTRACT

    This research project was carried in Lushoto and Korogwe districts areas to find out whether additional school cost prevent the students from poor families from attending secondary school. The research project concentrate in the two schools in Lushoto and one in Korogwe district as a case study.

    (mengine nimeyaacha kwa makusudi)


    1.6. Literature Review
    (Pata kipande hiki kifupi)

    The World Bank estimates that 40% or more of the unit costs of schooling in Tanzania are borne by the parents World Bank (1997: 49). Lwaitama A.F., EP. Mtato EP et al, (2001) state that the cost sharing are a great problem to many parents, and many children have no access to education because their parents doesn’t afford the costs.



    2.7. Limitations


    Reluctant of Interviewee to give information, some parents and the village administrators was asking for some money so that they can give information, and some of the heads of the school was hiding what they do for the students who does not pay for these additional costs.

    Language problem, Parents, village administrators, and some of the students was facing the language problem when the researcher administered interview and during the focus group discussion. This make researcher to user time to translate the interview questions to Kiswahili so that the respondents can understand and then translate the respondent information to English. These slow down the speed of data collection and reduce the number of respondents.

    Fund, for financing this study was not handed up on time. This makes the postponement of the data collection and submission of the final report date and this was caused by the loan board.

    3. 0 Reseach Findings

    other than the basic cost fees are limiting factor for the students of the poor families from attending the public secondary school in Tanzania. On the other hand only 14.4 percentages disagree with the hypothesis. This result shows that the opportunities of education on to the students of the poor families are low due to these additional costs. This argument is also supporter by several articles and authors like Mtalo and Lwaitama A.F.

    3.4. Discussion


    unpredictable rainfall, this make many families to have low income that make the paying of the school fees and additional costs to be a great problem.

    Fluctuation of the price of agriculture products, the head master of Blogu secondary School) Mr. Mrema explain to researcher that the main problem that make the income of the peoples around the school area is the price fluctuation of the farm product.


    How school society treats students with the problem in paying school fees and other contribution? The students with school fees and additional costs payment problem are harshly treated by the head of the school. They are used to be sent home frequently to bring the money for the payments when their fellow are in class go on with their studies. For example Eliaichi Temba the student in Blogu secondary school said that “we always lost a lot of the lesson because our head master used to send us home frequently to bring money” she explained further that some time the students can lost a three day in the week at home waiting the his /her parents to get money to pay for them.


    3.6. Critical Review


    Through out the study some of the aspect went well but others does not went well due to the different factors which is not limited but include the following

    The aspect that went well includes but not limited to the following

    Data analysis, the data analysis went well because the reseacher was taught the data
    analysis part during the lecture session very well such that researcher understand well on how to analyze data, and the help that the researcher get from the Assistance supervisor Dr. Blogu. All these help the researcher to analyze the data with the confidence.

    Consultancy, There was time allocated by the lecturer and supervisor in a way that the researcher can use that a time to make consultancy if there is a problems as researcher went on with the study and hence ensure accuracy in every stage of the study.

    The aspect that does not went well include the following:

    Financial difficulties, the financial difficulties make the data collection, proposal writing not to be done in the time arranged, and make the submission of the final report to be postponed. This makes use a lot of time in research instead of dealing with other things else.
    Report writing, was some how difficult because the researcher was not excel in computer, and during the research project writing the university computer laboratory was out of use by the university students this enforce the researcher to use the little money allocated for typing in the stationery that lead the shortage of fund before the completion of the research project report.


    3.8. Conclusion


    The study show clearly the problem faced by the students from the poor family in paying the school additional cost in the public school. And this show that the education will be for those who their family can pay and those who can’t pay they remain aside and the gap between those who have and those who not have will increase and lead to increase in the problem of income inequality which include but not limited to corruption, theft and other bad action in our society. But the government and NGO’s can do something in helping this croup as suggested in the recommendation part of this research project article.



    Aidha baada ya uchambuzi huo, mtafiti aliweka ambatanisho lake la maswali aliyoyatumia. Nimechagua yale yaliyonivutia zaidi. Yasome kwa makini uelewe:

    4. APPENDICES


    GUIDING INTERVIEW QUESTIONNAIRES TO SCHOOL ADMINISTRATION:

    4. Are there any parents who totally fail to pay the additional expenses for their children?
    6. Are there any students in your school who fail to join or continue with the studies as they failing to pay additional expenses?
    7. Are there any non government organization (NGO’s) Financing some of the students in your school, It Yes how many students. What are that NGO’s?




    GUIDING INTERVIEW QUESTIONNAIRES TO PARENTS:

    1. How many children do you have, are there any of them who are in secondary school?
    2. What are the family annul income and what are the basic sources of the family income?
    3. What are the other uses of the family income obtained apart from the payment for education?
    5. What is your opinion if some one pays the school fees for your child?


    GUIDING INTERVIEW QUESTIONNAIRES TO STUDENTS:

    1. What make you not attending to secondary school and you have selected?
    2. Do you think there are means that your parents can use to get money to pay fees and other contributions?
    3. What are you doing now in your place?
    4. Are you willing to go school if someone pay fees and additional costs for you?

    ************************************************************************
     
  2. J

    Janejo Member

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    Dec 23, 2009
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    mmh..ina maana hii kazi ya huyu ndugu yetu ilipita bila kipingamizi huko alikoiwasilisha?!
     
  3. NGULI

    NGULI JF-Expert Member

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    Mh! hii nayo kali sana ina maana huyu jamaa atakuwa mwl baadae au? si kasoma education? na atafundisha ENGLISH.
     
  4. M

    Mbunge wa CCM JF-Expert Member

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    Dec 23, 2009
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    Mkuu, nimepitia vizuri mada uliyoiwasilisha na nimeona yafuatayo:
    1. Hujasema hiyo tasnifu ilikuwa kwa ajili ya kupata cheti cha kiwango gani, shahada ya kwanza, uzamili, au ya uzamivu?
    2. Kweli kuna makosa makubwa sana ya usanifu na muundo wa lugha, lakini kilichokusudiwa kiko wazi na kinaeleweka, labda kosa lake ni kuwa alipomaliza kuiandika hakuipeleka kwa wasinifu wa lugha wamrekebeshie kama wafanyavyo wenine wakiwemo walimu wake. Labda hakuwa nafedha za kutosha kuwalipa, kwani kishasema bodi ya mikopo ilimcheleweshea.
    3. Mtafiti anahangaika kupata misamiati na kuipanga ili kuchambua anachokusudia lakini kwa mafanikio huku akishindwa sehemu Fulani Fulani. Huu ni uthibitisho wa kuhitajika lugha aliyoizoea kufanyia utafiti
    4. Tatizo la mtafiti ndilo tatizo la mwalimu wake, kwani lazima mwalimu aipitishe tasnifu kabla haijawasilishwa rasmi
    5. Huenda ile ilikuwa rasimu ya mwanzo ya tasnifu na si tasnifu yenyewe iliyowasilishwa kwenye mamlaka husika
    6. Kanunimbinu za utafiti wake zinamkosoa vikali mwalimu wake, kwani kama kweli mwalimu aliridhia zitumike basi ni kielelzo kingine kuwa walimu wetu wanazidiwa kazi ama wanalipwa pungufu kiasi kwamba ari ya kazi imezikwa kabisa
    7. Mwanafunzi (mtafiti) anaonekana kuwa, mbali na masomo yake ya kawaida anayosoma (nafikiri ya elimu) kuna somo jingine lisilo rasmi na gumu zaidi limejificha nyuma ya pazia na ambalo ndilo muhimu zaidi na limemeza muda wake mwingi zaidi, yaani lugha ya kiingereza. Hili limemfanya kutoelewa vizuri utafiti anaouwasilisha na kupoteza muda mwingi kuhangaika na kitu kisichohitajuka katika maarifa anayokusudia kuvumbua kupitia utafiti wake.

    Baada ya kusema hayo, napenda ieleweke kuwa mimi naunga mkono na nitaendelea kuunga mkono matumizi ya Kiswahili kama lugha ya kufundishia na kujifunzia katika mfumo wetu wa elimu. Nilipofika china kwa mara ya kwanza nilipata shida sana kawenye suala la mawasiliano. Kila mtu, kuanzia mtaalamu wa kiwango cha juu kama profesa hadi Yule asiyejua kusoma na kuandika anatumia kichina nyumbani, mitaani na ofisini. Kila shughuli iwe biashara, utangazaji, matumizi ya sayansi na technolojia (kama matumizi ya tarakilishi) nk yote ni kichina. Kama hujui kichina, ukiwa china ni sawa na mtu asiyejua kusoma na kuandika. Hutapiga simu bila kusaidiwa, hutaskiliza luninga, hutaweza kugundua hospitali au beki kwa kusoma kibao chake nk.

    Rafiki yangu aliyenipokea china hakuwa anajua Kiswahili. alikuwa akitumia kiingereza kunifundisha kichina, yaani alikuwa akifafanua neno la kichina kwa kiingereza. Sisi Tanzania tunafundisha masomo ya kupatia ujuzi kwa kiingereza, huku tukituma kiswahiki kupata mantiki iliyokusudiwa. Hapa tuna mkanganyo wa lugha kiasi cha kumfanya mtanzania kuwa anajifunza lugha kila siku hadi anaenda kaburini! Akiwa nyumbani (hasa zamani) anaongea lugha ya kabila lake na kujifunzia mambo na kuyaelewa kwa lugha ya kabila lake, akiwa shule ya msingi analazimishwa kuongea kishwahili huku akifundishwa kwa Kiswahili na kuelewa kwa ligha ya kabila lake, wakiwa shule za upili na vyuo anongea Kiswahili na kusomea kiingereza huku akielewa kwa Kiswahili!

    Lakini angalia maendeleo ya china, utashangaa sana. Hata china ikisimama hapa ilipo kimaendeleo kwa miaka 100, Tanzania hii ya wanamtandao haitaweza kuifika hata nusu yake! Huu ni mfano tu.

    Watetezi wa kiingereza wanatoa mifano ya marekani na afrika ya kusini kama inchi zisizo za kiingereza zilizoendelea kwa kutumia kiingereza. Wanasahau kwamba hizo nchi hazijapata kuwa na lugha ningine inayozungumzwa na raia wake wote zaidi ya kiingereza. Naweza kusema kwa nchi hizo, kiingereza ndicho “Kiswahili” chao!

    Hakika tunahitaji Kiswahili kuweza kukuza ubora wa elimu yetu na kuchochea maendeleo.
     
  5. Companero

    Companero Platinum Member

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    Bado watu wanabisha tu kuhusu umuhimu wa kutumia Kiswahili kama Lugha ya Kufundishia na Kufundisha Kiingereza kama Lugha ya Pili (Lugha Ngeni) na kama Lugha ya Mawasiliano!
     
  6. M

    Mzee2000 JF-Expert Member

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    Dec 24, 2009
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    Excellent analysis nilisema himu kuwa kutumia kiingereza kunaturudisha nyuma na mfano wa Companera ni tosha kwa wale wanaofikiria kuwa kiingereza ndio kitumike, ukweli ni kwamba hatukijui.

    Kiswahili mpaka chuo kikuu ndio logical step forward.
     
  7. m

    mpangwa1 JF-Expert Member

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    Hata kiswahili watu wanakosea, hatuwezi kutoa conclusion kwa kazi ya mtu moja. may be it is his/her person weakness
     
  8. Mvina

    Mvina JF-Expert Member

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    I concur with you.
    Wazo sahihi kwangu ni kwanini tunachelewa kukifanya kienglish kuwa lugha ya Taifa na itumike kufundishia ktk level zote?
     
  9. Companero

    Companero Platinum Member

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    Hili si suala la kutoa hitimisho kwa kuangalia mtu mmoja. Tumeshaangalia watu wengi tu. Huyo ni kielelezo tu. Watu mnataka tufundishie kwa kutumia Kiingereza wakati hata kuwasiliana kwa Kiingereza hatuwezi. Sasa utafundishiaje kwa lugha ambayo hata kuitumia kwa mawasiliano hauwezi? Heri ufundishie kwa ile unayoweza kuitumia kuwasiliana. Isitoshe hiyo lugha unayoiweza ndio lugha ya mazingira yako - huwezi kutoa elimu nje ya mazingira yako. Kamwe huwezi kumfundisha mtoto kuogelea ilhali hakuna maji katika mazingira yake! Tukitaka kujua Kiingereza kifundishwe kama lugha.
     
  10. M

    Mzee2000 JF-Expert Member

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    Elimu kuwa elimu inabidi ilenge kumwezesha mtu kudhibiti mazingara yake.Sasa unamfundisha mtu kwa lugha zenye maneno kama snow, wolf, n.k ambayo kwenye mazingara ya afrika hayapo /ni nadra si ujinga mtupu?Kujua kiingereza sio solution.Solution ni kujua concepts tu mengine yanakuja baadae.

    Jamani fikirieni zaidi na mbali nyinyi mnaoshabikia kiingereza, someni historia ya nchi zilizoendelea kuweni makini.

    lugha ni lugha tu cha muhimu ni sisi kumudu mazingara yetu wenyewe, na tutamudu vizuri kama tutatumia lugha zetu wenyewe.

    Ndio maana nasema waafrika we never think on our own feet thats why nobody takes us seriously,tunahitaji mapinduzi ya kimawazo.

    We are screwed up big time up there , I am sorry!
     
  11. eRRy

    eRRy JF-Expert Member

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    Dec 27, 2009
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    [​IMG]
     
  12. pumbwes

    pumbwes Member

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    Ni ukweli usiyopingika kuwa, hakuna nchi hata moja duniani, iliyoendelea kwa kutumia/kupitia lugha ya kigeni/kikoloni. Ninaunga mkono matumizi ya kiswahili kama lugha ya kufundishia.
     
  13. Chamoto

    Chamoto JF-Expert Member

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    Feb 19, 2010
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    Hii ni tofauti kati ya kuelewa kitu na kukariri.

    Ni watu wachache sana wenye upeo kama wako

    Uwezo wa kumudu mazingira ndio maendeleo ya kweli.


    Kweli kabisa...

    Wala sio uongo yaani jamaa wanatuchezea kama wananvyo taka. Mfumo wa elimu yetu umetufanya kuona mambo ya magharibi ni bora.

    Mifano inayo tolewa katika vitabu vyetu vya sayansi ni ya maisha ya kimagharibi mno, mfano snow n.k kijana anaye soma hawezi elewa maana halisi ya huo mfano kama hajawai hata kuiona hiyo theluji.

    kisaikolojia inamfanya mwanafunzi akubali (bila kujijua) kwamba kuwa mmagharibi (kuongea/kuishi) ndiyo kuelimika/kuendelea/kuwa msomi.
     
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