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Matokeo STD VII Yaporomoka!

Discussion in 'Jukwaa la Elimu (Education Forum)' started by Mzee Mwanakijiji, Dec 19, 2007.

  1. Mzee Mwanakijiji

    Mzee Mwanakijiji Platinum Member

    #1
    Dec 19, 2007
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    Waziri wa Elimu na Mafunzo ya Ufundi Bi. Margaret Sitta ametangaza matokeo ya mtihani wa kuhitimu elimu ya msingi ambapo matokeo ya mwaka huu yameshuka toka asilimia 70.48 mwaka jana hadi asilimia 54.18. (sawa na asilimia 16) Kati ya wanafunzi 792,102 waliojiandikisha kufanya mtihani huo wanafunzi 20,000 hawakuweza kufanya mtihani huo kwa sababu mbalimbali. Na wale waliofanya mtihani ni wanafunzi 419,198 ndio waliofaulu kuendelea na elimu ya sekondari. Kimasomo kati ya wale waliofaulu asilimia 82 walifanya vizuri katika Kiswahili, 66% Sayansi, 56.39% Maarifa,31.21% Kiingereza, na 17.42 Hisabati. Kati ya wasichana waliofanya mtihani ni asilimia 45.39 ambao walifaulu na kati ya wavulana wote waliofanya mtihani ni asilimia 62.52 waliofaulu. Asilimia 90 ya wasichana waliofaulu wamechaguliwa kuanza kidato cha kwanza kwenye shule za serikali mwakani na upande wa wavulana ni asilimia 88 waliopata nafasi kwenye shule za serikali.

    Kwa mujibu wa mama Sitta, Serikali inafanya tathmini na kufanya utafiti wa "haraka na wa kina" ili ielewe ni kwanini kumekuwa na kushuka huko kwa kiwango cha kufaulu.
     
  2. Nyani Ngabu

    Nyani Ngabu Platinum Member

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    Sasa kama wanafunzi hawana akili ya kufuzu mitihani sisi tufanye nini? Tusubiri ngwe ijayo labda watakuwepo wenye akili
     
  3. J

    Jasusi JF-Expert Member

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    If they do not know why by now you think they will ever know?
     
  4. D

    DAR si LAMU JF-Expert Member

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    ..always,mkulima huvuna alichopanda!and not otherwise!
     
  5. K

    Koba JF-Expert Member

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    ....yani serikali inachukua 90% ya wanafunzi waliofaulu katika shule zake,ina maana shule binafsi ni 10% tuu...kuna umuhimu wa kusaidia serikali hapa na ndio maana life & quality of Education is very poor!
     
  6. K

    Keil JF-Expert Member

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    Majibu yote wanayo ... HakiElimu wakitoa matangazo yao ya kuwakumbusha wajibu wao na namna wanavotumia fedha za misaada kwa ajili ya kuboresha elimu wanakuja juu na kutaka kuifungia.

    Tangu lini uliona shule ina mwalimu mmoja na akisafiri ukanda anaachiwa kiranja mkuu halafu unategemea wanafunzi wafaulu?

    Sina hakika kama tatizo ni akili, tatizo ni kwamba wanafunzi hawafundishwi ipasavyo kwa kuwa shule nyingi zina uhaba wa walimu. Matokeo yake akina EL wanakuja kujisifu kwa kujenga madarasa mengi na kwamba wameoneza idadi ya wanafunzi kwenye shule za msingi bila ya kuangalia je walimu na zana za kufundishia zipo? Ujenzi wa madarasa wenyewe ni mbinde maana michango kila kukicha na hela hatuoni inakwenda wapi.

    Majibu yote wanayo, wawaulize HakiElimu wala wasitake kutafuta mchawi wa wanafunzi kufeli. Kudai kwamba wanafunzi hawana akili hiyo ni kuwaonea. Mwanafunzi hawezi kufaulu bila ya kufundishwa.

    Kufanya vibaya kwenye masomo ya Hisabati na Kiingereza ni reflection ya walimu tulio nao kwenye hizo shule. Kuna walimu "voda fasta" wengi sana ambao F4 walikula mzinga kwenye Maths na English, na leo hii wanapelekwa chuoni kwa miezi 3 baada ya hapo unasema wameiva tayari kwenda kufundisha unatarajia nini? Kipofu hawezi kumwongoza kipofu mwenzake. Ni wakati muafaka kwa serikali kuangalia maslahi ya walimu ili fani hiyo iweze kuvutia watu waliofaulu na hivyo tutaweza kupata walimu wazuri wa Hisabati na Kiingereza. Vinginevyo walimu watabaki kuwa ni wale ambao walifeli na hawana option zaidi ya kuomba kuwa "yebo yebo" ama "voda fasta"!
     
  7. K

    Koba JF-Expert Member

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    swala la Elimu ya Msingi na sekondari naona lirudishwe kwa wananchi wahusika yaani wilayani na kwenye kata maana hao ndio wenye uchungu na watoto wao na wanajua wanataka nini na wana uwezo wa kusimamia shule zao sio mawaziri au makatibu walioko Dar es salaam,serikali kuu ijitoe kusimamia katika maswala ya ujenzi na kuajiri walimu wawachie hayo maamuzi wananchi...watume pesa tuu.
     
  8. Bowbow

    Bowbow JF-Expert Member

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    Koba na wengine,

    Ni kweli kinachongia ni both sides. Inawezekana wanafunzi walikua wazembe. Pili inawezekana walimu walikua wabovu na msongamano wa wanafunzi pasipo na vitabu na 3 Idadi ya wanafunzi waliofanya mtihani ni mkubwa basi waliosahihisha inawezekana wamelipua katika usahihishaji ili kumeet deadline, 4 inawezekana hata wakati wa data compilation kulikua na errors nyingi wakati wa kurecord so which is which to what extent one led to the other

    Kuhusu shule kuhamishiwa wilayani bado shule zote zipo wilayani na mwajiri ni halmashauri (offcourse kwa kupata kibali cha wizara) so wilaya ikilala na shule zitalala.

    Nawakilisha
     
  9. Mtoto wa Mkulima

    Mtoto wa Mkulima JF-Expert Member

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    hahahaha yaani serikali haijui kwanini kiwango cha elimu kimeshuka? Mbona sababu ziko wazi kabisa au ndio kusema wanataka kuunda tume ya kuchunguza sababu za kushuka kwa kiwango cha kufaulu?
     
  10. K

    Kithuku JF-Expert Member

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    Kujua nini kimeshusha kiwango cha "kufaulu" (hawazungumzii kiwango cha ubora wa elimu hapa, kumbuka), mbona utafiti mdogo tu unatosha. Kwanza sababu za "kufeli" wanazijua, hata waziri huyo anazijua fika! Alikuwa mwalimu, rais wa chama cha walimu, na matatizo yale aliyokuwa akilalamikia serikali wakti ule akiwa "anakula chaki" bado yapo, hili analijua vizuri. Lakini la pili, wamlipe tu statistician awafanyie uchambuzi wa hayo matokeo ya mtihani kwa kulinganisha na variables kama shule iliko (mjini/vijijini), walimu walioko na sifa zao, kipato cha wazazi, maendeleo ya huyo mwanafunzi toka mwanzo, nk).

    Tatizo kuu ni kwamba sekta ya elimu ilipuuzwa gradually kwa miaka mingi, na matokeo yake sasa hivi ina watu ambao hata ukiwajazia resources uwezo wao wa kuzitumia haukuzingatiwa tangu awali, kwa hiyo matokeo bado yanakuwa mabaya. Kama inafikia hatua kwamba anaeshindwa maisha ndie "anakimbilia" kwenye ualimu, na mwanafunzi mwenye uwezo darasani mfano anaepata division one form six akienda kusoma ualimu chuo kikuu wenzie wanamcheka, wanasema "anachemsha", "anajilostisha" nk. Hata leo hii ukimsimulia mwenzio kuwa mwanao kamaliza form four na labda amefeli kwa hiyo amekosa pa kwenda, watakuuliza "yani amekosa hata ualimu?". Yaani kukosa "hata ualimu" ndio kipimo cha kufeli kulikokithiri, maana yake baada ya hapo ndio mtu hafai chochote! Lakini kuna watu wanaopenda ualimu, kufundisha, lakini mazingira haya yanawakatisha tamaa. Kwa hiyo waalimu wamebaki kuwa ni kundi la watu ama wale wenye interest waliokatishwa tamaa, au wale waliokata tamaa ya maisha mengine na hivyo "kulazimika" kujiunga na kundi la waliokata tamaa. Hapa kuna mshangao gani kama wanafunzi wanafeli?

    Ziko shule nyingi tu ambazo pia hazikubahatika hata kupata basi hata hao walimu hata kama wamekata tamaa tayari. Wakati fulani nilishiriki utafiti na watu wanaitwa REPOA pale Dar, nikaenda hadi maeneo ya Malinyi na Mkamba huko Morogoro, ni mbali sana na mji wa Morogoro, tunaangalia umaskini na huduma za jamii. Nilifika sehemu inaitwa Tanganyika Masagati, nilikoma. Shule ina mwalimu mmoja tu (hii ilikuwa 2002, karne ya 21)! Watoto wanakuja asubuhi wanacheza hadi jioni wanarudi nyumbani. Huyo mwalimu anawafundisha wale wapya kusoma, kuandika na kuhesabu, basi wengine wanacheza huko nje hadi saa ya kutoka, lakini wanasogea darasa moja hadi lingine. Idadi ya wanafunzi inapungua wanapofika darasa la 4, la 5 (wasichana wanaanza "kupendeza", wanaolewa), la 6(wavulana pia wanaondoka wanaenda kutafuta shughuli nyingine), sasa hapo kufaulu kutatoka wapi? Na shule za aina hiyo ni nyingi sana Tz.

    Miaka ya karibuni tumekuwa tukijisifu tumeongeza "enrolment", yaani wanaoingia shule ni wengi, lakini hatusemi wanaingia shuleni kufanya nini? Maana kama rejesta za shule zimejaa majina ya watoto ambao wanachofanya humo ni kucheza tu mdako asubuhi hadi jioni, si bora tu wangekaa nyumbani wakacheza humo? Ndio maana nashangaa huyu waziri haelewi hesabu rahisi kama hivi: Wanafunzi walipokuwa wachache, rasilmali zilikuwa chache, haziwatoshi. Wameongeza enrolment bila kuongeza resources, kwa hiyo ufanisi utakuwa duni zaidi! Rahisi tu. Kama una chai kikombe kimoja yenye sukari ya kawaida, ukaongeza maji ya moto vikombe vingine vitatu iwe nyingi, ukitaka ladha ileile ya mwanzo inakubidi uongeze pia sukari na majani ya chai, au siyo? Sasa nini hakieleweki hapa? Au anaona aibu gani kutamka tu kwamba ni sera zilizofeli za Mungai?

    Kupanga sera za elimu zinazotekelezwa kwa kipimo (outcome measure) dhaifu kama matokeo tu ya mitihani, hiyo kwanza peke yake ni udhaifu mkubwa. Yaani unategemea matokeo ya mtihani peke yake ndio yakuongoze katika kupanga sera! Mtihani wa siku moja tu, ambao nikiupata nikamfundisha mwanafunzi aliyehudhuria shule miaka 3 tu atafaulu? Ndiyo, ule mtihani wa darasa la saba, ni majibu tu yanatakiwa. Huu si utani ni nini? Bwana nimechoka miye ku-taipu!
     
  11. BAK

    BAK JF-Expert Member

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    Thank you so much Keil for telling the truth.
     
  12. Tanzania 1

    Tanzania 1 Senior Member

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    Serikali kudai kutojua sababu za kushuka kwa elimu ni kichekesho cha funga mwaka! Labda waseme wanataka kupeana mapesa kwa njia ya kuunda tume za uchunguzi, km ilivyo kawaida yao.

    Ikiwa nchi km Uingereza inakabiliwa na tatizo la kushuka kwa elimu, sijui sisi wenye mifumo mibovu tusemeje! Yaani, namaanisha wenzetu hawaishii kulalamika tu, bali wanatafuta mbinu za kutatua matatizo yaliyopo, km kuwapeleka walimu refresher courses, kuwaongezea mishahara na kuongeza idadi ya walimu (si kuongeza walimu tuwaitao "voda faster").

    Ukija ktk mfumo wenyewe wa elimu, ndio utachoka!! Bado kakuna utatuzi khs lugha ya kufundishia; wanafunzi wanatoka ktk "hamirojo", wanaingia ktk "carbohydrates"; wanatoka ktk "kokotoa", wanaingia ktk "calculate". Siku hizi wanafunzi wanaosoma shule za msingi za english medium wanaishia darasa la sita tu, kisha wanajiunga na sekondari. Hapa sitoi hoja khs lugha gani itumike, bali najaribu kuonesha pale penye udhaifu ktk mfumo wetu wa elimu.

    Udhaifu mwingine ni "kumfundisha mwanafunzi utegemezi". Matokea yake hata wanafunzi wa vyuo vikuu wanategemea notes kutoka kwa mhadhiri. Pamoja na kuwa kuna uhaba wa vitabu vya kiada (text books), vikiwepo pia hamvimsaidii mwanafunzi. Mwaanafunzi anashika kitabu siku anayopewa hicho kitabu, siku anayopewa kazi inayomhitaji atumie hicho kitabu, na siku anayorudisha kitabu; wakati wote mwingine anatumia daftari tu kudurusu.
     
  13. J

    Judy Senior Member

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    Haya undeni tume tena ikafatilie kwa nini wanafunzi wamefeli.
     
  14. Mnhenwa Ndege

    Mnhenwa Ndege JF-Expert Member

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    primary school teachers are not motivated at all, sijawahi kusikia mtu yuko university in Tanzania kisha akawa na ndoto za kufundisha shule za mshingi za serikali akimaliza masomo yake. watu wanaoingia katika fani ya uwalimu siku hizi ni kwasababu it is the last resolute.

    sasa wadogo zetu wanafundishwa na waalimu ambao jioni hawajui watakula nini. ama kama biashara yake ya genge imetoka vizuri leo. ama anapanga jinsi ya kuenda nyumbani, njia atakazopita ili wanaomdai wasimuone.

    tusitegemee kuvuna zabibu wakati tumepanda mahindi, do you really think TZ will produce good engineers, scientist and astronomer with this level of education. tutabobea tu kwenye hizi fani zetu za Sheria, Uchumi, Uhasibu etc na tujiite experts because our output is not tangible. lakini fani zisizo na longolongo lazima to out-source expertise tu.
     
  15. T

    The Truth JF-Expert Member

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    Good engineers will always rise to the top no matter how bad the education level. As they say the cream always rises to the top. See the story below

    ENGINEER SPOTLIGHT: Frannie Léautier - Woman of the World
    World Bank Institute head FrannieLéautier gives new meaning to the word persistence. She had to overcome incredible obstacles to get an engineering degree in Tanzania.


    It wasn’t the kind of protest that Frannie Léautier was used to. Sure, she had had her share of negative reactions to the fact that she was a female engineering student—the only one in the University of Dar es Salaam in Tanzania—in the early 1980s. Like some disgruntled classmates secretly cutting off the leg of her chair, causing her to collapse on the floor when she sat down, all because no girl could get marks that high. But when she arrived on a job site the summer after her third year in college, the workers on the highway construction project came up with a novel way to convey their displeasure. They stripped off all their clothes. “They said they would never work for a woman,” Léautier recalls from her office at the World Bank in Washington, D.C. “They thought they would shock me into leaving.”

    They thought wrong. Léautier stayed on the job, helped by a supervisor who insisted that since she was qualified, she be given the right to work. When it came time for her to return to school, all the men gave her a big farewell party. “I guess they eventually came to accept me,” she says.

    Léautier has spent a lifetime marching to the beat of her own drum, carving out a path that has taken her from her rural roots on a coffee farm in the foothills of Mount Kilimanjaro to the World Bank, where she is a vice president and head of the World Bank Institute. Born to an engineer father and a stay-at-home mother, Léautier knew from a young age where her interests lay. “For a long time, my father didn’t have a son so I went around with him fixing things on our farm, which I really enjoyed. I was never too keen on dolls,” she adds. “I would make my own toys like trucks or tools that did something. I learned a lot living on the farm. My father designed a coffee pulper, and I helped him with the riveting. I watched all the mechanical movements and learned firsthand how it was able to squeeze the skin and not the seed.”

    Her marks in primary school were the highest in the Tanga region of Tanzania and earned her a spot in the top high school in the country. But her parents were reluctant to let her go, figuring that being the only girl in a school would be too difficult to handle for a 13-year-old. Instead, she went to the Korogwe School for Girls, where she studied math, biology, chemistry and physics—as well as two classes that were deemed more typical female vocations at the time: cookery and needlework.

    After graduation she enrolled in the civil engineering program at the University of Dar es Salaam, where she proved herself such a stellar student that one of her professors hired her to teach one of his undergraduate courses while he was away on sabbatical. Still, adverse pressure from fellow students built up to such a point that she went back home and told her parents that she was leaving school. “They took me right back and said to me, ‘You can do it. We’re here to help.’ I don’t think I could have done it without them.” Surprisingly, the whole experience at Dar es Salaam didn’t leave a bitter taste in Léautier’s mouth. “It made me tough,” she admits. “I also had some professors who were very supportive and realized how hard it was for me. They would often ask how I was doing. It made a real difference to me.”
    Coming to America

    When it came time for graduate school, Léautier had her sights set on Oxford and a couple of other top universities in Europe. A visiting NASA scientist from the United States suggested that she apply to MIT. “Where is that?” she asked. “I had heard of Harvard, but that was about the only American university I knew.” When he returned to the United States, he mailed her an application. Léautier applied and was accepted. The trouble was that her parents, with six other kids to look after by this time, couldn’t afford to contribute any money. Léautier hadn’t applied for financial assistance from MIT—she didn’t realize that she could—so she set about raising the money herself. After eight months she had amassed a grand total of $17. She spent every evening visiting foreign embassies seeing if she could obtain any grants. No luck. Her own country had declined her request, figuring that she would probably never return once she obtained her degree. Eventually someone from the United Nations heard about her plight, and the organization agreed to pay for her first two semesters’ tuition. Swiss Air kicked in with a free flight.

    Léautier flew to Boston with her $17. By the time she had paid the cab from the airport, she was down to $5. “For the first week I lived on chocolates the Swiss had given me,” she says with a laugh. Fortunately, a professor who was working on research for the Federal Highway Authority (FHWA) in construction and maintenance soon offered her a research position based on the knowledge she had gained back in Tanzania. “Our training back home was very practical,” she notes. “We learned how to manage construction labor camps, what well-mixed concrete should look like, things like that. The theory we studied was theory you could immediately translate into practice.”

    Life in the United States was a huge culture shock. “I couldn’t have imagined the difference in wealth,” Léautier recalls. “But the biggest shock was the freedom to learn. I could take any subject I wanted. And the books! In the University of Dar es Salaam I would queue for one book shared by 60 students. In the library at MIT there were multiple copies of the same book. Books everywhere.” And then there was her slide rule that she had used in her courses back home. “I came to MIT and they had one in a museum. It was like entering the space age.”

    After completing a Master of Science in Transportation, Léautier had planned to return to her homeland to teach a new generation of engineers, but her adviser urged her to stay at MIT and earn a Ph.D. She completed the degree in Infrastructure Systems, the first woman from Tanzania to earn a Ph.D. at the university. Her degree combined economics, civil engineering and remote sensing from electrical engineering. After graduating she taught at the university. The World Bank came recruiting and hired her on a consultant basis, then as a full-time employee in 1992, specializing in infrastructure, a vast and varied field that includes everything from energy and water systems to transportation and dams. From 1997 to 2000 she served as the sector director for infrastructure in South Asia and also as director for infrastructure for the World Bank Group. In December 2001, she was chosen to head the World Bank Institute, the branch of the World Bank that deals with capacity development: helping provide the knowledge, skills and expertise to improve the conditions in developing countries, which, after all, represent 5 billion of the 6 billion people on the planet.

    Léautier is aware, more than most, that simply plying a country with lots of money offers no long-term solution to its economic and social problems. “If the money goes ahead and the skills and knowledge are lagging, we don’t get sustainable results. You can bring foreign companies to create the infrastructure and leave nothing behind, and then maintenance and other issues become problems.” This is a particularly pressing problem in her home continent, which she admits is never far from her mind. Africa has the least number of scientists and engineers in the world—80 per million as compared with 1,200 per million in advanced countries.

    “The type of scientific knowledge and technology that can transform life immediately in areas like Africa tends to be very high science,” she explains. “People assume that simple problems need simple solutions, but that’s not true in places like Africa; it’s the opposite. You need complex science to deal with problems like growing food in arid areas, getting drinkable water and preserving food for long periods without refrigeration.” The World Bank brings a wealth of expertise to addressing these issues, with 1,200 Ph.D.s among its staff of 10,000, including economists, geologists, anthropologists, sociologists, medical doctors and engineers. She lauds efforts by the World Bank to create the African Virtual University, which offers undergraduate courses through more than 57 learning centers in 27 African countries, linking them with universities in Australia, Canada and the United States.

    With her ultrabusy schedule, Léautier, at the age of 47, faces the challenges of many modern married couples—balancing the demands of work and home. “I’m very lucky. I have a very supportive family,” she says. Léautier says that her husband, who works as a risk management analyst for an aluminum-producing company, takes a big role in the raising of their two children, a son, 11, and a daughter, 9. Léautier says she also benefits from technology. “When your business is global, where you are doesn’t really make much difference any more. I can have a video conference from home or my office connecting to people in other countries.”

    In her spare time, Léautier likes to hike and mountain climb, although she admits, a little sheepishly, that she is the only one of her siblings who hasn’t scaled Africa’s highest peak, Mt. Kilimanjaro. She also writes stories for her children, carrying on a tradition that her father started when she was a child. “Every birthday, he would compose songs for us. He was a very talented musician, nationally known, so we grew up with a fantastic array of original songs.”

    She has also turned her talents to nonfiction writing, having recently co-edited the book “Cities in a Globalizing World: Governance, Performance and Sustainability.” And when James Wolfensohn retired after 10 years at the helm of the World Bank, Léautier surprised him with a book that she had written on the concept of time in different cultures. The book is typical of the type of person Léautier is, says Wolfensohn from his vacation home in Jackson Hole, Wyo. “She is someone who spans many cultures, not only Western and Eastern, but Southern as well. She has overcome many obstacles but doesn’t see them.”

    “The bank succeeds or fails by its ability to empower people in developing countries,” Wolfensohn adds. “Therefore, it needs to have a multinational, multicultural workforce that can understand and support and strengthen the cultures in those countries. Frannie is a person with the capacity to compete with the very best in the West but someone who has not lost her sensitivities to the place she came from.”

    http://www.engineeringk12.org/students/Engineer_Spotlight/Civil_Engineer_Leautier/default.php
     
  16. T

    The Truth JF-Expert Member

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    It is interesting also to note that from her photo and her last Frannie Léautier appears to have a significant amount of non-African admixture. I have yet to see a full blooded African with this woman's capabilities. Tanzania's failure in engineering and scientific fields is mainly due to innate abilities or lack thereof not necessarily the education quality. I mean a superstar student will shine no matter as was the case for this woman.
     
  17. Nyani Ngabu

    Nyani Ngabu Platinum Member

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    How did I know you were gonna jump all over this topic.....? You guessed it
     
  18. K

    Kithuku JF-Expert Member

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    Hiyo story ya huyu mwanamke ni nzuri sana, lakini kumbukeni akisoma shule za msingi zenye walimu na sekondari alisoma shule nzuri sana, Korogwe Girls ambayo imetoa maprofesa wengi tu wa kike katika fani mbalimbali. Mshangao ningeupata kama huyu mama angekuwa ametokea katika shule "iliyopigika" kama ile ya kule Tanganyika Masagati niliyotaja huko kabla. Kumbukeni pia hata wanaosoma hizo shule "nzuri" sio wote wanaongara, wengine huishia nafasi za kawaida tu na wengine hufeli kabisa, ziko individual factors nyingi. Mimi lalamiko langu ni kukosekana kwa fursa za msingi za kuwezesha wote wenye potentiality ya kusoma waweze kufikia angalao ile standard (sijasema maximal) utilization of their potential.
     
  19. M

    Mswahili Old Acc JF-Expert Member

    #19
    Dec 21, 2007
    Joined: Sep 27, 2006
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    Matokeo yanaonesha watu wa Kilimanjaro wamefeli sana huu ni ushahidi kuwa ni watu mabwege tu wanabebwa na Mramba. pia inathibitisha kuwa Mbowe nae kafeli hapo Hull.
    maana hata Balile aliyekuwa akimuandikia course work kamkimbia.
    watu wa Kilimanjaro ni pumba tupu mwanakijiji upo?
    Kilimajaro Zero!!!!!.
     
  20. K

    Kithuku JF-Expert Member

    #20
    Dec 22, 2007
    Joined: Nov 19, 2006
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    Mambo kama haya ndio yanawafanya waseme bora wakati wa ukoloni, jambo ambalo mimi nawaambia wamekosea "diagnosis" (yaani chanzo cha tatizo). Inawapasa kufikiri mbali zaidi ya ukoloni, wajiulize nini kinawawezesha wengine ku-"survive" ingawa sote changamoto zetu ni zilezile? Wajua mtu aliyezoea kushinda siku akija kushindwa huwa inamuuma sana, na aweza kutafuta visingizio vingi sana kuelezea hali hiyo.
     
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