Mzee Mwanakijiji
Platinum Member
- Mar 10, 2006
- 33,478
- 39,997
Ni kana kwamba watu hawataki kuamini kile ambacho wanakiona na wamekiona kwa macho yao kwa muda mrefu. Kuanzia kwenye kilimo, maji, afya, nishati, utalii, mifugo mpaka kwenye elimu -na kila kitu katikati- tunaona jinsi tulivyo nyuma kulinganisha na uwezo (potential ) yetu. Cha kushangaza kila siku tunawalilja watu walewale waje na mipango mingine au sera nyngine za mambo ambayo yametubitika kuwa yamewashinda. Kwanini tunamini leo kuwa chama kilekile kilichoshindwa kinaweza kuja na suluhisho bora? Kwa nini vigumu kwa viongozi wa upinzani, wasomi na wanaharakati kusema kilicho dhahiri kuwa SERA ZA CCM NI JANGA KUU LA TAIFA? Tunajisikia vibaya kufanya hivyo au hatupendi wao wajisikie vibaya?
SERA YA AFYA 2003: Malengo ya sera hii ambayo ilichorwa karibu miaka 10 nyuma yako hivi:
2.4 Policy Objectives
The objectives of the Policy are to:
2.4.1 Reduce the burden of disease, maternal and infant mortality and increase life expectancy through the provision of adequate and equitable maternal and child health services, facilitate the promotion of environmental health and sanitation,
promotion of adequate nutrition, control of communicable diseases and treatment of common conditions.
2.4.2 Ensure the availability of drugs, reagents and medical supplies and infrastructures.
2.4.3 Ensure that the health services are available and accessible to all the people in the country (urban and rural areas).
2.4.4 Train and make available competent and adequate number of health staff to manage health services with gender perspective at all levels. Capacity building of human resource at all levels in management and health services provision will be addressed.
2.4.5 Sensitize the community on common preventable health problems, and improve the capabilities at all levels of society to assess and analyse problems and design appropriate action through genuine community involvement.
2.4.6 Promote awareness among Government employees and the community at large that, health problems can only be adequately solved through multisectoral cooperation involving such sectors as Education, Agriculture, Water, Private Sector including Non Governmental Organization, Civil Society and Central Ministries, as Regional Administration and Local Government, and Community Development, Gender and Children.
2.4.7 Create awareness through family health promotion that the responsibility for ones health rests in the individuals as an integral part of the family, community and nation.
2.4.8 Promote and sustain public-private partnership in the delivery of health services.
2.4.9 Promote traditional medicine and alternative healing system and regulate the practice.
Ni yapi kati ya malengo hayo ambayo miaka kumi baadaye tunaweza kusema yamefikiwa kwa kiasi cha kutosha?
SEKTA YA ELIMU
Rakesh na wenzake waliandika mojawapo ya nyaraka muhimu kuelezea hali ya elimu nchini. Sehemu yake inazungumzia suala la mitihani lilivyo na kwanini sera hii haieleweki na haina malengo ya kuboresha elimu:
3.4 Policy challenge four: measuring success
In Tanzania, when all is said and done, educational success in primary and secondary education is measured in terms of examination results. Graduates are categorized into two camps ‘wamepasi' and ‘wamefeli'. Seven years of primary or four years of secondary education is judged on the basis of one set of one-time examinations. The past Minister for Education, Hon. Joseph Mungai, used every opportunity to point out that pass rates in the Primary School Leaving Examinations (PSLE) had increased from about 22% to 50% under PEDP, and this was clear proof that the quality of education had improved.
What do these examinations look like, and what do they measure? My colleagues and I had a careful look at the PSLE last year. The examinations are multiple-choice, and in large part measure regurgitation of facts. Even the English and Swahili language PSLE do not require students to write a single sentence! In large part they do not measure analytical or problem
solving skills. They do not measure the outcomes or capabilities as described above. The increased pressure to perform has meant that teachers teach to enable students to pass the exams, ‘cramming' to remember things that are not likely to help one much and which will be forgotten shortly after the examinations anyway. The constituent parts of the final examination
scores have also been changed, such that the Swahili language score (in which Tanzanian students do best) count for more, and the overall performance score improves, when in fact there may no actual improvement. Our calculations suggest that it is possible for primary school leavers to pass Swahili and fail everything else and still score above the overall pass rate for the
primary examinations.
The risks here are great: that we distort learning objectives to focus on aspects that are not the skills and capabilities we desperately need, and that we lull ourselves into believing we are doing much better when in fact we are not. No wonder that a common concern of teachers of tertiary education is that their students lack basic competencies, and that the number one complaint of employers in Tanzania is not red tape or corruption or infrastructure but the lack of human resources – despite improved pass rates.
If examinations is what ‘counts'; examinations should count what matters. We recommend that
examinations policy and structure should be significantly revised. First, the possibilities of using continual assessment should be explored and introduced. The terminal examinations should count for only part of the final result. Second, the assessment should measure the capabilities and skills we need. These include complex comprehension, analysis, problem-solving, creativity,
and writing. Third, the constituent part of the final scores should reflect an appropriate balance of what a well-rounded competencies required by all students.
SERA YA AFYA 2003: Malengo ya sera hii ambayo ilichorwa karibu miaka 10 nyuma yako hivi:
2.4 Policy Objectives
The objectives of the Policy are to:
2.4.1 Reduce the burden of disease, maternal and infant mortality and increase life expectancy through the provision of adequate and equitable maternal and child health services, facilitate the promotion of environmental health and sanitation,
promotion of adequate nutrition, control of communicable diseases and treatment of common conditions.
2.4.2 Ensure the availability of drugs, reagents and medical supplies and infrastructures.
2.4.3 Ensure that the health services are available and accessible to all the people in the country (urban and rural areas).
2.4.4 Train and make available competent and adequate number of health staff to manage health services with gender perspective at all levels. Capacity building of human resource at all levels in management and health services provision will be addressed.
2.4.5 Sensitize the community on common preventable health problems, and improve the capabilities at all levels of society to assess and analyse problems and design appropriate action through genuine community involvement.
2.4.6 Promote awareness among Government employees and the community at large that, health problems can only be adequately solved through multisectoral cooperation involving such sectors as Education, Agriculture, Water, Private Sector including Non Governmental Organization, Civil Society and Central Ministries, as Regional Administration and Local Government, and Community Development, Gender and Children.
2.4.7 Create awareness through family health promotion that the responsibility for ones health rests in the individuals as an integral part of the family, community and nation.
2.4.8 Promote and sustain public-private partnership in the delivery of health services.
2.4.9 Promote traditional medicine and alternative healing system and regulate the practice.
Ni yapi kati ya malengo hayo ambayo miaka kumi baadaye tunaweza kusema yamefikiwa kwa kiasi cha kutosha?
SEKTA YA ELIMU
Rakesh na wenzake waliandika mojawapo ya nyaraka muhimu kuelezea hali ya elimu nchini. Sehemu yake inazungumzia suala la mitihani lilivyo na kwanini sera hii haieleweki na haina malengo ya kuboresha elimu:
3.4 Policy challenge four: measuring success
In Tanzania, when all is said and done, educational success in primary and secondary education is measured in terms of examination results. Graduates are categorized into two camps ‘wamepasi' and ‘wamefeli'. Seven years of primary or four years of secondary education is judged on the basis of one set of one-time examinations. The past Minister for Education, Hon. Joseph Mungai, used every opportunity to point out that pass rates in the Primary School Leaving Examinations (PSLE) had increased from about 22% to 50% under PEDP, and this was clear proof that the quality of education had improved.
What do these examinations look like, and what do they measure? My colleagues and I had a careful look at the PSLE last year. The examinations are multiple-choice, and in large part measure regurgitation of facts. Even the English and Swahili language PSLE do not require students to write a single sentence! In large part they do not measure analytical or problem
solving skills. They do not measure the outcomes or capabilities as described above. The increased pressure to perform has meant that teachers teach to enable students to pass the exams, ‘cramming' to remember things that are not likely to help one much and which will be forgotten shortly after the examinations anyway. The constituent parts of the final examination
scores have also been changed, such that the Swahili language score (in which Tanzanian students do best) count for more, and the overall performance score improves, when in fact there may no actual improvement. Our calculations suggest that it is possible for primary school leavers to pass Swahili and fail everything else and still score above the overall pass rate for the
primary examinations.
The risks here are great: that we distort learning objectives to focus on aspects that are not the skills and capabilities we desperately need, and that we lull ourselves into believing we are doing much better when in fact we are not. No wonder that a common concern of teachers of tertiary education is that their students lack basic competencies, and that the number one complaint of employers in Tanzania is not red tape or corruption or infrastructure but the lack of human resources – despite improved pass rates.
If examinations is what ‘counts'; examinations should count what matters. We recommend that
examinations policy and structure should be significantly revised. First, the possibilities of using continual assessment should be explored and introduced. The terminal examinations should count for only part of the final result. Second, the assessment should measure the capabilities and skills we need. These include complex comprehension, analysis, problem-solving, creativity,
and writing. Third, the constituent part of the final scores should reflect an appropriate balance of what a well-rounded competencies required by all students.
