23% tu ya wanafunzi ndiyo wanamudu lugha ya kiingereza kidato cha kwanza sekondari

[bagamoyo]

Mwanza, Tanzania

Naibu Katibu Mkuu Ofisi ya Rais - Elimu - wizara ya TAMISEMI Dr. Charles Enock Msonde na Dr. Lyabwene Mtahabwa - kamnishna wa elimu kutoka wizara ya elimu wahimiza waalimu wa darasa la kwanza na darasa la tatu shule ya msingi wawe mahiri ktk masomo yao huku vigezo vya lazima kwa waalimu viwe digrii yenye matokeo ya daraja la ufaulu wa juu vya elimu ya juu ya Chuo Kikuu
video : source : millard ayo

Habari hiyo muhimu juu ya yanayojiri katika hatua za kujaribu kuleta Mapinduzi ya elimu yalifahamika katika mkutano wa maafisa elimu wa mikoa na halmashauri kuhusu njia gani zitumike kubadili hali hiyo ya sasa hasa ktk kuwajengea msingi imara wa uwezo wa masomo ya kuhesabu, kuandika, hisabati, lugha ya taifa kiswahili na lugha ya kigeni kwani katika umri huo mdogo wa darasa la kwanza na la tatu katika elimu ya msingi ndiyo itawajengea msingi mzuri wa kielimu kwenda mbele.

N.B
Waalimu wengi wa chekechea na shule za msingi nchi za Scandinavia na Ulaya huwa na elimu za Ph.D na masters ili kuwajenga watoto wadogo vizuri kuelimu

In Finland, teachers are required to have a master's degree, including pedagogical studies and teaching practice. Teacher education is research-based. Added to wide expertise in learning and teaching, teacher qualification includes social, ethical and moral competence

Dar es Salaam (UDSM) official website.

Lyabwene MTAHABWA has been described by University of Dar es Salaam as follows;

B.Ed, University of Dar es Salaam: 1999MA (Education), University of Dar es Salaam: 2001PhD (in Early Childhood Education), University of Hong Kong, Hong Kong : 2007
UDSM’s search for its ‘Alumnus of the Month’ for July 2022 landed on Lyabwene Mtahabwa, an alumnus of the University of Dar es Salaam of the graduating class of 1999, currently serving as Commissioner for Education in the Ministry of Education, Science and Technology headquartered in Dodoma and previously a member of the academic staff in the College of Education at the University of Dodoma.

Lyabwene was born on 25th December, 1966 in Kasota village in Geita. He had his early education at Uyovu Primary School in Shinyanga from 1978 to 1984, from where he proceeded to Lyamungo Secondary School in Moshi (Kilimanjaro region) for ‘O-Level’ (junior secondary) education from 1985 to 1988. In 1989, he entered high school at Musoma Secondary School in Mara region, where he had ‘A-Level’ education until 1991 and obtained his Advanced Certificate of Secondary Education Examination (ACSEE). With an immediate interest in becoming a teacher, in 1992 he applied for a two-year diploma-teacher training opportunity at Marangu TTC in Moshi, qualifying in 1994 as a secondary school teacher. He was posted to Mondo Secondary School, in Dodoma, where he taught for a year until 1995, when he left to undertake a four-year undergraduate training at the University of Dar es Salaam, with Geography and English as teaching subjects at secondary school level. He completed his B.Ed degree programme in 1999 with honours.


Upon leaving university in 1999, Mtahabwa was posted back to Mondo Secondary School in Dodoma, where he taught as a secondary school teacher until September 1999, when he relocated to Tabora Teacher Training College as a tutor. In the meanwhile, Lyabwene had applied for admission into a two-year masters’ degree programme at the University of Dar es Salaam’s Faculty of Education running from October 1999 to March 2001. On successful completion of the programme, he went back to his post at Tabora TTC where he tutored until December 2002. In the period between 2002 and 2003, he also gave a helping hand as a part-time instructor at the Tabora Centre of the Open University of Tanzania (OUT). In January 2003, the University of Dar es Salaam engaged him as an assistant lecturer.

In August 2005 Lyabwene got a scholarship for a graduate study programme at the University of Hong Kong, a programme that led to the PhD award in December 2007. Upon return, he was offered a position as a lecturer in the School of Educational Studies at the University of Dodoma (UDOM). He served in this position from 2008 to June 2012, when he was subsequently promoted to senior lecturer. In 2019, he got a government appointment to the position of Commissioner for Education in the Ministry of Education, Science and Technology. As a measure of commitment, Dr. Mtahabwa has previously been trusted with management and administrative tasks, including as Coordinator of Postgraduate Studies at UDOM (2008–2010); Director of Quality Assurance (2010-2018), Acting Principal, College of Education (March to October 2011) and Director of Undergraduate Studies (2017-2019). He also has rendered professional service in a variety of areas, such as Chief Editor of the Journal of Education and Development (JED) at UDOM (from 2008 to 2016) and Associate Editor, JED (from 2016). He has served as a National Consultant for UNICEF Tanzania in the preparation of the Integrated Early Childhood Development (IECD) policy in 2013; Consultant to UNICEF in the preparation of curricular materials in Early Childhood Education (ECE) (September 2015 to April 2016) and also as Consultant to TEN/MET/ANCEFA/Pestalozzi Children’s Fund for a baseline study on rights in early childhood in Tanzania (September 2013–January 2014).

Over the years, Dr. Mtahabwa has developed special study and research interests in disciplinary fields around early childhood, notably in early childhood development policy; early childhood curriculum; early childhood pedagogy; and early childhood teacher education.

He has to his credit a number of publications – journal articles, conference papers and consultancy reports. The more recent include Early childhood care and education in water-scarcity villages in Tanzania: The case of Ng’hong’onha Village, Dodoma. Journal of Education, Humanities and Social Sciences, 7(1), pp. 17–30 (2018); Trends in pre-primary education policy development in Tanzania Journal of Education and Development, 2, Issue 2 (2017); Assessing the current status of early childhood development (ECD) services in Zanzibar, a consultancy report submitted to UNICEF-Tanzania (with Kholowa, 2013); Transition from pre-primary to primary school pedagogy in Tanzania. Journal of Education and Development (JED), 2(1), 106–126 (2012); and Pre-primary education in Tanzania: Observations from urban and rural classrooms. International Journal of Educational Development, 30, pp. 227-235 (with Rao 2010).

 

[Mzalendo Uchwara]

Anayo point ya msingi sana, wataalamu wanasema kuna umri fulani wa mtoto ambapo ni rahisi zaidi kujifunza lugha. Kiingereza kifundishwe na wabobezi kwenye kipindi hicho (chekechea mpaka darasa la tatu)

 

[Covax]

Hata waalimu watanzania 10% hawamudu lugha ya kiingereza itakua je kwa wanafunzi iwe 23% wewe pitia mashuleni usikilize kiingereza cha hao waalimu.

 

[Kahindi95]

Hivi mlishawahi kukaa na kujadiri maslahi ya hawa waalimu?

Mwalimu analipwa 300k per month jumlisha mfumuko wa bei na hali mbaya hii ya maisha mnafikiri huo umahili atautoa wapi?

Mbunge ambaye elimu yake ni darasa la saba analipwa mil 12 na posho za vikao juu, lakini mwalimu mwenye diploma analipwa 400k na mnamuandama huyu mwalimu aongeze ufanisi autoe wapi?

 

[Chaliifrancisco]

Unategemea mtoto kwenye foundation level (shule za msingi) umfundishe kwa kiswahili halafu aje ajue kiingereza kimiujiza ghafla tu.

Mfumo wetu wa elimu ni mbovu haujawahi kuwepo pengine duniani.

 

[a4afrika]

Hiyo 23% labda ni kwa shule za Mijini tu, Vijijini hawafiki hata 0.1%, kimsingi hakuna Form One anayetoka shule za serikali vijijini, na kufika sekondari anajua kingereza, Hayupo.

Wameng'ang'ania Lugha ya watu, Tunaua Elimu.

 

[Ravalomanana]

Hata waalimu watanzania 10% hamudu kugha ya kiingerza itakua je kwa wanafunzi iwe 23% wewe pitia mashuleni usikilize kiingereza cha hao waalimu.

Umahiri wa kiingereza ni tatizo la kitaifa hata kwenye ualimu kuna nafuu sana bcoz kiingereza chao ni chakufundishia but in fluent speaking specifically kwenye maongezi ya kawaida nakubali hawako mahiri but ulishawahi kuwasikia mawaziri wetu wakiongea kiingereza tena wengine wana mpaka PhD

 

[Ravalomanana]

Hiyo 23% labda ni kwa shule za Mijini tu, Vijijini hawafiki hata 0.1%, kimsingi hakuna Form One anayetoka shule za serikali vijijini, na kufika sekondari anajua kingereza, Hayupo.

Wameng'ang'ania Lugha ya watu, Tunaua Elimu.

Usikariri bos sku english medium zipo mpaka vijijini

 

[a4afrika]

Usikariri bos sku english medium zipo mpaka vijijini

Mimi ni Mwalimu.

 

[Mnafiki Wa Kujitegemea]

Unategemea mtoto kwenye foundation level (shule za msingi) umfundishe kwa kiswahili halafu aje ajue kiingereza kimiujiza ghafla tu.

Mfumo wetu wa elimu ni mbovu haujawahi kuwepo pengine duniani.

Ni nani atakaye kubaliana na ukweli huu nje ya moyo wake kati ya walio na dhamana?

 

[Muhumba wa Mukinyaa]

Anayo point ya msingi sana, wataalamu wanasema kuna umri fulani wa mtoto ambapo ni rahisi zaidi kujifunza lugha. Kiingereza kifundishwe na wabobezi kwenye kipindi hicho (chekechea mpaka darasa la tatu)

Ni kweli kabisa,nikiwa bado sijaanza darasa la Kindergarten/vidudu,mimi na dada yangu tulikuwa kipindii tunakaa kwa wazee Dar,then tunaenda kwa Babu Munkinyaa,tunakaa hata miezi mitatu hadi minne..sasa kipindi tukienda kwa babu ile miezi 3 hadi minne (4) tulikuwa tunasahau Kiswahili lakini tunamasta kilugha,kinyaturu..tukirudi Dar hivyo hivyo,baada ya muda kidogo tumesahau Kilugha,tumemasta Kiswahili

Hivyo naunga mkono hoja LUGHA ya Kiingereza watoto wafundishwe ingali wadogo,na waalimu wabobezi bila kusahau uwepo wa nyenzo na miundombinu ya kutosha

 

[Storywriter]

Hivi Kwa nini maafsa elimu wilaya na mkoa Huwa ni wazee tu, kwani vijana hawawezi kuwa viongozi?

Sent from my M10_Max using JamiiForums mobile app

 

[HIMARS]

Serikali ibadilishe mitaala iwe ya Kiingeleza na Kiswahili....

 

[Wakili wa shetani]

Wanatupigia kelele

 

[Numbisa]

Wafundishe kwa kiingereza tangu chekechea wanafunzi wataufahamu lugha vizuri

 

[DR HAYA LAND]

Huwezi ukasoma shule za Tz Hadi chuo kikuu ukaelewa kingereza kwa ufasaha , sisi baadhi yetu tulisoma Uganda ndo tumeweza kidogo kuongea kimalkia

 

[DR HAYA LAND]

Walimu wapo kwanza?

Wafundishe kwa kiingereza tangu chekechea wanafunzi wataufahamu lugha vizuri

 

[Numbisa]

Watatoa ajira mpya

Walimu wapo kwanza?

 

[KAPILIGI]

hapo kwenye “NB”, tutume kamati iende huko, walipiwe VIP class tiketi za ndege waje na mapendekezo namna ya kulitekeleza suala hilo. Elimu ni muhimu kwa maendeleo ya taifa. 😃😃

 

[Uzima Tele]

Hiyo 23% labda ni kwa shule za Mijini tu, Vijijini hawafiki hata 0.1%, kimsingi hakuna Form One anayetoka shule za serikali vijijini, na kufika sekondari anajua kingereza, Hayupo.

Wameng'ang'ania Lugha ya watu, Tunaua Elimu.

Hakika ndivyo ilivyo...

Tatizo ni mfumo mzima wa elimu yetu unaobebwa na msingi wa lugha..

Nenda shule zetu za sekondari iwe za mjini au vijijini, ambako tunaambiwa lugha ya kufundishia ni Kiingereza, lakini cha ajabu ni kuwa language competence ya walimu hawa kwa zaidi ya 90% iko below average.

Yaani kwa lugha rahisi na ya moja kwa moja ni kuwa, walimu hawa hawamudu kabisa lugha ya kiingereza kiasi cha kupewa nafasi ya kufundisha wengine na wengi wa walimu hawa eti ni university graduates..

Na maana yake ni kuwa tatizo hili lipo kuanzia huku chini kwenye grassroots (kindergarten & primary school levels) mpaka huko University level...

Na huko kindergarten & primary school level, hakuna walimu competent wa lugha ya lugha ya kiingereza...!!