Elimu Kenya: Mwalimu mkuu wa S/M lazima awe na degree

mwaswast

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May 12, 2014
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Mbona kawaida kabisa
Walimu wa sekondari, tena wa kawaida tu siku hizi wana masters,
Na hata Headmasters wote kwenye shule nilizosoma walikuwa na Masters,
Sasa kama nyie ndio mnaanza Leo basi mmechelewa!
Hahahaha
 

joto la jiwe

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Sep 4, 2017
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Hapa watakwepa na kupita kimya kimya. Geza Ulole taraatibu ya elimu Tanzania iko vipi?
Tatizo ni kwamba wakenya wengi hawaijui Tanzania, hii ni kutokana na ukweli kwamba wakenya wanapenda sana kuandika na kutangaza sana mambo yao ya ndani, kwa hiyo ni rahisi sana kupata taarifa na kujua kinachoendelea Kenya kuliko Tanzania.
Hili la walimu wenye degree kufundisha Primary Schools, Tanzania lilianza muda mrefu sana, kilichotokea ni kwamba, waalimu wengi wa primary schools walitaka kuachana na kufundisha shule za primary kwa hiyo walienda kusoma degree ili waweze kufundisha secondary schools, walipomaliza walirudi kufundisha primary wakiwa wanasubiri kuhamishiwa Secondary schools, idadi ilizidi kuwa kubwa na serikali ikasema waendelee kuwa waalimu wa primary schools lakini walipwe mshahara wa secondary schools, wapo huko wengi tu
 

joto la jiwe

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Sep 4, 2017
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Tatizo kwetu ni kuwa sekta ya elimu na afya havijapewa uwekezaji wa kutosha. Fikiria graduate umpeleke Ikwiriri huko hakuna nyumba ya kufikia, umeme wala maji kwa mshahara wa laki tano si bora akafundishe au kutibu private
Kwa hili ninaomba kutofautiana na wewe, kwani huko vijijini hakuna watanzania wanaohitaji huduma ya daktari bingwa?, au mtu akishakuwa na elimu kubwa hapaswi tena kuwahudumia watu na sehemu alikozaliwa na kukulia?, hivi kama wewe umezaliwa na kusoma kijijini, leo unaona aibu kurudi na kuwafundisha watoto wa kaka na dada zako kule kweni eti kwa sababu una degree na kijijini kwenu hakuna tena hadhi ya wewe kuishi huko?, mwalimu Nyerere aliwahi kusema..hii elimu yenye mawazo ya kikoloni inawaandaa vijana wetu kuwakimbia wazazi wao badala ya kurudi kwenda kuwasaidia
 

Kafrican

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Jan 26, 2015
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hoo sijui sisi tuliweka degree kitambo, hoo sijui nini, watu wengine ukiwaacha waongee watajikuza utadhani wako mbali sana,
Tuangalia data si kushabikia tu bila ushahidi,


http://www.twaweza.org/uploads/files/2013 Annual Report Final Web version.pdf

2013 report

Wanafunzi wa Tz hata wawashindi wanafunzi wa Kenya kwa kiswahili cha darasaani

swahili.jpg



Wanafunzi wa Kenya maskini wanaosomea vibandani na mabatini hawana tofauti kubwa na wanafunzi matajiri , (ile laptop roject ingefanyikiwa ingeondoa hio gap kabisa!!) infact, wanafunzi maskini Kenya wanaperform same level na wanafunzi Tajiri wa Tz
poor rich.jpg



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Overaals, Tanzania na Kenya zimeshikana kwa hisabati
overaaal.jpg




Alafu mnataka kutuambia eti walimu wenu huk Tz wako na degree? degree gani hizo mbona hazi reflect kwa majibu ya wanafunzi, Huku Kenya walimu wengi haswa shule ambazo si national waako na diploma au higher diploma, lakini huwaaaaa wako na more than 10years experience, akumbuka ile shule niliyofanya KCSE, n mwalimu mmoja pekee ndo alikua na degree(English lierature)





Uwezo report 2015 -most recent

http://www.twaweza.org/uploads/files/Uwezo_EA_Report-EN-FINAL(1).pdf
 

Kafrican

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Jan 26, 2015
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2015 report

Are our children learning? Literacy and numeracy across East Africa
6 Jun 2015 | Uwezo


Many children across East Africa are not learning basic literacy and numeracy skills. Only two out of ten pupils (20%) in the third year of primary school can read and do basic mathematics at Standard (or Grade) 2 level. By the time they reach the last year of primary school, one out of four East African children (24%) still have not acquired these skills.

These findings were released by Uwezo, a program of Twaweza, in a report entitled Are our children learning? Literacy and numeracy across East Africa. Data on learning outcomes, school conditions and households were collected in 2013 in every district across the region through citizen-led householdbased assessments. Learning outcomes are assessed among children aged 6 to 16 through tests set at Standard (or Grade) 2 level.



When considering all children aged 10 to 16, whether in or out of school, results are also poor. In Kenya 64% passed both one literacy and a numeracy test, in Tanzania 48% and in Uganda 36%. This means that, even in Kenya, the best performing country, less than 7 out of 10 of all children (aged 10-16) have mastered Grade 2 literacy and numeracy skills.





The best performing district in East Africa is Mbeya Urban in Tanzania. However the rest of the top ten is populated by Kenyan districts, which dominate the upper ranks. Tanzanian districts tend to fall in the middle ranks and Uganda districts are consistently ranked near the bottom. The best performing Ugandan district is ranked 82 in the region. Seven out of the bottom ten places are taken up by Ugandan districts.

Wealth also appears to influence learning outcomes: in all three countries, there are large gaps between different wealth groups.

  • In Kenya, seven out of ten pupils aged 10 to 16 (70%) in non-poor households, and four out of ten pupils (44%) in ultra poor households passed one literacy and numeracy test
  • In Tanzania, just under six out of ten pupils aged 10 to 16 (55%) in non-poor households, and four out of ten pupils (39%) in ultra poor households passed one literacy and numeracy test
  • In Uganda, four out of ten pupils aged 10 to 16 (42%) in non-poor households, and two out of ten pupils (24%) in ultra poor households passed one literacy and numeracy test
  • Despite the larger disparities in Kenya, ultra poor households in the country still, on average, perform better than non-poor households in Uganda.
The report also shows that learning outcomes have stagnated since Uwezo began collecting data in 2009/2010. East African children continue to face a crisis in the education system with no significant changes in learning outcomes over the last four years (up to 2013). Enrollment trends are similarly unmoving but have been high since the introduction of universal primary education in the three countries.



Uwezo metrics are used to assess progress against the Education for All goals. These goals were agreed with a 15-year timeframe in 2000 and cover both access to and quality of education. Overall, there are no significant changes in any of the metrics used to assess the goals in the four years that Uwezo data have been collected. However, enrolment is high with all three countries having over 90% enrolment rates. Similarly gender parity has been achieved in the three countries in terms of access and quality. There are no marked differences in access to schooling between boys and girls. Sadly boys and girls perform equally poorly in terms of learning outcomes. However these are national averages and so conceal geographical variation. Similarly, they do not consider any gender differences in primary school completion or secondary school enrolment.

http://www.twaweza.org/uploads/files/Uwezo_EA_Report-EN-FINAL(1).pdf
 

joto la jiwe

JF-Expert Member
Sep 4, 2017
18,520
2,000
hoo sijui sisi tuliweka degree kitambo, hoo sijui nini, watu wengine ukiwaacha waongee watajikuza utadhani wako mbali sana,
Tuangalia data si kushabikia tu bila ushahidi,


http://www.twaweza.org/uploads/files/2013 Annual Report Final Web version.pdf

2013 report

Wanafunzi wa Tz hata wawashindi wanafunzi wa Kenya kwa kiswahili cha darasaani

View attachment 645266


Wanafunzi wa Kenya maskini wanaosomea vibandani na mabatini hawana tofauti kubwa na wanafunzi matajiri , (ile laptop roject ingefanyikiwa ingeondoa hio gap kabisa!!) infact, wanafunzi maskini Kenya wanaperform same level na wanafunzi Tajiri wa Tz
View attachment 645267


View attachment 645268



Overaals, Tanzania na Kenya zimeshikana kwa hisabati
View attachment 645269



Alafu mnataka kutuambia eti walimu wenu huk Tz wako na degree? degree gani hizo mbona hazi reflect kwa majibu ya wanafunzi, Huku Kenya walimu wengi haswa shule ambazo si national waako na diploma au higher diploma, lakini huwaaaaa wako na more than 10years experience, akumbuka ile shule niliyofanya KCSE, n mwalimu mmoja pekee ndo alikua na degree(English lierature)





Uwezo report 2015 -most recent

http://www.twaweza.org/uploads/files/Uwezo_EA_Report-EN-FINAL(1).pdf
Wewe ni kichaa nilishakuambia, issue ni walimu wenye degree au ni perfomance?, lete data zinazoonyesha kwamba hakuna mwalimu mwenye degree ktk primary schools za Tanzania, kwani perfomance ya wanafunzi inategemea waalimu pekee?.. tatizo umepanic sana kuona nchi lenu linadidimia kila sectors umeanza kupiga kelele hovyo mitandaoni, na bado mtaisoma namba zaidi.
 

Kafrican

JF-Expert Member
Jan 26, 2015
6,314
2,000
Wewe ni kichaa nilishakuambia, issue ni walimu wenye degree au ni perfomance?, lete data zinazoonyesha kwamba hakuna mwalimu mwenye degree ktk primary schools za Tanzania, kwani perfomance ya wanafunzi inategemea waalimu pekee?.. tatizo umepanic sana kuona nchi lenu linadidimia kila sectors umeanza kupiga kelele hovyo mitandaoni, na bado mtaisoma namba zaidi.
Mtu mwenye degree anafaa awe na more to offer than mtu mwenye hana degree, and it there is no better performance then why even bother on forcing teachers to have degrees kama walimu wa diploma wanatoa better performers kuliko walimu wa degree
 

Kafrican

JF-Expert Member
Jan 26, 2015
6,314
2,000

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