Elimu ya Tz

[kotinkarwak]

Bro,i have completed form four last year and my results show that i scored III-24 and among five who espect to join A-level,i'm the only an artist who i seem to be thought by NECTA.Bro,the problem is that,i have not balanced.

My results are as shown below;Civ-C,His-A,Kis&Geo-D,Eng-C,Bio-D,Maths-F.The posts are nearby to be anounced and i have great enthusiasm to join F5 in gvt schools b'se i have no money to do otherwise.Bro,i am a father,i am a mother as well as a student.Tell me my brother b'se you tend to be an expert with these issues.Shall i be taken to join? I am totally confused,a son of late Mr Juma.My mother is still alive but now is getting older and older with no money to support me,her only son.Tell me my bro!

I am no expert but an avid follower of education matters as my interests lie in education.
I can see your results are encouraging and a foundation that can be bettered through further education. You have mentioned that you are an artist, please elaborate that further, which are of arts are you interested in?
Your situation does also raise concern of those who may be dependant on you. Remember, this will grow with time if you still have siblings your than you. Should you aim for F5, Yes indeed, but you might find that govt schools may offer you the break from worrying about school fees.

Where should you take your education? What path:-
Well you still in early years and not sure if you have decided which career path will suit your interests, but anything you do from now on should be viewed as a building block, make sure that you spend as much time (free or not) in enhancing your education alongside the responsibilities you may already have. F5 & F6 are two years that are aimed to shape you into a given career, this time should be spent wisely, and I know you understand what I mean by that.

You need to believe in your strengths and build on them, as a strategy, make the next five years your goal to achieve a level of learning ( I deliberately chose the word) that will set you up to a chosen career, you need to know say If your interest is in music production, what are all the facets of the production, which one you best suited in and the like, don't wait until you finish F6 and start asking "What should I do now!".

Be brave and be bold, keep the learning fire burning and wish you all the best in that regard.

Kotin

 

[Hussein J Mahenga]

Should you aim for F5, Yes indeed, but you might find that govt schools may offer you the break from worrying about school fees.

what should i do to get those schools you talk about?

 

[kotinkarwak]

I assume the selection criteria depends on what your score is as well as the choices you made for F5.

 

[Hussein J Mahenga]

I assume the selection criteria depends on what your score is as well as the choices you made for F5.

Thanks my brother,might i have ur contacts? You are my real frnd b'se you've shown me a great hospitality! I want to contact you as soon as possible.I also have registered wth facebook as Juma Hussein,what about you?

 

[kotinkarwak]

You can always private message me here on JF, If the topic to discuss can benefit other users, we can always summarize it in this thread. I am a believer in that you create value to a forum thread by allowing it to be complete, I know JF as is now loses a lot of great threads amidst all those posted daily and is a shame that there's not a better way to keep valuable threads always available, know that we can't sticky all threads but just my 2cents....

 

[mtafungwa]

Ndg Kotinkarwack,

I agree with you that the level of investment in education is too low even to imagine, judging from, for example, how much teachers earn annually, quality of school buildings, and other resources needed for effective teaching and learning. It needs to be increased substantially. The teacher in a public school should be amongst the best paid professionals in the country. This, among many other things, will restore the teacher’s long lost dignity and many qualified and committed individuals will vie for the teaching post. There will be competition for this green pasture, which will allow for the best applicants to be selected for the job. But this increase in the level of investment in education should go hand in hand with the following:


1. Basic education—from primary to secondary school (form six)—should be provided and regulated by the state. If it is necessary that a private organisation (e.g., a religious one) should establish and run a school, such a school should not be run on commercial basis, and its budgets should be sufficiently subsidized by the government. The tax base should be broadened as you say to allow the government to have enough funds to support education. Also, the mechanisms for channelling money to schools should be reviewed—a lot of money (nearly 95%) often gets lost on its way to schools. The private sector, however, should be allowed to continue to participate in the provision of higher education.

2. There must be a single model for all primary school physical structures (e.g., buildings and their configurations) and another model for all secondary school structures. The current ward school structures should be wiped off the map of Tanzania—we should be preparing kids in the most modern way, although most of our kids come from rural areas. Using the uniform model, each school should reflect a number of characteristics seen in the real modern life—resourced classrooms, modern toilets, running water, electricity, computer networks, resourced play grounds, etc etc. In connection to this, it should be noted that the school’s physical environment, particularly a rich one, has important implications, including transforming kids’ world views. This has further implications for their general life visions.

3. The language policy must be reviewed. Currently, both English and Swahili are said to be media of instruction. There must be only one medium of instruction from nursery school to the highest level of education. Other strategically selected languages must also be learned with compulsion. Two languages, when used together as media of instruction, cause confusion and seriously limit students’ competence in either of the languages, which, as a consequence, grossly impedes learning. I propose that the language of instruction be Kiswahili. English can be given emphasis throughout schooling because we need it for international interactions but as evidence has shown, it is not the right language for knowledge acquisition. It has so far caused havoc in the entire education system. Once the language policy has been made clear, it should be enforced in the entire educational system—private and public.

4. It should be a scandal for a child to complete standard one without having the competences stated in the curriculum or goals of education. Legal action should be applied to such cases. In each school, special teachers must be hired and well paid specially for turning the little kids in standard one and two into individuals with laudable literacy and numeracy competences. This is the most crucial stage at which kids build up foundations for their future academic and professional learning as well as life itself. Once these foundations are established, pupils should be exposed to requisite skills and knowledge, which should be easer and more successful, given the firm foundations that will be in existence. Here, too, you need teachers with the right competences and commitment—who are also well paid, responsible and accountable.

5. Institutions that regulate education should be reformed or adjusted. For example, the institute of education can be merged with the National Examinations Council and the inspectorate unit, to increase efficiency and reduce unnecessary personnel/ghost workers. There should be one institute or department with highly skilled and committed personnel for regulating texts and guides used in schools, evaluating the implementation of the curricular and inspecting developments in schools. The staff should be smaller but well equipped with information technological skills—and well paid, of course.

6. This regulatory authority should have strong branches in each of the five zones of the country—south, north, west, east and central. These branches should be electronically networked and electronically linked to their HQ in Dar es Salaam. This will solve a lot of logistical problems, increase transparency, and reduce or wipe out corruption.

What are your reactions to these views?

 

[kotinkarwak]

Ndg Kotinkarwack,

I agree with you that the level of investment in education is too low even to imagine, judging from, for example, how much teachers earn annually, quality of school buildings, and other resources needed for effective teaching and learning. It needs to be increased substantially. The teacher in a public school should be amongst the best paid professionals in the country. This, among many other things, will restore the teacher's long lost dignity and many qualified and committed individuals will vie for the teaching post. There will be competition for this green pasture, which will allow for the best applicants to be selected for the job. But this increase in the level of investment in education should go hand in hand with the following:


Good pay doesn't have to be the only goal for those entering the teaching profession, it is however a good incentive to be awarded a right pay for the crucial work they do.
Our brief life on earth is in most part spent under the care of two main professions, Teaching and Medical. These two hold the key for our survival in one way or another hence a respect for that needs to be part and parcel of our day to day activities.
The investment should not simply be a governmental responsibility, as stakeholders of the future of the nation we all have responsibility to ensure this is achieved. The govt on one hand collect taxes to meet such needs hence their showing of an effort to meet such needs can spur others to do the same. In an earlier post I questioned the "desks photo opportunity" being shown by the telephone industry sector whilst they fail to pay the required taxes to the govt.

1. Basic education-from primary to secondary school (form six)-should be provided and regulated by the state. If it is necessary that a private organisation (e.g., a religious one) should establish and run a school, such a school should not be run on commercial basis, and its budgets should be sufficiently subsidized by the government. The tax base should be broadened as you say to allow the government to have enough funds to support education. Also, the mechanisms for channelling money to schools should be reviewed-a lot of money (nearly 95%) often gets lost on its way to schools. The private sector, however, should be allowed to continue to participate in the provision of higher education.

Regulation is required for both the public and private sector. I would not go as far as rule out the contribution a viable private sector plays in provision of education. It may be there to create opportunities say to follow certain career paths but crucially, will create a competitive spirit in the education sector itself.
The question about how much they charge is another thing all together, but we should not deny the investors in the sector to operate a viable business.
Duplicity in the management of education on the part of the government is what I can blame on the loss of the many billions through shoddy management. Ghost workers have become part and parcel of the living organization and efforts to bring this to an end still elude the govt.


2. There must be a single model for all primary school physical structures (e.g., buildings and their configurations) and another model for all secondary school structures. The current ward school structures should be wiped off the map of Tanzania-we should be preparing kids in the most modern way, although most of our kids come from rural areas. Using the uniform model, each school should reflect a number of characteristics seen in the real modern life-resourced classrooms, modern toilets, running water, electricity, computer networks, resourced play grounds, etc etc. In connection to this, it should be noted that the school's physical environment, particularly a rich one, has important implications, including transforming kids' world views. This has further implications for their general life visions.

3. The language policy must be reviewed. Currently, both English and Swahili are said to be media of instruction. There must be only one medium of instruction from nursery school to the highest level of education. Other strategically selected languages must also be learned with compulsion. Two languages, when used together as media of instruction, cause confusion and seriously limit students' competence in either of the languages, which, as a consequence, grossly impedes learning. I propose that the language of instruction be Kiswahili. English can be given emphasis throughout schooling because we need it for international interactions but as evidence has shown, it is not the right language for knowledge acquisition. It has so far caused havoc in the entire education system. Once the language policy has been made clear, it should be enforced in the entire educational system-private and public.


I will disagree on this language issue, As a nation we speak Swahili as a first language, but that does not necessarily translate to an easier transition into education where technical terms and notations may be lucking in the language. How would you teach science subjects using swahili, and how will that be usable later in life when one is seeking further education (most probably in English medium universities).
In Sweden, early learning age students are moved into speaking multiple languages and thrive very well, It is only in the UK and US were out of their stubbornness' they stick to only speaking a single language (not that well either). The issue here is the foundation that is used to cement the language at these early stages as a basis for a better comprehension at later stages.
The prevailing joke of Kanumba Schools demean the efforts our children are making to understand and converse in this foreign language, I think after several years, the "yes...but....yes...no" will have matured into intelligent conversations.


4. It should be a scandal for a child to complete standard one without having the competences stated in the curriculum or goals of education. Legal action should be applied to such cases. In each school, special teachers must be hired and well paid specially for turning the little kids in standard one and two into individuals with laudable literacy and numeracy competences. This is the most crucial stage at which kids build up foundations for their future academic and professional learning as well as life itself. Once these foundations are established, pupils should be exposed to requisite skills and knowledge, which should be easer and more successful, given the firm foundations that will be in existence. Here, too, you need teachers with the right competences and commitment-who are also well paid, responsible and accountable.

The free school program did bring this about; we strived to hit the big numbers on enrollment without putting in place the requisite environment to meet that challenge. I don't think it is right to marshal students into next level of education just because the calendar says so, but should be a result of performance.
The emphasis of enrollment numbers and luck of options of learning will kill this universal dream of educating the population. Students strive to complete primary schools, move into secondary school, but beyond that, what next for the majority who don't qualify to pursue further education? What happened to the technical colleges, are the numbers enough to absorb the many millions?

5. Institutions that regulate education should be reformed or adjusted. For example, the institute of education can be merged with the National Examinations Council and the inspectorate unit, to increase efficiency and reduce unnecessary personnel/ghost workers. There should be one institute or department with highly skilled and committed personnel for regulating texts and guides used in schools, evaluating the implementation of the curricular and inspecting developments in schools. The staff should be smaller but well equipped with information technological skills-and well paid, of course.

This is a very thorny issue that I assume will be met with outright refusal. Reforms are needed and merging of functions that perform similar tasks is crucial in streamlining the operations. If this can somehow be achieved, it will go along way in improving management, which in turn can benefit the service delivery.
Accountability is key, and this need to be moved towards the top of their requirements.


6. This regulatory authority should have strong branches in each of the five zones of the country-south, north, west, east and central. These branches should be electronically networked and electronically linked to their HQ in Dar es Salaam. This will solve a lot of logistical problems, increase transparency, and reduce or wipe out corruption.

What is actually the current structure of management? Staring from the ministry level, how is responsibility broken down upto the teacher level?

What are your reactions to these views?

Comments inserted in main message

 

[mtafungwa]

Comments inserted in main message

Kotinkarwack,

Your comments are interesting and elaborate but let me "counter-comment" on some of the raised issues.

The issue of who should finance basic education, in my view, requires a more serious consideration. I still think that the state should do all or most of the job and be easily held responsible when there is ineffectiveness in the education system. Of course, exceptions can be looked at accordingly. The risks of commercialising basic education are obvious, as can be clearly seen in Tanzania today. The state should do the financing in an environment in which the education system has been adjusted and given all the necessary means and teeth to do its job more efficiently. Private investors can find their opportunities in the areas of higher learning such as universities and technical colleges.

You disagree on the language issue-that Swahili should be used as the only medium of instruction in the entire education system. You argue that it is not a viable language-it is insufficient for teaching, for example, physical sciences. The response to this is that Swahili has been developed to a level sufficient enough to be used as a language for scientific and technological communication-be it in the classroom, in a university lab, or at a scientific research centre. You can visit the Institute of Kiswahili Studies (IKS) at the University of Dar es Salaam and have a look at the excellent job done by our linguists. It's amazing! I've visited them a number of times and have seen their publications. In short, the language/linguistic resources are there and will be surely further developed when the language is fully in use in education.

In Sweden, you say, kids are exposed to multiple languages at their tender age. That's true. The same thing applies to other Scandinavian/Nordic countries, the best example being Finland. But there is one thing common in all these countries: their native languages (Swedish, Finnish, Danish, and Norwegian) receive first priority and are languages of instruction from nursery to university and everywhere. Other languages, such as English, German, or Spanish, even Chinese nowadays, are learned for purposes of strategic international interactions and communication, including being able to study abroad, where, for example, English is used. Anywhere in the world, the best medium of instruction in schools and post-school institutions of education is the language best known among its users, language that is sufficient in terms e.g., of its lexis and grammar, language that can be learned easily and quickly. Swahili qualifies on all these benchmarks. We can learn from Sweden, for example, on how to expose children to multiple languages right from primary school. Knowledge of other international languages, particularly English and Chinese, is crucial for reasons that also apply to the Nordic region.

Moreover, you think "after several years, the ‘yes…but…no' will have matured into intelligent conversation". Your optimism is questionable. Current conditions that affect learning in our educational system, including those affecting teaching of the English language, stand to contradict your optimism. Fundamental changes are necessary for our children to have capacity for "intelligent conversation". Also, have a look at the thread: Tutaachana lini na lugha ya kiingereza? There is an interesting conversation on this issue-you can also comment on some of the views and do so in Swahili (to some, as you know, English is a disgusting language!)

Having said this, I am aware that the developments on the broader East African Community scale have important implications for education in Tanzania. It is somewhat difficult to imagine how language issues will be incorporated into the process of harmonising education in the East African region. Swahili could be used in the entire East African Community as a language for teaching/learning. Other important languages-African, European, Asian-could also be learned and given emphasis accordingly.

 

[kotinkarwak]

Kotinkarwack,

Your comments are interesting and elaborate but let me “counter-comment” on some of the raised issues.

The issue of who should finance basic education, in my view, requires a more serious consideration. I still think that the state should do all or most of the job and be easily held responsible when there is ineffectiveness in the education system. Of course, exceptions can be looked at accordingly. The risks of commercialising basic education are obvious, as can be clearly seen in Tanzania today. The state should do the financing in an environment in which the education system has been adjusted and given all the necessary means and teeth to do its job more efficiently. Private investors can find their opportunities in the areas of higher learning such as universities and technical colleges.
A developing country be it that it is endowed with masses of natural resources yet to be explored and those that are explored are on very dubious terms still need a thriving private sector be in just to inject a level of competition to the whole game. I understand that it is said that we are a very wealthy nation, but the reality on the ground is that sisi masikini wa kutupa. Relying on a government whose many priorities does require gazillions to implement may not meet the immediate need of the next generation. I could ask are the priorities in order?
I would still welcome the private sector taking that mantle in education, our neighbouring nations are doing this successfully but the difference they do have is a clearer comparison to what the delivery of education as performed by the government and those by the private sector can be measured in money terms.

Could I pose a question: How much does the government spend per pupil in the primary and secondary stages of education per annum? I will assume they do actually have a figure on this for we can see from such figures on whether the nation can afford to provide the adequate eduation (value for money).

When we hear of teachers and other teaching personnel not receiving their dues, it makes one wonder whether this is done deliberately or there is an actual shortage of funds to meet the obligations.





You disagree on the language issue—that Swahili should be used as the only medium of instruction in the entire education system. You argue that it is not a viable language—it is insufficient for teaching, for example, physical sciences. The response to this is that Swahili has been developed to a level sufficient enough to be used as a language for scientific and technological communication—be it in the classroom, in a university lab, or at a scientific research centre. You can visit the Institute of Kiswahili Studies (IKS) at the University of Dar es Salaam and have a look at the excellent job done by our linguists. It’s amazing! I’ve visited them a number of times and have seen their publications. In short, the language/linguistic resources are there and will be surely further developed when the language is fully in use in education.

I believe as you typed this you did realise the missing ingredient for the well meaning work as performed by IKS. No one knows about them, they work as a silo, do things, great things but there is little effort to pass this on to the users. I opened up OpenOffice the free as in free beer office productivity application and was bamboozled by the terms used to refer the menu and icons of the application. Well, they might be the right terms to use, but I have never heard of those words used in everyday conversations, hence they remain to be great works of Swahili linguists.



In Sweden, you say, kids are exposed to multiple languages at their tender age. That’s true. The same thing applies to other Scandinavian/Nordic countries, the best example being Finland. But there is one thing common in all these countries: their native languages (Swedish, Finnish, Danish, and Norwegian) receive first priority and are languages of instruction from nursery to university and everywhere. Other languages, such as English, German, or Spanish, even Chinese nowadays, are learned for purposes of strategic international interactions and communication, including being able to study abroad, where, for example, English is used. Anywhere in the world, the best medium of instruction in schools and post-school institutions of education is the language best known among its users, language that is sufficient in terms e.g., of its lexis and grammar, language that can be learned easily and quickly. Swahili qualifies on all these benchmarks. We can learn from Sweden, for example, on how to expose children to multiple languages right from primary school. Knowledge of other international languages, particularly English and Chinese, is crucial for reasons that also apply to the Nordic region.

I agree, but the model of the Scandinavians still requires the multiple languages to be learnt at an early age, English is not only taught at higher levels but alongside their national language. Now Looking at their need to learn Finnish and Danish is because their own region is an economic powerhouse and they can sustain themselves I would assume but they have gone even further by learning German, English and now looking further afield to Chinese. I know most speak Afrikaans, but that is another story all together, but the roundabout info here is that, you make use of something for there is a definite purpose, Our neighbouring countries, and economic block, COMESA and the like, all use English, if Swahili was the main language, then I could support it as a medium, but if it is simply for misplaced patriotic notions and maybe assumption that it could make things easier, then I am very much against that.



Moreover, you think “after several years, the ‘yes…but…no’ will have matured into intelligent conversation”. Your optimism is questionable. Current conditions that affect learning in our educational system, including those affecting teaching of the English language, stand to contradict your optimism. Fundamental changes are necessary for our children to have capacity for “intelligent conversation”. Also, have a look at the thread: Tutaachana lini na lugha ya kiingereza? There is an interesting conversation on this issue—you can also comment on some of the views and do so in Swahili (to some, as you know, English is a disgusting language!)

Read through that thread and I sense fear in most of the posts. The fear is again misplaced for there is the assumption that we could be better, be patriotic if we simply used Swahili but they fail to explore the actual need for the foreign languages, we simply don't use them for fun, but need to converse with the international population in our own capacities.
I am optimistic about our generation so derogatorily termed as "kanumba generation of yes...but...no...omg..." and here is my optimism, a few years back English was a feared language, remember terms like mzungu, anajua kizungu, mtoto wa Intanacina... But now I see the energy shown by our youth as they try to conjure up sentences with the little the have amassed from their well meaning teachers, this will mature in no doubt into intelligible conversations once they build on their vocabulary and generally use it more and more.




Having said this, I am aware that the developments on the broader East African Community scale have important implications for education in Tanzania. It is somewhat difficult to imagine how language issues will be incorporated into the process of harmonising education in the East African region. Swahili could be used in the entire East African Community as a language for teaching/learning. Other important languages—African, European, Asian—could also be learned and given emphasis accordingly.

Will this EAC thing ever come to fruition? Remember, the nations that funded this exercise are themselves in dire straits from their bubble of a harmonized economic community. Are we economically mature to need and make use of such facilities, remember again, this mammoth can only work from a streamlined and well oiled economic machinery. Our region is burdened by issues of corruption, mismanagement of funds and what I see of the outcomes of the EAC would be more hardships to the common man.
The regional extent of what our backers envisage a viable economic region should be includes Somali, Ethiopia, DRC, I would bet they know or use very little Swahili, hence will be a non-starter t impose a language change to nations that can use English or have their own strong language identities.

inline comment

 

[Al_morinaga]

inline comment

ili iweje sasa umetumia hili li-rugha

 

[kotinkarwak]

ili iweje sasa umetumia hili li-rugha

Al_morinaga,
Samahani kama haukunielewa, inline comment nimemaanisha kuwa, ninamjibu Mtafungwa post yake ya mwisho ndani ya post yake, nimebadirisha rangi ya comment yangu kuwa blue.
Inline comment/reply inasaidia kuonyesha ni kipengele kipi ninachojibu.

 

[mtafungwa]

Kotin,

Here is what you say "I believe as you typed this you did realise the missing ingredient for the well meaning work as performed by IKS. No one knows about them, they work as a silo, do things, great things but there is little effort to pass this on to the users. I opened up OpenOffice the free as in free beer office productivity application and was bamboozled by the terms used to refer the menu and icons of the application. Well, they might be the right terms to use, but I have never heard of those words used in everyday conversations, hence they remain to be great works of Swahili linguists."

My response is: IKS is known by many key stakeholders both within and outside the country, mostly through its website. However, dissemination of their linguistic innovation to the public in a more enhanced manner appears to be impeded by a lack of enabling environment in terms, for example, of a policy and financial support that could guide and enhance the effectiveness of this process. The kind of policy that can propel IKS in this direction is one that authorises the use of Kiswahili as a language of instruction and education in schools and higher institutions of learning...one that also authorises compulsory learning of other key languages such as English, from primary school all the way up. The availability and implementation of the policy (by government) could create a more conducive environment in which IKS could do its job more actively.