Shule za Kata: Mkapa ndiye mwasisi, si Lowassa!

[DSN]

Factors Influencing Academic Performance of Ward Secondary Schools: A Case of Selected Schools in Moshi Municipality and Moshi District.

CHAPTER ONE: INTRODUCTION

1.1 Back Ground to the Study
Education is the process of initiating and preparing man through training in his environment, in order to play
active roles in society. It provides desirable and worthwhile broad and in depth modes of thought, skills,
attitudes and understanding needed for the full development of human thinking and actions. Education makes
man aware of his own condition and that of his society; it is embodied within its science and technology
(Tanzania Education and Training Policy, 1995).

Following the TETP (1995) report???, the Education Sector Development Program (ESDP) was initiated in
1997 as a strategy towards a Sector-Wide Approach (SWAP) to educational development. The main goals of
SWAP was to achieve the long-term human development, to reduce poverty and to redress the problems
of fragmented interventions through projects, so as to promote collaboration and partnership among all
stakeholders using pooled human, fi nancial and material resources.

Secondary education occupies a pivotal role in the development of the economy and the education system
itself. Experience shows that, the majority of the people in both the private and public sectors are expected
to be secondary education leavers. The primary education system relies on teachers who are the product
of secondary education system. Candidates of higher and tertiary education training are the products of the
secondary education system. This is the essence of being pivotal or the lynch pin.

During the third phase, Tanzanian government under the President Benjamin William Mkapa introduced the implementation of the Tanzania Education Policy, which went together with the campaign of increasing the number of students' enrollment from primary school to secondary school.

The government, as one of the main education stakeholders in the country introduced ward secondary schools ,whereas, every ward is supposed to establish a secondary school.

This led to the increasing number of student who are were enrolling from primary school into secondary school education in the country. However, when all these transformative are taking place, the factors that affect the academic performance of these ward secondary schools are still not yet studied. It is this situation, which created interest to the researcher to develop this kind of research inquiry.

For the case of this study, the focus has been on the links between education providers, facilitators, and learning
environments, which includes all the facilities and infrastructure, availability of materials and how they affect
the performance of ward secondary schools in Moshi municipal and Moshi district as well.

1.2 Research Problem
Since the pronouncement of the Tanzania Education and Training Policy early 2000s, there were campaigns
emphasizing on the goals of education for all. This led to the introduction of ward secondary schools in every
ward in Tanzania hence increases the enrollment of primary school leavers into secondary schools. The establishment of ward secondary schools in Tanzania is a phenomenon of the early 2000s, but there is no adequate literature and information on the actual performance of ward secondary schools. This existing gap instigated this research to be conducted . There was a need for establishing and examining the academic performance trend of ward secondary schools using few selected secondary schools from Moshi Municipality and Moshi Rural as the case study.

1.3 Objectives
1.3.1 Main Objective
The main objective of this study was to examine factors affecting the academic performance of ward secondary
schools. Factors Influencing Academic Performance of Ward Secondary Schools: A Case of Selected Schools in Moshi Municipality and Moshi District

1.3.2 Specific Objectives
Specifically the study intended to:
i. Examine the performance trend of ward secondary schools since their establishment;
ii. Identify the average number of teachers in secondary schools;
iii. Evaluate the availability of teaching and learning materials [quality and quantity]; and
iv. Assess the learning environment [laboratory, library, dormitories and classrooms]

1.3.3 Research Questions
The study was seeking to answer the following questions:-
i. What is the performance trend of the secondary schools since their establishment?
ii. What is the average number of teachers per secondary school?
iii. What is the quality and quantity of learning materials?
iv. What is the existing learning environment in the selected secondary schools?

1.4 Significance of the Study
In order to have proper and well established education establishment and management practices for addressing
various education issues, there is a need to have a core understanding of the various strategies and ways in
which different development practitioners and stakeholders participate and infl uence the education management
processes in the country. The study generates knowledge and understanding in the ways, which enable and
influence the development of education sector in a country.

The findings of the study have increased understanding on various policies and decision makers and planners
in realizing the various factors influencing the development and education sector in the planning and
implementation of the educational practices and dissemination programs for sustainable development not only
to the study area but also in the various parts of the country and the world at large.

The study is significant to other researchers who are interested in doing research on education development and
students' performance in relation to education management activities and strategies in the country. In addition,
the study significantly enriches different studies that have been undertaken on students' performance. , and it
reveals the problems associated with secondary education and students' performance ,which are very important
in identifying the solutions for addressing the identified problems.

1.5 The Study Framework
This Conceptual framework is derived from the whole process and progress of the increased established ward
secondary schools. The idea in this case gives meaning the purpose of the concept as the conceptual framework
expresses itself stage by stage. After the establishment of more secondary schools, the society expects the increased students' enrolment at secondary levels, which in turn lead to the increase number of secondary school leavers in a society and sometimes, it makes secondary education as a must and basic level for education attainment.
In the next stage, it is expected that most of these secondary school leavers proceed to another stage where they
may join tertiary education, colleges, universities, vocational training, advanced secondary schools, and others
become competent secondary school leavers. All these are determined by the students' grade in secondary
level, which is influenced by several factors like, availability of competent teachers, teaching facilities,
dormitories, well equipped library, just to mentions few.

Therefore, from the above Conceptual framework, it is now clear that the main pivotal for this study is the
factors determining students pass (school performance) and the above- mentioned factors are the variables that
were used.

Thanks God For This Reality, we were brainwashed to much!!!!!! as if kuna watu hawakusoma ..hakika sanaa za maigizo si za kupuuzia ukizisikiliza sanaa zaweza kuingiza umma kwenye matatizo kabisa.

Aksante Mzee Mkapa kwa kukaa Kimya ili watu wajifunulie ukweli wenyewe

Source: MUCCoBS Working Paper Series
Moshi University College of Cooperative and Business Studies
No.1/2013 ISSN 1821 - 5211

 

[iMind]

Mkapa alifanya reforms. Realy reforms. Nikatika kipindi chake TRA vifuatavyo vilianzishwa TRA, TANROAD, ROAD FUND, MKURABITA, TCRA, EWURA, SUMATRA, LOAN BOARD N.K. Ni katika kipindi chake tulijua maneno yafuatayo, miundombinu, wajasiriamali N.K. Alichofanya JK siyo kiendeleza ndege ambayo ilisha anza kupaa. Bali kuizima na kuirudisha kwenye runway

 

[Kipenzi Changu]

Kuna bongo fleva iliimbwa kuwa Lowasa kajenga UDOM

 

[DSN]

Secondary Education in Tanzania:
Key Policy Challenges
Suleman Sumra & Rakesh Rajani
​

1. Introduction
Since 2002, Tanzania has seen an ambitious set of policy reforms in primary and more recently in secondary education. These have dramatically improved the state of education in the country, particularly in terms of classroom infrastructure and enrolment. Some of the key achievements are highlighted in the next section, ‘Background'. We could take more time to explain these successes, but perhaps HakiElimu was not invited to this meeting to elaborate on these!
The topic we were given are the major policy challenges in secondary education in Tanzania.

This is consistent with our general approach, where we acknowledge progress made, but then move on to focus on the challenges, so as to make a good thing even better. We are confident that the Government and its partners also prefer spending valuable time on what still needs to be done, and how to do it best.

This essay presents five policy challenges in basic education.

cases primary and secondary education are treated together, because they are inextricably linked in so many ways,
and because success at the secondary level is fundamentally dependent on getting the basics right at the primary level. In assessing the five policy challenges, we are guided by the following three simple questions regarding secondary education:
• Are our goals clear, consistent and are they the most important?
• Will the goals lead to the results we seek?
• Given resource constraints, are our priorities the most strategic?

All the challenges are linked to a central policy question, which is clarity about the goals and purposes of education, or about defining the meaning of an educated person. We briefly outline the conceptual and policy issues, and make specific recommendations in each case.

2. Background
Since 2001, Tanzania has taken major strides to revamp its primary and secondary education sectors. The Primary Education Development Plan (PEDP, 2002-2006) and the Secondary Education Development Plan (SEDP) implemented starting in 2004 have led to significant improvements in provision of basic education in the country.

2.1 Primary school enrolment
The most impressive achievement has been expanded enrolments. Enrolment in primary education increased from 4,839,361 in 2001 to 7,959,884 in 2006. The Net Enrolment Ratio (NER) in primary schools increased from 65.5% in 2001 to 96.1% in 2006. This means that nearly all the children of primary school age are now enrolled in primary schools.

2.2 Secondary school enrolment
Increased primary enrolments create increased pressure further up the pipeline at the secondary level. Expansion of secondary enrolment has been equally impressive, though far from reaching the levels attained in primary education. Enrolment in Form 1, the first year of secondary education, increased from 99,744 in 2003 to 243,359 in 2006. GER has increased from 10.2% in 2003 to 20.2% in 2006. Secondary NER is reported to have doubled from 6.3% in 2003 to 13.4% in 2006.

2.3 Infrastructure
Increases in enrolments are matched by improvements in school infrastructure. New classrooms have been built and new schools constructed. Primary schools across the country are characterized by new classrooms. More than a thousand new government secondary schools were built between 2003 and 2006; and the number of secondary schools has increased from 1,083 in 2003 to 2,289 in 2006, largely through the establishment of new government secondary schools (whereas prior to SEDP much of the increase in recent years was led by private secondary schools). Toilets (pit latrines) and teachers' houses have also been constructed in large numbers too, though at a lower pace as compared to new classrooms.

2.4 Books and teachers
In recent years the provision of books to the school level has increased dramatically, primarily through the ‘capitation grant'. The pupil: book ratios have improved, though are yet to reach adequate levels, possibly because the full capitation grant has not reached the school level on time. The supply of teachers has also gone up, with over 32,000 new teachers recruited in the first three years of PEDP alone. However, the increase in pupils has outstripped the recruitment of teachers. Albeit belatedly, greater attention and resources are given to recruiting teachers for secondary, who need to be better equipped than primary school teachers. In August 2006 President Kikwete announced that all university BA students in education will get a full scholarship in a move to spur the supply of competent teachers.

In sum, Tanzania has experienced tremendous progress in education in the last five years. After decades of neglect, these efforts were sorely needed. The Government's political commitment has been exemplary – from President Mkapa's second term in office to the steadfast resolve in the current government exhibited by President Kikwete, Prime Minister Lowassa and Minister Sitta. The rhetoric has also been backed up by resources, as the budget for basic education has increased significantly in each year of this period. There is a clear sense that things are moving, and a feeling of excitement and optimism. For all of this, the Government and its partners (including the Government of Norway and the World Bank) deserve commendation.

But this does not mean that the future is going to be any less challenging. As the numbers in primary education swell and the momentum to expand secondary education gathers steam, even greater strategic policy clarity will be needed to guide prioritization, resource allocation and implementation. We suggest the following five challenges are the most critical today.

SOURCE: 1 A version of this essay was first presented at Presentation for the Launch Seminar of The Norwegian Post-Primary Education Fund for Africa (NPEF), Oslo, September 13 – 14, 2006 co-organized by the Norwegian Government and the World Bank as a response to keynote remarks made by the Tanzania Minister for Education and Vocational Training Margaret Sitta.

2 Suleman Sumra is a retired professor of education and an independent researcher who can be reached at
sulemansumra@yahoo.co.uk Rakesh Rajani is the executive director of HakiElimu.

 

[Barya]

Mpendwa Soma taarifa hii ya waziri wa zamani katika serikali ya mzee Mkapa.
Aliyewahi kuwa waziri wa elimu na utamaduni katika serikali ya Benjamin W. Mkapa ndugu Joseph Mungai leo tarehe 5/3/2015 amesema shule za sekondari za kata hazikujengwa na Lowassa edward Lowassa hakujenga shule.

Joseph Mungai amesema sijawahi kuona tangu nizaliwe kuona baadhi ya watu wana mawazo ya mgando na akili ya kusahau lini Lowassa alijenga shule za kata? Mimi ndiye nilikuwa waziri wa elimu na utamaduni kwa miaka miaka minane.

Shule za sekondari za kata zilijengwa na nguvu za wananchi wenyewe serikali ya awamu ya Tatu chini ya Rais Benjamin W. Mkapa ndio ilihamazisha kila kata nchini nzima kuwe na sekondari waziri wa elimu nikiwa mimi Joseph Mungai.

Nikiwa waziri wa elimu na utamaduni wakati huo niliteua kikosi kazi kila mkoa wakuu wa mikoa niliwaagiza kuwahamazisha wananchi kila kata kujenga shule za kata ndio maana baadhi ya shule zingine za kata ziliitwa majina ya wakuuu wa mikoa.

Wakati Benjamin W. Mkapa mkapa hajamali muda wake wa uongozi alifungua shule za kata nyingi sana nchi nzima shule zingine aliziwekea mawe ya msingi akiwepo waziri mkuu Sumaye naye alifungua shule hizo za kata nikiwepo mimi nilifungua shule hizo nikiwa waziri wa elimu na utamaduni.

Kipindi hicho Lowassa akiwa waziri wa maji na mifugo wakati Rais kikwete anaingia madarakani mwaka 2005 alikuta shule za kata nchi nzima zikiendelea kujengwa kwa nguvu za wananchi wenyewe walijitolea.

Leo hii Lowassa anawadanganya wananchi alijenga shule za sekondari za kata anawatuma vibaraka wasema yeye ndiye alijenga shule za kata wakati tulioshiriki na ujenzi wa shule za kata tupo tukae kimya siwezi kukaa kimya lazima nisema ukweli Lowassa hakujenga shule za kata.

Watanzania kuweni macho na wasaka urais maendeleo yote serikali ndio inayafanya kwa kodi zenu.

Kuna watu kwenye mitandao ya kijamii wanatumika kumsafisha Lowassa mtu kibaka mtu mchafu mwenye matongo tongo ya kila aina ya uchafu mwl. Nyerere aliwahi kusema mtu kipofu mwenye kichwa kikubwa ndani ya kichwa chake hakuna akili mtu huyo hawezi kuona wizi wa Lowassa.

Wapo baadhi ya watu wanasema Lowassa alijenga chuo kikuu cha Dodoma chuo gani hicho Lowassa alijenga?

Wakati wa ujenzi wa chuo kikuu cha Dodoma mimi na waziri wa elimu ya juu wakati huo Piyusi Ng'wandu tuliitwa IKULU na Rais mkapa alituambia tutafuta eneo la ujenzi wa chuo Kikuu Dodoma kesho yake tulienda Dodoma tulikutana na wanakijiji wa maeneo hayo kilipojengwa chuo hicho.

Wananchi walikubali kuyaachi maeneo hayo malipo yalifanyika kila mwenye eneo alilipwa na serikali ujenzi wa chuo hicho ulianza kufyeka misitu baadhi ya sehemu serikali ilisimamisha ujenzi ili upite kwanza uchaguzi mkuu ndio uliomweka madarakani Rais kikwete

Bajeti iliyokuwa imepangwa kunza ujenzi wa chuo kikuu cha Dodoma ilitumika kujenga nyumba ya Rais mstafu alikuwa anaondoka IKULU muda wake wa uongozi ulikuwa umeshaisha na kumalizia ujenzi wa ukumbi wa BUNGE Lowassa akiwa waziri wa maji na mifugo.

Nashangaa sana kumeibuka kikundi cha watu wachache kinasifia mabwana wasaka urais badala ya kuisifia serikali au Rais aliyewaletea maendeleo wananchi eti Lowassa alijenga shule za kata mara alijenga chuo kikuu mara alipeleka maji miji ya shinyanga na Kahama poleni kwa kudanganywa.

Nawaomba sana wale wanaomnadi Lowassa watafute njia nyingine ya kumnadi waache kabisa kusema Lowassa alijenga shule za kata na chuo kikuu cha Dodoma ni mimi na wenzangu ndio tuliofanya kazi hiyo ya ujenzi sio Lowassa.

Kesho ataibuka waziri Magufuli atasema amejenga barabara kesho ataibuka mhe. Kapuya atasema amejenga uwanja mkuu wa mpira jijini dar es Salaam wakati huo kapuya alikuwa waziri wa michezo kesho ataibuka waziri mwakyembe atasema amejenga viwanja vya ndege.

Pia kesho ataibuka waziri aliyejihuzuru mhe. Mhongo atasema amepeleka umeme kila kijiji kila mtu atasema hivyo.

Kazi ya kumwona mtu anafaa kuwa Rais ni wananchi wenyewe kwenye kisanduku cha kura uwezo wake elimu yake ukalimu wake kwa watu upole wake unyenyekevu wake ucha Mungu wake anamaono gani upeo wake sio aje mtu adanganye wananchi ni dhambi kubwa sana.

Siku ikifika nitazunguka nchi nzima kuueleza umma wa watanzania mimi ndiye Joseph Mungai ndiye niliyeshiriki ujenzi wa shule za kata nchi nzima Rais wangu akiwa Mkapa sio Lowassa Rais ajaye Mungu anamjua sana.

Namjua sana Lowassa kama kidole changu nimefanya naye kazi kwa karibu sana hafai kuwa Rais hata nafasi ya waziri mkuu hafai sina ugomvi na Lowassa namshauri apumzike siasa kama nilivyopumzika mimi awaachie wengine waadilifu.

 

[Barya]

Tuseme ukweli watu walishurutishwa kuchangia na wengine kuchapwa, leo mwasema ni lowassa kajenga, nyie wanafiki

 

[Detective Jeff]

lowassa kazikuta shule... hajajenga shule

 

[Addict]

sawa tumekusikia kijana

 

[Egwugu]

Shule za wananchi na nguvu za wazazi wetu hizo ..anayesema zake atakuwa na tamaa tu

 

[The Businessman]

Mseme yote lakini Lowasa ndio Rais.

Hata mimi nilishiriki na yeye alihamasisha.

 

[funaku]

Mseme yote lakini Lowasa ndio Rais.

Hata mimi nilishiriki na yeye alihamasisha.

Tunahitaji rais sio mhamasishaji!!

 

[hexacyanoferrate]

Mnatokwa na povu hovyo hovyo tu, ni nani aliyeita wakurugenzi wa miji na maafsa elimu kwenda kujieleza dodoma ni kwanini idadi kubwa ya watoto waliomaliza darasa la Saba hawakuchaguliwa kuingia kidato cha kwanza? Anyway hata mfanyeje lowasa ndiye rais wenu ajaye.

 

[funaku]

Ccm mbele kwa mbele

 

[apakak]

Anayehitaji Adsense tuwasiliane kwa PM

 

[Precise Pangolin]

Tunahitaji rais sio mhamasishaji!!

Ndio maana hata Mjenzi wa barabara hatumtaki

 

[BansenBurner]

Lowassa ndie rais ajaye" pendekezo la wengi raia tulimuomba agombee sisi na kura tutampa sisi.

 

[The Businessman]

Tunahitaji rais sio mhamasishaji!!

Kwani yeye ndio alikuwa Rais, we mhavi nini?

 

[The Businessman]

Ccm mbele kwa mbele

Kweli we jinga lao, mitanzania bwana ikisha ona mtu anataja takwimu za kuku wangapi wapo nchini basi inamuona kichwaa kumbe ujinga tu.

 

[BONGE BONGE]

Secondary Education in Tanzania:
Key Policy Challenges
Suleman Sumra & Rakesh Rajani
​

1. Introduction
Since 2002, Tanzania has seen an ambitious set of policy reforms in primary and more recently in secondary education. These have dramatically improved the state of education in the country, particularly in terms of classroom infrastructure and enrolment. Some of the key achievements are highlighted in the next section, ‘Background’. We could take more time to explain these successes, but perhaps HakiElimu was not invited to this meeting to elaborate on these!
The topic we were given are the major policy challenges in secondary education in Tanzania.

This is consistent with our general approach, where we acknowledge progress made, but then move on to focus on the challenges, so as to make a good thing even better. We are confident that the Government and its partners also prefer spending valuable time on what still needs to be done, and how to do it best.

This essay presents five policy challenges in basic education.

cases primary and secondary education are treated together, because they are inextricably linked in so many ways,
and because success at the secondary level is fundamentally dependent on getting the basics right at the primary level. In assessing the five policy challenges, we are guided by the following three simple questions regarding secondary education:
• Are our goals clear, consistent and are they the most important?
• Will the goals lead to the results we seek?
• Given resource constraints, are our priorities the most strategic?

All the challenges are linked to a central policy question, which is clarity about the goals and purposes of education, or about defining the meaning of an educated person. We briefly outline the conceptual and policy issues, and make specific recommendations in each case.

2. Background
Since 2001, Tanzania has taken major strides to revamp its primary and secondary education sectors. The Primary Education Development Plan (PEDP, 2002-2006) and the Secondary Education Development Plan (SEDP) implemented starting in 2004 have led to significant improvements in provision of basic education in the country.

2.1 Primary school enrolment
The most impressive achievement has been expanded enrolments. Enrolment in primary education increased from 4,839,361 in 2001 to 7,959,884 in 2006. The Net Enrolment Ratio (NER) in primary schools increased from 65.5% in 2001 to 96.1% in 2006. This means that nearly all the children of primary school age are now enrolled in primary schools.

2.2 Secondary school enrolment
Increased primary enrolments create increased pressure further up the pipeline at the secondary level. Expansion of secondary enrolment has been equally impressive, though far from reaching the levels attained in primary education. Enrolment in Form 1, the first year of secondary education, increased from 99,744 in 2003 to 243,359 in 2006. GER has increased from 10.2% in 2003 to 20.2% in 2006. Secondary NER is reported to have doubled from 6.3% in 2003 to 13.4% in 2006.

2.3 Infrastructure
Increases in enrolments are matched by improvements in school infrastructure. New classrooms have been built and new schools constructed. Primary schools across the country are characterized by new classrooms. More than a thousand new government secondary schools were built between 2003 and 2006; and the number of secondary schools has increased from 1,083 in 2003 to 2,289 in 2006, largely through the establishment of new government secondary schools (whereas prior to SEDP much of the increase in recent years was led by private secondary schools). Toilets (pit latrines) and teachers’ houses have also been constructed in large numbers too, though at a lower pace as compared to new classrooms.

2.4 Books and teachers
In recent years the provision of books to the school level has increased dramatically, primarily through the ‘capitation grant’. The pupil: book ratios have improved, though are yet to reach adequate levels, possibly because the full capitation grant has not reached the school level on time. The supply of teachers has also gone up, with over 32,000 new teachers recruited in the first three years of PEDP alone. However, the increase in pupils has outstripped the recruitment of teachers. Albeit belatedly, greater attention and resources are given to recruiting teachers for secondary, who need to be better equipped than primary school teachers. In August 2006 President Kikwete announced that all university BA students in education will get a full scholarship in a move to spur the supply of competent teachers.

In sum, Tanzania has experienced tremendous progress in education in the last five years. After decades of neglect, these efforts were sorely needed. The Government’s political commitment has been exemplary – from President Mkapa’s second term in office to the steadfast resolve in the current government exhibited by President Kikwete, Prime Minister Lowassa and Minister Sitta. The rhetoric has also been backed up by resources, as the budget for basic education has increased significantly in each year of this period. There is a clear sense that things are moving, and a feeling of excitement and optimism. For all of this, the Government and its partners (including the Government of Norway and the World Bank) deserve commendation.

But this does not mean that the future is going to be any less challenging. As the numbers in primary education swell and the momentum to expand secondary education gathers steam, even greater strategic policy clarity will be needed to guide prioritization, resource allocation and implementation. We suggest the following five challenges are the most critical today.

SOURCE: 1 A version of this essay was first presented at Presentation for the Launch Seminar of The Norwegian Post-Primary Education Fund for Africa (NPEF), Oslo, September 13 – 14, 2006 co-organized by the Norwegian Government and the World Bank as a response to keynote remarks made by the Tanzania Minister for Education and Vocational Training Margaret Sitta.

2 Suleman Sumra is a retired professor of education and an independent researcher who can be reached at
sulemansumra@yahoo.co.uk Rakesh Rajani is the executive director of HakiElimu.

......mlikuwa wapi kusema haya mpaka baada ya mr white kuvuta.fomu?????

 

[OgwaluMapesa]

Tulishatoka huku zamani sana.... Saizi ni kuingia nyumba kwa nyumba, kitanda kwa kitanda kutafuta kura