Wasomi wa Tanzania wametoa mchango gani kwenye Taifa letu mpaka sasa?

Mkuu naomba nkusahihishe tena nakusahihisha kweli kisomo sio maarifa na maarifa sio kisomo ila maarifa ni zaidi ya kisomo so wasomi watanzania ni wasomi ila hawana maarifa na wwnye maarifa hawachukuliwi maanani kwa sababu ya wasomi wakitanzania kukosa maarifa wasomi watz wangekuwa na maarifa tungekuwa mbali nakupa mfano mdogo tuu wachina wwngi sio wasomi ila wanamaarifa fanya research hiyo kwa kuanzia tuu

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moto wa maji said:
Mkuu kwani Uwezo wa kufikiri unahusiana na elimu ya darasani?
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Unahusiana hasa katika kupambanua mambo, mfano likija suala la kutaka kuelewa chembe ya damu inazalishwa kwenye kiungo gani mwilini, ama upungufu wa damu mwilini unatokana na nini nk nk.

Mkifika hapo kwenye kupata majibu lazima mgawanyike kati ya aliyesoma na asiyesoma, ingawa wote mna uwezo sawa wa kufikiri.

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Sakasaka Mao,
Suala la kuchanganua damu inazalishwa kwenye kiungo gani ni suala zima la uwezo wa kumbukumbu kama uwezo wa kumbukumbu ni mdogo huwezi ila sio suala la uwezo wa kufikiri
 
Adolf Hitler Jr said:
Hao wasomi wa zamani mbona ndo wameuza madini yetu yote kwa faida zao binafsi
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Niweke sawa kidogo ninapozungumzia wasomi butu namaanisha wale wote ambao hawajapata ukombozi wa kifikra kutokana na elimu waliyoipata.

Kwa mfano kwa nyakati hizi kuna watu walionekana wasomi bora kwa kuwa walifanya mambo yaliyotukuka katika jamii lakini kwa sasa wamekuwa polluted na hawana tena jema lolote.

Kingine, hapo zamani wasomi walikuwa ni wachache mno kwani hata vyuo vya Shahada wakati fulani havikuwepo ilikua ni mpaka ukasome nje ya nchi. Kwa hiyo wengi walioitwa wasomi walitoka kwenye vyuo vya kati vya ufundi (Vocational Training Centres) na waliosalia walikuwa walimu, makarani nk. Lakini walifanya pakubwa kuweka misingi ya taifa letu.
 
naweza kuomba msamaha kwa kosa fulani alilolifanya kwa kukosa ujuzi na maarifa juu ya matokeo hasi aliyoyasababisha lakini msomi atawajibishwa kwa uzembe kwa kosa kama hilo hilo.
 
Leo unataka nilijibu swali hili kitaalamu na siyo kwa kutumia hoja zilizozoeleka kwa muda sasa ambazo zinaonekana kushika hatamu na kuwa uneni "discourse"hata kwa wanazuoni.

Kutokana na tafiti za elimu ya uchumi (economics of education) wa elimu kwa nchi zinazoendelea zilizowahi kufanya na Benki ya Dunia pia tafiti zilizowahi kufanywa na Profesa Justinian Galabawa(2005) zilibainisha kuwa elimu ya msingi ina mrejesho mkubwa kwa jamii kuliko elimu ya juu.

Primary education has higher social return than private return.Kwa hoja hiyo ni dhahiri jamii ivutiwe na upande unaotoa mrejesho mkubwa.

Tanzania mara kadhaa sasa imekuwa ikishauriwa na mashirika makubwa kuwekeza kwenye elimu ya msingi zaidi.
 
Tatizo sio wasomi hill ufanye mambo makubwa ya kisayansi nakafhalika yana itaji mtaji ina bidi huwe na uchumi imara sana utaitaji tafiti nyingi nimekujibu kama Profesa Kunde Ekeke
 
The organisations that pay for research have realised that:-
  1. Many PhDs find it tough to transfer their skills into the job market.
  2. Writing lab reports, giving academic presentations and conducting six-month literature reviews can be surprisingly unhelpful in a world where technical knowledge has to be assimilated quickly and presented simply to a wide audience.
  3. Some universities are now offering their PhD students training in soft skills such as communication and teamwork that may be useful in the labour market. In Britain a four-year NewRoutePhD claims to develop just such skills in graduates.
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On the evening before All Saints’ Day in 1517, Martin Luther nailed 95 theses to the door of a church in Wittenberg. In those days a thesis was simply a position one wanted to argue. Luther, an Augustinian friar, asserted that Christians could not buy their way to heaven. Today a doctoral thesis is both an idea and an account of a period of original research. Writing one is the aim of the hundreds of thousands of students who embark on a doctorate of philosophy (PhD) every year.

In most countries a PhD is a basic requirement for a career in academia. It is an introduction to the world of independent research — a kind of intellectual masterpiece, created by an apprentice in close collaboration with a supervisor. The requirements to complete one vary enormously between countries, universities and even subjects. Some students will first have to spend two years working on a master’s degree or diploma. Some will receive a stipend; others will pay their own way. Some PhDs involve only research, some require classes and examinations and some require the student to teach undergraduates. A thesis can be dozens of pages in mathematics, or many hundreds in history. As a result, newly minted PhDs can be as young as their early 20s or world-weary forty-somethings.

One thing many PhD students have in common is dissatisfaction. Some describe their work as “slave labour”. Seven-day weeks, ten-hour days, low pay and uncertain prospects are widespread. You know you are a graduate student, goes one quip, when your office is better decorated than your home and you have a favourite flavour of instant noodle. “It isn’t graduate school itself that is discouraging,” says one student, who confesses to rather enjoying the hunt for free pizza. “What’s discouraging is realising the end point has been yanked out of reach.”

Whining PhD students are nothing new, but there seem to be genuine problems with the system that produces research doctorates (the practical “professional doctorates” in fields such as law, business and medicine have a more obvious value). There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.

Rich pickings
For most of history even a first degree at a university was the privilege of a rich few, and many academic staff did not hold doctorates. But as higher education expanded after the second world war, so did the expectation that lecturers would hold advanced degrees. American universities geared up first: by 1970 America was producing just under a third of the world’s university students and half of its science and technology PhDs (at that time it had only 6% of the global population). Since then America’s annual output of PhDs has doubled, to 64,000.

Other countries are catching up. Between 1998 and 2006 the number of doctorates handed out in all OECD countries grew by 40%, compared with 22% for America. PhD production sped up most dramatically in Mexico, Portugal, Italy and Slovakia. Even Japan, where the number of young people is shrinking, churned out about 46% more PhDs. Part of that growth reflects the expansion of university education outside America. Richard Freeman, a labour economist at Harvard University, says that by 2006 America was enrolling just 12% of the world’s students.

But universities have discovered that PhD students are cheap, highly motivated and disposable labour. With more PhD students they can do more research, and in some countries more teaching, with less money. A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009 — higher than the average for judges and magistrates.

Indeed, the production of PhDs has far outstripped demand for university lecturers. In a recent book, Andrew Hacker and Claudia Dreifus, an academic and a journalist, report that America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships. Using PhD students to do much of the undergraduate teaching cuts the number of full-time jobs. Even in Canada, where the output of PhD graduates has grown relatively modestly, universities conferred 4,800 doctorate degrees in 2007 but hired just 2,616 new full-time professors. Only a few fast-developing countries, such as Brazil and China, now seem short of PhDs.

A short course in supply and demand
In research the story is similar. PhD students and contract staff known as “postdocs”, described by one student as “the ugly underbelly of academia”, do much of the research these days. There is a glut of postdocs too. Dr Freeman concluded from pre-2000 data that if American faculty jobs in the life sciences were increasing at 5% a year, just 20% of students would land one. In Canada 80% of postdocs earn $38,600 or less per year before tax — the average salary of a construction worker. The rise of the postdoc has created another obstacle on the way to an academic post. In some areas five years as a postdoc is now a prerequisite for landing a secure full-time job.

These armies of low-paid PhD researchers and postdocs boost universities’, and therefore countries’, research capacity. Yet that is not always a good thing. Brilliant, well-trained minds can go to waste when fashions change. The post-Sputnik era drove the rapid growth in PhD physicists that came to an abrupt halt as the Vietnam war drained the science budget. Brian Schwartz, a professor of physics at the City University of New York, says that in the 1970s as many as 5,000 physicists had to find jobs in other areas.

In America the rise of PhD teachers’ unions reflects the breakdown of an implicit contract between universities and PhD students: crummy pay now for a good academic job later. Student teachers in public universities such as the University of Wisconsin-Madison formed unions as early as the 1960s, but the pace of unionisation has increased recently. Unions are now spreading to private universities; though Yale and Cornell, where university administrators and some faculty argue that PhD students who teach are not workers but apprentices, have resisted union drives. In 2002 New York University was the first private university to recognise a PhD teachers’ union, but stopped negotiating with it three years later.

In some countries, such as Britain and America, poor pay and job prospects are reflected in the number of foreign-born PhD students. Dr Freeman estimates that in 1966 only 23% of science and engineering PhDs in America were awarded to students born outside the country. By 2006 that proportion had increased to 48%. Foreign students tend to tolerate poorer working conditions, and the supply of cheap, brilliant, foreign labour also keeps wages down.
A PhD may offer no financial benefit over a master’s degree. It can even reduce earnings
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Proponents of the PhD argue that it is worthwhile even if it does not lead to permanent academic employment. Not every student embarks on a PhD wanting a university career and many move successfully into private-sector jobs in, for instance, industrial research. That is true; but drop-out rates suggest that many students become dispirited. In America only 57% of doctoral students will have a PhD ten years after their first date of enrolment. In the humanities, where most students pay for their own PhDs, the figure is 49%. Worse still, whereas in other subject areas students tend to jump ship in the early years, in the humanities they cling like limpets before eventually falling off. And these students started out as the academic cream of the nation. Research at one American university found that those who finish are no cleverer than those who do not. Poor supervision, bad job prospects or lack of money cause them to run out of steam.

Even graduates who find work outside universities may not fare all that well. PhD courses are so specialised that university careers offices struggle to assist graduates looking for jobs, and supervisors tend to have little interest in students who are leaving academia. One OECD study shows that five years after receiving their degrees, more than 60% of PhDs in Slovakia and more than 45% in Belgium, the Czech Republic, Germany and Spain were still on temporary contracts. Many were postdocs. About one-third of Austria’s PhD graduates take jobs unrelated to their degrees. In Germany 13% of all PhD graduates end up in lowly occupations. In the Netherlands the proportion is 21%.

CHANZO: The Economist
 
Halafu kuna kuchanganyana hapa.Mtu una PHD ya science ya udongo halafu unapewa kushughulikia lets say tatizo linalohusu ongezeko la watoto wa mtaani
 
Wanaopenda makuzi wanadai degree ni kiwango kizuri na cha mwisho kielimu zingine sifa tu.
 
Tuna wingi wa wasomi nchini, je ni upi mchango wao katika matatizo mbalimbali yanayoikabili nchi yetu?

Leo nimetembelea baadhi ya institutes za nchi zilizoendelea ambazo zinafanya tafiti na machapisho mbalimbali, huku wasomi wengine wakiwa na Websites zao binafsi kuelezea mawazo yao. Swala ambalo kwa Tanzania silioni sana, na naona wasomi wakijinadi usomi wa kwenye siasa na sio kuonyesha usomi wao kwenye machapisho, vitabu, na tafiti.

Wasomi badala ya kuwa na taasisi za tafiti, wanaunda bodi ya kuwa certify wasomi wengine, je hii ndio namna ya kuokoa nchi?

Iko wapi taasisi ya tafiti ya madaktari, wachumi, mainjia nk

Usomi wa wasomi wetu utathibitika kwenye kipi? Tutakuwa na haja ya kujisifu kuwa na wasomi ikiwa wasomi hawana lolote la kujifanya wajimbafy Zaidi ya nafsi zao kielimu kuliko uwezo wao kielimu.

Nitoe wito kwa wasomi kuanzisha research institutes za taaluma zao ili kutoa mchango kwa nchi yetu hii.

Akhsante
 
Wako bize wanawatafutia future na maisha bora familia zao hii inajidhihirisha kwa kulinganisha mishahara tu ya watu hao utaona kwenye siasa ndio kuna manufaa kuliko kwenye tafiti.

Kwenye tafiti unatumia muda mwingi na bado mshahara mdogo na unafanya kazi miaka yote kikotozi hakisomi 150+M lakini ukishakuwa Mbunge baada ya miaka hyo mitano kikotoz kinasoma 200+m. Hata kama ni wewe jaman utachagua wapi?
 
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