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Education:Incorporating different views for improved system
2006-01-10 07:52:49
By Joseph Michael Owino
Tanzania’s education system needs review, but we should not be in a hurry.
The Minister for Education and Vocational training Mrs Margaret Sitta has a daunting task to sit down with experts, stake holders and parents to work out a system which will be supported by this special group, for the benefit of this country.
Sitting with experts needs to take into consideration the expectations and hopes of many.
What do Tanzanians want to see in the education system? What are these theories by the so-called educational experts? Where did the country go wrong?
Politics, arguments and counter arguments should not form part of the efforts of people working hard to revive the education in Tanzania.
Take civic education for example. To know one’s country and the local government formation should be part of the school curriculum. However, at as a minor not a major subject.
Kiswahili is a unifying factor. It has brought Tanzanians where they are, a united people who speak one language.
But how has it helped Tanzanians communicate with the outside world, Europe and America? What is the authenticity of a theory being touted about Tanzanian children not being able to grasp their lessons in English? What is special about Tanzanian children and why can’t they be taught like their fellows in East Africa?
For being too polical oriented, the Tanzanian eduation system is not competitive.
Therefore, a Tanzanian school leaver cannot get a job in neighbouring Kenya and Uganda, while those in the two countries are most welcome in this country.
The minister, a long serving teacher her self will also tell Tanzanians why agriculture, business and vocational studies were deleted from the school curriculum.
Adequate solutions to these problems are needed to stabilise the education system for it to attract neighbouring countries to invest and where necessary bring their children.
At the moment, no parents from neighbouring countries ever think of sending their children to attend school in Tanzania. Someone needs to ask this question and the answer is obvious.
Regular change of the curriculum has seen old system being revived, although some were not ideal in sharpening the minds of the children.
We therefore need to ask ourselves who really benefits from some of the national examinations if not the National Examination Council alone and perhaps individuals benefiting directly, when setting the papers and marking!
Why do children have to sit for class four national examinations?
During the colonial days, University of Cambridge would set exams for Std four pupils, mainly because they wanted to know the response of the local people, most of them who went to school by force.
Because chances for further learning were very limited, only those who passed well proceeded to Standard five, in the then middle school. And the same was for Form two and Form four.
A round table of educationists and parents to discuss these thorny issues could help the ministry chart the way forward.
The way forward means many other things too. The Minister of Education is aware of the plight of teachers.
She was a teacher herself and headed the teachers’ union.
Salary delays, promotions, poor housing and remuneration and the health insurance, have been among the issues that the ministry will need to look into, if the education system is to be satisafactory.
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