Education system in tanzania. TANZANIA EDUCATION 2022-10-18
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The education system in Tanzania is a complex and multifaceted system that serves the needs of the country's diverse population. The system is divided into three main levels: primary, secondary, and tertiary.
At the primary level, education is compulsory and free for all children between the ages of 6 and 15. Primary education is divided into seven years, with the first three years being referred to as "standard one" through "standard three," and the last four years being referred to as "standard four" through "standard seven." The curriculum at the primary level is largely focused on the core subjects of math, science, social studies, and language arts, with a strong emphasis on literacy and numeracy skills.
Secondary education is divided into two levels: lower secondary and upper secondary. Lower secondary education is for students between the ages of 12 and 15, and upper secondary education is for students between the ages of 16 and 18. Secondary education is not compulsory in Tanzania, but it is highly encouraged and is considered an important step in a student's academic career. The curriculum at the secondary level is more specialized and focuses on preparing students for further education or the workforce.
Tertiary education in Tanzania is divided into two main categories: technical and vocational education and training (TVET) and higher education. TVET programs are designed to provide students with the skills and knowledge necessary to enter a specific trade or profession, while higher education programs are typically more academically focused and are designed to prepare students for advanced research or professional careers.
One of the major challenges facing the education system in Tanzania is the issue of access to education. Many children, particularly in rural areas, do not have access to quality education due to a lack of resources and infrastructure. There are also significant disparities in educational outcomes between urban and rural areas, with students in urban areas typically performing better on standardized tests.
Despite these challenges, the government of Tanzania has made significant efforts to improve the education system in recent years. This has included initiatives to increase access to education, such as the construction of new schools and the expansion of existing ones. The government has also implemented programs to improve the quality of education, such as teacher training programs and initiatives to improve the curriculum and teaching methods.
Overall, the education system in Tanzania is a vital component of the country's development and plays a crucial role in preparing the next generation of leaders and professionals. While there are certainly challenges to be addressed, the government and other stakeholders are committed to improving the system and ensuring that all students have access to quality education.
Education in Tanzania: 10 Important Facts
Most of the students with disabilities do not have access to assistive devices like a wheelchair, cane or hearing aid. All schools became nationalized. Drop Out Rates In 2010, 68,000 children dropped out of 9. Therefore the quality of education delivered highly depends on the competence and qualification of the teachers. To insure equal educational opportunities, Nyerere created a school entrance system based on ethnic quotas.
(PDF) Education Development In Tanzania; Inaplicable System
A 21st century curriculum should be designed in a way that produces learners who can think critically, face existing problems, and suggest solutions. Girls, the poorest children, children with disabilities and children living in underserved communities are most vulnerable to dropping out of school or never going to school. The number of schools had grown to over 1,000, and total enrollment climbed to 150,000 students. The British continued the German pattern of using Swahili as the medium of instruction. In 1958, approximately 63 percent of primary school aged urban children attended school. It is the source of skills, knowledge, technology and new innovations essential for socio-economic development in a country.
He made primary education required and funded the construction of village schools. In some areas of the country, there can be as many as 200 pupils in a single classroom. That share decreased to 17 percent in fiscal year 2011—12. In some ways, Zanzibar's system compared favorably with mainland Tanganyika's. Some ethnic groups, such as the Chagga, grew cash crops, had efficient cooperatives to help farmers succeed, and could afford a better education for their children. Education sector suffers with a number of constraints due to low investment versus high demands caused by fast population growth.
The length of the course depends on what one is studying. Likewise in Lesotho, the government has been able to recruit new teachers, but the gap between the qualified and unqualified teachers is still rising. The core problem with the education system in Tanzania is that children are set up to fail as they transition from primary school to secondary school, as secondary school is taught in English. The ultimate goal of any education system is to ensure that children develop their cognitive, emotional and social capacities and acquire the skills they need to realize their potential Komba and Nkumbi, 2008. We should all agree for better Education we need quality Teachers. However, in developing countries, including Tanzania still teachers facing a number of challenges which significantly harm the quality of education. Low and irregular salary payments, poor working conditions, low status and limited opportunities for professional development are some of the issues impeding teachers to perform their duties wholeheartedly as a results deteriorating of education quality.
To join university, students must apply through a centralized online system through the Tanzania Commission for Universities. This compared to 20-24 percent in Uganda and 14-15 percent in Kenya. Different scholars argued about the importance of teachers as the essential attribute to realize quality of education. To address this problem the government introduced a national campaign known as Universal Primary Education UPE. It lays foundation for a country to attain sustainable socio-economic development. Norwegian University of Science and Technology. This educational system laid a firm foundation for a national language, Kiswahili, and secular education.
Most of the rest teach in government schools, with the result that very few are in the community-built schools. The education sector was budgeted to consume 20 percent of the national budget in fiscal year 2008—09. Also, for any society to achieve sustainable development, education is an inevitable ingredient, without which any future growth is inconceivable. This program led to produce under-qualified teachers who lacked some pedagogical skills to teach pupils in primary school. This article needs to be updated. The average government primary school classroom holds 66 pupils. In 1914, there were 99 German colonial government sponsored schools.
In addition, the local governments with the support of the local communities are responsible for the construction and maintenance of school buildings. In remote areas poor working conditions — housing, classrooms, availability of support staff, quality of facilities and instructional materials are common problems in public schools OECD, 2004. Though the statistics that reflect the enrollment growth are impressive, the system supporting education in Tanzania is decrepit, if not dysfunctional. Education Policy and Data Center. The problem is solemn in public schools particularly located in remote rural areas where majority of people reside. The question of quality of education and development of education are two things inseparable that are weighed through productivity.
Other ethnic groups, like the Hadza, who hunted animals and gathered nuts and fruits for a living, were poor and had no idea what advantages an education could confer upon their children. Based on actual performance in recent fiscal years, the amount budgeted for the A total of TSh 155. These objectives would be achieved through improved resource allocation and utilization, improved educational inputs, and strengthened institutional arrangements for effective primary education delivery. Irving Levance of the Intergovernmental Organization EDU, delivered in impressive style by H. Former president Nyerere opposed a system that allowed money to buy votes and advantaged entrance into high cost, high quality schools for rich children, thus excluding the majority of students who might be just as intelligent, but lacked basic necessities. United Nations Children's Fund. The figure for boys is 77%.