FOR IMMEDIATE RELEASE
WIDE VARIATIONS IN LEARNING BETWEEN DISTRICTS
Uwezo Tanzania announces the district results from its first annual learning assessment
Dar es Salaam, December 16 – More Standard 3 learners in Rombo than in Moshi Urban could do a Standard 2 level Kiswahili and numeracy test. Mbulu, Chunya and Kisarawe learners out-performed Kinondoni and Muleba in all three tests (including English).
These are some of the stark variations in performance between districts as highlighted in Uwezo Tanzania's district report from its first learning assessment which is to released Tuesday December 14 in Dar es Salaam. The differences within districts are also sobering. Fifty-one percent of learners in Kinondoni could do the Kiswahili test but only 22 percent managed the English test. In Morogoro Urban, it was 35 percent against 13 percent respectively.
The national report, released in September, revealed the grave reality that contrary to the high expectations of parents, a lot of the children heading off to school each morning are not in fact learning. The majority of Standard 3 students are unable to perform the Standard 2 level tasks of reading a story in Kiswahili and in English and solving basic multiplication problems.
Uwezo Tanzania conducted the learning assessment in May 2010 in 38 districts. Altogether, 22,800 households in 1,140 villages were assessed bringing the total number of children involved at 42,033.
The district report now shows that some districts, on closer inspection, may not be doing as well as some may have expected and more effort is required in certain subjects.
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P.S. You will find included in this pack the national key findings; district key findings, district report cards and discussion points. If you would like more information about this report or to schedule an interview, please contact Adam Dango Wamunza. You may also visit our website www.uwezo.net
Contact: Adam Dango Wamunza Uwezo Tanzania November 15, 2010
Dar es Salaam
Tanzania
Tel: 0787 345 816
0767 548 333
022 215 0793
Email: adam@tenmet.org
Yaani ina sikitisha sana yaani kingereza ndiyo elimu, haya ndiyo
matatizo ya kumaliza madarasa bila ya kuelimika.
Sifa moja tuliyonayo Tanzania ni kuwa na lugha yetu ya asili.
Hakuna nchi yeyote Afrika ambayo iliweka kipaumbele katika
matumizi ya lugha ya Taifa. Hiki ni kitu ambacho najivunia
popote niendapo (kwamba lugha yangu mama ni kiswahili).
Tuache kujidanganya hapa, suala la kutumia kiswahili mpaka
darasa la saba ni kujenga utaifa. Hata kama mtoto atakuja
kujifunza kiingereza baadae teyari anakuwa na uwezo wa
kufikiri kama Mtanzania.
Kuna tatizo kubwa la kisaikolojia katika utumiaji wa lugha za
wenzetu katika elimu ya mwanzo, hiyo ni sawa na kuikana
asili yako.
Ikumbukwe ya kwamba lugha ni sehemu ya utamaduni, kwahiyo
unapoondua lugha yako katika elimu ya awali unaondoa
utamaduni wa yule mtoto. Hii inaleta madhara kwa kuwa mtoto
anaanza kufikiri utamaduni wa wengine ni bora, kwahiyo yeye
anajiona kama anamapungufu.
Kuhusu suala la kutumia kingereza kuanzia darasa la tatu huu
ni uvivu wa kufikiri kwa baadhi ya wahusika. Hawa watu hawataki
kuchapisha vitabu na kubuni njia mpya za ufundishaji na
kutafuta njia mbadala (kiingereza). Hii ni sawa na kumtafuta
mchawi wakati tatizo ni uongozi mbovu. Kingereza kimefika
hapo kilipo kwasabau wenye lugha walikuna vichwa na kufika
hapo walipo.
Hivyo basi hatuhitaji hicho kiingereza kwasababu kiingereza
ni utamaduni tuu. Sasa wanataka watoto waanze kujifunza
maneno kama sleet, frost, snow na ice vitu ambavyo havipo
kwenye mazingira yetu. Kwanini wasijifunze tumbili, ngedere,
nyani na sokwemtu wanyama ambao wakienda shambani
kwa bibi wapo?
Sasa kwa kuwafundisha sleet na frost si ndiyo tunaanza
kuwafundisha kukariri wakati bado wadogo? Wenzatu wakitaja
hayo maneno sleet na frost wanaelewa bila hata maelezo
zaidi kama vile sisi tunavyo elewa tukisema ngedere na nyani.
implementation ya hiyo kitu ngumu... ukienda upcountry hata hapa dar walimu wengi bado ni wale wa UPE
Matatizo ya msingi ya kiingereza hayatakwisha hadi pale tatizo la msingi ktk sekta ya elimu litakapokwisha. Nalo ni elimu kusimamiwa na watu FAILURES in education. Kwamba tumelazimishwa kuamini kuwa ualimu ni kwa walioshindwa mitihani.Hi ndio nimesema kuna watu watasifu haya maamuzi ya kisiasa lakini serikaliinakwepa kma si gharama basi majukumua yake ya kusomesha watoto wa wakulima sababu wanajua watoto wao wanapata elimu bora. Serikali inatakiwa kuadress tatizo halisi . Na wataalam wapo kama hiyo asasi je ndivyo walivyopendekeza hivyo kuwa tatizo lhata kama ni english peke litaisha kwa style hiyo.???!!!!