BAK
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- Feb 11, 2007
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By Polycarp Machira
THE CITIZEN
Posted Wednesday, August 7 2013 at 20:28
In Summary
The education sector is among the six prioritised sectors, which have developed nine key initiatives to improve the quality of basic education, thereby increasing the pass rates in primary and secondary schools.
Dar es Salaam. New revelations have surfaced in the education sector in less than a week since news of mass failure in teachers final examination results emerged.
Results released by the National Examination Council of Tanzania (Necta) recently indicates that none of the 23,000 candidates who sat the degree, diploma and certificate examinations got a distinction. At least 2,906 have been forced to take supplementary exams while 533 candidates failed completely. But it has since emerged that national exams setting system leaves a lot to be desired.
National tests in three subjects of English, Kiswahili and Mathematics for Standard Seven pupils set by the ministry of Education and Vocational Training under the Big Results Now model have revealed a lot of discrepancies in the examination setting system.
The government has decided to prioritise available resources in strategic sectors so as to realise the Big Results Now (BRN) programme.
The education sector is among the six prioritised sectors, which have developed nine key initiatives to improve the quality of basic education, thereby increasing the pass rates in primary and secondary schools.
But the tests done by pupils in four districts in the country as part of the assessment for the BRN contain a lot of grammatical, spelling and factual errors, something that education stakeholders attribute to mass failures in examinations.
Speaking to journalists in Dar es Salaam yesterday, nominated MP (NCCR-Mageuzi), Mr James Mbatia, expressed shock at the tests, saying: This is a typical example of what is contained in our national exams, the rot that we cannot contain anymore.
He called on the government to form a permanent commission responsible for education quality assurance and control. He said the commission should also approve and provide guidance on usage of different curriculums.
THE CITIZEN
Posted Wednesday, August 7 2013 at 20:28
In Summary
The education sector is among the six prioritised sectors, which have developed nine key initiatives to improve the quality of basic education, thereby increasing the pass rates in primary and secondary schools.
Dar es Salaam. New revelations have surfaced in the education sector in less than a week since news of mass failure in teachers final examination results emerged.
Results released by the National Examination Council of Tanzania (Necta) recently indicates that none of the 23,000 candidates who sat the degree, diploma and certificate examinations got a distinction. At least 2,906 have been forced to take supplementary exams while 533 candidates failed completely. But it has since emerged that national exams setting system leaves a lot to be desired.
National tests in three subjects of English, Kiswahili and Mathematics for Standard Seven pupils set by the ministry of Education and Vocational Training under the Big Results Now model have revealed a lot of discrepancies in the examination setting system.
The government has decided to prioritise available resources in strategic sectors so as to realise the Big Results Now (BRN) programme.
The education sector is among the six prioritised sectors, which have developed nine key initiatives to improve the quality of basic education, thereby increasing the pass rates in primary and secondary schools.
But the tests done by pupils in four districts in the country as part of the assessment for the BRN contain a lot of grammatical, spelling and factual errors, something that education stakeholders attribute to mass failures in examinations.
Speaking to journalists in Dar es Salaam yesterday, nominated MP (NCCR-Mageuzi), Mr James Mbatia, expressed shock at the tests, saying: This is a typical example of what is contained in our national exams, the rot that we cannot contain anymore.
He called on the government to form a permanent commission responsible for education quality assurance and control. He said the commission should also approve and provide guidance on usage of different curriculums.