Tanzania Education System

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Tanzania Education System
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School Ownership

• Public Schools owned by the Government
• Community Schools owned by the local community
  together with the Government
• Privately owned schools

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Education System

• 2-7-4-2-3
• Pre-primary 2yrs Age between 56 yrs
• Primary 7yrs
• Secondary 4yrs
• Higher (A) level Secondary 2yrs
• Tertiary 3yrs

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Basic Education

• Basic Education Includes
• Pre-Primary Education
• Primary Education
• Secondary Education
• Teachers Colleges / Vocational Colleges

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PRIMARY EDUCATION(medium of Instruction is
Swahili)(There are currently about 15856 primary
schools)

• Primary Education is a seven year education cycle
  after Pre-Primary.
• t is universal and compulsory to all children
  from the age of 7 years.
• Begins with STD I, on entry, and ends with STD
  VII in the final year.
• Std VII examination is a Primary School Leaving
  Examination (PSLE), marking completion of the
  primary education cycle and it is used for
  selection of students into secondary education.

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SECONDARY EDUCATION(medium of instruction is
English)(There are more than 4875 secondary
schools)

• The 1st cycle is a 4 year O Level secondary
  education. The O level cycle begins with Form 1
  and ends with Form 4 final examination.
• Selection and enrollment in O level government
  and non government secondary schools is made on
  the basis of a pre-set national standard cut-off
  points of performance in National Primary School
  Leaving Examination (PSLE).

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SECONDARY EDUCATION contd

• The 2nd cycle is a 2 year program of A- Level
  secondary education. The A level has Forms 5
  and 6.
• (Selection and enrollment in advanced level
  secondary education is based on prescribed
  performance level in the relevant A-level subject
  combinations after attainment of appropriate
  credits in the Certificate of Secondary Education
  Examination (CSEE)).
• Students with higher credits are selected for
  tertiary Education
• Others join Teachers Colleges and other Higher
  Learning Technical Colleges both public and
  privately owned
• -Others join privately owned colleges

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TEACHER EDUCATION(There are 34 teachers Colleges)

• Teachers Colleges / Vocational Colleges offer
  courses leading to Certificate awards in
  respective fields to those with O-level
  certificates and Diploma awards for those with
  A-level certificates.
• Minimum admission requirement for Certificate and
  Diploma courses are determined by the form IV and
  form VI examination passes respectively.

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Management Administration of Education

• Two ministries coordinate and manage the
  Education Sector MoEVT and PMO-RALG (TAMISEMI)

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MOEVT Roles

• Curriculum Development Implements through its
  agency Tanzania Institute of Education (TIE).
• Policy and Quality Control of Education
• Responsible for Teachers Training Colleges
• Examinations Implements through its examination
  agency The National Examination Council (NECTA)

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PMO-RALG (TAMISEMI) Roles

• Management of School Infrastructure
• Employs and Manages Human Resource in Schools
• Works Closely with Community School buildings
  construction and Asset acquirement
• Works closely with MoEVT

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PMO-RALG (TAMISEMI) Structure

• Regional Education officer who works closely with
  the regional Development Director
• District Education Office (DEO) for secondary and
  DEO for Primary the two of them are under the REO
  but works closely with the District Development
  Director

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COMMON POSITIONS IN TZ SECONDARY SCHOOLS
/Teachers Colleges
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• Principal / Head of School (HOS) / Headmaster /
  Headmistress / Mkuu wa Shule
• Responsible for all school administration
  decisions
• Is supervized by respective DEO
• Deputy Principal / Secondmaster / Secondmistress
  / Mkuu wa Shule Msaidizi
• Responsible for the school when HOS is away
• Responsible for day to day operations management
  and discipline
• Internal Administrator for teaching and
  non-teaching staff
• Academic Master / Mtaaluma wa Shule
• Responsible for logistics of the school,
  timetable, supplies (such as chalk, paper,
  dusters, filing of records, student files, scheme
  of work), and coordinating school exams

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• Classmaster / Classmistress / Mlezi wa Darasa
• Tutor assigned to a particular class or stream
• Responsible for supervising weekly tests,
  recording final marks, and filling out character
  assessment forms
• Teacher on Duty (TOD) / Mwalimu wa Zamu
• Rotating tutor position responsible for all
  student-related matters for a week at school
• Examples of duties Giving permission to leave
  school, school cleanliness, attendance,
  discipline, making sure meal time goes smoothly,
  bed-checks
• Discipline Master / Mwalimu wa Nidhamu
• First step in discipline process
• Sports Tutor / Mwalimu wa Mchezo
• Responsible for sports activities and equipment

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Other supporting positions

• Student leaders prefects and monitors
• Storekeeper / Boharia
• Maintenance tutor / Mwalimu wa matengenezo
• Accountant / Mhasibu
• Personal Secretary / Katibu Muhtasi
• Office Attendants / Wahudumu
• Cooks / Wapishi
• Guards / Walinzi

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Questions??
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Paradigm Shift

• COMPETENCE-BASED TEACHING/LEARNING APPROACH AND
  ASSESSMENT
• (CBTL)

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Secondary Education Curriculum

• Ordinary Level (Forms 1-4) Students are required
  to study at least 7 subjects These include
• Civics, Geography, English, Biology
• History, Kiswahili and Basic Mathematics
• 2. Advanced Level (Forms 5 - 6) a student
  specializes in a combination of three subjects
  (minimum )
• The curriculum review cycle in Tanzania is 8
  years. Review of O-level syllabi is over, that of
  A-level is in progress.

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Secondary Education CurriculumContd

• The existing review cycle is due to
• Serious social problems i.e. HIV/AIDS, Poor
  gender relations, environmental destruction
• Serious scientific and technological changes in
  the world i.e. information and communication
  technology
• Serious changes in the pedagogy and
  teaching/learning methods
• Major shift in curriculum paradigm

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What do you envisage to be the roles of
students and those of teachers in the following
teaching and learning approaches?

• 1. Teacher centered Vs Learner centered.
• 2. Content Vs Competence.
• 3. Knowledge inheritance Vs Knowledge
  construction.
• 4. Product Vs Process.
• 5. End of lesson evaluation Vs Classroom
  assessment.
• 6. Behaviorism theory of learning Vs
  Constructivism theory.
• 7. Memorization of facts Vs Higher order thinking
  skills. 

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Secondary Education CurriculumContd

• Elements of the reviewed curriculum
• Competence development
• Learner-Centered teaching
• Co-operative learning
• Assessment and Constructivism

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Secondary Education CurriculumContd

• Competences placed in the reviewed
• curriculum falls into 6 main groups
• Communication
• Numeracy
• Creative and critical thinking
• Technology
• Interpersonal competences
• Self learning/Independent learning competence

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Communication

• The focus is on improving learners understanding
  of the language demands in the required areas of
  learning. As such the learner shall be able to
• Use a range of language experiences for
  developing knowledge of a subject area
• Convey and use information, instructions, ideas
  and feelings appropriately and effectively in a
  range of different social and cultural context
• Use language for different audiences and purposes
  relevant to oneself and the subject area
• Understand and use the vocabulary, structures and
  forms of expressions which characterize each area
  of study.

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Numeracy

• Basic mathematics skills and numeracy are
  fundamental for strengthening in all other fields
  of learning. Through this competence students
  shall have the ability to
• Organize information to support logic and
  reasoning
• Recognize and use numerical patterns and
  relationships confidentially and competently
• Recognize, understand, analyse and respond to
  information which is presented in numerical and
  mathematical forms such as graphs, tables and
  charts as applied within the subject area.
• Use a range of instruments including electronics
  confidently and competently.
• Provide basic estimates and calculations
  accurately and proficiently

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Crreative and critical thinking

• This competence consists of two aspects
• Analytical-involving critical evaluation of data,
  identifying and defining problems, identifying
  probable causes and suggesting possible
  solutions.
• Conceptual-involving ability to think in abstract
  terms to see a big picture and and understand how
  the different parts fit together.

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Technology

• Being competent in Technology students
• will appreciate the value and limitation of
• technology in society and participate in the
• shaping of public policies related to
• technological change

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Technology Contd

• As such learners will develop abilities to
• Realize their roles and responsibilities related
  to technological changes
• Develop modern view of technology and appreciate
  its value and limitation in the society
• Make decisions related to technological
  developments for positive development of the
  individual and society.
• Make appropriate use of technology in solving
  problems at the individual and community level.
• In particular the competence helps in
  finding and gathering information from multiple
  sources and apply that information creatively to
  specific tasks and problems

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Interpersonal Competencies

• Elements of Learner-centeredness in teaching.
• The learner learns by doing a variety of logical
  and planned activities
• The lesson is built on what the learner already
  knows
• Learner past experiences are respected
• The learner seek knowledge by interacting with
  the teacher, the peer, the T/L materials and the
  subject content
• Teaching and Assessment are done by covering all
  the 6 levels of the cognitive domain
• The teacher is a facilitator of learning rather
  than a provider of knowledge

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Self learning/Independent learning competence
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Perceptions on CBTL

• The main thrust of the shift of Paradigm was to
  put the competence based curriculum at the heart
  of what is taught and learned along with
  constructivist methods of delivering subject
  content
• CBTL aims at engaging students in a learning
  culture
• Through CBTL Students will work harder than their
  teachers and will develop motivation,
  self-discipline and self-awareness to become
  successful learners in terms of outcomes.
• CBTL promotes integrated learning and makes the
  classroom and the school in general an active
  learning community.

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Teachers Role in CBTL

• Unlike in content-based T/L, the teacher has no
  role of- a direct knowledge transmitter Instead
• The teacher is to influence cognitive development
  and knowledge construction
• To facilitate learning through use of guidance
  strategies and provision of tools such as problem
  solving and inquiry-based learning activities.
• Generally, the teachers roles in CBTL approach
  are Motivator, Facilitator and class Manager.