Qualities and quantities of education in Tanzania

According to Chapman & Adam (2002). refers to inputs, that is numbers of teacher training curriculum and learning materials or is the processes which is the aim of direct teaching time, extent of active learning. Also Kamugisha (2016). describe the quality and quantity in primary development program as follows;

Pupils enrolment, this quantity was the result of primary education program (PEDP) whereby in 2004 there was an increase of about 2.2 million children enrolled in primary as compared in 2001. The number of pupils enrolled in 2001 were 4,895,764 in 2002 5,960,368. In 2003 were 6,531,769.in 2004 were 7,041,829. Therefore, due to the increased number of pupils in standard I the quantity of primary education was observed hence, pupils increased from one year to another.

Number of classroom, due to the increased number of pupils in schools the government suggested the increase of new classrooms whereby the government targeted to build for about 54,000 classrooms and 30,000 were already constructed by the year 2001 to 2004 and for about 20,000 classrooms were under way by that sense the number of classrooms increased by 83% that surpass the  44% of pupils involved

Number of teachers, this is among of the quantity of education in PEDP which was the expansion in number  of teachers employed within the schools. For example in 2006 they were for about 137,071 teachers in schools representing an increased 29% compared to 2004 which were 119,773 increased the pupils and the difference between the rise in pupil enrolments and the rise in teacher numbers is a big concern. For example in 1999 the number of pupils were 4,182,677 and the number of teachers were 103,731 so the pupil teacher ratio was 40% by that sense there was the shortage of teachers, thus why there was the need of increase number of teachers.

Examination. There was a positive trend in number of pupils who passed their primary school leaving examination(PSLE) between 1998, 2004for example 1998 pupils who passed examination % were 21.3% compared to 2004 which increased up to 48.7%. the rear where by aggregate pass marks may.

Also according to www.wikipedia.com, the quality and quantity of education in Tanzania obtained depending on all levels of education by considering the  education structure in both public and private sector as follows;-

v  2 years of pre-primary education for age 5-6 (year 1-2)

v  7 years of primary education for age (7-13, standard I-VII)

v  4 years of secondary ordinary level education for age 14-17 (from1-4)

v  2 years of secondary advanced level education for ages 18-19 (form 5-6),

v  3 more years of university education.

The following are the qualities and quantities at all levels of education.

Pre-primary education, each child who is not less than five years of age is eligible for enrollment for pre-primary education for a period of two years. In this level, attendance is not compulsory.

Primary education, primary education teach in Swahili, English in English medium based schools. Other language (ethnic community language than, neither Kiswahili are not allowed as language of instruction, neither are they taught as subjects, through they might be used unofficially (illegally) in some cases in initial education it is compulsory for every child who has reached the age of seven years to be enrolled for primary education.

The quality and quantity of education in primary education.

Elimination of tuition; primary school tuition in public schools was eliminated in 2002, but families still must pay for school supplies.

Enrollment of teaching statistics; tuition fee has led to a massive increase in the number of children enrolled in primary schools from 4,839,361 in 2001 to 7,959,884 in 2006 to 8,410,000 in 2008. This increase has not been accompanied by a proportional increases in resources for teachers, classrooms and books. The ratio of pupils to qualified teachers national wide in 2010 was 54% which was 35% above the goal of 40% every region exceeded the goal except for Kilimanjaro and Dar es salaam only there percent of students in standard VI nationwide had the use of a mathematics textbook in compared to seven percent in 2000.

Curriculum and language instruction; the Tanzania institute of education is the main body responsible for developing the curriculum. It prepares programmed, syllabus and pedagogical materials such as handbooks and laboratory manuals. The curriculum is composed of twelve subjects. Kiswahili, mathematics, science, geography, civics, history, English language. Vocational subjects, French, religion, information and communication technology and schools sport. The focus of the  curriculum is the development of critical and creative thinking to learners, comm., numeracy personal, social life skills, technology literacy and independent learning.

National examinations; until 1973 a student was required to pass the national standard IV to continue with standard V, the examination are still given through passing in no longer required. the pass rate was 70.6% in 2001, 88.7% in 2003 and 78.5 in 2007.

The current law, a student must pass the primary school leaving examination at the end of standard VII to receive a primary school certificate to be eligible to attend public secondary school. For example in 2009 49.4% of 999,070 who sat for examination received passing mark. Dar es Salaam had higher pass rate (69.8%) while Shinganya region had the lowest (31.9%) there was a significant disparity in the nation pass rate from males (55.6%) to female (43.2%).

Pupil achievement, levels; in 2000, 82% of children in standard VI on the Tanzania mainland were at or above reading level 4 independent reading which was fourth highest among 14 countries in southern and eastern Africa (Botswana, Mozambique, Zambia, Uganda, Swaziland, Zanzibar and Tanzania).

In Secondary education, the qualities and quantities obtained were as follows;-

Level, secondary education has two levels; ordinary level (o-level) in form I through form IV, a certificate is issued to all passing the certificate of secondary education examination. Selected students may progress to advanced level (A-level) education form V-VI or students for ordinary diploma in a technical colleges.

Tuition and fees; government of Tanzania eliminate fees and other contributions for public secondary schools. The government tries to keep education affordable while maintaining quality as high as possible. The number of government secondary schools which include community or ward based schools has increased dramatically over the past few years. Still tuition fees are burdensome to many families especial large families single parent. Families and orphans.

Enrollment and teaching statistics. In 2008. Form I-IV was 1,164,250, form V-VI was 58,153 students the total number of teachers was 32835 and total number of schools was 3,485.

National examination; national standardized examination is given at the end of form II, although there is no consequence for failing it.

Language of instruction; the language of instruction is English except Kiswahili subject only.

Curriculum, core subjects in form III and IV offered by all schools include mathematics, English, Kiswahili, biology, civics, religion, history, geography, physics and chemistry. The optional subject in form III and IV include home economics, information and computer studies, music, fine arts, French, Arabic, Islamic knowledge, bible knowledge and physics education.

  

REFERENCES

Chapman D, and Adam D. (2002). The quality of Education: Dimensions and strategies;                                     Mamla. Asian development Bank.

Fellen, P. Kalish A, Pingree A, and Plank K. (2007. Toward a scholarship of teaching and                                  learning in educational development. San Francisco, Jossey-Bass LTD.

Kamugisha K.D (2017). Education in Tanzania: History and developments. Mwanza,                              Tanzania: Mahelo book centre.

prepared by HEKIMA-SAUT, MWANZA