Assessment of Learning and Teaching Environment for Pre-Primary Education in Tanzania, 2019
|File Name:||Assessment of Learning and Teaching Environment for Pre-Primary Education in Tanzania 2019.pdf|
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|Last Updated Date:||05-28-2020|
Ushirikishaji Jamii ni jambo muhimu sana katika kufanikisha shughuli za maendeleo. Ushiriki na ushirikishaji jamii unapaswa kuwa katika hatua zote za maendeleo ya mradi, yaani kuanzia kwenye kubuni mradi, kupanga gharama na shughuli nzima ya utekelezaji wa mradi ikiwa ni pamoja na ufuatiliaji na tathimini ya mradi huo. Miradi mingi ikiwemo ya elimu haifanikiwi kwa sababu tu ya kuwatenga na kutowashirikisha wananchi katika mchakato mzima wa maamuzi ya uanzishaji, utekelezaji, ufuatiliaji na tathmini ya miradi husika. Lengo la kitabu hiki ni kufikisha ujumbe kwa makundi mbalimbali ya kijamii, wakiwemo viongozi kuhusu umu-himu wa kuwashirikisha wananchi katika michakato muhimu ya maamuzi kwa ajili ya maendeleo ya jamii. Kwa upande mwingine, kitabu hiki kinalenga pia kuwakumbusha wananchi juu ya umuhimu wao kujihusisha na mambo ya msingi ambayo serikali au viongozi wao wanawaletea, iwe mitaani au vijijini mwao. Kwa bahati mbaya wengi wao hawashiriki kikamilifu hata pale fursa zinapopatikana kwa kusingizia kuwa na majukumu mengine hivyo kushindwa kushiriki katika miradi ya jamii ikiwemo ya shule. Aghalabu hushindwa hata ku-washinikiza viongozi wao kuwashirikisha au kutekeleza miradi yao kwa mujibu wa mipango mikakati. Matokeo yake ni kudumaa kwa miradi hiyo na maendeleo kwa jumla.
President Jakaya Mrisho Kikwete (65) is the fourth President of the United Republic of Tanzania who served for ten years between 2005 and 2015. A graduate of economics from the University of Dar es Salaam in 1975, Kikwete has spent his career mostly in politics serving at various capacities both in TANU (Tanganyika African Union) and CCM (Chama cha Mapinduzi-Party for Revolution) parties before working for the central government from 1988 (Nyang’oro, 2011). He became the youngest minister for Finance in 1994 and served as the longest Minister for Foreign Affairs during the entire period of Benjamin Mkapa’s presidency from 1995 to 2005. Kikwete was elected President of the United Republic of Tanzania on 14th December 2005, and he effectively retired on 5th November 2015.
While Tanzania has attained gender parity in enrollment at primary school levels, the transition from primary school to lower and higher secondary school has remained a challenge especially for girls. The present study sets to understand how different factors shape the patterns of retention and transition rates in selected regions in Tanzania.
Access to infornmation is essential to democracy and development.This study assesses access to infornmation from governmental and non-governmental sources in Tanzania.It is based on a systematic monitoring of responses to over 100 actual requests for infornmation.While its sample is too small to arrive at definitive conclusions,the study provides a valuable indicative picture of the state of access to infornmation in Tanzania.
According to the Tanzania Development Vision 2025, education plays a crucial role in bringing about social and economic transformation. In spite of its importance in bringing social and economic development, Tanzania’s education sector faces a number of challenges such as poor teaching and learning environment as well as poor learning outcomes. Poor learning outcomes can be observed in the trend of National examination results whereby in the past five years, pass rates for secondary level dropped from 89 percent in 2005 to 43 percent in 2012 and from 71 percent in 2006 to 31percent in 2012 for primary level students (NECTA,2005-2012). In addition, findings from the Early Grade Reading Assessment (EGRA) and Early Grade Maths Assessment (EGMA) show that in numeracy, less than a third of standard three students were able to do simple multiplications which they were required to learn in standard two. In English language only 6 percent of the students had basic level of comprehension in English at standard 2 levels (USAID, 2014). A national assessment called UWEZO of 2015, also shows that five out of ten pupils of standard three could not read a paragraph of standard two in Swahili. Eight out of ten of standard three pupils could not read a story of standard two in English and seven out of ten of standard three could not do a Mathematics test for standard two.