Tanzania Education System
School Ownership
1. Public Schools owned by the
Government
2. Community Schools owned by the local
community together with the Government
3. Privately owned schools
Education System
• 2-7-4-2-3+
• Pre-primary
2yrs Age between 5&6 yrs
• Primary
7yrs
• Secondary
4yrs
• Higher (A) level Secondary
2yrs
• Tertiary
3+yrs
Structure of the Tanzanian Education System
CSTC
Pre -Primary
FDC
5
6
Technical
College
(Cert)
Technical College
(Diploma--3 years)
Vocational
Training
Secondary
School
Primary School
Secondary
School
"O"-Level
University
"A"-Level
Degree Courses
1
2
Standards
3
4
5
6
7
1
Forms
2
3
4
Forms
5
6
1
2
3
3+
7
8
9
12
13
14
15
17
18
20
21
22
23+
10
Age
11
16
O-Level Biases:
--Technical
--Agriculture
--Commerce
--Home Econ
19
Acc. Clerks
Bus. Admin
Medical/
Nursing
Agriculture
& Veterinary
(Cert)
Diploma in:
-- Accountancy
--Planning
--Surveying
--Water Resource
Management
--Business Admin
--Taxation
(3 years)
World of Work
Level
TTC (Cert)
Diploma in Education
(2 years)
Distant Learning--Open University
Key:
CSTC--Civil Service Training Centre
FDC--Folk Development College
TTC--Teacher Training College
Employment
--Private/Self
Standard 7
Examination
Direct
Employment
Form 4
Examination
Direct
Employment
Form 6
Examination
All Exams written and
administered by the
National Examination
Council of Tanzania
Basic Education
•
•
•
•
Basic Education Includes:
Pre-Primary Education
Primary Education
Secondary Education
Teachers Colleges / Vocational
Colleges
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.
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).
SECONDARY EDUCATION con’td
-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
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.
Management &
Administration of Education
• Two ministries coordinate and manage the Education
Sector: MoEVT and PMO-RALG (TAMISEMI)
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)
PMO-RALG (TAMISEMI) Roles
• Management of School Infrastructure
• Employs and Manages Human Resource in
Schools
• Works Closely with Community School building’s
construction and Asset acquirement
• Works closely with MoEVT
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
COMMON POSITIONS IN TZ
SECONDARY SCHOOLS
/TEACHERS COLLEGES
• 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
• 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
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
Questions??
Paradigm Shift
COMPETENCE-BASED
TEACHING/LEARNING
APPROACH
AND ASSESSMENT
(CBTL)
Secondary Education Curriculum
1. 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.
Secondary Education Curriculum
Cont’d
The existing review cycle is due to;
1.Serious social problems i.e. HIV/AIDS, Poor
gender relations, environmental destruction
2.Serious scientific and technological changes in
the world i.e. information and communication
technology
3.Serious changes in the pedagogy and
teaching/learning methods
4.Major shift in curriculum paradigm
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.
Secondary Education Curriculum
Cont’d
Elements of the reviewed curriculum:
1.Competence development
2.Learner-Centered teaching
3.Co-operative learning
4.Assessment and Constructivism
Secondary Education Curriculum
Cont’d
Competences placed in the reviewed
curriculum falls into 6 main groups:
1. Communication
2. Numeracy
3. Creative and critical thinking
4. Technology
5. Interpersonal competences
6. Self learning/Independent learning
competence
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.
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:
1. Organize information to support logic and reasoning
2. Recognize and use numerical patterns and
relationships confidentially and competently
3. 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.
4. Use a range of instruments including electronics
confidently and competently.
5. Provide basic estimates and calculations accurately
and proficiently
Crreative and critical thinking
This competence consists of two aspects:
1. Analytical-involving critical evaluation of
data, identifying and defining problems,
identifying probable causes and
suggesting possible solutions.
2. Conceptual-involving ability to think in
abstract terms to see a big picture and and
understand how the different parts fit
together.
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
Technology Cont’d
As such learners will develop abilities to:
1.
2.
3.
4.
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
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
Self learning/Independent
learning competence
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.
Teacher’s Role in CBTL
Unlike in content-based T/L, the teacher has no
role of- a direct knowledge transmitter Instead:
1.The teacher is to influence cognitive
development and knowledge construction
2.To facilitate learning through use of guidance
strategies and provision of tools such as
problem solving and inquiry-based learning
activities.
3.Generally, the teacher’s roles in CBTL
approach are Motivator, Facilitator and class
Manager.