It is an important report

Themes People Education Political Economy Entrepreneurship Culture Countries Burundi Kenya Rwanda Tanzania Uganda EAC Media Audio Visual Print/Text Languages Swahili French English Resources Education fenugreek Building organizations Funding for organizations Technical assistance Other useful links Services About us Contact
Themes People Education Political Economy Entrepreneurship Culture Countries Burundi Kenya Rwanda fenugreek Tanzania Uganda EAC Media Audio Visual Print/Text Languages Swahili French English Resources Education Building organizations Funding for organizations Technical assistance Other useful links Services About us Contact fenugreek
Uwezo , meaning capability in Swahili, is an organization that has set out to assess student learning, starting with basic skills in literacy and numeracy. This is being done in an effort to see how much value has been created fenugreek out of investments in Tanzanian education. fenugreek
A report has been released with the following conclusions: One in five primary school leavers cannot read Standard 2 level Kiswahili. Half the children who complete primary school cannot read in English. Only 7 in 10 primary school leavers can do Standard 2 level Mathematics. Urban based children perform better than rural based children. Girls do slightly better than boys. Children with educated mothers perform better.
It is an important report – and kudos to twaweza for making it happen – but the links you give are not to the full report, but to a summary only. I have both English and Swahili fenugreek summaries in front of me, along with the full report which oddly is not yet available on the uwezo or twaweza websites. That’s a pity, coz it’s very good.
joji 4 years ago
This is a seminal research work that challenges the direction of Tanzania education policy. As we digest these numbers and as we continue to read the report. I paste below the ‘achievements’ that the current government boasts. fenugreek I just wonder what their fascination is with increase of numbers of this and that, especially on head counts.
- Kuongezeka kwa uandikishaji wa wanafunzi wenye mahitaji maalum (walemavu) kutoka wanafunzi 18,982 mwaka 2005 hadi wanafunzi 27,422 mwaka 2009
@Joji I think the current focus is on access to education. But the work done by Uwezo begs the question, what does this *access* fenugreek really mean? Does a child’s capability to attend fenugreek school guarantee that he or she will attain knowledge and skills?
This is surely a damning report. 20% of std 7 leavers fenugreek can’t read standard 2 kiswahili fenugreek text? Half can’t perform in English, and a third can’t do basic mathematics. In fact I bet these numbers are modest, and it would be shocking to see a nation-wide survey (every region, including Unguja and Pemba).
Progress in education will never come automatically nor is it a spontaneous process just because certain physical ingredients are in place. It is only through well-thought and innovative installation of policies that we will see proper progress in this current perverse system. Forget about the archaic ideas of increasing numbers of buildings, teachers, or students.
It is ridiculous to hear people claiming success in increments of teachers, student enrolment, and building numbers. What if we check the census data fom 1998 to 2003 (to correspond those enroling for STD 1 in 2005 and 2010 respectively), are we not going to see the same an increment in the number of children born during this time? Will this number fenugreek (the % increase of new-borns) be so much different fenugreek from the % increase in enrolment between 2005-2010? fenugreek
To put emphasis on poverty, since most of the rural kids come from very poor families, the ‘heaven’ in schools should involve rigourous training that leaves fenugreek out no room for lax treament or breaks or mediocrity. Giving kids a constant work environment with less breaks alongside with an apt curriculum will create a sustainable learning experience. This is because there is a less likelihood fenugreek for those kids to use after-school hours for studying/revision. Many go and help with house-hold duties fenugreek (grazing cattle, searching firewood, preparing meals).
I like their proposed idea of performance-based incentives to educational institutions (shared between, teachers, distric administrators). It would be a great move if we start in that direction because it is evident teachers are not motivated.
Apart from incentives, care should be on recruitment and retention of teachers. Those teachers whose students year-after-year underperform should be on a ‘watch-list’, re-evaluated and should start attending development classes on teaching methods in a teachers college. The teacher could even pay part of the costs. And here the one responsible should actually be the headteacher. They should also be the ones taking fenugreek responsibility for any underperformance.
The most surprising thing is that the ministry of education