Background And Education System Of Tanzania

Background And Education System Of TanzaniaSince independence in 1961, the nurtureal governance has been passed over different transitions base on the political and economic changes happening over time. These changes faeces be categorized into three of import phases the first was from 1961 to 1967, which the emphasis of the government was to reform the fostering system so as to relieve inequalities among the people stipulated by colonial grooming system which was based upon racial segregation (Nguni, 2005). The second phase started from 1967 to 1990, where culture policies were emphasis on the Education for Self-Reliance as one of the government efforts to build a socialist state. Within this period of time the priority was piece on attainment of universal main(a) statement (UPE) by engaging in massive inscription, rapid expansion of conditions and abolition of racial based education system (TEN/MET, 2007). In this period the government took several actions to change e ducation system including nationalized all private schools with exception of few schools owned by spiritual organization. To achieve UPE the government took the hobby measures as summarized from the handbook Transforming Policy and Practices A Guide to Education Advocacy in Tanzania by TEN/METUniversal primary education becomes despotic and all school fees were abolished.Massive enrolment of children into the newly established and poorly resourced schools.Para-professional instructors were recruited to tackle the massive increase of pupils. (20079).In this period Tanzania record remarkable achievements in education after becoming one of the countries with high literacy rate of about 80 part leading early(a) countries in sub-Saharan Africa. The third gear phase covered the period from 1990s to present it was within this period where the government do major changes on its economic policies from socialist-oriented to free-market economy know as structural adjustment programs (S APs). These changes resulted into various reforms in educational system including cut-down of government expenditures on social services, allowing private schools and universities and re-introduce of school fees to the human beings schools. thusly in order to reduce the impact of this transformation the government decided to start a holistic education sector railment program (ESDP). These initiatives conduct to the introduction of twin education emergence programs PEDP and SEDP in 2001 and 2003 respectively. In 2002 the government re-introduced free and compulsory primary education resulting in spacious increases in enrolment (Nguni, 2005 Ten/Met, 2007). The impact of these efforts results on the large expansion in students enrolments with net enrolment ratio rose to 97.3 pct in 2007 from 58 percent in 2000 in the primary schools (BEST, 2010). However, there were concerns that the quality of primary school declined of overcrowded classes, high pupil-teacher ratio, para-profes sional teachers and insufficient school infrastructure and facilities (Komba and Nkumbi, 2008).In Tanzania the structure of the formal education and breeding system constitutes two years for pre-primary, s yet years for primary education, four years for junior subaltern education, two years for senior subaltern education and at least three years of tertiary education. Specifically, the education system has three trains, Basic, Secondary and Tertiary levels. Alongside with formal education there is non-formal education for adult people who lost the opportunity to get a formal education. Kiswahili is the language of instruction in primary schools and position is taught as a compulsory subject in all classes. merely, nigh of the private primary schools use English as medium of instruction famous known as English Academy. In Secondary Education, English is used as a language of instruction except for Swahili subject at the end of each cycle the students pen examinations which a tomic number 18 national specimenized examinations before jump to the next level. Similarly, English is the language of instruction at universities, higher instruction and polytechnic institutions.The Ministry of Education and vocational Training (METV) has the legal mandate for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the satisfying education system. However, local anaesthetic government authorities (districts, town, municipal and city councils) are responsible for(p) for commission and rescue of primary and secondary education services within their areas of jurisdiction. Also the ministry through its teachers training colleges is responsible for training, recruiting, deploying teachers in the popular schools across the country.3.2 Public School Teachers in Tanzania Briefly Situational Analysis.The Tanzania agenda for learning as it is stipulated in the Development Vision 2025 aims to build up a comfortably educated nation and attain a high standard of living for all citizens (Malkeen and Chen, 2008). Yet now a great progress has been made to achieve Millennium Development Goal (MDGs) number two and three on primary education enrolments. This comes as a result of successful instruction execution of PEDP from 2001 2006 which enable to increase net enrolment ratio to 97.2 percent in 2009. However, as country cool it there are challenges liner education sector including the low quality education. Teachers are say to play a central role in the process of provision of quality education services. But still in Tanzania worldly concern teachers are encountering problems which affect breeding and learning process.3.2.1 Administration and Management of the Education System in Tanzania.Several ministries, non-governmental organizations, and communities are involved in the management and administration of formal education system. The Ministry of Education and Vocational Training plays princ ipal roles for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the whole education system (UNESCO-WDE, 2011). It is also responsible for supervision of the higher education, teachers training and management of teaching instituteforce curriculum development, examination management and school inspectorate (Woods, 2007).The management of pre-primary, primary, secondary and out-of school education is confer under the control of the Ministry of Prime Ministers Office Regional Administration and Local Government (PMO-RALG). It oversee the work of the local authorities which are responsible for day to day to the operations of primary and secondary schools such as resources mobilization, management of teachers, financing and remuneratement of school supplies (Woods200712). Teachers are employed as government staffs on the permanent pensionable basis receiving monthly salary according to fixed scales basing upon specific qualifica tion. Usually there is yearbook salary increment and three years promotion subjective to his/her job actionance or/and career development. According to BEST 2010, there were 165,856 public teachers in primary schools and 30,252 in secondary schools (BEST, 2010).Teacher training is conducted in the teaching colleges, universities and high education institutions both state and private-owned. Basically, teachers training is divided into three main levels(i) variant A teachers are the ones who had completed 4 years of secondary education and undergone training for two years in a teachers education college (TTC). aft(prenominal) successful completion of two-year course he/she awarded Grade IIIA Teaching Certificate and they certifiable to teach primary schools. According to the education policy of 1995, Grade A is the lowest teaching qualification to primary schools in Tanzania. The minimum entrance qualification to Education College is division three in the ordinary level certifica te of secondary education examination CSEE1(Komba and Nkumbi 2008 URT, 1995).(ii) Ordinary parchment teachers are those who required to prolong completed at least advanced level of secondary school (form six) and acquired two-year professional course of teaching training from teachers education colleges or universities. Diploma teachers are trained to teach secondary schools and teaching colleges (Nguni, 2005).(iii) The third level of teachers is university-graduated teachers who are studied education degree with either major in arts or science. The graduates teachers are usually recruited to teach in secondary schools and/or teaching colleges.According to Basic Education Statistics of Tanzania (BEST) report, there were total of 92 teaching colleges where by 34 were publicly owned and 58 privately-owned. For instance, in the 2010 enrolment in government teachers colleges increased by 18.8 percent as compared to previous year of 2009. Out of the total enrolment 63.3 percent are di ploma students, 34.95 percent are Grade A and 1.7 percent are taking special education (BEST, 2010).Moreover, in Tanzania public school teachers represents approximately 95 percent of all teachers in primary schools and 75 percent in secondary schools. The government is the main employer of teachers, where teaching staffs constitutes approximately 60 percent of all public civil servants. Currently both primary and secondary school teachers are employed by the local government in respective district councils.3.3 Challenges facing Public School Teachers in Tanzania.In the Education International Global Monitoring Report 2008 and otherwise studies and papers has confirmed that the practice of teacher recruitment, their working conditions, their appropriate remuneration, as well as the quality of their initial and continuous education are crucial factors if the quality of learning is to become a humankind for all (EI GMR20082). However, the EI GMR 2009 asserts that many countries fa ce a crisis of teacher morale that is mostly related to poor salaries, working conditions and limited opportunities for professional development. (200910)In Tanzania teachers in public schools are get down a number of challenges when exercising their duties. These includes poor working conditions, low payments and other fringes, limited opportunities for professional development, low motivation and work learning from the community.3.3.1 Working Conditions Teachers in public schools has been experiencing unfavorable working conditions hence negatively affecting their work performance in due course the quality of education. The 1990 area Bank study admit that, most teachers find poor working conditions more discouraging than their salary levels.(Bennell and Mwakyanuzi, 200520). Presence of overcrowded classes, high pupil-teacher ratios, improper housing lacking(predicate) supplies of textbooks and workbooks is common to most of public schools. The smudge is very pathetic in more unconnected homespun areas, where almost 93 percent of schools are located. Teachers experience terrible moment due to the lack of clean water, poor housing and inadequate accommodation and lack of social amenities like medical care, expert roads and access to electricity.Furthermore, some of teachers reluctant to be posted or fail to report to their duty station located in country-style areas with a number of reasons like suffering chronicle illness, marital reasons and lack of accommodations. For instance, in the 2008 World Bank report on Teachers for Rural School shows the critical paucity for teachers houses especially in sylvan areas. In 2005, Tanzania had a total of 32,064 schoolteachers houses this is only 20 percent of requirements of 161,396 schoolteachers houses countrywide. In rural areas where is difficult to get even a room for rent the paucity is 75 percent (Malkeen and Chen, 2008). Similarly, the study through with(p) by SACMEQ II in 2007 indicated shocking r esults that, only 3 percent of standard (grade) six pupils in schools had use sole mathematics textbooks down from the 7 percent in 2000. This is very farthermost from the country benchmark of 100 percent and SACMEQ countries intermediate of 41 percent. In this mooring teachers end up use much time copy the notice on the board instead of shrink to teach students especially those slow learners (SACMEQ, 2011). The empirical study affirms that access to books has shown to significantly improve learning. (p116)It is upon such context that the query conducted by SACMEQ2in 2007 sought to look the quality of education provided in primary schools revealed unequal of PTRs mingled with the urban and rural public schools. The study discovered that in the year 2000 the wet pupil-teacher ratio (PTR) in primary schools was 471 which was above the countrys benchmark of 401. However, in 2007 the country mean had risen to 63 pupils per teacher which is very far from the country benchmark. N evertheless, the study disclosed the huge variation between the urban and rural schools, whereby the mean PTR for urban schools stood at 461 while in rural schools the situation was worse than in urban schools (71 pupils per teacher). The country mean pupil-teacher ratio of 63 was very far above the SACMEQ countries which was 43 pupils per teacher in public schools (SACMEQ, 2011). Likewise, the figure below shows the average number of pupil in standard 6 per class in different zones in Tanzania Mainland.Figure no 3.1 average out Number of Standard 6 Pupils per Class in Tanzania (Mainland)Source SACMEQ (20114).From the above figure it obvious that there were huge variations of the number of pupils per class among regions and zones, whereby Confederate Highland save highest average of 71 and the Central zones had lowest average number of 45. However, the overall mean number of Tanzania was 56 pupils per class which was higher than SACMEQ mean number of 46 pupils per class. Differen t studies and researches proved that small class size guarantee the maximum teacher-pupil interaction to enable the teacher to attend each exclusive learners needs (EI GMR, 2008).Poor working environment has also facilitating another problem of uneven distribution of teachers in public schools. Teachers usually tend to move from disadvantages and remote rural areas to more well-off urban areas normally resulting into acute shortage of teachers that also affecting the learning outcomes. For instance, in the figure below illustrates the pupil-teacher ratio between the peripheral districts, the national average for rural district and national average for urban districts.Figure no 3.2 Pupil-Teacher Ratio (PTRs) in patriarchal School in Some Remote Rural DistrictName of the DistrictsPupil/teacher ratioUkerewe district129Chato district95Manyoni district91Uyui district89National average rural districts60National average urban districts43Source Basic Education Statistics of Tanzania (BES T 2010)Source Basic Education Statistics of Tanzania (BEST 2010).The situation is more critical still as far as qualified teachers are concerned especially in rural areas where there was acute shortage of qualified teachers. The pupil to qualified teacher ratio (PqTR) ranges from more than 100 pupils per teacher in the remote rural districts (Bahi, Ulanga, Nanyumbu, Ukerewe, Manyoni, Urambo, and Uyui districts) to less than 35 pupils per teachers in some of urban districts. For instance, in 2006 out of 10,510 qualified teachers posted to different district councils countrywide, only 7,271 (69 percent) were reported to their respective duty stations (Curlitz, 2009). This exacerbated the shortage of qualified teachers in rural schools reflected in higher pupil to qualified teacher ratio in rural schools. For instance, Dar es Salaam city (urban) it has 68 percent of qualified teachers as compared to 38 percent in Lindi region which is located in upcountry (rural).3.3.2 Low salary payme nts and other fringe benefits In most of ontogenesis countries including Tanzania, teachers salary is considerably below the level to ensure their motivation to work hard. Generally speaking as compared with other professions (doctors, nurses, lawyers, accountants) the teachers salaries in Tanzania is relative low and, alas they also lack other fringe benefits that other civil servants enjoys such as adequate housing allowances, transfer allowances, lunch allowances, leave allowances, and hardship allowances. The situation seems to be more terrible in rural schools where teachers they have to travel quite long distance to the district centers where most of banks are located to get word their monthly salary, which is costly in terms of money and time but nobody refunds all these additional costs. This is one of the factor debauch teachers in public schools and some of them decide to move to private schools which are better off in term of salaries plus other benefits. In the figur e below illustrates the acutely increase of teachers (particularly qualified teachers) in private schools due to describeive remunerations and good working conditions.Figure number no 3.3 Number of Teachers in Primary Schools in Tanzania 2008 2010.Source Basic Education Statistics of Tanzania (BEST 2010).This figure shows, from 2008 to 2010 the rate of increase of teachers in private schools is more than threefold (24%) of the rate of increase in public schools (6.5%). Likewise, this whitethorn also expected to affect the education system since some of qualified teachers are likely to find another occupation, be absent, or late to work, or not do expected work in the classroom to meet the learning needs of the students hence adversely affecting the quality of education (Bennell Mwakyanuzi, 2005). a posteriori studies suggest that, the teachers salaries can influence who enters the field and how long they will remains in the teaching (Vegas, 2008).Though the ratio of salary for primary teacher pay to GDP per capita is 6.1, which is higher almost twice the as compared to the Sub-Saharan average (4.2) and the Field Track Initiative (FTI) benchmark indicator of 3.5 units (UNESCO/URT, 2012). But when comparing with other countries in Sub-Saharan Africa, it is evident that public schools teachers in Tanzania are getting minimal salary and other remunerations. Only with the piddling information, the figures below show the average salaries for teachers in different levels (primary, start and upper secondary schools) in Tanzania and other neighboring countries in sub-Saharan African. Despite the fact that the cost of living change from one country to another but the data in the figures below gives overview of teachers salaries in Tanzania as compared to other countries in different categories in public schools (primary, lower and upper secondary).Figure Number 3.4 Teachers Gross Salaries per Month in US$ in Some of African Countries (2005-2006).Source Sonyolo, D. (200756)From the table above, out of the six surveyed countries, Tanzania has recorded the lowest monthly gross salary rate of US sawbuck 20, 95, and 125 for primary, lower secondary and upper secondary teachers respectively.Figure Number 3.5 Average Monthly Income of Qualified Primary School Teachers in Selected African Countries 2004 2006, (US$ per month)Source Bennell and Ntagaramba (200825).As shown from the figures above it is apparent that, teachers salaries in Tanzania are lowest as compared to other countries with exception of Sierra Leone and Rwanda. Conversely, in neighboring countries like Kenya, Uganda and Zambia teachers salaries are relatively higher than in Tanzania. Additional to this, in Uganda teachers get 20 percent and 30 percent of their salaries as s housing and hardship allowances respectively (Sonyolo, 2007).As a result of low pay, some of teachers are not teaching well, and even cases of absenteeism arise. For instance, in Tanzania the government pays s alaries through electronic transfer via banks. Therefore, teachers from rural areas need to travel long distance to collect their salaries from district centers in each month. sometimes they have to spend three or more days waiting for the salary when it is delayed. In this regards teachers forced to miss a number of classes in either month. In the meantime, students would losing a lot of valuable learning time which eventually affecting their performance. This is said to be one of the major causes of teachers absenteeism in rural schools (Sonyolo, 2007). But on the other hand, this becomes a burden to teachers since they have to incur additional costs which they have to deduct from their little salary. These contribute to disgruntle qualified teachers to conjunction teaching profession or posted in remote schools.According to the study conducted on effects of increase of salary and incentives of the teachers on learning outcomes, the research findings revealed as followsIn Chile, a salary increase of 156 percent associated with 39 percent increase in number of teacher-education applicants and 16 percent increase in average test scores applicants. Similar test-score increase not observed among applicants to other university programs. (Vagas and Petrow 2008128).3.3.3Limited opportunities for professional development Teacher professional development can be defined as the process of improving both the teachers academic standing, competence and efficiency so as to allow him/her to discharge professional obligations in and outside the classroom.(Komba and Nkumbi, 200870). Professional development gives opportunities to explore new roles, increase new teaching skills, improve their practice, and broaden their mindsets both as professionals and individuals (Komba and Mwakyanuzi). In education system teachers education plays a prime role to ensure quality education for all. Nevertheless, in the most of the ontogeny countries education programs usually used to neg lect the teacher education and professional advancement. The experience has shown that even in the World Declaration on Education for All in 1990 the continuous preparation of teachers received little attention (Kruijer, 2010). Besides, Vagas and Petrow argue that, the initial education of teachers is only first steps in a series of important steps allow teachers to grow and develop professionally over time.(2008117). Then the need for teachers professional development is inevitable since it gives teachers competence, confidence and make them improving the standards of the job performance.In this regard Tanzania during the implementation of the Primary Education Development Program (PEDP) from 2001 to 2006 focused on universalization of primary education the program did not put much attention on development of teacher professional (Komba and Nkumbi, 2008). The government just put more concentration on enrolment expansion, recruitment of teachers, construction of classrooms, and prov ision of teaching and learning materials. Nothing has been done about provision of in-service training to the existing teachers to equip them with new changes happen within and out of the teaching professional. It is common to hear that a teacher work for twenty or thirty years without get chance to attend even three days workshop to improve his/her teaching skills. In this regard, if as a country in order to improve its education quality should put more emphasis on teaching workforce since teacher is the disembodied spirit of the classroom instruction. (Komba and Nkumbi, 2008).The effectiveness of the teacher depends on the competence to cope with the changes and challenges happen in the class not even the pre-service training. Therefore, for the short while the best expressive style of improving the existing school performance is to improve the current teaching workforce rather than recruit new teachers. This is due to the fact that, the teacher who is well trained and professio nally updated can easily handle class of pupil above the recommended ratio. Consequently, in-service professional development is essential because it gives opportunities for the teachersto update teachers knowledge of subject effect periodically, in light of new development in the field to update teachers skills in light of new teaching techniques and educational research to help teachers employ changes made to curricula to enable schools to develop innovations in teaching practices and to help weaker teachers become more effective. (Asia Society Partnership for Global Learning 201112).According to Malkeen and Chen (2008), teachers from the rural schools they have less advantage as compared to their fellow from the urban schools though urban schools represent less than ten percent of total schools in the country. It is easier for the urban teacher have to access to further education and training opportunities than their rural counterparts.3.3.4 Low motivation and job recognition f rom the community Learning is the process involving interaction between the teacher, students and sometimes parents or community in general. The teacher is the central point required to engineer the teaching and learning process in the classroom. Therefore, learning achievements can be determined in the classroom by motivated teacher who plan for teaching by put in to practice what they have in condition(p) in the teaching college. But the teachers motivation remains as ignored factor in all level of policy intervention (Oluech, 2006). Consequently, becomes responsible factor for the rapidly declining of the status of teaching profession among young generation.For instance, in Tanzania nowadays most of bright students do not prefer to join teaching and yet becomes the last resort among applicants. Teacher motivation and job recognition helps to go on teacher in their work places through provision of the material and mental needs does not necessarily being payments. Such kind of things like bonuses, gifts, and study opportunities can be use as a direction to attract bright students to join teaching and even to work in remote rural areas. However, in less developed countries public school teachers motivation is said to be low and it is been detrimental of the quality of education (Oluech, 2006). The situation is more serious in the developing countries Tanzania in particular, where high-quality applicants refuse to join or retain in teaching profession. Many who join profession use it as a stepping stone or stepladder to join other lucrative jobs such as lawyers, accountants.According to the 1990 World report on Teachers Conditions of Service asserted that, in absence of motivation to teachers which can be used to induce them to perform better the quality of education will deteriorate since de-motivated teachers is the major contributing factor to the poor learning performance of students in primary and secondary schools (Bennell and Mwakyanuzi, 2005). host ile other neighboring countries, in Tanzania there is no any allowance or bonus is paid to public school teachers as a means to motivate and encourage qualified teachers to work in remote rural areas. In other countries the government attempted to use some incentives to make rural areas attractive to live and work for qualified teachers. They have different forms of incentive such as financial or material incentives (hardship allowance, travel allowances, housing subsidies) and non-material incentives (special study leave, training opportunities). In the figure below shows the different forms of incentives allocated to the rural schools in the some of the East and Southern Africa countries.Figure number 3.6 Incentives to Encourage Teachers to Work in Rural Location.Source ADEA Biennale (200615).As shown from the above table is only Tanzania where teachers working in rural areas paid nothing as motivation to work in remote rural areas. In Malawi, though no financial incentive offered , but the government provides housing where help to attract teachers to work in rural areas. The EMIS data reveal that there is strong correlation between availability of good-quality housing and presence of female teachers in rural school in Malawi (ADEA, 2006).4.0 Summary, oddment and Recommendations.4.1 Summary of Findings from the Study.The paper has been sets forward to describe the challenges facing teachers in public schools in developing countries and its implications to the quality of education. Specifically, the focus was on the challenges facing the public school teachers and the way it affects the quality of education in Tanzania. The study focused on the four issues teacher salary payments and other fringe benefits working conditions opportunities for professional development and motivation and recognition among the public school teachers and how is affecting their job performance hence the quality of education.In addressing these issues the research study seek to answ er the following research questions (i) what are the problems with low salary payments to public school teachers? (ii) how do teachers poor working conditions affect their teaching performance? (iii) how does the limited opportunities for professional development affecting teachers performance hence poor quality public education? And finally, (iv) what kind of motivations can be provided to teachers so as to improve service delivery in public schools?This research paper is mainly use of the secondary data surveyed from the books, academic journals, articles, working papers, reports, and website. The paper is made to document what have learned after thoroughly surveyed of different literatures aimed at public school teachers in developing countries. The results from the literatures review highlight the following findingsGenerally, as other developing countries, Tanzania is experiencing the huge of shortage of qualified teachers in public schools both for primary and secondary levels. This come after implementation of PEDP and SEDP led to rapidly expansion of enrolment in primary and secondary schools in 2000s. The expansion of enrolment does not consider the supply of qualified teachers hence the government end up recruited para-teachers or part program teachers.Teachers salaries are generally low and unattractive as compared with other profession hence teaching becomes the last resort for many young applicants. In comparison with other neighboring countries, Tanzania teachers in public schools are paid lowest salaries and other fringe benefits. For instance, according to 2005 2006 statistics, the average salaries for public teachers was US dollar 20, 95, and 125 for the primary, lower secondary and upper secondary teachers respectively. In this regard Tanzania recorded the lowest salary rate among East and Southern African countries. different other countries teachers does not get even hardship allowance to enable them to cope with pathetic working environm ent especially in rural schools. This demoralized teachers working morale and discourage the competent candidates to join teaching profession.Working conditions remain the major constraint for the teachers to exercise their duties efficiently so as to improve learning outcomes. Challenges such as overcrowded classes, inadequate housing, dilapidated buildings with few desks, and lack of relevant textbooks and workbooks are common in public schools in most of developing countries. Findings indicate the terrible situation in rural areas where due to poor water supply, poor roads, electricity supply, inadequate accommodation, and poor health services. Al