Envaya: Ubusobanuro

Amabwiriza

Base (Icyongereza)	Kiswahili
Setting low education standards: Implications and complications. One of the major controversies about the trend of education in our society is on the feeling that those with a final say on the sector are apparently not worried about standards. In other words those who call the shots in this area are accused of being contented with standards of education provided by our schools which critics contend have been declining as time passes, contrary to expectations of parents and other interested parties. Of course, there has always been no consensus on this question, as those determined to defend the status quo vehemently question the notion of “standards”, arguing that the so-called standards are relative and that, after all, a given society has a right to set its own benchmarks for evaluating the kind of education relevant to its environment. The above argument raises more questions than answers, and sounds a bit academic. Findings of the latest research conducted by TWAWEZA organization on primary school education in some East African countries however, discredits this kind of argument by revealing that we have semi-literate primary school leavers in our society, thanks to the education system which leaves much to be desired. Then there is this classic example which demonstrates that some of the decision makers in the education sector are allergic to quality standards. It is all about the decision by the Ministry of Education to reintroduce a requirement for Form Two students to pass a special examination in order to proceed with further studies. According to the new directive, those failing to make it will be given an opportunity to repeat a year, and be shown the door on squandering the second chance. For most of the post-colonial years, this was part and parcel of the education system, but was later abolished without giving the key stakeholders in the education sector convincing reasons behind the change. If my memory serves me well, the game of abandoning and re-introducing Form Two examinations has been on and off - sometimes depending on the thinking of the Minister in-charge of the education portfolio. Some of us who went through the system now being reintroduced know that it has one important benefit which ought not be lost for the sake of cost cutting and any other questionable excuses. Form Two special examination helps to keep students busy for the entire period of their four-year secondary school education. A form one student soon realizes that there is a hurdle to be cleared at the end of his/her second year at the new school, and is conditioned to study hard for academic survival. On entering Form Three, our student sets his/her mind to the final Form Four examinations and can’t afford to fool around. Now that the Form Two special examination is back, we may sigh with relief and say so far so good. But we are told the pass mark will be 30 per cent. Why such a low pass mark? What sort of standards are we setting? What kind of mentality are we inculcating in the minds of our children by encouraging them to aim low in life? In other places the opposite is the case, for youths are tuned to aim high and made to believe that the sky is the limit. Surely, those behind the not so motivating pass mark have got their own reasons although, as usual, are not in a hurry to come out and argue their case convincingly. In the first place, key stakeholders in the education sector are supposed to have been consulted to get their views on such an important decision and endorse it. The fact that this has not been done is not news as we are somehow used to this kind of situation, much as it is unacceptable and uncalled for. The question is: When and how will this attitude be got rid of? While no one cares to explain the rationale behind the 30 percent pass mark, yet those conversant with the poor academic performance in most of our schools can hazard a guess that fear of mass failure is behind it all. In short, it is realized that sticking to an acceptable pass mark in Form Two examinations would mean the end of the education road for many students in most of the secondary schools now serving citizens in the low income bracket. Again one key question continues to haunt us .Is the lowering of standards a solution to the myriad problems and challenges currently crippling our education system?	Kuweka viwango vya elimu ya chini: Athari na matatizo. Moja ya utata mkubwa kuhusu mwenendo wa elimu katika jamii yetu ni juu ya hisia kwamba wale walio na kusema ya mwisho juu ya sekta ni inaonekana si wasiwasi kuhusu viwango. Kwa maneno mengine wale ambao kuwaita shots katika eneo hili ni mshitakiwa wa kuwa mmeridhia viwango vya elimu zinazotolewa na shule yetu ambayo Wakosoaji wanasisitiza kuwa kupungua kadiri muda unavyopita, kinyume na matarajio ya wazazi na wadau wengine. Bila shaka, kumekuwa hakuna makubaliano juu ya swali hili, kama wale kuamua kutetea status quo kwa nguvu swali dhana ya "ubora", akisema kuwa viwango kinachojulikana ni jamaa na kwamba, baada ya yote, jamii aliyopewa ina haki ya kuweka yake mwenyewe kwa ajili ya kutathmini vigezo aina ya elimu husika kwa mazingira yake. hoja juu inaibua maswali mengi kuliko majibu, na sauti kidogo kitaaluma. Matokeo ya utafiti wa karibuni uliofanywa na shirika Twaweza juu ya elimu ya shule ya msingi katika baadhi ya nchi za Afrika Mashariki hata hivyo, discredits aina hii ya hoja kwa kutuonyesha kuwa tuna nusu-kusoma na kuandika wanaomaliza shule ya msingi katika jamii yetu, shukrani kwa mfumo wa elimu ambayo majani kiasi kuwa taka. Halafu kuna hii classic mfano ambao unaonyesha kwamba baadhi ya watunga sera katika sekta ya elimu ni mzio viwango vya ubora. Ni kuhusu uamuzi na Wizara ya Elimu na ataianzisha tena mahitaji kwa ajili ya kidato wanafunzi wawili kwa kupitisha mtihani maalum ili kuendelea na masomo zaidi. Kulingana na mwongozo mpya, wale kushindwa kufanya hivyo atapewa nafasi kurudia mwaka, na kuonyeshwa mlango juu ya kufuja nafasi ya pili. Kwa zaidi ya miaka baada ya ukoloni, hii ilikuwa ni sehemu ya mfumo wa elimu, lakini baadaye marufuku bila kutoa wadau muhimu katika sekta ya elimu sababu kushawishi nyuma ya mabadiliko. Kama kumbukumbu yangu kunitumikia vizuri, katika mchezo wa kutelekeza na re-kuanzisha kidato cha pili mitihani imekuwa na mbali - wakati mwingine kutegemea mawazo ya Waziri katika-malipo ya kwingineko elimu. Baadhi yetu ambao walikwenda kupitia mfumo wa sasa kuwa reintroduced kujua kwamba ina moja muhimu faida ambayo hawapaswi kuwa waliopotea kwa ajili ya gharama kukatwa na nyingine yoyote ya udhuru questionable. Kidato cha pili uchunguzi maalum husaidia kuweka wanafunzi busy kwa kipindi chote cha elimu yao ya miaka minne wa shule ya sekondari. fomu mwanafunzi mmoja hivi karibuni amegundua kuwa kuna tatizo kwa kuondolewa mwishoni mwa mwaka wake / pili katika shule mpya, na ni conditioned kusoma kwa bidii kwa ajili ya kuishi kitaaluma. On kuingia kidato Tatu, mwanafunzi wetu anaweka yake / akili yake kwa Fomu ya mwisho Nne mitihani na hawawezi kumudu matani. Sasa kwa kuwa kidato cha pili uchunguzi maalum ni nyuma, tupate sigh na unafuu na kusema hivyo mbali hivyo nzuri. Lakini tunaambiwa alama kupita itakuwa asilimia 30. Mbona vile chini kupita alama? Ni aina gani ya viwango sisi kuweka? Ni aina gani ya mawazo ni sisi inculcating katika akili za watoto wetu kwa kuwahimiza lengo chini katika maisha? Katika maeneo mengine kinyume ni kesi, kwa vijana ni tuned kwa lengo high na kufanywa kuamini kwamba anga ni ya kikomo. Hakika wale nyuma ya alama si hivyo kuwahamasisha kupita got yao sababu wenyewe ingawa, kama kawaida, ni si na haraka ya kuja nje na hoja ya suala lao kwa kusadikika. Katika nafasi ya kwanza, wadau muhimu katika sekta ya elimu wanatakiwa kuwa shauri ya kupata maoni yao juu ya uamuzi muhimu vile na kuidhinisha yake. ukweli kwamba hii haijawahi kufanyika si habari kama sisi ni namna fulani kutumika kwa aina hii ya hali hiyo, kiasi kama ni halikubaliki na halipo. swali ni: Wakati na jinsi gani tabia hii kuwa got kuepuka? Wakati hakuna anayejali kueleza rationale nyuma alama ya asilimia 30 kupita, bado wale conversant na utendaji maskini kitaaluma katika zaidi ya shule yetu inaweza HATARI nadhani kwamba hofu ya kushindwa molekuli ni nyuma yake yote. Kwa kifupi, ni alitambua kwamba sticking alama kukubalika kupita katika Fomu ya mitihani miwili ingekuwa maana ya mwisho wa barabara ya elimu kwa wanafunzi wengi katika shule za sekondari zaidi ya sasa kuwahudumia wananchi katika mabano mapato ya chini. Tena swali moja muhimu inaendelea haunt sisi Je. Kupungua viwango ufumbuzi wa matatizo lukuki na changamoto sasa crippling mfumo wetu wa elimu?

Base (Icyongereza)

Kiswahili

Setting low education standards: Implications and complications.

One of the major controversies about the trend of education in our society is on the feeling that those with a final say on the sector are apparently not worried about standards.

In other words those who call the shots in this area are accused of being contented with standards of education provided by our schools which critics contend have been declining as time passes, contrary to expectations of parents and other interested parties.

Of course, there has always been no consensus on this question, as those determined to defend the status quo vehemently question the notion of “standards”, arguing that the so-called standards are relative and that, after all, a given society has a right to set its own benchmarks for evaluating the kind of education relevant to its environment.

The above argument raises more questions than answers, and sounds a bit academic. Findings of the latest research conducted by TWAWEZA organization on primary school education in some East African countries however, discredits this kind of argument by revealing that we have semi-literate primary school leavers in our society, thanks to the education system which leaves much to be desired.

Then there is this classic example which demonstrates that some of the decision makers in the education sector are allergic to quality standards. It is all about the decision by the Ministry of Education to reintroduce a requirement for Form Two students to pass a special examination in order to proceed with further studies.

According to the new directive, those failing to make it will be given an opportunity to repeat a year, and be shown the door on squandering the second chance.

For most of the post-colonial years, this was part and parcel of the education system, but was later abolished without giving the key stakeholders in the education sector convincing reasons behind the change.

If my memory serves me well, the game of abandoning and re-introducing Form Two examinations has been on and off - sometimes depending on the thinking of the Minister in-charge of the education portfolio.

Some of us who went through the system now being reintroduced know that it has one important benefit which ought not be lost for the sake of cost cutting and any other questionable excuses. Form Two special examination helps to keep students busy for the entire period of their four-year secondary school education.

A form one student soon realizes that there is a hurdle to be cleared at the end of his/her second year at the new school, and is conditioned to study hard for academic survival. On entering Form Three, our student sets his/her mind to the final Form Four examinations and can’t afford to fool around.

Now that the Form Two special examination is back, we may sigh with relief and say so far so good. But we are told the pass mark will be 30 per cent. Why such a low pass mark?

What sort of standards are we setting? What kind of mentality are we inculcating in the minds of our children by encouraging them to aim low in life? In other places the opposite is the case, for youths are tuned to aim high and made to believe that the sky is the limit.

Surely, those behind the not so motivating pass mark have got their own reasons although, as usual, are not in a hurry to come out and argue their case convincingly. In the first place, key stakeholders in the education sector are supposed to have been consulted to get their views on such an important decision and endorse it.

The fact that this has not been done is not news as we are somehow used to this kind of situation, much as it is unacceptable and uncalled for. The question is: When and how will this attitude be got rid of?

While no one cares to explain the rationale behind the 30 percent pass mark, yet those conversant with the poor academic performance in most of our schools can hazard a guess that fear of mass failure is behind it all.

In short, it is realized that sticking to an acceptable pass mark in Form Two examinations would mean the end of the education road for many students in most of the secondary schools now serving citizens in the low income bracket.

Again one key question continues to haunt us .Is the lowering of standards a solution to the myriad problems and challenges currently crippling our education system?

Kuweka viwango vya elimu ya chini: Athari na matatizo.

Moja ya utata mkubwa kuhusu mwenendo wa elimu katika jamii yetu ni juu ya hisia kwamba wale walio na kusema ya mwisho juu ya sekta ni inaonekana si wasiwasi kuhusu viwango.

Kwa maneno mengine wale ambao kuwaita shots katika eneo hili ni mshitakiwa wa kuwa mmeridhia viwango vya elimu zinazotolewa na shule yetu ambayo Wakosoaji wanasisitiza kuwa kupungua kadiri muda unavyopita, kinyume na matarajio ya wazazi na wadau wengine.

Bila shaka, kumekuwa hakuna makubaliano juu ya swali hili, kama wale kuamua kutetea status quo kwa nguvu swali dhana ya "ubora", akisema kuwa viwango kinachojulikana ni jamaa na kwamba, baada ya yote, jamii aliyopewa ina haki ya kuweka yake mwenyewe kwa ajili ya kutathmini vigezo aina ya elimu husika kwa mazingira yake.

hoja juu inaibua maswali mengi kuliko majibu, na sauti kidogo kitaaluma. Matokeo ya utafiti wa karibuni uliofanywa na shirika Twaweza juu ya elimu ya shule ya msingi katika baadhi ya nchi za Afrika Mashariki hata hivyo, discredits aina hii ya hoja kwa kutuonyesha kuwa tuna nusu-kusoma na kuandika wanaomaliza shule ya msingi katika jamii yetu, shukrani kwa mfumo wa elimu ambayo majani kiasi kuwa taka.

Halafu kuna hii classic mfano ambao unaonyesha kwamba baadhi ya watunga sera katika sekta ya elimu ni mzio viwango vya ubora. Ni kuhusu uamuzi na Wizara ya Elimu na ataianzisha tena mahitaji kwa ajili ya kidato wanafunzi wawili kwa kupitisha mtihani maalum ili kuendelea na masomo zaidi.

Kulingana na mwongozo mpya, wale kushindwa kufanya hivyo atapewa nafasi kurudia mwaka, na kuonyeshwa mlango juu ya kufuja nafasi ya pili.

Kwa zaidi ya miaka baada ya ukoloni, hii ilikuwa ni sehemu ya mfumo wa elimu, lakini baadaye marufuku bila kutoa wadau muhimu katika sekta ya elimu sababu kushawishi nyuma ya mabadiliko.

Kama kumbukumbu yangu kunitumikia vizuri, katika mchezo wa kutelekeza na re-kuanzisha kidato cha pili mitihani imekuwa na mbali - wakati mwingine kutegemea mawazo ya Waziri katika-malipo ya kwingineko elimu.

Baadhi yetu ambao walikwenda kupitia mfumo wa sasa kuwa reintroduced kujua kwamba ina moja muhimu faida ambayo hawapaswi kuwa waliopotea kwa ajili ya gharama kukatwa na nyingine yoyote ya udhuru questionable. Kidato cha pili uchunguzi maalum husaidia kuweka wanafunzi busy kwa kipindi chote cha elimu yao ya miaka minne wa shule ya sekondari.

fomu mwanafunzi mmoja hivi karibuni amegundua kuwa kuna tatizo kwa kuondolewa mwishoni mwa mwaka wake / pili katika shule mpya, na ni conditioned kusoma kwa bidii kwa ajili ya kuishi kitaaluma. On kuingia kidato Tatu, mwanafunzi wetu anaweka yake / akili yake kwa Fomu ya mwisho Nne mitihani na hawawezi kumudu matani.

Sasa kwa kuwa kidato cha pili uchunguzi maalum ni nyuma, tupate sigh na unafuu na kusema hivyo mbali hivyo nzuri. Lakini tunaambiwa alama kupita itakuwa asilimia 30. Mbona vile chini kupita alama?

Ni aina gani ya viwango sisi kuweka? Ni aina gani ya mawazo ni sisi inculcating katika akili za watoto wetu kwa kuwahimiza lengo chini katika maisha? Katika maeneo mengine kinyume ni kesi, kwa vijana ni tuned kwa lengo high na kufanywa kuamini kwamba anga ni ya kikomo.

Hakika wale nyuma ya alama si hivyo kuwahamasisha kupita got yao sababu wenyewe ingawa, kama kawaida, ni si na haraka ya kuja nje na hoja ya suala lao kwa kusadikika. Katika nafasi ya kwanza, wadau muhimu katika sekta ya elimu wanatakiwa kuwa shauri ya kupata maoni yao juu ya uamuzi muhimu vile na kuidhinisha yake.

ukweli kwamba hii haijawahi kufanyika si habari kama sisi ni namna fulani kutumika kwa aina hii ya hali hiyo, kiasi kama ni halikubaliki na halipo. swali ni: Wakati na jinsi gani tabia hii kuwa got kuepuka?

Wakati hakuna anayejali kueleza rationale nyuma alama ya asilimia 30 kupita, bado wale conversant na utendaji maskini kitaaluma katika zaidi ya shule yetu inaweza HATARI nadhani kwamba hofu ya kushindwa molekuli ni nyuma yake yote.

Kwa kifupi, ni alitambua kwamba sticking alama kukubalika kupita katika Fomu ya mitihani miwili ingekuwa maana ya mwisho wa barabara ya elimu kwa wanafunzi wengi katika shule za sekondari zaidi ya sasa kuwahudumia wananchi katika mabano mapato ya chini.

Tena swali moja muhimu inaendelea haunt sisi Je. Kupungua viwango ufumbuzi wa matatizo lukuki na changamoto sasa crippling mfumo wetu wa elimu?

Kugirango ugire icyo uhindura kubyo wasemuye, ugomba kwinjira mu rubuga Injira · Iyandikishe

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15 Ukuboza, 2012

Hindura

Kuweka viwango vya elimu ya chini: Athari na matatizo. – Moja ya utata mkubwa kuhusu mwenendo wa elimu katika jamii yetu ni juu ya hisia kwamba wale walio na kusema ya mwisho juu ya sekta ni inaonekana si wasiwasi kuhusu viwango. – Kwa maneno mengine wale ambao kuwaita shots katika eneo hili ni mshitakiwa wa kuwa mmeridhia viwango vya elimu zinazotolewa na shule yetu ambayo Wakosoaji wanasisitiza kuwa kupungua kadiri muda unavyopita, kinyume na...

Ubusobanuro: Kiswahili (sw): User Content: WI4uFQmllQ9JwgwUprnGuRmW:content

Setting low education standards: Implications and complications.

Kuweka viwango vya elimu ya chini: Athari na matatizo.

Ibyasobanuwe