The question of whether to use Kiswahili or English as the language
medium of educational instruction in Tanzania has been long debated.
Following the guidance set down by Mwalimu Julius K. Nyerere himself,
Tanzania has pursued a middle path, striving for universal,
Kiswahili-language primary schooling while offering an increasingly
growing segment of the population with English-language secondary and
tertiary education. Many argue, however, that it is time for a change.
Those who favor English language instruction at every educational
level, point to the broader East African community’s acceptance of
English-language education, with even formerly Francophone Rwanda
joining the ranks of Tanzania, Kenya, Uganda, Zambia and Malawi. Those
who wish to see even Tanzania’s primary schools one day switch to
English-language instruction imagine that such a move will help to usher
Tanzania into the global marketplace, competing with the likes of India
and China with its own skilled, English-language workforce. These
proponents of English-language education have their eyes firmly fixed on
cities like Dar-es-Salaam and Arusha, cities flush with money and
personnel from the English-language dominated Tourism and Aid
industries. To chart the country’s development path along these lines,
however, is as naïve to the realities of economic development as it is
disrespectful to the legacy of Kiswahili in its continued shaping of
Tanzanian civil society.
From the colonial era through the end of the twentieth century,
secondary schools remained essentially elite institutions, training
Tanzania’s primary school teachers and government workforce. Tanzania’s
majority rural population entered agricultural and pastoral work with
only primary school education and many without even that. Primary
education was designed to provide the foundations for civil society,
teaching all Tanzanians their history, civic rights and
responsibilities, a basic understanding of the tools of mathematics and
science, the national language of Kiswahili, and the beginnings of
English to communicate in an international context. In some of these
goals, Tanzanian primary schools have succeeded; in others, they have
failed. Among most Standard 7 (final year of primary school) leavers
who qualify for secondary school and begin Form 1, most have a high
level mastery of Kiswahili and a keen understanding of their government
and its history. However, the overwhelming majority arrive at secondary
school with abominably poor mathematics skills, virtually no
understanding of the methods and processes of scientific investigation
and little more than a handful of English words and phrases.
In this twenty-first century, secondary schools are no longer the
elite institutions they once were. Rapid school expansion is quickly
closing in on President Kikwete’s promise to put a secondary school in
every ward in the country. School enrollments are double what they were
several years ago. Secondary schools are no longer simply training the
government and business leaders of the big cities. They are training
farmers, herders, craftworkers, and small-scale entrepreneurs who will
continue to live and work in the communities where they were educated.
The average secondary school student who will continue to live and
work in the village can nevertheless potentially get a great deal out of
a secondary education. The tools of mathematics and science, if
properly used, can help farmers, herders and craftworkers to maximize
their yields, profits and savings. Rather than simply copying the
economic models around them, critical thinkers can evaluate their
surroundings empirically, can test alternatives, and can evaluate the
results to their own benefit and to the benefits of their families,
friends and neighbors. Surely, this is the meaning of “Education for
Self-Reliance,” as Mwalimu Nyerere propounded, the ability to use local
resources to create sustainable, effective, income-generating projects.
This requires no hand-outs from foreign NGOs, no expensive foreign
experts in brand new Land Cruisers, and certainly does not require
fluency in English. It requires only the critical thinking skills and
collaborative efforts of an educated workforce. While secondary schools
are capable of this task, they fail at it miserably, in every region,
district and ward in the country.
Sitting in Dar, Arusha or even some of the middle-sized towns such
as Dodoma, Morogoro or Njombe, the state of secondary education still
seems relatively positive. Qualified teachers are widely available (if
still often overworked) and resources are plentiful (if not fully
accessible by every student). It is in the small towns and villages
that the disgraceful state of secondary education and the absurdity of
mandating English-language instruction becomes clear. In the larger of
the outlying village secondary schools, those schools in district or
ward capitals yet still far from the tarmac roads are demonstrably worse
now than they were even 3 years ago. For the past 3 years, these
schools have watched their enrollments nearly double while their
workforce has been cut in half. Their senior teachers have been sent
off to become headmasters at the newly built schools even further off
the beaten path. These schools used to be able to teach all their
periods or were at least just a few teachers shy of being able to
achieve that goal. Now there are not even enough teachers to have one
per subject for student enrollments exceeding 400 and 500 students.
Now, these teachers can do little more than keep discipline and order
and the only students who manage to succeed are the ones who mostly
teach themselves.
The situation of few qualified teachers, high student enrollments
and minimal school resources would be equally challenging in any part of
the world. Indeed, this is not a problem limited to Tanzania.
Moreover, there are plenty of other countries with fewer teaching
facilities and higher student to teacher ratios. Mandating
English-language instruction under these conditions however has made an
already difficult and challenging environment entirely unable to fulfill
even its most basic mandate. Even as police and armed security guards
use excessive force to extract taxes from reluctant villagers for new
school construction, there are still not enough teachers for minimal
staffing needs. Quality standards for both teachers and students have
plummeted. Secondary school teachers need only be form 6 leavers with a
3-week teacher training course. Students need no longer make any
pretence of passing classes to advance through the ranks. After passing
their primary school Standard 7 exam, a student can enter Form 1, fail
every class, continue on to Form 2, fail every class, fail the national
exam, continue on to Form 3, fail every class, continue on to Form 4,
fail every class, fail the national exam and still qualify as a Form 4
leaver. As long as a student pays their fees and does not get pregnant,
mere persistence with no academic effort can secure a secondary school
degree in Tanzania today. This is shameful and a national
embarrassment. Moreover, it does not need to be this way.
While the desire to increase secondary school access for Tanzanian
students is an admirable one, the quality of those schools cannot be
allowed to suffer anymore in the process. On top of the under-supplied
schools, under-trained teachers and under-prepared students, there is
the issue of English-language instruction. Even with the best
available, thoroughly English-language fluent teachers, the expectation
that primary school students with little English experience should enter
secondary school and take instruction for all subjects in English is
unreasonable. Educational research has long shown that students’ skills
and capacities are varied in any classroom setting. An aptitude for
foreign languages, while a valuable skill in itself, is not so important
as to stake the entire secondary educational system on its mastery.
All of those students who might otherwise excel in mathematics, the
natural and social sciences or even the non-English humanities but do
not have a particular aptitude for foreign languages are being cheated
out of an education. Instead of graduating critical thinkers,
well-prepared citizens and workers who may or may not perform well in
English, Tanzania is producing a generation of students who have spent
countless hours memorizing words and phrases they do not understand
taught to them by teachers with little understanding themselves. While
the current system would still largely fail were it staffed with
thoroughly fluent English-language teachers, the grim reality is that
English fluency even among secondary school teachers is poor indeed.
Perhaps the best illustration of this comes from the National
Examinations Council of Tanzania (NECTA) itself.
Every year NECTA issues examinations for Form 2 and Form 4 full of
awkward and poorly constructed English sentences, low-quality
representational drawings (especially problematic in the Biology exam),
and questions that contain a disturbing range of over-simplified
generalizations, petty definitions, excessively difficult arcana, and
downright inaccuracies. That poorly-prepared students should have to
take such poor-quality tests only adds insult to injury. While the
English-language medium is not the sole cause of NECTA’s poor
performance in the creation of its O-Level examinations, it is a strong
contributing factor. The lack of English-fluency of most of the
relevant stakeholders (students, their parents and teachers) keeps them
from recognizing how bad these tests actually are. By hiding under the
cover of the English language, the NECTA test writers escape criticism
and accountability for their abysmal performance year after year. If
these tests were written in Kiswahili, poorly worded or inaccurate
questions would be noticed everywhere and NECTA would be held
accountable. As is, there is no opportunity for democratic
participation in the process. Either Tanzania needs to hire outside
contractors who can actually command the English language to write and
grade these tests or else the entire enterprise needs to be abandoned
and replaced with Kiswahili-language material.
With so few secondary and tertiary educational materials written in
Kiswahili, how can the educational system possibly make this change?
This question, though often posed, misses an important alternative. It
is quite possible to use foreign language materials in a native-language
educational environment. Take for instance Sweden, whose population
and language are much smaller than Tanzania’s by comparison. While
Sweden has been able to incorporate foreign language study into its
curriculum from early primary education onwards, Swedish is used as the
medium of instruction for all other subjects from nursery school through
to university. There is no reason why Tanzanian students could not use
English (or even French, German or Arabic) books in secondary and
tertiary education while still allowing teachers to teach in Kiswahili
and students to take tests in Kiswahili. Achieving a “reading-level”
knowledge of English can still be accomplished while allowing students
to learn and express themselves in Kiswahili – a national language that
is already the second or even third language learned for many students!
As Tanzania looks ahead to the future of its secondary educational
system, the time is ripe to ask, “Do we want to create the best
Kiswahili educational system in the world, or one of the worst in the
English-speaking world?” Elimu gani ni haki ya wananchi wote?
As Nyerere himself was at pains to demonstrate throughout his life,
Kiswahili has the ability to express concepts every bit as poetically or
precisely as found in any European language. Unlike virtually every
one of its neighboring countries, Tanzania has been able to unite
numerous and disparate religious and ethnic groups under one national
identity and one national language. To discount and dismiss this legacy
in favor of an English-language identity will only undo the gains made
by the generation that brought independence and further fracture the
country along class lines. Tanzania has the chance to become the
international center of a vibrant Kiswahili language and culture,
spreading its influence throughout East Africa. However, if Tanzania
turns away from its own heritage, why should any other country turn
towards Tanzania? The choice is either to lead from a position of
strength and experience or to follow from a position of weakness.
Mpango gani ni haki ya wananchi wote?
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