PEDAGOGY IN EDUCATION(RE-DO)

I).Language refers to the system of communication used by the people of the particular country or profession. Therefore, the language which teachers and students understand can effectively function as the language of instruction.

In Tanzania the language of instruction are both Kiswahili and English. Kiswahili language is used as medium of instruction in pre-primary and primary schools. English is used in secondary schools, private primary schools, in diploma colleges, vocational training colleges and universities. The use of English language is expanding worldwide due to effect of globalization but also the use of Kiswahili language is also expanding to other continents. Therefore there is a need of improving the use of both Kiswahili and English languages as the media of instructions in Tanzania education system, (URT, 2014).

 In Tanzania secondary school, English as the language of instruction is not well understood by the majority of teachers and most students. In primary schools Kiswahili as the language of instruction is somehow understood by both students and teachers since Kiswahili is first language to most of the Tanzanians, although still there is a challenge to interior areas where they speak local languages, (Andersen, 1975).

II).In Tanzania context the competence teachers are prepared in colleges and universities through the following ways;

Initial training of teachers is a crucial process in educating competent teachers (Meena, 2009). This training lays a foundation for future professional development. In the Teachers Colleges, two pre-service programmes are offered, i.e. Grade “A” Teaching Certificate courses which uses Kiswahili language as the media of instruction and Diploma in Secondary Education which uses English language (URT, 2014). The duration for the two programmes is two years, during which, pre-service teachers are expected to become competent in teaching subjects in primary and secondary schools. During the two years, pre-service teachers at both programmes are facilitated with the academic and professional contents. The academic component intends to equip and improve the content knowledge of their teaching subjects like geography, English, mathematics, physics, etc. The professional component prepares them for the pedagogical skills they need for teaching and foundation knowledge in principles of psychology, and research. 

The teaching process during the two year academic period is divided into two sessions, i.e. the theoretical session which is run by taught sessions in the classroom and field teaching practice (BTP) which last for 5-7 weeks conducted once each year. During this period, pre-service teachers are given the opportunity to teach their respective subjects of specialization. It is during this time that pre-service teachers practice other skills like management by engaging in such activities as taking the role of teachers on duty, class teachers, and many other responsibilities as provided by the host schools. In universities students teachers are prepared in pedagogical and content wise for three years. This duration has been divided into two sessions which are the time for been in class lesson for mastering pedagogical and contents. Also the other session is for teaching practice which lasts for about 56 days.

Preparing competence teachers in Tanzania context there are some issues which require special attention such as; inadequate books for references, Insufficient time to complete the content for the teacher education curriculum, Low job satisfaction caused by unfulfilled wishes delay of promotions and lack of regular incentives to tutors, crowded classes which leaner centered approach. These challenges can be addressed by, Promoting books writing for teacher education, reviewing the content for teacher education; this is required to decide on which content is necessary, conducting in-service training for teacher educator, (URT, 2014).

In Malaysia the role of preparing teachers in government schools is undertaken by Teachers training institutes (TTIs) of the ministry of education and local public universities. These institutions offers diploma in education, bachelor degree in education  for four years and one year for post-graduate diploma in education to those graduates from other fields who want to become school teachers, (MOE, 2007).

The pre-service training of secondary teachers is undertaken by the universities while the pre-service training of primary teachers is undertaken by the teachers training institutes. During pre-service training, teachers are trained in two subject of specialization, whereby a specific subject content comprises 80% and 20% is for education related courses and practices, (ibid).

The major language of instruction is English, language and numerical skills are compulsory for all subjects of specialization. Each teacher must possess basic and generic skills such as ethnic relations, Islamic and Asians civilization. Innovations and critical thinking skills are emphasized, (Malaysia education act, 1996).

In Kenya, there are four levels of teacher education namely, early childhood development teacher education, primary teacher education, diploma and undergraduate teacher education. The certificate in ECDE is offered through pre-service and in-service, each having 810 contact hours. Pre-service programme is covered in one year and in three residential school terms and with one term (or 300 hours) of teaching practice in ECDE institutions. The in-service programme takes two years in residential sessions during school holidays (Otunga et al, 2011).

Diploma in ECDE is a two-year programme through pre-service and in-service of 780 contact hours. Pre-service is a three residential academic school terms, with one term (or 300hrs) for teaching practice in an ECDE institution. In-service alternative involves six residential sessions

during school vacation.

The teacher trainees in primary teacher colleges undergo a two-year pre-service course, which leads to the award of primary teacher education certificate (PTEC). The entry requirement for PTEC Course is a minimum C (Plain) in KCSE or its equivalent and must have attained D (Plain) in mathematics and C- in English. Diploma Teacher education programme is a three –year programme. Trainees are admitted with a minimum mean grade of C+ (Plus) and a C+ in the subjects of specialization, D+ (plus) in Mathematics and C (Plain) in English for all applicants.

 The bachelor of education course has various degree programmes. The teacher is equipped with skills for teaching in ECDE, primary, secondary, teacher training colleges, Institutes and polytechnics. The course content at this level has two major components: teaching subject content and professional areas. In addition, teaching practice is mandatory and must be passed in order to qualify for the award of the certificate (Otunga et al, 2011).

III).The current system of education in Tanzania is 1+6+4+2+3+ as proposed by the new 2014 education and training policy. In this system two languages of instruction are used, Kiswahili is used at the pre-primary, primary school and teacher’s colleges (grade A) while English serves as the language of instruction at the post primary level and at some private primary schools.

The 2014 national policy of education and training suggests that Kiswahili, English and sign language for impaired learners should be used as the media of instruction and other foreign language should be taught as individual subjects. The governmental say; it will make sure that Kiswahili, English and sign languages are used as media of instruction in all levels of education due to their importance in national and international levels (URT 2014).

In order for the learners to competently and meaningful learn using two different languages and still maintaining the required outcomes, the following should be addressed;

Kiswahili and English (bilingual) should be used as the medium of instruction from the pre primary to higher level of education and not separately at different stages of education. For the primary education, Kiswahili should be used as the language of instruction in subjects like humanities, religious education, arts, vocational and environment studies, while for the critical subjects such as sciences and polytechnic subjects, English should be used. This should be done for the whole primary education and by so doing, pupils will grow up with the two languages, hence no switching from one language to another as how it is today in Tanzania. At secondary level, English should be used as the medium of instruction while Kiswahili should be the compulsory subject up to the ordinary level, (Clegg, 2007). 

There should be good infrastructures and best teaching strategies, (URT, 2014) that creates good environment for the learners to learn. Good infrastructures especially well designed libraries with enough text, reference books and story books which can develop the level of language. Also teaching strategies like debates, discussions, role play, and dialogues are very important in language mastering.

Promotion of ICT in learning both languages where learners can be able to access information and materials such as news, journals, dialogues and debates from the internet for developing their level of language and through watching different programmes on the TV (Tanzania development vision, 2025).

Also there should be efficient learning resources, both physical and personal resources. Well prepared competent and committed teachers who are good in language and who master well their subject of specializations tends to inspire their learners in learning different languages of instruction and hence perform well in their studies. There should be also enough and well designed resource centers for example libraries with enough books especially story books which can develop language skills and other facilities, (Kamwendo, 2006).

There have been negative attitudes among the Africans themselves towards their own indigenous languages that they cannot do better when used in education systems as the medium of instruction (Owino, 2002), therefore in order to help them to learn meaningful and competently using two different languages and still maintain the required learning outcomes, an effort should be done to suppress these negative attitudes towards indigenous African languages.

Therefore, both Kiswahili and English languages should be integrated in all levels of education as the media of instruction and teachers should be well prepared in both pedagogical and content mastery. But unfortunately, there is inadequate linkage between the professional and the academic subjects; hence this has led all subjects to appear disjointed, thus reducing performance and efficiency in the teacher education.

                                                         REFERENCES.

Clegg J. (2007). “Moving towards Bilingual Education in Africa”. In: H.Coleman(ed.),

                            Language and Development: Africa and Beyond. Addis Ababa.

Government of Malaysia. (2002). Education Act 1996.

Kamwendo G.H. (2006). “No Easy Walk to Linguistic Freedom: A Critique of Language

                                           Planning during South Africa’s First Decade of Democracy”. Nordic     

                                           Journal of African Studies.

Ministry of Education (MOE) (2007). “Analysis of Dropout Trends in MOE Schools”.

                                                            Educational Policy Planning & Research Division.

Otunga, N. R. et al (2011), “A Handbook for curriculum and Instruction”. Eldoret: Moi

                                               University Press.

Owino F.R. (2002) Realistic Revolutionary Strategies in a Harmonization and Standardization of   

                             African Languages. In: K.K. Prah (ed.), Rehabilitating African Languages.

                             Cape Town: The Centre for Advanced Studies of African Society (CASAS).

United Republic of Tanzania. “Tanzania Development Vision 2025”

United Republic of Tanzania. (2014). “Education and training policy”. Dar es Salaam.

by PROF NGEZE $ ALEX PHILIPO