Introduction
Tanzania is among African countries, which right after independence started to take measures on education developments through policies formulation, reviews, adjustments, and improvements. These measures include curriculum manufacture and amelioration for schools to meet national goals on education. English as one of the subjects taught in all education levels from traditional school to tertiary level, its curriculum and teaching has being gone those changes since then. In viewing and analyzing the English syllabus used in Tanzanian schools particularly in lowly level now, we should see the changes of last syllabus, which led to the current syllabus we have today. The last syllabus was introduced in 1996 and used up to 2005 where the current syllabus was introduced in use from January. The syllabus was improved to meet the needs, challenges and shortcomings of the old one. Students were given more activities; the syllabus focuses on trainee competencies rather than the old one, which focus more on contents. The syllabus was challenged that it did not bring competences that is why the proper of English has declined dramatically over the years, and the main cause of this decline is the insufficient teaching of English in schools following the English language syllabus. This was seen by Allen K. (2008) in 'What happened to our good English? And wrote:
'Syllabus and textbooks have caused this... Secondary school students only fare marginally better, and yet secondary and tertiary education is all in English. They may be able to engage in simple dialogue but ordinarily only after they have asked for the question/sentence to be repeated at least once. Again, fluent, complicated structures are mostly not understood at all. Written English is a greater problem. How many secondary school students write the almost nonsensical 'How are you? On my side, I'm fine and going on well with my daily activities'. Recently talking to university graduates who were embarking on post-graduate studies their lack of reliance in the language was striking. To make conversation I needed to adopt very simple structures at a very slow, unnatural speed'.
This was also earlier seen by Cripe C & Dodd W. (1984) that recommend the authorities to work on a wholly new syllabus for English language teaching in schools. Such a syllabus could take into list that many more pupils progress to secondary school from traditional school without facing English language good foundation.
In that view, this paper analyze the contemporary syllabus, by using some of the criteria including appropriateness, feasibility, utility, adequacy, content, method, scope and consistency between grades. Others are internal consistency, clarity, and up-to-datedness. These criteria will be on its structure, objectives, strengths and weaknesses that avail. It is foremost to do so in order to heighten the proper of English in Tanzania as proficiency in the language. This is because teachers as main guides for education in their classrooms use national English syllabuses and in examinations. The syllabus was designed and ready by Tanzania manufacture of education under the Ministry of education and Vocational Training.
Analysis
Before the analysis, the definition of syllabus is given as the overview of the course; ordinarily include definite information about the course. (www.counselingcenter.uiuc.ed). Collins needful English Dictionary defined syllabus as an frame or overview of the main points of a text or a policy study. Syllabus diagnosis is the assessment of the quantity of the syllabus (www.counselingcenter.uiuc.ed). So the purpose is to evaluate the quality of it industrialized by the institution.
The major areas analyzed in this lowly level English syllabus are top cover, back cover, inside the top cover, part one and part two of it. The top cover gift the title starting with United Republic of Tanzania on top then Ministry of education and Culture now changed to Ministry of education and Vocational Training, followed by English Language Syllabus for Secondary Schools, Form I - Iv, 2005. Inside the cover on page (ii) copyright of the ministry is uttered followed by designed and ready authority and address i.e. Tanzania manufacture of Education. The next page (iii) is the table of contents.
The syllabus ordinarily is divided into two main parts where the first is introduction, objectives of education in Tanzania, objectives of secondary education, general competence for Form I - Iv, general objectives and organization of the syllabus. The second part consists of competences and objectives of the class followed by a table matrix layout, which shows topics, sub-topics, definite objectives, patterns/structures, contexts/situations, vocabulary/phrases, teaching/learning strategies, teaching/learning materials, assessments and amount of periods with instructional time.
Introduction of the syllabus is well presented shortly expressing that the syllabus replaces the 1996 English Language edition, which has been phased out. It has been introduced for implementation from January 2005. The introduction could have been more fascinating if it explained more the major reasons, which led to the phase out or turn of the old one. Any inquiry skills and some inquiry levels are very briefly outlined in the introduction; it could be outlined to polish the part.
The objectives of education in Tanzania are clearly stated, meaningful and relevant to Tanzanian context as well as worldwide. They touch all disciplines of skills needed to the human being in the world. This is written the same in all syllabuses for subjects in that level nationally. The objectives are challengeable with the availability of resources in education both corporal and human infrastructure in totality to cater the needs. In the article presented in the seminar of Commonwealth Ministers in Halifax, Canada 2000; by the priest of education and Culture at the time says that; despite the government and the underground sector efforts to contribute secondary education in the country, the sub-sector had shortage of the science teachers especially in the rural areas, shortage of laboratories, shortage of equipments and other basic educational materials... It means that the objectives are clearly stated but not easy to achieve successfully.
The following section analyses the feasibility of the objectives of secondary education in Tanzania. The part started by defining the secondary education as a post traditional formal education offers to learners who successfully completed seven years of traditional education and have met the needful entry qualification requirements. The objectives are stated to make the syllabus implement-able and feasible. However, it carries elements of behaviorists' approaches that emphasize the use of reinforcement and repetition. The challenge is how to fulfill the packages needed to meet those objectives. Obanya P. (2006) had seen it and pointed out that Africa is still trailing behind other regions of the world in its effort towards attaining the Efa (Education for All) goals. So to Tanzania among African countries. Added he said the successes and sustainability of the new vision of secondary school in African governments show an proper level of political will...stepping up the process of reform, mobilizing the required resources, ensuring a participatory process etc.
General competences for Form I - Iv in part two are relevant and if they are to be, achieved changes are to be seen. Competences were added to this syllabus to meet the objectives of teaching English in secondary schools by focusing on the learner-centered education (Lce) rather than educator centered education (Tce) which proved insufficient masterly of language formerly. Allen K; (ibid) supported the transformation and said that things could have improved in the early 2000s with the chance up of the school textbook shop to underground publishers and the permitted multi-textbooks. However, the standards in teaching English had already declined by then, and many teachers were not qualified to be able to choose the best books for their purposes. Teachers have mostly taken the multi-textbook law to mean that they choose one book from a option of many, and so they still effectively only use one textbook. In undoubtedly sense, general competences collaborate with national objectives.
The syllabus has utility and efficacy that is why general objectives are outlined to enable the trainee acquires knowledge and skills to convention and use the language in definite settings and powerful performances. They include speaking and writing skills, reading skills, communication and demonstration skills. These are form of skills which Burt C. Et al (1933) categorized them as skills, concepts, relationships and strategies. They said that these four categories should not be idea of a hierarchically connected in the learning process, they are to large extent interactive. If a trainee fetch the outlined objectives wholly she/he would be competent to use English language in the world of information and communication technologies. It is clearly seen that these objectives were derived from the national objectives because they comply with them.
Class level competences are the statements, which specify the abilities that are imaginable to be attained by students before the class objectives found at the starting of the article of each class level. Objectives are statements of behavior that are stated immediately after class competences to be exhibited by each trainee at the end of given class. These are achievable in a class of a recommended amount of students not exceeding thirty five in class at a time and with the competence of a teacher. However, in Tanzanian crowded classes environment of more than sixty students is very difficult to achieve such objectives. Sumra S. (2000) pointed out that the education policy needs to explicate in focusing on 'inputs' or 'outputs' and the meaning of - what is imaginable of all teachers and how this will be monitored and measured. Pre and in-service needs to be focused on educator competence. The effectiveness of human and corporal infrastructures should be assured and realized in our schools so that the objectives are achieved.
Class level competencies and objectives in each Form are not the same. They are articulated agreeing to the topics arrangements in definite Form and the behavioral changes intended. Class level competence is proper in scope versus students' quality level. The new coming shifts the orientation of the article largely, but not exclusively, away from the rote memorization of factual knowledge to a competence based learning, which focuses much more on the comprehension of concepts, and the acquisition of skills and competences.
The organization of topics and sub-topics, which are in the first and second column of the syllabus layout, shows that are wholly designed to students ability. They diminish in amount sequentially and consistent as they go to upper Form. While in Form I, there were sixteen topics and twenty-four subtopics, in Form Ii there were eleven topics and fifteen subtopics. In Form Iii and Iv, there were six and five topics, fifteen and fourteen subtopics respectively. Some topics recur more than once but in industrialized form. For instance, 'Expressing idea and Feelings' appeared in Form I, Ii, and Iii. 'Talking about Events' and 'Interpreting Literary work' appeared in Form I and Ii, while ' Listening for information from different Sources', 'Reading Literary Work' and 'Writing proper Language article and Style' appeared in Form Iii and Iv respectively. However, the topics are consistent and have sequential arrangements. The entire syllabus has credential internal consistency between components and their article scope.
In organizing the topics and other sub-heading, the buildings of the syllabus is in matrix form layout. Form I classes for example have sixteen topics and twenty-four subtopics. Both are relevant to their level and the continuity of topics is maintained accordingly from simple to difficult and there is a link between them. The same applies up to Form Iv. The objectives in each topic and subtopics are clearly articulated from Form I - Iv, to meet the behavioral turn intended. The diagnosis of topics and sub-topics show that there is continuity within and link between topics because sub-topics are presented under the main topics. This enables a educator to understand and characterize the topics with concepts and ideas. turn of behavior is taken into consideration during planning the part to teach to make sure the autonomy is attained. Autonomy refers to student's quality to manufacture his/her own learning activities.
Patterns or structures and range of activities are relevant and adequately in providing, enough learning in every Form presented in the syllabus. It suggests use of range activities including demonstration, dramatization, dialogue oral and written drills, songs, role-plays and games. These activities bring a vital role to students to expert language skills, however, the nature of most Tanzanian crowded classes and shortage of teachers, this is a challenge to achieve successfully.
Context/Situations are provided in plenty and this will depend on how the responsible educator opts to them depending on the natural setting of learning environment. Natural setting help the students the knowledge of skills they attain in their environment even after school. Vocabularies and phrases option provided are enough and relevant to the level of students.
The syllabus is enough because in teaching and learning strategies throughout the syllabus, students are intended to manufacture fully speaking, writing, listening and arguing skills. They are adequately assisting the learners to attain the objectives. It is recommended that the list is not exhausted that the educator will use more strategies depending on the needs where necessary. These include ear training, pronunciation and writing by using directives given in patterns/structures in third column of the syllabus.
There is no doubt about teaching and learning materials because they are well presented and suggested. The only small doubt is that in rural areas, it might be difficult to access on television, video and audio cassettes because of shortage of power contribute but with initiatives, it can be solved out. The levels of inquiry require students to be able to do something in the assessment and this is very well articulated in the part. There are one hundred and eighty four periods in a year, which shows at least there are seven periods in Form I and Ii; six periods in a week for Form Iii and Iv. Each duration is forty minutes.
The syllabus does not give suggestions, advice, or alternative agenda or prospectus to be used together or in place of itself. Again, it does not contribute a list of prime text and reference books. It would be great if at least five textbooks and five reference books could be recommend in each topic. The national English syllabus serves as one of the main resources for English teaching and learning in secondary schools. Each educator is given a copy of the national syllabus as a guide for the scope and depth of the article to be taught.
Inquiry is explicitly emphasized in the assessments section in the secondary school syllabus. This syllabus aims at stimulating pupils' curiosity and sense of enquiry which will in turn not only contribute convenient basis for Added study of the field but also contribute students with enough knowledge and comprehension to make them become useful and inescapable citizens. The essence of such an enquiry is connected to qoute solving and reflecting on contemporary enterprise. during the course, students should fetch language abilities connected with language competences. Students should manufacture second language attitudes such as open mindedness and willingness to identify alternative language skills of view. Moulali S. (2006) said that the main objective of education quality revision is to have a shop responsive curriculum, with an sufficient and sufficient delivery law that enables the recipient to become inescapable in contemporary enterprise.
In the assessment also, the educator is required to make sure that students are assessed in all objectives into considerations of learning outcomes. It is explained that assessment provides room for fairness as well as improving students' amelioration of high level of thinking. The educator must collate students in all language skills using paper pencil assessment, interviews, observation, portfolios, projects and questionnaires. These are the most techniques for active and participative learning. Active learning or learner-centered education (Lce) is carefully an sufficient antidote to the prevalence of teacher-centered instructional classroom practices, which is widely claimed to hold passive learning, and the stifling of needful and creative thinking (Rowell and Prophet 1990). The promotion of Lce is directly connected with high amelioration ambitions, such as economic development, or communal restructuring. Lce fits well contemporary pedagogical ideals for focusing on the provision of a platform for developing knowledge, skills and competencies for innovation, communal amelioration and economic growth. Lce requires a move from the ordinarily pure article learning and the memorization of facts to the quality of learning-to-learn, to the inclusion of methodological and communal skills and competencies into the learning process, to the comprehension of generic higher order concepts.
Discussion And Recommendations
In totality the syllabus is well organized and presented successfully to meet the intended outcomes. It has the desirable aspects of quality, continuity, autonomy and discussion. It is also updated because it is relevant to current situation of the nation and the world as a whole. Such current issues include Hiv Aids in Form Ii, ozone layer depletion global warming and environmental conservasation in Form Iii.
The objectives and competences are clearly constructed and stated to meet intended outcomes including national and private goals in English language skills. Language is vital for everybody to characterize and this is where the access to cognitive skills, knowledge, technologies, attitudes and values can be obtained. The objective of this syllabus is to have a responsive curriculum that addresses the skill needs of the people and an sufficient and sufficient delivery law of the curriculum. This would mean an enough and powerful amount of teachers, as well as enough and proper teaching and learning materials O-saki, K., & A. Ndabili. (2003). They should be available in all schools to raise trainee achievement, and proper mechanisms for testing learning competencies. This is a challenge in Tanzanian context but (World Bank article 2007) said that to achieve education goal emphasis must be directed in expanding facilities through the provision of amelioration grants to schools. policy measures such as raising the median amount of students per teacher, expanding the median amount of teaching periods per week, expanding class size, especially at upper secondary, expanding open and length learning programs, reducing tuition fees by half, and providing scholarships to students from poor household.
As previously mentioned the syllabus does not list a amount of text and reference books to use at least five each Form. This is left to school management and field educator to choose assorted books to use. This is a very good decision but the challenge is; can all schools conduct to buy these books agreeing to the needs? The reply is no even underground schools in spite of their school fees range cannot influence their textbooks needs. African amelioration Bank, (2000) remark that the bulk contribute of textbooks to schools was found to be inefficient as the contribute of the books is not all the time based on correct information about the schools. This coming of providing textbooks also does not encourage the thriving of local publishers and local book suppliers. Under Sedp (secondary education amelioration program), the schools are receiving capitation grants which they use for the buy of learning and teaching materials, including textbooks. This enables the schools to fetch the books they need and in the quantities they can afford, but not the recommended needs.
The assessment section of the syllabus state that at the end of Form Iv students are imaginable to do an thorough achievement assessment intended to determine the extent to which the objectives of English policy have been attained. This can be attained if in all stages of teaching and learning process, (Lce) was adhered with enough contribute of learning materials. Any studies indicate that implementation of Lce in the classroom is problematic (Jansen 1999; Chisholm 2000; Leyendecker 2002; Ottevanger 2001). Where Sub-Saharan Africa (Ssa) countries have attempted to implement learner-centered education, the actual instructional processes were largely far removed from the ideal. One of the problems is that the educator is regarded by the societies and culturally carefully understandings of authority and teaching, including students' perceptions, as the supplier of knowledge and the bearer of authority. These perceptions and the resulting classroom behavior will not turn overnight. Although Prophet's article dates back to 1995, his consideration that teachers rather adapt their teaching to suit their and their students "world view" and perceptions on teaching, is continuously repeated and supported by other studies.
Another challenge is that, contrary to the pedagogical ideal, the vast majority of students are not very active and visible, probably because they have never given the chance. Although there is small study about students' experiences of curriculum reforms, numerous comments and observations, point to the fact that students struggle with their new roles, which they are assigned by the intended curriculum changes. Students frequently share with teachers a base perception about what it means to teach, and are defiant to changes not fitting this perception. What is more, students' attitudes regarding learning and discipline have embraced aspects of international youth cultures. Students welcoming the chance of classrooms and the turn from correct classroom organization and discipline, have problems in meaningfully filling the added space and freedom. Students are powerful influencers of change, and can be obstructive if the required attitudes and instructional practices do not fit their expectations. This is happening in assorted secondary schools in our country. Both trainee and teachers cannot jump from the current classroom situation and culture to a desirable ideal behavior. It needs transitional time for changes to be instilled in the mind of teachers and students. However, both can gently grow and adapt to the new roles that are useful to teaching and learning. For such a process of increase to take place, hold structures should to be available, but these are often absent or very small in scope and time lines.
Suggestions And Conclusion
As to conclude, the main practical challenges for the revision of syllabus and instructional quality that are frequently neglected for the amelioration is that, teachers need to have sound knowledge of the article matter to be flexible to adjust to different ways of trainee thinking, and to be able to characterize to the emerging questions and problems without being challenged in his position. Due to their own learning experiences and education, the article knowledge of many teachers in Tanzanian classrooms is limited, so in-service programs to sharpen teachers knowledge is essential. Teachers need to have a sound knowledge of instructional methodologies, their aims and potentialities. Teachers need aid and space for learning about instructional methodologies. Teachers' roles turn from providers of knowledge to facilitators, and the changes in roles need to be both comprehended and proper by teachers, students, and the community alike.
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