Curriculum

INTRODUCTION

Curriculum is generally prescribed as a set of standards that guides the delivery of education by considering the following areas: competence to be developed and acquired by learners (knowledge, skills and attitudes) in the teaching and learning process; the approaches to be used in the course of curriculum implementation; educational materials to facilitate teaching and learning; professional and academic qualification of the curriculum implementers; enabling infrastructure for effective delivery of curriculum; the instructional time required to complete the intended learning outcomes and monitoring and evaluation of the curriculum.

Therefore, curriculum in the contemporary outlook is viewed as a mirror reflecting the society’s philosophy and culture, but also including the sources of knowledge and the nation’s education goals. Further, the curriculum should explain the meaning of knowledge, skills and attitudes that a learner is expected to acquire after successfully completion of a prescribed learning cycle. The curriculum will also spell out modalities for assessment, monitoring and evaluation of the teaching and learning process.

Education is the post-primary formal education which is offered to persons who have successfully completed seven years of Primary Education and have met the requisite entry requirements. This curriculum framework is a guide prepared to assist education stakeholders to develop and implement the secondary education curriculum.

The education provided should therefore prepare the learners to be creative and innovative, competent in the areas of science and technology, productive and entrepreneurial, able to address challenges emanating from the prevailing socio-economic situation of the country and cross-cutting issues. At the same time it should support the building of social cohesion and foster local cultures to sustain a sense of national identity and belonging.

STRUCTURE OF THE FORMAL EDUCATION AND TRAINING SYSTEM

The academic education system in Tanzania is 2:7:4:2:3+. In this system, learners spend two years in pre-primary education, seven years in primary education, four years in ordinary level secondary education, two years in advanced level secondary education and at least three years

of tertiary education with exceptional to teacher education programmes which take two years.

The aim and Objectives of Secondary Education     

a)         Show appreciation of national unity, identity and ethics, personal integrity, respect for human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations.

b)         Demonstrate competences in linguistic ability and effective use of communication skills in English, Kiswahili and in at least one other foreign language.

c)         Demonstrate ability for self-study, self-confidence and self-advancement in new frontiers of science and technology, academic and occupational knowledge and skills.

d)         Apply scientific and technological knowledge, principles and skills in daily life. Apply socio-economic skills to successfully solve existing problems in the society and meet its changing needs.

Structure of Education.

The structure of the formal education which is currently f is 2-7-4-2-3+; that is 2 years of pre-primary education, 7 years of primary, 4 years of secondary education ordinary level, 2 years of secondary advanced level and a minimum of 3 years of university and tertiary education.

The school calendar for Ordinary Level Secondary Education shall have 194 days. There shall be two school terms in a year, each with 21 weeks. There shall be 40 periods per week and each period shall be of 40 minutes. School time per day shall be 5:20 hours.

 Subjects to be Taught from Form I to Form IV

Form one and Form two students shall study ten (10) subjects as shown in table these shall include 7 core subjects, two elective subjects and religion as a compulsory subject. The core subjects shall be mathematics, English, Kiswahili, Biology, Civics, Geography and History. Elective subjects shall be Physics, Chemistry, or Book keeping and Commerce, or Needle work and Cookery or Technical subjects. In addition the student shall be required to take one optional subject as shown in table .

Table of subjects to be taught from form I up to form IV with their corresponding number of periods per week.

Form I and Form II				Form III and Form IV
	Subjects	Number  of period per  week			Subject	Number of periods per week
1	Mathematics	6	1		Mathematics	6
2	English,	5	2		English,	5
3	Kiswahili,	3	3		Kiswahili,	3
4	Biology,	3	4		Biology,	3
5	Civics	2	5		Civics	2
6	Geography	3	6		Geography	3
7	History	2	7		History	2
8	Entrepreneur	7	8		Entrepreneur	7
9	Commerce	5	9		Commerce	5
10	Book-keeping	5	10		Book-keeping	5

N.B Entrepreneur shall be taught in all schools instead agriculture. History shall not be taught in technical schools.

Organization of Curriculum for Diploma in Teacher Education  Programmes

This curriculum document comprises of ten elements. These include, Current context;

Educational Policy Statements; Statement of Broad Learning Objectives and Competences;

Structure of formal Education System; Structure of Curriculum Content, Learning Areas and Subjects; Standard Resources required for Curriculum Implementation; Teaching

Methodology; Assessment of Student Teacher Achievement; Inspection and Supervision of

Curriculum Implementation and Monitoring and Evaluation of the Curriculum.

Users of Curriculum for Diploma in Teacher Education Programmes

The main users of this curriculum document include Senior Officials, University Lectures,

Education Officials from the Ministry of Education and Vocational Training (MoEVT),

Prime Ministers Office Regional Administration and Local Government (PMO-RALG),

Regional and District education officers, Regional and District academic officers,

Examiners, School and College Inspectors, School and College Directors and Managers and Curriculum Developers. However, other stakeholders such as Teachers, Tutors,

Parents, Donor agencies, Government and Non-government Organizations dealing with educational issues may use this curriculum document.

The Aims and Objectives of Teacher Education and Training

Aims and objectives of teacher education in Tanzania are:

i) To impart teacher trainees theories and principles of education psychology, guidance and counseling

ii) To impart to teacher trainees principles and pedagogical skills of creativity and innovation;

iii) To promote an understanding of the foundation of the school curriculum;

iv) To sharpen the teacher trainees’, teachers’ and tutors knowledge, and mastery of selected subjects, skills and technologies;

v) To impart the skills and techniques of assessment and evaluation in education;

vi) To enable both teacher trainees and serving teachers and tutors to acquire leadership and management skills in education and training

 CURRENT CONTEXT OF DIPLOMA IN TEACHER EDUCATION PROGRAMMES

The provision of any education programme reflects the exiting local, regional and international situations. This indicates situations that can be contextually scanned from social and economic environment in which the intended education is supposed to take place. It is, therefore, imperative for a developing country like Tanzania to have a curriculum which embraces quality education as vital and inevitable for accelerating its socio-economic development.

Currently, the diploma in secondary, primary and early childhood education programmers  in

Tanzania has taken into consideration aspects of social, political, and economic environment in order to prepare student-teachers who can fit in the society; and compete in the global economy.

Social Environment

In the social context, Tanzania built nationalism from different cultural heritages of different ethnic groups. Kiswahili is one of the tools used in the cultural world to enhance development and appreciation of national unity, preserve identity and ethic, and develop personal integrity.

In addition, Kiswahili promotes the respect for and readiness to work in different locations of the country. More importantly, Kiswahili is used as a unifying factor in a country which cares about human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations. Emerging social issues such as cross-cutting issues; Social cultural diversities; career and life skills should be reflected in the curriculum.

Economic Environment

The Tanzania economy calls for a curriculum which focuses on quality education which is the major determinant of economic growth and development. In the competitive global economy,   the curriculum shall be geared towards developing skills and knowledge essential for workforce with emphasis on the use of science and technology.

The science and technology are essential in the social and economic development at national, regional and global levels. Colleges are being challenged to produce student teachers who are competent, creative and innovative enough to solve problems; and play a role in raising productivity in the era of globalization. The student teachers will need to acknowledge and appreciate the contribution of science and technology to development.

The curriculum for diploma level in teacher education in Tanzania, therefore, shall prepare student teachers to transform its traditional economy (which is highly agricultural) into modern economy.

STATEMENT OF BROAD LEARNING OBJECTIVES AND COMPETENCES

The educational standards at diploma teacher education level involve vision, mission, goals, competences and objectives of secondary, primary and pre-primary teachers’ education.

Types of Diploma Teacher Education Courses

a) Teacher Education Diploma Course in Secondary Education.

b) Teacher Education Diploma Course in Primary Education.

c) Teacher Education Diploma Course in Early childhood Education.

Teacher trainees in the three teacher education diploma courses shall do same courses in all academic and professional aspects. The only difference will be in the areas of specialization.

   Diploma in Teacher Education Programme

Learners shall join Diploma in Teacher Education after completing two years of advanced level

Secondary education. Teacher trainees have to spend two years of study in teachers colleges.

STRUCTURE OF CURRICULUM CONTENT, LEARNING AREAS AND SUBJECTS

5.1 Teacher Education Diploma Course in Secondary Education

Whenever a diploma course in Secondary Education is offered, it should include three (3) broad

learning areas:

a) Professional Studies

The professional studies include:

i) Curriculum and Teaching for secondary education (CT)

ii) Foundations of secondary Education (FOE)

iii) Psychology, Guidance and Counseling for secondary education (PGC)

iv) Research, Evaluation and Measurement (REM).

b) Academic Courses and teaching methods

Academic Courses and teaching methods shall be taught into two parts of subjects i.e.

Academic Content Knowledge (ACK) and Pedagogical Content Knowledge (PCK).

Subjects under this learning area are as follows;

i) Core Subject I (Content and Teaching Methods)

ii) Core Subject II (Content and Teaching Methods).

c) General courses

The general courses include:

i) Development studies

ii) Information and Communication Technology(ICT)

iii) Educational Media and Technology

iv) Communication Skills

v) Project work

vi) Religion.

STANDARDS OF RESOURCES REQUIRED FOR IMPLEMENTATION OF

DIPLOMA IN TEACHER EDUCATION CURRICULUM

Owners and managers of teachers’ colleges shall ensure the availability and access of standard infrastructure, facilities, equipment, instructional materials and well trained tutors needed for optimum and effective pedagogical and professional development and improvement of teachers.

Presented below is a list of indicators which inform the design of standards for implementation of the diploma programme:

Tutor Qualifications

A competent and effective tutor should have the following qualities

a) Academic skills

Tutor should have a Masters degree in teacher education.

c) Professional Skills

The tutor should have adequate participation in Teaching Practice.

d) Professional Development

In-service training for tutors shall include:

i) Short courses ii) Long courses such as PhD

iii) Seminars iv) Workshops  Conducting educational research

College Leadership Qualities

a) Leadership: Qualities to draw people who are;

i) Committed ii) Dynamic. iii) Caring.

b) Professional Qualifications: the principal shall be a trained tutor with a working experience

of not less than five (5) years

c) Academic qualifications: - Master degree or PhD holder in education.

Teaching Load

A college tutor shall have a minimum and maximum of 16 and 24 teaching periods per week

respectively. Apart from classroom activities, a tutor will participate in supervising student

teachers’ project works and other extra-curricular activities.).

college facilities

for effective implementation of teacher education diploma courses, teaching facilities shall be

availed in colleges. the college administration shall be responsible in making sure that the

resources are available and properly utilized. in particular, the teaching facilities shall be:

6.5.1 physical plant and infrastructure

a) Enough classrooms, dormitories and Administration blocks. b) Staff quarters c) Good drainage system d) Water supply e) Power supply facilities f) Pavements g) Transport facilities h) Services and maintenance Workshops.

6.5.2 Sports and recreational facilities

a) Playgrounds

i) Adequate playgrounds for different indoor and outdoor games and sports with appropriate facilities for learners with special needs

ii) Facilities and equipment for sports, games and recreational activities

Adequate facilities and equipment for sports, games and recreational activities

iii) Adequate and appropriate equipment for learners with special needs.

iv) Adequate and reliable special pitches.

6.5.3 Health and safety

i) Toilets ii) Drainage system.iii) Hygiene and safety training. iv) Fire extinguishers and detectors

6.5.4 Teaching and Learning Materials

The teaching materials should address requirements of learners including those with special needs. Also should be relevant to the Tanzanian context. The following are textual and non-textual teaching and learning materials

a) Textual Materials

i) Textbooks ii) Syllabi iv) Reference books v) Subject guides vi) Encyclopedia vii) Charts and maps viii) Newspapers, Journals and relevant cuttings xi) Software manuals and instructional resources xii) Computerized Library e.g. Digital Library

b) Non-Textual Materials

a)      Writing board

b)      Illustration materials and photographsix) Posters, fliers and fact sheets

c)       ICT and other electronic resources as well as computer based materials (CBMs)

d)       College/school Website.

e)      Overhead Projectors

6.5.5 Facilities for Students with Special Needs

i) Braille, white cane, lenses for visually impaired

ii) Wheel chairs for physically handicapped.

Teaching Methodology

The Recommended Model

The Diploma programme shall emphasize student centered and interactive approaches in the process of teaching and learning. Tutors will not be the sole sources of knowledge but will act as facilitators providing a broad range of learning experiences. Student teachers will be encouraged to assume more responsibility for their own learning. In the learner centered model, the following practices shall be emphases, engage students in active learning experiences, Set high and meaningful student learning expectations, provide, regular and timely feedback, recognize and respond to different student learning styles and promote the development of multiple intelligences, real life applications, understand and apply different techniques of student assessment,create opportunities for student- tutor interactions and student - student interactions.

Teaching of the Academic Component

The academic parts of the course will be transacted by interactive lectures, self-study, seminars, media supported teaching and practical activities. It is expected that these strategies will enable the student teachers to acquire the stated competencies that are critical for making reflective practice and committed teaching.

 Teaching the Pedagogic Component

Pedagogic analysis of school teaching subjects is an essential component of the Diploma programme. This component will be transacted using a variety of learning experiences including micro-teaching, demonstrations, peer group teaching, single lesson teaching practice and materials production workshops and portfolios..

Assessing Student Teacher Achievement

Student teachers shall be accessed through continuous and final assessments for all three

Diploma courses.

Continuous Assessments

In the continuous assessment process, teachers shall administer assessments in a variety of ways over time to allow them to observe multiple tasks and to collect information about what learners know, understand, and can do. BTP, SLTP and Microteaching will also be assessed. Setting of assessment exercises should focus on three learning domains and its levels. Continuous assessment shall contribute 50 per cent in the final assessment of the student teachers.

Assessment shall include written tests, teaching practice and practical sessions. The following assessment procedures shall be employed such written exercises, tests and examination, self assessment portfolio., seminar presentation, Single lesson teaching Practice, Essay/report writing, micro-teaching, practical sessions and projects, block Teaching Practice .

Evaluation

The evaluation of the diploma in teacher education curriculum shall be done by the in collaboration with government in collaboration with other stakeholders. Other education institutions, NGOs, individuals and external agencies can also conduct curriculum evaluation after being granted permission by the government.

Depending on availability of resources there shall be two types of curriculum evaluation. These are: Formative Evaluation and Summative Evaluation.

Formative Evaluation

Formative evaluation shall be done while the curriculum is being implemented. The aim is to identify prevalent successes, problems and weaknesses so that interventions can be made.

Formative evaluation shall be done at different levels as shown in the table below:

The Tanzania Institute of Education (TIE) shall also make follow up of implementation of the curriculum in order to identify problems which teachers face while implementing it. The data obtained during the follow up will help in future revisions of the curriculum.

 Summative Evaluation

Summative evaluation shall be conducted at the end of the curriculum review cycle. The review cycle is expressed in the number of years expected to elapse before an existing curriculum is reviewed. The minimum review cycle period is equal to the maximum period allocated for a given level of education.

Therefore the review cycle for diploma in teacher education shall be two years. In this regard, summative evaluation shall be done after 2 years for the diploma in teacher education programmes.

However, summative evaluation shall at times be conducted before completion of the curriculum review cycle for the following reasons:

a) When there is a serious outcry from the public concerning a decline in the quality of education

b) When the government and other stakeholders raise concern that the curriculum needs revision in order to accommodate in current changes such as scientific and technological innovations, globalization and cross-cutting issues; omitting out of date and irrelevant topics, adding new topics, rearranging the sequence of topics from one class to another.

c) When there is a need for improvements to be made in the existing teaching and learning methodologies, assessment methods and quality control mechanisms.

Conclusion

Generally underscores the importance of curriculum transformation with a focus on promoting creativity and problem solving as a means towards high quality science and technology at all levels of education hence a well educated and learning society. The vision also focuses on making ICT accessible to all