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Tanzania is among African countries, which right after independence started to take measures on study developments straight through policies formulation, reviews, adjustments, and improvements. These measures comprise curriculum develop and improvement for schools to meet national goals on education. English as one of the subjects taught in all study 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 former one. Students were given more activities; the syllabus focuses on pupil competencies rather than the former 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 study is all in English. They may be able to engage in easy dialogue but ordinarily only after they have asked for the question/sentence to be repeated at least once. Again, fluent, complex structures are mostly not understood at all. Written English is a greater problem. How many secondary school students write the roughly 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 belief in the language was striking. To make conversation I needed to adopt very easy structures at a very slow, unnatural speed'.
This was also earlier seen by Cripe C & Dodd W. (1984) that suggested the authorities to work on a wholly new syllabus for English language teaching in schools. Such a syllabus could take into catalogue that many more pupils strengthen to secondary school from traditional school without facing English language good foundation.
In that view, this paper analyze the modern 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 prominent to do so in order to enhance the proper of English in Tanzania as proficiency in the language. This is because teachers as main guides for study in their classrooms use national English syllabuses and in examinations. The syllabus was designed and prepared by Tanzania develop of study under the Ministry of study and Vocational Training.
Analysis
Before the analysis, the definition of syllabus is given as the summary of the course; ordinarily comprise definite data about the course. (www.counselingcenter.uiuc.ed). Collins principal English Dictionary defined syllabus as an outline or summary of the main points of a text or a procedure study. Syllabus analysis is the estimation of the quantity of the syllabus (www.counselingcenter.uiuc.ed). So the purpose is to value the ability of it developed 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 present the title beginning with United Republic of Tanzania on top then Ministry of study and Culture now changed to Ministry of study 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 prepared authority and address i.e. Tanzania develop 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 study in Tanzania, objectives of secondary education, normal competence for Form I - Iv, normal objectives and assosication 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 number 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 provocative if it explained more the major reasons, which led to the phase out or change of the former 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 study 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 study both corporal and human infrastructure in totality to cater the needs. In the description presented in the argument of Commonwealth Ministers in Halifax, Canada 2000; by the clergyman of study and Culture at the time says that; despite the government and the hidden sector efforts to provide secondary study 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 accomplish successfully.
The following section analyses the feasibility of the objectives of secondary study in Tanzania. The part started by defining the secondary study as a post traditional formal study offers to learners who successfully completed seven years of traditional study and have met the principal 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 attempt towards attaining the Efa (Education for All) goals. So to Tanzania among African countries. Supplementary he said the successes and sustainability of the new foresight 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 study (Lce) rather than educator centered study (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 opening up of the school textbook shop to hidden 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 select the best books for their purposes. Teachers have mostly taken the multi-textbook ideas to mean that they select one book from a selection of many, and so they still effectively only use one textbook. In legitimately sense, normal competences collaborate with national objectives.
The syllabus has utility and efficacy that is why normal objectives are outlined to enable the pupil acquires knowledge and skills to convention and use the language in definite settings and distinguished performances. They comprise 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 view of a hierarchically associated in the learning process, they are to large extent interactive. If a pupil procure the outlined objectives wholly she/he would be competent to use English language in the world of data 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 predicted to be attained by students before the class objectives found at the beginning of the content of each class level. Objectives are statements of behavior that are stated immediately after class competences to be exhibited by each pupil at the end of given class. These are achievable in a class of a recommended number 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 accomplish such objectives. Sumra S. (2000) pointed out that the study procedure needs to account for in focusing on 'inputs' or 'outputs' and the meaning of - what is predicted 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' ability level. The new advent shifts the orientation of the content largely, but not exclusively, away from the rote memorization of factual knowledge to a competence based learning, which focuses much more on the insight of concepts, and the acquisition of skills and competences.
The assosication 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 number 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 developed form. For instance, 'Expressing view 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 data from distinct Sources', 'Reading Literary Work' and 'Writing proper Language content and Style' appeared in Form Iii and Iv respectively. However, the topics are consistent and have sequential arrangements. The whole syllabus has credential internal consistency between components and their content scope.
In organizing the topics and other sub-heading, the structure 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 easy 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 change intended. The analysis 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 impart the topics with concepts and ideas. change of behavior is taken into observation during planning the episode to teach to make sure the autonomy is attained. Autonomy refers to student's ability to develop his/her own learning activities.
Patterns or structures and variety of activities are relevant and adequately in providing, sufficient learning in every Form presented in the syllabus. It suggests use of variety 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 accomplish successfully.
Context/Situations are in case,granted 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 selection in case,granted are sufficient and relevant to the level of students.
The syllabus is sufficient because in teaching and learning strategies throughout the syllabus, students are intended to develop 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 comprise 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 little doubt is that in rural areas, it might be difficult to access on television, video and audio cassettes because of shortage of power provide but with initiatives, it can be solved out. The levels of inquiry require students to be able to do something in the estimation 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 period is forty minutes.
The syllabus does not give suggestions, advice, or alternative schedule or prospectus to be used together or in place of itself. Again, it does not provide a list of premium text and reference books. It would be great if at least five textbooks and five reference books could be suggested 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 content 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 provide suitable basis for Supplementary study of the field but also provide students with sufficient knowledge and insight to make them become beneficial and definite citizens. The essence of such an enquiry is associated to qoute solving and reflecting on modern enterprise. during the course, students should procure language abilities associated with language competences. Students should develop 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 study ability revising is to have a shop responsive curriculum, with an effective and effective delivery ideas that enables the recipient to become definite in modern enterprise.
In the estimation also, the educator is required to make sure that students are assessed in all objectives into considerations of learning outcomes. It is explained that estimation provides room for fairness as well as improving students' improvement 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 study (Lce) is carefully an effective antidote to the prevalence of teacher-centered instructional classroom practices, which is widely claimed to keep passive learning, and the stifling of principal and creative mental (Rowell and Prophet 1990). The promotion of Lce is directly associated with high improvement ambitions, such as economic development, or social restructuring. Lce fits well modern pedagogical ideals for focusing on the provision of a platform for developing knowledge, skills and competencies for innovation, social improvement and economic growth. Lce requires a move from the ordinarily pure content learning and the memorization of facts to the ability of learning-to-learn, to the inclusion of methodological and social skills and competencies into the learning process, to the insight 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 comprise 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 individual goals in English language skills. Language is vital for everyone to impart 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 citizen and an effective and effective delivery ideas of the curriculum. This would mean an sufficient and distinguished number of teachers, as well as sufficient and proper teaching and learning materials O-saki, K., & A. Ndabili. (2003). They should be ready in all schools to raise pupil achievement, and proper mechanisms for testing learning competencies. This is a challenge in Tanzanian context but (World Bank description 2007) said that to accomplish study goal emphasis must be directed in increasing facilities straight through the provision of improvement grants to schools. procedure measures such as raising the median number of students per teacher, increasing the median number of teaching periods per week, increasing class size, especially at upper secondary, increasing 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 number of text and reference books to use at least five each Form. This is left to school administration and field educator to select 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 sass is no even hidden schools in spite of their school fees variety cannot work on their textbooks needs. African improvement Bank, (2000) remark that the bulk provide of textbooks to schools was found to be inefficient as the provide of the books is not all the time based on accurate data about the schools. This advent of providing textbooks also does not encourage the successful of local publishers and local book suppliers. Under Sedp (secondary study improvement 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 procure the books they need and in the quantities they can afford, but not the recommended needs.
The estimation section of the syllabus state that at the end of Form Iv students are predicted to do an uncut achievement estimation intended to determine the extent to which the objectives of English procedure have been attained. This can be attained if in all stages of teaching and learning process, (Lce) was adhered with sufficient provide 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 victualer of knowledge and the bearer of authority. These perceptions and the resulting classroom behavior will not change overnight. Although Prophet's description dates back to 1995, his observation 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 little explore 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 often share with teachers a coarse perception about what it means to teach, and are unyielding 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 opening of classrooms and the change from accurate classroom assosication and discipline, have problems in meaningfully filling the added space and freedom. Students are distinguished 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 pupil 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 beneficial to teaching and learning. For such a process of increase to take place, keep structures should to be available, but these are often absent or very little in scope and time lines.
Suggestions And Conclusion
As to conclude, the main practical challenges for the revising of syllabus and instructional ability that are often neglected for the improvement is that, teachers need to have sound knowledge of the content matter to be flexible to adjust to distinct ways of pupil thinking, and to be able to impart to the emerging questions and problems without being challenged in his position. Due to their own learning experiences and education, the content knowledge of many teachers in Tanzanian classrooms is limited, so in-service programs to grind teachers knowledge is essential. Teachers need to have a sound knowledge of instructional methodologies, their aims and potentialities. Teachers need assistance and space for learning about instructional methodologies. Teachers' roles change from providers of knowledge to facilitators, and the changes in roles need to be both comprehended and proper by teachers, students, and the society alike.
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