INTRODUCTION

Tanzania is among the African countries, just after independence began, effects occur in the development of education through policy development, reviews, changes and improvements. These include program design and development for the schools to achieve national goals in education. English as one of the disciplines at all levels of education from primary school to higher education, curriculum and classroom teaching, some of the changes since then. Will observe and analyze the English program in schools in Tanzania, especially in the maintenance of normal levels used, we should see changes in the last curriculum that matches the current curriculum, we have done today. The final curriculum was introduced in 1996 and used until 2005, when the current program was introduced in the use of January. The program was expanded to match the needs, challenges and shortcomings of the old. The students had more activities, the program focuses on students’ skills rather than the old one, which strongly on the content. The program was called by his failure, skills, the level of English has declined over the years, and the main reason for this decline is insufficient to teach English in the schools after the English program. This was seen by Allen K. (2008) in “What happened to our good English And say?:

“Syllabus and textbooks have caused this … High school students fare only slightly better, and also secondary and tertiary education is in English. You may be able to engage the dialogue easy, but in principle only after they asked the question / sentence to be repeated at least once. Here are common, complex structures usually not understood. In English is a bigger problem. How many students write almost absurd, “How are you? For my part, I am beautiful, and fits well with my daily activities. Recently in an interview with graduates who undertake studies in their lack of confidence in the language were in was amazing. To call that I needed to make simple structures with a very slow to accept the natural rate. “

This was already seen by C & W. Cripe Dodd (1984) suggested that the authorities work on a completely new program for English lessons at school. Such a program could, taking into account the fact that many more students progress to secondary school from primary school, without regard to the establishment of plain English.

In this sense, this paper to analyze the contemporary program, with some of the criteria of relevance, feasibility, usefulness, relevance, content, nature, scope and coherence between the notes. Others are internal consistency, clarity and obsolete. These criteria will be on their structure, goals, strengths and weaknesses in vain. It is important to do to improve the standard of English in Tanzania, that mastery of the language. This is because teachers as important guides for teaching in their classrooms and programs in English and in examinations. The program was designed and manufactured by the Tanzania Institute of Education under the Ministry of Education and Vocational Training.

ANALYSIS

Before analysis the definition of the program than the sum of the course is typically contain specific information given about the course. (Www.counselingcenter.uiuc.ed). Collins English Dictionary defined essentially as a syllabus or outline a summary of key points of a text or a course of study. Syllabus analysis is the determination of the amount of the curriculum (www.counselingcenter.uiuc.ed). Thus, the goal, the quality of the developed by the institution to assess.

Be the focus in this curriculum normal level English debate hood, rear wall, behind the top cover, the first part and second part of it. The top cover of the current title, followed starting with the United Republic of Tanzania over the top, then the Ministry of Education and the Ministry of culture is changing education and training of English Language Syllabus for Secondary Schools, Form I – IV, 2005. Inside the lid on the page (ii) the copyright of the ministry is designed and prepared by a distinct authority and address namely Tanzania Institute of Education. The following page (iii) is the index.

IV, the general objectives and – The program is usually in two main parts, the first is the introduction, the aims of education in Tanzania, the objectives of secondary education, the overall responsibility for the organization, I divided the program. The second part consists of abilities and goals of the class through a presentation matrix table, which shows the topics that the sub-themes, specific objectives, models / structures, contexts / situations, vocabulary / phrases followed, teaching / learning strategies, teaching – / learning, assessment, and the number of periods of instruction.

Presentation of the curriculum is presented in brief term, the program replaces the 1996 English language edition, which was removed. It was introduced for implementation in January 2005. The introduction would have been more interesting if he explained the main reasons that led to the elimination or modification of the old. Several investigative skills and a degree survey very briefly in the introduction, it may be suspended, in order to polish the piece.

The goals of education in Tanzania are explained clearly, meaningful context and relevant to Tanzania and worldwide. They apply to all disciplines the necessary skills for the people in the world. What is the same in all programs written for the topics that level. The goals may be the availability of resources in physical education and human infrastructure as a whole to meet the requirements in question. In the report presented to the Conference of Commonwealth Ministers in Halifax, Canada, 2000, by the Minister for Education and Culture at the time said that despite the government and private efforts to secondary education in the available countries, the industry was a shortage of teachers in the natural sciences, especially in rural areas, lack of laboratories, lack of equipment and other resources … This means that the objectives are clearly stated, but not easy to achieve success.

The next section examines the feasibility of the objectives of secondary education in Tanzania. The party began with the definition of secondary education as a formal post-primary school offers students who have successfully completed seven years primary school and meets the requirements for qualification for entry. The goals are set, the program individually and feasible to implement. However, it contains elements of behavioral approaches “to emphasize that the use of reinforcement and repetition. The challenge is to require the packets to reach these goals fill. Óbánya P. (2006) saw him and noted that Africa is still lagging behind other parts of the world in their efforts to achieve EFA (Education for All) goals. So for Tanzania under the African countries. He also explained that the success and sustainability of the new vision of high school in the African governments a reasonable to indicate degree of political will … accelerate the reform process, the mobilization of resources, ensuring a participatory process, etc.

General skills of Form I – IV in the second part is relevant and whether they should be, get to see the changes. Skills, have the program was included in order to achieve the objectives of teaching English at secondary level by focusing on the learner-centered education (LCE), rather than the teacher centered (TCE) that s is inadequate proved masterful language used. Allen K, (ibid.) supports the change, saying that it is improved in the 2000s with the opening of the market for textbooks to private publishers and allows several textbooks. However, standards had fallen in teaching English at the time, and many teachers were not equipped to be able to choose the best books for their own purposes. Teachers have taken the majority of multi-hand, to indicate that they choose a book from a selection of many, and so she’s still single with a manual. To work in its full meaning to the general skills with national objectives.

The program has a useful and effective, the objectives are described, so that students acquire the knowledge and skills to practice and use of language in certain contexts and outstanding performance. These include written and spoken, literacy, communication skills, and demonstration. This is the form of skills, Burt C, et al (1933) classified it as the skills, concepts, relationships and strategies. They said that, these four categories are not intended hierarchically related to the learning process, they are largely interactive. If a student to acquire the targets set out in reality he / she is responsible for using the English language in the world of information and communication technologies. It is clear that these objectives have been derived from national goals, because they correspond to it.

Skills in the class are saying that the skills that are respected by the students before the class aims to provide content at the beginning of each grade level. Objectives are statements about the behavior, measured immediately after the class skills that are presented by each student at the end of the class. This may be recommended in a class by a number of students not more than 35 are achieved in the class at a time and with the skill of a teacher. But wrapped up in the Tanzanian context classes with more than sixty students is very difficult to achieve these goals. Sumra S. (2000) pointed out that education policy needs to focus on “A” or “output” and the sense of clarification – what is expected of all teachers and how these are monitored and measured. Pre-service and in the abilities of teachers should focus on. The effectiveness of human and physical infrastructure must be guaranteed and implemented in our schools, so that the objectives are achieved.

The class-level skills and goals of each form are different. They are articulated in the kind of issues in the specific form and changes in the expected behavior. Skill-level class is appropriate in scale compared to the ability level of students. The new approach changes the alignment of content in general, but not limited to, away from the storage of factual knowledge in a competency-based learning, the greater the understanding of the concepts and the acquisition of skills and competencies.

The organization of topics and subtopics that are in the first column and the second shows the arrangement of curriculum that will be developed according to the ability of students. In numbers and in turn consequent reduction, as they go to the higher form. While in the I, sixteen subjects and 24 sub-themes, the formula II, there were eleven topics and fifteen sub-themes. In form III and IV, there were six and five subjects, fifteen and fourteen sub-themes or. Some topics are more than just once but repeatedly in advanced form. For example, “their views and feelings,” which appeared in the I, II and III. “Speaking Events” and “the work of literary translation” appeared in the form I and II, while “listening to information from various sources,” “Reading literary works” and “Writing linguistic content and style appropriate” published in Form III and IV . However, the subjects consistently and sequential arrangements. The entire program has an internal consistency between the components of the mandate and scope of the content.

Through the organization of topics and other subtitle program structure is as a matrix layout. Form I-classes were such topics sixteen and 24 sub-themes. Both are kept for their continuity and level of simple consequence of the difficult issues and there is a connection between them. The same applies for form IV. The goals of the individual topics and subtopics are clearly articulated form I – IV, in response to changes in the expected behavior. Analysis of topics and subtopics to show that there is continuity within and between subjects link, because the sub-themes are presented under the main headings. This allows a teacher to understand and connect topics with concepts and ideas. Changing behavior is taken into account when planning the lesson to learn, to ensure autonomy is achieved. Autonomy refers to the ability of learners to organize his / her own learning.

Patterns or structures and the variety of activities are appropriate and sufficient in providing, learning enough in every form presented in the curriculum. He proposes the use of various activities, including demonstration, dramatization, dialogue written and oral exercises, songs, role play and games. These activities form an important role for students to master the language skills, but the nature of the most overcrowded classrooms and Tanzanian teacher shortage is a challenge to success.

Background / The situations are found in abundance available, and this will depend on how the teacher chooses to free the natural environment of the learning environment. Nature, the students’ knowledge of skills that help them to achieve in their environment, even after school. Words and phrases, unless the option is sufficient and appropriate level of students.

The program is appropriate because in the teaching and learning strategies into the curriculum, students to fully develop speaking, writing, listening and pronunciation skills. You have to help the learner to achieve the goals. It is recommended that the list is exhaustive strategies for teaching more than necessary, if necessary. These include ear training, pronunciation and spelling using the instructions in the models / structures in the third column of the program.

There is no doubt about the teaching and learning materials as well presented and proposed. The only doubt is only slightly in the rural areas it may be difficult to TV video and audio cassettes due to lack of access to food, but with initiatives that can be solved. Levels of inquiry put the students have to do something in the assessment and that is very well articulated in the game in the situation. There are 184 periods per year, which means that there are at least seven times in Formula I and II, six times a week, shows the formula III and IV. Each period is 40 minutes.

The program does not give suggestions, advice or other program or prospectus to be used together or in place of himself. Again, it is not a list of the selected text and reference books. It would be better if at least five books and five books of reference in each subject may be offered. The English National Curriculum serves as an important resource for the English teaching and learning in secondary schools. Each teacher received a copy of the national curriculum as a guide for the width and depth of content to teach.

The survey is specifically mentioned in section evaluations in the high school curriculum. This curriculum will give students the curiosity and sense of inquiry, which in turn extends not only a suitable basis for further investigation of the subject, but also students with knowledge and understanding in order to stimulate them useful citizens and confident. The essence of such an investigation is related to problem solving and reflection on the modern enterprise. During the course, students must acquire the language skills associated with language skills. Need to develop the students’ attitudes as a second language, openness and willingness of the language skills to identify alternative view. Moulali S. (2006) found that the main goal of improving the quality of education, a curriculum adapted to the market with a system of efficient and effective, that the recipient to have made it possible to gain confidence in a modern company.

In the evaluation of teachers must also ensure that students are assessed in all the goals in the considerations of the learning outcomes. He explained that the assessment scope for equity and the development of the students improved “provides high-level thinking. Teachers must assess students in all language skills with pencil assessment of interviews, observation, portfolios, projects and questionnaires. These are the most active learning techniques and participatory. Active learning or learner-centered education (LCE) is considered an effective antidote to the prevalence of teacher-centered teaching practices of education, which is widely taken to complete in order to support passive learning, and the stifling of critical and creative thinking ( Rowell and Prophet, 1990). promote the FTA directly with high development potential ambitions, such as economic development and social restructuring connected. LCE corresponds to modern educational ideals to provide a platform to concentrate to develop the knowledge, skills and competencies for innovation, social development and economic growth. LCE needed to learn how to learn learning content often rote learning of facts and the ability to defer inclusion of methodological skills and social competence in the process of learning, understanding generic concepts of higher order.

Discussion and Recommendations

In all of the program is well organized and successfully to achieve the desired results are presented. It has the desirable aspects of quality, continuity, independence and discussion. It is also updated because it is for the current situation of the nation and the world as a whole. These current issues are HIV AIDS in the form II, the warming of the ozone layer and global environment in the form conservasation III.

The objectives and tasks are clearly formulated and constructed to the expected results, including individual and national goals in the English language needs. Language is important for everyone to communicate, and that is where access to cognitive abilities, knowledge, technologies, attitudes and values ??can be obtained. The goal of this program is to develop a suitable program that have the skills needs of the population and a system of effective and efficient implementation of the program meets. This would mean a sufficient number of qualified teachers and adequate and appropriate teaching and learning materials, O Saki, K., & A. Ndabili. (2003). You should increase in all the schools available to student performance, and appropriate mechanisms to test the skills of learning. It is a challenge in the Tanzanian context, but (World Bank Report 2007) explains that to achieve the goal of the educational focus should be the expansion of facilities through the provision of development assistance grants be directed to the school. Policies such as increasing the number of pupils per teacher, the increase in the average number of hours per week, increasing class sizes, reduce, especially in secondary education, the expansion of open and distance learning programs, learning, tuition fees by half, and scholarships for students from poor households.

As already mentioned, the program does not mention a number of texts and reference pounds, at least five to be used by any form. This is related to the school administration and teachers are subject to the left to choose to use different books. This is a very good decision, but the challenge is, can all schools to buy these books, each to be treated as needed? The answer is no, it can also private schools despite their collection charges can not influence their needs textbooks. African Development Bank, (2000) notes that the bulk supply of textbooks for schools to be ineffective was the delivery of the books is not always accurate information on schools. This approach to the provision of school books is not to promote the development of local publishers and local book suppliers. Under SEDP (Secondary Development Program of Education), schools receive capitation grants they use to make learning and teaching, including to buy textbooks. This allows schools to the books they need and the quantities they can afford, but not to purchase the recommended requirements.

The evaluation part of the state curriculum at the end of Form IV students are expected to be realized in total designed to assess the extent to which the objectives determine the English classes have been achieved. This can be achieved if all phases of teaching and learning (CEL) has to be met with an adequate supply of learning materials. Several studies indicate that the implementation of the FTA in the classroom is problematic (Jansen, 1999; Chisholm, 2000; Leyendecker, 2002; Ottevanger 2001). Where sub-Saharan Africa (SSA) have tried to implement learner-centered education, the actual processes of education have largely removed from the ideal. One problem is that the teacher of business, and cultural conceptions of authority and education, can be seen, including perceptions of students, as providers of knowledge and the owner of the site. These perceptions and behavior in the class which does not change overnight. Although the report of the Prophet was in 1995, his observation that teachers adapt their teaching to their students and their “ideology” and the perception of education tend to do justice, and constantly repeated by other studies.

Another challenge is that, unlike the ideal teacher, the vast majority of students is not very active and visible, probably because they have never given the chance. While there is little research on the experiences of students in the curriculum reform, many comments and observations, the fact that students mark with their new roles, struggle, they are affected by changes to the curriculum provided. Students often teach the teachers a common understanding of what it means to share, and are resistant to change the perception does not match. In addition, embraced students’ attitudes about learning and discipline aspects of international youth culture. The students welcome the opening of classes and the change in classroom organization and strict discipline, have problems in the ability to fill the space and freedom taken. The students are powerful influencers of change, and, if necessary obstructive attitude and teaching methods do not meet their expectations. What is happening in different schools in our country. Both students and teachers can not jump from the current situation in the classroom and culture to a desirable ideal behavior. He needs time to transition to the changes in the minds of teachers and students are taught. However, both gradually grow and adapt to new roles that are beneficial for teaching and learning. Takes place for such growth, the supporting structures are available, but are often not or only very limited in scope and time lines.

CONCLUSION AND SUGGESTIONS

As a conclusion, the major practical challenges in improving the quality of the training curriculum, and are often overlooked in the development that teachers need a good knowledge of the contents must be flexible to adapt to the different mindsets of the students, and be able to the emerging issues and problems, without tying them to put in his position in question. Because of their own learning experiences and educational knowledge of the content is limited by many teachers in the school in Tanzania, it is imperative that in-service programs to sharpen the skills of teachers. Teachers must have a good knowledge of teaching methods, their goals and potential. Teachers need support and space for learning teaching methods. The role of the teacher to change providers of knowledge to facilitators and changes in the roles have both understood and by teachers, students and the company itself adopted.

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