Rédaction Africa Links 24 with Jacob Mosenda
Published on 2024-03-02 22:00:00
Dropout rates in Tanzanian classrooms, particularly in Standard Four and Form Two, have become a major concern for education stakeholders. The issue has sparked debates and investigations into the root causes and potential solutions. One of the central factors identified is the impact of assessment exams and the consequences associated with failing and repeating classes.
Statistics from 2022 revealed that a significant number of students dropped out of Standard Four and Form Two, with the Standard Four National Assessment (SFNA) and the Form Two National Assessment (FTNA) coinciding with these critical stages of education. While these assessments are meant to assess students’ knowledge and progress, they are often viewed as high-stakes exams, leading to increased pressure, anxiety, and disengagement among students.
Dr. Fatma Mwamba, an education researcher at the University of Dodoma, highlighted the negative effects of the current assessment system, pointing out how forcing failed students to repeat a grade can further discourage them from continuing their education. This pressure and fear of failure contribute to the dropout rates, especially in regions like Geita and Mwanza, which have seen a higher number of dropouts.
The government, under the leadership of the Ministry of Education, Science, and Technology, has recognized the seriousness of the dropout crisis and has taken steps to address it. This includes forming a team of researchers to investigate the root causes of the issue. However, experts believe that more profound structural changes are needed, beyond just investigations, to tackle the underlying issues effectively.
Experts emphasize the importance of reevaluating the purpose and structure of national assessments, suggesting a shift towards a more competency-based education approach. They argue that assessments should be tools for improvement rather than punitive measures that contribute to the dropout rates. A comprehensive review of the assessment framework is recommended to ensure that it aligns with the goals of inclusive and equitable education.
While the government’s research initiative is a positive first step, sustained efforts and collaborative action are deemed necessary to bring about significant change in addressing the dropout crisis. Education experts advocate for a more student-centered and supportive approach to learning, focusing on individual strengths and abilities rather than a one-size-fits-all exam-centric system.
In conclusion, tackling the issue of high dropout rates in Tanzanian classrooms requires a multi-faceted approach that addresses the root causes, revisits the assessment system, and promotes a more inclusive and supportive learning environment. By working together towards these goals, stakeholders can make a meaningful impact in improving education outcomes for all students in Tanzania.
Read the original article on The Citizen
