Citation

Curriculum for strengthening both local identity and global competitiveness: A case study of curriculum reform in Zanzibar

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Abstract:

Zanzibar and Tanzania, mainland (earlier Tanganyika), have since 1967 been part of a joint republic, the United Republic of Tanzania(URT). While the two entities have the same curricula, numbers of lessons in each subject in secondary school, the curricula in primary education are different. Until recently they have, however, been rather similar. In 2006, Zanzibar endorsed the new Educational policy, which was based on an evaluation of the Zanzibar Education Master Plan for the years 1996 to 2006. The reason for the change seems to be two fold to reinforce local Islam-based culture and, to facilitate global integration through increased use of English as well as to enhance quality education in secondary school to decrease dropouts and achieve gender parity in secondary schools.
In 2010, Zanzibar began implementation of a new Education and Training policy. This policy will change important aspects of curriculum in primary and secondary education, including a change in the language of instruction (LoI), Kiswahili shall continue as the LoI in primary schools except for mathematics and science subjects from standard five where English shall be used, English and Arabic will be taught from primary one as foreign languages, diverse sports and physical education facilities, Computer education, Science and technology.
This paper will critically analyze the new curriculum, how policy decisions were made, how policies are being implemented and their consequences for quality learning in primary schools. The work will be grounded in educational and pedagogical research, where the principle emphasis has been on the effects of the choice of language on cognitive and learning processes, the cultural identity, the politics of development, and the ways that local people and governments interpret and deal with the issues related to learning process within the curriculum development.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486289_index.html
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MLA Citation:

Babaci-Wilhite, Zehlia. "Curriculum for strengthening both local identity and global competitiveness: A case study of curriculum reform in Zanzibar" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486289_index.html>

APA Citation:

Babaci-Wilhite, Z. , 2011-04-30 "Curriculum for strengthening both local identity and global competitiveness: A case study of curriculum reform in Zanzibar" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486289_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Zanzibar and Tanzania, mainland (earlier Tanganyika), have since 1967 been part of a joint republic, the United Republic of Tanzania(URT). While the two entities have the same curricula, numbers of lessons in each subject in secondary school, the curricula in primary education are different. Until recently they have, however, been rather similar. In 2006, Zanzibar endorsed the new Educational policy, which was based on an evaluation of the Zanzibar Education Master Plan for the years 1996 to 2006. The reason for the change seems to be two fold to reinforce local Islam-based culture and, to facilitate global integration through increased use of English as well as to enhance quality education in secondary school to decrease dropouts and achieve gender parity in secondary schools.
In 2010, Zanzibar began implementation of a new Education and Training policy. This policy will change important aspects of curriculum in primary and secondary education, including a change in the language of instruction (LoI), Kiswahili shall continue as the LoI in primary schools except for mathematics and science subjects from standard five where English shall be used, English and Arabic will be taught from primary one as foreign languages, diverse sports and physical education facilities, Computer education, Science and technology.
This paper will critically analyze the new curriculum, how policy decisions were made, how policies are being implemented and their consequences for quality learning in primary schools. The work will be grounded in educational and pedagogical research, where the principle emphasis has been on the effects of the choice of language on cognitive and learning processes, the cultural identity, the politics of development, and the ways that local people and governments interpret and deal with the issues related to learning process within the curriculum development.


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