Education is quite possibly the most important aspect of a country’s potential for progress, and, more simply, developing child’s mind. There is certainly no one right way to educate and there are, unsurprisingly, about as many different educational systems in the world as there are countries, with most of them believing that their way is the correct one.
It is to be expected that the countries with the “best” educational systems are typically the ones that spend the most on them, but this is not always the case. This is evident in the United States which spends exorbitant amounts on each student yet still falls short by most standards.
So what are other countries doing to perform so well?
East Asia, and, in this specific case, South Korea takes an interesting and considerably atypical approach to education, favouring effort over “smartness.” A student is judged based on the enthusiasm with which they attempt to reach the clearly defined goals set forth in their curriculum. For this reason it is unsurprising to learn that some students attend school seven days a week.
Japan’s educational system shares a lot in common with South Korea and the rest of the East Asian countries, but one way in which is stands out is its focus on educationof and with technology. As technology advances it becomes a better and better tool for education, and, if introduced at a young age, a student’s relationship with technology will be that of a more robust nature rather than simply being a tool for staying loosely connected with a network of acquaintances. The Japanese clearly recognize this and put strong effort into developing an educational system that incorporates technology as much as possible.
Despite being an extremely small island nation, Singapore is one of the world leaders in education. Since gaining its independence in 1965, Singapore has done some incredible work in putting itself in a strong leadership position, quickly turning itself into a city of the future. Their focus on growth and development clearly carries through to their education, combining itself with a culture of accountability and landing it in the third rank for educational world leaders.
Hong Kong’s educational system is a near mirror of the UK’s with a few of its own alterations ranking it a few spots higher than its counterpart. Because of the long tradition rooted in British education, Hong Kong’s approach to primary, secondary, and higher education is considered to be exemplary by most standards. Hong Kong’s return to China’s communist rule did little to affect their long standing British traditions with English still being a primary language in addition to Cantonese Chinese, and democracy still being a part of their governmental system. This steadfastness has been ingrained in them culturally and can be clearly seen displayed in an educational sense.
The first country on the list not belonging to the East Asia region is Finland, a country that has been long considered a global leader in education along with many of the other Scandinavian countries. In recent years, Finland has been losing ground on educational standards but they are yet still a strong example of a country striving for intellectual greatness. The culture of Finland also holds teachers in extremely high respect, as we in the West revere doctors and lawyers. This makes it a much more attractive position of employment for some of the greatest minds.
Over the last few years, the UK’s educational system has also begun to break down. The kingdom’s sub-governments administering England, Scotland, Wales, and Northern Ireland separately also each have their own educational regulations. The UK as a whole is ranked second among European countries, but within its borders, Scotland has a tendency to outperform England. It may, however, be this internal competition that will keep the UK’s educational system from sinking too much lower.
Literacy rates across Canada are no less than 99 per cent for both genders, due to heavy investment in childhood education, a compulsion in education up to at least 16 years, organized classroom management (think LMS software like Brightspace), and a strong recommendation for attending either college or other higher education program designed to make them proficient in the workplace.
From these examples, other countries can and should be learning in the hopes to improve their own educational system. Unfortunately, rapid changes on this front are typically impossible whether due to complicated politics, conservative culture, or just an unwillingness to adapt on a mass individual level. However, as these countries continue to develop their advanced education systems, those lagging behind will be forced to change themselves or be content with being left in the past.
Habari kwa hisani ya mtandao
NAFASI ZA MASOMO 2016/2017
Mkuu wa Chuo cha Serikali za Mitaa anakaribisha maombi ya kujiunga na masomo kwa ngazi ya Astashahada (Cheti) na Stashahada (Diploma) katika fani zifuatazo:-
• Local Government Administration
• Local Government in Accounting and Finance
• Community Development
• Human Resource Management
• Records, Archives and Information Management
• Procurement and Supply Management
• Astashahada (Cheti)
Mwombaji awe amehitimu kidato cha nne, mwenye ufaulu angalau kuanzia alama “D” nne.
• Stashahada (Diploma)
Mwombaji awe amehitimu kidato cha sita awe na ufaulu angalau kuanzia “Principal Pass” mbili na “Subsidiary” moja au awe na Cheti kutoka Chuo chochote kinachotambulika na serikali kwa ngazi ya Cheti, muda usiopungua mwaka mmoja.
Aidha, Chuo kinatoa mafunzo ya awali (Pre – Entry) kwa wahitimu wa kidato cha nne wenye ufaulu angalau kuanzia alama “D” mbili au tatu ili kupata sifa ya kujiunga na ngazi ya Astashahada.
Chuo cha Serikali Mitaa kina Kampasi mbili; Kampasi Kuu Hombolo na Kampasi ya Dodoma mjini.
Kwa Kampasi Kuu Hombolo muhula wa masomo kwa mwaka 2016/2017 utaanza mwezi Agosti, 2016 na kwa Kampasi ya Dodoma Mjini muhala utaanza mwezi Oktoba, 2016.
Pia Chuo kinatoa kozi za muda mfupi (Short Courses) kutegemea mahitaji ya jamii.
Fomu za kujiunga na Chuo zinapatikana Kampasi Kuu Hombolo, Kampasi ya Dodoma Mjini na katika tovuti ya Chuo www.lgti.ac.tz
Tanzanian Ph.D. Student Receives Distinguished AWARD Fellowship
Frida Nyamete, a Ph.D. student in the Department of Food Science and Technology, was recently named a fellow of the African Women in Agricultural Research and Development (AWARD) Program. Frida is advised by Dr. Hua Wang, Professor in Food Science and Technology, and is funded by the Innovative Agricultural Research Initiative (iAGRI) – a USAID-funded, Feed the Future project in Tanzania led by The Ohio State University. Frida embarked on her Ph.D program at Ohio State in the fall of 2015 after completing her M.S. in Food Science at Michigan State University, which was also supported by iAGRI.
Frida is honored to be selected for this distinction, feeling that the two year fellowship will be a gateway to other opportunities for research and professional development.
“The AWARD fellowship, along with my PhD program, will help me to move toward being a visionary, innovative, and independent leader who can make a difference in my community in Tanzania,” shares Frida, adding that she will specifically “be equipped with the experience, mentoring, as well as scientific and leadership skills that promote the innovations needed by rural women and other smallholder farmers in Tanzania.”
AWARD, which is supported by the Bill & Melinda Gates Foundation, the United States Agency for International Development, and the Alliance for a Green Revolution in Africa, aims to significantly expand and strengthen the capacity of African women scientists, recognizing their vital contribution to science and research. By fostering mentoring partnerships, building research skills, and developing leadership capacity in their 460 female fellows from 11 Sub-Saharan African countries, AWARD seeks to serve as a catalyst for innovation for prosperity and well-being among African smallholder farmers.
As a part of her AWARD program, Frida will begin mentoring another junior female scientist in March and then in June, will organize a role modeling event that will provide middle school girls in Tanzania the opportunity to interact with more senior female scientists in the agricultural field. This program will encourage female scientists to share their experiences with their younger counterparts, while allowing young girls participating in the program to reflect and strategize on how they plan to pursue a future in science and agriculture.
“Increasing opportunities for women in these fields is an important step towards realizing greater economic success and gender equality across the country,” explains Frida.
After all, the majority of those who produce, process, and market Africa’s food are women, but only one in four agricultural researchers is female. This is the reality that has driven Frida and her peers, through AWARD, to support the development of current and future African female agricultural researchers.
This fellowship, coupled with her Ph.D. training, will ultimately allow Frida to return to Tanzania, as other iAGRI-supported students have, to effectively train other students and scientists at the Sokoine University of Agriculture (SUA), a key collaborative partner of Ohio State’s in Tanzania. This, along with iAGRI’s successful collaborative research projects and human and institutional capacity building (HICD) efforts at SUA, will go a long way in ultimately enhancing food security in Tanzania.
NACTE yatoa utaratibu na sifa za kujiunga na Basic Technician Certificate (NTA Level 4) kwa mwaka 2016/17
THE NATIONAL COUNCIL FOR TECHNICAL EDUCATION
MINIMUM ENTRY REQUIREMENTS
The National Council for Technical Education (NACTE), would like to inform the Public and other Education stakeholders on the minimum entry requirements to join Basic Technician Certificate (NTA Level 4), which will eventually lead to Ordinary Diploma (NTA Level 6) for successful Candidates.
An applicant should possess secondary certificate from National Examinations Council of Tanzania (NECTA) with a minimum of four passes (Four D’s) excluding religious subjects. Holders of foreign certificates should submit to NECTA for equivalence of their awards to Tanzania awards system to enable them to Apply.
It should be noted that, the entire process of admission is done via Central Admission System (CAS). For more information about registration status for Institutions and programmes/ courses offered, kindly visit our website at www.nacte.go.tz.
THE OFFICE OF EXECUTIVE SECRETARY
THE NATIONAL COUNCIL FOR TECHNICAL EDUCATION
24th March, 2016