DIPLOMA OF EARLY CHILDHOOD EDUCATION

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

TANZANIA INSTITUTE OF EDUCATION

CURRICULUM FOR DIPLOMA IN TEACHER EDUCATION

PROGRAMMES IN TANZANIA

                                                                       2007

ABBREVIATIONS

ACK - Academic Content Knowledge

BTP - Block Teaching Practice

CA - Continuous Assessment

ICT- Information and Communication Technology

MoEVT - Ministry of Education and Vocational Training

NECTA - National Examinations Council of Tanzania

PCK - Pedagogy Content Knowledge

PMO-RALG Prime Minister’s Office Regional Administration and Local Government

TEHAMA -Teknolojia ya Habari na Mawasiliano

TIE - Tanzania Institute of Education

TP -Teaching Practice

INTRODUCTION

Curriculum is generally prescribed as a set of standards that guides the delivery of education by considering the following areas: competence to be developed and acquired by learners (knowledge, skills and attitudes) in the teaching and learning process; the pedagogical approaches to be used in the course of curriculum implementation; educational materials to facilitate teaching and learning; professional and academic qualification of the curriculum implementers; enabling infrastructure for effective delivery of curriculum; the instructional time required to complete the intended learning outcomes and monitoring and evaluation of the curriculum.

Therefore, curriculum in the contemporary outlook is viewed as a mirror reflecting the society’s philosophy and culture, but also including the sources of knowledge and the nation’s education goals. Further, the curriculum should explain the meaning of knowledge, skills and attitudes that a learner is expected to acquire after successfully completion of a prescribed learning cycle. The curriculum will also spell out modalities for assessment, monitoring and evaluation of the teaching and learning process.

The review of Curriculum for Diploma in Teacher Education Programmes has been made inevitable to meet the requirements of Education and Training Policy (1995), Tanzania

Development Vision 2025, National Science and Technology Policy, Education Sector

Development Programme (ESDP) and Secondary Education Development Programme,

National Strategy for Growth and Reduction of Poverty (2004) and recommendations from educational researches.

It is also a response to increased demand for qualified teachers equipped with sufficient content and pedagogic knowledge, skills and attitudes required for effective implementation of the revised pre-primary, primary and ordinary level curriculum.

The curriculum for Diploma in Teacher Education Programmes is among the six revised curriculum documents for schools and teachers Colleges which is another success in the professional and technical partnership existing between UNESCO and TIE under the Ministry of Education and Vocational Training (MoEVT). TIE appreciates the continued partnership that has enhanced the quality of six curriculum documents and anticipates much more achievement in enhancing quality education in Tanzania.

Organization of Curriculum for Diploma in Teacher Education Programmes

This curriculum document comprises of ten elements. These include, Current context;

Educational Policy Statements; Statement of Broad Learning Objectives and Competences; Structure of formal Education System; Structure of Curriculum Content, Learning Areas and Subjects; Standard Resources required for Curriculum Implementation; Teaching Methodology; Assessment of Student Teacher Achievement; Inspection and Supervision of Curriculum Implementation and Monitoring and Evaluation of the Curriculum.

Users of Curriculum for Diploma in Teacher Education Programmes

The main users of this curriculum document include Senior Officials, University Lectures,

Education Officials from the Ministry of Education and Vocational Training (MoEVT),

Prime Ministers Office Regional Administration and Local Government (PMO-RALG), Regional and District education officers, Regional and District academic officers,

Examiners, School and College Inspectors, School and College Directors and Managers and Curriculum Developers. However, other stakeholders such as Teachers, Tutors,

Parents, Donor agencies, Government and Non-government Organizations dealing with educational issues may use this curriculum document.

1.0 CURRENT CONTEXT OF DIPLOMA IN TEACHER EDUCATION PROGRAMMES

The provision of any education programme reflects the exiting local, regional and international situations. This indicates situations that can be contextually scanned from social and economic environment in which the intended education is supposed to take place. It is, therefore, imperative for a developing country like Tanzania to have a curriculum which embraces quality education as vital and inevitable for accelerating its socio-economic development. Currently, the diploma in secondary, primary and early childhood education programmes in Tanzania has taken into consideration aspects of social, political, and economic environment in order to prepare student-teachers who can fit in the society; and compete in the global economy.

1.1 Social Environment

In the social context, Tanzania built nationalism from different cultural heritages of different ethnic groups. Kiswahili is one of the tools used in the cultural world to enhance development and appreciation of national unity, preserve identity and ethic, and develop personal integrity.

In addition, Kiswahili promotes the respect for and readiness to work in different locations of the country. More importantly, Kiswahili is used as a unifying factor in a country which cares about human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations. Emerging social issues such as cross-cutting issues; Social cultural diversities; career and life skills should be reflected in the curriculum.

1.2 Economic Environment

The Tanzania economy calls for a curriculum which focuses on quality education which is the major determinant of economic growth and development. In the competitive global economy, the curriculum shall be geared towards developing skills and knowledge essential for workforce with emphasis on the use of science and technology.

The science and technology are essential in the social and economic development at national, regional and global levels. Colleges are being challenged to produce student teachers who are competent, creative and innovative enough to solve problems; and play a role in raising productivity in the era of globalization. The student teachers will need to acknowledge and appreciate the contribution of science and technology to development.

The curriculum for diploma level in teacher education in Tanzania, therefore, shall prepare student teachers to transform its traditional economy (which is highly agricultural) into modern economy.

2.0 EDUCATION POLICY STATEMENTS

Review of the Diploma in Teacher Education Curriculum has been made inevitable to cater for the needs of the learners and the society in the changing world. The review has therefore largely focused on both global and national demands as follows:

2.1 International Policies

2.1.1 The 1990 Joemtien World Conference on EFA

This world conference set up broad global guidelines, goals and targets for the expansion and improvement of Basic Education to cover all people; children, the youth and adults without any form of discrimination. The target period was the decade of 1990 to the year 2000. EFA singled out the basic learning needs to be prioritized: literacy, oral expression, numeracy and the ability to solve problems. These basic learning needs were to go along with the knowledge, skills, values and attitudes, which would enable the target group to live and work with dignity as fully empowered human beings.

2.1.2 The 2000 Millennium Development Goals (MDGs)

One of the millennium development goals is quality education for all. Much global pressure is exerted on developing countries to ensure that the Millennium Development

Goals are met by 2015. Out of the eight Millennium Development Goals, two are directly relevant to education. These are:

Goal number 2: Achievement of universal primary education by ensuring that all boys and girls complete a full course of primary education

Goal number 3: Promotion of gender equality and empowering women by eliminating gender disparity in primary and secondary education by 2005, and at all levels by 2015 (UNESCO, 2000). Quality Teacher Education Curriculum will enhance the achievement of the identified goals.

2.2 National Policies

2.2.1 The Education and Training Policy (ETP)

The ETP (MoEC, 1995) is probably the first comprehensive education policy ever developed in Tanzania. The policy emphasizes inter alia, the provision of quality education through curriculum review, use of appropriate assessment procedures, improve teacher management and motivation. The policy also focuses on ensuring the existence of adequate skilled technical workforce of all categories through increased availability of opportunities for vocational education and training. This endeavor is geared towards contributing in job creation and self-employment. Tanzania education policy stresses that, all school age children should be enrolled in schools. As a result, there is a high demand for more teachers and classrooms. The strategy for training teachers is geared to alleviating the problem of high demand of teachers.

The Education and Training Policy (ETP) of 1995 describes the main purpose of teacher education as to provide opportunities for learners to acquire essential knowledge, skills and attitudes so that graduates can join the world of work professionally. The medium of instruction in Diploma Teacher Education level shall be English. Kiswahili, on the other hand, will be taught as a subject in certain subject combinations.

In this policy, the guiding philosophy is education for self reliance. Education for self reliance emphasizes meaningful learning in which three major aspects are underlined: cognition, psychomotor (skills), and attitudes. This type of learning is identified by the following indicators: participation, involvement of theory and practice, integrity, confidence, self-development, acquiring Life Skills, Competition, appreciation of equity, entrepreneurship, creativity, curiosity, initiative/discovery, ability to analyze and assess.

2.2.2 Education Sector Development Programme (ESDP)

In the mid-1990s the government of Tanzania initiated various social sector reforms including those in the education sector. In the education sector the process is taking place under the Education Sector Development Programme (ESDP). Among its objectives is to ensure equity in access to quality formal education (URT, 2004).

2.2.3 The Tanzania Development Vision 2025

The Vision 2025 underscores the importance of curriculum transformation with a focus on promoting creativity and problem solving as a means towards high quality science and technology at all levels of education hence a well educated and learning society. The vision also focuses on making ICT accessible to all (URT, 1999).

2.2.4 National Strategy for Growth and Reduction of Poverty (NSGRP)

The National Strategy for Growth and Reduction of Poverty (NSGRP) initiative underscores the importance of education as an effective tool for poverty reduction and improving the quality of life (URT, 2004).

2.3 Aims of Education in Tanzania

The general aims of education in Tanzania are:

i) To guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization of those resources in bringing about individual and national development;

ii) To promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;

iii) To promote the acquisition and appropriate use of literacy, social, scientific vocational, technological, professional and other forms of knowledge, skills and attitudes towards the development and improvement of the condition of Man and society;

iv) To develop and promote self-confidence and an inquiring mind, and understanding and respect for human dignity and human rights and readiness to work hard for personal self advancement and national improvement;

v) To enable and to expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other life skills needed to meet the changing needs of industry and the economy;

vi) To enable every citizen to understand the fundamentals of the National Constitution as well as the enshrined human and civic rights, obligations and responsibilities;

vii) To promote the love for work, self and wage employment and improved performance in the production and service sectors;

viii) To inculcate principles of the national ethnic and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to the provisions of the National Constitution and other international basic charters and;

ix) To enable a rational use, management and conservation of the environment.

2.4 The Aims and Objectives of Teacher Education and Training

According to the Education and Training Policy (1995), aims and objectives of teacher education in Tanzania are:

i) To impart teacher trainees theories and principles of education psychology, guidance and counseling

ii) To impart to teacher trainees principles and pedagogical skills of creativity and innovation;

iii) To promote an understanding of the foundation of the school curriculum;

iv) To sharpen the teacher trainees’, teachers’ and tutors knowledge, and mastery of selected subjects, skills and technologies;

v) To impart the skills and techniques of assessment and evaluation in education;

vi). to enable both teacher trainees and serving teachers and tutors to acquire leadership and management skills in education and training.

Teacher Education Diploma Course in Early Childhood Education

3.4.1 Vision

To have a teacher education programme which will lead to qualified diploma teachers for early childhood education.

3.4.2 Mission

To prepare competent diploma teachers by designing and implement curriculum which is relevant for early childhood education.

3.4.3 Objectives for Diploma in Early Childhood Education

Objectives for Diploma in Early Childhood Education are;

a) Develop appropriate psychological skills to analyze child growth and development.

b) Acquire appropriate skills for provision of guidance and counseling to children.

c) Acquire knowledge and skills which will enable them to conduct small scale research related to pre-primary education.

d) Assess child’s progress.

e) Use classroom management skills to provide care and support to pre-primary child.

f) Design, improvise and use different teaching and learning materials.

g) Develop an understanding of the professional character of teaching.

h) Promote student teachers’ awareness of teacher ethics.

3.4.4 Competencies for Diploma in Early Childhood Education

The competencies to be developed are:

a) Conducting guidance and counseling session to children with different learning needs Organizing pre-primary classroom.

b) Analyzing child growth and development.

c) Apply social skills in involving parents and community in child’s care and support.

d) Analyzing and interpreting of research findings for improving teaching and learning.

e) Selecting ideal teaching methods.

f) Using classroom management skills and providing care and support to pre-primary children.

g) Design teaching and learning materials by using ICT programme.

h) Improvising teaching and learning materials using locally available resources.

i) Assessing child’s progress, recommend and disseminate information.

j) Examining child’s progress.

k) Develop an understanding of the professional character of teaching.

l) Be a moral model to learners (children).

STRUCTURE OF THE FORMAL EDUCATION AND TRAINING SYSTEM

The academic education system in Tanzania is 2:7:4:2:3+. In this system, learners spend two

years in pre-primary education, seven years in primary education, four years in ordinary level secondary education, two years in advanced level secondary education and at least three years of tertiary education with exceptional to teacher education programmes which take two years.

4.1 Diploma in Teacher Education Programme

Learners shall join Diploma in Teacher Education after completing two years of advanced level secondary education. Teacher trainees have to spend two years of study in teachers colleges.

4.2 Stages of Schooling

Diploma in teacher education shall comprise four (4) terms within two (2) years of schooling.

Each term shall have five (5) months. The year of schooling shall commence in July in accordance with the government financial year. The number of days in schooling shall be 194 per year. This is equivalent to 48.5 weeks and 64 hours per year respectively.

The terms of schooling in a year will differ in hours. The first terms (1st) of each academic year will have a total of 40 hours each. The second terms (2nd) of academic year, on the other hand, will have a total of 24 hours each. In the second terms of each academic year, Block Teaching

Practice will take place. The duration of block teaching practice will be 16 weeks that is two months (or 48 hours). The duration of each subject period will be one hour. The number of periods per subject per week will be scheduled according to the convenience of teachers’ college time table.

Teacher Education Diploma Course in Early Childhood Education

Whenever a diploma course in Early Childhood Education is offered, it should include three (3) broad learning areas:

a) Professional Studies

The professional studies include:

i) Curriculum studies for early childhood education (CT)

ii) Education Foundations for early childhood Education

iii) Early Childhood Psychology and Counseling

iv) Educational research measurement and evaluation for early childhood education (REM).

b) Academic Courses and Teaching Methods

Academic Courses and teaching methods shall be taught into two parts of subjects i.e. Academic Content Knowledge (ACK) and Pedagogical Content Knowledge (PCK).

Subjects under this learning area include:

i) Core Subject I (Content and Teaching Methods) for Early Childhood Education

ii) Core Subject II (Content and Teaching Methods) for Early Childhood Education.

c) General Courses

The general (common) courses include:

i) Development studies

ii) Information and communication technology (ICT)

iii) Educational Media and Technology

iv). Communication Skills

v) Project work

vi). Religion.

Table 3 Learning areas for Diploma in Early Childhood Education

Learning Areas	Remarks
1. Professional Studies
i) Early Childhood Psychology and Counseling	Emphasis on child psychology age
ii. Education Foundations for Early Childhood Education	Sociology, pre-school management policy, philosophy and professionalism
iii Educational Research Measurement and Evaluation for Early Childhood Education	Assessment and action research.
iv. Curriculum studies for Early Childhood Education	Curriculum theories and development
2. Academic Courses and teaching methods
i) Subject pedagogy 1	Science and health activities
ii) Subject Pedagogy 2	Personality and sports activities
iii) Subject pedagogy 3	English learning activities
iv) Subject Pedagogy 4	Mathematics activities
v) Subject Pedagogy 5	Art and crafts activities
vi) Subject Pedagogy 6	Vitendo vya Kiswahili
3. General Courses
i. Development Studies	To develop general knowledge and skills about social, political and economic issues at national and international levels
ii. Information and Communication Technology	Basic programs
iii. Media and technology	Help student teachers to interact well with the learners
iv. Communication Skills	Improve student teachers’ use of languages for communicative purposes and basic Communication skills for class interaction.
v. Project Work	To develop research skills and apply them to teaching and learning situations.
vi. Religions	To make student teachers abide to their Religious beliefs.

STANDARDS OF RESOURCES REQUIRED FOR IMPLEMENTATION OF

DIPLOMA IN TEACHER EDUCATION CURRICULUM

Owners and managers of teachers’ colleges shall ensure the availability and access of standard infrastructure, facilities, equipment, instructional materials and well trained tutors needed for optimum and effective pedagogical and professional development and improvement of teachers.

Presented below is a list of indicators which inform the design of standards for implementation of the diploma programme:

6.1 Tutor Qualifications

A competent and effective tutor should have the following qualities

a) Academic skills

Tutor should have a Masters degree in teacher education.

b) Professional Skills

The tutor should have adequate participation in Teaching Practice.

c) Professional Development

In-service training for tutors shall include:

i) Short courses

ii) Long courses such as PhD

iii) Seminars

iv) Workshops

v) Symposia

vi) Conducting educational research

6.2 College Leadership Qualities

a) Leadership: Qualities to draw people who are;

i) Committed

ii) Dynamic.

iii) Caring.

iv) Can work with every staff/trainees cadre

v) Responsible and accountable.

vi) Command Good public relations

b) Professional Qualifications: the principal shall be a trained tutor with a working experience of not less than five (5) years

c) Academic qualifications: - Master degree or PhD holder in education.

6.3 Teaching Load

A college tutor shall have a minimum and maximum of 16 and 24 teaching periods per week respectively. Apart from classroom activities, a tutor will participate in supervising student teachers’ project works and other extra-curricular activities.

6.4 Students per Class

The number of student teachers recommended per class shall not exceed 35. The minimum admission requirements for the teacher education diploma course shall be division III in

Advanced Certificate of Secondary Education Examination (ACSEE).

6.5 College Facilities

For effective implementation of teacher education diploma courses, teaching facilities shall be availed in colleges. The college administration shall be responsible in making sure that the resources are available and properly utilized. In particular, the teaching facilities shall be:

6.5.1 Physical Plant and Infrastructure

a) Enough classrooms, dormitories and Administration blocks.

b) Staff quarters

c) Good drainage system

d) Water supply

e) Power supply facilities

f) Pavements

g) Transport facilities

h) Services and maintenance Workshops.

i) Toilets

j) Halls with good ventilation, enough lighting, chairs and public address systems

k) Lecture theatres/rooms for all student teachers

l) Office for tutors

m) Laboratories for science, language and social sciences

n) Dormitories with enough space, fire exits, enough lavatory, water supply, power supply and fire extinguishers

6.5.2 Sports and recreational facilities

a) Playgrounds

i) Adequate playgrounds for different indoor and outdoor games and sports with appropriate facilities for learners with special needs

ii) Facilities and equipment for sports, games and recreational activities

Adequate facilities and equipment for sports, games and recreational activities

iii) Adequate and appropriate equipment for learners with special needs.

iv) Adequate and reliable special pitches.

6.5.3 Health and safety

i) Toilets- Adequate, clean and working toilets including those suitable for learners with special needs.

ii) Drainage system.

Good and reliable drainage system

iii) Hygiene and safety training.

iv) Fire extinguishers and detectors.

Reliable fire extinguisher and detectors

v) Fire exits in buildings.

Reliable and permanent fire exits

vi) Clean and safe water.

Availability of permanent clean and safe water

vii) First aid facilities.

Availability of reliable and permanent first aid facilities

viii) Dispensary facilities and services.

Adequate and permanent dispensary facilities

6.5.4 Teaching and Learning Materials

The teaching materials should address requirements of learners including those with special needs. Also should be relevant to the Tanzanian context. The Ministry of

Education should put in place a mechanism which will direct the criteria and guidelines for evaluating teaching and learning materials and procuring both textual and non-textual materials. The following are textual and non-textual teaching and learning materials

a) Textual Materials

i) Textbooks

ii) Syllabi

iii) Modules and manuals

iv) Reference books

v) Subject guides

vi) Encyclopedia

vii) Charts and maps

viii) Newspapers, Journals and relevant cuttings

ix) Texts in Braille

xi) Software manuals and instructional resources

xii) Computerized Library e.g. Digital Library

b) Non-Textual Materials

i) Subject kits

ii) Prototype

iii) Weather stations/centers

iv) Ecological/nature study sites

v) Sample of actual materials

vi) Writing board

vii) Illustration materials and photographs

viii) Planetaria

ix) Posters, fliers and fact sheets

x) Braille machines

xi) ICT and other electronic resources as well as computer based materials (CBMs)

xii) College/school Website.

xiii) Overhead Projectors

xiv) Versatile writing boards (Different appropriate writing boards.)

6.5.5 Facilities for Students with Special Needs

i) Braille, white cane, lenses for visually impaired

ii) Wheel chairs for physically handicapped.

iii) U-shaped class – loss of hearing and deaf.

iv) Wide doors

v) Pavements friendly to disabled.

vi) Resource rooms

vii) Special toilets

viii) Special game pitches

ix) Sound proof rooms.

x) Avoiding storey buildings.

xi) Minimize stairs

7.0 Teaching Methodology

7.1 The Recommended Model

The Diploma programme shall emphasize student centered and interactive approaches in the process of teaching and learning. Tutors will not be the sole sources of knowledge but will act

as facilitators providing a broad range of learning experiences. Student teachers will be encouraged to assume more responsibility for their own learning. In the learner centered model, the following practices shall be emphased

a) Engage students in active learning experiences.

b) Set high and meaningful student learning expectations.

c) Provide, regular and timely feedback.

d) Recognize and respond to different student learning styles and promote the development of multiple intelligences.

e) Real life applications.

f) Understand and apply different techniques of student assessment.

g) Create opportunities for student- tutor interactions and student - student interactions.

7.2 Teaching of the Academic Component

The academic parts of the course will be transacted by interactive lectures, self-study, seminars, media supported teaching and practical activities. It is expected that these strategies will enable the student teachers to acquire the stated competencies that are critical for making reflective practice and committed teaching.

7.3 Teaching the Pedagogic Component

Pedagogic analysis of school teaching subjects is an essential component of the Diploma programme. This component will be transacted using a variety of learning experiences including micro-teaching, demonstrations, peer group teaching, single lesson teaching practice and materials production workshops and portfolios.

7.4 Teaching Practice

Practical teaching, professionally known as Block Teaching Practice (BTP) shall be carried out in secondary schools, primary schools and pre –primary schools twice (total of 16 weeks) throughout the course. BTP is done in order to translate into practice the theoretical concepts and insights gained from the academic and pedagogical competencies acquired by student teachers during classroom sessions. This experience will also provide the students with an opportunity to identify areas for to developing proposals for their project work.

Planning, analyzing and monitoring of the practical teaching session will require the involvement of the tutors. The moderation exercise shall involve tutors, college principals, education inspectors, regional education officers, education officers from MoEVT and other approved education institutions.

8.0 Assessing Student Teacher Achievement

Student teachers shall be assessed through continuous and final assessments for all three diploma courses.

8.1 Continuous Assessments

In the continuous assessment process, teachers shall administer assessments in a variety of ways over time to allow them to observe multiple tasks and to collect information about what learners know, understand, and can do. BTP, SLTP and Microteaching will also be assessed. Setting of assessment exercises should focus on three learning domains and its levels. Continuous assessment shall contribute 50 per cent in the final assessment of the student teachers.

Assessment shall include written tests, teaching practice and practical sessions. The following assessment procedures shall be employed:

i) Written exercises, tests and examination.

ii) Self assessment portfolio.

iii) Seminar presentation

iv) Single Lesson Teaching Practice (SLTP).

v) Essay/report writing.

vi) Micro-teaching.

vii) Practical sessions and projects.

viii) Block Teaching Practice (BTP).

Assessing Student Teacher Achievement

Student teachers shall be assessed through continuous and final assessments for all three diploma courses.

8.1 Continuous Assessments

In the continuous assessment process, teachers shall administer assessments in a variety of ways

over time to allow them to observe multiple tasks and to collect information about what learners know, understand, and can do. BTP, SLTP and Microteaching will also be assessed. Setting of assessment exercises should focus on three learning domains and its levels. Continuous assessment shall contribute 50 per cent in the final assessment of the student teachers.

Assessment shall include written tests, teaching practice and practical sessions. The following assessment procedures shall be employed:

i) Written exercises, tests and examination.

ii) Self assessment portfolio.

iii) Seminar presentation

iv) Single Lesson Teaching Practice (SLTP).

v) Essay/report writing.

vi) Micro-teaching.

vii) Practical sessions and projects.

viii) Block Teaching Practice (BTP).

8.1.1 Assessments of Teaching Practice

There should be assessment during Block Teaching Practice. A minimum of five assessments shall be conducted 3 for the first year and 2 during the second year. Tutors, Head Teachers and Subject Academic Officers shall be responsible to submit the assessment records. Tutors shall be responsible to compile all assessment records conducted by Head Teachers and Subjects’ Academic Officers.

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