ACCADEMIC INFORMATION
Monday 19 January 2015
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ZANZINZIBAR INSTITUTE OF EDUCATION
Outline
of question and answer
·
Meaning of ZIE
·
Historical
Background of ZIE
·
Mission &
Vision of ZIE
·
Functions of
ZIE
·
Achievement of
ZIE
·
Challenges of
ZIE
·
Conclusion
According
to Suleiman, Y. (2015) ZIE is stand for ZANZIBAR INSTITUTE OF EDUCATION. In Swahili it is so
called TAASISI YA ELIMU YA ZANZIBAR
(TEZ).
ZIE
is the semi autonomous (has not totally authority) organ working under the
Ministry of Education and Vocational Training in Zanzibar. It is located at
Mazizi opposite to ZRB building. It is situated inside of the Ministry of
Education and Vocational Training on second floor, room number 48. At a moment the director of ZIE is Mr.
Suleiman Yahya. (Suleiman, Y. (2015)
The
ZIE is the Institute for curriculum development and education research, whose
mandate is to develop curricula for pre-primary, primary, secondary and teacher
education. This mandate commits ZIE critical responsibility for quality
curricula development, research, consultancy and pedagogical materials
development at pre-primary, research, secondary and teachers’ education. Also,
organizing training on curricula and matters related to curricula. In order to
fulfill this mandate, the institution will establish library whose role is to
organize and disseminate information resources to support curriculum
development and research activities in the institute. The library caters for information
needs of curriculum specialists, researchers, teachers, students and other
stakeholders in education.
Before
the establishment of ZIE there was department of examination and curriculum
development.
Zanzibar
educational policy of 2009 has suggested having an organ dealing with
curriculum development in order to improve education in Zanzibar.
Effectively
2011, ZIE was introduced under the Ministry of Education and Vocational
Training. (Suleiman, Y. 2015)
ZIE
has its own mission, and that is to facilitate provision of quality education
through quality curricula design from research, consultancies and participation
of society in pre primary school, primary, secondary and teacher education.
Also,
the vision of ZIE is to become the centre of excellence in curriculum design, development,
and implementation with highly competent, motivated and committed professionals
according to the need of society.
As an institution, ZIE
has many functions to perform. Some of them are;
Developing of instructional material.
Teaching
and learning material are necessary component for development of education in
Zanzibar. ZIE are responsible for preparing and providing available material
which is suitable to the learners depending to their level. These materials are
designed for the interest of the learners’ interaction.
Conducting educational research
The
institution undergoes different research on different educational issues that
happen and need solutions. It deals with research report writing which is distributed
to the different groups of stakeholders. Research finding provide information
to support the implementation of policy decisions and reform. Educators and
policy makers use research to improve educational system. Educational
researchers should insure that classroom learning is improved.
Monitoring and evaluation of the curriculum
ZIE
monitors and evaluates the curriculum and come up with the information
regarding the worthiness, appropriateness, goodness, validity, legality etc. Where
by reliable measurement or assessment has been made.
Provision of in-service training for the teachers
and officers.
ZIE
giving in-service training for teachers and officers concerned with new
curriculums, designed textbook, proposed learning and teaching materials and
conducted research. Those training are providing through different TC in
various area such as Michakaeni, Mizingani, Wingwi, Mkwajuni, Bububu, Kitogani,
Kiembe samaki etc. Twenty days in-service upgrade training for upper primary
school teacher of English & communication.
Provide technical and
professional advice to government through Ministry of Education on matters
related to curriculum and educational reform.
The
advice that gives to government depending on the needs of the society related
to the change of time. For instance, education that was provided during 1980
and 2000 does not keep the attention of keeping of important in English
language in primary level education. But now there is encouragement of English
language in lower level from standard four up to six and beyond that except
Kiswahili, Arabic and Diana.
Another
advise is that the planning of doing
examination of form two level are now considering to all sectors
including government and private school, and hence special classes (michipuo)
students are also suppose to seat for examination.
In
deed there is a large number of subject related the quantities of subject,
there is idea given by ZIE through the Ministry of Education to have 8 subjects
of primary level education.
Documentary review and up-to-date of existing
curriculum and books.
Among
the function of ZIE is to review on different educational documents for the
betterment of the education in Zanzibar. Example books, teaching and learning
material and syllabus.
Also
up-to-dating the existing curriculum so as to suite the need of the society in
doing this, ZIE gate consultation from the different educational stakeholders
and participating society as well.
Curriculum development.
This means
the process that concern the design and development of plan their
implementation in the broad sense. The main purpose of ZIE in this area is to
translate broad statement of intent in to specific plans and action. On the
other hand it insure that all students receive integrated coherent learning
experience that contribute to word their personal academic an professional
learning and development.
In
curriculum development contain different phases;
Organization and analysis
Detailed design
Pre implementation review
Implementation
Review
Curriculum change.
Establish a course of diploma in primary education.
Many
primary teachers upgrade their level of education through this course stated in
Zanzibar at Nkrumah Teachers Training College. Still now the course is
developing in Mazizi Islamic College in Unguja and Benjamin William Mkapa at
Mchangamdogo and CCK college at Micheweni in Pemba Zanzibar.
Therefore
through this course many skillful, qualified and competent primary teachers are
obtained.
Revise curriculum for preschool education.
This
greatest achievement as it makes review after every five years in order to look
for its appropriateness achievement for those school learners’ needs. After
every review it is up to ZIE to provide amendment for that curriculum
concerned. For instance, if there is any complex thing in preschool content,
should be removed.
Provide pupils books and teachers guide from
standard one to standard four (2013).
ZIE has been successed to create useful books to
the learner from standard one to four as well as teachers guide in different
subject. These books covered various topic with relation to the learner’s
needs. Every textbook has its teacher’s guide book from book one to four. Examples,
Sayansi, Hisabati, Kiswahili, English ect
Provided books for preschool students (nursery)
In
2014, ZIE provide books for pre-primary school. For pilot school, such as
Kisiwandui, Muembe shauri, Mtopepo, etc. The aim of ZIE is to provide these
books for pre-primary school to all government school in Zanzibar. In this year
2015, these books are appropriate to the content and the need of the learners
such as games, reading and writing exercise.
On
other hand ZIE is facing with many challenges. Some of them are;
Financial resources.
Financial
is very important in running any Institution. Shortage of fund in ZIE led some
activities do not operating well such as conducting research, seminar, workshop
as well as improving teaching and learning resources. Due this challenge make
some activities failed to perform effectively.
Shortage of qualified skilled workers.
At present situation ZIE should encourage and promote
their workers to learn more in order to be skilled people. The need for skilled
people for every department is essential in order to create and increase the
application of science and technology for getting skilled people and remove the
large number of unskilled workers. In order to increase awareness among the
workers.
Absence of permanent and enough office.
This
is among the problem facing ZIE. Since formed 2011 it had not permanent
building in order to running their activities, till now it is under the
umbrella of Ministry Education and Vocational Training.
In
general, Zanzibar Institute of Education has encouraged and improved level of
education in Zanzibar although it is facing with high number of challenges.
It
is important to the government and private institution to come up with strength
supports to that certain institution so as to improve a quality of education in
Zanzibar.
REFERENCE
Suleiman,
Y. (2015) Director of Zanzibar Institute of Education: Ministry of Education and
Vocational Training. Zanzibar.
Sunday 18 January 2015
HISTORIA NA MAENDELEO YA KISWAHILI
HISTORIA
NA MAENDELEO YA LUGHA YA KISWAHILI
MIONGONI MWA PWANI ZA AFRIKA MASHARIKI |
Ili kuweza kufahamu
historia na maendeleo ya Kiswahili inatupasa kufahamu maana ya Msawahili na
Kiswahili. Mswahili ni nani? Ni swali ambalo ni la mjadala kwani baadhi ya
wataalamu wamejaribu kulifafanua suala hili kwa mitazamo tafauti katika fasili
zao mbali mbali kama zifuatazo;
Maganga, C. (1997),
anasema Waswahili ni watu wazungumzao lugha ya kiafrika inayohusiana sana na
lugha za kibantu zinazozungumzwa hivi sasa kando mwa pwani ya Kaskazini ya
Kenya, Somalia na kwamba ilingiza maneno mengi ya Kiarabu katika karne chache
zilizopita.
Massamba, D. (2002),
akimnukuu Stigand, (1913), Waswahili ni watu waliotokana na uzao wa umoja wa
Waarabu au Waajemi wa asili waliotamakani katika upwa wa Afrika ya Mashariki.
Massamba, D. (2002),
Waswahili ni watu wanaoishi katika eneo la mji ambako huishi watu wa kawaida
(wa hali ya chini) hii ilitokana na hali halisi ya matabaka yaliyokuwa
yakijitokeza katika miji ya pwani baada ya kufika kwa wakoloni ( wa Kiarabu na
Kizungu) na wafanya biashara wa Kihindi.
Kwa ujumla tunaweza
kusema kuwa Waswahili ni watu wa upwa wa Afrika ya Mashariki ambao lugha yao ya
mawasiliano ni Kiswahili.
Kwa maana hiyo
Kiswahili ni lugha inayotumiwa na watu wa upwa wa Afrika Mashariki katika
shughuli zao zote za mawasiliano.
Baada ya kufahamu
maana ya Kiswahili na Mswahili tunapaswa kufahamu vyanzo mbali mbali ambavyo
tunaweza kutumia kupata historia ya Kiswahili kama ifuatavyo. Kuna vyanzo kama
vya kihistoria, Kiakolojia, Kijiografia, Kiisimu au Kilughawiya na vyenginevyo.
Kabla ya kujadili
asili ya lugha ya Kiswahili ni muhimu kufahamu maana ya neno asili.
Kwa mujibu wa
Massamba na wenzake (1999), neno asili lina maana ya jinsi kitu au jambo
lilivyotokea au lilivyoanza. Kuna nadharia mbali mbali zinazozungumza juu ya
asili ya Lugha ya Kiswahili kama vile Kiswahili ni Kikongo, Kiswahili ni
Kiarabu, Kiswahili pijini au Krioli, Kiswahili ni Kibantu na nyenginezo.
Kuhusu nadharia ya
Kiswahili ni Kikongo baadhi ya wataalamu hudai kuwa asili ya Kiswahili ni huko
Kongo ambayo ni Zaire ya sasa. Dai hilo linaimarishwa na wazo jengine linalodai
kwamba katika vipindi kongwe vilivyopita, kuweko sehemu ya pwani ya Afrika ya
Mashariki hazikuwa zimekaliwa na watu. Kutokana na vita uchungaji na biashara,
inadaiwa kuwa Wabantu walitokea sehemu za Kongo na walisambaa na kuja pwani ya
Afrika Mashariki kupitia Kigoma. Baadhi ya Wabantu hawa walipitia sehemu za
Uganda wakati wa kusambaa kwao walieneza pia lugha zao ikiwemo hii ya Kiswahili
(Msokile 1992:12).
Pia kuna madai kwamba
Kiswahili ni Kiarabu. Madai hayo yanaambatana na hoja tatu kuu. Kwanza inadaiwa
kuwa asilimia 41 ya maneno yote ya Kiswahili yanayoweza kuandikwa ni asili ya
Kiarabu. Hoja ya pili inahusu neno lenyewe la Kiswahili ambalo asili yake ni
Kiarabu. Kimsingi neno “Sahil” (Umoja) lina maana ya Pwani. Swahil (wingi)
hutumika katika maana ya wingi. Na sababu ya tatu inayotolewa ni ile inayohusu
shughuli mbali mbali zilizohusishwa sana na waarabu kama vile dini, biashara,
utawala, mila na desturi.
Kadhalika kuna dai
linasema kuwa Kiswahili ni Krioli au Pijini. Nadharia ya pijini au Krioli
hutumia kigezo cha msamiati wa Kiswahili kuonesha uhusiano uliopo kati ya
Kiswahili na Kiarabu. Inadaiwa kuwa msamiati mwingi wa Kiswahili unatoka na
Kiarabu hivyo huhitimisha kuwa hapana shaka Kiarabu kimehusika katika kuzaliwa
lugha ya Kiswahili. Udhaifu wa nadharia hii ni kuwa haitumii vigezo vya lugha
kama vile matamshi, miundo ya maneno na muundo wa sentensi za Kiswahili (Masebo
na mwenzake 2010).
Mbali na nadharia hizo kuna nadharia ya Kiswahili ni Kibantu. Mtazamo huu
unaamini kuwa Kiswahili ni lugha ya Kibantu na lugha za Kibantu zilikuwepo hata
kabla ya kuja kwa wageni kutoka Ujerumani, Uarabuni, India, China na
kwengineko. Katika mtazamo huu lugha ya Kiswahili inaingizwa katika kundi la
lugha za Kibantu. Vigezo vilivyotumika kufafanua kuwa Kiswahili ni Kibantu ni
pamoja na;- Msamiati, Mofolojia, Mfumo wa Sauti, Mfumo wa ngeli na mpangilio wa
maneno. Hata hivyo kila hoja ina maelezo ya kina katika kujadili kile
wanachokiamini. Makundi mengi ya wataalamu wanaelekea kukubaliana na dai la
kuwa Kiswahili kimetokana na Kibantu kutokana na hoja mbali mbali
zilizoainishwa.
Kwa upande wa
chimbuko la lugha ya Kiswahili limejadiliwa na wataalamu wengi. Mijadala yao
imeambatana na kauli mbali mbali zinazohusu nadharia ya chimbuko la Kiswahili.
Inasemekana kuwa chimbuko la lugha ya Kiswahili ni kando kando ya upwa wa
Afrika Mashariki ambapo kuna miji mingi ya awali ambayo baadhi ya wataalamu hao
wanaamini kuwa ndio chimbuko la Kiswahili. Mifano miji hiyo ni kama vile eneo
la Mogadishu ambapo eneo hili linapatikana Kaskazini mwa mwambao wa Afrika ya
Mashari na wakaazi wake walikuwa wakitumia Kiswahili. Eneo jengine ni eneo la
Manda, na linapatikana katika visiwa vya Pate ambavyo vipo katika nchi ya
Kenya, eneo hili limethibitika kuwa linazungumza Kiswahili baada ya wasafiri
mbali mbali kutembelea eneo hilo. Vile vile katika mji wa Kilwa nako kuna
ushahidi wa miji ya kwanza kuzungumza Kiswahili. Miji mengine ni kama vile Lamu,
Mombasa, Dar-es-salaam, Bagamoyo, Tanga, na Zanzibar. Vile vile katika mji wa
Kilwa nako kuna ushahidi wa miji ya kwanza kuzungumza Kiswahili. Miji mengine
ni kama vile Lamu, Mombasa, Dar-es-salaam, Bagamoyo, Tanga, na Zanzibar.
Tukiendele na
historia ya Kiswahili kabla ya uhuru wageni walikitumia Kiswahili katika nyanja
za elimu. Elimu ilitoa mchango mkubwa katika kipindi cha ujio wa wageni. Mfano
katika kipindi cha Wajerumani waliiteua lugha ya Kiswahili kuwa itumike kama
lugha ya kufundishia na pia kusomwa kama somo la kawaida katika shule za
msingi. Baadhi ya shule hizo ni kama vile Tabora, Mpwapwa na kadhalika. Hivyo
walimu na wanafunzi walijifunza lugha ya Kiswahili katika shughuli za elimu
sambamba na kuifanya lugha hiyo kukuwa na kuenea katika maeneo tafauti. Waarabu
nao walikitumia Kiswahili ili kufundishia watoto uislamu. Hivyo misamiati mingi
ilipatikana kupitia elimu. Mfano neno Madrasa, daftari, kalamu na kadhalika
ambayo hadi leo yanatumika katika lugha ya Kiswahili. Vile vile Kiswahili
kilitumika katika nyanja za biashara.
Wageni walipofika
katika pwani ya Afrika Mashariki waliwakuta wenyeji wakizungumza lugha ya
Kiswahili. Hivyo walilazimika kutumia lugha ya Kiswahili ili kukidhi mahitaji
ya mawasiliano katika biashara zao. Katika kuhakikisha biashara inakuwa vizuri
Waarabu walianzisha vituo vya biashara kama vile Ujiji, Tabora n.k sambamba na
kuenea kwa lugha ya Kiswahili katika sehemu tafauti na kupata mawanda mapana ya
kimatumizi na watumiaji wengi.
Pia wageni walisanifisha lugha ya Kiswahili. Baada ya ujio wa
Waengereza juhudi mbali mbali zilifanywa katika kueneza Kiswahili mwanzoni mwa
miaka ya 1930 na vita vikuu vya pili vya dunia, Waengereza walifanya juhudi za
kukisanifisha Kiswahili na kukuza istilahi zake. Mfano maneno kama “Skuli”,
“Shati” n.k yote hayo yanatoka katika lugha ya kingereza. Hivyo Kiswahili
kilitumika katika shughuli rasmi sambamba na kuenea sehemu tafauti za dunia.
Hata hivyo walikitumia
Kiswahili katika shughuli za kilimo. Miongoni mwa mambo yaliyopelekea maendeleo
ya Kiswahili katika kipindi cha ujio wa wageni ni kilimo. Mfano Wajerumani
walianzisha mashamba makubwa ya mazao ya biashara kama vile katani huko Tanga
na kahawa huko Kilimanjaro na Bukoba. Hivyo waliajiri idadi kubwa ya vibarua kutoka
sehemu mbali mbali za nchi na lugha iliokuwa ikitumika ni Kiswahili. Hivyo
Kiswahili kilikuwa na ongezeko la watumiaji na kufanya lugha hiyo kuenea katika
maeneo tafauti.
Kadhali katika
kipindi hicho dini zote mbili Ukiristo na Uislamu ni miongoni mwa sababu
zilizosaidia kwa kiasi kikubwa kukuza na kueneza Kiswahili nchini. Kabla ya
uhuru hadi sasa. Dini zote mbili huendesha mahubiri yake kwa lugha ya Kiswahili
hivyo huchangia sana katika kueneza Kiswahili.
Pia vyombo vya habari
vilijishughulisha sana katika kueneza na kukuza lugha ya Kiswahili. Vyombo
hivyo ni kama magazeti na radio. Miongoni mwa magazeti yaliyojishughulisha sana
na uandikaji wa Makala mbali mbali yanayohusu lugha ya Kiswahili ni kama
Msimulizi (1888), Habari za mwezi (1894), Pwani na Bara (1910) Rafiki yangu
(1890), Habari leo (1954), Kiongozi (1950) Mwangaza ( 1923), Sauti ya pwani
(1940) na Mazungumzo ya Walimu wa Unguja (1954) n.k. Baadhi ya magazeti hayo
kulikuwa na ukurasa maalumu unaohusu taaluma ya lugha ya Kiswahili. Gazeti
Mambo leo liliandika mashairi na hadithi mbali mbali za fasihi simulizi. Kwa
upande wa redio Tanganyika ilianzisha matangazo yake kwa kutumia lugha ya
Kiswahili mnamo miaka ya 1950. Wakati wote redio iliendelea kutangaza matangazo
yake kwa Kiswahili. Hii kwa kiasi kikubwa ilichangia kukuza na kueneza
Kiswahili Tanzania.
Maendele ya lugha ya
Kiswahili yalichukuwa sura mpya mara tu baada ya uhuru. Harakati
zilizochukuliwa na serikali ya Tanzania zilipelekea maenedeleo makubwa ya lugha
ya Kiswahili. Mnamo mwaka 1964 lugha ya Kiswahili iliteuliwa kuwa lugha ya
Taifa. Lugha hii ilitumika katika shughuli zote za kitaifa. Massamba na wenzake
(2004) “ mikutano yote iliyohusiana na wananchi mijini na vijijini iliendeshwa
kwa lugha hii ya taifa”. Hivyo Kiswahili kilihimizwa kutumika katika
mawasiliano yote hususani katika shughuli za umma na Wizara zote pamoja na
Bunge.
Jambo jengine
lililopelekea maendeleo ya lugha ya Kiswahili baada ya uhuru ni kuudwa kwa
vyombo mbali mbali vya kukuza na kueneza lugha ya Kiswahili. Vyombo hivyo
vilikuwa na majukumu makubwa kama vile kuendeleza usanifishaji lugha, kuunda
istilahi na kutaarisha viiarida na vitabu ambavyo viliweza kusaidia waswahili
na wale ambao wanifunza lugha ya Kiswahili. Mfano wa vyombo hivyo ni BAKITA, TAKILUKI,
BAKIZA, BAMITA, UWAKIVITA na kadhalika. Vyombo hivi vilisaidia sana maendeleo
ya Kiswahili kutokana na kazi zao kwa kila chombo (Massamba na wenzake 2010) Kuanzishwa
kwa vyombo mbali mbali vya habari viliendelea kutumia Kiswahili kwa kiasi
kikubwa vyombo hivyo ni magazeti, majarida, radio, na runinga. Ambavyo
vilitangaza kwa lugha ya Kiswahili. Mifano ya redio hizo ni kama radio Nuru,
Adhana, Radio one, Redio Free Afrika n.k. Mifano ya runinga ni ITV, Star TV.
ZBC, TBC na nyenginezo.
Pia Kiswahili kinaendele
kutumika katika shughuli za elimu katika shule za msingi kama ni lugha ya
kufundishia na sekondari na vyuo vikuu
ambavyo wanatoa shahada mbali mbali pamoja na uzamini na uzamivu wa
somola kiswahili. Kiswahili kiliendelea kutawanya mawanda yake barani Afrika na
duniani kwa ujumla.
Elimu ya watu wazima ambayo huwajumuisha watu wazima kusoma
na kuandika.Watu hawa hujifunza kiswahili nakupelekea kuweza kusoma nakuandika
na kuzungumza kwa lugha ya kiswahili fasaha. Masamba (2010) anasema “nchini
kote elimu ya watu wazima imefundishwa kwa kiswahili kupitia masomo tofauti
kama vile ufundi, siasa, kilimo, na afya. Hali hii ilisaidia maendeleo makubwa
ya Kiswahili hapa nchini. Licha ya hayo maendeleo ya Kiswahili yanakuwa na
kuenea sehemu mbali mbali kwa kupitia shughuli za biashara, shughuli za
kisiasa, uchapishaji wa vitabu vya sarufi na fasihi, shughuli za utamaduni
pamoja na harakati mbali mbali.
Ukuaji na ueneaji wa
Kiswahili duniani Msokile, M (1992) anadai kuwa lugha ya Kiswahili hivi sasa
imepenya sehemu nyingi duniani. Kiswahili kinazungumzwa Afrika Mashariki nzima,
Somalia, Msumbiji, Afrika ya Kusini, Zimbabwe, Angola, Zaire, Zambia, Ruwanda,
Burundi, Nigeria, Sudan na Misri. Nje ya Afrika kuna vyuo vikuu, vituo vya
redio na televisheni vinavyoshughulikia lugha ya Kiswahili. Mfano wa vituo vya
redio ni Idhaa ya Kiswahili Radio Tehran katika nchi ya Iran, Redio ya China
Swahili, BBC Swahili London. Inasemekana hivi sasa kuwa kuna watu zaidi ya
milioni 1000 wanzungumza Kiswahili duniani. Ushahidi wa hayo tunaona kuwa Papa
John wa pili alitembelea Tanzania mnamo
tarehe 1/06/1990 alitumia lugha ya Kiswahili. Pia Kiswahili sasa kinaendelea
kutumika katika kutafsiri nyaraka mbali mbali, mitandao au tovuti, sharia,
biashara, na uhakiki wa maandishi kuanzia wakati huo hadi sasa.
Pamoja na umaarufu wa
lugha ya Kiswahili dunia, lakini bado lugha hii inaendelea kukukabiliana na
changamoto nyingi. Kwa mujibu wa Dafina ya Kiswahili (2014) wamebainisha
changamoto kama zifuatavyo;
Katika dhana ya Kiswahili
bado kuna baadhi ya watu wanaonasibisha kiswahili na dini ya kiislam hili
limekuwa ni tatizo kubwa miongoni mwa watumiaji wa lugha hii.
Pia upinzani mkubwa
kutoka katika lugha ambazo zimekwisha jitanua katika dunia, mfano Kiingereza,
Kifaransa, Kireno na Kiarabu. Watumiaji au watu wenye asili na lugha hizo
wanakipiga vita kiswahili wakihofia kuwa wasipofanya hivyo kitazimeza lugha
zao.
Kudharauliwa kwa
lugha ya Kiswahili na kupigiwa chapuo kwa lugha za kigeni kwamba ndio pekee
zinazofaa kutumika katika shughuli mbalimbali za kiuchumi. Hivyo Kiswahili
kuonekana kuwa hakifai kutumiwa katika shughuli mbalimbali za kiuchumi.
Kasumba mbaya na mtazamo
hasi katika lugha ya Kiswahili ambao unawafanya watu kukitukuza zaidi Kiingereza
na kutojua kuwa kiingereza ni sawa na lugha nyingine tu.
Kucheleweshwa kwa
maamuzi ya sera ya kukipa hadhi kiswahili kuwa lugha ya kufundishia katika
nyanja zote za elimu, na kiingereza kuwa somo tu. Hivyo inarudisha nyuma
maendeleo ya Kiswahili.
Wasomi wengi kuwa
nyuma katika kufanya tafiti mbalimbali juu ya lugha ya Kiswahili ili kuona ni
jinsi gani tunaweza kufunguka kiakili na kufahamu umuhimu wa kuwa na lugha ya Kiswahili.
Uchumi mdogo nao
unakwamisha kwa sehemu kubwa maendeleo ya haraka ya lugha ya Kiswahili duniani.
Kwa kuwa nchi nyingi zinashindwa kuzalisha wataalamu wengi wa lugha hii, pia zinashindwa
kufasiri maandiko kutoka lugha nyingine kuwa katika lugha ya Kiswahili kwa
sababu ni ghari mno.
Wazawa wa lugha hii wanakosa
moyo wa kuthamini na kujali tamaduni zao ambapo Kiswahili ni lugha inayotangaza
utamaduni wao lakini wao wanathamini sana utamaduni wa kimagharibi. Kwa hakika
hii ni changamoto kubwa ambayo inakikumba Kiswahili katika harakati zake za
kujitanua duniani kote.
Pia kuna dhana kuwa
Kiswahili ni lugha ya watu duni kitaaluma mathalani watu walioishia darasa la
saba. Hivyo hufanya watu kutaka kujifunza Kiingereza. Hii ni dhana ya watu
potofu kabisa ambayo inajitokeza kwa watu ambao ni wasomi kabisa.
Kwa upande wa
matumizi ya lugha ya Kiswahili, kumekuwa na matatizo makubwa ya kutumiwa
isivyosahihi na matumizi yasiyofasaha katika nyanja zake za kimatamshi,
kimaandishi na kimaana. Matatizo hayo ndiyo yanayopelekea kutokuwa na Kiswahili
sahihi na fasaha. Jambo la kusikitisha na kushtua zaidi ni kuwa kwa muda mrefu,
kumebaini na kuwa na Kiswahili sanifu lakini Kiswahili hiki kinazungumzwa na
kuandikwa kimakosa mno. Makosa haya hutendwa na taasisi mbalimbali zikiongozwa
na vyombo vya mawasiliano. Mfano katika magazeti waandishi wanatumia lugha inayokiuka
misingi na kanuni za Kiswahili sanifu tunachokielewa au wanachofundishwa
wanafunzi.
James, J. na
Faustino, M. (2011). Wameelezea changamoto zinazoikabili lugha ya
Kiswahili ni kama; ukosefu wa utashi wa
kisiasa, uhaba wa wataalamu, kuwepo kwa Viswahili vingi, kasumba za kikoloni,
kupenda lugha za asili, uhaba wa fedha.
Kwa ujumla, historia
ya lugha ya Kiswahili ni dhana tete ambayo kila mtaalam huwa na mtazamo wake.
Ni vyema kwa wasomi na wadau wa Kiswahili kufanya utafiti wa kina juu ya
historia ya lugha ya Kiswahili ili kuondosha utata huo na kubaini ukweli wa
historia yake. Pamoja na maendeleo ya lugha ya Kiswahili duniani bado Kiswahili
kinakabiliwa na changamoto mbali mbali. Ni jukumu la wapenzi wa lugha hii
kuziangalia kwa kina changamoto hizo ili kuimarisha maendeleo yake.
MAREJEO
Maganga, C (1997) Historia ya Kiswahili. Dar-es-salaam.
Chuo kikuu huria.
Massamba na wenzake
(1999) Sarufi Miundo Kiswahili Sanifu
Sekondari na Vyuo: Dar-es-salaam
TUKI.
Massamba, D. (2002). Historia ya Kiswahili. Nairobi: The Jomo
Kenyata Foundation.
Masebo, J. A (2002) Kiswahili Kidato cha 3 na 4. Dar-es
–salaam Nyambari Nyangwine Publisher.
Msokile, M (1992) Historian a Matumizi ya Kiswahili.
Dar-es-salaam: Chuo Kikuu cha Dar-es-salaam.
Tuesday 13 January 2015
HARUSI ZA KWETU
Harusi za kizanzibari |
bibi akifanya matani |
vazi la bwana harusi |
sehemu mahususi kwa bwana harusi na wapambe wake |
Baada ya hapo hatua za kuozeshwa huanza. Baba wa biharusi ndie anaekuwa na haki na mamlaka ya kumuozesha binti yake. Kwa taratibu za kiislamu kama baba adharurika au kufariki, anaepaswa kumuozesha binti huyo ni babu, kaka au baba mdogo wa harusi.
Monday 12 January 2015
HACKER
There are different specialists who can provide different meaning
of hacker among them are.
According to Pakditawan
(2006). Hacker is a person tries to gain
access to the content of a computer’s memory without permission.
According to Raymond (1996).
Hacker as individual or group of individual who gain unauthorized access
to a computer system, by harking in to it, the act of the computer hacker is
generally not malicious
Hacker refers to people who break in to computer system, usually
via network access (Ned, 2007).
So as to mean that hacker is a person entrance fee is very bad in
the next computer is the of these effect hacker in the computer are as follow:
- Hacker cause virus in computer. Hacker this is due to open various data randomly causing viruses to enter more easily ,at the first glance the Trojan horse will appear to be useful soft ware but will actually do damage once installed or run on your computer .Trojan some time the effect can be more annoying than malicious it means changing your desktop, adding un wanted active desktop icons ,another example of virus which hacker course effect computer Worm and Logic bombs.( Curran, 2009)
- vHacker effects initially locate the network device. This happen when he can enter in to computer and can destroy the whole process of being able get contact ,hacker using either the passive method of listening for access points and broad cat beacons ,or the aggressive method of transmitting client beacons example wireless(.Lech,2007)
- Hackers delete the sensitive information gaining access to it. Hacker delete the important formation such as defferent data example notes ,so user computer has been hacked is at the risk of losing all data stored on his or her computer ,manipulative user data is a grave consequence of harking ,also deletion secret issue example issue in officer.
- Hackers destroy computer security. Hacker harking activities expose confidential user information like personal detail ,social security number ,bank account data it card ,destroy credit card number ,and photography and some time destroy file they can opened fail in it and found it lies empty.
- Hacker cause password grabbers .However are useful are owners of system as well as at crackers as they provide them with ability to monitor transaction carried out buy the users for security auditing. Here are several types of password grabbers available such a key copy which copies all the key strokes to a file times tamp (Curran,2007)
- Hacker theft of information in computer. Hacker sensitive information which could be used to fuel .So can cause damage to credit information from consumer agencies ,ruins with the identity committed a crime or other damage which may not be repairable at all;
All in all is very good to be
careful with these people who break computer procedures in order to avoid
unnecessary problem in a computer irregular.Ensure that computer not problem in
deferent case of hacker.
REFFERENCE
Curran,
K. (2009) .Understandings the internet. UK: Publisher Elisevier.
Lech,
J. (2007).cyber warfare and cyber terrorism .Newyowk: Publisher Idea
group Inc (IGI).
Ned,
K. (2007). Collaboration in modern organizations initiating and managing
distributed project .London: Publisher IGI global.
Pakdidawan,
S.(2006).Computer virus.Newyowk :Publisher GRIN
Verlag.
Raymond.
(1996).The new Hacker Dictionary. London: Publisher MIT Press.
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