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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.

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.

HARUSI ZA KWETU

Harusi za kizanzibari

Tangu zamani, kumekuwa na namna tofauti za kusherehekea harusi.mengi kati ya  hayo huwa yamerithiwa kutoka kwa mababu na hata yale yanayoitwa kwenda na wakati. Hebu angalia hii;

bibi akifanya matani

   

Haya ni ya kawaida sana, ni sehemu ya furaha ya wanajamii. Dini nayo ina mafundisho yake katika jambo kama hili. Ni sunna kuvaa vizuri. Mara nyingi jamii ya waislamu hupenda kuvaa kama kanzu aina ya joho na kilemba.

vazi la bwana harusi

Kwa kawaida bwana harusi huwa na wapambe wake ambao huvaa vazi sare ambao huwa linafanana. Baada ya hapo huwa na sehemu muhimu ambayo ni maalumu kwa bwana harusi hao.

sehemu mahususi kwa bwana harusi na wapambe wake

Bwana harusi hukaa juu ya mto  na wale wapambe wake hukaa ama juu ya mkeka wa asili au busati safi la kupendeza. Mbele yao huwekwa kinara ambacho ndani yake huwa na mrashi, tende, biskuti, pelemende na hata wakati mwengine sigara.
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.

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.