This report is by our third Tim Morris Award winner, Laela Adamson, investigating the teaching of English in Tanzanian secondary schools.
The report explores the use of English in Tanzanian secondary schools after seven years of primary schooling during which teachers and students use Kiswahili, the national language. Fieldwork was conducted in two secondary schools in the Morogoro region of Tanzania using an ethnographic approach.
The report defines six factors that influence students’ ability to learn English and to learn using English as the medium of instruction:
Ultimately, this report supports those who call for a shift to use Kiswahili as the language of instruction throughout the education system, alongside good quality English language teaching. It recommends that the Tanzanian government:
Click here to read more about the Tim Morris Award and previous winners' reports.
As we move beyond 2015 and consider steps towards the Sustainable Development Goals, it must be recognised that language is integral to quality education. Many students are currently being taught in a language in which they are not confident and this impacts on both their learning outcomes and experiences. This is the situation in Tanzania where secondary schooling is delivered in English, after seven years of primary schooling during which teachers and students use Kiswahili, the national language and lingua franca.Download now
Following Covid-19-related school closures across Rwanda, our Building Learning Foundations team commissioned an inequity impact assessment of the country’s primary-age school population to investigate how children from different backgrounds and contexts have fared during the period of closures, and to inform plans for school reopening.
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.
This report examines four not-for-profit school chains, run by non-governmental organisations in low-income contexts. These are Fe y Alegría, the Bangladesh Rural Advancement Committee (better known by its acronym BRAC), Gyan Shala and Zambia Open Community Schools.