UTANGULIZI

Kwa heshima naomba kuwasilisha Taarifa kuhusu Matokeo ya Mtihani wa Taifa wa Kidato cha Nne mwaka 2018 kwa Skuli za Sekondari za Zanzibar. Taarifa hii inafanya pia ulinganisho na matokeo kama hayo na Skuli za Tanzania kwa ujumla. Pia taarifa hii italinganisha matokeo ya mtihani kama huo kwa mwaka 2017.

UANDIKISHAJI WA WATAHINIWA

Mtihani wa Kidato cha Nne, mwaka 2018, ulifanyika nchini kote kuanzia tarehe 05/11/2018 hadi 23/11/2018. Jumla ya watahiniwa 426,988 waliandikishwa kufanya mtihani huo wakiwemo wasichana 219,171 (51.33%) na wavulana 207,817(48.67%). 

Kwa upande wa skuli za Zanzibar, jumla ya watahiniwa 17,098 waliandikishwa kutoka skuli 213, kati ya hizi skuli 164 ni za Serikali ambazo zimeandikisha wanafunzi 15,168 na skuli 49 ni za Binafsi ambazo zimeandikisha wanafunzi 1,930. Jumla ya wanafunzi 16,654 walifanya mtihani mwaka 2018 sawa na asilimia 97.4 ya watahiniwa walioandikishwa kati yao 9,886 ni wasichana sawa na asilimia 59 na watahiniwa 7,212 ni wavulana sawa na asilimia 43.3. Aidha, jumla ya watahiniwa 444 sawa na asilimia 2.6 ya watahiniwa walioandikishwa hawakufanya mtihani.

3.0    MATOKEO YA MTIHANI WA KIDATO CHA NNE 2018

Jumla ya watahiniwa 322,965 sawa na asilimia 78.38 ya watahiniwa waliofanya mtihani kwa Tanzania nzima wamefaulu. Wasichana waliofaulu ni 163,920 sawa na asilimia 77.58 wakati wavulana ni 159,045 sawa na asilimia 79.23. Kwa ujumla, asilimia ya ufaulu imeongezeka kwa 1.29 ukilinganisha na asilimia 77.09 ya mwaka 2017. 

Kwa upande wa Skuli za Zanzibar, watahiniwa 16,654 sawa na asilimia 72.7 ya watahiniwa wote wa skuli za Zanzibar wamefaulu. Kwa ujumla asilimia ya ufaulu imeongezeka kwa asilimia 1.9 ya mwaka 2017.

JADWELI NA 1: MADARAJA YA UFAULU

DARAJA	TANZANIA		ZANZIBAR
	IDADI	ASILIMIA	IDADI	ASILIMIA
I	13,524	3.77	225	1.4
II	39,665	11.07	997	6.0
III	60,636	16.92	2,039	12.2
I – III	113,825	31.76	3,261	19.6
IV	170,301	47. 51	8,845	53.1
I – IV	284,126	79.27	12,106	72.7
0	74,301	20.73	4,548	27.3

• UFAULU KIMASOMO

Takwimu za matokeo zinaonesha kuwa ufaulu katika masomo ya Historia, Kiswahili, Hesabati, Physics, Chemistry na Book-keeping umepanda kati ya asilimia 0.83 hadi 8.76 ikilinganishwa na mwaka 2017. 

Watahiniwa wengi wamefaulu zaidi katika somo la Kiswahili sawa na asilimia 89.32.  Aidha, ufaulu wa chini kabisa ni wa somo la Hesabati ambapo ni asilimia 20.02 tu ya wanafunzi wote wa skuli walifanya somo hilo wamefaulu.

Mchanganuo wa ufaulu kimasomo katika mtihani wa Kidato cha Nne 2018 ukilinganisha na mwaka 2017 unaonekana katika jadweli lifuatalo: -

JADWELI NA 2: ASILIMIA YA UFAULU KWA MASOMO

	WALIOFAULU 2018	WALIOFAULU 2017
	ASILIMIA	ASILIMIA
CIVICS	57.25	58.75
HISTORY	57.29	55.99
KISWAHILI	89.32	84.42
ENGLISH	66.30	67.86
GEOGRAPHY	53.03	53.18
BIOLOGY	60.89	61.37
CHEMISTRY	62.15	53.39
PHYSICS	45.50	42.17
BASIC MATHEMATICS	20.02	19.19
COMMERCE	42.66	46.45
BOOK-KEEPING	44.67	40.82

Skuli zetu za Mikunguni na Lumumba zimeonesha ufaulu mzuri kwa baadhi ya masomo kwa upeo wa Tanzania.

Lumumba Sekondari

Dini 8/1045

Physics 20/ 4539

Chemistry 26/4784

Mikunguni Sekondari

Workshop technology 1/10	Electrical installation 1/10	Fitting and turning 1/10	Electrical Drafting 1/10
Building construction 2/10	Carpentry and joinery 2/10	TV and radio service 2/10	Mechanical drafting 2/10

• SKULI KUMI BORA NA SKULI KUMI ZA MWISHO

Ubora wa skuli   umepangwa kwa kutumia kigezo cha wastani wa pointi (Grade Point Average – GPA) katika ufaulu wa masomo kwa wanafunzi katika skuli ambapo mchanganuo ni A=1, B=2, C=3, D=4 na F=5. 

Kwa upande wa Zanzibar skuli kumi bora zilizokuwa na wanafunzi 40 au zaidi ni hizi zifuatazo: -

NAFASI	JINA LA SKULI	IDADI YA WATAHINIWA	MKOA
1.	LUMUMBA	112	MJINI/MAGHARIBI
2.	FIDEL CASTRO	67	KUSINI PEMBA
3.	LAUREATE INT.	48	MJINI/MAGHARIBI
4.	TUMEKUJA	122	MJINI/MAGHARIBI
5.	SOS	55	MJINI/MAGHARIBI
6.	HIGHVIEW	57	MJINI/MAGHARIBI
7.	MAHAD ISTIQAMA	44	KUSINI UNGUJA
8.	MIKUNGUNI	48	MJINI/MAGHARIBI
9.	GLOURIOUS ACADEMY	72	MJINI/MAGHARIBI
10.	WETE SECONDARY	60	KASKAZINI PEMBA

Skuli za mwisho zenye watahiniwa zaidi ya 40 kwa Zanzibar ni hizi zifuatazo:

NAFASI	JINA LA SKULI	IDADI YA WATAHINIWA	MKOA
1.	P/MCHANGANI	60	KASKAZINI UNGUJA
2.	UKUTINI	51	KUSINI PEMBA
3.	KIJINI	55	KASKAZINI UNGUJA
4.	NG’AMBWA	101	KUSINI PEMBA
5.	HAMAMNI	175	MJINI MAGHARIBI
6.	KANGAGANI	50	KASKAZINI PEMBA
7.	WAMBAA	56	KUSINI PEMBA
8.	KENGEJA	80	KUSINI PEMBA
9.	DONGE	124	KASKAZINI UNGUJA
10.	KINOWE	64	KASKAZINI PEMBA

5.1   WATAHINIWA 10 WA ZANZIBAR WALIOFANYA VIZURI ZAIDI MWAKA 2018

WANAFUNZI KUMI BORA
S/N	JINA LA MWANAFUNZI	JINSIA	ALAMA	SKULI
1	HASSAN HAMID USSI	M	7	LUMUMBA
2	YAHYA ALI HEMED	M	8	LUMUMBA
3	YUSSUF UBWA MOHAMMED	M	9	LUMUMBA
4	MOHAMMED ABDALLA MBAROUK	M	9	LAUREATE
5	FAIZA SULEIMAN KHAMIS	F	10	LUMUMBA
6	HIDAYA SAID RASHID	F	11	LUMUMBA
7	ALI JUMA SAID	F	11	LUMUMBA
8	MOHAMMED FADHIL JUMA	M	11	LUMUMBA
9	HASSAN MRISHO SHARIA	M	11	JKU
10	SAID MBAROUK SHEBA	M	11	JKU

6.0   TATHMINI YA JUMLA YA MATOKEO YA KIDATO CHA

NNE  2018

Matokeo ya jumla ya Mtihani wa Kidato cha Nne (CSEE) 2018 ya watahiniwa wa skuli yanaonesha kuwa ufaulu kwa jumla umeongezeka kwa asilimia 1.29 kutoka asilimia 77.09 mwaka 2017 hadi asilimia 78.38 mwaka 2018. Aidha, takwimu zinaonesha kuwa idadi ya watahiniwa waliopata ufaulu mzuri wa daraja la I-III imeongezeka ambapo mwaka wa 2016 ilikua ni asilimia 27.60, mwaka 2017 asilimia 30.15 na mwaka 2018 imekua ni 31.76. Kwa upande wa Zanzibar takwimu zinaonesha kuwa idadi ya watahiniwa waliopata ufaulu mzuri wa daraja la I-III imeongezeka kutoka asilimia 18.8 mwaka 2017 na kufikia asilimia 19.6 mwaka 2018.

Pamoja na kuongezeka kwa asilimia ya ufaulu, takwimu zinaonesha kuwa ufaulu wa masomo ya Physics, Basic Mathematics, Commerce na Book-keeping upo chini ya asilimia hamsini (50%).

Hakuna tokeo lolote la kufutwa au kuzuiliwa matokeo ya mitihani katika skuli za Unguja na Pemba.

9.0 HITIMISHO

Matokeo ya mtihani wa Kidato cha Nne ya mwaka 2018 kwa skuli za Zanzibar ni ya wastani.  Idadi ya watahiniwa waliopata sifa za kujiunga na masomo ya Kidato cha Tano na Taasisi ya Ufundi ya Karume imeongezeka kutoka 3,033 (2017) hadi 3,261 (2018).

Hata hivyo idadi ya wanafunzi waliofaulu kwa madaraja ya kwanza hadi tatu ni ndogo (19.6%) ikilinganishwa na wale wanaofaulu kwa daraja la nne (53.2%). Hali hii imepelekea mikoa ya Zanzibar kuwa ya mwisho katika wastani wa ufaulu kwa upeo wa Tanzania.

Wizara itaendelea na juhudi zake za kuzipatia skuli vifaa vya kufundishia pamoja na kuajiri walimu wenye sifa ili kuinua kiwango cha ufaulu.

Aidha, Wizara inaendelea kuwaomba wazazi na jamii kwa jumla kuendelea kushirikiana nasi katika kufuatilia maendeleo ya Watoto ili lengo la Wizara la kutoa elimu bora lifikiwe.

“Together, we can!”

Ahsanteni.

Despite all attempts made by the government to build/promote and preserve national culture, still there are some problems which act as hindrance. These which act as hindrances these factors include the following:

1. Colonial legacy: Because of colonial legacy many Tanzanians are not confident in creating things. They are still having the mental attitude of assimilation and association together with the administrative and the education systems. Through all these colonial systems, Africans were

forced to inferior.

2. Low level of science and technology: The capacity of production material and morally is doomed in Tanzania because much of technology is brought from abroad i.e. Science and technology dependence.

3. Ignorance: A great number of people do not know how to read and write. Thus the people are limited to their environment. They can hardly effectively control their environment.44Hence, they are trapped by the environment which hinders the promotion of their culture and civilization.

4. Bad leadership: Most colonialism hence they have a low standard of leadership. They cannot establish concrete police to promote our cultural values. And even for those who can do so fail to make follow - - ups. In this policies remain on shelves.

5. Lack of enough funds.This issue hinders proper and adequate facilitation to leaders and other people who decided to do research or engage in promoting national culture.

6. Globalization: The growing of social interaction among people of different culture history, the growing of social interaction among people of different culture history , origin and different beliefs has contributed much on hindering the promotion of national culture. An example can be experienced on Tanzania traditional songs and ceremonies like the wedding song burial songs, the mode of these ceremonies the nature of the religions belief system and the like.

The Portuguese were the first foreigners to capture slaves off the coast of West Africa. They built a fort on Arguin Island (Mauritania) where they bought gold and slaves from Gambia and Senegal. Most of these slaves were taken to plantations in Portugal and Southern Spain.

By 1471 the Portuguese expanded their gold and slave trading activities to Ghana. In 1482, they built Elmina castle to serve as their base there.

1. The rise of capitalism: This mode of production depended on exploitation of one man by another. Capitalism emerged in Europe after the decline of feudalism in Europe especially the first stage of capitalism mercantilism where slaves became part of the commodities to be traded to accumulate wealth.

2. Discovery of marine technology: The invention of gun powder, ship building, compass direction, and motor engine acted as a pushing force for the rise of slave trade, it facilitated the transportation of the commodities and slave dealers.

3. The discovery of the new world by Christopher Columbus on 24 October 1492 opened a new chapter as far as slave trade was concerned it brought high sky demand of cheap labour to work in the new plantations in the Caribbean islands.

4.The inability of indigenous people to provide cheap labour: Diseases such as smallpox eliminated the natives completely. In other cases such as south in south Carolina, Virginia and new England the need for alliances with native tribe coupled with the availability of enslaved Africans at affordable prices (beginning in the early 18th century for these colonies) resulted in a shift away from native American slavery. Native Americans were very reluctant to provide labour and most of them had been affected with plagues and war and they were very few in numbers. So Africans were the best alternative, therefore the rise of triangular slave trade.

5.Climatic conditions of the New World meant that Africans could easily live there since they were used to tropical climates and had immunity of tropical diseases more than people from Europe and Asia. They were able to withstand diseases and conditions of the New World.

6.Prior knowledge about African continent brought by explores: Before the establishment of slave trade many explorers like Vasco Da Gama and Vasco Diaz-all from Portugal-had already navigated Africa and had discovered many sea routes between Africa and the outsiders such prior knowledge helped them to use Africans as slaves.

7.The expensiveness of White slaves: Before the mid of 17th century the European mercantilists depended on indentured labourers, criminal convicts, contract labourers and refugees from Europe who proved to be expensive and undependable compared to Africans who were not paid anything apart from their basic needs for survival and were slaves for life.

8.The basic reasons for the constant shortage of labour was that, with large amounts of cheap land available and lots of landowners searching for workers, free European immigrants were able to become landowners after a relatively short time, thus increasing the need for workers as slaves.

9.Accessibility between the New World and the West African coast, the distance from West Africa to the New World is very narrow bridged with Atlantic Ocean. Thus easy transportation of slaves from Africa

10.The establishment of more plantations in the New World which called for more demands of slaves initially it was only Portugal and the Dutch that had established plantations but towards the mid of 17th century France and Britain joined. This increased the demand for cheap labour.

11.The profitability factor: This acted as an attracting force for many mercantilists to join a trade based on unequal exchange imagine exchanging human being with spices, umbrella, gold, ivory with guns, mirrors and cloth.

12.Accumulation of wealth: Mercantilists accumulated a lot from this trade which enabled them to sustain super profits obtained and in addition to that, many crops could not be sold for profit, or even grown in Europe.

13.Exporting crops and goods from the New World to Europe often proved to be more cost effective than producing them on the European mainland. A vast amount of labour was needed for the plantations in the intensive growing, harvesting and processing of these prized tropical crops.

14.Western Africa (part of which became known as "the slave coast‟ and later central Africa, became a source for enslaved people to meet the demands of labour.

15.The existence of seasonal winds and currents like the north east trade wind, north equatorial current, the south west and the Gulf streams encouraged the growth of this trade by enabling the vessels of the merchants to sail to Africa, New World and Europe.

This article was originally written by a Kip McGrath colleague who runs the Luton and Stevenage Centres and we loved it so much we wanted to share.  To view other great education articles go to http://leaderinlearning.wordpress.com/

Your son or daughter  has just got a mock exam/test result and has failed miserably.  He/she did lots of revision, but said he/she had a complete blank when faced with the paper. So what went wrong?  Here are the top reasons why students fail.

1. Not Enough Revision

First things first, revision does not = reading.  Revising is an active process. Students really don’t understand what they are reading. They should know what every word means, be able to analyse every diagram, bullet point, graph and date.  Mind maps, mnemonics, highlighting key point and notes summaries on cards are all useful ways of doing active revision.

2. Starting Revision Too Late

The path to success lies in good planning.  Start revision early. Little and often is better than a mad panic at the end. Revision should be started so that there is enough time to understand, learn, memorise and to practice past papers.  Students should create a revision timetable and stick to it.  This will ensure that all the topics are covered and not just the ones the student likes.  They should go over work a day later and then a week  later.

3. Stressing Too Much

Students can put themselves under unnecessary pressure during exam season.  Parents can relieve the burden by making sure that they are eating regularly and getting enough sleep.  Tiredness makes revision ineffective and affects performance in exams.  Revise for maximum 30 minute intervals and then have a 5 minute break.

The exam should be treated as a normal school or college day, other than that they are doing an exam. Follow your normal routine will help you relax.

4.    Running out of time in the exam

Students should answer all the easy questions first and then go back to the ones they have missed out.  They should spend more time on high mark questions and only answer questions they are asked to.

5. Misreading the question

It’s one of the first lessons our teachers teach us, but it is one of the most common reasons why students fail.  They did not understand what was required from the examiners and therefore didn’t answer the question. Students should get hold of a stash of past papers and make sure they also have the answers to check their understanding.  Then familiarise themselves with exam questions and the language used and always ask themselves “What do they want me to write?”.  They will be less likely to misunderstand if they have come across similar questions before and being confronted with an exam paper won’t freak them out.

Learning how to write a thesis statement is one of the most important skills a high school student can master. Without a strong thesis statement, a paper can feel disorganized and readers may not understand what you’re trying to express. The thesis summarizes the theme of your paper and tells the reader what the rest of the paper is about. The thesis usually appears at the end of your introduction, generally as the last sentence of your first paragraph. High school papers that typically include a thesis statement include argument essays, analysis papers, process essays and research papers.

1.Understand the Purpose: A successful thesis includes three essential elements: It presents the topic of the paper, offers a clear opinion on that topic, and summarizes the points you’ll cover in the body of the paper. A thesis statement can help you organize your essay, as each paragraph you include in the body of your essay relates to one of the points you included in your thesis. For example, if your thesis was that online learning is more effective than traditional classes because they are more flexible and affordable and offer students the ability to learn at their own pace, then your body paragraphs would focus on each of those three reasons. A successful thesis also acts as a road map for the reader, signaling what the rest of the paper will cover.

2.Present an Opinion:Your thesis must express a clear opinion about your topic. An opinion is debatable, meaning that someone else could potentially dispute it. If a reader cannot challenge or oppose your thesis statement, you may simply be stating facts or summarizing an issue rather than presenting a clear point of view. For example, if you said that online classes are becoming more common, that’s a fact, not an opinion, but saying that online classes are better or worse than traditional classes offers a debatable point of view.

3.Include Support:Your thesis statement should include evidence to support your point of view. This evidence gives you credibility as the author of the paper, telling the reader that you understand your topic, have conducted research, and that you have evidence to back up your opinion. The evidence you include in your thesis should summarize the main points in your essay so the reader knows what the rest of the paper is about.

4.Write Several Drafts:It takes practice to write a successful thesis statement. You may need to write several versions in order to capture your opinion and summarize your evidence in one or two sentences. It can help to use a checklist to make sure you’ve included all of the elements of a thesis. Your thesis should be one or two sentences, express a debatable point of view and include evidence to support your opinion. This simple test can help make sure your thesis is strong and organized before you write the rest of your paper.

1. Carbondioxide concentration:The high concentration of carbon dioxide in the lood also the rate of gaseous exchange increase this is due to provide the tissue adequate amount of oxygen and eliminate large amount of carbon dioxide

2. Concentration of Haemoglobin:Haemoglobin is a structure responsible for transportation of respiratory gases from the lungs to the tissue and back. Therefore, efficient transportation o gases only take place  when the body has adequate amount of haemohglobin

3. Physical activity:A more active body require more oxygen than a less active body as a result, gaseous exchange take place faster when there is increased body activity.

4. Health status of the body: Generally, the rate of gaseous exchange increase when somebody is sick. This is as a result of increased metabolism by the liver in order to either remove the toxins released by disease causing microorganisms or breakdown the drugs taken.

5.Age:Young people generally are more active than old people; also, a lot of growth process take place in the bodies of young people, this increase the demand of oxygen and therefore increases the breathing rate

All nitrates undergo the same reaction with iron (II) sulphate and concentrated sulphuric acid and this reaction becomes a test for the soluble nitrates, the brown ring test. This test is carried out by crushing a little potassium nitrate, putting it in a test tube, adding water to a depth of about 2 cm and then shaking the test tube to dissolve the potassium nitrate (note that any metal nitrate could have been used instead of potassium nitrate).

This is followed by adding a little sulphuric acid and then two or three crystals of iron (II) sulphate, which have also been crushed. The contents are shaken to dissolve them. Finally, the test tube is held in a slanting position and a slow continuous stream of concentrated sulphuric acid is poured down the side of the test tube. The acid forms a separate layer underneath the aqueous layer and, at the junction of the two, a brown ring will be seen. This brown ring is the characteristic test for all soluble nitrates.

Explanation
The concentrated sulphuric acid and the nitrate react to produce nitric acid:
KNO_3(s) + H₂SO_4(aq) → KHSO_4(aq) + HNO_3(aq)

The nitric acid formed is reduced by some of the iron (II) sulphate to nitrogen monoxide, NO:
6FeSO_4(s)+2HNO_3(aq)+3H₂SO_4(aq)→ 3Fe₂(SO₄)_3(aq)+4H₂O_(l)+2NO_(g)

The nitrogen monoxide produced then reacts with some of the remaining iron (II) sulphate to form a dark brown complex, FeSO₄.NO, which appears as a ring.
FeSO_4(aq) + NO_(g) → FeSO₄.NO_(aq)

Clinical supervision is emerging as the crucible in which counselors acquire knowledge and skills for the substance abuse treatment profession, providing a bridge between the classroom and the clinic. Supervision is necessary in the substance abuse treatment field to improve client care, develop the professionalism of clinical personnel, and impart and maintain ethical standards in the field.

Supervision of any school ordinarily refers to the improvement of the total teaching-learning situation and the conditions that affect them. It is a socialized functions designs to improve instruction by working with the people who are working with the students/pupils.The uses of clinical Supervision in our school are:-

(a) Inspection.This is actually a study of school conditions, to discover problems or defects of the students, teachers, equipment, school curriculum, objectives and methods. This could be done via actual observation, educational tests, conference, questionnaires and checklists.

(b) Research.This has something to do to remedy the weaknesses of the solution to solve problems discovered. The supervisor should conduct research to discover means, methods and procedure fundamental to the success of supervision. The solutions discovered are then passed on the teachers.

(c) Training.This is acquainting teachers with solutions discovered in research through training. Training may take the form of demonstration teaching, workshops, seminars, classroom observations, individual or group conferences, intervisitation, professional classes or the use of bulletin board and circulars, and writing suggestions.

(d) Guidance.Guidance involved personal help given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teachers to apply instructional procedures, techniques, principles and devices.

(e) Evaluation.As an ultimate function of supervision, evaluation appraises the outcomes and the factors conditioning the outcomes of instructions and to improve the products and processes of instructions.