Kiswahili and English in Tanzanian Schools: Creating Class Divides and Decreasing Educational Standards

Anna Rabin at argues that language of instruction guidelines in Tanzania’s education system are creating exclusive social and professional classes and undermining many students’ ability to learn as well as the quality of teaching.  Rabin reports that Twaweza partner Uwezo’s recent finding that there are standard seven graduates that cannot read and comprehend a story in either Kiswahili or English has given fresh momentum to the debate about the language of instruction in Tanzania. She also shows that poor English competency, which is common even among university graduates, is a barrier to employment in Tanzania’s highly competitive job market. Read more.

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