Mixed reactions greet increased public-to-English medium school conversion
Dar es Salaam. The recent surge in converting public schools to English medium has sparked a fiery debate across Tanzania.
While some see it as a strategic leap towards quality education, others fear it widens socioeconomic disparities.
Proponents like parent Fatma Moses view these schools as a bridge between public and expensive private education.
They believe the English medium offers a better foundation and welcome the alternative, even if it means paying extra for transportation.
Critics like Kamanko Msemo raise concerns about the selective nature of these schools, he advocates for uniform development across all public institutions.
They argue that preferential treatment for English medium schools discriminates against taxpayers who deserve equal access to quality education.
Retired teacher Hansen Anatory suggests a more inclusive approach, advocating for English as the language of instruction in all schools.
He warns against perpetuating societal divisions by creating an elite class within public education.
MP Taska Mbogo echoes this sentiment, criticizing the allocation of government-paid teachers to English medium schools.
She calls for a broader English language policy that benefits all students, not just those in select schools.
Dodoma City Council, however, defends its initiative. Head of primary education Prisca Myalla emphasizes the aim of providing quality education and nurturing talent for national development.
She sees these schools as models for parents willing to contribute more for their children's English-medium education.
An official from PO-RALGA confirms that establishing English medium schools falls under the purview of municipal councils.
They acknowledge concerns about discrimination but maintain that these schools are models for parents seeking extra support for their children's English education.
Education analyst Dr Mbonile Kaaya supports the government's goal of improving education while acknowledging the challenges of simultaneous nationwide development.
He commends the council's efforts but warns against creating a divided society.
He views parental contribution as a way to alleviate the burden on the public system and ensure every child receives the education they deserve.
As the English medium trend spreads across Tanzania, the Tanzanian Education Authority actively supports construction of these model schools.
Dr Kaaya emphasizes the need for a nuanced approach that balances accessibility, quality, and inclusivity in education.
The debate surrounding English medium schools is complex, with valid arguments on both sides.
Navigating this issue requires careful consideration of the potential benefits and drawbacks, ensuring that any educational reforms truly serve the needs of all Tanzanian children.
