An Analysis on the Strategic Implications for Tanzania Using Kiswahili as Teaching Language Up to the Higher Learning Institutions
An Assessment on the Strategic Implications for Tanzania Using Kiswahili as an Educational Language Up to the Higher Learning Institutions
Introduction
For a number of years, the United Republic of Tanzania has been strongly debating the use of Kiswahili language as an education medium from the lower levels, which are primary schools to the higher levels, (which means to be used in the colleges and universities). The debate has not been official, but academics, scholars and some politicians had been on different forums and involved in interested academic discussions whereby they brought out their views on the impact of using Kiswahili as the official teaching language at all levels in Tanzania especially in this contemporary world.
There are different views and perceptions on its impact at the local, regional and international level and the likely consequences in this interconnected and globalised world and all its attendant challenges. Some people say that there will be more of positive impacts than negative ones. It is argued that this debate has been there since 1960s; however this did not receive any conclusive considerations because of being politicised. This essay will evaluate these arguments.[1]
Arguably, the decision for a particular country to use its own national language depends on a number of economic and social drivers to include global economic positioning in terms of trade and industry, educational infrastructure and capacity to deliver a formal recognised qualifications syllabus in the target languages. It can be argued that the use of Kiswahili regionally will be of beneficial to the people of Tanzania because of its portability in business.[2] Mr Moses Magiri, Destination Manager Private Safari, East Africa Limited argues that, “as the developing countries we need the outside world than they need us…”[3] His views suggest that there is a relationship between the economy prosperity of a country and its influence on its
Introduction
For a number of years, the United Republic of Tanzania has been strongly debating the use of Kiswahili language as an education medium from the lower levels, which are primary schools to the higher levels, (which means to be used in the colleges and universities). The debate has not been official, but academics, scholars and some politicians had been on different forums and involved in interested academic discussions whereby they brought out their views on the impact of using Kiswahili as the official teaching language at all levels in Tanzania especially in this contemporary world.
There are different views and perceptions on its impact at the local, regional and international level and the likely consequences in this interconnected and globalised world and all its attendant challenges. Some people say that there will be more of positive impacts than negative ones. It is argued that this debate has been there since 1960s; however this did not receive any conclusive considerations because of being politicised. This essay will evaluate these arguments.[1]
Arguably, the decision for a particular country to use its own national language depends on a number of economic and social drivers to include global economic positioning in terms of trade and industry, educational infrastructure and capacity to deliver a formal recognised qualifications syllabus in the target languages. It can be argued that the use of Kiswahili regionally will be of beneficial to the people of Tanzania because of its portability in business.[2] Mr Moses Magiri, Destination Manager Private Safari, East Africa Limited argues that, “as the developing countries we need the outside world than they need us…”[3] His views suggest that there is a relationship between the economy prosperity of a country and its influence on its