KAZI TA TAFSIRI KI 316

DAR ES SALAAM UNIVERSITY COLLEGE OF EDUCATION (DUCE) WAKOLONI WALILETA ELIMU AU MASOMO? Hoja yangu ya wiki iliyopita ni kwamba licha ya kusomesha wananchi wengi fani mbalimbali na kutunukiwa shahada lukuki bado majibu ya matatizo yetu hayapatikani. Msisitizo ulikuwa ni kwamba tunafundisha watoto wetu masomo badala ya kufundisha ujuzi na maarifa ambayo yataoana moja kwa moja na majibu ya matatizo yetu. Ndani ya Tanzania tuna rasilimali kibao ambazo zinaweza kutuendeleza haraka, lkaikini watanzania hawana ujuzi wa kuzitumia, wanasoma kama nadharia au somo tu. Mathalani, kwa sasa Tanzania tuna gesi. Je, ni watanzania wangapi wanajua kuwa tuna gesi, na gesi maana yake nini? Inazalishwaje? Na wao wataitumiaje ili wanufaike? Kama kweli tungekuwa tuinapenda nchi yetu, mtaala wa elimu ungewapatia watoto wetu ujuzi wakina kuhusu gesi ili waje kunufaika zaidi na gesi, kuliko kuendelea kuwafundisha masomo ysiyo na manufaa. Jiulize kipi chenye manufaa kupata ujuzi kuhusu ufugaji bora na uvunaji wa gesi ama kujua Wajerumani walirudisha lini kichwa cha Mkwawa? Kipi kina manufaa kupata stadi an ujuzi wa kilimo bora au kujua vita vya kwanza vya dunia vilianza lini? Kipi kina manufaa kupata ujuzi wa kujenga madaraja na kuunda vitu au kujua Hitler aliua watu wangapi? Kipi kina manufaa kujua mbinu za ujasiliamali au kujua miyeyuko ya barafu huko ulaya? Kwa bahati mbaya sana masomo tuliyoletewa mengi hayana manufaa na baadhi yanadanganya. Nikiwa Mwalimu wa Historia, karibu asilimia 45 ya historia tunayowafundisha watoto wetu mashuleni ni ulaghai na uongo. Na tunajisifu kwa kuwapotosha watoto wetu na kuwapatia madigrii kwa kukariri vitu vya uongo. Mfano wa uongo ni kama kusema eti mtu wa kwanza kugundua ziwa Victoria alikuwa mzungu ilhali wasukuma walikuwa hapo siku nyingi wakitumia maji ya ziwa. Je, hawakuliona? Eti mtu wa kwanza kugundua mlima Kilimanjaro alikuwa mzungu ilhali Wachaga walikuwepo hapo miaka mingi wakikata kuni kwenye mlima! Watoto wetu wanaririshwa majina ya vifaa vya kuchanganyia kemikali na matumizi ya kemikali hizo. Watoto wetu wanakaririshwa kanuni na nadharia za fizikia badala ya kufundishwa kanuni na nadharia hizo ili kuunda vitu na kujipatia faida. Watoto wetu wanakaririrshwa aina za udongo na misitu ya Waafrika badala ya kuoneshwa udongo huo na kuelewa namna wanavyoweza kunufaika na kila aina ya udongo. Nadharia na kukariri vimetawala mifumo ya elimu ya Afrika. Uelewa, ujuzi na uchambuzi vimewekwa kando. Madigrii tuliyonayo yanakosa kazi na bado tunarudi vyuoni kuongeza digrii nyingine za nadharia. Tukumbuke kuwa ndani ya utandawazi nadharia na kanuni hazina manufaa tena. Ndani ya utandawazi ujuzi, maarifa, utendaji, utafiti, ubunifu na kujituma ndivyo vyenye manufaa. Ndio maana wamachinga wanaweza kufanya biashara na kupata faida kwa sababu wana ujuzi, wanjituma na wabunifu kuzidi profesa wa biashara mwenye nadharia na kanuni za biashara kwenye vyeti. Kila kitu ndani ya utandawazi ni pesa. Upepo ni pesa, sauti ni pesa, kinyesi ni pesa, msitu ni pesa, mbio ni pesa, kucheka ni pesa, dini ni pesa. Madini ni pesa, joto ni pesa, mvua ni pesa, maji ni pesa, wanyamapori ni pesa, nyasi ni pesa na ardhi ni pesa kubwa. Kwa kufahamu hili, wenzetu wameacha kufundisha watoto masomo. Wanafundisha ujuzi ili waweze kuzalisha pesa mara moja. Muda wa kuwajaza watoto nadharia za kauli za wanafalsafa wa kale hazina maana. Kama mtoto ana kipaji cha kucheza msaidie apate ujuzi wa kucheza vizuri zaidi atengeneze pesa. COLONIALIST BROUGHT TO US EDUCATION OR STUDIES? My argument last week was that in spite of educating the people many different professions and degree certifications numerous answers to our problems are still not found. The emphasis was that we teach our children the lessons instead of teaching skills and knowledge which relate directly to the solutions of our problems. Within Tanzania we have a lot of resources which can sustain us quickly, but still Tanzanians do not have the skills to use them, they learn as a theory or subject. For example, in Tanzania now have a gas. So how many Tanzanians know that we have a gas, and meaning of gas? How is it produced? And how they will benefit from it? If indeed we love our country, the educational curriculum would give our children the enough skills so as to benefit from the gas, rather than continuing to teach subjects which are not beneficial to them. Ask yourself what's worthwhile to get better knowledge about farming and harvesting of gas or knowing when Germans returned the head of Mkwawa? Which is beneficial to get an experience of agricultural skills or knowing when the First World War began? Which is useful to get the skills to build bridges and create objects or knowing how many people were killed by Hitler? Which is beneficial to know the entrepreneurship skills or knowing about ice melting in Europe? Unfortunately the studies brought are useless and some not deceive. As a teacher of history, nearly 45 percent of the History we teach our children in schools are fraudulent and false. We are proud of our children and provide them by providing them degree to memorize things lie. For example of a lie is like saying that the first man to discover Lake Victoria was white while Sukuma people were there many days using lake water. Didn’t they see it? To say that the first man to discover Mount Kilimanjaro was white while Chagga people were there many years cutting firewood on the mountain! Our children taught to cram the names of chemical mixing apparatus and the use of these chemicals. Our children being taught principles and theories of physics rather than being taught the principles and theories to create items and profits. Our children taught to cram types of soil and forests of Africa instead of being shown the soil and to understand how they can benefit from each type of soil. Theory and memorization has dominated Africa's education systems. Awareness, knowledge and analysis are put aside. Degrees that we have are useless, yet we still return to the universities for upgrading other theoretical degree. Let us remember that in the globalization theory and principles are not useful anymore. Within globalization knowledge, skills, performance, research, creativity and struggle are very useful. That is why the vendors can do business and make a profit because they have the skills, and creative exceeds a professor with business theory and business regulations on certification. Everything in globalization is money. Wind is money, sound is money, the stool is money, forest is money, the race is money, laughing is money, and religion is money. Minerals are money, heat is money, the rain is money, water is money, wild animals are money, grass is money and land is huge money. To appreciate this, others have stopped to teach children lessons. They teach skills so that they can generate money immediately. Time to educate children theoretical statements of the ancient philosophers is nonsense. If the child has a talent to play help him/her to play in order to make money.