Introducing "Ufundishaji wa SAYANSI: Mafunzo ya Ualimu-cheti."

Ufundishaji wa Sayansi: Mafunzo ya Ualimu ngazi ya Cheti ni kitabu kilichoandikwa kwa ustadi mkubwa na kuhaririwa kwa umahiri ili kimsaidie Mwalimu tarajali kujifunza bila shida somo la Sayansi kwa vyuo vya Ualimu hapa nchini.

Kitabu hiki ni cha kwanza katika mfululizo wa vitabu viwili vilivyoandikwa mahususi kwa ajili ya kutumika katika utekelezaji wa muhtasari wa mafunzo ya Ualimu wa Elimu ya msingi ngazi ya cheti uliotolewa mwaka 2009 na wizara ya Elimu na Mafunzo ya Ufundi.

Katika kurahisisha ufundishaji na ujifunzaji wa somo,kitabu hiki kimejikita katika mjadala mpevu na wa kina kwa mada zote za maudhui ya ufundishaji kama zilivyoainishwa katika muhtasari huo mpya.Katika kila mada za kitabu hiki kuna vitendo vya kutosha na mazoezi yatakayomwezesha mtumiaji wa kitabu hiki kujitathimini maendeleo yake katika kujifunza.

Aidha kitabu hiki kinaweza kutumika pia mahali popote ambapo mafunzo kazini kwa walimu yanatolewa na kwa walimu walio kazini kwa lengo la kupanua uelewa wao kuhusu ufundishaji.

 ____________________________________________

 Maelezo kuhusu kitabu hiki ni kama ifuatavyo:

JINA : Ufundishaji wa

Ufundishaji wa Sayansi:Mafunzo ya Ualimu ngazi ya Cheti.

©John J. Malata, 2009

Toleo la kwanza,2009

Chapa ya kwanza Novemba,2009

ISBN 978 9987 9313 5 4

Ili kujipatia nakala yako wasiliana nami kwa anuani inayoonekana hapo chini:

Anuani:

John J. Malata

Chuo cha Ualimu Vikindu

S.L.P 16268

DAR ES SALAAM

SIMU:+255 754 351 868-Hotline

            +255 782366090

+255 653077830

+255 755 396511:-Uliza Mwl: Fuime

+255 784 988604

Email: malata_3@yahoo.com

ZINGATIA: Atakaye nunua kitabu hiki kabla ya february 2010 atapata punguzo la asilimia ishirini la gharama halisi ya kitabu. [20% less]

MOTHER TERESA OF CALCUTTA:The Little Saint Nun Of India

In the third country of India in a remote place called Calcutta,inside a special place there lies a body of one of greatest woman India and the world in general,probably awaiting the trumpet call of her master whom she followed His worlds recorded in the holy Bible;”I was hungry and you feed me ,naked and you closed me .......”(Mathew 25:34)This is no other but the late Mother Teresa,a nun who dedicated all her life for God and the poor of the world. Born in prosperous country of Eastern Europe,educated in a rich country of western Europe she selflessly decided to live with the poverty stricken citizen of India. Probably we are encountering the greatest woman of the century-mother Teresa of Calcutta.....!

Her real name was Agnes Gonxha Bojaxhiu,she was born on August 27,1910 in Skopje,Macedonia-Yugoslavia. She was a daugheter of an Albanian grocer. When she was 12 she was quite sure she was going to become a nun (How many of our children are career).In 1928,she went to Ireland to join the institute of the missionary of the blessed Virgin,sailing,only six week later,to India as a teacher. She subsequently requested permission to work with the poor of Calcutta.

After studying nursing. Mother Teresa moved in to the slum .Municipal authorities,upon her petition,gave her the pilgrim hostel near the sacred kali's temple where by in 1948 she founded the order of the Missionaries of charity -A Roman catholic congregation of women dedicated to poor,particularly to the destitute of India.Sympathetic companion soon flocked to her aid. Dispensaries and outdoor school were organized.

Mother Teresa adopted Indian citizenship,and her Indian nuns all donned the sari as their habit. In 1950 her Order received a canonical sanction from Pope Pius XII and in 1965 it become a pontifical congregation(subjected only to the Pope).The Order opened numerous centers serving the blind,aged,lepers,cripples and the dying.Under her care/guidance,the Missionaries of Charity bult near Ansanson,India, a leper colony called Shanti Nager “Town Of Peace”.

In 1963 the Indian government awarded her the Padmashri ''Lord Of the Lotus'' for her service to the people of India and in 1964 on his trip to India Pope Paul VI gave her ceremonial limousine which she immediately ruffled to help finance her leper colony 1968 she was summoned to Rome to found a home thee,stuffed primarily with Indians nuns followed with the Nehru award in 1969.In recognition to her apostolate,she was honored on 6,January1971 by Pope Paul,who awarded her First Pope John XXIII Peace Prize.

In the late 1970s the missionaries of charity numbered more than 1,000 nuns who operated 60 centers in Calcutta and more than 200 worldwide centers including in Tanzania,Great Britain,Australia,Venezuela,Jordan and Sri-lanka. By 1970 her foundation in Calcutta alone saved nearly 8,000 destitute outcast from death. It was not surprising when she become the recipient of the greatest world award the Nobel Peace Prize in 1979.

How did she view herself? As most celebrities are,she did not give credit to her personality but to her poor people. When asked if she`ll turn up any antidote,any legend she replied “NO” and went futher “...there are no legends..”Her greatest secret was “Service/work for the poorest of poor”.This is an extraordinary woman,whose life was a living prayer,she had no biological children yet milions call her mother,mother. Here are some of her motherly heritage-words to us;

“I want very much people to come to God...I hope I am converting....I cannot give the light:I can only give the means..”

“...what we allow God to use far,that is important. What He is doing through us is important-poverty is nothing but freedom and the total surrender is obedience..”

“...The poor must know that we love them,that they are wanted. They themselves have nothing to give but love...true love always has hurt. It must be painful to love someone,painful to leave them,you might to die for them”

“Death is nothing but the completion of life,every religion has got eternity..”

“We help the poor die with God. We help them to say sorry to God. It is between them and God alone. Nobody else,Nobody has the right to come at that time. We must help them to make piece with God because that is the greatest need-to die in peace with God. We live that they die so that they may go home according to what is written in the book,be it written according to Hindu, or Muslim ,or Buddist,or Catholic, or Protestant, or any other belief...”

“The healthy person maybe closer to dying or even more dead , the person who is dying. They might be spiritually dead,only it doesn't show. Who are we to judge....where there is mystery,there must be faith. Faith,you cant change no matter how you look at it. Either you have it or you don't. For us it is very simple because our feet are on the ground. We have more of the living reality”

“Cleanness of heart means openness,that complete freedom,that detachment that allows you to love God without hindrance,without obstacles....poverty is such a wonderful gift of God....it gives us detachment and the real freedom necessary to understand the very poor people....”

“You should spend at least half an hour in the morning and hour at night in prayer. You can pray while you work. Work doesn't stop prayer and prayers doesn't stop work. It requires only that small raising of mind to Him, “I love you, God I trust you,I believe in You,I need you now” .Small things like that. They are wonderful prayers.

That was mother Teresa of Calcutta,a leader of “Carriers Of God's Love” whose dowry was/is poverty,she lived the truth that prayer is devotion,prayer is service. Service was her main concern,her religion,her redemption. To meet her was to feel utterly humble,to sense the power of tenderness,the strength off love. She is now laying peaceful and hopeful waiting for the word of master:”...come,O blessed of My Father,inherit the kingdom prepared for you from the foundation of the world: for I was hungry and you gave Me food I was thirsty and you gave Me drink,I was a stranger and you welcomed Me,I was naked and you clothed Me,I was sick and you visited Me,I was in prison and you came to Me...”(St Mathew 25:34-36).We need not wait for a mortal man to declare Mother Teresa a saint,by her fruits we've known her,she was a living saint and as we say Adios Amigo to our mama let us join her favorite prayer of St. Francis of Assisi;

Lord make me an instrument of your peace,

Where there is hatred,let me sow love

Where there is injury,pardon

Where there is doubt,faith

Where there is despair,hope

Where there is darkness,light

and where there is sadness,joy

O divine Master,grant me that I maynot

So much seek to be consoled as to console:

To be understood as to understand

To be loved as to love

For it is in giving that we receive:

It is in pardoning that we are pardoned:

And it is dying

That we are born to eternal life.

ADIOS SAINT AGNESS-MOTHER TERESA OF CALCUTTA.

Author: Chambi Chachage
The original Article as it was writen in 1998.

Kuinuka na Kuanguka kwa UDSM!

Kwa aliyewahi kusoma, kukipenda, kufundisha na kufanya kazi maeneo ya chuo, na yote kabisa Mtanzania mzalendo!

Chuo Kikuu cha Dar-es-Salaam, palikuwa mahala pa cheche ya fikra na mbubujiko wa mijadala makini na ya huru kwa maslahi ya Taifa na Afrika kwa ujumla.

Palikuwa mahala pa ndoto ya kila kijana kuweza kufika na kupata fursa ya kusoma hapo. Ilikuwa ndoto na fahari ya kila mzazi kuweza kumfikisha mtoto wake hadi ngazi hiyo. Ilikuwa ndoto kwa wanataaluma (wa ndani na nje ya Tanzania) kupata fursa kufundisha katika chuo hicho. Mlimani palikuwa kizio cha kupima taaluma ya juu nchini!

Hakika waswahili walisema “hakuna marefu yasiyo na ncha”! na kila lenye mwanzo halikosi kuwa na mwisho! Kama kilivyoanza kwa juhudi za dhati ndivyo kinavyomalizwa kwa juhudi za dhati na kundi la watu wachache wasiotaka kusikia la mwazini wala mnadi swala wakiwa na kiburi cha nguvu ya vyombo vya dola na ushosti wa wakuu wa nchi.Soma makala Hii ya kupendeza kwa kubonyeza HAPA. Kama ilivyoandikwa na Asha Miguubaja na kupostiwa na Chambi Chachage katika bogu ya  

UDADISI: Rethinking in Action

Mtaala mpya wa Mafunzo ya Ualimu watolewa

Ndg wadau,
Wizara ya Elimu na mafunzo ya Ufundi wiki iliyopita ilitoa miongozo mipya [Sylabus] kwa ajili ya kufundishia katika vyuo vya Ualimu kwa ngazi zote za cheti na stashahada.Ili kupata miongozo hiyo Bonyeza HAPA.

Imeandikwa na John J. Malata
wanazuoni yahoogroups

CHE GUEVARA:THE DOCTOR WHO BECOME A REVOLUTIONARY HERO

“Che” What a common name in Latin America,What a common name in revolutionary African states?Ask Mandela he'll make a speech of him,the late Kabila would compose a song and Museveni will even write a biography!.This is nothing but a sign which the author of this article shares meaning ,a friends or buddy. This is one of the greatest heroes in the history of Human struggle against poverty,ignorance and oppression. If Che was alive today we would have no need of writing this article for he could have describe himself well in only two lines,here this ...”Being a revolutionary is the highest level of civilization”. That was really Che. He was born in Argentina,had a movement in Guatemala, maneuvered in Mexico,ministered in Cuba,fought in Congo and died in Bolivia. What a Super-hero we are encountering!!.

His real name was Ernesto Guevara Dela Sena and he was born in the Argentine's capital Buerno Aires in a place called Rosario in 4thJune 1928.His mother was known as Celia Dela Sena and the father was Guevara Lynch. He was a brother of five children born in a middle class family of Spanish-Irish -descent and Leftist attitude thus preparing a man of guerrilla warfare and . “No one can withhold ones destiny”, that was true with Che who used to suffer from asthmatic attacks yet he exercised as athlete and scholar thus completing medical studies in 1953.He was a man of his type,instead of spending holidays with girlfriends and palls,he used to visit many countries of Latin America whereby his observation of poverty in mass level convinced him that the only solution for all these was/is a violent revolution and decided to go on with this conviction which has created history for us.

In 1953,now a professional doctor,Che unselfishly abandoned prosperity and went to Guatemala for a movement against imperialism and proceeding on he went to Mexico where he met his counterparts,the notable Fidel and Raul Castro [Political Exile from Cuba ] with the same revolutionary vision,they prepared an attempt to overthrow dictator Fulgenso Batista of Cuba in 1956 but unlucky they failed and Che was wounded. Three years later in 02/01/1959 they finally won and stated a Marxist government whereby Che was granted Cuban citizenship. This was a great time to the socialist doctor to show his revolution heart. Serving in Cuba as a chief of Industrial department,national Institution of Agrarian,president of of the national Bank of Cuba and a minister of industries. These responsibilities made him to be known in the western countries for opposing all forms of imperialism,neo-colonialism and US foreign policy of interference through CIA. He was a theoretician of guerrilla warfare and he even wrote a book on what named “Guerrilla Warfare” where in page 21 he says “....Whoever does feel this undoubted truth{revolution} can not be a guerrilla fighter.....”.In general,Doctor Che was a prominent communist figure(1956-1959).

Usually famous people make a strange decision which turn to be a fame/legend. Che was not backward in that for after April 1965 he dropped out of public life and was secretively though it is believed that at this time he was in Congo with other Cuban commanders helping to organize the Patrice Lumumba battalions for there was a civil war. It seems that the late Congo-Kinshasa's President Laurent Kabila had the privilege of learning guerrilla tactics from the great Field Marshal Enersto Che Guevara. The story does not end in central Africa. Where then it does end? It seems as if it ended on the autumn of 1966 when he went to the Bolivia incognito to lead a guerrilla group in the region called Santa Cruiz and tragically in 08/10/1967 his group was almost annihilated by a special detachment of the Bolivia Army,he was captured after being wounded and later believed to shot. Why did he accepted to die there? Listen to one of his best friend Castro; “The fact that Che was wounded while advancing on the Bolivia and allied soldiers was a very natural thing for him to have done. Also characteristics of him was the fact he continued to fight even though he had been seriously wounded...”

Was this really end of commander Che?. Let us hear a big “NO” from Castro “...It was their intention [Bolivian assassins] to deprive the revolutionary movement of its memorial symbol,site and focal point in Latin America. In short they are afraid of Che even after his death....who could deny the significance of Che's death?Its significance to us?And to the revolutionary?We must begin from the truth we know and turn Che`s example into our own invincible strength and push the revolution forward. Now is the time to firmer than ever in our new life,more prepared and determined to keep going straight ahead. 41? years after his death,who is Ce?Does he still alive? Of course his legends,he is still mythic figure and a celebrity,some call him an avenging angel,others a gentle figure redeemer,some warship him a saint patron Vellemgrade-Bolivia and is renamed “Santo Ernesto”. He is still loved globally and all over the World one can see watches,cups,calendars and T-shirts with a slogan “...it is better to die standing than to live on your knees..” and his picture with a red star revolution hat. He is still inspirational,charming and influential even after death. Here this “....a team of Cuban and Argentine scientists knelt in a deep pit before seven dirty skeletons...homed in skeleton number 2...Its skull shrouded by an olive arm jacket much like the one Che wore in photograph taken after his capture. Seconds before lifting a green jacket to expose the skull a Cuban geophysicist lowered his head in a gesture of respect. The crowd of journalist and local towns people that had gathered to watch fell silent. Then as the jacket was removed,several Cuban scientists broke down in sobs:Two hugged each other tightly. Everyone was overcome with emotional,not just the Cubans. He is still a Cuban secular saint remembered even by Cuban school kids every morning when they repeat in union; “...Pioneros Communistas seremos corno el Che..” meaning ..”Communist pioneers,we will be like Che”

So the hundreds of version about what happened to Che was over in July 1997 when his skeleton was excavated in the Bolivian Highlands,accompanied with a private military ceremony and a great anniversary in October.His body was then moved to Santa Clara where a museum was being built in the shadow of a 23-ton statue of the defiant Che gripping his rifle.His Argentine friend Alberto Granado claim that Che`s death was not a useless death and that he dead well.Bolivian propaganda claim that Che said “....I am Che Guevara and Iam defeated..” when he was captured but I join hand those who claim that he said “...Don`t shoot,I am Che Guevara and I am worth more to you alive than dead..” as his royal helper Willis threw down his rifle and exclaimed “...this is commander Guevara and he deserve respect...”No one can mar the fact that Che was confident unto death as he proves through his farewell “..I know you are going to shoot me,I have should never have been taken alive.Tell Fidel that this failure does not mean the end of revolution that it will triumph elsewhee.Tell Aleida [Che`s wife] to forget this,re-marry and be happy,and keep the children studying.Ask the soldier to shoot well...”

As usual,famous heroes and heroiness die early,as it was with Shaka,Martin.L. King JR. and Jesus Christ it was so it was with Che for he dead at a tender age of 39yrs. As it is sung “...When water run dry,one go to the road and die on bended knee...”That was the end of our mortal hero,a fighter doctor who attended both his own wounded solders and the enemies. What a Christ like character? One who was resting when caught with an asthmatic attack,he-the lover and the beloved of the childrean,the friend of all and an enemy of all forms of oppression,a man who was absolutely honest,completely selfless,constant perfecting his personality,a man who is still living in great minds and reviewed in media and films,field Marshal Commandat,Doctor Ernesto Che Guevara Lynch Dela Sena.

Through shun as a prodigal in his homeland of Argentina and label in the impearist,though he failed in all but one of his revolutionary adventure we admit that we will remember him as a paradigm.Let us be revolutionary like Che in our Education,in our politics and economy,in our social relation and even in our illogical religious bias.Let us join Nicolas Guillen to sing a poem of emphasis:

You are everywhere, In the Indians.In the black man. Like a young saint,we remember you each day... there is no peace salud Guevera! Oh better still,from the very depth of America,wait for us. We will leave with you,we want to die and to live, as you have died and live, as you live on... Che command ate Amigo

Let us join hand with Che and chant;Long live freedom,Reevolution high and higher.Away with oppression,Viva Che commandate ,we will be like Che!

Aluta continua Ou Morte Vinceremo!!!!
Adios Amigo Che Commandante.


Author: Chambi Chachage
The original Article as it was writen in 1998.

MCHANGO KWA SERA MPYA YA ELIMU NA MAFUNZO 2009

UTANGULIZI:
Kwa ujumla Sera mpya inashughulikia masuala muhimu na ya msingi kama vile kupunguza umri wa kuanza shule kutoka miaka saba hadi mitano; kuwekwa kwa utaratibu wa kuwatambua na kuwaendeleza watoto wenye vipaji maalum; kuanzisha polytechnics; kuongeza masuala ya TEHAMA na UJASIRIAMALI kwenye mtaala; pamoja na masuala mtambuka.

MAONI:

Kifungu Na 5.3 (elimu ya chekechea) Tamko Na. 4 na 5.4 (elimu ya awali) tamko la 3; na 5.5 (elimu ya msingi) tamko la 7 katika suala la ufanisi katika kutoa elimu bora ya msingi kwa wote na Tamko Na. 1 na 2 kwenye suala la kubaini na kuendeleza vipawa na vipaji vya watoto.

Matamko yote haya yanahusu kuwekwa kwa utaratibu wa kuwatambua watoto wenye vipaji katika vituo vya chekechea, madarasa ya elimu ya awali na shule za msingi kwa lengo la kuwaendeleza katika ngazi za juu. Hata hivyo nia hiyo haijaakisiwa kwenye kifungu 5.7 kichohusu Elimu ya Ualimu. Hapana budi kuwepo tamko la sera linalotilia mkazo kutolewa kwa mafunzo mahsusi kwa walimu (kazini na tarajali) katika ngazi zote kuhusu utambuzi na uhuishaji wa vipaji na vipawa vya wanafunzi. Hali kadhalika, tamko hilo lijumuishe umuhimu wa kuandaliwa kwa walimu ambao pia watakuwa washauri wa mieleko na kazi (Career counsellors). Ni dhahiri kuwa mafunzo ya hivi sasa yanayotolewa vyuoni hayakidhi haja hizi.

Pia hapana budi mfumo rasmi wa upimaji uwe na tamko juu ya kuwekwa kwa utaratibu utakao tilia mkazo na kusaidia uibuaji wa vipaji
Kifungu Na 6. 9 Utawala bora liongezwe tamko la sera lenye kuelekeza kuwa serikali itajuisha misingi ya utawala bora kwenye mtaala wa elimu katika ngazi mbali mbali ili kuwaandaa wananchi wenye fikra huru, wenye kujiamini, wazalendo na wawajibikaji na wenye kuhimiza uwajibikaji wa serikali na viongozi.

suala:
Utoaji wa chakula kwa wanafunzi
Pamoja na sera ya elimu na mafunzo ya 1995 tamko la sera 3.2.7 kuainisha kuwa serikali itaboresha programu za lishe na afya katika shule za msingi na vyuo; upo ushahidi kwamba zoezi hili ambalo umuhimu wake umethibitika na kuthibitishwa kitaalamu kwa tafiti mbalimbali, halikuweza kufanikiwa sana. Tafiti mbali mbali zinaonyesha kuwa, mbali ya maeneo yenye programu za utoaji chakula zinazosaidiwa na Mpango wa Chakula Duniani (WFP) kama Dodoma, Singida na Manyara na Arusha, pia yale yanayosimamiwa na miradi ya kijamii kama baadhi za wilaya za mkoa wa Kilimanjaro n.k; maeneo mengine ya nchi hayakuweza kufanikiwa sana katika kutekeleza zoezi hili.
Watoto wengi hususan wanatoka familia maskini zaidi wameendelea kwenda shuleni bila chakula. Wengine wamekuwa wakitoroka na wengine kuacha shule kabisa. Badala ya kutamka kimkakati zaidi, sera mpya imelieleza suala hili kijuujuu tu kama suala la huduma muhimu shuleni na vyuoni (Ukurasa wa 68), ambapo tamko la sera linaelekeza jukumu la serikali kuwa ni kuhimiza wazazi, jamii, serikali za mitaa na wadau wengine kuhakikisha kuwa huduma ya chakula bora......

Pendekezo.
Liongezwe tamko la sera kuwa serikali kwa kushirikiana na wadau itaanzisha mpango kabambe wa utoaji chakula bora kwa wanafunzi wa shule za msingi wawapo shuleni ili kuwavutia kubaki shuleni na kuhakikisha wananufaika ipasavyo na matendo ya kujifunza.

Suala la usawa wa kijinsia:
Tamko Na. 6 kuhusu kuwekwa utaratibu wa kuwawezesha wanafunzi wa kike wanaopata ujauzito kuendelea na masomo baada ya kujifungua; halina budi kukamilishwa na tamko jingine lenye kuelekeza kuwa serikali itaifanyia mapitio sheria ya elimu na kuelekeza namna ya kuwabana watu wanaowapa mimba watoto wa shule na kudhibiti mazingira yanayopelekea watoto wa shule kupata ujauzito.
suala la makundi yenye mahitaji maalum.
kuwepo na tamko kuwa serikali itaelekeza utaratibu wa kuandaa mazingira rafiki, ikiwemo ujenzi wa miundombinu rafiki kwa wanafunzi na walimu wenye ulemavu mbali mbali

Kuhusu suala la ufundishaji wa lugha: ukurasa wa 77
Kufuatia maelezo kuwa Kiswahili ni lugha adhimu ambayo nyumbani kwake ni nchini Tanzania hapana budi kuitazama lugha hii kuwa na hadhi zaidi ya kiingereza. Lugha ya Kiswahili ni tunu ya kipekee kwa nchi zaidi ya au sawa na mlima Kilimanjaro. Kiswahili ni miongoni mwa raslimali ambazo Tanzania inaweza kuzipeleka duniani katika dunia ya kitandawazi kwani imezidi kukua duniani.
Licha ya kigugumizi cha kuamua kuwa na lugha moja ya kufundishia nchini (KISWAHILI) Kuwepo na tamko la sera lenye kuelekeza kuwa wizara yenye dhamana ya elimu kwa kushirikiana na wizara nyingine kama yenye dhamana ya utamaduni na ya mambo ya nje na ushirikiano wa kimataifa itatoa maelekezo ya kukipa Kiswahili kipaumbele kama raslimali ya kipekee, kuikuza na kuitangaza, ikiwa ni pamoja na kuongeza idadi ya wahitimu mahiri wa lugha hii na kuendesha kampeni kabambe ya kuiingiza kwenye ulimwengu wa TEHAMA.

Suala la mfumo wa michepuo
Ukurasa wa 28 Tamko Na. 1 kuhusu kupanuliwa na kuendelezwa kwa utaratibu wa michepuo ya kilimo, biashara, ufundi na sayansi kimu.
kwa kuzingatia kuingizwa masuala ya TEHAMA na UJASIRIAMALI sambambaa na masuala mtambuka kwenye mitaala/mihtasari, ni vema sera itamke wazi kuwa itaifanyia mapitio mitaala ya masomo ya mchepuo (kilimo, biashara nk) ili kuifupisha na kuifanya iwe ya kivitendo na kijasiriamali zaidi au ikazie maarifa na stadi zinazopatikana kwenye mafunzo ya ujasiriamali. Vinginevyo hakuna faida kuwajazia wanafunzi mambo mengi ambayo hawataweza kumudu kuyashika.

CHANGIA

Tunapoandaa walimu wa Sayansi Pasipo "Sayansi"

Wiki iliyopita wizara ya Elimu na mafunzo ya Ufundi ilitoa miongozo mipya [Sylabus] kwa ajili ya kufundishia katika vyuo vya Ualimu kwa ngazi zote za cheti na stashahada. Pamoja na ukweli kuwa kwa kiasi fulani upimaji katika somo la Sayansi kwa njia yaVitendo umezingatiwa katika muhtasari hiyo Uchunguzi uliofanywa hivi karibuni umebainisha kuwa vyuo vya Ualimu 16 vya serikali hapa nchini havina maabara kwa ajili ya mafunzo ya somo la sayansi kwa vitendo.Kutokana na hali hiyo kwa muda mrefu sasa Balaza la Mitihani la Taifa limekuwa likiwatahini walimu katika ngazi ya Diploma na Cheti kwa njia ya Nadharia jambo linalopelekea kufa kwa misingi ya Sayansi kwa wanafunzi na walimu wetu.

Kama wadau wa Elimu hapa nchini tufanye nini kurekebisha hali hii? TAFAKARI!!!!

BORA CCM WAKISIKZA MANENO YA BABA WA TAIFA

Anaweza kuwa alifanya makosa, alikuwa binadamu;
Wanaweza kutofautiana naye nia kama viongozi, aliipenda zaidi Tanzania;
Wanaweza kujifanya wanamuenzi kinafiki; walianza tangu zamani;
HATA HIVYO NI VEMA, WAKASIKIZA NA KUZINGATIA MANENO YA MWALIMU ILI CHAMA NA TAIFA LISIENDE MRAMA:

"Kila mtanzania, kila mtu kijijini, kila mjumbe wa halmashauri ya wilaya, kila mbunge n.k lazima aweze kusema kwa uhuru bila hofu ya vitisho ama katika mkutano ama nje ya mkutano" J. K. Nyerere (1974) kwenye Binadamu na Maendeleo


"Watu wenye mawazo tofauti, hata kama wakiwa wachache, lazima wawe na haki ya kutoa mawazo yao katika majadiliano bila ya hofu ya kusumbuliwa; mawazo yao na yashindwe katika hoja za majadiliano, siyo kwa vitisho au mabavu." J. K. Nyerere (1974) kwenye Binadamu na Maendeleo.

Nawasilisha

Serikali: Bingwa wa sanaa za Maonyesho kuhusu machapisho ya Kielimu.

Katika siku za hivi karibuni tumeshuhudia mijadala kabambe inayohusu sekta ya elimu hapa nchini.Maslahi na Uwajibikaji wa walimu,Lugha ya Kufundishia na Kujifunzia na Machapisho ya Lielimu ni Baadhi tu ya maswala yaliyoshika kasi katika mijadala ha hivi karibuni.

Kwa mtazamo wangu "Finyu", matatizo katika elimu yetu ni ya ki-mfumo zaidi.Na msururu wa matatizo katika elimu ni zaidi ya hayo yaliyoainishwa hapo juu.

;eo ningependa kuendelea kuchangia mjadala kuhusu machapisho ya kielimu kama nilivyopata kuandika siku za nyuma.Nimeshawishika kuandika ili kuchangia mjadala huu kwa kuwa mwelekeo wa mjadala huu haupendezi machoni pangu.Hapo awali nilizoea kusikia kutoka kwa wanasiasa lawama zao juu ya Vitabu vya kiada katika shule zetu na machapisho mengine ya kieleimu, malalamiko hayo siku zote niliyapuuza kwa kuwa niliamini hawajui wanacholaumu!!!.Nimeingiwa na woga baada ya kuona hata Watu wenye "Visomo Vilivyotukuka" na wenye kuheshimika katika jamii yetu wakujadili jambo hili kama "Walevi" [Sijui ndio wameleweshwa kwa uchawi wa Gining?].Hakika tunahitaji kuwa na mjadala makini kwa kuweka kando "Ushabiki" kwa maslahi ya taifa letu.

Katika kujadili swala la vitabu vya kiada na machapisho ya kieleimu kwa ujumla, ni vema tukarudi nyuma kidogo miaka michache iliyopita kabla ya kutungwa kwa Sera ya Elimu na Mafunzo ya mwaka 1995 ambayo ndiyo iliyopelekea mabadiliko yote tunayoshuhudia leo hii katika elimu yetu. Ni wazi kuwa katika kipindi hicho elimu yetu ilikuwa taabani katika kila wigo: Ubora, Upatikanaji, Utolewaji wake na miundo mbinu-japo kwa uchache. Kutokana na hali hiyo,sera ya Elimu na Mafunzo-1995 ilikuja na mipango mbalimbali ya maendeleo ya sekta Elimu.

Pamoja na mambo mengine, katika utekelezaji wa mpango wa Uboreshaji wa sekta ya elimu,Serikali kupitia wizara ya elimu ilianzisha kamati maalumu ya kutathimini machapisho ya kielimu-EMAC ili kudhibiti ubora wa machapisho ya kielimu baada ya sekta binafsi kupewa fulsa ya kuchapisha vitabu ili kukidhi upungufu mkubwa wa vitabu uliokuwepo katika shule zetu.[Rejea waraka wa Elimu No. 2,1998]

Aidha, kwa mujibu wa waraka wa Elimu No. 7 wa Dec. 2005 ambao ulichukua nafasi ya waraka wa elimu namba 2 wa mwaka 1998 ambao ulianzisha EMAC, machapisho yote ya kielimu yanayopaswa kutumika kwa ajili ya kufundishia na kujifunzia katika shule za msingi, sekondari na vyuo vya Ualimu Tanzania Bara hayana budi kupata ITHIBATI ya wizara ya elimu kupitia EMAC.

Shughuli ya kutathimini machapisho ya kielimu ilianza rasmi mwezi Novemba 1999 na vyeti vya ithibati vilianza kutolewa rasmi kwa machapisho yaliyoidhinishwa kuanzia januari 2000.Tangu hapo wizara imekuwa ikitoa orodha ya machapisho yote yaliyopata ithibati kila robo mwaka na kuisambaza kwa wadau wa elimu katika ngazi zote ikiwa ni pamoja na asasi na taasisi zisizo za kiserikali.

Katika kuhakikisha kuwa kila chapicho la kieleimu linakuwa na ubora unaotakiwa, serikali kupitia wizara ya elimu desemba 2005 ilitoa mwongozo wa namna machapisho yote ya kielimu yatakavyokuwa yakitathiminiwa.Pamoja na mambo mengine,mwongozo huo unaonyesha wajumbe wa EMAC, Vigezo vya kutathimini, mchakato wa kutathimini,utolewaji wa cheti cha ithibati na Rufaa.Kwa mujibu wa mwongozo huo EMAC inaundwa na wajumbe 15 kutoka sekta binafsi na serikalini na inajumuisha hawa wafuatao:
1. Afisa Elimu Kiongozi wa Wizara [M/kiti]
2. Mkaguzi mkuu wa shule
3. Mkurugenzi Elimu ya Ualimu.
4. Mkurugenzi Elimu ya Sekondari.
5. Mkurugenzi Elimu ya Msingi.
6. Mkurugenzi Taasisi ta Elimu Tanzania.
7. Mkurugenzi, sera na mipango-wizara ya elimu.
8. Mshauri wa kisheria wa wizara.
9. Mwakilishi-Shilikisho la wauza vitabu [BSAT]
10. Mwakilishi wa shilikisho la wachapishai vitabu-[PATA]
11. Ofisa mwandamizi,chama cha haki miliki Tanzania [COSOTA]
12. Mwakilishi wa wachapaji[Printers]
13. Katibu mtendaji,Umoja wa wamiliki wa shule na vyuo binafsi.
14.Mwakilishi-Mkuu wa kitivo,kitivo cha Elimu kutoka katika moja ya vyuo vikuu hapa nchini
15.Mjumbe mmoja wa kuteuliwa na Katibu mkuu-WEU Kutoka miongoni mwa watu katika sekta binafsi mwenye uelewa wa kutosha na uzoefu katika soko la Vitabu.

Nimejaribu kuainisha muundo wa kamati ya kutathimini machapisho ya kieleimu-EMAC ili kutoa picha ya aina ya watu waliopewa dhamana katika kuhakikisha ubora wa machapisho yote yanayopekekwa mashuleni.Jambo la kusikitisha baadhi ya watu walioshiriki kikamilifu katika mchakato mzima wa mabadiliko katika sekta ya elimu na kutufikisha hapa tulipo leo hii wanakuja na " Mashairi" ya kutaka kurudi tulikotoka!!!Wanalalamika kuwa kuna machapisho mengi hayakidhi haja na wingi wa machapisho hayo unawakanganya walimu!!!!Kwangu hoja zinazotolewa hazina mashiko hata kidogo. Machapisho yasiyokidhi haja kama yapo ni Upungu/udhaifu wa nani? watendaji au mfumo? Kama ni mfumo,Je ni utafiti wa kina kiasi gani tumeufanya ili kuthibitisha madai hayo? Je, upembuzi yakinifu umefanya kuweza kubaini madhara yanayoweza kutokana na haja tunayoililia? Kwangu, "Kilio cha kurudi katika ukiritimba wa utumiaji wa kitabu kimoja" ni aina nyingine ya maigizo yanayoashiria upungufu katika uwajibikaji wa watu waliopewa dhamana ya kustawisha jamii yetu!!!

Ikimbukwe kuwa kabla ya waraka wa elimu namba 2 wa 1998, shughuli zote za uandaaji wa mitaala na uchapaji wa machapisho ya kielimu ilikuwa chini ya Taasisi ya Elimu Tanzania.Kwa mujibu wa waraka huo,shughuli zote za uchapishaji ziliachwa katika soko huria na serikali kupitia Taasisi ya Elimu imebaki na jukumu la Kuandaa miongozo[ Sylabus] ambayo kwayo waandhishi na wachapishaji wanapaswa kuizingatia katika uandaaji wa machapisho yao.Pamoja na mambo mengine hebu tujiulize, kabla ya kuingia katika mfumo tulionao tafiti mbalimbali nyingi zilifanywa na kubaini mapungufu yaliyokuwepo katika elimu yetu:
1. Je , matatizo yaliyoainishwa na tafiti zilizopelekea tukawa na machapisho mengi yametatuliwa
kwa kiasi gani?
2. Je, serikali imejipanga vipi kuhakikisha kuwa mapungufu hayo hayatokei tena?
3 Mwisho wakati wa utekelezaji wa waraka wa elimu namba 2 wa mwaka 1998, serikali kupitia TIE
mwaka 2004 iliingia mkataba na makampuni binafsi na kuiuzia shehena yake yote ya Vitabu
ilivyokuwa imeandaa ili kuepuka hasara.Je, sekta binafsi itafidiwa vipi kwani imewekeza sehemu
kubwa ya mtaji wake katika uchapishaji wa vitabu?

Mwisho napenda kuwakumbusha wale wanaolia kuwa wingi wa vitabu maashuleni "unawakanganya walimu" kuwa kilio chao hakina mantiki kwa kuwa vitabu vyote vilivyopo shuleni tunategemea kuwa vimeandaliwa kwa kuzingatia miongozo iliyopo na vimekidhi mahitaji na ndio maana EMAC wameidhinisha vitumike kufundishia.Aidha ikumbukwe kuwa walimu wote, moja ya mabo wanayojifunza wakati wanapokuwa chuoni[ Katika kozi ya Ualimi] ni namna ya kutathimini Ubora wa vifaa vya mtaala.Hivyo hija ya kuwachanganya hapo haina mashhiko kabisa!!!!. Kulilia ufundishaji kwa kutumia kitabu kimoja ni kuwanyima walimu fulsa ya kupenda kusoma na kutathimini ubora wa aina ya kifaa cha kufundishia.

Inawezekana kabisa kuwa wanaolalama kuwa vitabu vingi vinawachanganya walimu hawana A,B,C za ualimu. Na kama wanazo basi kwa maslahi yao binafsi wanaamua kujifanya hawajui.Ajabu Wizara ya Elimu Imekaa na Taasisi ya Elimu imekaa kimya pasipo kutoa tamko lolote kuhusu udhibiti uliopo wa ubora wa machapisho ya kielimu. Sijui wanafanya hivyo kwa maslahi ya nani?

Sishangai sana kusikia walimu wanachanganyikiwa na wingi wa vitabu vya kufundishia.Nimekuwa katika taaluma ya Ualimu kwa muda sasa.Uzoefu nilioupata unaonyesha kuwa walimu wengi ni wavivu wa kujisomea.Hao ndio wanaolalama!!!?Wamezoea kulishwa.Na ndio maana sio ajabu ukipita mashuleni ukaona mwalimu anatumia maandiko [notes] alizosomea yeye miaka ya 80 au 90 akiamini kuwa ni bora na kusahau kuwa mitaala imebadilika.

Hivi ni kwanini bila kujali nguvu, muda na rasilimali tulizowekeza katika mabadiliko tuliyofanya juzi tu hata bila kufanya utafiti wa kina leo hii tunalazimishwa /shurutishwa kukubali kuwa tulikosea?!!!!Je, mara hii tumesahau kabisa juhudi zilizofanywa na wadau hasa unesco katika kutafiti na kufanya upembuzi yakinifu katika kubaini matatizo yaliyokuwepo katika elimu?Anyway MUNGU IBARIKI TANZANIA!!!

Introducing "SAYANSI ENDELEVU"

Napenda kuwafahamisha kuwa Vitabu vyangu vya "SAYANSI ENDELEVU" kwa sasa vinapatikana madukani.Sayansi Endelevu ni mfululizo wa vitabu vya sayansi ambavyo vimeandawa kwa kuzingatia muhutasari mpya wa sayansi uliotolewa mwaka 2005 na Wizara ya Elimu na Mafunzo ya Ufundi.Vitabu hivi pamoja na Kiongozi cha Mwalimu vimeandaliwa kwa ustadi mkubwa kwa kuzingatia dhana na malengo ya yaliyokusudiwa kwa darasa husika.

Sayansi Endelevu ni mfululizo wa Vitabu vilivyoandaliwa na kampuni ya uchapishaji ya Longhorn Publishers [T] ltd na vimeidhinishwa na Wizara ya Elimu na Mafunzo ya Ufundi kutumika kama Vitabu vya kiada Katika Shule za msingi hapa nchini.

Kwa mahitaji yako ya Vitabu hivyo,Tafadhali wasiliana nami kupitia anuani hapo chini au Piga simu namba 0714 18 44 65 au 0782 36 60 90 AU 0754 351 868

Au Andika kwa:
Longhorn Publishers [T] ltd
S.L.P 1237
DAR ES SALAAM
TANZANIA.

AU Fika Chuo cha Ualimu Vikindu na Uliza Mr. Malata AU Mr. Mpeka nawe utasaidika.

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Ukifanikiwa mjulishe na mwenzako. Asanye sana na karibu tena katika ukurasa huu.

The Rise and Fall of Socialism

The term socialism refers to a broad set of economic theories of social organization advocating public or state ownership and administration of the means of production and distribution of goods and society characterized by equal opportunities for all individuals, with a fair or egalitarian method of compensation.

Upon trying to define what a socialist society is Nyerere pointed out the characteristics of socialist society by saying that “…and most central of all, is that under socialism Man is the purpose of of all social activity. The service of Man, the furtherance of his human development, is in fact the purpose of society itself. There is no other purpose above this: no glorification of “nation”, no increase in production-Nothing is more central to socialist than acceptance that Man is its justification for existence”. In this case, the basic assumption is that a society is not a socialist if in its organization, or its practices it discriminates or allows discrimination among its members..”The followings discussion trying to highlight the factors which led to the rise and fall of the socialism world wide.

Socialism is the Big Lie of the twentieth century. While it promised prosperity, equality, and security, it delivered poverty, misery, and tyranny. Equality was achieved only in the sense that everyone was equal in his or her misery. In the same way that a candle initially succeeds to give light to a single room but eventually collapses, socialism may show early signs of success. But any accomplishments quickly fade as the fundamental deficiencies of central planning emerge. It is the initial illusion of success that gives government intervention its pernicious, seductive appeal. In the long run, socialism has always proven to be a formula for tyranny and misery. Socialism does not work because it is not consistent with fundamental principles of human behavior. The failure of socialism in countries around the world can be traced to one critical defect: it is a system that ignores incentives. (Smith,2003)
In a capitalist economy, incentives are of the utmost importance. Market prices, the profit-and-loss system of accounting, and private property rights provide an efficient, interrelated system of incentives to guide and direct economic behavior. Capitalism is based on the theory that incentives matter!

Under socialism, incentives either play a minimal role or are ignored totally. A centrally planned economy without market prices or profits, where property is owned by the state, is a system without an effective incentive mechanism to direct economic activity. By failing to emphasize incentives, socialism is a theory inconsistent with human nature and is doomed to fail. Socialism is based on the theory that incentives don’t matter! [Babu,1982]
The reason for failure is not that socialism is deficient, but that the socialist economies are not practicing "pure" socialism. The perfect version of socialism would work; it is just the imperfect socialism that doesn’t work. The modern Marxists argue that theoretically socialism was perfect but not practically perfect as results they claim that socialism is superior to capitalism.

Therefore if perfection really were an available option, the choice of economic and political systems would be irrelevant. In a world with perfect beings and infinite abundance, any economic or political system–socialism, capitalism, fascism, or communism–would work perfectly. However, the choice of economic and political institutions was crucial in an imperfect universe with imperfect beings and limited resources. In a world of scarcity it is essential for an economic system to be based on a clear incentive structure to promote economic efficiency. The real choice socialist face was between imperfect capitalism and imperfect socialism. Given that choice, the evidence of history overwhelmingly favored capitalism as the greatest wealth-producing economic system available. [Bronner,2000]

The strength of capitalism can be attributed to an incentive structure based upon the three components (1) prices determined by market forces, (2) a profit-and-loss system of accounting and (3) private property rights. The failure of socialism can be traced to its neglect of these three incentive-enhancing components.
Prices
The price system in a market economy guides economic activity so flawlessly that most people don’t appreciate its importance. Market prices transmit information about relative scarcity and then efficiently coordinate economic activity. The economic content of prices provides incentives that promote economic efficiency. For example, when the OPEC cartel restricted the supply of oil in the 1970s, oil prices rose dramatically. The higher prices for oil and gasoline transmitted valuable information to both buyers and sellers. Consumers received a strong, clear message about the scarcity of oil by the higher prices at the pump and were forced to change their behavior dramatically. People reacted to the scarcity by driving less, carpooling more, taking public transportation, and buying smaller cars. Producers reacted to the higher price by increasing their efforts at exploration for more oil. In addition, higher oil prices gave producers an incentive to explore and develop alternative fuel and energy sources. [Bronner,2000]

The information transmitted by higher oil prices provided the appropriate incentive structure to both buyers and sellers. Buyers increased their effort to conserve a now more precious resource and sellers increased their effort to find more of this now scarcer resource.
The only alternative to a market price is a controlled or fixed price which always transmits misleading information about relative scarcity. Inappropriate behavior results from a controlled price because false information has been transmitted by an artificial, non-market price.
Usually the information content of a controlled price is always distorted. This in turn distorts the incentives mechanism of prices under socialism. Administered prices are always either too high or too low, which then creates constant shortages and surpluses. Market prices are the only way to transmit information that will create the incentives to ensure economic efficiency.

Profits and Losses
Socialism also collapsed because of its failure to operate under a competitive, profit-and-loss system of accounting. A profit system is an effective monitoring mechanism which continually evaluates the economic performance of every business enterprise. The firms that are the most efficient and most successful at serving the public interest are rewarded with profits. Firms that operate inefficiently and fail to serve the public interest are penalized with losses.
By rewarding success and penalizing failure, the profit system provides a strong disciplinary mechanism which continually redirects resources away from weak, failing, and inefficient firms toward those firms which are the most efficient and successful at serving the public. A competitive profit system ensures a constant re-optimization of resources and moves the economy toward greater levels of efficiency. Unsuccessful firms cannot escape the strong discipline of the marketplace under a profit/loss system. Competition forces companies to serve the public interest or suffer the consequences. [Smith,2003]

Under central planning, there is no profit-and-loss system of accounting to accurately measure the success or failure of various programs. Without profits, there is no way to discipline firms that fail to serve the public interest and no way to reward firms that do. There is no efficient way to determine which programs should be expanded and which ones should be contracted or terminated.
Without competition, centrally planned economies do not have an effective incentive structure to coordinate economic activity. Without incentives the results are a spiraling cycle of poverty and misery. Instead of continually reallocating resources towards greater efficiency, socialism falls into a vortex of inefficiency and failure.

Private Property Rights
A third fatal defect of socialism is its blatant disregard for the role of private property rights in creating incentives that foster economic growth and development. The failure of socialism around the world is a "tragedy of commons" on a global scale. The "tragedy of the commons" refers to the British experience of the sixteenth century when certain grazing lands were communally owned by villages and were made available for public use. The land was quickly overgrazed and eventually became worthless as villagers exploited the communally owned resource.
When assets are publicly owned, there are no incentives in place to encourage wise stewardship. While private property creates incentives for conservation and the responsible use of property, public property encourages irresponsibility and waste. If everyone owns an asset, people act as if no one owns it. And when no one owns it, no one really takes care of it. Public ownership encourages neglect and mismanagement. [Smith,2003]

Since socialism, by definition, is a system marked by the "common ownership of the means of production," the failure of socialism is a "tragedy of the commons" on a national scale. Much of the economic stagnation of socialism can be traced to the failure to establish and promote private property rights.

Incentives Matter
Without the incentives of market prices, profit-and-loss accounting, and well-defined property rights, socialist economies stagnated and withered. The economic atrophy that occurred under socialism was a direct consequence of its neglect of economic incentives.
No bounty of natural resources can ever compensate a country for its lack of an efficient system of incentives. Tanzania, for example, is one of the world’s wealthiest countries in terms of natural resources; it has the world’s largest lakes (Lake Victoria &Tanganyika), natural gas, tanzanite, diamonds, and gold minerals. Its valuable farm land, lakes, rivers, and streams stretch across a land area that have a fertile soil. Yet Tanzania remains poor. Natural resources are helpful, but the ultimate resources of any country are the unlimited resources of its people–human resources.

By their failure to foster, promote, and nurture the potential of their people through incentive-enhancing institutions, centrally planned economies deprive the human spirit of full development. Socialism fails because it kills and destroys the human spirit.
Therefore, the rise and fall of the socialism world wide was due to the fact that it was inconsistence with human nature since it was based on the theory that incentives don’t matter. Also socialism failed to operate under a competitive, profit and loss system of accounting as well as its blatant disregard for the role of private property rights in creating incentives.

Historia ya South Africa haikamiliki bila mtu huyu.

Historia ya South Africa haiwezi kukamilika bila kumtaja mtu huyu.Na ndio maana huwezi kuingia Chuo kikuu cha Sokoine bila kukutana na Picha hii na maelezo haya katika geti la kuingilia chuoni hapo.Nafikiri tunahitaji kujifunza zaidi kuhusu mtu huyu.Wengi wetu huwa tunapita hapo pasipo hata kujua mtu huyu hasa ni nani na alifanya nini katika kupigania uhuru wa nchi yake.

Publishers na Mikakati ya kudumaza harakati za waandishi chipukizi.

Zamani zile za ujinga moja ya zoezi kabambe la vyuo vikuu ilikuwa ni kuandika vitabu!?kwa lengo lakukuza moyo wa uandishi kwa vijana wa kitanzania na kuchangia majibu ya kitaalamu kwa maswala mbalimbali katika taifa letu.Waandishi wa vitabu kwa sababu ya kukosa fedha kwa kawaida huwa wanapeleka miswada yao kwamchapishaji [Publisher] ambaye huwa anaaminiwa kuwa na mtaji wa fedha za kutosha kupiga chapa miswada hiyo.Katika miaka ya hivi karibuni kumekuwepo malalamiko mengi kutoka kwa wachapishaji na waamdishi kuhusu "Uharamia" katika sekta ya vitabuPamoja na ukweli kuwa uharamia huo unafanywa na watu wanaofahamika lakini hadi sasa hakuna takwimu zinazoonyesha ni kwa kiasi gani tatizo hilo limeshughulikiwa au linashudhulikiwa na vyombo vinavyohusika.

Matokeo ya uharamia huo pamoja na mambo mengine kama urasimu ilipelekea waandishi wengi wenye mitaji[fuko] kidogo kuamua kutowatumia wachapishaji [Publishers] na badala yake kuwatumia wachapaji [Printers] kuchapa vitabu vyao na kuzurura navyo mitaani kutafuta masoko ya vitabu vyao. Sijui ndio ujari wa mali huo!!?

Hali hiyo kwa kiasi kukubwa inachangiwa na sera za makampuni ya uchapishaji ambayo mengi yao yamelekeza nguvu na sehemu kubwa ya mtaji pesa katika uchapaji wa baadhi tu ya aina ya vitabu kama vile vitabu vya kiada ambavyo sokolake lipo wazi zaidi na kuacha aina nyingine za vitabu vikikosa mchapishaji jambo ambalo ni hatari sana kwa ustawi wa jamii yetu.

Athari za sera za makampuni hayo ya uchapishaji kwa ubaguzi wa baadhi ya kazi za waandishi hasa waandishi chipukizi hazihitaji elimu ya unajimu kuzibaini.Ni ukweli usiopingika kuwa sera na mipango ya makampuni hayo sio tu zinafifisha moyo wa kupenda kuandika kwa waandishi chipukizi bali pia zinainyima jamii haki ya kupata maarifa [Elimu na ujuzi].Jambo la kusikitisha hakuna anayelisemea hili.Bila shaka ni kutokana na ubinafsi unaojengwa na mfumo wetu dhalimu wa elimu.

Wajibu wetu kama wanazuoni ni kutambua ukweli huu na kufichua mbinu hizi za kizandiki zenye lengo la kufifisha,kudumaza na kuzima kabisa harakati za waandishi chipukizi kushirikisha jamii maarifa[Elimu na ujuzi]: pamoja na kubuni mbinu zitakazo saidia kupunguza au kuondoa kabisa athari hizi.

Wanazuoni tunao wajibu wa kuwa wanafunzi daima,tunapaswa kuchambua bila kukoma sio tu hali ya usomaji wa vitabu hapa nchini bali pia vitabu na aina za vitabu vilivyopo katika muktadha wa utandawazi ili kujifahamisha ni kwa jinsi gani mipango na sera za makampuni ya uchapishaji yanaendeleza ufifishaji na udumizwaji wa uandishi wa vitabu hapa nchini.

Natambua zipo changamoto nyingi sana katika sokola vitabu hasa katika zama hizi za "Ulaji na uteja" [Utandawizi] kama marehemu Profesa Chachage alivyotuzoesha kuita.Lakini changamoto hizo zisiwe kikwazo kwa maendeleo ya taifa letu katika kushirikishana maarifa kupitia vitabu.Kwa kuwa moja ya wajibu wa wanazuoni katika jamii ni kuwa kiungo kati ya utambuzi wa athari na mbadala wa madhila katika jamii,tunapaswa kuwa na uelewa wa pamoja kuhusu jambo hili.Kwa kufanya hivyo udhati unaweza kujengeka na kutafsiriwa kwa maneno na vitendo vyenye nguvu hali itakayopelekea kuwako na "Nuru katika kiza" sio tu katika sekta ya vitabu bali katika nyanja zingine zote.

Ningependa kumalizia na kuwashauri waandaaji wa tamasha la vitabu la kila mwaka kuwa labda tufikirie kauli mbiu ya tamasha hilo kwa mwaka huu kuwa "Mapambano ya Ukombozi wa Usomaji vitabu katika muktadha wa Utamndawazi" ili kuleta changamoto kwa jamiii na kuikumbusha kuhusu jukumu letu kila mmoja kuhusu ung'amuzi wa elimu na ujuzi unaoweza kupatikana kupitia usomaji wa vitabu.