AFRA PAUL MPABANYANKA

EXAMINATION SYSTERM IN TANZANIA SINCE COLONIAL ERA

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 TABLE OF CONTENTS
1. Introduction .........................................................................................................................1
2 The History of Examination system in Tanzania since colonial era .......................................3
i. Bush school entry test, ..................................................................................................3
ii. Primary school entry test, ..............................................................................................3
iii. Standard three entry examinations, ............................................................................3
iv. Standard four examination, ........................................................................................3
v. Standard seven entry examination, ................................................................................3
vi. The Territorial standard VIII Examination. ................................................................4
vii. The territorial standard x Examination. ......................................................................4
viii. The combridge High School Certificate- (A –level). ..................................................4
3. Education after Independence ..............................................................................................4
4. Education development in Tanzania .....................................................................................5
5. The current examination system in Tanzania ........................................................................6
6. Conclusion...........................................................................................................................8
REFERENCES ........................................................................................................................9

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1. Introduction
According to Bhatia, (2015), an examination is a test which is conducted by the schools, boards,
colleges, universities and the like to assess the understanding of the person. Throughout the year
of teaching and imparting education, certain thoughts are provided to the students through their
mentors/teachers and they want to assess what the student has learned so far, so that he is in a
condition to apply those thoughts in principle and make him more competent in the corporate
world. If the student fails to pass the examination/test, he is required to re-appear again and is
expected to perform better. If he fails again, then the student is considered to be NOT A FIT for
the award of certificate, degree or diploma). All the kinds of assessment targets at developing
education system of a particular place.

Historical and documentary accounts show that the Western form of education was introduced in
Tanzania by missionary organizations of different dominations in the 1860s. The major aim of
that education was to introduce Christianity and a Western economic system and thus no formal
certification was given to student after they are done with some classes. The missionaries also
introduced cash crops, such as coffee and tea (Mosha, 2000; Mushi, 2009).

Their work was more successful in three regions: the Kilimanjaro region, the Mbeya region, and
the Bukoba region. These regions had favorable conditions for the cultivation of coffee and tea
plants (Mushi, 2009). When the Germans established their colony, some of the Tanzanian chiefs
and local people who were already converted to Christianity accepted the German colonial rules
and policies. Among their policies was to establish few primary schools and demanded cheap
labor for agricultural farms (Mosha, 2000; Mushi, 2009; O-‐saki, 2007; Pandy & Moorad, 2003).
It is not clearly stated in the literature if the German language was taught in schools, but it is
clearly stated that when the British took over the Tanzanian colony, the English language was
made a language of instruction in schools and the educational system was made Eurocentric
(Mosha, 2000; Mushi, 2009; Osaki, 2007).

During the British rule from1919-1961, formal education was mainly provided by missionaries
and by the government (Kitta, 2004). The focus of education was to produce manpower for work
as teachers, secretaries, and laborers in basic processing agricultural industries (Mushi, 2009; O--

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‐saki, 2005). The school system was mostly segregated. There were different schools for White
children, Asian children, and African children.
(Kitta, 2004) describes that the science curriculum for African children emphasized gardening,
agriculture, rural studies, and general science. Others beside O-‐saki explain that students were
punished for not speaking English at school (Mosha, 2000).

Ngugi wa Thiong’o, 1994). Ngugi wa Thiong’o (1994) adds that students who did well in liberal
examination system for arts subjects were honored and were provided full scholarships to attain
higher education in Europe. No scholarships were granted to students who did well in
examination system for math and science (Ngugi wa Thiong’o). Speaking English was
considered more civilized than speaking a native language (Ngugi wa Thiong’o). Mosha (2000)
also explains that the materials used in classrooms perpetuated Eurocentric culture, and very
little related to African culture was taught, as he describes:

In high school most of my history classes were about West European history, a few on American
history, and almost none on early African, Asian, or South American histories. In English
literature, we knew Shakespeare’s works like the backs of our hands and nothing about African
literature (p. 172) Both Mosha and Ngugiwa Thiong’o argue that the colonial educational and
examinational system destroyed African identity. In addition, Ngugi wa Thiong’o argues that
teaching and learning science through the Eurocentric perspective has contributed to the current
issue, in which African people view science as not African based and therefore not part of their
culture.
It is stated in the United Republic of Tanzania report(URT) of 2017 that The German
administration emphasized education in skills, knowledge, occupational training and good
citizenship with allegiance to the German Government. The British education system in
Tanzania Mainland was racist and it provided opportunities and better educational materials for
European and Asian children than their African counterparts. The main goal of education was to
get the African workers who would serve in protecting the interests of the colonial rule,
consequently making the African elite dependent.

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2 The History of Examination system in Tanzania since colonial era
Basing on the brief explanation of colonial education system, Omari (2011) has described the
following examination systems in Tanzania especially during the colonial era.

i. Bush school entry test,

It believed that before the formal education started, the missionaries used to verbally
and virtually select a few kids who showed advancement development in terms of
visible cleverness and high level of activity to join one room bush schools.

ii. Primary school entry test,

Normally, there were observations and verbal interviews to find out if the child was ready
to join a one room primary school. One of the tests said included the ability of the child
to touch on the left ear with the middle finger of the right hand across the middle of the
head.

iii. Standard three entry examinations,

Children who demonstrated good progress in their first two years of primary education in
a selection examination could then proceed to class three four in the same school or be
taken to one that was offering those two extra grades.

iv. Standard four examination,

This was the most formal and important and had a national character. It was
administered at district level with mediation from the powereful educational officers.
Primary education was of four years duration and one had to passan examination to
go to District Schools for another two years of class V and VI

v. Standard seven entry examination,

Since there were many district schools (mddle chool) there also existed a standard VII
entry examination.

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 vi. The Territorial standard VIII Examination.

This examination was first taken in 1951 which was the most important examination
in one’s life time as determined whether one would have bread with butter or bready
only, or nothing at all in the future. It determined who got a white collar job and who
did not and most training facilities such as teaching, nursing and police.

vii. The territorial standard x Examination.

For quite sometimes, during the colonial era, this was the highest and most important
examination in the education system. It was introduced as an early as 1947 to control
and select the very few bright students t join the elite schools such as Tabora
Boys.This was also the one which enabled few st dents like the first Tanzanian
President Julius Nyerere to proceec to Makerer University before XI and XII and
classes were introduced in Tanzania.

viii. The combridge High School Certificate- (A –level).

African started to offer for this examination in 1960 and was the only way to
university education either Makerere University education either Makerere
University or in the Commonwealth including England.

3. Education after Independence

After independence most African countries including Tanzania inherited education system from
their colonial masters. And after Tanzania has pulled out of the East African Examinations
Council, in 1971 and before NECTA was established by Law, in 1973, the Curriculum and
Examinations Section of the Ministry of Education was responsible for all examinations. With
the establishment of NECTA, the Examinations become its responsibility in accordance with the
law. The Curriculum continued to be under the Ministry of Education and the University
College, Dar es Salaam until when it was taken over by the newly established, autonomous
Institute of Curriculum Development (ICD) in 1975, which in 1993 was renamed as the Tanzania
Institute of Education (TIE,)

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For the case of Tanzania we inherited education system from British. This simply means that
colonialists did not go back to their countries rather they only left physically while leaving their
education system; they also left religions and administrative structures. It is unfortunately that
African fought against physical colonialist. We did not fight colonial ideologies and other
regimes such as religions, educational system and administrative structure.

Even after they had left we remained with their educational system which did not aim at
liberating Africans, it neither aimed at making African independent nor making Africa transform
their world. We inherited educational system that could lead those who got it, seek white-collar
jobs, with some amount of money called salaries rather than work for the needs of a societies or
making their world real. Walter (1972) argues that colonial education corrupted the thinking and
sensibilities of the African and filled him with abnormal complexes. He adds that the educational
contribution of colonialism was purely quantitative since it shrinks into its insignificance. After
independence Tanzania began to quantify education rather than qualifying it.

4. Education development in Tanzania

In 1961 when Tanganyika got independence there were only 490,000 pupil who had got primary
education and most of them ended at standard four because only 11,832 got secondary education
and 176 got advanced secondary education (form six). Therefore, there was the examination
system that allowed students to proceed with level of education after standard four examination
system. In 1967, six years after, the number was doubled and about 825,000 had got primary
education. Today the number of Tanzanian who got primary education is as much as 85% of all
Tanzanian children ( Haki Elimu 2004)

The launching of the Primary Education Development Plan (PEDP) in 2001 was that the
Government should quantify education system under the umbrella of the Education Sector
Development Program (ESDP). The Plan had five main objectives: (a) expand access to primary
education; (b) improve education quality at that level; (c) increase pupils retention and
completion; (d) improve institutional arrangements; and (e) enhance capacity building for

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efficient and effective delivery of education services. In 2003 about 40% of the primary school
levers (PSL) was selected to join secondary schools

In 2004 the government introduced Secondary Development Plan (SEDP) with a vision that the
secondary schools enrollment should increase to 500,000 by 2010 to make a total of 2,000.000
secondary schools students in classes. In advanced secondary schools it was planned that up
2010 about 100,000 would join form five each year. In 2013 about 560,706 pupils were selected
to join secondary schools. This is a great achievement in terms of quantifying education sector.

5. The current examination system in Tanzania

It is stated in the parliamentary Notice No 509 published on 06/11/2015 that The examination
system allows students to sit for Standard Four National Assessment (SFNA) and thus candidate
should attend regularly at a registered school as prescribed by the Ministry and therefore attained
basic skills of reading, writing and arithmetic.

Candidates for Certificate of Primary Education Examination (CPEE) shall have attended
regularly at a registered school as prescribed by the Ministry; and Sat for and passed SFNA

I t is stated that, there is also the standard seven examination system. The objective of standard
seven final examination system is to assess learner’s skills and knowledge gained in the different
subjects at primary school level; to assess learners understanding of the basic skills and abilities
in reading, writing and arithmetic and the extent that they can use such skills in solving pertinent
problems in life; and identify learners with the capacity to continue with secondary education
and other training institutions (Tanzania parliamentary Notice No 509).

The examined subjects at PSLE are Hisabati (Mathematics), English Language, Sayansi
(Science), Maarifa ya Jamii (Social Studies) and Kiswahili. Each subject has an examination
format, which describes the structure of the examination paper, and the content in which that
particular examination covers. The details of subjects addressed are shown in individual
examinations formats that states that:

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There will be one (01) paper of 2:30 hour’s duration consisting of seven (07) questions in three
sections A, B and C. Students will be required to 2 answer All questions in section A and B and
one (01) question from section C.

Section A will comprise of three (03) questions. Question one (01) will consist of twenty (20)
multiple choice questions items. Each item will weigh one (01) mark. Question two (02) will
consist of five (5) matching items. Each item will weigh one (01) mark and question three (03)
will consist of ten (10) True/False items. Each item will weigh one (01) mark. Section A will
weigh thirty five (35) marks (Tanzania parliamentary Notice No 509).

Section B will comprise two (02) questions (Question 4 and 5). Students will be required to
answer all questions. Questions four (04) will be on comprehension. In this question, students
will give short answers to five (05) items that will be set from the passage. The passage will
consist of about 180 to 200 words. Question 4 will weigh ten (10) marks. Question five (05) will
consists of ten (10) items that will require students to give definitions of concepts and provide
two (02) points on the importance /effects of each concept. The question will weigh forty (40)
marks. (Tanzania parliamentary Notice No 509).

Section C will comprise of two (02) essay questions (question 6 and 7). Each question will weigh
fifteen (15) marks. Students will be required to choose one (01) question from this section
(NECTA, 2017). Candidate for Form Two National Assessment (FTNA), shall have: attended
regularly at a registered school as prescribed by the Ministry sat for CPEE before registering for
FTNA

Again there is a form four national examination system. School Candidate for Certificate of
secondary education examination shall have attended secondary education at a registered school
for four years consecutively, sat for FTNA and attained required skills; completed the
requirements for continuous assessment or its equivalent

Another system of examination is the one that allows a student to have Qualifications for
Advanced Certificate of Secondary Education Examination. A school candidate for ACSEE must

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have tended advanced secondary school for two years consecutively in a registered secondary
school and should have attained at least credit level in CSEE and a minimum of three credits (A,
B+, B or C) in three different subjects obtained in one or different sittings at the CSEE or its
equivalent; and passes in all subject combination; or three credit (A, B, B or C) in subject
combination. (Tanzania parliamentary Notice No 509).

As per examination system of Tanzania, a private candidate for ACSEE shall have a minimum of
three credit (A, B+, B or C) in three different subjects obtained in one or different sittings at the
CSEE or its equivalent.(3) Any private candidate who sits for ACSEE for the first time shall be
required to register for not less than three subjects including general studies.
An Advanced National Examination system allows a student to join tertiary educational
institutions like colleges and universities. (Ibid)

6. Summarry
Generally, the examination system of Tanzania primary and secondary classes after colonial era
is laid down following the standard four national examinations, standard seven examinations that
certify a student at joining form one classes. Again there is form two national examination
system that allow for a candidate to join form three level of education and then form four
national examination which prepare a student to join form five education system and thereafter a
form six examination system which certifies a student to join higher learning institution a per
guidelines laid down by Tanzania Commission for Universities (TCU).

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Moses O.(2007) Policies on Free Primary and Secondary Education in East Africa:A Review of
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formats. Dar es Salaam,Tanzania

NECTA. (2009). Evaluation of the conduct of primary school leaving examination (PSLE) in
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