HakiElimu’s Executive Director, Dr. John Kalage (pictured centre) says the perception that English-medium schools possess greater prestige perpetuates social inequality. Photo: Courtesy
By Adonis Byemelwa
HakiElimu, a Tanzanian non-governmental organization advocating for education equality, has called on the government to ensure equitable conditions for both Kiswahili- and English-medium public schools. The organization aims to dismantle the perception, prevalent among citizens and leaders, that English-medium public primary schools are inherently superior to Kiswahili-medium schools.
The plea follows an incident on November 13, 2024, when parents at Ubungo National Housing Primary School raised concerns that the school was being sold. The uproar prompted clarifications from Dar es Salaam Regional Commissioner Albert Chalamila and Ubungo District Commissioner Hassan Bomboko.
During a press briefing in Dar es Salaam on 20th November 2024, HakiElimu’s Executive Director, Dr. John Kalage, voiced his dismay over statements by Ubungo district leaders that the school would be upgraded to an English-medium institution.
“According to Tanzania’s 2014 Education and Training Policy, revised in 2023, Kiswahili remains the official medium of instruction for primary education, except for schools granted special approval to use English. Both languages hold equal status in education delivery,” said Dr. Kalage.
He decried the perception that English-medium schools possess greater prestige, a notion that perpetuates social inequality and has infiltrated parents, students, and the wider community.
“This unfounded belief creates divisions, favoring English-medium schools in terms of resource allocation while sidelining Kiswahili-medium schools,” he remarked.
HakiElimu’s 2024 analysis of public primary schools revealed stark disparities. English-medium public schools have a more favorable teacher-pupil ratio of 1:55, compared to 1:63 for Kiswahili-medium schools, against a recommended ratio of 1:45.
As well, English-medium schools average a pupil-classroom ratio of 1:47, significantly better than the 1:72 seen in Kiswahili-medium schools. These disparities highlight inequalities in teacher distribution and infrastructure, Dr. Kalage noted, emphasizing that such imbalances undermine inclusive education and hinder national unity.
Parents often opt for English-medium schools due to the dominance of English in secondary education, where it serves as the primary language of instruction. However, Dr. Kalage argued that research indicates students perform better when taught in a language they understand.
“The government should treat English as a foreign language subject rather than a medium of instruction in primary education, allowing students to first build strong academic foundations in Kiswahili,” he advised.
The government, however, has defended its plans to establish public English-medium primary schools. Education Minister Professor Adolf Mkenda explained that the initiative aims to provide parents with affordable choices while addressing weaknesses in English language instruction.
Prof. Mkenda acknowledged a systemic challenge: many students completing primary education in Kiswahili struggle to adjust to English in secondary schools. “We have seen significant gaps in how we teach English. We are improving the curriculum to ensure students gain practical communication skills in English from the early grades,” said Prof. Mkenda during a recent interview in Dar es Salaam.
Under the new curriculum, English will be introduced as a second language starting from Grade 1, with an emphasis on conversational competence. “We want to ensure that by the time a student completes primary education, they can confidently use English,” Prof. Mkenda stated.
He emphasized that the goal is not to undermine Kiswahili-medium schools but to enhance English instruction across all public schools, providing parents with three clear options: government-run Kiswahili-medium schools with improved English teaching, government-run English-medium schools, and private English-medium schools.
Critics argue that branding public English-medium schools as “special” creates an unfair hierarchy within the education system. Boniventure Godfrey, HakiElimu’s Program Manager, questioned why English-medium schools are portrayed as more prestigious and why their infrastructure is prioritized over Kiswahili-medium schools.
“Parents at Ubungo National Housing Primary School are now being forced to relocate their children to faraway schools, disrupting their lives. If the government prioritizes one group of schools over another, isn’t that clear discrimination?” Godfrey asked.
Social media recently amplified concerns when rumors surfaced that Ubungo National Housing Primary School was being sold, sparking panic among parents. Regional Commissioner Chalamila dispelled the rumors, explaining that the school was undergoing renovations and had not been sold. Nevertheless, parents expressed frustration at the lack of transparency and felt sidelined by the changes.
Dr. Kalage underscored the need for inclusive policymaking, urging the government to engage stakeholders, including parents, educators, and education advocates, in discussions about shifting schools to English-medium instruction.
“Equity in education means all students, regardless of the language of instruction, deserve equal resources and opportunities to succeed,” he said.
Prominent Tanzanian author and educator Richard Mabala has also weighed in on the debate, strongly opposing the government’s emphasis on English-medium schools. Mabala argued that Kiswahili, Tanzania’s national language, is integral to the country’s identity and a vital tool for fostering unity.
“Teaching in Kiswahili allows students to learn in a language they fully understand, which significantly enhances their comprehension and academic performance,” Mabala has written in his advocacy work. He criticized the overemphasis on English, warning that it alienates many students and undermines Kiswahili’s role in national development.
Despite these criticisms, some education stakeholders have welcomed the government’s initiative. Simon Mapela, a veteran private school teacher, noted that English-medium public schools offer middle-income parents access to affordable English-based education, which was previously dominated by expensive private schools. “The government is addressing a gap by making English-medium education more accessible,” Mapela said.
Private school owners like Mahmoud Mringo also support the initiative, likening it to offering insurance policies tailored to customer needs. “Parents will always seek quality education for their children. If the government provides affordable, high-quality English-medium options, it is a positive step,” Mringo remarked.
However, the issue remains deeply divisive. Critics argue that the additional fees charged at public English-medium schools—ranging from Sh 300,000 to Sh 600,000 annually—contradict the government’s free education policy.
Mr. Godfrey pointed out that these fees create a barrier for low-income families, reinforcing educational inequality. “Why should parents in public schools pay fees for English-medium instruction when the government claims education is free?” he asked.
The broader challenge lies in balancing the demand for English-medium education with the need to preserve and promote Kiswahili as a cornerstone of Tanzania’s education system. Advocates like Mabala argue that Kiswahili represents more than a language of instruction; it is a symbol of cultural pride and social cohesion.
By strengthening Kiswahili-medium schools and ensuring equitable resource distribution, the government can uphold its commitment to inclusive, high-quality education for all.
The debate over the medium of instruction in Tanzania's education system highlights a conflict between embracing globalization and preserving cultural identity. The government’s push for English-medium public schools aims to improve proficiency, yet it risks undermining Kiswahili—a language with over 700 million speakers globally, according to Unesco—central to Tanzania’s identity. Ironically, while Kiswahili is promoted internationally, over 70 public schools have transitioned from Kiswahili to English-medium instruction.
In Chamazi Ward, Temeke District, this shift is evident. Omega Lilies English Medium Primary School, a private institution, has lost many students to public English-medium schools due to affordability.
According to the head teacher, Deogratias Muchunguzi, private schools charge an average of Sh 2,000,000 annually, compared to Sh 300,000–600,000 for public English-medium schools. This trend raises concerns about equity and Kiswahili’s diminished role in education.
Critics warn of cultural erosion and growing inequalities, as English-medium schools gain prestige and resources, sidelining Kiswahili-medium ones. HakiElimu highlights disparities in teacher-pupil ratios favoring English-medium schools.
Yet proponents argue this shift eases students’ transition to secondary education. A dual-language policy respecting Kiswahili’s cultural role while strengthening English instruction could balance globalisation and heritage. Tanzania’s education reforms thus test its ability to unite identity with progress.
