Appraisal of madarasa education in Zanzibar: a case study of two districts.

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University of Dar es Salaam
The purpose of the study was to evaluate madarasa education in Zanzibar with view understanding its actual operation and suggest ways of improving it. The study examined variables assumed to be important in the operation of madarasa. Such variables include curriculum development, curriculum content, knowledge and skills promoted, teaching match used, availability of instructional materials, learning environment and funding of madarasa education. The open system model developed by Katz and Kahn (1966) was employed to gui the investigation. The study was conducted in two districts of Zanzibar covering 80 madarasa. Data we collected through interviews, observation, checklists and documentary review. Data collecte were calculated into frequencies and percentages. Content analysis of the responses was also done to identify qualitative information. The findings revealed that the operation of madarasa education faced numerous problems which reduced its impact on child upbringing, child development and educational growth. The level of curriculum development, subjects were developed mainly based on the teacher ability and preferences. Most of the teachers lacked adequate theoretical knowledge. This led to teachers developing curricula that was rigid and unresponsive to the needs of children. Secondly, most madarasa lacked an adequate supply of teaching and learning materials. Thirdly, teachers adopted poor methods of teaching, over concentrated on only some content areas and neglected others and encouraged memorization, discouraged learning of the Arabic language and proved a total failure in messages from the verses and chapters of the Quran. Though there was a high degree of learner participation in the teaching process, the process was affected by discouragement of questioning the teachers. Lack of competence, and under qualification of teachers were also prevalent in many madarasa. Poor funding of madarasa was also seen as a major obstacle toward positive development of madarasa education. In view of these findings, it was recommended that there was need to establish a formal institution assigned with the task of monitoring development of madarasa education in Zanzibar. Specifically, the institution should concern itself with curriculum innovation, training and recruitment of teachers, development of modern teaching approaches, support development of conducive environment, and supply of modern instructional materials. The institute also be vested with the role of defining more appropriate ways of funding the systems for better operation of madarasa education.
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Islamic education, Study teaching, Zanzibar, Tanzania
Mjawiri, M. M. (1996). Appraisal of madarasa education in Zanzibar: a case study of two districts. Master dissertation, University of Dar es Salaam. Available at (