Lifestyle

China has a big population of about 1.3 billion residents. Compared to Tanzania's 40 million residents, China, in spite of its size, is doing very well in the education sector.

China is a fast-developing country currently working hard to invest in education for all age groups. With its implementation of a 10-year education reform program, its main aim is to provide education that will enable students to challenge their teachers in the classroom – and from there, top leaders. How can this be done? It's only possible if teachers are well equipped.

Since my arrival in China in September 2007, I have taken note of many interesting aspects of the Chinese education system Tanzania should consider copying. It's not necessarily that we have yet to do these things in Tanzania and other African countries, but there are some things we need to improve upon, especially for teachers. As a teacher, I have been so touched by Chinese teaching attitudes, especially in the classroom.

Teaching by objectives is something I think Chinese educators do well. All teachers in almost all levels of education teach to implement general and specific objectives, which they evaluate at the end of a semester. Classroom evaluation in China is effective, and happens everyday before and at the end of every lesson. This evaluation strategy verifies whether what you are teaching is being learned or not. Without it, teachers can't rectify teaching methods.

Chinese teachers are very serious about maintaining this practice, since it helps them in making sound – and therefore fruitful – decisions about future lecture plans. Students can appreciate this, too: When I was learning Chinese, my teacher always evaluated the class through dictation tests, spoken exercises and listening exercises, and these shaped my studying methods.

Chinese teachers make sure their students participate fully in class so that no one is left behind. In my Chinese language class, our teacher used a one-on-one approach to make sure that everyone would be able to respond verbally and in writing. Because it's based in strokes and tones, Chinese language is not like other alphabet-based languages. In order to gain fluency, a student must learn, listen, read, practice and speak. Continuous classroom evaluations, as such, have been a major help to me.

In China, my teachers always arrive early. I know from personal experience that this extra time helps a teacher to prepare himself or herself psychologically and emotionally to teach students. In China, I came to realize that both teachers and students have this habit; it enables them to enjoy school life. They also complete their courses on time.

In China, both parents and grandparents are very keen to make sure that their children go to school. Elementary school pupils tend to be escorted by their grandparents to school, which helps to ensure the security of these kids. It's very different from Tanzanian culture in which grandparents don't do that.

Last but not least, I appreciate the construction of resource unit in the Chinese education system. A resource unit is a collection of suggested activities and materials organized around a particular subject. The unit may be long or short, elaborate or simple, but its materials ground student-led activities. It also helps a teacher pre-plan for his or her own activities in the classroom.

Much lip service is paid to teachers participating in curriculum work. Sadly, the reality is that many policy makers believe classroom teachers can play little or no constructive part in the process. I believe classroom teachers should take part; they are able to recognize important problems. Governments would be wise to pay attention to this and consider the important role played by teachers, particularly in implementing curriculum objectives.

It's no secret that the effectiveness and commitment of teachers can bring about fast and noticeable change in education. Progress can only happen when all governments of the world ensure that teachers take part in curriculum processes such as planning, evaluation and development.

The author is a Tanzanian currently pursuing a Ph.D in Curriculum and Pedagogy at Beijing Normal University in China