Abstract

The purpose of this study was to assess the achievement of GPE-LANES program in improving Kiswahili reading in standard I and II in Kigamboni Municipal Council. The objectives of this study were; to investigate teachers’ classroom skills and knowledge acquired from LANES training on improving reading competence in Kiswahili in standard I & II, to assess the extent at which the knowledge and teaching methods acquired are used in teaching reading in successful and unsuccessful situations, to examine reading improvement in Kiswahili for standard I & II, investigate the challenges that affect teaching practice in improving reading skills in Kiswahili in primary schools in standard I & II as LANE’s program was intended. The sample of the study involved head teachers, teachers and pupils from four government primary schools and District Education Officer. The study used questionnaires, interview guides, observation and document review to collect data. The respondents were obtained through purposive and simple random sampling. Data analysis was done through Descriptive Statistics by Statistical Package for Social Studies (SPSS) for quantitative data and Qualitative data was analyzed through thematic data analysis. The findings indicate that GPE-LANES training achieved little in improving reading for standard I and II in Kiswahili, because currently there are few teachers remaining who are teaching standard I and II and attended LANES training. However, pupils in school with teachers who attended LANES training show positive improvements in reading in Kiswahili. The findings also show that Knowledge and skills acquired in GPE-LANES training are working well. This knowledge involves teaching approaches, and phonemic awareness which confirmed to simplify the teaching and learning reading Kiswahili in standard I and II. Besides of little achievement there are a number of challenges which affect teaching practice on improving reading skills in Kiswahili in standard I and II such as overcrowded of classes, few t teachers who attended LANES training, shortages of teaching materials, unfriendly teaching and learning environment, low parents’ participation. Generally, the GPE-LANES training added value to reading in Kiswahili in standard I and II in primary schools in Tanzania. The study recommends that the government and other educational stakeholders should involve all teachers in In-service Training, and updating teachers’ skills and knowledge regularly in order to achieve more reading improvement in standard I and II.