Wednesday, May 1, 2019

MOEVT About Examination Format of Diploma in Secondary Education (DSE)


In the year 2009, the Ministry of Education and Vocational Training (MoEVT) made a revision
on the existed Diploma in Secondary Education (DSE) programme from the two tiers to one tier
system. In the two tire system, students had to spend one year in the college and complete the
second year in the field while in the one tire system they will spend all two years in the college.
Due to these changes the format of the examination has been revised as well. Moreover, the revision was made to align the DSE syllabus with the Ordinary Level syllabus, following the
changes made in the 2005 Secondary School Curriculum to make it competence-based rather
than content-based.
Therefore, the examination formats contained in this booklet have been developed so as to
accommodate the changes made in the curriculum. The detailed information on the changes is stated in the specific subject formats.
This DSE Examinations Format booklet contains a total of 29 subjects offered at DSE level. The
subjects are indicated in the Table of Contents. Subjects which have theory and practical
components will have two papers while others will have only one paper. Educational Media and  Technology has been included as a new subject. Subjects contained in this booklet will be
examined in the Diploma in Secondary Education Examination (DSEE) with effect from May, 2011.
Within this booklet there are ten subjects whose syllabi have not been revised. The subjects are
Agriculture Teaching Methods; General Studies; Commerce Teaching Methods; Book Keeping
Teaching Methods; Elimu ya Dini ya Kiislamu; Mbinu za Kufundishia Lugha ya Kiarabu and
Home Economics.
It is expected that the examination formats will serve as models for tutors to harmonize their
college-based assessment procedures with those used by the National Examinations Council of
Tanzania (NECTA). Furthermore, the formats will help examiners in setting examinations that
fulfil the requirements of the syllabi in terms of content and envisaged competences. It is thus
strongly recommended that tutors should use these formats hand in hand with the syllabi to
ensure adequate coverage of content areas as stipulated in the syllabus. However, in terms of
topics and subtopics, caution should be taken not to use the formats to substitute subject syllabi.
Lastly, I would like to end by expressing my sincere gratitude to all those who participated in the preparation of the formats, whose inputs were indeed instrumental in production of this
document.
Any constructive comments, especially suggestions from the users of these examination formats  will be welcome and appreciated.


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