THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
MEDIUMTERM STRATEGIC PLAN FORHUMAN RIGHTS
EDUCATION IN TANZANIA 2010/11-2014/15
DRAFT
August, 2010
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TABLE OF CONTENTS
TABLE OF CONTENTS
ABBREVIATIONS
SECTION ONE
1SITUATION OF HUMAN RIGHTS EDUCATION (HRE) IN TANZANIA
1.1Background Information and Conceptual Issues
1.2Policy Context
1.2.1International Level
1.2.2National Level
1.3The Guiding Principle
1.4Country Situation Analysis of Human Rights and Human Rights Education
1.4.1Situation Analysis of Human Rights in Tanzania
1.4.2Situation Analysis of Human Rights Education in Tanzania
SECTION TWO
2.STRATEGIC OBJECTIVES
2.1Human Rights Strategic Areas
2.1.1Accessibility and Participation
2.1.2Equity and Inclusiveness
2.1.3Quality and Synergy
2.1.3.1Curriculum Development for HRE
2.1.3.2Teaching and Learning Materials Development
2.1.4Capacity Development, Accountability and Rule of Law
2.1.5Financing Mechanism and Sustainability of the Strategy
2.1.6Institutional and Administrative Arrangements
2.1.6.1Role and Functions of National Literacy Centre (NLC) Mwanza
2.1.6.2Villages/Mtaa Level
2.1.6.3Ward Level
2.1.6.4District Level
2.1.6.5Regional Level
2.1.6.6National Level – The roles and functions of MoEVT
2.1.6.7Civil Society Organisations (CSOs):
2.1.6.8Development Partners
2.1.6.9Institutions Offering Related Services, including Faith Based Organizations.
2.1.6.10Folk Development Colleges (FDC)
2.1.6.11Vocational Training Centres (VTCs)
2.1.6.12Tanzania Institute of Education (TIE)
2.1.6.13The Institute of Adult Education (IAE)
2.1.6.14The National Examination Council of Tanzania (NECTA)
2.1.7Monitoring and Evaluation
2.1.8Physical facilities and equipment procurement
SECTION THREE
3.COST ESTIMATES FOR THE HUMAN RIGHTS EDUCATION STRATEGY FOR THE PERIOD 2010/2011- 2014/2015
REFERENCES
Annex 1: LOGICAL FRAMEWORK ANALYSIS FOR HUMAN RIGHTS EDUCATION
ABBREVIATIONS
"A" LevelAdvanced Level
"O" LevelOrdinary Level
ACCESSAppropriate Cost Effective Centers of Education Centers of Education within Schools System
AE/NFEAdult Education/Non - Formal Education
AKDNAga Khan Development Network
CBOCommunity-Based Organization
CBOsNon-Governmental Organizations
CDCapacity Development
CEDAWConvention on the Elimination of all forms of Discrimination Against Women
CHRAGGCommission for Human Rights And Good Governance
COBETComplementary Basic Education in Tanzania
CRCConvention on the Rights of the Child
CSOsCivil Society Organizations
EFAEducation for All
EMISEducation Management Information System
ESDPEducation Sector Development Programme
ESMISEducation Sector Management Information System
FBOFaith-Based Organisation
FCSFoundation for Civil Society
FDCsFolk Development Colleges
HIV&AIDSHuman Immunodeficiency Virus and Acquired Immune Deficiency Syndrome
HREsHuman Rights Education
HRsHuman rights
IAEInstitute of Adult Education
ICBAEIntegrated Community Based Adult Education
ICCPRInternational Convenient of Civil and Political Rights
ICECRInternational Convenient on Economic and Cultural Rights
ILOInternational Organization
JPJoint Programme
JPEJoint Programme of Education
LGASLocal Government Authorities
LHRCLegal and Human Rights Centre
M & EMonitoring and Evaluation
MDGSMillennium Development Goals
MISManagement Information System
MOUMemorandum of Understanding
MOVETMinistry of Education and Vocational Training
MVCMost Vulnerable Children
NECTANational Examinations Council of Tanzania
NFEEducation for All
NGOsNon – Governmental Organization
NLCNational Literacy Centre
NPANational Plan of Action
OUTOpen University of Tanzania
PEDPPrimary Education Development Plan
PO-RALGPresidents’ Office Regional Administration and Local Government
PSPermanent Secretary
REFLECTRegenerated Freirean Literacy through Community Empowering Techniques
RSRegional Secretariat
SEDPEducation Sector Development Programme
SWOTStrengths, Weaknesses, Opportunities and Threats
TAMWATanzania Media Women Association
TATTeacher Association of Tanzania
TECTanzania Episcopal Conference
TEN-METTanzania Education Network
TIETanzania Institute of Education
TLSTanzania Library Services
TRCsTeacher Resource Centers
UDHRUniversal Declaration of Human Rights
UDSMUniversity of Dar es Salaam
UNUnited Nations
UNESCOUnited Nations Education, Scientific and Cultural Organisation
UNICEFUnited National Education International Children Emergency Fund
UPEUniversal Primary Education
VEOVillage Executive Officer
VETVocational Education Training
VTCVocational Training Centers
WECWard Education Coordinator
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SECTION ONE
1SITUATION OF HUMAN RIGHTS EDUCATION (HRE) IN TANZANIA
1.1Background Information and Conceptual Issues
Human Rights Education immediately triggers both a general understanding and challenges such as respect for human rights and fundamental freedoms, human dignity, tolerance and building and maintenance of peace. Challenges, specifically in developing countries include rights violations such asschool girl’s pregnancy, corporal punishment in some schools, truancy, drop outs, early marriages with some parents consent and child labour; a situation whereby children, especially girls are denied their basic human rights of reaching their maximum potential. All these challenges includingthe killings of albino and elderly women with red eyes, the practice of mob justice are being addressed in Tanzania. Besides the current efforts to stop these malpractices, more effort is still needed to be done in order to meet PEDP, SEDP objectives and those of other international and national instruments.
This section reviews the situation of the practice of Human rights (HRs) and Human Rights Education (HRE) in Tanzania. While HRs practice in the country presents the operational context, HRE is treated as one of the interventions to the short falls in the practice of the former in the country. The section consists of five parts namely background information, conceptual issues, policy context principles and country situational analysis of HRs and HRE.
Human Rights Education is defined by UNESCO[1]as education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life. Human rights education fosters the attitudes and behaviours needed to uphold human rights for all members of society.
1.2Policy Context
1.2.1International Level
Human Rights Education draws its strengths from the Universal Declaration of Human Rights (UDHR Article. 26.2), being a major international instrument. Consequently, it has gained of late larger recognition as a human right in itself. This has been stated in UDHR that;
“Everyone has the right to education ….. Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.” (Article - 26 of Universal Declaration of Human Rights.)
Also on 10th December, 2004, the General Assembly of the United Nations proclaimed the World Programmer for Human Rights Education (2005) to advance the implementation of Human Rights Education Programmers in all sectors.
Building on the foundations laid during the United Nations Decade for HRE (1995-2004), this new initiative reflects the international community’s increasing recognition that HRE produces far-reaching results. By promoting respect for human dignity and equality and participation in democratic decision-making, HRE contributes to the long-term prevention of abuses and violent conflicts.
To help making HRs a reality in every community, the World Programme seeks to promote a common understanding of the basic principles and methodologies of HRE to provide a concrete framework for action and to strengthen partnerships and cooperation from the international and national levels down to the grass roots.
The World Conference on Education for All (EFA) in its review of education progress since Jomtien, 1990 is the world’s commitment to basic education as a HRs. Article 3.3 of the declaration states that:
“The most urgent priority is to ensure access to promote quality of education for girls and women and to remove all obstacles that hampers their participation”
The Dakar World Conference, 2000; developed the Dakar Framework of Action and restated the importance of education as a fundamental HRs and the key to sustainable development, peace and stability within and among countries.
This conference recognized that ten years after Jomtien Declaration, gender-based discrimination still remained as one of the major obstacles. This framework set a target to ensure that by 2015 all children particularly girls, children in difficult circumstances and those of ethnic minority have access to and complete free and compulsory education of good quality.
HRE is widely considered to be integral to every child’s right to a quality education. It instils reading, writing and arithmetic skills, as well as strengthening the child’s capacity to enjoy the full range of HRs. More over it promotes a culture which is infused in HRs values.
HRE promotes a holistic, rights-based approach that includes both “human rights through education”, ensuring that all the components and processes of education-including curricula, materials, teaching and learning methods and capacity building are conducive to the learning of HRs and “human rights in education”, ensuring that the human rights of all members of the school community are respected and observed.
1.2.2National Level
The Constitution of the United Republic of Tanzania clearly mentions in section two, the importance of the Universal Declaration of Human Rights of 1948. In section three the Constitution discusses “Rights and responsibilities” emphasizing ‘the Right to Equality” “The Right to Life” “The Right to Freedom of Expression” and “the Right to Work” as being fundamental to Human Rights.
a)There are several policies, acts and strategies in Tanzania which have indicated elements of human rights education. These are;
b)The Education Act (1978) Education and Training policy 1995;
c)Child Development Policy 1996;
d)Community Development Policy 1996;
e)Higher Education Policy 1999, Youth Development Policy 1996;
f)Education Sector Development Programme 1997 and 2006;
a)g)National Policy on Disability 2003;
h)Women and Gender Development Policy 2000;
i)National Plan of Action for the Prevention and Eradication of Violence against Women and Children 2001-2015;
j)National Social Security Policy 2003;
k)Primary Education Development Programme (PEDP) 2002;
l)Secondary Education Development Programme (SEDP) 2004;
b)m)National Multi-sectoral Social Protection Framework 2008; and.
c)n)Law of the child 2001 (i) NGOs.
Tanzania’s commitment to EFA goals as listed below is also reflected in its being a signatory to the United Nations Convention on the Rights of the Child. One of this is access to quality basic education.
EFA Goalsas quoted in final PEDP document 2006 are:
a)expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;
b)ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free compulsory primary education of good quality;
c)ensure that the learning needs of young people and adults are met through equitable access to appropriate learning and life skills programmes;
d)achieve a 50% improvement in levels of adult literacy by 2015, especially for women and equitable access to basic and continuing education for all adults;
e)eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in Basic Education of good quality; and
f)improve all aspects of the quality of education and ensure excellence.
Furthermore, international efforts towards the attainment of Universal Primary Education (UPE) are reflected in the Millennium Development Goals (MDGs) as advanced at the UN Millennium Summit in September 2000. Its two major goals aimed at attaining universal primary education in all countries by 2015.
These policies are outlined and analyzed below within the context of HRs Principles and in the framework of Joint Programme of Education outputs focusing on high quality and gender sensitive education.
Most Policies which are outlined above are about fifteen years old. However the latest act is the Law of the Child Act of 2009. In this regard, there is a need to review the said policies but for the convenience of this document and in order to be forward looking ,an analysis will be made for these policies alongside the Joint Education Outcomes and Outputs for Tanzania.
These outcomes and outputs are presented below:
Outcome 1:
Enhanced national and sub-national capacities for evidence based planning, policy development and decision making
a)Sustainable, harmonized education information system established by December 2009;
b)Strengthened district capacities for data collection, processing, analysis and use by December 2009;
c)Strengthened capacity in education sector analysis for evidence based decision making and planning by December 2010; and
d)Institutionalized (2011-2017) ESDP M&E plan in place by December 2010, including a capacity development (CD) plan based on the (2007-2010) ESMIS Master plan.
Outcome 2:
Enhanced capacity to deliver quality education by 2010
a)Strengthen policies and capacities to implement the Education Sector Development Programme (ESDP) by June 2010;
b)Enhanced evidence-based planning and quality assurance for Basic Education by 2010, with provisions for MVC in place;
c)Enhanced capacity to assess basic education learning outcomes by June 2010;
d)Enhanced capacity to deliver Lifelong learning by September 2009, with harmonized post primary non formal curriculum and harmonized basic education and National qualification framework and certification system;
e)Enhanced capacity to deliver quality science education at school and higher education levels by 2010;
f)Enhanced capacity to deliver quality human rights and ethical education by 2010;
g)Enhanced capacity to deliver quality teacher education by June 2010; and
h)Improved learner attendance through enhanced local government capacity to implement food for education programme.
Human Rights Education activities[2] will also be practical and relating to learner’s real-life experience and enabling them to build on human rights principles found in their own cultural context. Through such activities, learners are empowered to identify and address their human rights needs and values[3] and to seek solutions consistent with human rights standards. Both what is taught and the way in which it is taught should reflect human rights values, encourage participation and foster a positive learning environment.
1.3The Guiding Principle
The six fundamental human rights principles which will guide the strategic plan on HRE are:
- “Universality4[4]and Inalienability”. Human rights are universal. All human beings are entitled to human rights regardless of race, religion, geographical location and socio economic condition;
- Article 1 of UDHR states that “All human beings are born free and equal in dignity and rights”;
- “Indivisibility”. Human Rights are indivisible, whether of civil, cultural, economic, political or social nature. They are all inherent to the dignity of human person and have equal status and cannot be ranked;
- “Interdependence and interrelatedness”. Realization of one right depends on realization of another right for example realization of right to education could lead to realization of right to health;
- “Equality and non discrimination”. All individuals are equal as human beings and should not be discriminated;
- “Participation and Inclusion”. Every person and all peoples are entitled to active, free, and meaningful participation; and
- “Accountability and Rule of Law”. States and other duty bearers are answerable for the observance of human rights. They have to comply with legal norms and standards enshrined in human rights instruments.
1.4Country Situation Analysis of Human Rights and Human Rights Education
1.4.1Situation Analysis of Human Rights in Tanzania
The latest report on HRs situation in Tanzania by Legal and Human Rights Centre (LHRC) of 2009 indicates that there were notable improvements especially in education and health sectors, child Law, the police force and some elements of labour rights. However, violations of human rights have never gone down, but rather they have kept increasing and happening continuously. The challenge for human Rights protection still considerably outweighs the positive trend.
The following part discusses prominent human rights issues which are peoples participation in governance, the killings of aged elderly especially women under witchcraft beliefs, road accidents, the killings of albino, increasing incidents of citizenry disorder, evidenced clashes between law enforcers and civilians mainly due to brutality of the law enforcers.
Others are poor performance and low quality of education from primary school to the university level, delay of cases due shortage of judicial officers, low civic education poverty, land conflicts and rampant land alienation, poor working conditions, escalating rates of maternal morbidity and mortality rates, corruption and abuse of powers.
- Civil Rights and Liberties
Right to Life
Article 6(1) of the International Covenant on Civil and Political Rights of1966 is pairmaterial to Article 14 of the Constitution of the United Republic ofTanzania of 1977. The two articles provide that every human being has the right to lifeand protection of his/ her life according to the law.
Death Penalty
Tanzania still retains the death penalty as one of punishments under the Penal Code and the National Defence Act. Records show that since independence in 1961, there have been 238 (232 men and 6 women) who were executed after being convicted of murder. The last execution was carried out in 1994 whereby 21 men were hanged. There have been no executions since 1995. The number of executions between 1961 and 1995 amounted to 9.3 percent of death row prisoners who were hanged.
In 2009 the High Court of Tanzania in Shinyanga, sentenced three murderers of albinos to death by hanging. The debate on whether death penalty should be abolished was dealt with by the Law Reform Commission of Tanzania following instructions from the government. In April 2009, the Commission submitted its report to the government suggesting its abolition. As a result, the president in 2009 commuted the death sentences of 75 condemned prisoners to a death row. The commuting was a success towards a moratorium against death penalty.
Extra-Judicial Killings and other Incidences
The acts of the extra-judicial killing basically violate Articles 1349 and 1450 of the Constitution of theUnited Republic of Tanzania 1977 and also contravene the provisions 51 of theInternational Covenant on Civil and Political Rights of 1966 and other international human rights instruments. There are no official records of incidents of extra-judicial killings in Tanzania. However, a media survey carried out by the LHRC during the year 2009 did not suggest significant reduction of incidents of extra-judicial killings because about 10 people were reportedly killed by state organs between January and December 2009.