Since 2006, the Government of Tanzania, in Collaboration with Other Education Stakeholders

1.0Introduction

1.1 Background

Since 2006, the Government of Tanzania, in collaboration with other education stakeholders including Non State Actors (NSAs)and Development Partners (DPs), havebeen carrying out a Joint Education Sector Review each year. As part of this review process, the Government and other education stakeholders have carried out Joint Monitoring Visits to Education Sector Institutions each year. These visits help to reveal the key education issues and challenges which exist at the Institutional and Local Government levels across the country at a given point in time, and thereby contribute to more informed and focused discussions in the review processes. In addition they complement the Annual Education Sector Performance Report with a more qualitative perspective of the practical challenges at institutional level, through observation and interaction with learners, educators and administrators, as well as Local Council officials.

1.2Objective

The main objective was to collect views on the implementation of education policies from education stakeholders at Council level and other learning institutions, with the view to availing a Joint Education Sector Review (ESR) working session participants the opportunity to update themselves on critical education issues and challenges that are pertinent to education development. The specific objectives include to:-

• find out the implementation status in relation to quality, management and governance and cross cutting issues; and
• track the sources of funds and its expenditure

1.3 Structure of Report

This report is a summary of the views collected from the education sub sector representative in education institutions. It is highlighting the findings, conclusions and recommendations from the two sides, stakeholders’ representatives and the team members. The findings are highlighted into four main areas such as teaching and learning processes, infrastructure, crosscutting issues and governance including financial management. The report further provides recommendations for improving future monitoring visits. Annexes and data on institutions are appended.

1.4 Methodology

1.4.1 Scope and Coverage

The visits set out to monitor Basic Education (pre-primary, primary, secondary, teacher education, Adult and Non Formal Education) Higher Education[1]; Folk Education, Technical and Vocational Education and Training sub-sectors. In 2010, the Monitoring visit was conducted in two phases covering 11 Councils representing one Local Government Authority for each Education Zone. The first phase was from 19th - 24th April, 2010 and the second phase was from 2nd - 8th May, 2010. The Councils involved were: First Phase: Mbeya (R) (Mbeya region – Highlands Zone), Nachingwea (Lindi region – Southern Zone), Songea (R) (Ruvuma region – Southern Highlands Zone), Morogoro (U) (Morogoro region – Eastern Zone), Temeke Municipal (Dar es Salaam region – Dar es Salaam Zone); Second Phase: Babati (Manyara region – North West Zone), Singida (R) (Singida region – Central Zone), Muleba (Kagera region – West Lake Zone) and Moshi (R) (Kilimanjaro region – North East Zone), Tabora (U) (Tabora region – Western Zone), Mwanza City (Mwanza region – Lake Zone).

1.4.2 Methods of Information Gathering

The primary method of information gathering was focus group discussions with education stakeholders in each Council using a structured questionnaire. One focus group was composed of representatives from each of the following categories:

• pupils/students/learners;
• teachers/instructors/tutors/educators;
• heads of institutions, board members and school committees; and
• Councilors and district heads of departments.

Focus group participation considered gender balance, including at least one male and one female participant from each category listed above whenever possible.

Focus group discussions were intended to capture the views and opinions of education stakeholders on education performance in their area with respect to: access and equity, quality, crosscutting issues, financial management, governance, and monitoring and evaluation. A Survey Tool and checklist were developed to help guide discussions of the related topics. These tools were circulated to all Field Visit teams well in advance so that they familiarize themselves with the questions.

One of the team members, an auditor, was engaged in verification of financial documents and reviewing the audit reports of the past year in collaboration with the local auditor.

Another method used was documentary review and compound observation.

1.4 Limitation of the Methodology

1.4.1 Time Factor: The timeframe for the exercise was so limited as a result some issues were partially captured. Field work was limited to a few days; hence, only a small number of institutions could be visited and time for focused group discussions was relatively short (often less than two hours).This meant that the quality and depth of information and reporting was sketchy.

1.4.2 The Questionnaire for Interview

The questionnaire was too long (covers many issues) whereas some issues were not applicable in some groups in the sense that respondents were not able to respond to them.

1.4.3 Limited Knowledge of the Subject matter by Participants

Some participants did not have adequate knowledge of the issues discussed, and therefore they could not be able to participate adequately in the discussions.

1.4.4 Unavailability of Financial Reports for secondary schools

Follow up of financial resources for secondary education could not be accomplished due to unavailability of financial reports for capitation and development grants for secondary schools.

1.4.5 Different understanding of Administering Focused Group Discussions

The Interpretation of Council officers on the methodology was different from the way stated in the TOR which resulted to wastage of time and resources.

2.0 Summary of Findings

2.1 Primary

2.1.1 Teaching and Learning Process

(i)Curriculum

a)Curriculum was found to be relevant since students said that they were taught well since all subjects taught provide useful knowledge which help them improve their life in all aspects. However, in special needs education schools it was found that their curriculum was from 1991 and outdated and not relevant.

b)Teachers feel that, the vision of the curriculum is not clear. Self reliance education should be re-introduced to the curriculum.

c)Inadequate T/L materials especially in science subjects and large classes make implementation of the curriculum difficult. The teachers also said that they lack teaching and learning materials for ICT, Haiba and Michezo as well as Life Skills, which make some difficulties in teaching and learning.

d)Frequent change of textbooks is not good because it takes a long time for teachers to familiarize with the different types of books hence ineffective teaching.

e)Ad hoc change of Curriculum without orientation of teachers and no time provided for adaptation thereforeteachers do not have adequate skills and knowledge on the new curriculum, and thus they teach through work experience only hence ineffective teaching Change of curriculum and text books without teachers’ in-service training was voiced by many teachers. They said it was a difficult situation to them because they had to struggle on how to go about the new curriculum.

f)New curriculum is now being implemented up to Standard VI (beginning in 2010), but there are only textbooks up to Standard V; new textbooks for Standard VI have not yet been produced, for example textbooks for Civics, Geography and History for Standard VI.

g)There are no specialized teachers for “Stadi za Kazi” (Vocational Skills) and most teachers responsible for this subject do not seem to understand that they are supposed to pick topics from the curriculum that are most relevant to their students, rather than trying to deliver the whole curriculum (i.e. electrical studies where there is no electricity, etc.). In addition, since there are no final exams for this subject, it is seen as less important.

h)A few teachers have received orientation in “TEHAMA” (Teknolojia, Habari na Mawasiliano/Information and Computer Studies), which is a new subject. In addition, it is difficult to teach this subject in Standard VI, where all topics are related to computers, which are not available in many schools.

i)Some topics and subjects such as religion, to be given more emphasis because it helps in building ethics and values among youths.

j)English was noted as the most difficult subject in primary schools. (‘Mwalimu anatiririka tu, mara tunashangaa amemaliza’)

k)Applicability of science subjected is hindered by lack of practical materials. For example, agriculture subject was found to be of no impact on pupil’s skills as what they learn theoretically about application of fertilizers, tractors or insecticides were not accessible to learners.

l)In most of the schools there was noLifeskills education

m)Textbooks available are not linked to the curriculum.

n)Books from different publishers do not have similar content hence they can not be used simultaneously in the classroom.

o)Too many subjects for the short time table for example teachers pointed on the need to review the Curriculum by insisting on the 3Rs” as the present curriculum includes many subjects and it is difficult to build the competencies in all areas for the Standard I pupils.

p)The syllabus for STD I&II is overloaded with so many subjects (7) compared to their age and intellectual capacity to absorb so much knowledge and skills. This results in confusion among STD I&II pupils, whereby many of them complete these classes and go to STD III with little knowledge and skills. There is a need to reduce the number of subjects at this level.

q)Inadequate supplementary books and content of text books limited.

r)Introduction of ICT did not consider what is on the ground: Lack of electricity, no trained teachers and no relevant equipment.

s) Shortage of books based on the new curriculum forced teachers to use books based on the old curriculum and lack of clarity on the new book policy made some teachers not to use books that were not selected as textbooks. The Pupil Book-Ratio ranges from 1:6 up to 1:16 in a subject such as mathematics

s)Very few primary schools have libraries and often the books are few, outdated and kept in bookstore.

t)There are insufficient class rooms leading to overcrowding, shortage of teachers especially for science, English and Mathematics, insufficient latrines and lack of adequate clean water were some of the chronic problems cited by learners.

u)Very few students with disabilities are enrolled in the mainstream schools, and there are neither special provision for learners with disabilities like assistive devices, nor are the school buildings built to accommodate these children.

v)Assessment is continuous in nature and practice: daily exercises, weekly, monthly, terminal and annual tests were administered. There are also school and inter-ward academic competitions.

w)Pass rates for primary 2009 went down compared to 2008.

x) Generally teaching and learning are focusing on passing of National Examination and not building of competencies.

y)Untimely production and provision of training materials for the new curriculum.

z)The requirement of students to asses their teachers has not been clearly understood.

aa)Introduction of French subject without training of teachers and production materials; most of the primary schools are at disadvantage due to lack of teachers and materials

bb)In some primary schools which have post-primary vocational skills classes, the vocational training students lack teaching and learning materials, therefore they study more theoretically than practically.

(ii)Teachers’ Competence

a)Learners were of the opinion that teachers’ competence was generally good except in Science and Mathematics subjects.

b)Teachers viewed that, teachers are competent insome subjects but not competent in Mathematics, English and Science and in teaching children with disabilities. They are also unable to effectively teach the new subjects TEHAMA (ICT), Haiba na Michezo and Life Skills. Some subject’s teachers lack enough knowledge to effectively teach the topics of Geometry in Mathematics and active/passive voice in English.

c)Most teachers lack knowledge and skills on how to apply the paradigm shift [competence-based] approach that demands for participatory teaching methodologies not applicable to large classes.

d)Counselors were very optimistic, excited with good examination results /pass rates given the prevailing condition.They were of the opinion that given the working environment, teachers are doing a great job! Hence, they considered teachers as very competent.

e) Lack ofcompetence and commitment among new and or young teachers especially in English and Mathematics subjectswere observed.

f)Learners claimed that some teachers do not allow questions because they lack confidence.

g)Majority of teachers are at Grade III A level with some Diploma and a few degree and master’s holders therefore they are competent and confident. However, in some cases it was noted that some teachers have insufficient training such as grade III C.

h)Teachers lacked knowledge and skills to implement the new curriculum because they had not obtained training. They use their experience to teach these new subjects.

i)Licensed teachers are not trained as teachers thereforeprofessionally incompetent.

j)Many newlyemployed teachers have negative attitudes towards the teaching profession; many use threats in the classrooms and do not like to be asked questions.

k)Some teachers in schools with special needs education are not trained.

l)Students complained about not understanding their English teachers since they only talk in English without any translation or explanation in Kiswahili.

m)Learners acknowledged positive attitude by many teachers but some were discriminative of poor performers. Few abnormal cases reported include: Punishment to the whole class even if a few (noisy children) make noise; and the whole staff lining up to beat all children “Walimu wote hujipanga na fimbo na kuchapa darasa zima”

n)Teachers conceded to the inability to identify learners with disability.

o)Heads of Institutions claim that the young generation of teachers is not prepared to learn and adapt to new circumstances raising fears of possible neglect to young entrants in the teaching profession.

(iii)Teachers’ Morale

a)Teachers’ morale was reported to be quite low, due to low salaries and perceived lack of respect and importance of their work.

b)Teachers are discouraged by new regulations in the Councils which allow only two teachers from each councilto be considered for further studies at any one time. They are not clearly informed on when opportunities for further studies are available. Some teachers are not satisfied with their professional support, e.g. lack of in-service training, which tends to make them less motivated. This means that even those teachers that were willing to pay their own costs for further studies through the Open University of Tanzania will have to wait their turn to be granted study leave. One teacher said: “Nitasubiri mpaka lini?, meaning how long will I have to wait, or will I ever get my chance?

c)Reimbursement of debts owed to teachers may have had a small positive impact on teacher morale.

d)Although most teachers acknowledged receiving their salary on time, there were complains about low wagesfor teachers hence leading to absenteeism as they have to engage in other subsistence activities such as business activities and farming. Also most teachers were trapped in huge debts that led to some of them to be earning between only 10,000 and 50,000 per month. On top of that, there were also issues of travel expenses for teachers on their ways to and from Councils to access their salaries.

e)Delays and inconsistency in promotion whereby some teachers reported having worked for more than 10 years without being promoted.

f)High number of students’ hence heavy teaching loadas a result making it difficult for teachers to interact positively with learners.

g)Lack of quality teachers houses.

h)The effects of Decentralization by Devolution in which the Teacher Services Department at Council level is incapacitated to deal with both Primary and Secondary school teachers’ needs.

i)Teachers’ morale diminishing due to lack of adequate and relevant teaching and learning materials.

j)Ad hoc review of curriculum, which is not accompanied by supply of, related teaching and learning materials. Teachers are also forced to adapt to new curriculum while in Mid Term session hence disrupting the teaching process.

k)In most of the schools in rural Councils such as Nachingwea and Singida the teachers’ morale is high whereby their attendance is 100%. They attend their classes almost every day, except for cases of sickness or for attending to family matters. Also they volunteer to utilize extra time to conduct remedial classes with no payment. Moreover, they work as a team.School committees and management; sometimes provided some incentives for the teachers whose performance is remarkable. In few cases, students reported irregular presence of teachers.