1. Summary of Joint Monitoring Visit Report

2. INTRODUCTION:  The Government of Tanzania, in collaboration with education stakeholders including Non State Actors (NSAs) and Development Partners (DPs), have been carrying out a Joint Education Sector Review each year.  As part of this review process, the Government and other education stakeholders carry out Joint Monitoring Visits to Education Sector Institutions each year.

3. OBJECTIVE OF MONITORING VISITS:  To collect views on the implementation of education policies from education stakeholders so as to avail to the Review process the opportunity to consider critical education issues and challenges that are crucial to education development.

4.  The current Monitoring visit was conducted in two phases covering 11 Councils representing one Local Government Authority for each Education Zone.  The first phase was from 19 th - 24 th April, 2010 and the second phase was from 2 nd - 8 th May, 2010.  The primary method of information gathering was focus group discussions with education stakeholders in each Council using a structured questionnaire.

5.  Focus groups were 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.

6. SUMMARY OF FINDINGS

7. Curriculum  The curriculum is relevant to all learners at all levels; BUT,  It lacks practical aspects.  There are gaps in the teaching and learning process caused by the frequent changes of curriculum at primary and secondary levels inadequate preparation of the school teachers for the new curricular

8. Curriculum  Lack of specialized teachers for subjects like TEHAMA, Stadi za kazi  Overloaded syllabus for Std. I&II (7 subjects)  Many schools lack electricity for IT learning  lack of teaching and learning facilities and materials.

9. Curriculum Shortage of classrooms across the levels No libraries at primary and secondary levels In adequate provision of facilities for the physically challenged pupils in inclusive education classes The two year non-formal education program is considered relevant and useful however learning time is considered not enough

10. Curriculum In vocational Education, entry qualifications vary for students (Post Primary, Secondary and above) making it hard to teach at same level effectively, Using English as a medium of instruction for STD VII leavers makes understanding difficult.

11. Curriculum In some instances the theory part of curriculum is satisfactorily covered but practicals were not allocated enough time. Practical field study is also limited hence limited chances for industrial practical training. At Technical and Higher Education levels programes were considered to be relevant and appropriate

12. Teachers’ Competence Trained teachers’ competence in teaching most subjects is adequate however in-service training is necessary to facilitate smooth and faster adaption of teachers to new and up-to-date methods of teaching. Some teachers lack enough knowledge to effectively teach some subjects like the natural sciences, mathematics and languages and ICT. Shortage of ICT tutors and lecturers in colleges and Institutions of higher learning

13. Teachers’ Competence Many teachers at primary, secondary and folk dev. colleges levels lack skills and knowledge related to the competency- based teaching approach which was introduced in 2005. Some teachers use abusive language, which demoralizes students. There is critical shortage of teachers in secondary schools. The shortage is partly addressed by:  Use of licensed untrained teachers who do not have the capacity and are not quite competent in some of the key subjects like mathematics, English and Science.  Some teachers teach subjects outside their field of specialty hence cannot be competent.

14. Teachers’ Competence Some Teachers fail to identify individual learners’ needs. Teachers in remote and hard to reach areas have heavy workload hence become less competent. Many newly recruited teachers lack professionalism and have poor attitude on the teaching profession.

15. Teachers’ Morale  Teachers’ showed interest to work well despite the challenging environment they are working in. HOWEVER,  Poor school infrastructure especially in remote schools,  lack of teachers’ incentives

16. Teachers’ Morale  low income for teachers,  delayed salaries and allowances for teachers  poor treatment by some District education Officers, diminish morale and some competent teachers opt for greener pastures.

17. Teachers’ Morale  Lack of appropriate incentives such as overtime/extra work pay, payment of unpaid arrears and delayed and inconsistent promotions and transport support for teachers who reside in interior villages were explained as leading to teachers’ low morale.  Poor support services to teachers eg. quality teachers houses, adequate and relevant teaching and learning materials, electricity, clean and safe water, medical services etc. and  High number of students in classrooms hence heavy teaching load contribute to erosion of morale

18. Inspections Internal and external school and college inspections are conducted but the frequency of inspection differs from one level to the other and one school to another depending on the location of the school. Urban schools are inspected more often rural schools.

19. Inspections The Inspection norm for schools is an inspection every two years. Actual inspections are fewer than that because of:  insufficient number of school and college inspectors  Financial constraints in the department

20. Inspections  Not enough tools to facilitate requisite inspection as per norm The procedures of handling teachers misconduct or who do not comply with the teacher’s professional behavior and ethics are too bureaucratic hence effectiveness of inspection is hampered.

21. Inspections There was a problem of appropriate response from some councils on inspectorate reports in areas which are under- performing or show weakness. The inspectorate was of the opinion that it was better to decentralize the inspectorate department or to make it an agency so as to increase its effectiveness and efficiency.

22. Inspections Generally the budget allocated to the department for inspection is not enough to facilitate appropriate and scheduled inspections. As a result monitoring and supervision is not done appropriately consequently the quality of education suffers.

23. Assessment  Assessment is done in most schools and colleges.  Assessment of the teaching and learning process is done during the lessons,  exercises weekly, monthly, mid term and terminal examinations are administered at all levels.

24. Pass Rates Pass Rates are low and are affected by; ( a)Changes in Curriculum There are innovations in the curriculum at all levels There is a mismatch between implementation of the curriculum and the production of teaching and learning materials and orientation of teachers on the new curriculum.

25. Pass Rates (b) Availability of Teaching and Learning Materials There is insufficient teaching and learning materials (appropriate textbooks, apparati, models, chemicals and equipment and tools) in primary, secondary schools and colleges.

26. Pass Rates c ) Availability of Adequate Trained Teachers There is a shortage of qualified teachers at all levels especially in mathematics, sciences and languages. Schools hire untrained, part time teachers to teach in primary and secondary schools. There is high concentration of teachers in urban schools as compared to rural schools.

27. In-Service Training There are teachers who have been teaching for more than 30 years without in-service training due to lack of organized in-service programmes. Some teachers have not been oriented to the new curriculum due to lack of funds.

28. Absenteeism Some teachers are not teaching regularly because:  some of them spend time managing their businesses,  others stay long distances from schools. Teacher absenteeism was also caused by training and seminars. Others were absent due to sickness. Some parents and village leaders have “not supportive” attitudes towards education which led to pupils absenteeism.

29. Absenteeism Lack of school meals affects learning. Schools which provided lunch had better attendance. There is a decrease of pupils absenteeism, in schools where televisions and DVD players, along with special teaching and learning materials on video have been supplied.

30. Absenteeism Non formal education Observed high truancy for COBET learners. Facilitators drop out or have poor attendance due to lack of, or little amount paid as honoraria. Long distances from the teaching /training centres.

31. Infrastructure (i) Classrooms, Teachers Houses and Other School Buildings There are insufficient classrooms, libraries, laboratories, workshops, lecture rooms, offices, teacher’s houses, and dormitories, at all levels of education. Some infrastructure in most public institutions is old and requires rehabilitation or reconstruction.

32. Infrastructure (ii) Toilet Facilities There is a shortage of latrines and sanitation facilities in most public schools and colleges. (iii)Access to Clean Water Most schools have insufficient safe water supply. (iv) School Safety Security is a risk to many schools since most have no secure fences to protect school property.

33. Cross Cutting Issues (i) HIV and AIDS and Care and Support Services There is high level of awareness on HIV and AIDS in schools and colleges. Care and support services are wanting due to lack of facilities and funding

34. Cross Cutting Issues ii)Gender There is high level of awareness on gender in schools and colleges. Gender equality is promoted through equal enrollment, assessment, roles and responsibilities at all levels of education. (iii)Environmental Education There is an appreciable level of awareness on environmental care in schools and colleges. Conservation efforts should be encouraged, promoted and supported

35. Guidance and Counseling Services Guidance and Counseling services are available in schools and colleges. Teachers with long experience and others who have attended courses on HIV/AIDS, are designated to provide guidance and counseling services. Career Masters and Mistress are available in some schools to assist students on career issues.

36. Guidance and Counseling Services In some schools there are special rooms for conducting Guidance and Counseling services. Teachers and students attend seminars conducted outside the school compound on Guidance and Counseling.

37. Students with Disabilities There is adequate awareness of issues of disability. Students with disabilities are provided with some special care although there are not enough funds and /or appropriate facilities for their comfortable stay and study. There is integration of disabled students into regular classes at all levels.

38. Child Rights Human rights are considered important and practiced. Students are not abused, discriminated or sexually harassed in schools. However, in some schools corporal punishment is practiced. Human right issues are taught in classes through career subjects.

39. Child Rights Students are engaged in School Baraza for both teachers and students where issues of concern to the students are discussed. In many schools, infrastructure and teaching and learning materials do not favor students with disability. There is not adequate knowledge on child rights and how to design and exercise programs on child rights in schools.

40. Adherence to Financial Regulations (i) Adherence to Financial Regulations Most schools do not have sufficient financial management skills to maintain their books of accounts. (ii) Capacity of the Accounting Personnel Most primary schools and community secondary schools have no qualified/trained financial accounting officers. (iii) Planning and Budgeting School boards and committees are involved in prioritizing development activities, procurement and monitoring the flow of funds.

41. Level of Funding (iv) Adequacy of Capitation Grant Capitation grant is not sufficient to meet all needs at all levels of education. Development grant as well is not sufficient to support dev. Plans to logical end. Allocation of capitation grant on the basis of number of students affects schools with small numbers of pupils/students even if they have greater needs. (v) Predictability and Flow of Funding The flow of funds from centre to institution is inconsistence in many schools and institutions.

42. Governance All schools and institutions have School committees/boards/councils which are involved in the general management and guidance of schools/institutions.

43. -END- Thank you for your attention. We welcome your contributions