shule za mising kiisilamu- dar es salaam maandamano- hayo!!!
Monday, January 14, 2013
shule za msingi tanzania- Delta star Training
Wanafunzia wa shule ya msingi, Nyasa 1 iliyopo wilayani Nzega
wakisoma vitabu vya kiada walivyokabidhiwa na kampuni ya tigo kwa
kushirikiana na Mamlaka ya Elimu Tanzania (TEA) katika hafla
iliyofanyika shuleni hapo hivi karibuni. Kulia ni Ofisa Ugawaji
Rasilimali wa Mamlaka ya Elimu Tanzania (TEA), Anne Mlimuka.
http://michuzijr2.wordpress.com/
Tanzania schools : Mgomo wa waalimu ulikuwa hivi- Truth
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| Darasa mmoja mwalimu mmoja wanafunzi 70 |
The announcement came on 4 August, a day after the Labour Division of
the Tanzania High Court declared the strike staged on 30 July illegal.
Around 3,700 primary school teachers and 4,300 secondary school teachers
in public schools went on strike then after the government and the
teachers’ union failed to agree on the teachers’ pay rise.
Union prepares to appeal
“Our lawyers will assess the directives issued by High Court Judge
Sophia Wambura,” said TTU President Gratian Mukoba. “They will also
advise us as we prepare to appeal. In its ruling, the High Court, among
other things, ordered the TTU leadership to ask all its members to
resume their duties effective on Friday. We have already done that.”
He also indicated that “the ruling has disappointed teachers,
considering that the employer – the Government – does not seem to care
about their genuine demands. Taking this matter to court was not the
best option.”
Arrested teachers must be released
Mukoba appealed to the police to release without conditions all of the
teachers who were arrested in connection with the ongoing strike. He
denied allegations that some teachers were coercing colleagues who had
been unwilling to participate in the strike. “It is not true that there
are teachers inciting colleagues and pupils to strike and revolt,” said
Mukoba.
“Some teachers also told us that in the Coast, Morogoro and Ruvuma
regions, some teachers, administrators and union leaders have been
receiving threats from authorities that they will be arrested and
prosecuted.”
Salary demands
The teachers had demanded a doubling of their salary with an additional
55 per cent hardship allowance for science and mathematics teachers and
50 per cent for teachers of other subjects. They also demanded another
30 per cent allowance for teachers working in hostile circumstances.
Moreover, the teachers also want to be paid their salary and allowance
arrears accumulated for many years.
Judge’s ruling
However, the union’s case did not hold favour with the High Court. “I
hold that the strike, which has been going on for three days, is
unlawful,” Judge Sophia Wambura ruled. “I order that it should be
terminated immediately and all teachers who are on strike to resume
their duties forthwith."
She noted that, according to the Employment Labour Relations Act, the
respondents were required to provide 48-hour notice to the employer
prior to the commencement of the strike. “But, the notice was given on a
Friday evening, falling on the weekend, and the employer did not get
enough time to safeguard its properties as required by law. The notice
does not state when the strike will end and the strike, which is
indefinite, is by itself unlawful.”
The judge advised that, since all parties have expressed a need to
return to the negotiation table, they should make deliberate efforts to
reach an amicable settlement.
Ready to negotiate
Mukoba underlined that TTU leaders were ready to meet with the
government provided the latter would cooperate and faithfully consider
teachers’ demands.
“We don’t understand why the government refused to meet with us to
discuss the matter on how we could solve the crisis,” he said. “They
should understand that threats will not help solve the problems we
have.”
EI: Educators’ collective bargaining must be respected
EI General Secretary Fred van Leeuwen said: “We support our Tanzanian
colleagues’ demands for negotiations concerning their status. The
Government must understand that respecting educators’ trade union rights
and ensuring they get decent work conditions will improve quality
public education, therefore helping this country achieve Education For
All by 2015.”
The Resolution from the African Region
adopted at the 6th EI World Congress, held in Cape Town, South Africa,
in July 2011, also observes that, “in Africa, the trade union
organisations in the education sector are essential for democratic
development and social progress”.
It considers that the strength of the trade unions in the education
sector is measured by their members in terms of their democratic nature
and their strategies for independence and unity in relation to
employers, governments, political parties and all external forces.
This resolution further notes “the persistent violation by the majority
of African governments of national and international legal instruments
for the defence and promotion of trade union rights and particularly the
right to collective bargaining and the right of trade union
organisations to be involved in defining national education policies”.
Tanzania schools- Makuyuni primary school Monduli District
A hungry girl presses against her classroom's smashed window to look
outside. Surely maths is over and it is time for lunch, she seems to
say. As if her thoughts had been read, an older pupil darts into the
courtyard to sound the bell, a steel cylinder that hangs from a tree.
Hundreds of pupils sprint out of classrooms to stand in line for their
makande. The mix of beans and maize will be the only meal of the day for
most of the children here at Makuyuni village primary school in
northern Tanzania.
It
is for Zainab Athumani. The 16-year-old started primary school five
years late at the age of 11, because her mother, an occasional cleaner,
could not afford the 81p-a-year lunch fee or the uniform.
Since
Zainab started classes, she has taught her mother to write her name and
repeated to her what teachers have told the class about how to protect
against HIV. But school is tough. "It can be difficult to concentrate
when you are hungry," she says.
by http://www.guardian.co.uk/
by http://www.guardian.co.uk/
Tanzania school- what happen to BAE money, where is it. -Mitaa Yetu
A committee of MPs has strongly criticised BAE Systems for dragging its feet over a £29.5m fine it was ordered to pay the people of Tanzania in February 2010.
The committee urged the company to pay the amount in full within weeks, and raised the possibility of taking the matter back to court if the payment wasn't made.
Last year, BAE was fined for concealing payments of $12.4m to a marketing adviser in Tanzania in connection with a radar deal in 2002. The company agreed with the Serious Fraud Office (SFO) to make the ex-gratia payment to the Tanzanian people.
The UK's Department for International Development (DfID) and the Tanzanian government drew up plans on how to spend the money, which was to be invested in education. Under the plans, the money would be spent on 4.4m school textbooks, 192,000 desks, 1,196 teachers' houses and 2,900 pit latrines. The purpose and delivery of these items could easily be audited.--by http://www.guardian.co.uk/
Final the money was paid and up to this moment, nothing can be counted on how the money was used, no text books, no desks, no teachers houses, no pit ltrines, where the money went it is misteriously unknow. it is now over a year and half, and still waiting for our children money to come
tanzania education system- shule za Tanzania- Mitaa Yetu
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| tanzania education system |
There are numerous barriers to inclusive education in Tanzania, at the national, community and school levels. While the lack of basic resources is a problem, attitudes are also barriers to participation and learning.
Researchers from the University of Dar es Salaam and the Tanzanian Education Network, with help from University of Bristol, in the UK, are developing an index for educational inclusion in the country. Through a participatory action research (PAR) project, they are investigating how schools can be supported in developing more inclusive school cultures and practices.
Eight primary schools in two districts in Dar es Salaam are part of this research. They are working on ways to include all learners in the community and improve the quality of education.
Often, the term ‘inclusion’ is limited to the inclusion of disabled pupils, as is the case with the participating schools. The project, however, sees inclusion as including all peoples regardless of race, ethnicity, disability, gender, language, socio-economic status and any aspect of an individual’s identity that might be seen as ‘different’.
The first four steps of the PAR have been completed:
- identifying barriers to participation and learning
- the participating schools grouping these barriers into five categories: infrastructure, classroom learning environment, health, water and sanitation, and negative community or cultural practices
- prioritising which barriers have to be tackled first: infrastructure was highest on the list of priorities, followed by books supply, identifying children with special needs and those living with HIV and AIDS
- developing school plans to develop more inclusive cultures.
Filiz Polat
Faculty of Education,
Room 421, Runme Shaw Building,
University of Hong Kong Pokfulam,
Hong Kong SAR, China
filiz.polat@hku.hk
http://web.edu.hku.hk
Shule za Tanzania picha number 15- Blinds students making different
Educational inclusion relates to all children accessing and meaningfully participating in quality education, in ways that are responsive to their individual needs. The terms ‘inclusion’ and inclusive education’ are often used in relation to children with disabilities and/or special needs and emerged partly out of debates to reduce their segregation from mainstream schooling. Shukurani - sana kutoka kwa http://www.eldis.org/go/topics/insights/2010/making-education-inclusive-for-all
Shule za Tanzania picha number 15- Blinds students making different
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