Education & Training

EDUCATION AND TRAINING DEPARTMENT

Membership education is very important for a strong and effective trade union. Tanzania Teachers Union like any other trade union considers membership education one of the key roles of a trade union. Considering the importance of membership education, TTU developed a policy on education and training in which the union explains the importance of teachers’ continuous professional development and labour issues particularly workers rights and regulations.

Education and training in the union is carried under continuous basis at all levels of the union; whereby training workshops regarding professional development and trade unionism are carried. Professional development programmes are intended to promote teachers professionalism as a way of addressing quality education in the country. Currently, the union is implementing four projects that are aimed at promoting quality education and creating awareness about labour issues among members.

These projects are:

1. Books Writing

2. Quality Education Through Expert Teacher System.

3. Education through Sports.

4. Membership education.

Education programmes carried by the union in one hand support the union manifesto of maintaining professionalism and addressing teachers’ welfare.

A: ABOUT BOOKS WRITING PROJECT .

TTU/ZATU/MoEVT/PATC-EI/AEU/CTF Book Writers’ Workshop Report.

Dar es Salaam, Mbezi Garden Hotel:

02 to 11 September, 2013.

1.0 Introduction and Background.

Tanzania Teachers’ Union is a trade union of teachers in Tanzania mainland. The union was formed in 1993 and its members comprise teachers from primary and secondary school, tutors of Teachers’ Training Colleges and folk development colleges and education officers working under the ministry of education and vocational Training. ........... 1.1 TTU Objectives:

  • To promote and project the dignity and status of the teaching profession including the observation of the highest form of morality, understanding, knowledge and skills.
  • To observe, promote and protect the welfare and conditions of service of the teachers and staff in education institutions and ensure that there is enough incentive and conducive environment which motivated teachers of observe professional ethics.
  • To encourage academic and professional know how of the actors who give service to schools, colleges and all sections which deal with education.
  • To be the source/centre of publication for advancing the teachers, the members and citizens.
  • To encourage teachers to carry out their work effectively and to emphasise them to be a symbol of good work, neatness, good character and behaviour.
  • To assemble teachers from time to time so that they may discuss about the development and problems in their disciplines.

1.2 Books Writing Project ( BWP)

TTU is built under two main pillars; which are teachers’ welfare and teaching profession development. Considering the critical need for quality education in the country, teachers by virtual of their profession are obliged to take a leading role in addressing education development challenges in the country. For the past few years, there have been remarkable challenges in education sector in the country. Mass failures at all levels of education system in the country, has been taken serious by various educations stakeholders. “Big Results Now” is the government initiative that aims at raising standard of education through The BWP is one of union efforts in that addressing the issue of quality education in the country.

Books writing project was aimed at two main objectives as follows:-

  1. To train teachers on books writing so as to empower them with knowledge and skills in writing books for primary school children.
  2. To enable teachers to write story book for primary school pupils.

Other objectives of the Workshop were:

1. To conduct a ten-day BD Workshop hosted by TTU and ZATU, with the approval and support of the Ministry of Education and Technical Training of the Republic of Tanzania, with financial support from the AEU and the host Teachers’ Organisations:

2. To solicit and utilize logistical and technical support from the Ministry, TTU, ZATU, and CTF, from 02 to 11 September, 2013;

3. To train thirty Teacher-Trainee Writers selected by TTU and ZATU, with experts from the Ministry providing guidelines on the quality of supplementary readers expected in the Tanzanian schools;

4. For promoting gender equity and equality, to have fifty percent female and fifty percent male Participants from TTU and ZATU.

5. To facilitate the acquisition and increase of knowledge, skills, values and attitudes in developing context-responsive, suitable classroom supplementary readers, in terms of elements of a story, its structure, positive cultural and moral values for benefiting Children and Society, suitable and appropriate language, gender awareness, social responsibility and other pedagogical quality standards expected by the Ministry; and,

6. To guide Participants and enable each of them to develop and complete a Manual in ten days.

In achieving this TTU collaborated with its key partners- The Ministry of Education and Vocational Training (MoEVT), Zanzibar Teachers’ Union (ZATU) and Pan African Teachers Centre (PATC). PATC is a non-governmental organization within Education International Africa Region (EIRAF). PATC’s main responsibility is providing professional development for teachers in Africa. One of its main programmes is the development of culturally relevant supplementary readers for children, especially those in remote, rural schools in deprived communities. In that regards, PATC solicited fund and human resource for the project from the Education International, Australian Education Union and the Canadian Teachers’ Federation.

Tanzania Teachers’ Union (TTU) and the Zanzibar Teachers’ Union (ZATU) are member organisations of Education International (EI). Both organizations, in conjunction with their Government Ministries responsible for Education, are deeply committed to the professional development of their members/teachers, the improvement of the learning conditions in schools, and the achievement of quality public education for all.

TTU contacted PATC as early as 2008, to request a book development programme for Tanzania. The assistance of outside donors was solicited through EI Head Office since 2012. The Australian Education Union (AEU) agreed to fund the project in early 2013. The Canadian Teachers Federation (CTF) agreed to partner with PATC, TTU and ZATU by providing a consultant to be one of four Workshop Resource Persons/Tutors to facilitate the Book Writers’ Workshop, the initial step in the Book Development Programme in Tanzania.

1.3 Education Service in Tanzania

Kiswahili is the national language, as well as the language of instruction, in most primary schools. English is taught as a subject in these schools.

English is the medium of instruction from secondary school level up to tertiary education. Of late, Government and the nation, particularly the TTU and ZATU, have expressed serious concern on the deteriorating quality of education, as evidenced by close to 90 percent of primary school leavers being unable to write and read properly, and large numbers of secondary school examination candidates failing to pass their final examinations. The learners’ low level of spoken and written English language, lack of suitable teaching and learning materials, including readers and textbooks, and a high preponderance of under-qualified and unqualified teachers were cited as some of the main reasons for learners’ poor performance.

Therefore, the offer to provide English supplementary readers developed by Workshop Participants selected by TTU and ZATU, with technical and financial support from PATC, EI, CTF and AEU was gladly received by the Ministry of Education and Vocational Training (MoEVT), which is actively involved in the Government’s “Big Results Now,” as one of the six priority result areas.

1.4 Opportunities and Prospects.

The policy of the Government of Tanzania is that all eligible children will have access to education. At the primary level, this education is free. The MoEVT in Tanzania supports the goal of quality Education For All (EFA) and the Millennium Development Goals (MDGs). It works closely with all stakeholders who have an interest in the provision of education, including TTU, and ZATU of Zanzibar.

TTU and ZATU stand on two pillars: that of teacher welfare and teacher professionalism. Both organizations support the achievement of quality EFA and MDGs. This collaborative atmosphere makes it easier for PATC to link up with the Ministry and to have their full support for the Workshop, where four of their senior Officers were Participants and professional and technical Advisors on national values, norms, book standards, and related educational expectations.

1.5 Limitations and Challenges.

English is rarely used in conversation, print and electronic media in Tanzania. Tanzania has a national language, Kiswahili, which is widely used in day-to-day life. Although English is an official language, its use is much less prevalent. Therefore, young children and school/college learners may not be fully exposed to the acquisition of the English language outside lessons in English..

The development of English readers by TTU, ZATU and PATC is intended to increase the availability of English reading materials in remote rural schools in deprived communities where the shortage of reading materials is acute.

1.6 Intervention: The Book Writers’ Workshop.

The Book Writers’ Workshop was an intensive ten-day activity that brought together PATC and local Facilitators to instruct and assist a group of selected Teachers and Officers in the creation and writing of original stories that are culturally relevant for pupils/students in Tanzanian needy rural schools.

In addition to the above quantitative Objectives, the Workshop is also expected to:

I) Increase the Participants’ awareness of the importance of promoting literacy and reading of suitable books with the Children;

II) Empower Teachers to develop and produce teaching and learning materials for their classes;

III) Foster and increase Participants’ gender awareness and equity sensitivity among themselves and when they interact with Learners and fellow Teachers back in their schools and related work places;

IV) Further develop the Participants’ reading and writing skills; and,

V) Further enhance the professional relationship and cooperation among TTU, ZATU, the MoEVT and other stakeholders in the Education Service.

1.7 Wider Consultation and Inclusive Approach

One of the aims of TTU, ZATU and PATC was to ensure that the Ministries responsible for Education were fully aware of and in support of this Workshop. Also, the Workshop was to be national in scope. Therefore, Participants were selected from around the country and from a range of work locations: primary and secondary schools, teachers’ colleges and the MoEVT.

As well, Participants represented a wide range of assignments within the education sector: classroom Teachers, School Heads, School Inspectors, and Ministry Officers.

The Workshop hosts, Facilitators and PATC consulted extensively before and during the ten-day Workshop to ensure that all stakeholders were informed and had the opportunity to advice, contribute and participate in the project.

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