TEN/MET - Tanzania Education Network/Mtandao wa Elimu ...

TAHARIRINa: Joseph Kisanji; Mratibu wa TEN/METWapendwa wasomaji,Napenda kukukaribisheni katika toleo letu la tatu la Jarida la TEN/MET.Toleo hili lina makala zinazolenga katika kubadilishana uzoefu katika shughuli mbalimbali zinazotekelezwa na wanachamawa TEN/MET.Makala hizi zimetokana na mawasilisho yaliyofanywa wakati wa Tamasha la Jinsia lililoandaliwa na Mtandao wa JinsiaTanzania TGNP) ukishirikiana na FemACT tarehe 6-9 Septemba 2005. TEN/MET ilishiriki kikamilifu katika tamasha hasakatika warsha iliyohusu ‘Harakati za Wanajamii Katika Elimu’. Uwasilishaji ulilenga makundi ya Wafugaji-Wahamaji namakundi mengine yaliyoachwa pembezoni.Shughuli za elimu zinapaswa kuendana na mahitaji ya jamii husika. Ni kwa misingi hiyo, shirika la Farm Africa linatoamafunzo kwa wanajamii walioko Babati katika mbinu bora za ufugaji wa kisasa. Mafunzo haya yamewezesha kuinua kipatocha wanajamii.Napenda kuwashukuru kwa namna ya pekee wote mlioweza kushiriki kikamilifu katika Tamasha la Jinsia kwa niaba yaTEN/MET na kufanya mawasilisho, ambayo baadhi yake yametoka katika toleo hili.Ninapenda tena kukaribisha makala kwa ajili ya toleo lijalo. Hii itasaidia katika upashanaji habari na kubadilishana uzoefu.Asanteni na ninawatakia usomaji mwema.HARAKATI ZA KIJAMII KATIKA HUDUMA YA ELIMUMIONGONI MWA WAHADZABE NA WABARBAIGNa: Siayi Axwesso Nicodemus –CSY KaratuHarakati za kijamii katika huduma ya Elimu zimekuwa zikitofautiana toka jamii moja hadi nyingine.Jamii za Wafugaji na Wawindajini kati ya jamii zilizosahaulika miongoni mwetu na kuhitaji uangalizi wa pekee katika suala zima la Elimu.Wabarbaig na Wahadzabekutoka Hanang na Yaeda Chini, ni miongoni mwa kundi hili ambalo linafikiria kidogo sana kuhusiana na mfumo rasmi wa elimuambao wote tunaamini kuwa ni haki ya msingi ya kila binadamu.Wengi wetu tunaelewa umuhimu wa elimu na jinsi ambavyo miundombinu ya elimu inaweza kutumiwa. Kinyume chake,Wahadzabe na Wabarbaig wanaweza kukimbia mbali na miundombinu ya shule iliyo katika maeneo yao. “Watoto wetu waliowengi waliohudhuria elimu katika mfumo rasmi hawako katika nafasi ya kuonyesha mabadiliko ama ndani ya familiazao au katika jamii. Hali hii huwa mbaya zaidi ukiwaelimisha watoto wa kike kwa kuwa mwishoni watapotezautambulisho wao ambacho ni kitu cha fahari kuwa nacho,” anaelezea Bibi mmoja wa Kihadzabe.Anaendelea kueleza kuwahakuna mtoto wao hata mmoja aliyehitimu masomo ya chuo kikuu na kujenga walau hata nyumba kijijini.Jamii ya Wabarbaig ambayo pia ni ya wahamaji wanaamini katika mfumo wao wa asili wa elimu ambao huenezwa katika mchakatowa makuzi na malezi. Elimu hii inaonekana kuwa ya manufaa na stahiki zaidi kwao na kwa watoto wao kwa kuwa inagusa ustawiwa jamii zao.Wangeweza kuupa mfumo rasmi wa elimu kipaumbele endapo ingetolewa kwa namna ambayo wao wangependaitolewe.Tafiti zilizofanyika katika vijiji vyaYaeda na Gehandu zimedhihirisha kuwa Wabarbaig na Wahadzabe wanao mtindo wao wa maishaambao unahitaji kuakisiwa katika elimu inayotolewa kwao.Tofauti na Wabarbaig,Wahadzabe wangepenedelea kuhudhuria shulena kujifunza maisha mapya, japo bado wanahisi kuachwa na mifumo iliyopo tokea wakati wa ukoloni.Kinachoshangaza ni pale ambapo Wabarbaig wanakuwa tayari kuchangia asali na ng’ombe zenye thamani ya mamilioni ya fedhakwa ajili ya sherehe za kijadi kuliko kuchangia shughuli za elimu. Wanahisi kuachwa na watunga sera na kwamba jitihada zaserikali zimekuwa haziwashirikishi sana wao.Kuna haja ya kuelekeza nguvu zaidi na rasilimali nyingine adimu kwa makundi yaliyosahaulika kama ya wafugaji wahamaji.Wamekuwa na hisia za kuachwa pembezoni mwa mfumo rasmi wa elimu kama inavyojidhihirisha katika maisha yao ya kila siku.Elimu ni hitaji ya msingi la binadamu ambalo linatakiwa kuakisi utamaduni wa mtu na kutoa njia mbadala katika kumwezeshakukabiliana na maisha katika mazingira yanayomzunguka.UNAPOKUWA MHUDUMU WA MIFUGO YA JAMII (MMIJA)Na: Glory Mziray Farm Africa, Babati.Elimu inapaswa kuelezea mahitaji ya kijamii na yale ya kiuchumi ya mtu mmoja mmoja na jamii kwa ujumla. Elimu yakujitegemea ni falsafa iliyotumika kuwaandaa watu kuboresha ustawi wao katika mazingira waliyomo. Kisa hiki cha kutokaBabati ni dhahiri. Mama mmoja kutoka katika jamii ya Wafugaji-Wahamaji ameweza kuboresha maisha ya familia yake baadaya kuwezeshwa na shirika la Farm Africa kuhudhuria mafunzo ya msingi ya ufugaji wa wanyama.Hadija Hamisi anaishi katika kijiji cha Tsamas.Ameolewa na ana watoto tisa. Kijiji cha Tsamas kina wakazi wapatao 3,000na kaya 560. Kijiji hiki kipo umbali wa kilomita 30 kutoka Babati mjini na idadi ya mifugo zaidi ya 4,500.Amekuwa akimudu maisha yake kutokana na shughuli za kilimo na ufugaji wa mifugo kama vile ng’ombe, mbuzi, kondoo,punda, kuku, mbwa na paka. Familia yake imekuwa ikitegemea zaidi mazao ya kilimo cha msimu kama vile mahindi, ndizi,mbogamboga na uuzaji wa mifugo kwenye mnada wa kila mwezi.Hadija amekuwa akitoa huduma ya ushauri kwa wafugaji kuhusiana na ufugaji bora kwa wanajamii wenzake tangualipohitimu mafunzo yake mwaka 2003.Anao uwezo wa kutembelea kaya 17 mpaka 20 kwa juma. Kipato chake huwa katiya T.Shs 40,000.00 na T.Shs 50,000.00 kwa mwezi.Kipato kinachopatikana hutumika kulipia watoto wake walioko shule za msingi na sekondari karo ya shule, kukarabatinyumba ya familia, kununulia mifugo kama mbuzi na ngo’mbe, kukidhi mahitaji ya kila siku ya nyumbani yakiwemochakula, mafuta ya taa na mavazi kwa ajili ya watoto wake. “Ninafurahia kupata mafunzo, kuwezeshwa vifaa nakusaidiwa kuanzisha biashara. Kipato ninachopata kinaniwezesha kumsaidia mume wangu kuitunza familia yetuna kutoa huduma kwa mifugo ikiwemo ya kwetu wenyewe,” anaelezea Hadija. Mradi wa Farm Africa umemuwezeshakupata vifaa na madawa yenye thamani ya T.Shs 430,550.00 mnamo Desemba 2004.TEN/MET YASHIRIKI KATIKA TAMASHA LA JINSIATamasha la Jinsia la mwaka 2005 liliandaliwa kwa ushirikiano baina ya Mtandao wa Jinsia Tanzania (TGNP) naWanaharakati wa Masuala ya Jinsia (FemAct).Tamasha hili lilifanyika tarehe 6 – 9 Septemba 2005 katika viwanja vyaMtandao wa Jinsia Tanzania, eneo la Mabibo jijini Dar es Salaam. Maudhui ya tamasha hili yalikuwa: “Jinsia,Demokrasia na Maendeleo: Harakati za Wanajamii Katika Ujenzi wa Dunia Mbadala na Bora Zaidi.” Tamasha hilililihusisha watu binafsi na mashirika katika kupeana uzoefu na maarifa, kujengeana uwezo na kupata mikakatimichache mizuri na inayoweza kutekelezeka baada ya kongamano.Maudhui ya tamasha la mwaka huu yaliakisi Mpango Mkakati wa TEN/MET katika nyanja za Midahalo ya Sera naUtetezi, Mawasiliano na Upashanaji Habari, pamoja na Kujenga Uwezo wa Wanachama. Wote tunashawishika kuwachochote tukifanyacho katika udogo au ukubwa wake, kwa namna moja au nyingine kina uhusiano katika kuletamabadiliko ya elimu kisera na kiutekelezaji.Baadhi ya wanachama wa TEN/MET walioshiriki kikamilifu katika masualaya Elimu kwenye tamasha hilo ni pamoja na : HakiElimu, Taaluma Women Group, Farm Africa - Babati, ChristianSpiritual Youth Missionary na FAWE (Forum for African Women Educationalists).Mada ndogondogo zilizojadiliwa katika vikundi wakati wa tamasha ni pamoja na: “Harakati za Wanajamii katikaMichakato ya Kisera Kitaifa na Kimataifa”, pamoja na “Harakati za Wanajamii katika Elimu”. Pamoja na ufinyu wamuda uliokuwepo, ushiriki wa TEN/MET, ambao ulihusu uwasilishaji kutoka kwa baadhi ya wanachama, ulifana sana.Washiriki kutoka pande mbalimbali ndani na nje ya nchi walikuwa na wakati mzuri wa kubadilishana uzoefu namaarifa. Marafiki wa Elimu wa HakiElimu kutoka sehemu mbalimbali ndani ya nchi waliwasisitizia washiriki wenzaoumuhimu wa wanajamii kushiriki katika menejimenti za shule. Mahudhurio mazuri shuleni, uandikishaji wa watoto,kiwango cha kufaulu kwa wanafunzi na uhudhuriaji mzuri wa walimu darasani umeweza kuongezeka kutokana naushiriki wa wanajamii katika menejimenti za shule.Katika mada ya Harakati za Wanajamii katika Elimu, uwasilishaji uliogusa maisha ya wafugaji na wahamaji uliamshausikivu wa washiriki. Uwasilishaji wa aina yake kutoka mkoa wa Manyara ulioambatana na ushuhuda na mifano yaWaberbaig na Wahadzahe ulikuwa ni kielelezo dhahiri kuhusu harakati za kielimu. Jambo lililoibuka katikamajadiliano ni mbinu stahiki zinazoweza kutumika ili kuyaleta makundi ya Wafugaji na Wahamaji hasa Wahadzabe,Wabarbaig na Wamasai katika mfumo rasmi wa elimu. Baadhi ya mbinu zilizotolewa na washiriki kama suluhisho nikuwashawishi wasomi kutoka katika maeneo hayo wabaki au warudi huko ili wawe chachu ya mabadiliko. Hiiilikuwa mbinu moja mbadala kati ya nyingi zilizolenga kuboresha kiwango cha elimu katika makundi ya jamiizilizosahaulika.Kama una mawazo yoyote ju ya namana ya kuboresha elimu ya wafugaji na wahamaji, tafadhali usisite kutuandikia iliyafahamike na wengine kupitia Jarida hili.Hadija anahitaji kuendeleza ujuzi wake ili kuboresha huduma anayoitoa. Kupanda kwa bei za dawa kutazuia wengi kupatahuduma. Upatikanaji wa fedha zaidi na milipuko ya magonjwa ya mifugo imekuwa ni changamoto kwa kuwa hakunamwitiko wa haraka katika upatikanaji wa dawa na hivyo wateja wake wanapunguza imani katika huduma anayoitoa.MAPITIO YA SEKTA YA ELIMU 2005Kwa mara ya kwanza Serikali imetekeleza zoezi la Mapitio katika Sekta ya Elimu. Kwa kuwa sekta ya Elimu katika nchi yetuinashughulikiwa na wizara tofauti tofauti zikiwemo Wizara ya Elimu na Utamaduni,Wizara ya Sayansi,Teknolojia na Elimu ya Juu,Wizara ya Maendeleo ya Jamii, Jinsia na Watoto na Wizara ya Kazi, Maendeleo ya Vijana na Michezo, shughuli zote za mapitiozinaratibiwa na Ofisi ya Waziri Mkuu.Tafiti za aina mbalimbali zimefanyika ili kuonesha mafanikio na changamoto katika elimu mpaka sasa. Utafiti ulichanganua Hali yaElimu (Situation Analysis), Mapitio ya Matumizi ya Fedha za Umma katika Elimu (PER), Mfumo wa Kupima Maendeleo katikaElimu (PAF) na Muundo wa Kushauriana katika Sekta.Wanachama wa TEN/MET walishiriki katika tafiti hizi kwa kutoa taarifa na/aumaoni kwenye rasimu za ripoti za awali. Mpaka tulipokuwa tukiandaa makala hii, ripoti zote zilikuwa zimekamilika isipokuwa ileya Mapitio ya Matumizi ya Fedha za Umma katika Elimu.Warsha ya Wadau katika Mapitio ya Sekta ya Elimu inaandaliwa. Tarehe zilizopangwa kufanyika warsha hiyo ni kuanzia 30Novemba mpaka 2 Desemba 2005. Imeelezwa kuwa kutakuwa na makundi manne ya majadiliano wakati wa warsha hiyo: (1)Mpango wa Maendeleo wa Sekta ya Elimu kuanzia 2001; (2) Bajeti na Mipango; (3) Ufuatiliaji na Tathmini; na (4) Mdahalo waKisekta.Mada za makundi haya zitaongozwa na tafiti ambazo ni Hali ya Elimu,Matumizi ya Fedha katika Sekta ya Elimu,Maendeleoya Elimu na Muundo wa kushauriana katika Sekta ya Elimu. Ili kuwa na mijadala yenye kuleta maana zaidi katika warsha,kunaandaliwa ziara ya mafunzo kwa siku mbili kwa ajili ya wanawarsha kwenye taasisi mbalimbali za kielimu wiki mbili hivi kablaya warsha yenyewe.Asasi za Kijamii zimetengewa nafasi kumi katika warsha. Bodi ya TEN/MET ipo katika mchakato wa kuainisha watuwatakaowakilisha Asasi za Kijamii. Hivyo ni muhimu kuainisha watu ambao ni mahiri na wenye sifa na uwezo wa kushiriki katikamada za makundi (1-4 yaliyotajwa hapo juu) ili kuwa na mchango madhubuti toka kwa Asasi za Kijamii.

EDITORIALBy Joseph Kisanji;TEN/MET CoordinatorDear readers,I would like to invite you to our TEN/MET Newsletter, Issue No. 3.This issue carries articles aimed at sharing experiences based on activities being implemented by members of TEN/MET.The articles are based on presentations made during the Gender Festival organized by TGNP in collaboration with FemACT,6 - 9th September 2005. TEN/MET participated fully in the event, especially in the workshop on “Popular Struggles overEducation”. The presentations focused on pastoralists, hunter-gatherer and other marginalized communities.Educational activities need to be relevant to the needs of the particular community.It is for this reason that Farm Africa is trainingcommunities in Babati in modern animal keeping methods.This training has helped to raise income of community members.I would like to extend my sincere thanks to all who actively participated in the Gender Festival on behalf of TEN/MET and madepresentations, some of which are reproduced in this issue of our Newsletter.I would like, once again, to invite articles for this Newsletter.As you will appreciate, this serves as a tool for sharing informationand experiences.Thank you and enjoy your reading.POPULAR STRUGGLES OVER EDUCATION AMONGTHE BARBAIG AND HADZABEBy: Siayi Axwesso Nicodemus –CSY KaratuStruggles over education vary from one community to another. Hunter Gatherer communities are among the marginalized socialgroups that need special attention in terms of education. Barbaig and Hadzabe, from Hanang and Yaeda Chini respectively, arewithin such a category that thinks so little on the formal education that we all believe to be a basic human right.Most of us understand the importance of education and how education facilities can be utilized.The Hadzabe and Barbaig incontrast would run away from school structures found within their localities. “Most of our children who attended formaleducation have not been in a position of showing changes either within their families or communities.The situation is worse toeducate girls who will finally loose even their identity that is the most prestigious thing we uphold,” narrated an old Hadzabelady. She furthermore explained that none of their children who graduated from the university have built even a house in thevillage.Nomadic Barbaig believe in their traditional way of education that is transmitted during the socialization process.This kind ofeducation is more appropriate and convenient to them and their children as it reflects their social well-being.They could havegiven formal education a priority if it would be delivered the way they want it to be.Studies in Yaeda and Gehandu villages revealed that Barbaig and Hadzabe have their own life style that need to be reflected inthe kind of education offered to them. Unlike the Barbaig, Hadzabe would prefer attending school and easily adopt new lifestyle.Yet they feel to be ignored by the existing systems since colonial era.Surprisingly,Barbaig are willing to contribute millions worth honey and cattle for their cultural ceremonies rather than educationactivities.They feel that they were ignored by policy makers and government initiatives are more or less of a top down modelrather than being participatory.There is a need of directing more efforts and other scarcely available resources to marginalized communities such as the Hunter-Gatherers.They have a sense of being left aside in the existing formal education system as it is not reflected in their normal life.Education is a basic human need that should reflect ones culture and give alternatives to overcome the environment surroundinglivelihood.BECOMING A COMMUNITY BASED ANIMAL HEALTH WORKER (CBAHW)By: Glory Mziray Farm Africa- Babati.Education needs to address both socio-economic needs of an individual and the community at large. Education forSelf-Reliance is the philosophy adopted to prepare people to improve their well-being in their natural setting.The followingcase study from Babati is illustrative.A woman from a hunter-gatherer community has been able to improve the well-beingof her family after being facilitated to attend a course on basic animal keeping by Farm Africa.Hadija Hamisi is married and a mother of 9 children. She lives at Tsamas village.The village has a population of more than3,000 inhabitants and 560 households.The village is almost 30km away from Babati town with more than 4,500 estimatedlivestock.She earns her living through subsistence farming and raising some livestock such as cattle, goats, sheep, donkeys, chicken,dogs and cats respectively. Her family has been depending on seasonal agricultural products such as maize, banana,vegetables and sales of live animals during monthly market.Hadija has been providing advisory services on good husbandry management practices to fellow community memberssince completion of her studies in year 2003. She is capable of visiting 17 to 20 households in a week. Depending on theseason, her monthly income used to range from T.Shs 40,000.00 to T.Shs 50,000.00.The income obtained is used to pay school fees for her children at both primary and secondary school levels,rehabilitationof the family house, purchase of livestock such as goats and cattle, facilitate day to day household needs includingfoodstuffs, kerosene and clothes for her children. “I am very happy that I have been trained, equipped and supportedto start this business.The income realised have helped me to assist my husband in taking care of our children and toprovide services to the livestock keepers including our own animals.” She narrated. Farm Africa project supported herwith materials and drugs worth T.Shs 430,550.00 in December 2004.Her skills need to be developed further so as to improve the quality of service she renders.The tremendous rise in drugprices will hinder majority of the people to get the service.Access to more funds and outbreak of animal diseases has beena challenge due to shortage of drugs. Hadija is likely to lose her clients’ confidence.TEN/MET PARTICIPATES IN THE GENDER FESTIVALTanzania Gender Network Programme (TGNP) in collaboration with the Feminist Activist Coalition (FemACT)organized year 2005 Gender Festival. The festival was held 6th – 9th September 2005 at TGNP in Mabibo,Dar es Salaam. The theme of the festival was “Gender, Democracy and Development: Popular Struggles For AnAlternative and Better World.” It was an open forum for individuals and organizations to share experience,knowledge, develop capacity and come up with a few, strong and feasible strategies to be implemented after thefestival.The theme of this festival reflected TEN/MET’s Strategic Plan components that include Policy Debate and Advocacy,Communication and Information Sharing and Capacity Development. We are all convinced that whatever we aredoing regardless of its magnitude has a bearing on education policies and practice either explicitly or implicitly.A number of TEN/MET members, including HakiElimu,Taaluma Women Group, Farm Africa – Babati, FAWE, ChristianSpiritual Youth Missionary, participated actively in education related issues.Sub-themes discussed during the festival included:“Popular Struggles in Policy Engagement at Global and NationalLevel, and Popular Struggles Over Education.” TEN/MET’s participation, which included only a few presentations dueto limitations of time, was commendable. Participants had ample time of sharing experience and knowledge fromvarious parts of the country and the world. HakiElimu’s Friends of Education from various parts of the countryshared with other participants the importance of community participation in education management at local level.Community participation in school management has led to improvements in school attendance, enrolment,performance and the accountability of teachers.Under Popular Struggles over Education sub-theme, the presentation that reflected hunter-gatherer communitiesdrew more attention from participants.A unique presentation from Manyara region with testimonials on the Barbaigand Hadzabe communities was illustrative. One of the most striking issues was appropriate techniques to be used inbringing the Hunter-Gatherer communities, especially the Hadzabe, Barbaig and Maasai, into formal educationsystem. Some suggested solutions from participants included retention of educated local people within theirlocalities to act as role models and catalysts of change.For the sake of communication and information sharing; you might have something different that you would like toshare. Please do not hesitate to forward your ideas so that they can be shared through this Newsletter.TEN/MET would like to extend its sincere gratitude to all members who devoted their precious time and othervaluable scarce resources in making Gender Festival 2005 a success.ANNUAL EDUCATION SECTOR REVIEW 2005For the first time the Government is carrying out an Education Sector Review this year. As education falls under theportfolio of a number of ministries, namely the Ministry of Education and Culture (MoEC), Ministry of Science,Technologyand Higher Education (MSTHE), Ministry of Gender, Community Development and Children (MGCDC) and Ministry ofLabour,Youth Development and Sports (MLYDS), the Review is being coordinated by the Prime Minister’s Office (PMO).Four studies have been commissioned to inform the Review.These are the Education Sector Situation Analysis (SA), PublicExpenditure Review (PER), Performance Assessment Framework (PAF) and the Sector Dialogue.TEN/MET members haveparticipated in these studies by providing information and/or commenting on the draft reports. By the time we went tothe printer, all studies except PER had been completed.The Education Sector Review Stakeholders’ Workshop is being organised. It is now scheduled to take place from 30November to 2 December 2005. It is envisaged that there will be four discussion groups at the workshop: (1) SectorDevelopment (ESDP since 2001); (2) Sector Planning and Budgeting; (3) Monitoring and Assessment; and (4) SectorDialogue.You will note that these group topics are supported by individual studies, namely Situation Analysis, PER, PAF andEducation Sector Dialogue. In order to enrich discussions at the workshop, two-day field visits to educational institutionsare being arranged for participants a week or so before the event.Civil society organisations have been allocated 10 places at the workshop. The TEN/MET Board is in the process ofidentifying people to represent CSOs. It is, therefore, important to identify people who are competent and can speak tothe group themes (1-4 above) with confidence in order to have a strong CSO impact.