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TABORA MUNICIPAL COUNCIL
TABORA MUNICIPAL COUNCIL

Jamhuri ya Muungano wa Tanzania Ofisi ya Raisi Tawala za Mikoa na Serikali za Mitaa HALMASHAURI YA MANISPAA YA TABORA

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Elimu


1.1.0 Educational Services

Tabora municipality has a number of tertiary, secondary, primary, and nursery school facilities. Some of these are among the oldest and the best in the country.

 

1.1.1 Tertiary, Secondary and Primary education

There are three Universities located in Tabora municipality including; Archbishop Mihayo University College of Tabora and two branches of Theophil Kisanji University College and Open University College. Tabora municipality is also home to five colleges including: Tabora Secretarial College, which was recently, renamed Public Civil Service College, Tabora Ardhi Institute, Tabora Teachers Training College, Railway Training College, and St Paul’s Seminary Kipalapala. All of the colleges are Government owned except St. Paul’s Seminary Kipalapala that is owned by the Roman Catholic Church. The universities and colleges enrol students from all over the country.

1:1.2 Secondary Education Overviews

Tabora Municipal Council provides Education including Secondary Education. Secondary Education is provided in 23 public Secondary Schools and 9 Private ones. Enrolment in these Secondary Schools in 2016 is shown in the table below.

Table: 1 Secondary School in the Council

Description

Government

Private

Total

Secondary Schools

23

9

32

 

Map No: 03 Existing secondary schools Tabora Municipality

Tabora School, a boys’ secondary school in Tabora municipality was the first secondary school to be established in the country in 1940 to serve the sons of British rulers and Tanzanian Chiefs. It is in this school where the father of the nation and first President of Tanzania (1964 – 1985), the late Mwalimu Julius Kambarage Nyerere went to school.

Table: 2 Enrolment of Students Form I-VI

FORM

BOYS

GIRLS

TOTAL

I

1,341

1,379

2,720

II

1,049

1122

2,171

III

1,039

1,107

2,146

IV

1,091

1,086

2,177

V

784

501

1,285

VI

956

319

1275

TOTAL

6,260

5,514

11,774

 Public Secondary Schools enrolment includes   11,774 students of which 6,260 are boys and 5,514 are girls.  Private Secondary Schools              enrolment is 4,195 students of which 2,445 are boys and 1,750 are                girls.

1:1.3     School infrastructure and furniture status is shown in the table bellow

Following is a table showing Teachers by Qualification, School infrastructure and furniture.

Table: 3 Teachers by qualification and Gender

Grade

Male

Female

Total

BE.SC

31

07

38

BA.ED

168

107

275

DIPLOMA.SC

72

19

91

DIPLOMA ART

164

93

257

LICENSED

15

05

20

TOTAL

462

235

697

 

Table: 4 Teachers Demand and Deficit

NOTE: Teachers demand is determined by subjects in each school

 

DEMAND

AVAILABLE

DEFICITY

% DEFICITY

786

697

89

11.32

 

 

Table: 5 School infrastructure and furniture

NO

ITEM

REQUIREMENT

AVAILABLE

DEFICITY

%

1
Classrooms

358

288

70

19.5

2
Teacher houses

524

70

454

86.6

3
Latrines

500

394

106

21.2

4

Administration B locks

23

08

15

65.21

5
Stores

23

08

15

65.21

6
Tables

11,774

11,774

-

-

7
Chairs

11,774

11,774

-

-

8
Cupboard

931

121

310

32.3

9
Libraries

23

6

17

73.9

10
Kitchen

23

4

19

82.6

11
Dining Hall

23

4

20

87

12
Laboratories

69

69

-

-

13
Hostel/Dormitory

43

38

6

  13.9

 

Enrolment expansion

SEDP performance is experienced in areas concerning enrollment where students   selected for Form one all get chances in Secondary School by 100%.Form V chances have also been expanded enabling many selected students at Form IV Stage to join Form V. SEDP has also led to having a D by D type of Governance to lower levels. It is true that through SEDP, Community participation in School Management is enhanced and communities feel a sense of owner ship of Secondary Schools.

 

 

2.2.1 Enrolment and Access

Table.7 Registration of Students form one and five from 2009 to 2015

 

 

 

YEAR

FORM ONE

FORM FIVE

NO OF CANDIDATES (VII)

 

PASSED

 

 

SELECTED FORM ONE

 

NO OF CANDIDATES (IV)

 

PASSED

 

 

SELECTED TO JOIN FORM V

B

G

T

B

G

T

%

B

G

T

B

G

T

B

G

T

%

B

G

T

2009

2103

2299

4402

1446

1238

2684

61

1446

1238

2684

663

792

1455

563

298

861

59.2

522

127

649

2010

2037

2158

4195

1417

1226

2643

63

1417

1226

2643

1664

1364

3028

996

219

1215

41

612

204

816

2011

2126

2260

4386

1510

1423

2933

67

1510

1423

2933

1626

1168

2794

216

56

272

9.7

216

56

272

2012

1973

2182

4155

1588

1582

3170

76.3

1588

1582

3170

1216

937

2153

317

163

480

22.2

112

47

159

2013

2051

2326

4377

1181

1166

2347

97.3

1181

1166

2347

1157

1522

2677

882

567

1449

54.1

294

161

455

2014

1921

2315

4236

1089

1211

2300

54.3

1084

1205

2289

996

613

1609

857

540

1397

85

322

120

442

2015

1975

2257

4232

1242

1222

2464

58.22

1242

1222

2464

1408

1378

2786

991

849

1840

66.04

328

132

460

 

Plate 05: Tabora school

The problems facing Government secondary schools in Tabora municipality are similar to those facing Government secondary schools in the country and they include shortage of funds to maintain existing infrastructure and facilities, high enrolment rates with increasing student/teacher ratio, shortage of teachers especially Science teachers, poor teaching facilities and services (lack of standard text books, inadequacy and/or inadequately equipped laboratory facilities, shortage of desks, tables, toilets, student hostels and staff quarters), lack of transport facilities, lack of sufficient playing grounds, long walking distances for day students making them  vulnerable to abuse, poor remuneration for teachers, and diminishing quality of students qualifying for secondary education.

Some wards in the municipality do not have secondary schools including: Kabila, Isevya, Tambukareli, Kanyenye, Gongoni, Ifucha, Kakola, and Ntalikwa.

During focus group interviews in Tabora municipality, political interference in education was also cited as one of the factors which have led to diminishing standards in secondary education in the municipality.

 

1.2.0 Primary School 

Tabora municipality manages 62 primary schools within its area of jurisdiction. The average class size in Tabora municipality is 58 against the recommended 45 by the Ministry of Education

Map No:04 Existing Primary schools Tabora Municipality


 

1.2.2.0 Primary Education Department

1.2.2.1  Education Overviews: 

Tabora Municipal council like other Councils in the country has a major role of providing education including Primary and post Primary Education.

1.2.2.2 Primary:

Tabora Municipal Council has 73 Government Primary Schools and 6 non-Government School.  The Government Pre-primary & Primary Schools have a total of 52,828 pupils of which 26,106 are boys and 26,722 are girls.  The private primary Schools have a total of 3,938 pupils of which 2005 are Boys and 1,833 are Girls.  There are 590 permanent classrooms, 109 teachers’ houses and 703 pit latrines.  Current status on teachers, school infrastructure and furniture is as presented in the tables below: -

 

Table 1:1 – Teachers by qualification and Gender: -

GRADE

MALE

FEMALE

TOTAL

III B/C

5

14

19

IIIA

287

643

930

DIPLOMA

32

29

61

SHAHADA

13

18

31

TOTAL

337

705

1042

 


Table 1:2 Teachers Demand and Deficit:

NOTE: Teachers demand is obtained from the standard PTR of 1:45

DEMAND

AVAILABLE

DEFICITY

% DEFICITY

1369

1042

327

24



Table 2 – School infrastructure and furniture:

NO

ITEM

REQUIREMENT

AVAILABLE

DEFICITY

1
Classrooms

1480

590

691

2
Teacher houses

1323

109

1214

3
Latrines
             2384

743

1641

4
Offices

146

104

42

5
Stores

73

28

45

6
Desks

15728

15932

-204

7
Tables

2125

940

1185

8
Chairs

2553

1475

1083

9
Cupboard

1388

403

985

10
Shelves

73

16

57

11
Beds

341

260

81

12
TRC

4

2

2

1.2.2.3 – Post Primary Education: 

The Municipality is also involved in facilitating Secondary School Education.  There are 31 Secondary Schools of which 4 are central Government owned, 19 are Community Secondary Schools and 8 are private schools.  The Council also has 1 teachers College.

 

 

Table 3 – Registration for STD. One 2016: 

YEAR

AGE 7 EXPECTED POPULATION

AGE 7

 REGISTERED

AGE 8-10 REGISTERED

 

REGISTERED

GIR

%

NIR

%

B

G

T

B

G

T

B

G

T

B

G

T

2014

2205

2410

4615

   3208

3193

6401

1119

   1190

2309

2468

  2171

4639

239

195



Enrolment in grade Pre-primary _ VII has also increased as indicated in the table below

Table 4. Enrolment of children Pre-primary and Grade I - VII - 2016 311[G0vt.Pr.School]

NO

DISTRICT

PRE-PRIMARY

GRADE I

GRADE II

GRADE III

GRADE IV

GRADE V

GRADE VI

GRADE VII

TOTAL
ENR. I - VII
B
G
T
B
G
T
B
G
T
B
G
T
B
G
T
B
G
T
B
G
T
B
G
T
B
G
T

 

1.

T.M.C.

T

3111

3286

6397

5624

5375

10999

3283

3254

6547

3663

3596

7261

2733

2954

5687

2874

3012

5886

2783

2946

5729

2034

2289

4323

26106

26722

52828




1.2.2.4 Teachers recruitment and Deployment:

The Council did not recruit new teachers in 2016

1.2.2.5 – Construction:

Construction of Schools infrastructures including classrooms, teacher’s houses, pit latrines, stores, and offices is being carried out using PEDP funds in collaboration with NGOs and the Community.

 

APRIL – JUNE. 2016

Construction activities comprised of 7classrooms, being the combination of the new constructions and the previous constructions carried forward.

 

1.2.2.6 Out of school children and Youths:

Efforts have been made by the council to establish complementary Basic Education in Tanzania (COBET) for out of school children and youths by

Identifying teachers and students.

Sensitization of Communities and parents towards education and other basic rights to children.

Establishing a system of regular and periodic collection of data for out of school children.

1.2.2.7 Quality Improvements:

Quality improvement comprises of:

Improving teacher effectiveness

Ensuring adequate availability of good quality learning and teaching materials.

Maintaining educational standards by ensuring provision of necessary support to teachers.

1.2.2.8 Human Resources:

Tabora Municipal Council has 1,042 teachers of which 705 are female and 367  male.

60 Teachers are undergoing professional and academic training in various colleges.

1.2.2.9 HIV/AIDS

HIV/AIDS is now a national disaster and it touches all sectors schools included. The Council in consultation with NGOs has conducted AIDS Control Programmes to students, teachers and Ward Coordinator. Some measures taken include:-

  • Sensitization of school pupils through meetings, plays, video shows on how to be aware of this deadly disease.
  • Out of school youth groups have been organized in every ward so that they keep on sensitizing the public on HIV/AIDS
  • UNICEF organizes Seminars on how to assist orphans whose parents have checked for HIV/AIDS.

Corruption is another crosscutting issue, which is important if the successful implementation of PEDP and overall provision of Social Services including education is to be achieved. The Council and the education department in particular is involved in taking necessary measures to combat corruption in general and in the education sector in particular. Measures taken to combat corruption include:-

  • Provision of education and training on good Governance, constitution and various laws to the public in order to make them aware of their basic rights.
  • The District Commissioner and Municipal Director have provided education on ways of combating corruption to the community in all 29 wards through meetings.
  • After three months, all heads of department fill secret forms to identify suspects of corruption. The forms are sent to the D.C. for further action and investigation.

  1.2.2.10 Special School Education:

Education for children with special needs is also given priority in the Council. The Council has 2 special schools one for the blind and other for the deaf. Also the Council has special annex for mental retarded children attached to Mwenge and T/School Primary Schools.

There are also 3 schools with inclusive education.

 Awareness creation is still on to ensure that parents and the entire community understand the importance of education for disabled children.

Targerts

  • Number of Classrooms constructed increased from 590 [2015] to 1,480 by 2020
  • Number of Classrooms renovated increased from 85 [2015] to 220 by 2020
  • Number of desks  increased from 8,314 [2015] to 21,932 by 2020.
  • Number of desks  ratio improved  from 1;7 [2015] to 1;3 by 2020.
  • Book pupil ratio improved from 1;6 [2015] to 1;1 by 2020
  • Number of Pit Latrines constructed improved from 743 [2015] to 2,384 by 2020
  • Pit Latrine ratio for Girls reduced from 1;76 [2015] to 1;20 by 2020
  • Pit Latrine ratio for Boys reduced from 1;75 [2015] to 1;25 by 2020
  • Number of Cupboards increased from 16 [2015] to 73 by 2020
  • Number of Chairs increased from 1,475 [2015] to 2,553 by 2020
  • Number of Shelfs increased from 403 [2015] to 1,388 by 2020
  • Number of Teachers Office increased from 104 [2015] to 146 by 2020
  • Number of Stores increased from 28 [2015] to 73  by 2020
  • Number of Tables increased from 940 [2015] to 2,125 by 2020
  • Number of Teachers houses increased from 109 [2015] to 1,369 by 2020
  • Number of Beds in Special Schools increased from 240 [2015] to 341 by 2020

 

Primary School Educational Challenges

  • Lack of science teachers;
  • Lack of sufficient water supply;
  • Lack of standard text book;
  • Poor infrastructure;
  • Inadequate incentives to motivate teaching staff and students;
  • Political interference in primary school administration by councillors; and
  • Low capacity of ward Education Co-coordinators.

A general government policy guiding the location of government nursery schools is that every primary school should have a nursery school. So Tabora municipality could have a minimum of 62 nursery schools.

Tabora region has two vocational training colleges. One established in 1999 is located in Tabora Municipality and another is located in Uyui District. The college offers long-term courses (two years or more depending on the type of course) and short-term courses whose duration is one week to 6 months.

 

1.2.2.11 Challenges facing Vocational Training include:

  • Shortage of staff: There are only 39 permanent staff against an establishment of 48 staff.
  • Accommodation for students;
  • Limited number of courses offered and
  • Lack of sufficient funds.


Matangazo

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