The Impact of Energy Use on Poor Urban Livelihoods in ... - DfID

A Study <strong>of</strong> the <strong>Impact</strong> <strong>of</strong> <strong>Energy</strong> on Poor Urban Livelihoods in Arusha, Tanzania
<strong>The</strong>re is already a shortage <strong>of</strong> secondary school places. Figure 3.4 indicates the
scale <strong>of</strong> the problem. <strong>The</strong> increased numbers in the primary system will place further
pressure on this inadequate system. <strong>The</strong> government is encouraging the further
development <strong>of</strong> private courses for primary and secondary school students. However
private tuition fees limit their accessibility to wealthier families.
Figure C.4: Students passing secondary school exam and
number accepted
Year Passed Not selected for
High grades not
secondary school
selected
Number
% Number %
1999 4862 3164 65 961 30
2000 5112 4015 78 1168 29
2001 5409 4376 81 1637 37
2002 4946 4695 94 1454 31
Source: Arusha Municipal Non-Formal Education Strategy, 2002-2006, AMC
Two types <strong>of</strong> adult education 10 , adult literacy classes 11 and some small-loan related
training, are also government sponsored. However there are attendance, funding and
teacher motivational problems. 12
In 2002, there were 4,484 men and women in Arusha aged 13-60 years who could
not write, read or do simple arithmetic. Just over a third (1,608) <strong>of</strong> the total were men
and just under two thirds (2,876) were women 13 . Unsurprisingly classes are more
popular with women than men.
Guidelines for the extension <strong>of</strong> credit from Municipal Community Development
Officers for training are comprehensive and involve training and follow-up. However,
there is <strong>of</strong>ten no follow-up because <strong>of</strong> lack <strong>of</strong> transportation costs for government
employees. Loans are <strong>of</strong>ten given to groups that live alongside the main road
because <strong>of</strong> better access 14 .
<strong>The</strong>re are a range <strong>of</strong> private courses available and include a variety <strong>of</strong> practical skills
training. <strong>The</strong>y are required to register in Dar-Es-Salaam and the Municipality does
not keep records.
<strong>The</strong>re are also some business/entrepreneurial schemes which either as in the case
<strong>of</strong> FAIDAA, 15 business training and institute/management consultants, who charge
fees and others such as SEDA and PRIDE who are able to provide training as part <strong>of</strong>
their loans system.
C.3.3 Health
10
Run in the wards, there are 26 adult education centres with 159 functional and post literacy
classes. Source: Arusha Municipal Non-Formal Education Strategy, 2002-2006, AMC
11
Literacy classes are held in the wards
12
Classes are conducted at different levels and on average it takes up to two years, at one
hour a day, three times a week to achieve functional literacy. Teacher motivation is also a
problem since the teaching <strong>of</strong> these classes is unpaid and depends on the goodwill <strong>of</strong> the
existing teachers. If only one person attends the class it has to be taught. – Interview with
Municipal Education Officer
13
<strong>The</strong>se figures are based on an education census conducted in 2002. Source: Arusha
Municipal Non-Formal Education Strategy, 2002-2006, AMC
14
Key Informant Interview, Director <strong>of</strong> Gender, Ministry <strong>of</strong> Community Development, Gender
and Children
15
Mostly men (80%) that attend courses but the number <strong>of</strong> females increased in 2002.
Women interested in book-keeping course and BAT, especially marketing.
Development Planning Unit, UCL London
Dr. Sheilah Meikle and Patrice North