Our Education - Tanzania Education Network/Mtandao wa Elimu ...

Volume 4: Issue 16 October - December 2009
TANZANIA EDUCATION NETWORK/
MTANDAI wa ELIMU TANZANIA
Our Education/
Elimu Yetu
Our Credo:
Education is the most
effective long-term
method to eradicate
poverty
Inclusive education for
all Tanzanians: both
sexes, youth, adults,
people with disabilities,
and other vulnerable
groups
Quality education means
making the school a
welcoming environment
where all teachers and
learners are valued and
learn effectively.
Inside this Issue:
Fundraising workshops
in Shinyanga, Arusha,
and Dodoma
First, a word from TEN/MET’s Co-ordinator
Welcome to Issue
16 of the TEN/
MET newsletter.
In this issue we present
a comprehensive account
of the strategic planning
and fundraising workshops
that TEN/MET ran for its
members in the Shinyanga
Region, Arusha Region,
and Dodoma Region, all
in the last three months of
2009. The content of these
workshops is described in
detail and some of the outcomes
of the exercises are
presented. A detailed summary
of the final group exercise
is presented to give
a flavour of the accomplishment
that participants
derived.
A detailed set of reports is
presented from the Unity
in Diversity Foundation
(UDF) in Bagamoyo
through its project “Tujenge
Pamoja”. Detailed
reports are given from
2007-8 and 2008-9 on
their activities, along with
a number of illustrative
photographs.
A revealing summary
is provided at the end
of the 2007-8 report,
which describes in some
detail the kind of anachronistic,
and counter-productive
cultural practices
that hinder progress to-
National Education Debates continue
ward National povertyreduction
strategies and
goals. We hope that by
publishing an account of
these activities we will
encourage others to carry
forward in the same spirit
as UDF.
Anthony Mwakibinga
Acting Co-ordinator
Report for Tujenge
Pamoja 2008-2009
Report for Tujenge
Pamoja 2007-2008
Teachers’ Professional Board nascent

Volume 4: Issue 16
Report on Fundraising Workshops Organized by Ten/Met and Amka Consult
Shinyanga, Oct 27-30 | Arusha, Nov 17-20 | Dodoma, Dec 7-11 | 2009
Introduction:
The workshops on Strategic Planning
and Fundraising were organized
by Tanzania Education
Network/Mtandao wa Elimu Tanzania
(TEN/MET).
The Shinyanga workshop was
held at the Vijana Roman Catholic
Centre Ngokolo, Shinyanga
from 27th – 30th October 2009
was attended by 20 participants
representing member organizations
of TEN/MET from Shinyanga,
Mwanza, and Tabora Regions, the
Shinyanga Municipal Education
Officer, and the Acting Shinyanga
District Education Officer.
The Arusha workshop was held
at the Rose Garden Hotel, Arusha
from November 17th - 20th, 2009.
It was attended by 22 participants
representing member organizations
of TEN/MET from Arusha, Kilimanjaro
and Manyara Regions, the
Arusha District Education Officer
and two reporters.
The Dodoma workshop was held
at the Christian Council of Tanzania
(CCT), Dodoma from December
7th - 11th, 2009. It was
attended by 11 participants representing
TEN/MET member organizations
from Dar es Salaam,
Dodoma, Coast, Morogoro, and
Ruvuma Regions.
All the workshops followed the
same format and content was
the same.
Day 1 of the workshop
During the morning session, TEN/
Page 2
MET secretariet delivered some
welcome remarks; briefed participants
on the structure and objectives
of TEN/MET; explained the
purpose, context and genesis of the
workshop which resulted from a
needs assessment previously conducted
by TEN/MET.
The participants introduced themselves
by name, organization, title,
responsibilities, and personal
aspirations in pairs and elected
the workshop leaders.
A Team of five participants was
selected to raise funds for a cocktail
party scheduled for the last
day of the workshop. Thereafter,
the workshop facilitators explained
the course content and
agenda to the participants who
later listed their key expectations
from the workshop.
During a brainstorming session
and based on their own experiences,
the participants identified
key stakeholders in the education
sector including children, students
and parents; teachers and
decision-makers; government,
SCOs, Faith Based Organizations
(FBOs), development partners
and society at large. They
defined policy as a general guide
on a specific issue that provides
a common direction for all stakeholders.
Day 2 of the workshop
After recarp the workshop facilitators
explained the outline of the
course on fundraising and led participants
to draw up a pictorial card
image of their views on Tanzania’s
education situation. These card images
were presented and discussed
in plenary. The facilitators made
three presentations on ‘Why CSOs
need to raise funds’, ‘the necessary
preparations towards fundraising’,
including going through a
PEST (Political, Economic, Social
and Technological) and SWOT
(Strength, Weaknesses, Opportunities
and Threats) analysis of the
organization, and on ‘how to raise
funds from within the community’.
Between the presentations, participants
were explained how
their CSOs raise fund and the
main sources of funds which included
membership fees and donations
Participants also identified the
parameters defining their organization’s
PEST and SWOT operating
environments. Participants
later identified local and international
potential funding agents
and came up with the list of 88
local and international funding
agencies.
During the afternoon’s facilitation
were on prerequisites of fundraising
from donors.
Day 3 of the workshop:
After recarp the workshop facilitators
presented “Community Fundraising”
and |Raising Funds from
Bilateral, Multilateral and other
Business Organizations, Government
Institutions, and Individuals
- The Funding Proposal”.
Participants identified various

Volume 4: Issue 16
Report on Fundraising Workshops Organized by Ten/Met and Amka Consult
Shinyanga, Oct 27-30 | Arusha, Nov 17-20 | Dodoma, Dec 7-11 | 2009
methods of raising funds from
communities through a group
activity and the results were presented
in plenary as follows...
This was followed by a session on
Structure of the Proposal and then
discussions on steps in Preparing
a Good Proposal, the presentation
headings included introduction,
and background to Proposal
Writing; Problem Statement and
Analysis; Project justification and
rationale, and Project objectives.
During the afternoon session the
workshop facilitators guided participants
through presentations on
Monitoring and Evaluation; Sustainability/Assumptions/
Risks;
and on The Action Plan and
Budget.
The facilitators also guided participants
on how to complete a
project proposal, a presentation
on finalizing and Presenting the
Proposal. The workshop facilitators
then led participants through
a practical exercise on how to start
writing their proposal as a group
home work exercise by responding
to questions on a handout on
Implementation/Description of
Project Activities. Participants
chose a project on Improving
Pre-school Education in Karangai
Village, Meru District.
Day 4 of the workshop:
After a recap participants presented
their reports on the project
proposal writing this was followed
by final presentation on Introduction
to Strategic Planning,
and on the Logical framework
Analysis (LFA).
Participants developed a log
frame and Problem Tree to analyze
the causal factors and effects
of the poor quality of pre-primary
education services in Karangai
Village as shown on the next
page.
Reflection by Participants
Before conclusion of Day 4’s activities
the participants presented
their reflections on the workshop.
A summary of the reflections is
attached as Appendix 5 to this report.
Closure of the Workshop:
The Workshop Chair, officiated
at closing session. He urged participants
to put into practice all
that they had learned during the
workshop and to work closely
with both the central and local
government authorities in all
their endeavours for the benefit
of society. He emphasized that it
was important for CSOs to establish
strong roots within the communities
where they operate in
order to gain both legitimacy and
credibility.
Cocktail Party:
A cocktail party, organized and
financed by the participants
through a Fundraising Committee
constituted on Day 1 of the workshop,
marked a fitting end to the
workshop, as a practical example
of a successful fund-raising event
initiated by the workshop facilitators,
as a way of “learning-bydoing”.:
Participants in the TEN/MET Arusha
Fundraising Training Workshop
(November 2009)
Participants in the TEN/MET Dodoma
Fundraising Training Workshop
(December 2009)
Page 3

Volume 4: Issue 16
Teachers’ Professional Board nascent
CAUSES
Broken families
Lack of classrooms and other school buildings
Lack of pre-primary teachers
Poverty and inability to pay fees
Involving children in cattle heading
lack of land for building preprimary school facilities including
class rooms
lack of a clear policy on preprimary education
lack of participation by communities and school committees in
decision making
engaging children with domestic chores ix) long distances to
schools
unsafe school environments
unattractive learning environments
lack of school meals
conflicts between Community development, education, health
and social welfare policies.
EFFECTS
Children enrolled into primary
education are unprepared
high rates of truancy and
absenteeism increasing numbers of
street childrenlow primary school
examination pass rates;
misconduct and erosion of social ethics;
increased crime, violence and threats
to peace and security
increased child labour
deterioration in the quality of
education
increased rates of childhood
pregnancy.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Report for Tujenge Pamoja 2008 - 2009
Unity in Diversity Foundation
was founded in a
workshop conducted in
Bagamoyo, by the ARK FOUN-
DATION OF AFRICA. We have
been training the local people
around on how to care for pregnant
women.
The culture of the SAFWA tribe is
that a woman is responsible to do
all the work including feeding the
children, buying clothes, attend
to their needs, and hand cultivation.
This doesn’t mean that when
she is pregnant she should stop
working. She continues working
all the time.
The work of men is to look for
the jobs that will provide him
with money for drinking local
beers, building a normal house,
and a little money for buying his
clothes. If he is happy that day he
Page 4
can buy clothes for the family, but
not always.
Since we started training in public
meeting the people are changing.
We have seen that the men are
coming back at 6 pm. which was
not normal for men to be at home
at that time. Normally, they have
been coming back home around
11pm to midnight or even 1 am.
They are now buying uniforms for
the children studying in schools
and in our pre-school. They have
left behind the habit of giving the
local beer to children.
We mobilized the local villagers
to make bricks for the construction
of a permanent pre-school.
The school is finished and in May
2009 children started using the
building.
We have done fifth regular meetings
with local people so that we
may improve our services to most
vulnerable children. The changes
are visible.
We have also contacted Pangea
giving for Global change who donated
US$4500 for finishing the
Pre-school.
We have managed to have one
teacher qualified for teaching
our Pre-school She was also employed
by the Government as a
teacher of Primary school Adult
education Program, which is
assisting us and we have intro-

Volume 4: Issue 16
Report for Tujenge Pamoja 2008 - 2009
duced English Language to our
Pre-school.
We have managed to supply 550
wheelchairs with the co-operation
of Government District
Commissioners, District Directors,
Community Development
officers. and NGOs. This year
we expect to supply 2,750 in
Shinyanga Region,Tanga, Dar
es Salaam, Mbeya, and Rukwa
Region.
Challenges
Lack of education among the local
people
Local Taboos hinder the development;
anything that comes
from the government is not respected
unless the announcement
comes from the local chiefs. Because
they are afraid of being bewitched.
False translation: pregnant mothers
may think if a pregnant mother
is not working during the de-
livery she will cause a death of
the child. She has to work more
than men for the sake of the last
day in labour ward.
Lack of balanced diet among
pregnant mothers leads them to
eat the special sands. I think this
kind of sand contains some mineral
needed by the pregnancy
mothers.
Most of the pregnant mothers are
still delivering at home. They are
not going to hospitals due to poverty.
The Grant from Pangea for global
change was not enough so we
used extra energy to finish the
building.
Child marriage may seem normal
culture in Mbeya.
2% girls around Mbeya region
are married before the age of 17
many are married to men who are
twice of their age or older. And
they need our help. When a girl is
forced to marry at a young age, it
diminishes her chance to get education,
endangers her health, and
makes her much more likely to
face physical abuse and poverty
Young brides are:
• More likely to become young
mothers. Girls under the age of
15 are five times more likely to
die of childbirth than a woman in
her 20s.
• More likely to drop out of
school and have limited economic
opportunities in the future, which
keeps them and their families
locked in the cycle of poverty.
• Twice as likely to suffer domestic
violence and are more vulnerable
to sexually transmitted
diseases, including HIV/AIDS.
This kind of marriage is to be discouraged
with all efforts. My advice
to you and members of Tujenge
Pamoja to take immediate
action to ensure no girl is forced
into an early marriage.
Last, I want the Tujenge Pamoja
members andother stakeholders
to be the voice of the people
with disabilities, because many
disabled girls are raped and have
children. Who is to take care of
them?
Page 5

Volume 4: Issue 16
Report for Tujenge Pamoja 2007 - 2008
Thank you for announcing
the first phase of our
multi-year capacity building
initiative “Tujenge Pamoja”
(Let’s Build together), which
was initiated by Ark Foundation
of Africa from the United States.
The first meeting was held in
Nakuru, Kenya from July 17th
through 21st, 2007
Participants came from the following
Countries and Districts:
• Kenya; from Mombasa, Nandi,
and Trans Nzoia districts
• Tanzania; from Bagamoyo,
Dodoma rural, Mbozi, and
Zanzibar
• Uganda; from Gulu, Kitgum,
Luwero, and Wakiso
The workshop inaugurated a
three year initiative to engage
and strengthen the capacity of
indigenous organizations so that
they can scale up their programs
and effectively meet the complex
needs of orphans and vulnerable
children in their communities.
Too many orphans and other vulnerable
children (OVU) in Africa
are growing up in a situation of
scarcity, without education, healthcare,
and strong parental support.
Grandmothers, who care for the
majority of orphans, are overwhelmed
doing their job under
very hard, unsupportive circumstances.
Grandmothers are simply
doing what they know and what
they love doing, day after day.
In countries with very weak or
particularly nonexistent social
Page 6
safety nets, indigenous CBOs are
also struggling to survive. Many
do not have the resources, or
enough staff with the right skills
and training to enable them to
effectively address OVC related
challenges.
The goals of the program are:
• increase knowledge of the rights
and needs of the children
• increase and improve service to
OVC and their caregivers
• develop a learning network for
support and information
exchange among participants
• scale up proven effective
program designs
Emphasis on the use of local
resources
• Committed to addressing difficult
issues such as child sexual
abuse and neglect, and the way
children experience grief
• Diverse group with different
experiences and programs
• on-site visits to assess programs
in their community settings.
Lessons Learned:
• Strong desire by leaders of the
NGO’s to improve their skill
• Networking is a powerful generator
of learning encouragement
and mutual support
• People need on site, ongoing
support between workshops
• Building skills without
having access to
financial resources to
scale up their programs and
deliver new services is not
helpful,
• People can make significant
improvement in services
relying on local resources, but
they also need access to
external financial resources to
build staff and infrastructure.
• Most NGOs’ programs avoid
development programs for
children from 0-3 years
Next Steps:
1. Holding another workshop
in Tanzania and focusing on the
needs and the rights of youngest
children
2. Project and financial plan for
sustainability for long term and
human resource issues
3. Develop a funding pool to
provide seed money to help start
up new programs and build basic
organization infrastructure
4. Initiate a program of learning
visits among participants
5. Make at list one onsite visit
to each participant for technical
support, and gather participants
in midyear country level meetings
to view project plans, provide
peer support, and program
solving support.

Volume 4: Issue 16
Is education a private or public good?
Benjamin Nkonya, TAMONGSCO Secretary General
6. Continuing newsletter and
make it more participant driven
The things that I am most proud
of:
Soon after coming from Nakuru,
I conducted a workshop for
the members, then for the community
we serve. The workshop
concerned the needs and rights
of children, children’s grief, and
community assessments.
Results
The UDF members came with a
project of raising local chickens by
using local resources, i.e. available
within our community. We started
making bricks for construction of
a poultry house. The poultry house
was to accommodate 500 local
chickens.
The Project Changed from a
Chicken Project to a Nursery
School
After the local people saw the
small building they came to us
saying that they needed to establish
a nursery school with that
building, because the government
school receives only 60 children
for pre-school: Many children are
left at home. What we decided
with them was how we can run
this new nursery school.
The local villagers said that they
would contribute Tsh. 3,000 per
month as an honorarium to teachers
and for the porridge for the
children. In January, 2008 we
established the nursery school in
our organization named “UDF
nursery school”. We started with
40 children, but attendance now
averages 27 to 30.
Frustrations
• Caregivers and some parents are
not able to pay the monthly fees
as agreed
• Some of the children are
being cared by grandmothers
who are very
old, so their children are
missing written materials,
clothes and food at home; this
makes them early at school in
the morning and they start
asking for porridge before we
start the classes while they
have not contributed.
• We are training the community
on how to prevent HIV/
AIDS but no changes are
visible at all Mbeya region at
13.5%, is among the regions
having the highest number of
people infected by HIV/AIDs
in Tanzania
Our Most Valuable Resources
• We are getting contributions
from our local people and
members.
• For the construction of the
local nursery school, we are
gifted with sand so it’s one of
the resource swith our UDF
• Tujenge Pamoja network and
the volunteers who have been
coming to us from the United
States and the Netherlands.
Our Challenges
• We don’t have permanent
classes
• We don’t have swings for the
kids to play
• Lack of qualified teachers for
our nursery school
• Lack of teaching aids.
Our Hopes and Goals
• We are going to mobilize the
local villagers to make bricks
for construction of a permanent
nursery school
• The nursery school should be
registered next year
• To have regular meetings with
local people so that we may
improve our services to most
vulnerable children
• To look for different donors
who can empower the caregivers
in income generating
projects
• To have qualified teachers for
our nursery school.
Page 7

Volume 4: Issue 16
About TEN/MET
Page 8

Juzuu 4: Toleo 16 Oktoba - Decemba 2009
TANZANIA EDUCATION NETWORK/
MTANDAI wa ELIMU TANZANIA
Our Education/
Elimu Yetu
Imani yetu:
Elimu ndiyo njia ya
muda mrefu, inayofaa
kutokomeza umaskini
Elimu Jumuishi kwa
watanzania wote, jinsia
zote, vijana, watu
wazima, watu wenye
ulemavu, na makundi
mengine yanayoishi
katika mazingira
magumu.
Elimu bora maana yake
ni kufanya shule kuwa
mazingira yanayovutia,
ambapo walimu
wote na wanafunzi
wanathaminiwa na
kujifunza ipasavyo.
Ndani ya Toleo hili:
IWarsha ya Upangaji
Mipango na Upatikanaji
wa Pesa
Ujumbe Kutoka kwa Mratibu wa TEN/MET
Karibu katika toleo
la 15 la jarida la
TEN/MET. Katika
toleo hili tunawaletea
taarifa ya warsha juu ya
kupanga mipango na upatikanaji
wa fedha ambayo
TEN/MET iliendesha kwa
wanachama wake walio katiak
mikoa ya Shinyanga,
Arusha na Dodoma kwa
kipindi cha miezi mitatu.
Yaliyofundishwa katika
warsha hizo yameelezwa
kwa undani na baadhi ya
matokea yameainishwa.
Ufupisho wa taarifa wa
kazi za vikundi umewasilishwa
ili kuonyesha ushiriki
wa wanawarsha katika kufikia
lengo.
Pia taarifa mbalimabali
juu ya kazi zilizofanya na
asasi iitwayo the Unity
in Diversity Foundation
(UDF) ambayo ipo Bagamoyo
juu ya mradi unaoitwa
“Tujenge Pamoja”
zimetolewa kwa undani.
Ripoti hizi ni za mwaka
2007/8 na 2008/9 zikiwa
pamoja na picha zitoazo
maelezo.
Ufupisho mzuri umetolewa
mwisho wa taarifa
ya mwaka 2007/8 ambao
unaelezea mila na desturi
ambazo zimepitwa na
wakati ambazo zinazoofisha
utekelezaji na ufikiaji
wa malengo ya Mkakati
Mjadala wa Elimu Kitaifa Unaendelea
wa Taifa wa Kuondoa
Umaskini.Ni matarajio
yetu kwamba kwa kutoa
taarifa hizi katika jarida
leo zitafanya asasi zingine
waweze kutekeleza miradi
yao kwa moyo wa dhati
kama UDF.
Anthony Mwakibinga
Mratibu Kaimu
Taarifa ya Tujenge
Pamoja 2008-2009
Taarifa ya Tujenge
Pamoja 2007-2008
Mchakaato wa uundaji wa Bodi ya
Kitaalamu ya Walimu, Unaleta Matumaini

Juzuu 4: Toleo 16
Ripoti ya Warsha ya Upatikanaji wa Fedha Iliyoandaliwa na TEN/MET ikishirikiana na Amka,
Oktoba 27-30, Shinyanga | Novemba 17-20, Arusha | Desemba 7-11, Dodoma | 2009.
Utangulizi
Warsha juu ya Mpango kazi wa
upatikanaji wa fedha iliandaliwa
TENMET.
Shinyanga wawrsha ilifanyika
katika ukumbi ulitwao Vijana
Roman Cathoric Centre Ngokolo
kuanzia tarehe 27 mpaka 30 mwezi
wa kumi mwaka 2009. Warsha
hii ilihudhuliwa na washiriki 20
wanachama wa TEN/MET TEN/
MET kutoka mikoa ya Shinyanga,
Mwanza na Tabora, pia ilishirikisha
maafisa elimu wa Manispaa ya
Shinyanga.
Katika mkoa wa Arusha warsha
ilifanyika katika ukumbi wa Rose
Garden Hotel, 17 mpaka tarehe 20
novemba, 2009. Ilihudhuliwa na
washiriki 22 waliowakilisha wanachama
wa TEN/MET kutoka
Arusha, Kilimanjaro na Mkoa wa
Manyara. Afisa Elimu wa wilaya
ya Arusha na waandaa taarifa wawili
pia walihudhulia.
Katika mkoa wa Dodoma warsha
ilifanyika katika ukumbi wai Baraza
la Wakristo Tanzania (CCT),
Dodoma kuanziatarehe 7 mpaka
11 Decemba 2009. Warsha hii ilihudhuliwa
na washiriki kumi na
moja waliowakilisha wanachama
wa TEN/MET kutoka Mikoa ya
Dar es Salaam, Dodoma, Pwani,
Morogoro na Ruvuma.
Warsha zote zilifuata mfumo
mmoja, mada na malengo pia yalifanana.
Yaliyojiri siku ya kwanza
Kwenye kipindi cha asubuhi,
Kurasa 2
Mama Beatrice Malya na Bw.
Anthony Mwakibinga ambao
wote waliiwakilisha TEN/MET
kwenye mkutano huo, walitoa
ukaribisho na maelekezo mafupi
kuhusu Muundo, na malengo ya
TEN/MET, walielezea pia nia,
dhamira na kiini cha warsha hiyo
ilitokana na uchanganuzi wa mahitaji
ya asasi hizo yaliyoendeshwa
na TEN/MET.
Washiriki walijitambulisha
wenye-we kwa majina, eneo
la kazi, cheo, majukumu na
malengo binafsi wakiwa wawili
wawili na kuchagua viongozi
wa warsha.
Kundi la washiriki watano walichaguliwa
kukusanya fedha
kwa ajili ya kwa ajili ya kuagana
siku ya mwisho.
Baada ya hapo wahamasishaji
wa mkutano walielezea yaliyomo
ndani ya kozi na agenda kwa washiriki
ambao baadae waliorodhesha
mategemeo yao makuu
kutoka kwenye warsha hio.
Katika majadiliano na kutokana
na uzoefu wao washiriki
walichambua wadau wakuu wa
sekta ya elimu wakijumuisha
na watoto,wanafunzi na wazazi,
walimu na watoa maamuzi, serikali,
asasi, mashirika ya dini, wafadhili
na jamii kwa ujumla.
Mara nyingi wanaona sera pale
tu wakati wa utendaji kazi/implementation
stage. Kila mshiriki
alipewa kipeperushi juu ya
uchanganuzi wa sera na mzunguko
wa ushauri.
Yaliyojiri Siku ya Pili
Wahamasishaji walielezea taswira
ya kozi ya utafutaji wa
pesa na kuwaongoza washiriki
kuchora picha ya muonekano
wa hali elimu ya Tanzania katika
kadi. Hizi kadi zenye picha
ziliwasilishwa na kujadiliwa
kwenye mawasilisho ya vikundi.
Wahamasishaji walifanya wasilisho
tatu juu ya kwanini asasi
zisizo za kiserikali zinahitaji
kukusanya fedha. Maandalizi ya
muhimu juu ya ukusanyaji fedha
ni kufanya uchambuzi yakinifu
ya hali jalisi katika shirika ambao
huusisha zoezi la PEST (Political,
economic, social and technological)
na SWOT (strength,
weaknesses, opportunities and
threats) na jinsi ya kupata pesa
kutoka katika jamii.
Washiriki walitaja vyanzo vikuu
vya pesa katika mashirika yao
kuwa ni ada za wanachama.
Washiriki pia walitambua viashiria
ambavyo zinaelezea
utekelezaji wa PEST and SWOT
katika maeneo yao ya kazi. Pia
waliainisha wafadhili 88 wa kitaifa
na kimataifa. Mchana wahamasishaji
waliwasilisha juu ya
mambo muhimu yanayohitajika
katika utafutaji wa pesa.
Yaliyojiri Siku ya Tatu
Siku ya tatu wahamasishaji walianza
na mada ya Utafutaji wa
Pesa toka katika Jamii, nchi mbili
zenye makubaliano, nchi nyingi
mchanganyiko zenye maku-

Juzuu 4: Toleo 16
Ripoti ya Warsha ya Upatikanaji wa Fedha Iliyoandaliwa na TEN/MET ikishirikiana na Amka,
Oktoba 27-30, Shinyanga | Novemba 17-20, Arusha | Desemba 7-11, Dodoma | 2009.
baliano na mashirika mengine ya
biashara, taasisi za kiserikali, na
mtu binafsi.”
Washiriki walichambua njia
mbalimbali za kupata/kukusanya
fedha kutoka katika jamii
kwa kupitia kazi za vikundi na
matokeo yaliwakilishwa kama
ifuatavyo.
Washiriki walijadili juu ya muundo
wa andiko mradi kama
ifuatavyo.
Washiriki pia wallijadiliana juu
ya uandaaji wa andiko bora la
mradi na hatua zonazopaswa kufuatwa
kama ambazo ni utangulizi,
historia ya uandishi wa andiko
hili, uchambuzi wa tatizo lililopo,
umuhimu wa mradi, madhumini
ya mradi.
Washiriki walipewa vipeperushi
vinne juu ya mpangilio maalum
wa maandiko ya miradi, uandishi
wa maandiko ya miradi,
uchechemuaji wa maandiko ya
miradi, uhakiki na malengo ya
mradi.
Wakati wa kipindi cha mchana
washiriki walihamasishwa juu
ya ufuatiliaji na tathmini; uendelevu,
matarajio (assumptions)
na vikwazo (risks) na juu ya
Mpango Kazi na bajeti.
Wahamasishaji pia waliwafundisha
washiriki juu ya jinsi ya
kukamilisha na kuwasilisha.
Wahamasishaji pia waliwafundisha
washiriki jinsi ya kuanza kukanda
andiko la mradi kama kazi
ya vikundi baada ya vipindi kwa
kujibu maswali juu ya uelezaji na
utekelezaji wa shughuli za miradi.
Washiriki walichagua mradi
juu ya uboreshaji wa elimu ya
awali katika kijiji cha karangai,
wilaya ya meru. Makundi kumi
yaliundwa kila moja kushughulikia
sehemu moja kati ya sehemu
kumi zilizopo (1-10) za
mapendekezo ya mradi kama
ilivyoorodheshwa hapo juu.
Wahamasishaji waliongoza
ukusanyaji wa taarifa wa kazi za
siku kwa kutoa viashilio ndani
ya siku ya nne.
Yaliyojiri Siku ya Nne
Baada ya mawasilisho ya vikundi
wahamasishaji waliwashirisha
mada ya upangaji mipango kimkakati
na na mfumo wa kufuatilia
utekelezaji (Logical Framework
Analysis) . Washiriki waliandaa
walibuni mfumo wa kufuatilia
utekelezaji na mti wa matatizo
ili kuchanganua sababisho za
matatizo na madhara ya utoaji wa
elimu duni ya awali kwa kijiji cha
Karangai kama inavyoonjeshwa
hapa chini: Tathimin ya washiriki
Kabla ya kufunga kazi za siku
ya nne, washiriki waliwasilisha
taswira mategemeo yao kwenye
warsha.
Kufunga Warsha
Mwenyekiti (wa warsha) alifunga
warsha kwa kuwaasa washiriki
kuweka katika vitendo yale yote
waliyojifunza kwenye warsha
kwa kufanya kazi kwa ukaribu
zaidi na wadau wengine kutoka
serikali kuu na serikali za mitaa.
Pia alisisitiza umuhimu wa asasi
kudhirikiana kwa ukaribu sana
na kujikita katika jumuiya wanakofanya
kazi ili kukubalika,
kupata uhalali na kufanya kazi
kwa ufanisi.
Sherehe ya Chakula cha pamoja
Sherehe hii iliandaliwa na kufadhiliwa
na washiriki wenyewe
kupitia kamati ya uchangishaji
fedha iliyoundwa siku ya kwanza
ya warsha; ilionyesha mwisho sahihi
kwa warsha. Hii ilikuwa ni
mfano halisi wa mafunzo juu juu
utafutaji/ukusanyaji wa fedha.
Washiriki wa Warsha juu ya
Upatikanaji/Ukusanyaji wa Pesa
iliyofanyika Arusha (November 2009)
Washiriki wa Warsha ya Upatikanaji/
Ukusanyaji wa Pesa Iliyofanyika
Dodoma (December 2009)
Kurasa 3

Juzuu 4: Toleo 16
Teachers’ Professional Board nascent
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
SABABU
Familia zilizovunjiaka
Ukosefu wa madarasa na majengo mengine muhimu kwa shule
Upungufu wa walimu wa elimu ya awali
Umaskini na kushindwa kulipa ada
Kuwashirikisha watoto kwenye uchungaji
Ukosefu wa ardhi ya kujenga shule za awali ikiwa ni pamoja na
madarasa,
Kukosekana kwa sera safi ya elimu ya awali
Ushiriki mdogo wa jamii na kamati za shule kwenye maamuzi
Kuwashirikisha watoto kwenye kazi za nyumbani
Umbali toka nyumbani hadi shuleni
Mazingira hatarishi ya shuleni
Mazingira ya kujifunzia yasiyovutia
Kukosekana kwa chakula cha shule
Migogoro ya kimaendeleo, kielimu, kiafya na kisera katika
jamii
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
MADHARA
Wanafunzi wanaoandikishwa kujiunga
na shule ya msingi wanakuwa
hawajaandaliwa
kiasi kikubwa cha uvivu na
mahudhurio duni
Ongezeko la idadi ya watoto wa mitaani
kiwango cha chini cha kufaulu
kwenye mitihani kwa shule za msingi
kuharibika na kuvunjika kwa maadili
ya jamii
kuongezeka kwa matukio uovu, vita,
mapigano na vitisho kwa amani, ulinzi
na usalama
Ongezeko la ajira kwa watoto
Kumomonyoka kwa ubora wa elimu
Kuongezeka kwa mimba za utotoni.
Ripoti ya Tujenge Pamoja 2008 - 2009
Unity in Diversity Foundation
(UDF) iliundwa
katika warsha iliyofanyika
Bagamoyo. Warsha hiyo
uliendeshwa na asasi ijulikanayo
kwa jina la ARK FOUNDATION
OF AFRICA. UDF imekuwa ikiwafundisha
watu jinsi ya kuwajali
wanawake wajawazito.
Utamaduni wa kabila la SAFWA
ni kwamba mwanamke anawajibika
kufanya kazi zote ikiwa
ni pamoja na kuwanyonyesha
na kuwalisha watoto, kununua
nguo, kuwajibika katika mahitaji
mbalimbali ya watoto na kilimo
cha mkono. Hii haimaanishi kuwa
akiwa mjamzito ataacha kufanya
kazi, anaendelea kufanya kazi
muda wote.
Kazi ya wanaume ni kutafuata
kazi ambayo itamwingizia fedha
Kurasa 4
za kwenda kunywa pombe za
kienyeji, kujenga nyumba ya kawaida,
na hela kidogo ya kununua
nguo zake. Kama ana furaha siku
hiyo anaweza kununua nguo kwa
ajili ya familia yake lakini sio
siku zote.
Tokea tuanze kufundisha kwenye
vikao vya umma watu wamekuwa
wakibadilika. Tumeona kwamba
wanaume wanarudi kutoka kazini
saa 12 jioni kitu ambacho
haikuwa kawaida kwa kipindi
hicho. Mara nyingi wamekuwa
wakirudi nyumbani saa 5 usiku
mpaka usiku wa manane au asubuhi
kabisa.
Sasa hivi wananunua nguo kwa
ajili ya watoto wao wanaosoma
shuleni na wale wa shule za awali.
Pia wameacha tabia ya kuwapa
pombe za kienyeji watoto wao.
Tuliwahamasisha wananchi wafyatue
tofali na kujenga shule ya
kudumu.Shule imemaliziwa na
Mei 2009 wanafunzi walianza
kutumia jingo la shule hiyo.
UDP imefanya vikao 5 vya na
wenyeji ili kuimarisha na kuboresha
huduma zetu kwa watoto walio
katika mazingira magumu na hatarishi.
Mabadiliko yanaonekana.

Juzuu 4: Toleo 16
Ripoti ya Tujenge Pamoja 2008 - 2009
Pia UDP imewasiliana na asasi
ya kimataifa iitwayo Pangea Giving
for Global Change ambay ilichangia
dola za kimarekani 4500
kwa ajili ya kumalizia ujenzi wa
shule ya awali.
Tulifanikiwa kumpata mwalimu
mmoja aliyefuzu kufundisha
kwenye shule yetu ya awali,
alikuwa ameajiriwa na serikali
kama mwalimu wa programu ya
shule ya msingi kwa watu wazima,
anatusaidia tumeanzisha
ufundishaji wa lugha ya kiingereza
katika shule yetu ya awali.
Pia tumefanikiwa kusambaza viti
500 kwa walemavu wa miguu
(wheelchairs) kwa ushirikiano
wakuu wa wilaya wa serikali,
wakurugenzi wa wilaya, maofisi
wa maendeleo ya jamii na taasisi
zisizo za kiserikali. Mwaka
huu tunategemea kusambaza viti
2,750 katika mikoa ya Shinyanga,
Tanga, Dar es Salaam, Mbeya
na Rukwa.
Matatizo/challenges
i) Ukosefu wa elimu kwa
wananchi
ii) Mila na desturi potofu zinazokwamisha
maendeleo, wananchi
hawazingatii maagizo
toka serikalini mpaka
yatolewe na viongozi wao wa
mila kwa kuogopa kurogwa
iii) Imani potofu, wanaamini
kwamba wanawake wajawazito
wasipofanya kazi sana
wanaweza wakasababisha
vifo vya watoto wakati wa
kujifungua hivya wanatakiwa
kufanya kazi kuliko wanaume
iv) Upungufu wa lishe bora kwa
kinamama wajawazito inawasababishia
kula udongo maalum.
Nafikiri hii aina ya udongo
inabeba aina Fulani ya
madini yanayohitajika kwa
maendeleo mazuri ya mama
wajawazito na mtoto.
v) Wengi wao ( mama wajawazito)
wanajifungulia nyumbani.
Hawawezi kwenda hospitali
kwa sababu ya umaskini.
vi) Msaada kutoka Pangea for
Global Change haukutosha
kwa hiyo tulitumia nguvu ya
ziada kumalizia jengo.
vii)Ndoa za utotoni zinaonekana
kuwa ni kawaida mkoani
Mbeya, asilimia mbili (2%)
ya wasichana mkoani Mbeya
wanaolewa kabla ya umri wa
miaka 17, wengi wanaolewa
na wanaume ambao ni mara
mbili au mara tatu ya umri wao
au waliowazidi sana na
wanahitaji msaada wetu.
Wakati msichana anapolazimishwa
kuolewa katika umri
mdogo,inaondoa au kuua
nafasi yake ya kupata elimu,
inahatarisha afya yake na
inaleta uwezekano mkubwa
kunyanyaswa na kuwa
umaskini.
Mabinti hao wadogo.
• wanauwezekano mkubwa wa
kuwa mama katika umri
mdogo.
• Wasichana chini ya umri wa
miaka 15 wana hatari mara
tano kufa wakati wa kujifungua
zaidi ya msichana wa umri wa
miaka 20.
• Uwezekano mkubwa kuacha
shule na kutokuwa na fursa
nzuri ya kimaendeleo ya
kiuchumi ambayo husababisha
wao na familia zao kufungiwa
kwenye mzunguko
wa umaskini.
• Mara mbili zaidi wana wanaumia
katika unyanyasaji wa
kifamilia hatari kubwa ya
kuam-bukizwa magonjwa ya
zinaa, ukiwepo UKIMWI.
Aina hii ya ndoa inatakiwa kupigwa
vita.
Ushauri wangu kwako na wanachama
wa Tujenge Pamoja ni
kuchukua uamuzi wa haraka kwa
vitendo kwa haraka kuhakikisha
hakuna msichana ambaye analazimishwa
kuolewa mapema.
Mwisho nataka wanachama wa
Tujenge Pamoja na wadau wengine
kuwa uwa sauti ya watu
wenye ulemavu kwa sababu wasichana
wengi walemavu wanabakwa
na kuwa na watoto.
Nani Atawajali?
Kurasa 5

Juzuu 4: Toleo 16
Ripoti ya Tujenge Pamoja 2007 - 2008
Asante kwa kutangaza
awamu ya kwanza ya
mpango wetu wa miaka
mingi wa kujenga uwezo “Tujenge
Pamoja” (Lets Build Together),
ambao ulianzishwa na
Ark Foundation ya Afrika kutoka
nchini Marekani. Mkutano ulifanyika
Nakuru, Kenya kutoka
Julai 17 mpaka 21, 2007.
Washiriki walitoka katika nchi na
wilaya zifuatazo:
• Kenya; kutoka Mombasa,
Nandi, na wilaya za Nzoia.
• Tanzania; kutoka Bagamoyo,
Dodoma vijijini, Mbozi na
Zanzibar.
• Uganda; kutoka Gulu,
Kitgum, Luwero na Wakiso.
Warsha ilifungua mpango wa miaka
mitatu ya kushirikiana na kujenga
uwezo wa asasi za kiraia ili
ziweze kuendeleza na kupanua ili
kutimiza mahitaji yao makubwa
ya watoto yatima na watoto walio
katika mazingira magumu katika
jamii zao.
Watotot wengi yatima na wale
walio katika mazingira magumu
katika Afrika wanaishi na wanakua
katika hali ya kukosa elimu,
huduma ya afya, na uangalizi
Kurasa 6
wa karibu kutoka kwa wazazi.
Mabibi ambao huwatunza watoto
yatima wengi wamezidiwa na hufanya
kazi zao chini ya hali ngumu
bila msaada wowote. Mabibi wanafanya
yale wanayojua na wanayopenda
kufanya siku baada ya siku.
Katika nchi ambazo zina au hazina
mfumo wa kiusalama/kiulinzi
wa kijamii asasi za wanainchi
za kijamii wanahangaika kuishi.
Wengi hawana rasilimali, hawana
wanafakazi wenye taaruma zinazohitajika
au waliofundishwa ili
wawezi kukabiliana na changamoto
zilizopo kwa yatima na
watoto walio katika mazingira
magumu.
Malengo ya programu hii
• Kuongeza uelewa wa haki na
mahitaji ya watoto
• Kuboresha na kuongeza na
kuboresha huduma kwa
yatima na watoto walio katika
mazingira magumu na watoa
huduma
• Kuanziasha mtandao wa kujifunza
kwa ajili ya kutoa
huduma na kubadilishana
mawazo baina ya washiriki
• Kupanua uundaji wa programu
• Kusisitiza matumizi ya rasilimali
za kijamii
• Uwajibikaji katika kutatua
masuala magumu kama vile
unyanyasaji wa kingono na
kuachwa kwa watoto, na jinsi
wanavyopaya uchungu
• Kundi kubwa lina uzoefu na
programu tofauti
• Kutahimini programu katika
mazingira ya wanajamii
Mambo tuliyojifunza
• Viongozi wa asai wanapenda
kuboresha ujuzi wao
• Kutandaa ni ngnuvu kubwa
katika kujifunza na kusaidiana
• Wananchi wanahitaji msaada
endelevu wakati na baada ya
warsha
• Kujenga uwezo bila kuwa na
pesa zitakazowezesha utekelezaji
wa miradi yaohaisaidii
sana
• Wanainchi wanaweza kuboresha
huduma kwa kutumia
rasilimali zilizopo katika jamii
lakini pia wanahitaji msaada
kutoka nje ili kuwajengea
uwezo wafanyakazi na miundo
mbinu mingine.
• Asasi nyingi hazipendi
programu za maendeleo za
watoto wenye umri wa miaka
mitatu kushuka chini
Hatua Zinazofuata
1. Kufanya warsha nyingine Tanzania
na Uganda juu ya mahitaji
na haki za watoto wadogo
2. Kuandaa mipango endelevu ya
kimiradi, kifedha, rasilimali watu
ya muda mrefu
3. Kuanzisha mfuko wa fedha
ili kutoa mbegu ya kusaidia programu
mpya zinazoanzishwa na
miundombinu ya asasi
4. Kuanzisha programu ya ziara
za mafunzo kwa washiriki
5. Kufanya ziara angarau mara

Juzuu 4: Toleo 16
Ripoti ya Tujenge Pamoja 2007 - 2008
moja kwa kila mshiriki ili kutoa
msaada wa kiujuzi, kuandaa
mikutano ya katikati ya mwaka
ili washiriki watathmini miradi
yao, wapate msaada wa kutatua
matatizo
6. kuendelea na taarifa za magaeti
na kufanya iwe shirikishi zaidi.
Vitu Vya Kujivunia:
Mara baada ya kurudi toka Nakuru,
niliendesha warsha kwa wanachama,
halafu kwa jamii ambayo
tunaihudumia. Warsha ilihusisha
mahitaji na haki za watoto, vilio
vya watoto na tathmini ya jamii.
Matokeo
Wanachama wa UDF walikuja na
mradi wa kufuga kuku wa kienyeji
kwa kutumia rasilimali zinazopatikana
katika jamii. Tulifyatua
matofali ili kujenga banda la kufugia
ambalo lilikuwa na uwezo
wa kuhifadhi kuku 500.
Mradi ulibadilika kutoka Mradi
wa Kuku kuwa Mradi wa
Shule ya Chekechea
Baada ya wenyeji kuona jengo
jipya dogo waliomba waanzishe
elimu ya chekechea katika jengo
hilo, kwasababu shule ya serikali
inapokea watoto sitini (60) tu wa
shule ya chekechea, watoto wengi
wanaachwa nyumbani.
Tulichojadiliana nao ni jinsi ya
kuendesha shule hii mpya ya
chekechea.
Wanakijiji wenyeji walikubaliana
kuchangia Tsh. 3,000 kwa mwezi
kama mchango wao kwa walimuna
uji wa watoto. Mwezi wa
kwanza mwaka 2008 tulianzisha
shule ya chekechea kwenye asasi
yetu iliyoitwa “Shule ya chekechea
UDF” Tulianza na watoto
arobaini (40), lakini mahudhurio
sasa yako kwenye wastani wa
watoto 27 mpaka 30.
Ugumu uliopo
i) Walezi na baadhi ya wazazi hawana
uwezo wa kulipa ada za kila
mwezi kama walivyokubaliana
ii) Baadha ya watoto wanalelewa
na bibi zao ambao ni wazee sana,
watoto hao wanakosa vifaa vya
kuandikia, nguo na chakula nyumbani,
hii inawafanya wawahi
shuleni mapema sana asubuhi wanaanza
kuulizia uji kabla ya vipindi
kuanza wakati hawajachangia.
iii)Tunaifundisha wanainchi jinsi
ya kujikinga na UKIMWI lakini
hakuna mabadiliko yoyote
ambayo yameonekana mkoani
Mbeya kwa asilima kumi na tatu
pointi tano (13.5%), ni kati ya
mikoa ambayo ina namba kubwa
ya watu walioathiriwa na UKU-
MWI nchini Tanzania.
Rasilimali zetu za thamani sana
i) Tunapata michango kutoka
kwa wanajamii na wanachama
ii) Kwa ujenzi wa shule ya kawaida
ya chekechea, tumezawadiwa
mchanga kwa hiyo ni moja ya rasilimali
tuliyonayo UDF.
iii)Mtandao wa Tujenge pamoja
na wanaofanya kazi za kujitolea
ambao tunawapata kutoka
Marekani na Netherlands.
Changamoto
• Hatuna madarasa ya kudumu
• Hatuna bembea kwa watoto
kucheza
• Upungufu wa walimu kwa
shule za chekechea
• Upungufu wa vifaa vya
kufundishia
Matumaini na malengo yetu
• Tumepanga kuwahamasisha
wanakijiji kutengeneza matofali
ili tujenge shule ya
chekechea ya kudumu
• Shule hii ya chekechea lazima
isajiliwe mwaka ujao
• Kuwa na vikao vya mara kwa
mara na wanajamii ili tuweze
kuboresha huduma kwa
watoto na walio katika mazingira
magumu
• Kutafuta wafadhili ambao
watawezesha walezi kujiongezea
kipato
• Kuwa na walimu wenye sifa
katika shule yetu ya chekechea.
Kurasa 7

Juzuu 4: Toleo 16
Kuhusu TEN/MET
Kurasa 8