Hali ya Kisheria na Kisera kuhusu upatikaji habari
Ripoti hii ni uchambuzi na sera za Tanzania ambazo zinahitaji kufanyiwa marekebisho ili kuboresha utekelezaji wa madai ya kisheria ya kazi ya kupata habari za umma.Kupitia maswala yatafika serikalini kwa wadau muhimu na umma kwa ujumla kwa ajili ya kufanyiwa majadiliano na vitendo vinavyohitajika.
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|Last Updated Date:||02-07-2020|
Pamoja na kuwa nchi yetu imepita katika awamu 5 za utawala wa kisiasa bado changamoto katika sekta ya elimu ni nyingi. Hali ya watoto kutojua kusoma na kuandika nchini,matokeo yasiyoridhisha katika mitihani ya darasa la saba na kidato cha nne na walimu kukosa hamasa ya ufundishaji, ni baadhiya ishara za kutokuwa na mazingira bora ya utoaji wa elimu nchini na kutotimizwa kwa wakati kwa baadhi ya ahadi za serikali katika elimu. Ripoti ya UWEZO, 2015, inaonesha kuwa baadhi ya watoto wa darasa la saba hawawezi kufanya majaribio ya darasa la Pili na wanafunzi wanne kati ya kumi (44%) hawawezi kusoma hadithi ya Kiingereza ya kiwango cha darasa la pili.
Ushirikishaji Jamii ni jambo muhimu sana katika kufanikisha shughuli za maendeleo. Ushiriki na ushirikishaji jamii unapaswa kuwa katika hatua zote za maendeleo ya mradi, yaani kuanzia kwenye kubuni mradi, kupanga gharama na shughuli nzima ya utekelezaji wa mradi ikiwa ni pamoja na ufuatiliaji na tathimini ya mradi huo. Miradi mingi ikiwemo ya elimu haifanikiwi kwa sababu tu ya kuwatenga na kutowashirikisha wananchi katika mchakato mzima wa maamuzi ya uanzishaji, utekelezaji, ufuatiliaji na tathmini ya miradi husika. Lengo la kitabu hiki ni kufikisha ujumbe kwa makundi mbalimbali ya kijamii, wakiwemo viongozi kuhusu umu-himu wa kuwashirikisha wananchi katika michakato muhimu ya maamuzi kwa ajili ya maendeleo ya jamii. Kwa upande mwingine, kitabu hiki kinalenga pia kuwakumbusha wananchi juu ya umuhimu wao kujihusisha na mambo ya msingi ambayo serikali au viongozi wao wanawaletea, iwe mitaani au vijijini mwao. Kwa bahati mbaya wengi wao hawashiriki kikamilifu hata pale fursa zinapopatikana kwa kusingizia kuwa na majukumu mengine hivyo kushindwa kushiriki katika miradi ya jamii ikiwemo ya shule. Aghalabu hushindwa hata ku-washinikiza viongozi wao kuwashirikisha au kutekeleza miradi yao kwa mujibu wa mipango mikakati. Matokeo yake ni kudumaa kwa miradi hiyo na maendeleo kwa jumla.
This report was put together by HakiElimu and Research Education for Democrcy(REDET)of the University of Dar es Salaam,following a research exercise aimed at finding out the extent to which the ordinary person can acess infornmation in Tanzania.
This report was written in the wake of one of the greatest catastrophes in the recent history of Tanzanian education. Half of all Form 4 students failed the 2010 national examination. Despite sitting through four years of secondary education, 174,193 of the 352,840 students who took the exam either failed in every subject or got a single ―D‖ out of the seven subjects tested and failed the rest (NECTA, 2011). Formal education for these 174,193 members of the next generation leading Tanzania has, for the most part, come to an end. Parents are confused, and the nation is shocked. The country is left wondering, ―What has caused this?‖ and, ―What urgent action needs to be taken?‖ While no one could predict such a sharp decline in our secondary school students‘ performance, many of us in the education sector at the national level saw the symptoms. There has been a quick and steady decline in exam performance over the past few years. The implementation of the nationwide government initiative called the Secondary Education Development Plan (SEDP), has emphasized enrollment—building enough schools to provide enough classrooms for the nation‘s youth to attend secondary school. This has been achieved—the number of government secondary schools has more than quadrupled from 828 in 2004 to the current 3,425, and the number of students enrolled in them has increased from 264,888 in 2004 to 1,515,671 today (URT, 2008b, 2011a). However, the government has not been able to match the pace of this enrollment with the required educational inputs. While the amount of students has increased more than five-fold, the number of teachers in government secondary schools has only managed to quadruple from 9,896 in 2004 to 39,934 now (URT ,2008b, 2011a). To cope with the shortage of teachers, many secondary schools, particularly rural community secondary schools, hire or receive teachers without qualifications to teach in secondary schools. Currently, one out of every thirteen teachers in secondary schools, two are unqualified to teach there (URT, 2011a). On top of this, adequate textbooks, learning materials, and laboratories remain a problem. When children are in secondary school being taught by unqualified teachers with too few learning materials, how can it be a surprise when they fail the national exams?