Welcome back to my blog!
Over the last few weeks I’ve been busy visiting the schools and teachers I’ll be working with while I’m here in Tanzania. This has given me the chance to observe how things work here – a crucial step before I can start sharing my skills and hopefully make a long-term difference.
The first school we visited, Angaza secondary school, is about four miles up the hill from Lindi. Built on a rounded rock outcrop, it has great views out across Lindi bay.
I was really looking forward to meeting my two ‘focus’ teachers, Abraham and Amani. Like me, Abraham teaches geography (more on his lucky subject choice later) and Amani is an English teacher. All subjects are taught in English at secondary level in Tanzania, so as I’m sure you can imagine, Amani really has his work cut out.
A traditional lesson taught solely on a blackboard
Transforming teaching in Angazi classrooms
I’ll be working alongside Amani and Abraham to develop teaching methodology training – training that they will then deliver to all their colleagues at Angaza school.
Our first session will be on group work and questioning, which might sound pretty basic but I think it’s going to make a big difference. It’s common here to have children sitting in rows and learning by rote. After the training, my hope is that children will be working in groups, sparking off each other and learning through lively discussion and debate. That’s the plan, anyway!
I’m glad I’m not a science teacher…
A really interesting thing came up at Angaza - it appears that developed and developing countries alike struggle to recruit science teachers. The schools that really feel this pinch in supply are those in undesirable locations such as the Lindi region in Tanzania and West Drayton in the UK, which are seen as backwaters. Angaza has just one science teacher.
A result of the shortage of science teachers in Tanzania and the over-recruitment of geography teachers - there are four at Angaza - is that the poor science teacher has a full timetable every day, teaching around 30 lessons a week. On the other hand, my new friend Abraham, the geography teacher, teaches six lessons a week. The killer? They both get paid the same! Hmm…which subject would you sign up to do at teacher training college?
When school fees and salaries don’t add up
I’ve also visited one of the worst performing schools in the project. They’re a week into term but normal lessons weren’t running because many students hadn’t turned up to enrol. Form one had just 36 of its anticipated 140 students.The head teacher explained that it’s because families can’t afford the costs. Primary education here is free, but secondary isn’t. Families need to come up with around 50,000 shillings per term (£16). This covers school fees, academic fees (which are different to school fees), paper, uniforms, books and equipment.
When you compare to the average salary per year of around 500,000 shillings (£160), you can understand why families struggle - and why they’re likely to prioritise food and healthcare over educating their children.
The path from poverty to prosperity
All this reminded me why I’m here. I know that I can’t get 140 form one students to turn up to school today. But with your support, I can make a difference to the children who are lucky enough to make it to class.
If I can improve the skills of their teachers, those children will get the knowledge they need to access vocational training, find employment or even go on to higher education. And later, with decent jobs, they’ll have the financial security to give their own children a full education - who in turn will be able to get good jobs and support their families.
I know this won’t happen overnight, but I’m proud to be part of the project that is going to start lifting generations of Tanzanians out of poverty. I wouldn’t be here without your help, so thank you so much again for supporting me on my placement.
Perfecting the pikipiki
Some of the schools I’m working with are a long way down rutted dirt tracks, so it’s time I mastered the art of riding a pikipiki – a motorbike. I’m not sure how long my pikipiki course will last but it shouldn’t be long because on my first go I was awesome!
In reality? After about 10 stalls and a few very slow chugs around the field in first gear, I began to get the hang of it. I still need to work on the braking, but I say stopping is overrated anyway…
Thank you again
Because of you, VSO is able to support long-term education programmes like mine – but it can also respond quickly to emergencies like the one we’ve just seen in Nepal. So on behalf of everyone in the VSO community, thank you so much. And if you’d like to leave us a message, VSO Guy and I would really enjoy hearing from you!
Best wishes,
Paul
