Last time we looked at data that showed how Tanzanian teachers really are on a “cold strike” (mgomo baridi). This time, a simple question: do teachers really understand what they are supposed to be teaching.
The same World Bank Service Delivery Indicators initiative asked grade 4 teachers (known as Standard 4 in Tanzania) in Kenya, Senegal, Tanzania and Uganda to take tests based on the primary school curriculum. Essentially, they were asking how well the teachers understand the subjects they are teaching. Continue reading →
Teachers in Tanzania are often said to be on a “cold strike”- mgomo baridi. Not officially on strike, but seriously demotivated and not putting in anything like the amount of effort that the government expects of them. Some may be absent from their schools, others at school but not in the classroom. This is often cited as one reason why children are not learning as well as they should be.
But exactly how bad is the situation, and how does it compare with teachers in other countries? Continue reading →
HakiElimu published a statement last week on the allocation of new primary school teachers to different regions, including this chart:
Pupil teacher ratios in Tanzanian primary schools, by region, 2013 and 2014. Source: HakiElimu
Their main point is that although the teacher-pupil ratio has dropped in most regions, there doesn’t seem to be any effort to send new teachers to the regions where they are needed most. Even in regions where the ratio is below the national target of 1:40, more new teachers are being added – see Pwani, Morogoro, Iringa, Kilimanjaro, Katavi, Arusha – while regions like Tabora, Mara, Geita, Mwanza and Kagera remain below the target.