One in four people over the age of 15 can’t read and write.
Causes of this unfortunate state of affairs:
- Lack of adequately trained and qualified teachers
- Existing trained teachers are often unable to pursue further education due to high cost of tuition
- Motivation among many teachers is often low because they teach extremely large classes (up to 100 children) and are compensated by very little salaries
- Lack of equipment at schools that will enhance continuous teaching and learning
- Poor learning conditions – schools often do not have suitable classrooms and furniture or lack teaching and learning materials adequate for all students
- Sport is either omitted in the curriculum or is not taught because many people usually think it is a waste of time
- Not enough food served for pupils both at school and the home
- Pupils have to travel(walk) for long routes to school (up to 15 kilometres)
As the population has increased, so has the need for schools to meet the increasing population demand. New facilities that need teachers and equipment are currently being set up in many villages. The Tanzanian government is working extensively to train more teachers. The new teachers, however, are often very young, inexperienced and hardly have any pedagogical training.
Improving classroom instruction and school infrastructure to lower drop-out rates and increase the level of education
Through games, competition and learning during sport, approximately 370,000 children consisting about 70% of the primary school pupils in the Kagera region can benefit from the initiatives of Jambo Bukoba. To date, more than 800 teachers have received training for the Jambo Bukoba’s sport education programme. As a result of this ongoing school project, there is an improved learning environment that benefits more than 7,000 school children every day.
Jambo Bukoba works with partners in the region to improve the learning conditions at schools
Jambo Bukoba improves learning conditions at schools in the Kagera region – not only through sport activities, but also the provision of furniture for schools in addition to building projects, such as constructing more classrooms, library or sanitary facilities.
In the interest of long-term viability, sustainability and local identification with the construction projects, it is contractually stipulated that the local communities contribute at least 25% of their own resources to the school projects. This can be provided in the form of building materials or work hours (usually parents and teachers).
In August 2014, a representative from Ashoka assessed the team and the work in Bukoba. Teachers and pupils were interviewed at two schools – with the following impressive results.
“Increased attendance rates, improved academic performance, more parent involvement and better cooperation in academic matters”