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 teachers are often refused further training due to tight budgets
  • Motivation among many teachers is often low because of extremely large classes (up to 100 children) and insufficient pay
  • Lack of equipment at schools
  • Poor learning conditions – schools often don't have suitable classrooms and benches or lack teaching material for all students
  • Sport doesn't appear in the curriculum or is often not even offered since many people think it is a waste of time
  • Not enough food for pupils at school and at home
  • Long routes to school (up to 15 kilometres)

As the population has increased, so has the need for schools. New facilities that need teachers and equipment are currently being set up in many villages. The Tanzanian government is working 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, around 370,000 children, around 70% of the primary school pupils in the Kagera region can benefit from Jambo Bukoba. To date, around 800 teachers have received training for Jambo Bukoba's sport education programme. As a result of the school projects that are currently underway, the learning environments of more than 7,000 school children are being improved every day.

Jambo Bukoba works with partners in the region to improve the learning conditions at schools

Klasse draußenKlasse draußen UnterrichtKlassenzimmer Karo-School-in-Karagwevolles Klassenzimmer

Jambo Bukoba improves learning conditions at schools in the Kagera region – not only through sport activities, but also through additional desks and chairs or building projects, such as constructing more classrooms, a library or sanitary facilities.

In the interest of long-term viability 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 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.

William Magesa ist bereits mit Hilfe des Lehrerhandbuchs aktiv