TASAF injects TZS 1.32 billion into development projects in Pemba

The Tanzania Social Action Fund (TASAF) is driving transformative development on Pemba Island with seven ambitious projects valued at TZS 1.32 billion to enhance access to essential services and uplift communities from poverty.

The projects focus on constructing infrastructure in the education, health, and transport sectors. 

Among them is the construction of Dodo Primary School, an investment of over TZS 184.8 million, whose foundation stone was recently laid.

The event was officiated by Zanzibar's Minister for Blue Economy and Fisheries, Mr. Shaaban Ali Othman, as part of the 61st anniversary celebrations of the Zanzibar Revolution.

Speaking at the ceremony, Mr. Othman applauded TASAF’s pivotal role in addressing poverty and improving livelihoods through impactful projects.

“TASAF has been instrumental in empowering households and communities to achieve economic stability. Its initiatives under the Productive Social Safety Net (PSSN) Program are uplifting lives and transforming the nation,” he said in a statement.

He called on the community to protect and maintain the infrastructure being developed to ensure it benefits future generations.

Related article: TASAF completes TZS 342 million Upenja health facility in Zanzibar

“These projects are for all of us. Let’s safeguard them, work together to ensure timely completion, and preserve them so they serve our children and grandchildren for years to come,” Mr. Othman emphasized.

TASAF’s ICT Specialist, Peter Lwanda, speaking on behalf of Executive Director Shedrack Mziray, highlighted the organization’s commitment to improving infrastructure in Pemba. 

According to him, over TZS 3.1 billion has been allocated for 15 projects under the program’s second phase focusing on education, health, and water sectors.

“This year, seven projects worth more than TZS 1.32 billion are being implemented in Pemba. These include the construction of Dodo Primary School, health facilities, and bridges to enhance connectivity,” Lwanda explained.

He also emphasized TASAF’s integration with the Higher Education Students’ Loans Board (HESLB), which facilitates access to loans for students from beneficiary households.

“Through this partnership, 8,274 students from TASAF-supported households have accessed higher education loans by November 2024. This initiative has significantly reduced barriers for these students,” he said.

TASAF’s efforts continue to bring hope and progress to communities, building a foundation for sustainable development and shared prosperity.

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Pinda lauds SUA Mizengo Pinda campus development efforts

By Alfed Zacharia

Retired Prime Minister of the United Republic of Tanzania, Mizengo Pinda, visited the Mizengo Pinda Campus in Katavi Region, one of the campuses of the Sokoine University of Agriculture (SUA), to evaluate ongoing development initiatives and their impact on education and the region’s economic growth.

During his visit, Hon. Pinda expressed gratitude to President Dr. Samia Suluhu Hassan for her commitment to advancing education and economic transformation, particularly in underserved regions like Katavi.

 He applauded the Higher Education for Economic Transformation Project (HEET), which aims to improve higher education infrastructure and programs, describing it as a catalyst for growth at the university and across the region.

“This project is not only improving education but also fueling development for the people of Katavi. I sincerely thank President Dr. Samia Suluhu Hassan for her leadership in prioritizing projects that uplift communities through education and economic opportunities,” . Pinda said.

He commended SUA’s management for their efforts in ensuring the success of ongoing projects at the campus and expressed optimism about the potential outcomes.

 He noted that the completion of construction activities would significantly boost student enrollment and facilitate the introduction of diverse degree programs tailored to address the region’s economic needs.

“The Mizengo Pinda Campus has a critical role in transforming Katavi into a hub of knowledge and innovation. By producing graduates equipped with practical skills, the university will directly contribute to solving economic challenges, improving livelihoods, and driving regional productivity,” Hon. Pinda stated.

The Mizengo Pinda Campus is a key beneficiary of the HEET Project, which aims to modernize Tanzania’s higher education institutions by improving learning environments, research capabilities, and community engagement. The campus is expected to strengthen SUA’s capacity to provide quality education while addressing national priorities such as agricultural innovation, food security, and rural development.

Hon. Pinda highlighted the importance of aligning higher education initiatives with broader national development goals. He emphasized that the investments in Katavi’s educational infrastructure will not only enhance SUA’s reputation as a center of excellence but also contribute to the socio-economic transformation of the region.

“These advancements will attract more students and researchers, fostering a culture of innovation and economic empowerment. This campus will become a beacon of progress for Katavi and a source of pride for Tanzania as a whole,” he concluded.

Hon. Pinda’s visit underscored the vital role of higher education in shaping the future of Tanzania, with projects like HEET serving as a testament to the government’s commitment to sustainable development. The Mizengo Pinda Campus is poised to become a cornerstone of academic and economic growth, ensuring long-term benefits for the community and the nation.

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OUT recognizes STEM teachers, expands vision for national education revamp and innovation

 

The CL4STEM program places a significant emphasis on gender equity and inclusivity. Photo: Courtesy  

By Adonis Byemelwa

The Open University of Tanzania (OUT) recently honored 76 teachers who completed an intensive professional development program as part of the Collaborative Learning for STEM (CL4STEM) initiative. This significant achievement is part of a national effort to improve the quality of STEM education in Tanzania. 

The teachers who were recognized have undergone specialized training that focuses on integrating modern teaching techniques and technology into STEM classrooms, ensuring that students across the country are equipped with the necessary skills to thrive in the digital age.

The event, held at OUT’s main campus, highlighted the ongoing transformation in Tanzanian education, particularly in STEM subjects, which have historically seen limited engagement compared to the arts and humanities. 

The educators who graduated from the CL4STEM program represent a new wave of educators dedicated to making STEM learning more engaging, accessible, and effective for students.

 The ceremony was attended by high-ranking officials from OUT, project leaders, and representatives from various educational organizations, all of whom praised the teachers for their commitment to educational excellence.

In his speech, the Vice-Chancellor of OUT, Professor Elifas Bisanda, expressed deep admiration for the teachers’ dedication. 

“These educators are not only transforming the way STEM is taught but are helping to shape the future of our country by inspiring the next generation of innovators, scientists, and engineers,” he remarked. 

He further emphasized the importance of continuing to push for innovation in education to ensure that students are prepared for the challenges of a rapidly evolving global economy.

The CL4STEM initiative, which is funded by the International Development Research Centre (IDRC) and the Global Partnership for Education Knowledge and Innovation Exchange (GPE-KIX), has proven to be a successful model in enhancing STEM education across Tanzania.

 The program has allowed teachers to enhance their pedagogical skills, focusing on interactive teaching methods and critical thinking rather than traditional rote learning. 

It aims to make STEM subjects more relatable to students, allowing them to see the practical applications of what they learn and how they can be used to address real-world problems.

For many of the teachers who participated, the program was a transformative experience. “I have learned to approach my teaching in a completely new way,” said Ms. Neema Joseph, a teacher from Iringa who took part in the program. 

“The methods we were taught allow us to engage our students more effectively and show them how exciting STEM can be. Before, the subject seemed like a series of abstract concepts, but now it feels more tangible and accessible.”

The CL4STEM program also places a significant emphasis on gender equity, ensuring that both male and female students have equal opportunities to excel in STEM subjects. 

In Tanzania, like many parts of the world, women have historically been underrepresented in the fields of science and technology. 

The initiative works to create a more inclusive learning environment, encouraging girls to pursue and succeed in STEM subjects alongside their male counterparts.

Dr. Joyce Lugalla, the project coordinator for CL4STEM at OUT, described the initiative as “a game-changer” for Tanzanian education. “We are seeing firsthand the impact this program is having not only on the teachers but also on their students,” she said, adding…

 “Our goal is to inspire a love for STEM that goes beyond the classroom and encourages young people to pursue careers in these fields. The expansion of this program to schools in Iringa is just the beginning.”

The expansion of CL4STEM is set to reach 51 schools in the Iringa region, where the initiative will train even more teachers, provide digital resources, and integrate the program into the national curriculum. 

According to OUT, this is part of a broader vision to ensure that STEM education becomes a cornerstone of the national education strategy, offering students the tools they need to compete in a global marketplace. 

This expansion also aligns with the Tanzanian government’s long-term goals of enhancing educational quality and providing more opportunities for youth in fields like technology, engineering, and mathematics.

As part of this expansion, the university plans to provide teachers with digital tools and resources that will help them stay up-to-date with the latest developments in STEM education. 

By incorporating technology into the classroom, OUT hopes to inspire students to see the potential of these fields and motivate them to pursue further education and careers in STEM disciplines. 

The long-term vision is to create a self-sustaining network of teachers who can share knowledge and experiences, building a national community of STEM educators.

The success of CL4STEM is also a testament to the power of collaboration. The initiative draws on the expertise of educators from India and Nigeria, who have worked closely with Tanzanian teachers to exchange ideas and best practices.

 This international collaboration helps to ensure that the program remains responsive to local needs while also drawing on global insights into what works best in STEM education.

“The partnership between different countries and institutions has been crucial to the success of this program,” said Professor Bisanda. 

“By sharing experiences and learning from each other, we can create a more holistic approach to STEM education that is both relevant and practical for our students. It is through these kinds of collaborations that we can hope to achieve real change in education.”

Looking to the future, OUT is committed to continuing the expansion of the CL4STEM initiative and exploring new ways to improve STEM education across Tanzania. 

The goal is to establish a model that can be replicated across the entire country, ensuring that every student, regardless of location, has access to high-quality STEM education. 

The success of this program will not only impact individual students but will also contribute to the broader development of Tanzania as a nation, preparing its youth to take on the challenges and opportunities of the 21st century.

For many of the teachers involved in the program, the recognition ceremony was not just an opportunity to celebrate their achievements but also a reminder of the importance of their work in shaping the future of Tanzanian education. 

“This program has given me the tools to be a better teacher,” said Mr. Hamisi Mussa, another teacher who completed the program. “But more importantly, it has allowed me to inspire my students to believe in themselves and the power of education.”

As the CL4STEM initiative continues to grow and evolve, it remains clear that the impact of these dedicated teachers will be felt for years to come. 

Their efforts are helping to ensure that the next generation of Tanzanian students is well-equipped to tackle the challenges of a rapidly changing world, armed with the skills and knowledge needed to succeed in STEM fields.

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Concern as financial strain on parents and teachers threatens access to education across Tanzania

 Lecturers and graduates attend the graduation ceremony at Saint Augustine University on 21st December 2024, amidst growing concerns over the university dropouts. Photo: Courtesy

By Adonis Byemelwa

After the festive season of Christmas and New Year's celebrations, many parents find themselves grappling with financial challenges. January, often referred to as a "crunch month," brings with it the burden of paying school fees, a daunting task for many families. 

In major cities like Dar es Salaam, Mwanza, and Arusha, the situation tends to be even more dire, with some families resorting to loans or borrowing from community savings groups (Vikoba) just to ensure their children return to school on time.

It is clear that while parents stretched their budgets to cover the festivities, paying for school fees often becomes a major challenge. "We end up spending every last penny celebrating Christmas, without thinking about the looming costs of sending our children back to school," says one parent from Dar es Salaam. 

The lavish spending on holiday clothes, family outings, and social events often distracts from the reality that school fees and other educational costs are right around the corner.

Despite the government's push for free education, which has removed direct school fees for primary and secondary schools, other financial demands such as parental contributions for school supplies, transportation, and additional fees still pose significant challenges, particularly for poorer families. This is especially difficult for families in rural areas and smaller towns, where the economic situation is more precarious.

Teacher Lasuli Ikizu from Dar es Salaam points out, "This year has been tougher than most. Parents are scrambling to find money for fees, and many cannot manage. It’s a difficult time for many of us. Even we as teachers face delays in salary payments, especially in private schools where fee payments are often delayed, affecting our livelihoods."

Ikizu goes on to explain that, although schools have a budget for paying teachers throughout the year, financial constraints often delay these payments, particularly after the festive season. "When January comes, we face significant challenges. Even when the school has a yearly budget for salaries, sometimes our payments are delayed due to financial issues, and this affects many families."

This is a widespread issue affecting teachers in both urban and rural areas, many of whom complain about delays in salary payments. While many schools require additional contributions for things like school supplies, reams of paper, and field trips, parents find themselves contributing more money just to ensure their children can attend classes.

"This has become a normal occurrence. Parents are expected to pay for school supplies, and sometimes they also have to pay for field trips that have high costs. This is a challenge for many parents, especially those from low-income families," says Teacher Anjela Mwasu from Mwanza.

In cities like Dar es Salaam, Mwanza, and Arusha, parents are struggling to pay school fees and other educational expenses. "This problem happens every year, but this year it’s worse. We've encountered many families who need loans just to send their children back to school. It’s a tough time for many parents, and it requires urgent solutions," says Teacher Amani Ngowi from Arusha.

Many parents agree that while the free education policy has eliminated school fees, other costs still create a significant barrier. International studies show that in many countries, the financial burden of education remains a heavy weight on poor families, preventing many children from realizing their right to education.

In countries like Zambia and Tanzania, many parents work hard to find ways to pay for school fees and other educational expenses, but they often find themselves unable to manage. Despite government efforts, the cost of education remains high. 

"We continue to face financial challenges. Private schools demand higher fees, and while government schools are free, many parents choose to send their children to private schools because of the better services offered," says Mwasu.

For many parents, the financial challenges have led them to move their children from public to private schools. Even though public schools offer free education, the quality of service is often questioned. 

"Many parents send their children to private schools because they receive better services. However, this is a financial issue, as not every parent can afford those fees," explains Ngowi.

As financial pressure mounts, some parents have even resorted to taking out loans from informal savings groups to ensure their children can attend school. 

A parent from Dar es Salaam, who preferred to remain anonymous, shares, "The financial situation has become difficult for many parents. We've been using loans from Vikoba just to meet school costs. While our children love going to school, it’s hard to find enough money to pay fees and cover other educational expenses."

This financial strain is a growing problem, with some children being able to attend better schools, while others are left behind due to a lack of funds. This exacerbates the gap between children from wealthy families and those from poorer backgrounds, making it more difficult for the latter to access quality education. Parents across the country are lamenting the challenges, with many unsure of how to resolve the financial constraints that affect their children's education.

The issue of financial hardship in education calls for a deeper conversation, particularly in low-income communities, where the cost of schooling is a major obstacle preventing children from pursuing their dreams. Parents, teachers, and school owners must work together to find better solutions to ensure that all children can access quality education without financial barriers.

While the government has made significant strides in providing free education, it is clear that much more needs to be done to address the underlying financial barriers that continue to prevent many children from receiving an education. 

The issue of school fees and related costs remains a major concern, particularly in light of the growing divide between public and private schools.

A recent statement by Professor Costa Mahalu, Vice Chancellor of Saint Augustine University, highlighted the magnitude of the problem at the institution. 

During the 27th Graduation Ceremony in Mwanza, he did not shy away from addressing the challenges facing the institution and its students. 

He revealed that over 647 students, representing 17.3% of this year’s graduating cohort were unable to complete their studies due to financial constraints or other hardships.

"This is a call to action for the government and stakeholders to ensure that every deserving student has access to the resources they need to complete their education. 

Many of these dropouts are bright minds who could have gone on to achieve postgraduate success if not for poverty," he emphasized.

The Vice Chancellor’s remarks shed light on the harsh reality that many bright, talented students are forced to abandon their education because of financial constraints. 

His call for action resonates not only with students but also with parents, who continue to struggle with school-related costs.

The financial challenges affecting parents and teachers have become a significant issue in today’s society. Despite the government’s efforts to provide free education, substantial financial challenges remain, and these require immediate solutions. 

While the free education policy has helped in some areas, parents continue to face significant difficulties related to the other costs of education, such as contributions for supplies, field trips, and transportation.

Global research from Unesco and other organizations indicates that, despite the increase in school enrollment after the abolition of school fees, financial barriers still prevent many children from accessing their full right to education. 

Similarly, schools, particularly private institutions, continue to raise fees and other charges, further burdening low-income families. 

Research by Unesco highlights the fact that despite the removal of school fees in public schools, many parents continue to migrate to private schools because of the superior services provided, further widening the gap between the rich and the poor.

The financial strain on education continues to affect children from low-income families. Many parents, particularly in rural areas, are unsure where they will find the money to send their children to school. 

This situation calls for a broader conversation among education stakeholders to ensure that no child is left behind due to financial constraints.

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Tanzanians urged to embrace reading culture to boost economic empowerment

By The Respondent reporter

Dar es Salaam – Tanzanians have been encouraged to cultivate a culture of reading as a means to acquire valuable knowledge, including strategies for economic advancement.

Speaking recently at the launch of a new book titled I Am Positioned, authored by tax consultant and writer Leah Karunde, the Public-Private Partnership (PPP) Commissioner, David Kafulila, emphasized the critical role of knowledge in driving national progress, even in the presence of abundant natural resources.

“This book offers a wealth of insights, covering topics such as financial freedom, investment, and disciplined spending,” Kafulila remarked. “It’s a must-read for anyone seeking to enhance their economic potential.”

Kafulila further stressed the importance of fostering a financially conscious society, advocating for disciplined spending and strategic investment to harness available opportunities.

 He noted that under the leadership of President Samia Suluhu Hassan, numerous economic opportunities are being created, urging citizens to seize them.

“This book serves as a guide for individuals aiming to achieve business goals, financial discipline, and investment acumen,” Kafulila added.

During the launch event held at Serena Hotel in Dar es Salaam and attended by academics and seasoned financial experts, Leah Karunde highlighted her book’s focus on equipping readers with financial tools to grow wealth at personal, family, and community levels.

“This is not just a book about money—it’s a manual for setting goals, building resilience, and acquiring the skills to establish strong financial foundations. It teaches how to create multiple income streams, save, and invest wisely,” Karunde explained.

The book also features personal anecdotes, detailing how to overcome challenges, including unemployment among African youth. It provides a roadmap for transforming family businesses into thriving enterprises.

“My goal is to empower others through this book, inspiring society to achieve financial success while supporting President Samia’s vision of improving livelihoods for all Tanzanians,” Karunde stated.

The launch of I Am Positioned not only celebrates a remarkable contribution to financial literacy but also aligns with ongoing efforts to foster a financially disciplined and empowered society. Karunde’s message is clear: knowledge is a critical tool for unlocking economic potential and building a prosperous future.

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Dr. Hoyce Temu shines at SAUT graduation, and advocates for equity, change, and leadership.

 Ambassador Dr. Hoyce Temu poses with Ambassador Prof. Costa Mahalu and VC’s secretary in a Moment of Triumph.

By Adonis Byemelwa

The 27th graduation ceremony of Saint Augustine University of Tanzania (SAUT), held on December 21, 2024, was a defining moment for both the institution and its graduates, with one name shining brightest—Dr. Hoyce Temu. 

A household name since being crowned Miss Tanzania in 1999, Dr. Temu’s remarkable journey has now come full circle with the conferment of her Doctor of Philosophy in Public Communication.

 Her achievement stood as a symbol of resilience, intellect, and the transformative power of education, making her the centerpiece of the ceremony and an inspiration to all present.

In her address, Dr. Hoyce Temu reflected on the arduous yet fulfilling road to her doctorate, which focused on gender equity in leadership within Tanzanian media organizations. 

"This journey wasn’t just about earning a title—it was about uncovering truths, challenging norms, and using what I learned to inspire meaningful change," she remarked passionately. 

"Leadership isn’t about gender; it’s about ability, vision, and the willingness to serve. But systemic barriers remain, and my research sought to highlight them not to criticize but to provide solutions."

Dr. Temu, who began her academic journey with a bachelor’s degree in Public Communication from the University of Arizona, USA, has always been driven by a desire to give back.

 Her work with the United Nations and as host of the groundbreaking television program Mimi na Tanzania cemented her role as a voice for the marginalized, especially those facing health challenges. 

Her latest achievement as a scholar now bolsters her ability to advocate for change, both as Tanzania's Deputy Ambassador to Geneva, Switzerland, and as a trailblazer in education.

The ceremony, which saw 1,576 students awarded degrees, diplomas, and certificates, was graced by notable figures including Prof. Adelardus Kilangi, Tanzania's Ambassador to Brazil and guest of honor, and retired Auxiliary Bishop Methodius Kilaini. 

Prof. Kilangi lauded the graduates for their resilience in completing their studies amid challenges. "The world is changing faster than we can imagine, and it demands that we not only adapt but also innovate. Keep pursuing knowledge—it is the most powerful investment you can make," he urged.

For Dr. Temu, the journey to her doctorate was deeply personal. Her research on gender equity in media leadership revealed the persistent underrepresentation of women in key positions, a reality she described as both sobering and motivating. 

"Women bring immense potential to leadership when barriers are removed. I hope that this work will inspire media executives, policymakers, and aspiring leaders to foster environments where all voices are equally heard," she stated.

Vice-Chancellor Prof. Costa Mahalu commended Dr. Temu’s achievement, describing her as a "shining beacon of determination and excellence." 

He also took the opportunity to highlight SAUT's growth and contributions to society. "Over the years, this institution has not only educated thousands but also shaped leaders who are transforming their communities. Dr. Temu is a testament to that legacy," he said.

Prof. Costa Mahalu did not shy away from addressing the challenges facing the institution and its students. He lamented that over 647 students, representing 17.3% of this year’s cohort, could not complete their studies due to financial constraints or other hardships.

 "This is a call to action for the government and stakeholders to ensure that every deserving student has access to the resources they need to complete their education. Many of these dropouts are bright minds who could have gone on to achieve postgraduate success if not for poverty," he emphasized.

The Vice-Chancellor also celebrated the university’s commitment to gender equity, noting that 57% of this year’s graduates were women. 

"This is a significant milestone, reflecting the progress we’ve made since the Beijing Conference in 1995. Women are now leading the charge in education and breaking free from patriarchal norms," he said. 

He further emphasized the institution’s plans to expand, with a vision to accommodate up to 470 new students annually and strengthen its academic staff through international partnerships.

Retired Auxiliary Bishop Methodius Kilaini, credited for playing a pivotal role in the university's early days, called on graduates to embrace lifelong learning in an increasingly digital world.

 "The rise of artificial intelligence and global interconnectedness means we must continually upgrade our skills. Education is a journey, not a destination," he said, echoing the sentiments of many who see education as the key to navigating the complexities of the modern world.

The graduation ceremony also highlighted the achievements of SAUT alumni who have excelled in various fields, from politics to international media.

 The VC Prof Costa Mahalu proudly mentioned notable graduates such as Deputy Prime Minister Doto Biteko, Deputy Minister of Livestock Alexander Mnyeti, and Grace Kabogo, a journalist with Deutsche Welle in Germany. "These individuals are proof of the transformative power of a Christ-centered education. SAUT graduates are making their mark on the global stage," he declared.

Graduates at the ceremony shared mixed feelings of pride and hope tempered by concerns about the job market. 

Albert Zege, a Bachelor of Law graduate, expressed determination to further his studies despite financial hurdles. "I aspire to be a competent lawyer and am ready to embark on law school, no matter the cost," he said. 

Grace Nyawmhilu, who earned a degree in Procurement and Supplies, spoke of her entrepreneurial ambitions. "I refuse to wait idly for opportunities. I have the skills to start my projects as I prepare for a master’s program," she stated.

Other graduates, like Bernard Lugongo, a Master’s graduate in Mass Communication, highlighted the practical impact of their education. Now a news editor for the government’s Daily News, Lugongo praised SAUT for honing his skills and expressed a desire to pursue further studies. "Education is a lifelong pursuit, and I’m committed to continuing my journey," he said.

The event also cast a spotlight on the university's ambitious plans for the future. Prof. Mahalu announced ongoing curriculum reviews to align academic programs with Tanzania's 2050 Development Vision and global challenges. 

He also highlighted the institution's partnerships with universities in Belgium, Norway, Germany, and Italy, which are enabling 67 lecturers to pursue postgraduate studies abroad. "These efforts will strengthen our faculty and ensure that SAUT remains at the forefront of academic excellence," he said.

Despite the celebratory tone, the ceremony was not without its somber moments. The plight of students who had to abandon their studies due to financial constraints weighed heavily on many. 

Prof. Mahalu called for increased support from the Higher Education Students Loans Board, emphasizing that the dreams of many talented individuals were being cut short. "These are not just statistics; they are lives, full of potential, that deserve every opportunity to succeed," he said.

As the ceremony drew to a close, Prof. Kilangi reminded graduates of their responsibility to use their education for the betterment of society. "Julius Nyerere envisioned an educated nation as the foundation of transformation. You are the torchbearers of that vision. Go out and make a difference," he urged.

For Dr. Hoyce Temu, the ceremony was not just an acknowledgment of her academic achievement but a reaffirmation of her commitment to driving change. "This doctorate is a beginning, not an end. It’s a call to action to create a world where young girls and boys can dream without limitations," she said. 

Her words resonated with the audience, leaving no doubt that her journey, and that of all SAUT graduates, will continue to inspire and transform.

The 27th graduation ceremony was more than a celebration; it was a testament to the enduring power of education and a rallying cry for progress. As the graduates tossed their caps into the air, they carried with them not just their degrees but a renewed sense of purpose, ready to take on the challenges of the world and contribute to a brighter future.

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Kadea Members resolve to protect Village lands and boost education in Missenyi

 Kadea members unite in harmony, singing their powerful solidarity anthem, "Ndi wa KADEA akala na a kalenge" ("I belong entirely to KADEA, from the tips of my fingers to the soles of my feet"). Photo: Mutayoba Arbogast

By Mutayoba Arbogast

Misenyi, Kagera---Residents of Kanyigo and Kashenye wards in Missenyi District have resolved to adopt a participatory approach to land use management, ensuring that village lands are neither grabbed by locals nor sold arbitrarily by executives. This decision aims to preserve land resources for future generations while addressing ongoing concerns about unsanctioned land transactions.

The resolution was reached during the general meeting of the Kanyigo Development Association (Kadea) held on December 19, 2024, at the Kanyigo Secondary School lounge, a facility owned by Kadea. Participants expressed frustration over cases where village lands have been acquired improperly, citing examples like Bweyunge village. 

There, a large tract of land was taken under the pretense of starting a tourism project involving an animal farm. However, years later, the project remains dormant, leaving the village in dire need of over 104 hectares for a proposed block farming scheme.

Kadea Chairperson, Colonel (Retired) Ngemela Lubinga, assured attendees that the association would engage Missenyi District Council to request land surveyors and planning officers to take corrective actions. “There is no worse conflict than a land conflict. When land is exploited recklessly, it’s a recipe for chaos. We must stand firm and protect our lands just as our ancestors did,” Lubinga declared.

Turning to education, Lubinga applauded the management, parents, and students of Kanyigo Secondary School for their stellar performance in regional and national examinations. 

The Form Four results included 99 students achieving Division One, 55 earning Division Two, and 4 obtaining Division Three. Similarly, Form Six results showed 21 students in Division One, 15 in Division Two, and 2 in Division Three. 

Despite this success, Lubinga noted the challenge of declining enrollment due to increased competition from government and private schools. To address this, Kadea has launched a special recruitment and mobilization program for new students.

Edwin Mabale, a resident of Bugombe village, proposed that Kadea sponsor the best-performing Standard Seven pupil from each of the 14 primary schools across Kanyigo and Kashenye wards. 

He suggested this as a way to honor the elders who founded the organization in 1984 and to support brilliant students whose families cannot afford school expenses. The proposal was warmly received and noted for further consideration.

Salim Mbazira, the headmaster of Kanyigo Secondary School, emphasized the institution’s commitment not only to academic excellence but also to instilling moral values and societal ethics. “Our goal is to guide students to distinguish right from wrong and nurture them into patriotic citizens,” Mbazira stated.

This year, Kadea welcomed 26 new members, including Mbelwa Kairuki, Tanzania’s High Commissioner to the United Kingdom. The inclusion of prominent individuals underscores the association’s growing influence and commitment to fostering development in the community.

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PO-RALG announces Form One selection: 974,332 students to start in 2025

By Charles Mkoka

The Ministry of State in the President’s Office for Regional Administration and Local Government (PO-RALG) (pictured) has officially released the results for students selected to join Form One in January 2025.

This year, more than 974,000 students nationwide passed the Primary School Leaving Examinations and have been assigned to secondary schools. Among them, 449,107 are boys, 3067 with special needs. Placements include top-tier boarding schools, vocational schools, and nearby day schools.

Minister Mchengerwa announced that the selection process was carried out fairly, with slots for boarding schools distributed regionally based on district quotas rather than individual scores. This ensures that students from all corners of the country have equal access to quality education.

Technical and vocational schools such as Tanga Tech, Moshi Tech, Mtwara Tech, and Ifunda have been allocated across regions to meet district-specific needs. Meanwhile, day school placements were made with proximity in mind, assigning students to schools close to their homes.

Over 6,000 students have secured posts in national boarding schools, with 3,320 of those spaces allocated to girls in science studies.

 All students are expected to report to their respective schools in January 2025, marking the beginning of a significant new chapter in their educational journeys.

Minister Mchengerwa urged students to seize this opportunity with commitment and hard work, emphasizing that education remains a critical pillar in the country’s development. She also called on regional and district leaders to ensure that every selected student reports to school without barriers.

“Every region and council must guarantee that all Form One students are in class by January 2025. This is essential in meeting our commitment to free education for all,” Minister Mchengerwa stated.

Secondary schools have been directed to use the orientation period to boost students’ English proficiency, preparing them for the demands of secondary education.

Parents, teachers, and local leaders were also encouraged to play an active role in supporting students during this transition. Forms for registration and school placements are available on the PO-RALG and NECTA websites.

This milestone reflects the government’s unwavering commitment to building an educated nation and ensuring no student is left behind.

 

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