“Ahmed lives in Dar es Salaam, the largest city in Tanzania.
For three years he attended a school that did not have enough space for the children. They were 100, crammed in a small room, too small to contain them all, with a steel roof that turned the little room into an oven after a few hours under the beating sun. In such a small space every learning activity was long and difficult.
After three years of school, Ahmed didn’t yet know how to read or write.
It was impossible to learn anything in those conditions. We decided to renovate these classrooms, creating adequate and safe spaces for children like Ahmed.“
Daniela, WeWorld operator in Tanzania.
The situation in Tanzania
Tanzania is one of the less developed countries in the world, ranked 151th out of 188 countries in the Human Development Index measuring social and economic welfare of world countries (UNDP 2015). In Tanzania live over 45 millions habitants (National census 2012). The capital city is Dodoma but the most important town is Dar es Salaam.
The social situation is critical and the poverty level in Tanzania is very high. The multidimensional poverty rate (MPI) shows that the 64 % of Tanzania continental population lives in poverty and 31.3 % in extreme poverty. Children mortality rate is as high as 42 per 1000 (CIA World Fact Book) and the national rate of chronic malnutrition of children aged 0-59 months is 34.7 % (Tanzanian food and Nutrition center 2014) , a very high rate in accordance with OMS (World health Organization).
In Tanzania public education system is very weak. Still today Tanzania has an education system extremely backward and inadequate. Teachers, school equipment and facilities are insufficient and often of poor quality. In several schools there is so much lack of school desks up to only 1 desk every 13 students. Schools are generally overcrowded up to 100/200 children in each classroom. Learning in this environment is very difficult. In 2013 only 50.6 % of students have passed the final examination required at the end of first primary class and very few students (59.5 % in 2013) after the primary school keep attending school (PMO-RALG – Prime Minister’s Office Regional Administration and Local Government, 2013). Even if an increasing number of girls in comparison with boys complete the primary education, the school drop-out rate of girls is higher: early pregnancy and marriages are the major reasons forcing the decision of drop-out school (UNDP 2014).
How we operate
In Tanzania we focus our actions on improving the education quality and availability. Our project are located in the regions of Njombe and Dar es Salaam.
Our aim is to ensure a learning environment safe, friendly and inclusive. For this reason we restructure crumbling schools keeping in mind also how to facilitate access and movement of children with disability, we build kitchen and school gardens, moreover we provide drinkable water and sanitation and provide childrens with learning materials.
We also organize training courses for teachers to improve the quality of education and combat illiteracy and instances of early school leaving. We promote awareness-raising campaigns to foster dialogue between schools, families and institutions, and to guarantee the right of boys and girls to a quality education.
In addition we organize teachers and local authorities training to improve education quality and fight illiteracy and school drop-out. We launch campaigns to raise awareness about HIV/AIDS, healthy reproduction, nutrition and children rights and promote dialogue between school, families and institutions in order to create networks and guarantee to boys and girls a quality education.
We have contributed to provide schools, hospitals and houses with electricity, enlarging an hydroelectric plant, we have contributed to improve agricultural production and therefore increase farmers income and soon will strongly increase our involvement in women right safeguard.