Evaluation Report on “Education Through Sports Project” in Mtwara – Tanzania 2004-8

Author(s): Bulamile, Nicholas

Language: en

Institution: Ministry of Information, Youth, Sports and Culture

Department: Sports

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Chapter one

Trends of physical education and sports in Tanzania has more or less the same trends with that of education, it has passed through indigenous traditions, through Arabs, German, and British invasion, and through the era of independent Tanzania. The independent Tanzania had put some effort at different levels to improve the situation of physical education and sport in schools though at times there were some conflicts of interest. Different programs were started including sports for all which was supported by some Nordic countries. In line with the previous programs came the present project, named education through sports project Mtwara.

The objectives of the project were:
– Strengthen the Physical Education facilities in primary schools in Mtwara region
– Maintain sports fields for the usage of primary schools and communities
– Spread the importance of health lifestyle to primary schools in Mtwara
– Increase the gender equity in primary schools
– Establish a local NGO for the project (Sport Development Aid) whose functions should be to:
a) maintain the quality of sports fields in primary schools
b) assist in sports equipment to primary schools
c) organize tournaments within the region
d) train physical education teachers of primary schools, and
e) cooperate with local authorities, such as educational officers
f) And that, beneficiaries of the project are pupils, teachers and villagers in Mtwara.

Chapter Two

At a certain point in time, physical education, physical activity, play, games and sports are used incorrectly and/or interchangeably. Those terminologies are not antagonistic but each has a different concept. Each of these concepts is very important in society, physical education and sport for example has a huge relationship with other subjects in schools. The role of physical education and sport in society is incredible, in other words physical education:
– is health insurance
– contributes to academic achievement
– provides skills and experience that can last a lifetime
– helps in developing a positive self – image and ability to compete and cooperate with others

There are however a lot of issues and problems in physical education and sports. These issues range from time, facilities and equipments, human resources, curriculum implementation, gender equity and many others.

Chapter Three

This was a summative evaluation study which used both qualitative and quantitative approaches. The study was conducted at the site (Mtwara region) where the project was implemented. Population of the study was; parents, pupils, teachers, head teachers, regional education officers, regional commissioner, district educational officers, sports development aid – Mtwara and LiiKe staffs, the Director of National Primary Education and the community at Mtwara. Instruments for data collection were constructed and validated and data were collected through documentation, focused group interview, focused interview, observations, and questionnaires. The evaluation study ethics of utility, feasibility, propriety, and accuracy were practiced. Interpretational analysis and descriptive statistics were used in data analysis and organization of the information gathered. All these were done in sixty (60) days duration. Chapter four Both qualitative and quantitative data were organized, analyzed and presented according to the plan as per the objectives of the project and its implementation procedures. The following were themes used to present the data. These themes were the evaluation issues presented in the terms of references for that purposes;
– To What Extent Have the Project Improved Facilities of Sports (Football and Netball)?
– To What Extent Have the Project Strengthened Physical Education and Sport Education at Primary Schools?
– To What Extent Has the Project Increased the Number Of Pupils in Primary Schools?
– To What Extent Has the Project Improved Academic Performance of Pupils?
– To What Extent Have the Project Increased Interest in Sport and Healthy Lifestyle
– To What Extent Has the Rehabilitation/Maintenance of Sport Fields at Mtwara Primary Schools (2003-2008) Been Effective?
– To What Extent Has the Acquisition of Sports Equipment to Schools Been Effective?
– To What Extent Has the Sports Tournaments Organized Within the Region (2003-2008) Been Effective?
– To What Extent Has the Organization of Seminars on Maintenance of Sports Fields (2004-2008) Been Effective?
– To What Extent has the Project Been Effective on Strengthening the Cooperation with Local Authorities (2003 – 2008)?
– To What Extent have the Project Been Effective on Supporting the Establishment of Local Sports Clubs and School Clubs (2003-2008)?
– Was the Project Compatible to the Prevailing Culture and Standards at Mtwara?
– Is the Project Sustainable? Can the Local Stakeholders and SDA Continue with the Project Efficiently?
– How is The Implementation of Physical Education in Primary Schools at Mtwara? and
– Other Positive Side Effects of the Project.

Chapter Five

Each of the themes in chapter four were evaluated according to the data presented leading to the following conclusion and recommendations, at that end a proposed way forward of the project was narrated. Conclusion Education through Sports project – Mtwara has in general achieved her objectives to a great extent except for physical education and sports for children with disabilities. The means of implementation for the project were also effective to a great extent except on formalities and approaches used to make the project official at both national and regional level. The project has been very compatible to a great extent on the culture and prevailing standards of the people at Mtwara. It has sensitized women, especially girls to participation in sports especially football which was thought to be for men only. It has also brought Mtwara‟s children close to the external world through her FC Vito visits to Helsinki cup in Finland every year. However, the project could not involve very much the communities around the schools apart from district educational officers, teachers and their pupils. This situation was thought to be one of the hurdles for the projects sustainability since majority of the people do not have a feeling to own the project. Physical education and sports as a subject in Mtwara as it is anywhere else in Tanzania is poorly implemented. The project has a little bit accelerated sporting activities in schools but not physical education in schools. There is no qualified physical education teachers employed for this purpose which conversely leads to poor implementation. Physical education has always been there in primary schools‟ curriculum, bearing different names such as P.E, Vocational Skills, Sports and Personality, etc, but the problem has always been qualified physical education teachers.

1. The project has to extend its duration for one more year so as to supply goal posts in secondary schools in Mtwara. This will help sustainability of the project especially in terms of pupils who join secondary schools.
2. A Memorandum of Understanding (MoU) should be worked out and signed between the project implementers (LiiKe/SDA) and the Mtwara regional authorities that should show the responsibilities and accountability of each side in order to make the project sustainable.
3. SDA must have district committees that shall follow up the project to the grassroots in terms of monitoring, planning, and organization of sporting activities so that each school is reached equally (participatory approach). These committees should start local clubs for both football and netballs.
4. During the extension period of LiiKe/SDA‟s education through sports project in Mtwara, both LiiKe and SDA should work together in order to have contracts with local sponsors that shall continue to finance operational costs of the project.
5. Effective and sufficient short courses must be organized in order that each primary and secondary school in Mtwara has a qualified physical education and sports teacher.
6. The town councils and communities around the schools should be made to understand the project and feel that it is their project. Proper approaches (participatory approach) should be used to make this possible. The project will then have a budget and shall be reported within the town councils and at village levels meetings and budget respectively.