HEALTH EDUCATION IN TEACHERS’ COLLEGES IN TANZANIA 2012-14

Author(s): Ndee, Hamad

Language: en

Institution: University of Dar es Salaam

Department: Physical Education and Sports Sciences

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Abstract:

EXECUTIVE SUMMARY

The picture has been painted, that of the situation of Health Education in the teachers’ Colleges, schools and Tanzania in general. The two-year project began in January 2012 and ended in 2014 and was due for evaluation. The terms of reference of evaluation, among other things, required to assess “to what extent have the objectives of the project been achieved”.

A variety of methods were employed to evaluate the project. The methods included desk review, interviews, discussions and questionnaire.

The overall objective of the project was to strengthen Health Education in Teachers’ Colleges and schools in Tanzania by first building capacity in both the colleges and schools and also providing teaching/learning resources. In terms of capacity building by the time of evaluation a total of 26 tutors had been trained. In turn a total of 1153 teachers of PE and HE have been trained in the 12 Teachers’ Colleges. Thus, in terms of capacity building the project has achieved the target. As far as the development of facilities and supply of equipment is concerned, the evaluation reveals that substantial development of facilities has been carried out and that supply of equipment to the 12 colleges has been implemented.

In addition some equipment have been purchased for the extra colleges that had been identified by the MoEVT to conduct physical and health education courses. These are Vikindu and Tukuyu Teachers’ Colleges. However, amidst the minor problem of misallocation of teachers of PE and HE and the acute problem of scarcity of teaching/learning resources – facilities and literature – the evaluation found that the glaring threat of the development of Health Education both in Teachers’ Colleges and schools is the absence of curriculum for the subject. The absence of curriculum and subsequently the absence of a syllabus threatens not only the teaching of the subject at all levels of education but also the existence of the subject and its sustainability.