Tanzania:Government’s Commitment to Teacher Welfare Sparks Concerns Over Inequality

By Adonis Byemelwa

In a noteworthy move, the Tanzanian Teachers' Service Commission (TSC) on 4^th January spotlighted the challenges faced by 136,000 teachers, highlighting the dire need for the government to address long-standing issues related to their entitlements.

The Minister of State in the President's Office for Regional Administration and Local Government (PO-RALG), Mohammed Mchengerwa, swiftly responded by issuing a directive for personnel management officers across the country to ensure that no teacher is left without resolution within the next 14 days.

This commitment was unveiled during a session on February 3, where Mchengerwa inaugurated efforts to address issues concerning promotions and job role changes for teachers.

The event witnessed the handover of 13 vehicles to support early childhood and primary education through the GPE-Lanes project, a significant investment totaling 1.8 billion Tanzanian Shillings. Additionally, ICT equipment was distributed to 200 primary schools as part of the BOOST project.

While these government initiatives are commendable, former President Mkapa's recent statement urging the current administration to prioritize the welfare of teachers brings forth a pertinent concern.

Mkapa openly admitted to neglecting this crucial aspect during his presidency and urged against repeating such lapses. This candid acknowledgment underscores the need for sustained efforts to uplift the teaching profession.

The TSC's identification of teachers facing challenges is a step in the right direction, emphasizing the government's goal to address all grievances comprehensively.

The ongoing verification process, inclusive of information from the personnel and salary system, reflects a commitment to understanding the intricacies of the challenges faced by teachers.

However, concerns linger over the seemingly disparate treatment of private school teachers. The government's focus on community school teachers, while laudable, has raised questions about the equitable distribution of attention and resources.

The plight of teachers in private educational institutions remains a pressing issue that demands government intervention.

The challenges faced by private school teachers, especially concerning salary delays and violations of basic rights, are symptoms of a larger problem. Despite being an integral part of the education system, teachers in private institutions often find themselves grappling with issues that hinder their professional and personal well-being.

Richard Mshomba, a seasoned economist, has emphasized the importance of paying interest for delayed or intentionally delayed salaries. While such principles might be more commonplace abroad, the underlying argument resonates universally: not paying an employee their wages on time hampers their personal and community economy. This holds particularly true in the teaching profession, where a teacher's enthusiasm is pivotal for effective education.

In the private school sector, where there is a significant reliance on teachers, a harmonious and respectful employer-employee relationship is imperative. However, the prevalence of delayed payments, short-term contracts, and the lack of job security are contributing to a challenging environment for private school teachers.

Despite the commendable efforts of the Private School Teachers' Union (TPSU) under President Cornel Matinde, the unique challenges faced by private school teachers make it difficult for them to advocate effectively for their interests. The government's role in tightening regulations on private educational institutions extends beyond taxation; it should encompass safeguarding the rights and welfare of teachers.

While the government focuses on collecting taxes from private educational institutions, it must also address the working conditions and rights of teachers in these establishments. The current taxation landscape for private schools, featuring 18 different taxes, underscores the need for a balanced approach that considers the well-being of teachers.

The plea for equity in addressing the grievances of all teachers, irrespective of their institutional affiliations, gains resonance. The teaching profession serves as a cornerstone for national development, with teachers shaping the future through their dedication to education.

The government's recent commitment to addressing the challenges faced by teachers stands as a significant stride toward strengthening the education system.

However, the spotlight on community school teachers prompts a critical examination of whether the needs of private school educators are receiving adequate attention.

Achieving equity in addressing all teachers' grievances is not just a matter of policy but a fundamental step toward elevating the teaching profession and ensuring a brighter future for education in Tanzania.

As the nation approaches the 2024 civic elections and the 2025 General elections, the government's newfound focus on addressing teachers' concerns takes on added significance. Recent events have underscored the political dimensions surrounding the teaching profession.

Headlines emerged when the leaders of secondary school teachers were accused of engaging in political activities during a convention in Dodoma.

During this convention, the heads of secondary school teachers reportedly contributed substantial sums of money, raising eyebrows and sparking controversy.

The funds were intended to support the President's endorsement campaign, aiming to gather signatures across the country for her bid for a second term.

Critics expressed bewilderment at the intertwining of heads of schools in political activities, especially when teachers' concerns, fundamental to the education system, are yet to be adequately addressed by the government.

This intersection of politics and education raises pertinent questions about the motivations behind such actions.

Censors argue that at a time when teachers' welfare remains a crucial issue, diverting attention and resources to political contributions can be perceived as misplaced priorities. The optics of educational leaders engaging in political activities while systemic challenges persist have led to public skepticism and concerns over the government's commitment to resolving long-standing issues within the teaching profession.

The government's recent pledge to address teachers' challenges gains significance amid looming civic and general elections. The timing, coinciding with political events, raises questions about its authenticity. Is the focus on teachers a genuine commitment to systemic issues or a strategic move for pre-election support?

In this critical juncture, the government's actions on teachers' welfare will shape public opinion. Teachers, a substantial constituency, can sway sentiments, making their concerns pivotal for politicians. The response will impact not only education but also shape perceptions of broader societal dedication.

As the nation navigates politics and education, the government must genuinely resolve challenges in all sectors, from community to private schools. Addressing teachers' concerns shouldn't be a political strategy but a sincere effort to uplift the profession and enhance overall education quality.

All and sundry, the government's renewed teachers’ focus, amid election dynamics, holds promise and scrutiny. To secure teaching community support, actions must transcend political calculations. A genuine resolution of long-standing challenges will not only elevate the profession but also reinforce a commitment to a robust and equitable education system for Tanzania's future.