By Adonis Byemelwa
Deputy Secretary-General of the President’s Office of Regional Administration and Local Government (PO-RALG), Dr. Charles Msonde, convened a pivotal meeting on May 31, 2024, with education supervisors in Karagwe District, Kagera Region.
The initiative aimed to address the long-standing grievances of teachers, who had been consistently raising their concerns through emails and phone calls, signaling a significant effort to enhance the region’s educational landscape.
Teachers highlighted longstanding issues such as delays in promotions, pointing out discrepancies in promotion timelines between different regions.
They noted inconsistencies even among teachers who graduated and started working in the same year, with some being promoted while others waited indefinitely without transparent criteria for these promotions within the teaching profession.
Responding to these complaints, Dr. Msonde stated that the government was already addressing the issue and had a solid plan to enable systematic promotions. “The government has reviewed the situation and is working towards a swift resolution to ensure fair and timely promotions,” he assured.
Regarding recategorization, where teachers had furthered their education, teachers lamented investing heavily in their education without corresponding changes in their job positions.
Unlike other professions, teachers pursuing advanced degrees like Master’s and PhDs found that their qualifications did not translate into job advancements or salary increases. When recategorization occurred, it was often delayed, leaving teachers demotivated.
Concerning salary discrepancies, it was highlighted that there was a practice of promoting teachers without corresponding salary adjustments, leading to a backlog of debts. Dr. Msonde emphasized that procedurally, a teacher’s promotion should be accompanied by a salary adjustment in the same month to avoid debt accumulation.
Another persistent issue was the delayed payment of transfer allowances. Teachers complained that their allowances were not disbursed timely, unlike other professions that enjoyed smooth processes for their vacation allowances.
Dr. Msonde suggested that employers adopt the FIFO (First In, First Out) method to manage transfers more effectively, stating, “Implementing the FIFO method will ensure that teachers’ transfer allowances are processed in a timely and orderly manner.”
Regarding the delay in vacation allowances, Dr. Msonde explained that the government disbursed these funds early, in April, for teachers due for vacation in June, and by October for those scheduled for December. He emphasized, “The early disbursement is meant to avoid any delays, and any issues in timely payments are due to mismanagement by officials.”
On the matter of disrespectful communication from some leaders, it was revealed that teachers often felt undervalued by their employers. Dr. Msonde assured that this would be addressed, emphasizing that each profession should recognize that leadership positions are often appointed and can change, urging teachers to foster unity to uphold education standards.
He stressed that teachers’ demands should be transparent and scientifically assessed to ensure appropriate funding. Dr. Msonde also highlighted the importance of teachers ensuring that first-grade students master reading, writing, and arithmetic by the second grade, as these skills are foundational for secondary and higher education.
Dr. Msonde expressed concern over private primary school students’ proficiency in English compared to their public-school counterparts. He urged teachers to focus on improving English language skills before starting the syllabus for Form One students, even if it meant delaying the syllabus.
Teachers were also encouraged to continually enhance their professional skills and not to bypass local education officers (DEOs) with their grievances. Instead, they should follow the proper chain of command, escalating issues to the Secretary-General of PO-RALG) only when necessary.
Human Resource Officers (HROs) were criticized for their disrespectful communication and failure to address teachers’ grievances promptly, which hindered teachers’ ability to perform their duties effectively.
Educational analysts claimed these recurring issues were often politically motivated, especially as the 2025 elections approached. A teacher at the meeting, who requested anonymity, suggested that these grievances were only addressed around election times to motivate teachers to support political campaigns, without genuine intent to resolve their issues.
Prominent education scholars have weighed in in the recent past on the challenges faced by the free education program in Tanzania and the impact of politicizing education. Prof. Clinton Galabawa from the University of Dar es Salaam emphasized, “The politicization of education in Tanzania undermines the integrity and efficiency of the education system. Teachers’ grievances should be addressed with long-term solutions rather than temporary fixes for political gain.”
Dr. Joviter Katabaro, also from UDSM, said, “Investing in quality teachers is essential for the success of the free education program. Teachers need to be motivated and adequately compensated to deliver quality education.”
Prof. Abel Ishumi in his study on education and development, highlighted the broader implications, stating, “In a developing country like Tanzania, education is the cornerstone of national development. Politicizing education hampers progress and demoralizes educators crucial to the nation’s future.”
Educational analyst Patrick Kateri pointed out that the management of education in the country was hampered by inadequate budgets, with only 65% of the allocated funds being utilized this year.
He emphasized that district education officers needed approximately Sh14 million monthly to address administrative issues, but often went months without these funds, leading to poor school management.
Some education supervisors were frustrated with academic leaders turning political and using resources for extensive travel and allowances, rather than addressing teachers’ grievances.
Amidst mounting criticism and calls for reform within Tanzania’s education sector, one anonymous teacher from the Kagera region has raised concerns over the efficacy of high-level meetings led by the Deputy Secretary-General.
The teacher suggested that regional or district education officers could more efficiently handle pertinent issues, labeling the meetings as political maneuvers aimed at securing allowances rather than addressing critical educational challenges.
Echoing these sentiments, former President Mkapa emphasized the urgent need for the current administration to prioritize the welfare of teachers, underscoring the pivotal role they play in shaping the nation’s future leaders.
In response to longstanding grievances, the Tanzanian Teachers’ Service Commission (TSC) shed light on the challenges confronting over 136,000 teachers, emphasizing the pressing need for government intervention to address their entitlements.
“The focusing on resolving teachers’ issues would significantly improve education quality, rather than repetitive political rhetoric,” emphasized the anonymous teacher from the Kagera region.
The Minister of State in the President’s Office for Regional Administration and Local Government (PO-RALG), Mohammed Mchengerwa, swiftly issued directives to personnel management officers nationwide, pledging resolution for all teacher-related issues within 14 days.
This commitment was further underscored during a recent session where Mchengerwa inaugurated efforts to tackle promotion and job role changes for educators. The government unveiled a significant investment of 1.8 billion Tanzanian Shillings towards early childhood and primary education, exemplified by the distribution of 13 vehicles under the GPE-Lanes project and ICT equipment to 200 primary schools as part of the BOOST initiative.
While commendable, concerns persist over systemic challenges in Tanzania’s education sector, particularly the budget allocation for the 2024/2025 fiscal year. With 1.97 trillion shillings allocated to the Ministry of Education, Science, and Technology, there’s hope for improvement. However, lurking challenges may overshadow its potential impact.
“Investing in quality education can significantly uplift Tanzania’s educational standards, ensuring that teachers are motivated and well-compensated to provide the best education for the country’s future leaders,” emphasized the anonymous teacher.
Navigating critical junctures in Tanzania’s educational landscape, policymakers are under the spotlight to enact substantive reforms prioritizing teacher support and fostering an environment conducive to quality learning outcomes for all. make it brief with all the quotes in but ensure it enjoys a good ending.
