Challenges of accessing good textbooks for Primary & Sec students in Tanzania

Written & Initially published in April 2019

The education system for pre-primary, primary to secondary public schools in Tanzania has seen significant changes in recent years, in particular the passing of the ‘Education Circular Letter No. 4 in 2014’. As well the introduction of the free education policy by our current President Dr John P. Magufuli, through ‘educations circular letter no 5 in 2015’. 

The changes in particular from Circular no 4 include; the eradication of several subjects for grade 1-3 narrowing them to the subjects’ reading, writing, arithmetic’ as well ‘art and games’. The eradication of multiple textbooks per subjects previously published by the private sector and regulated by EMAC, under the Ministry of Education.

To now Tanzania Institute of Education (TIE) being the sole publishers of a core ‘textbook’ per subject, with supplementary books and teaching aids supplied by private publishers with the vetting of the same done by TIE. As well other grades have seen significant changes to their syllabus.

This move however was met with apprehension from critics who felt that it would limit the diversity of sources of knowledge and the learners would have to deal with a reduction in intellectual diversity, especially in the event that the books have errors.

In a bid to find out how effective some of these changes have been in the last few years, visitations were made to eleven public schools (secondary and primary) from Iringa, Arusha and Dar es Salaam; where interviews were had with 36 teachers, who have recently taught in 13 public schools in regions to include Tanga and Kigoma in Tanzania.

Education

TAMISEMI 2017 indicates that pre-primary school enrollment has increased by 38%, primary school by 47% secondary school enrollment has risen to 80%+ of the chosen students, all this compared to years before the enactment of education circular no 5.

Still in the schools visited here teaching aids like computers, poster charts/maps and or projector screens didn’t exist. Most of the teachers have to be innovative in how they teach thus it’s the vital they receive textbooks and other affordable teaching aids for themselves and their students to be able to impart knowledge effectively. However in speaking with head teachers and teachers here they admit that they are facing serious challenges in this area. 

“When I taught in Ilala district since 2015, back then we received the new syllabus but for years weren’t getting any new books or teaching aids. We therefore taught using books and teaching aids from the old syllabus. When the inspectors came, they understood as they knew we weren’t sent appropriate teaching aids. To get a textbook at least for us teachers we’d buy from our own pockets. Even here at Mapambano we’ve received books but not for all the subjects. I know many teachers who then buy a copy from their own pockets,” shared Josefina S, Std 2 teacher, Kiswahili, Civics & English Mapambano primary school, Dar es Salaam.

“With regards to Pure Advance Mathematics we’ve not received any TIE textbook since 2015 for A level grades except for Basic Applied Mathematics. However last year they were returned following the mistakes found in them, “said Mfaume Jumanne A’ level teacher for Mathematics at Iringa Girls secondary school.

 “At Lugufu Boys Sec School since 2015 we received two batches of books from TIE. The first batch came with books mostly for O’ level in sets of two. We went through them and noticed several mistakes especially for English paper two. For instance in the form 2 history books, in the syllabus there’s a sub topic on ‘the slave model of production’ the textbook doesn’t cover it. There were many examples like this in that batch.

The second batch came with many A’ level books for paper one but subjects like geography for paper two; we had not received any textbooks till I left last year. For science subjects there were a few books made available but some schools in Kigoma didn’t get any...I think it’s good that we have these TIE books as core textbooks however the supplementary books are crucial. Here I have not seen enough textbooks,” said Mussa Bakari, A’ level & O’ level History teacher formerly at Lugufu Boys Secondary in Kigoma now at Salma Kikwete Sec School in Dar es Salaam.

“For grade six and seven since 2015 we haven’t received any new books, we are still using the old books as their syllabus hasn’t changed. It’s tricky as I use up to six books per subject to ensure I cover all that’s in the syllabus. I teach mathematics, the allocated textbook is this one ‘Hisabati kwa vitendo’ but it doesn’t cover all what’s in the syllabus. We don’t have enough books for the students at all, in the end it’s for us teachers to get a few copies. So we borrow from neighbouring private schools photocopy them either through school funds or our own then return.”-Dorah M. Mayagila Gangilonga Primary School Std 7 Math teacher, Iringa.

“Biology textbooks from TIE haven’t arrived since 2015, in 2017 we received chemistry textbooks, but last year they were taken back for their mistakes but then recently returned as is. Where we were told to use them but if we see mistakes then the teachers are to correct the same and teach accordingly, “- Furaha Myota, Chemistry & Biology teacher for O’level and A level grades at Iringa Sec School.

These schools are also grappling with under-staffing following the 2016 ‘fake certificates’ scandal that rocked the public servants sector and saw a good number of teachers fired. Not to mention that research also indicates that 7,743 teachers are reaching retirement age in 2018-19. Here teachers at Osunyai Primary School in Arusha recommend the addition of teachers; many of them are dealing with 130-147 students per stream.

A Std 2 teacher here for instance has to teach a stream of 147 students teaching all four subjects. The teachers added that the designated 30 minutes per class was too short, taking into account doing a physical class like home and hygiene. Where experiments and or sports are required just getting the students outside with props, ate more than half of allotted time.

Another suggestion the teachers gave was to look at older books those of ‘Juma na Rosa, Abunuasi’ sharing that these were appropriate and can be used by publishers in making new books. Unbeknowst they are recommending what the government has banned which is allowing private publishers to publish core textbooks. An increase in pay to match their workload was also expressed as a key issue for the teachers.

On the Single Text Book policy per subject

Welna an English teacher at Mugabe Sec School Dar es Salaam, felt that the single- textbook per subject policy was a very good idea. “In the past one school would take this book, the next this one, yet we’re all quizzed by one exam. This was cumbersome. To teach the new syllabuses some of us got training and taught others; also times when inspectors come they reinforce these teachings.”

Her sentiments were echoed by another English teacher Fatima M from Salma Kikwete Secondary, Dar es Salaam who felt that having one core textbook per subject, allowed teachers to ensure they gave their students what they would certainly be tested by in the final exams, 

The core textbook policy has also helped decrease the workload for the teachers. “In the past as teachers we would scourge various books to teach the content in the syllabus. It followed this school would use that book and the other that book. During the exams, some schools would pass more than others. At times you’d wonder did the examiners use the books that those schools which passed used or? With one core textbook that query is put to bed,” said Tumwagile Mbughi A’ level Chemistry Teacher Iringa Girls Sec School, Iringa.

The reduction of subjects in the lower grades was also a welcomed move by the teachers interviewed in these schools. “They’re visible benefits to this new syllabus, the KKK (reading writing & arithmetic in Kiswahili) subjects have helped the lower grades reduce their subject workload. Allowing them to concentrate and get better results in their fundamental reading & math skills.” shared Rebecca Shoo, Std 1 teacher, Osunyai Primary School, Arusha.

“Some topics have been taken out of grade 4 like sexual reproduction now moved to grade 5 this is a good thing, it was introduced too early making it awkward for us teachers and parents. As well in STD six there’s now a topic on ARV’s, this is very timely as we have HIV victims in many of our classes. Where sadly many of them haven’t been given crucial information on their dosage; stemming from the taboo of the disease.” Hawa S.  Math, Kiswahili and Science teacher Mapambano Primary School, Dar es Salaam.

The major challenge for most teachers in the implementation of this once core textbook policy is the poor supply of these books and the errors being found in them, that have forced the government to recall some of them. Also prior to 2015 there was a fund sent to schools for the purchase of books, since the enactment of circular no 5 this was scrapped. It fetters that the schools visited here haven’t been able to purchase supplementary textbooks despite circular no 4 stipulating the supply of the same to schools.

In effect due to the irregularities with the effective implementation of the one core textbook policy some schools interviewed here, were surprised that they were supposed to use one core textbook per subject from TIE for their teaching. “We’re confused, there needs be a list on what is the core textbook for each subject many teachers still go buy the books that were ratified by EMAC… Let me just show you an example for Form 4 Kiswahili, the book we have from TIE is of the old syllabus. The book with the content from the new syllabus is from Oxford. It’s also true that if you ask me what is the core textbook for O’level English I will tell you it’s Oxford’s, as our school hasn’t received any from TIE,” shared Salome Nashengai, Kiswahili English teacher, Nshupo Sec School, Arusha.

Apart from paying out of pocket for the books they use, schools, like the case of Nshupo get supplementary textbooks through donors like USAID and Tumaini Children Foundation. Books from private publishers and older TIE textbooks (produced before 1992) are valued; “Thankfully we have a library I let students go and see the old books, many times they are the ones with better drawings or when you’re missing a topic from the new core textbooks, you find it in them,” Hawa S. Math, Kiswahili and Science teacher Mapambano Primary School, Dar es Salaam.

“The one textbook though helping the student and teacher in obtaining notes easily in the end it doesn’t help the teacher and student to make comparisons. Supplementary books used to help a student brush their analytical skills preparing them well for college. I think at the moment we’re concerned with quantities not quality in our education I say that because, even when they’re many books available at school.

A lot of students think it’s a waste of time to read them they’d prefer something straight forward giving them answers to exams. We’re forgetting to nourish their love for reading by perpetuating this spoon feeding culture. So they pass exams on the outside the system looks to be doing well but now when they get to university they’ll find it difficult. For they’d think they can take one book and write their research paper on that one alone!”shared the Head Master, Mugabe Sec School, Dar es Salaam.

Response from Private Publishers

Private publishers have fared great financial losses from these changes in policy. As since the enactment of circular no 4 of 2014, they have not received any tender from the government to publish supplementary books.

“These last few years have left many private publishers, booksellers in doldrums; we haven’t gotten any procurement from the government for books which were a major supplier… Many of us have had to lay off staff, give up bigger rental spaces squeeze ourselves in smaller corners times working at the warehouse. We are in hibernation but  we’re still pushing to get our books authenticated by TIE as books are made for years. There are at times 20 people involved in one textbook, something TIE is perhaps now appreciating as they’ve ventured into publishing, ”said Gabriel Kitua, head of Publishers Association of Tanzania (PATA) and CEO of GDY publicationscompany ltd.

“I worked at TIE for 12 years then I joined private publishing full time …when in 1991 the policy allowed for private publishers to publish textbooks as TIE was overwhelmed; there was a shortage of textbooks in the country. I remember in 1992 they brought us private publishers experts from Canada through CIDA. They stayed until 1999 monitoring and guiding our processes giving us advice until we were strong. Today the circular no 4, says our books are just supplementary even when they comply with the syllabus. Now for time immemorial the government has never bought supplementary books and true to form we haven’t gotten a tender to supply our books since 2014.

Yet I know of six or seven private publishers including myself who have over 40 years experience in publishing not just experience but training. ..[we] are adequately trained to publish yet our hands are tied,” shared Elibariki Moshi of MturePublishers . He has worked in education since the early 70’s helping to author a favored English textbook while he was with the TIE.

There is small rays of hope as earlier this year “TIE called us they sought to smooth the guidelines for accrediting education books. Something we’ve had issues with in the past. The process was very inclusive so we were happy as we have now produced a very good guideline for evaluating education books which starts from pre-school to tertiary education. The rest remains to be seen but this was a good step,” shared Elieshi Lema, director at E&D publishers Ltd.

From the Government

Efforts to speak to officials at The Tanzania Institute of Education (TIE) were futile. Initial contact was made with the Director General Dr Aneth Komba who briefly introduced us to Aisha Ghuhiya and Dr Jerome Machange both concerned with publishing of education books at TIE. Unfortunately she later cancelled further appointments, citing reasons beyond her control allowing for interviews only from July this year. Efforts to reach the ministry of education also hit a snag what with current offices change from Dar es Salaam to Dodoma region, resulting in difficult accessibility to its press office personnel.

Recommendations from Stakeholders

Several clear recommendations were made from the education stakeholders interviewed here to donor organizations, the government and general citizens. Many of the teachers expressed gratitude to this government for enforcing free education as they can see their communities valuing their work.

One teacher in particular commended the government for its on spot checks in schools, allowing for close follow ups ensuring education is administered . As well the introduction of youth education in schools to eradicate teen pregnancies; they recognized the efforts of newly constructed classrooms in many districts and are happy that their salaries’ are arriving on time.

Bearing in mind the last annual budget for education 2017/18 was 4.7 trillion Tshs (about 2 billion USD) a significant bump from the year 2015/16 whose budget was 101.3 billion Tshs (44 million USD). They wished to see more of this bump go to their own incentives. (More than half of the teacher’s interviewed here expressed no change in their salaries since 2015, despite inflation and an increase in their workload. Plus the work challenges they’re facing as outlined here).

To aid the ministry of education in saving costs, it was suggested that the ministry educates the education officers and their sub ordinates in each municipal where after they visit individual schools; so all the teachers are clearly informed of syllabus changes.

They also are pleading with the government that they be included in the discussions involving education policy adjustments; for they are the ones who implement the changes on the ground. Employment of more teachers and access to more resources is another issue; the teachers felt should be addressed urgently.

To avoid what they term as an epidemic of ‘parrot thinker’ citizens instead of ‘creative problem solvers’- characterized by students who only care about passing exams and not retaining knowledge. Private publishers and teachers have suggested allowing more textbooks into schools both accurate core textbooks and supplementary books. This call isn’t restricted to the government but as well private donors and parents. 

Teachers also expressed adding more relevant topics into the syllabus. Topics that are in tandem with industrialization as is the governments’ agenda. Here special education teachers’ for physically and mentally challenged students appealed for the return of ‘practical and theory education’ better known as ‘elimu ya nadharia na vitendo’. Which teaches practical skills like tailoring, cooking, agriculture, carpentry and or sculpting from primary school, “Special needs students would do so well with this type of education for even when they don’t get to university. Their education will be practical ensuring they won’t be a burden onto their families. Back in my time here in Iringa certain schools had different specialties, Utivile used to have a carpentry faculty while Kihesa was known for its tailoring wing.”said Nguvumali Rose, special education teacher Iringa Girls Sec, Iringa. 

Despite years since the implantation of these curriculum changes, it’s obvious that there still a lot to be done in terms of better integration between stakeholders both in the government and private sector to serve the best interest of the students. What’s more, it’s one of the major ways to meet the Tanzania’s Development vision 2025 which states that: “Education should be treated as a strategic agent for mind-set transformation and for the creation of a well-educated nation, sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges which face the nation. In this light, the education system should be restructured and transformed qualitatively with a focus on promoting creativity and problems solving.”

Article written by Caroline Uliwa 

n.b. This article was first published on Swenga, with the sponsorship of a reporting grant from the Women in Media Network (WIMN) of the Graca Machel Trust.