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THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

MEDIUM TERM STRATEGIC PLAN FOR HUMAN RIGHTSEDUCATION IN TANZANIA 2010/11 - 2014/15

DRAFT

August, 2010

TABLE OF CONTENTS

TABLE OF CONTENTS...................................................................................................................................I

ABBREVIATIONS.........................................................................................................................................II

SECTION ONE................................................................................................................................................1

1 SITUATION OF HUMAN RIGHTS EDUCATION (HRE) IN TANZANIA......................................11.1 Background Information and Conceptual Issues...........................................................................11.2 Policy Context................................................................................................................................1

1.2.1 International Level......................................................................................................................................11.2.2 National Level............................................................................................................................................2

1.3 The Guiding Principle....................................................................................................................51.4 Country Situation Analysis of Human Rights and Human Rights Education................................5

1.4.1 Situation Analysis of Human Rights in Tanzania.......................................................................................51.4.2 Situation Analysis of Human Rights Education in Tanzania..................................................................16

SECTION TWO.............................................................................................................................................23

2. STRATEGIC OBJECTIVES...............................................................................................................232.1 Human Rights Strategic Areas.....................................................................................................23

2.1.1 Accessibility and Participation.................................................................................................................232.1.2 Equity and Inclusiveness..........................................................................................................................242.1.3 Quality and Synergy.................................................................................................................................24

2.1.3.1 Curriculum Development for HRE.................................................................................................252.1.3.2 Teaching and Learning Materials Development..............................................................................25

2.1.4 Capacity Development, Accountability and Rule of Law........................................................................262.1.5 Financing Mechanism and Sustainability of the Strategy........................................................................272.1.6 Institutional and Administrative Arrangements........................................................................................28

2.1.6.1 Role and Functions of National Literacy Centre (NLC) Mwanza...................................................282.1.6.2 Villages/Mtaa Level.........................................................................................................................282.1.6.3 Ward Level......................................................................................................................................282.1.6.4 District Level...................................................................................................................................292.1.6.5 Regional Level.................................................................................................................................292.1.6.6 National Level – The roles and functions of MoEVT.....................................................................292.1.6.7 Civil Society Organisations (CSOs):...............................................................................................302.1.6.8 Development Partners......................................................................................................................302.1.6.9 Institutions Offering Related Services, including Faith Based Organizations................................312.1.6.10 Folk Development Colleges (FDC).................................................................................................312.1.6.11 Vocational Training Centres (VTCs)...............................................................................................312.1.6.12 Tanzania Institute of Education (TIE).............................................................................................322.1.6.13 The Institute of Adult Education (IAE)..........................................................................................322.1.6.14 The National Examination Council of Tanzania (NECTA)............................................................33

2.1.7 Monitoring and Evaluation.......................................................................................................................332.1.8 Physical facilities and equipment procurement........................................................................................34

SECTION THREE.........................................................................................................................................36

3. COST ESTIMATES FOR THE HUMAN RIGHTS EDUCATION STRATEGY FOR THE PERIOD 2010/2011- 2014/2015.................................................................................................................................36

REFERENCES...............................................................................................................................................38

Annex 1: LOGICAL FRAMEWORK ANALYSIS FOR HUMAN RIGHTS EDUCATION......................56

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ABBREVIATIONS

"A" Level Advanced Level"O" Level Ordinary LevelACCESS Appropriate Cost Effective Centers of Education Centers of

Education within Schools SystemAE/NFE Adult Education/Non - Formal EducationAKDN Aga Khan Development NetworkCBO Community-Based OrganizationCBOs Non-Governmental OrganizationsCD Capacity DevelopmentCEDAW Convention on the Elimination of all forms of Discrimination

Against WomenCHRAGG Commission for Human Rights And Good GovernanceCOBET Complementary Basic Education in TanzaniaCRC Convention on the Rights of the ChildCSOs Civil Society OrganizationsEFA Education for AllEMIS Education Management Information SystemESDP Education Sector Development ProgrammeESMIS Education Sector Management Information SystemFBO Faith-Based OrganisationFCS Foundation for Civil SocietyFDCs Folk Development CollegesHIV&AIDS Human Immunodeficiency Virus and Acquired Immune Deficiency

SyndromeHREs Human Rights EducationHRs Human rightsIAE Institute of Adult EducationICBAE Integrated Community Based Adult EducationICCPR International Convenient of Civil and Political RightsICECR International Convenient on Economic and Cultural RightsILO International OrganizationJP Joint ProgrammeJPE Joint Programme of EducationLGAS Local Government AuthoritiesLHRC Legal and Human Rights CentreM & E Monitoring and EvaluationMDGS Millennium Development GoalsMIS Management Information SystemMOU Memorandum of UnderstandingMOVET Ministry of Education and Vocational TrainingMVC Most Vulnerable Children

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NECTA National Examinations Council of TanzaniaNFE Education for AllNGOs Non – Governmental OrganizationNLC National Literacy CentreNPA National Plan of ActionOUT Open University of TanzaniaPEDP Primary Education Development PlanPO-RALG Presidents’ Office Regional Administration and Local GovernmentPS Permanent SecretaryREFLECT Regenerated Freirean Literacy through Community Empowering

TechniquesRS Regional SecretariatSEDP Education Sector Development ProgrammeSWOT Strengths, Weaknesses, Opportunities and ThreatsTAMWA Tanzania Media Women AssociationTAT Teacher Association of TanzaniaTEC Tanzania Episcopal ConferenceTEN-MET Tanzania Education NetworkTIE Tanzania Institute of EducationTLS Tanzania Library ServicesTRCs Teacher Resource CentersUDHR Universal Declaration of Human RightsUDSM University of Dar es SalaamUN United NationsUNESCO United Nations Education, Scientific and Cultural OrganisationUNICEF United National Education International Children Emergency FundUPE Universal Primary EducationVEO Village Executive OfficerVET Vocational Education TrainingVTC Vocational Training CentersWEC Ward Education Coordinator

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SECTION ONE

1 SITUATION OF HUMAN RIGHTS EDUCATION (HRE) IN TANZANIA

1.1 Background Information and Conceptual Issues

Human Rights Education immediately triggers both a general understanding and challenges such as respect for human rights and fundamental freedoms, human dignity, tolerance and building and maintenance of peace. Challenges, specifically in developing countries include rights violations such as school girl’s pregnancy, corporal punishment in some schools, truancy, drop outs, early marriages with some parents consent and child labour; a situation whereby children, especially girls are denied their basic human rights of reaching their maximum potential. All these challenges including the killings of albino and elderly women with red eyes, the practice of mob justice are being addressed in Tanzania. Besides the current efforts to stop these malpractices, more effort is still needed to be done in order to meet PEDP, SEDP objectives and those of other international and national instruments.

This section reviews the situation of the practice of Human rights (HRs) and Human Rights Education (HRE) in Tanzania. While HRs practice in the country presents the operational context, HRE is treated as one of the interventions to the short falls in the practice of the former in the country. The section consists of five parts namely background information, conceptual issues, policy context principles and country situational analysis of HRs and HRE. Human Rights Education is defined by UNESCO1as education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life. Human rights education fosters the attitudes and behaviours needed to uphold human rights for all members of society.

1.2 Policy Context

1.2.1 International Level Human Rights Education draws its strengths from the Universal Declaration of Human Rights (UDHR Article. 26.2), being a major international instrument. Consequently, it has gained of late larger recognition as a human right in itself. This has been stated in UDHR that;

“Everyone has the right to education ….. Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.” (Article - 26 of Universal Declaration of Human Rights.)

1 As defined in Joint UN brochure, Plan of Action- World Programme f or Human Rights Education. First phase 20061

Also on 10th December, 2004, the General Assembly of the United Nations proclaimed the World Programmer for Human Rights Education (2005) to advance the implementation of Human Rights Education Programmers in all sectors.

Building on the foundations laid during the United Nations Decade for HRE (1995-2004), this new initiative reflects the international community’s increasing recognition that HRE produces far-reaching results. By promoting respect for human dignity and equality and participation in democratic decision-making, HRE contributes to the long-term prevention of abuses and violent conflicts.

To help making HRs a reality in every community, the World Programme seeks to promote a common understanding of the basic principles and methodologies of HRE to provide a concrete framework for action and to strengthen partnerships and cooperation from the international and national levels down to the grass roots.

The World Conference on Education for All (EFA) in its review of education progress since Jomtien, 1990 is the world’s commitment to basic education as a HRs. Article 3.3 of the declaration states that:“The most urgent priority is to ensure access to promote quality of education for girls and women and to remove all obstacles that hampers their participation”

The Dakar World Conference, 2000; developed the Dakar Framework of Action and restated the importance of education as a fundamental HRs and the key to sustainable development, peace and stability within and among countries.

This conference recognized that ten years after Jomtien Declaration, gender-based discrimination still remained as one of the major obstacles. This framework set a target to ensure that by 2015 all children particularly girls, children in difficult circumstances and those of ethnic minority have access to and complete free and compulsory education of good quality.HRE is widely considered to be integral to every child’s right to a quality education. It instils reading, writing and arithmetic skills, as well as strengthening the child’s capacity to enjoy the full range of HRs. More over it promotes a culture which is infused in HRs values.

HRE promotes a holistic, rights-based approach that includes both “human rights through education”, ensuring that all the components and processes of education-including curricula, materials, teaching and learning methods and capacity building are conducive to the learning of HRs and “human rights in education”, ensuring that the human rights of all members of the school community are respected and observed.

1.2.2 National Level

The Constitution of the United Republic of Tanzania clearly mentions in section two, the importance of the Universal Declaration of Human Rights of 1948. In section three the Constitution discusses “Rights and responsibilities” emphasizing ‘the Right to Equality” “The

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Right to Life” “The Right to Freedom of Expression” and “the Right to Work” as being fundamental to Human Rights.

a) There are several policies, acts and strategies in Tanzania which have indicated elements of human rights education. These are;

b) The Education Act (1978) Education and Training policy 1995; c) Child Development Policy 1996;d) Community Development Policy 1996;e) Higher Education Policy 1999, Youth Development Policy 1996;f) Education Sector Development Programme 1997 and 2006;g) National Policy on Disability 2003;h) Women and Gender Development Policy 2000;i) National Plan of Action for the Prevention and Eradication of Violence against

Women and Children 2001-2015; j) National Social Security Policy 2003;k) Primary Education Development Programme (PEDP) 2002;l) Secondary Education Development Programme (SEDP) 2004; m) National Multi-sectoral Social Protection Framework 2008; and. n) Law of the child 2001 (i) NGOs.

Tanzania’s commitment to EFA goals as listed below is also reflected in its being a signatory to the United Nations Convention on the Rights of the Child. One of this is access to quality basic education.

EFA Goals as quoted in final PEDP document 2006 are:a) expand and improve comprehensive early childhood care and education, especially

for the most vulnerable and disadvantaged children;b) ensure that by 2015 all children, particularly girls, children in difficult circumstances

and those belonging to ethnic minorities, have access to and complete free compulsory primary education of good quality;

c) ensure that the learning needs of young people and adults are met through equitable access to appropriate learning and life skills programmes;

d) achieve a 50% improvement in levels of adult literacy by 2015, especially for women and equitable access to basic and continuing education for all adults;

e) eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in Basic Education of good quality; and

f) improve all aspects of the quality of education and ensure excellence.

Furthermore, international efforts towards the attainment of Universal Primary Education (UPE) are reflected in the Millennium Development Goals (MDGs) as advanced at the UN Millennium Summit in September 2000. Its two major goals aimed at attaining universal primary education in all countries by 2015. These policies are outlined and analyzed below within the context of HRs Principles and in the framework of Joint Programme of Education outputs focusing on high quality and gender sensitive education.

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Most Policies which are outlined above are about fifteen years old. However the latest act is the Law of the Child Act of 2009. In this regard, there is a need to review the said policies but for the convenience of this document and in order to be forward looking ,an analysis will be made for these policies alongside the Joint Education Outcomes and Outputs for Tanzania.These outcomes and outputs are presented below:

Outcome 1:Enhanced national and sub-national capacities for evidence based planning, policy development and decision making

a) Sustainable, harmonized education information system established by December 2009;

b) Strengthened district capacities for data collection, processing, analysis and use by December 2009;

c) Strengthened capacity in education sector analysis for evidence based decision making and planning by December 2010; and

d) Institutionalized (2011-2017) ESDP M&E plan in place by December 2010, including a capacity development (CD) plan based on the (2007-2010) ESMIS Master plan.

Outcome 2:Enhanced capacity to deliver quality education by 2010

a) Strengthen policies and capacities to implement the Education Sector Development Programme (ESDP) by June 2010;

b) Enhanced evidence-based planning and quality assurance for Basic Education by 2010, with provisions for MVC in place;

c) Enhanced capacity to assess basic education learning outcomes by June 2010;d) Enhanced capacity to deliver Lifelong learning by September 2009, with harmonized

post primary non formal curriculum and harmonized basic education and National qualification framework and certification system;

e) Enhanced capacity to deliver quality science education at school and higher education levels by 2010;

f) Enhanced capacity to deliver quality human rights and ethical education by 2010;g) Enhanced capacity to deliver quality teacher education by June 2010; andh) Improved learner attendance through enhanced local government capacity to

implement food for education programme.

Human Rights Education activities2 will also be practical and relating to learner’s real-life experience and enabling them to build on human rights principles found in their own cultural context. Through such activities, learners are empowered to identify and address their human rights needs and values3 and to seek solutions consistent with human rights standards. Both what is taught and the way in which it is taught should reflect human rights values, encourage participation and foster a positive learning environment.

2 Activities are those which indicate human rights day to day practices which support human rights values and principles and which show absence of practices such as corporal punishment in schools, being sensitive to gender issues, which support tolerance and respect for human dignity.3 Values in human rights would include Justice, Respect, Fairness, Equality, Dignity, and Sanctity for Human Life, Remedying wrong, Liberating education, Tolerance, Cultural Richness, Responsibility, Accountability, Courtesy, Diligence, Punctuality, Virtue and many others.

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1.3 The Guiding Principle

The six fundamental human rights principles which will guide the strategic plan on HRE are:

i. “Universality4 4and Inalienability”. Human rights are universal. All human beings are entitled to human rights regardless of race, religion, geographical location and socio economic condition;

ii. Article 1 of UDHR states that “All human beings are born free and equal in dignity and rights”;

iii. “Indivisibility”. Human Rights are indivisible, whether of civil, cultural, economic, political or social nature. They are all inherent to the dignity of human person and have equal status and cannot be ranked;

iv. “Interdependence and interrelatedness”. Realization of one right depends on realization of another right for example realization of right to education could lead to realization of right to health;

v. “Equality and non discrimination”. All individuals are equal as human beings and should not be discriminated;

vi. “Participation and Inclusion”. Every person and all peoples are entitled to active, free, and meaningful participation; and

vii. “Accountability and Rule of Law”. States and other duty bearers are answerable for the observance of human rights. They have to comply with legal norms and standards enshrined in human rights instruments.

1.4 Country Situation Analysis of Human Rights and Human Rights Education

1.4.1 Situation Analysis of Human Rights in Tanzania The latest report on HRs situation in Tanzania by Legal and Human Rights Centre (LHRC) of 2009 indicates that there were notable improvements especially in education and health sectors, child Law, the police force and some elements of labour rights. However, violations of human rights have never gone down, but rather they have kept increasing and happening continuously. The challenge for human Rights protection still considerably outweighs the positive trend.

The following part discusses prominent human rights issues which are peoples participation in governance, the killings of aged elderly especially women under witchcraft beliefs, road accidents, the killings of albino, increasing incidents of citizenry disorder, evidenced clashes between law enforcers and civilians mainly due to brutality of the law enforcers.44 Universality and inalienability are one among other human rights principles. Others are equality and non discrimination: indivisibility; interdependence and inter-relatedness; participation and inclusion; accountability and responsibility in support of rule of law. All are within the context of Universal Declaration of Human Rights, Convention on the Rights of the Child (CRC) and Convention on the Elimination of All forms of Discrimination against Women (CEDAW)

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Others are poor performance and low quality of education from primary school to the university level, delay of cases due shortage of judicial officers, low civic education poverty, land conflicts and rampant land alienation, poor working conditions, escalating rates of maternal morbidity and mortality rates, corruption and abuse of powers.

A. Civil Rights and LibertiesRight to LifeArticle 6(1) of the International Covenant on Civil and Political Rights of 1966 is pair material to Article 14 of the Constitution of the United Republic of Tanzania of 1977. The two articles provide that every human being has the right to life and protection of his/ her life according to the law.

Death PenaltyTanzania still retains the death penalty as one of punishments under the Penal Code and the National Defence Act. Records show that since independence in 1961, there have been 238 (232 men and 6 women) who were executed after being convicted of murder. The last execution was carried out in 1994 whereby 21 men were hanged. There have been no executions since 1995. The number of executions between 1961 and 1995 amounted to 9.3 percent of death row prisoners who were hanged.In 2009 the High Court of Tanzania in Shinyanga, sentenced three murderers of albinos to death by hanging. The debate on whether death penalty should be abolished was dealt with by the Law Reform Commission of Tanzania following instructions from the government. In April 2009, the Commission submitted its report to the government suggesting its abolition. As a result, the president in 2009 commuted the death sentences of 75 condemned prisoners to a death row. The commuting was a success towards a moratorium against death penalty.

Extra-Judicial Killings and other IncidencesThe acts of the extra-judicial killing basically violate Articles 1349 and 1450 of the Constitution of the United Republic of Tanzania 1977 and also contravene the provisions 51 of the International Covenant on Civil and Political Rights of 1966 and other international human rights instruments. There are no official records of incidents of extra-judicial killings in Tanzania. However, a media survey carried out by the LHRC during the year 2009 did not suggest significant reduction of incidents of extra-judicial killings because about 10 people were reportedly killed by state organs between January and December 2009.

Brutality by State AgentsThe LHRC in its survey noted a few extreme misconducts and abuses of power by the state agencies regarding brutality. There are isolated incidents involving members of armed forces who assault civilians.

Mob ViolenceThere have been a few cases concerning mob Violence in Tunduma, Geita, Hedaru and other places whereby civilians invaded police stations and waged serious commotions with the police. Incidents such as those that happened in 2009 prove the existence of citizenry disorder:

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Killings due to Witchcraft BeliefsAccording to media survey of 2009, incidents of killings due to witchcraft were leading among the most common areas where people violate the right to life in Tanzania. It is the leading factor of denial of the right to life. As a result, hundreds of killings due to beliefs in witchcraft continued to take place in 2009. Most of the killings targeted old women especially in Lake Zone, central western, and southern parts of Tanzania. For instance, it was reported in February 2009 that more than 2,585 old women were killed in eight (8) regions of Tanzania Mainland over a period of not more than five years by around February 2009. Apparently, the number was bigger than that because not all incidents of killings due to witchcraft are reported to the police or by the media. The Police statistics indicated that old women who were killed due to witchcraft beliefs are as follows: Mwanza 698 ,140;Shinyanga 522 ,105;Tabora 508, 102;Iringa 256 ,52;Mbeya 192 ,39 ;Kagera 186 ,37; Singida 120, 24; Rukwa 103, 21 totaling to 2,585, 517.

This means that, the killings of old women are very high in Mwanza, Shinyanga and Tabora regions. The average number of killings per month for Mwanza region, according to the records is 12 persons, while in Shinyanga and Tabora is 9 respectively. This means that one old woman is killed in Mwanza region after every three days; and for Tabora and Shinyanga, an old woman is murdered after every four days.

The Killings of Albinos Statistics indicate that more than 35 people with albinism had been murdered by December 2008. However, in 2009 the killings of albinos has somehow dropped to 10 reported cases. The killings were also associated with witchcraft. Early 2009, there were 6 incidents of killings of people with albinism. These killings are perpetuated by people of different social and economic status including religious leaders.

Road AccidentsRoad accidents have caused deaths of more than 2100 innocent people in Tanzania which raises safety concerns on roads as major means of transport to majority Tanzanians. Statistics from the Tanzania Police Force of 2009 indicate that a total of 13,745 road accidents occurred countrywide, which resulted into the deaths of a total of 2,145 people while injuring 13,245 others in various parts of the country between January and September, 2009.

Freedom from TortureInternational legal instruments such as the International Convention on Civil and Political Rights (ICCPR) of 1966 and United Nations Code of Conduct for Law Enforcement Officials of 1979 prohibit torture and other forms of cruel, inhuman or degrading treatment and punishment.

During the year 2009, there were several incidents of torture reported by the media. For instance, In February 2009, a District Commissioner for Bukoba Rural in Kagera region ordered a police officer to whip 31 primary school teachers over poor PLSE results. He also

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used the opportunity to harass the teachers. In response, President Jakaya Kikwete immediately sacked him from the post as a DC.

Timely and Fair Trial: Log of CasesInadequacy in the number of skilled judicial officials, facilities and prosecutors is a big challenge. In this regard, cases are inevitably piling up in courts awaiting determination, leading to the delay of justice. During the Prisons visit of June and July 2009, which was organized by the Tanganyika Law Society and coordinated by the LSRP, the team met several inmates in the prisons who awaited determination of their cases for over eight years. Generally, the current situation indicates that investigations into murder cases take too long because there is no limit set by law for that. The general trend of delay of justice is above 50 percent.

The Right to Legal Representation and protection from Corruption and Other Malpractices in the JudiciaryThe compulsory paid-up legal representation by the government in Tanzania is for suspects of criminal offences, especially those charged with murder and treason. The rest of the groups who need legal representation rely on the compassion, wishes and abilities of the Legal Aid providers. It should be noted that in 2009 there were about 1,200 enrolled Advocates in Tanzania to serve the population of over 40 million people. That means, one Tanzanian Advocate serves an average of 34,000 people. Corruption practice is one of the factors undermining the public confidence in the delivery of public services. The Transparency International Report of 2009 positioned the Tanzanian Judiciary at the 4th position on the list of the most corrupt public institutions in East Africa.

Freedom of the MediaArticle 25 of the International Covenant on Civil and Political Rights (ICCPR) of 1966 is connected with the right of the media to access to information and to bridge the information from the source to the public. The Information and Broadcasting Policy of Tanzania of 2003 brought a new turn in media revolution as it created a conducive environment for them to enjoy their right to information and expression.

Moreover, the number of tabloid newspapers, radio, television stations and journalists increased. For instance, from only five (5) state-owned newspapers and one radio station in 1992,the country boosted 957 newspapers and journals in December 2008. In 2009, there was more than 50 private owned radio and television stations in Tanzania Mainland, alone broadcasting mainly in Kiswahili language.

B. Political RightsFreedom of AssociationThe freedom of association is guaranteed by a number of international human rights instruments, including the Universal Declaration of Human Rights of 1948; International Convention on Civil and Political Rights of 1966; African Charter on Human and Peoples’ Rights of 1981 and the Freedom of Association and Protection of the Right to Organize Convention of 1948 (ILO C87).The Constitution of the United Republic of Tanzania of 1977 also provides for the same. The common groups of associations in Tanzania are trade unions,

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non-governmental organizations and political parties. The three are governed by different laws namely, the Employment and labour Relations Act, 2004, the Non-Governmental Act, 2002 and the Political Parties Act. There were few incidences which were directly or indirectly in violation of the freedom of association during the year 2009.

Association as Non Governmental Organizations (NGOs)It was estimated that there were more than 3,000 NGOs registered in Tanzania under those different laws in 2009 compared to only 200 in 1990s.The legal and political Atmospheres within which the NGOs operate in Tanzania is fairly good that is why they steadily increase.

Association as Political PartiesPolitical parties in Tanzania are registered and governed by the provisions of various laws of Tanzania, including: a) The Political Parties Act No 5 of; 1992

b) The National Elections Act of 1985c) The Local Government (Elections) Act of 1982d) The Local Government (District Authorities) Act; of 1982; ande) The Local Government (Urban Authorities) Act, 1982;

The association of individuals in political parties has been hindered by some provisions of the Political Parties Act, which inter alia provides for the registration requirements and process for groups to form political parties.

There are also other important issues on the right to associate as political parties which have not been addressed by the laws. According to the LHRC, the following are main hindrances to political parties:

Difficult registration process which is too demanding. The Political Parties Act and other laws of Tanzania do not allow crossing over to another political party while retaining a seat as councillor, MP or even the president of the URT.

The proposed Election Expenses Bill/Act, 2009 restricts a wide range of donations from the people to the political parties, while at the same time retains the same position that public funds will not be used to fund the elections.

Freedom of AssemblyPart of Article 20(1) of the Constitution of the United Republic of Tanzania of 1977 reads that: [Every person has a freedom, to freely and peaceably assemble, associate and cooperate with other persons, and for that purpose, express views publicly…’’ Article 18(a) of the Constitution of the United Republic of Tanzania of 1977 allows every person to exercise his/her freedom of opinion and expression of ideas. The constitution has not put any barrier. There were few incidences of unlawful assembly during the year 2009.

Right to Take Part in Governance

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The right to take part in governance, especially through the constituency representation, was once again marred by several haddocks in 2009. This part gives a picture of the Situation of the enjoyment of this right.

The Electoral Process: The Situation of the Local Government Elections (LGEs) of 2009- Registration of Voters for LGEsThe general overview indicated that, the LGEs lacked the impulsion compared to the general elections. Turnouts in these elections were low, mainly due to the lack of public awareness on civic education and negligence by most people because they didn’t give them priority. At least 8,778,583 people were registered as voters countrywide for the LGEs, but only 5,213,450 turned out on the polling day to cast their votes. Only 59.39 percent of those who registered voted because majority of Tanzanians lacked knowledge of the registration, short period of 21 days for registration, the feeling that participation in political and public affairs is of no any significance and fear of chaos, patriarchy’s negative role in the registration process, charging a fee to register and shortages of registration materials.

Voting ProcessThere were a number of problems encountered in identifying names in the voters’ register, delays in opening some polling stations voting for more than once, rejection of results and voters exceeding the number of registered residents and the like. There were also door to door night campaigns, buying drinks for potential voters, given money to vote for, provision of mosquito nets and mosquito repellents.

With disabilities with mobility challenges, those living abroad; and prisoners serving jail terms above 6 months are denied of their constitutional right to vote.

Private Candidacy. Articles 20 and 21 of the Constitution of the United Republic of Tanzania of 1977 provides for the right to everybody to associate and participate feely in public affairs. According to media repots, on 17th June 2010 the Court of Appeal has suspended the High Court's decision to allow private candidates to vie for parliamentary and presidential positions in national general elections.

Women’s Participation in GovernanceThe international legal instruments on the rights of women, specifically, the Convention on Elimination of All Forms of Discrimination against Women of 1979 (CEDAW) require state parties to take appropriate measures to eliminate discrimination against women in the political and public life of the country, in particular shall ensure women, on equal terms with men, the right to participate in the formulation of the government policy and implementation and to hold office and perform all public functions at all levels of government.

Moreover, the United Nations Convention on the Political Rights of Women of 1952 provide, inter alia, that women shall be entitled to hold public office and excise all public functions, established by national law, on equal terms with men, without discrimination. As part of fulfillment of the stated international obligations, Tanzania amended its constitution in 2005

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to increase the number of special seats for women in the Parliament from the previous 15 percent to the minimum of 30 percent.

Statistics on representation of women in other public sector show that the number of women who hold senior positions such as Ministers, Deputes and Directors is still minimal. The report of implementation of Millennium Development Goals on 2000 – 2008 (Mid-Way Evaluation), which was released in 2009 by the Government of Tanzania, published the updates on women and men in decision making positions for Tanzania Mainland in 2004-2008 show that women representation is increasing however, the majority of senior public positions are still being held by men. The overall number of women representation in senior positions is less than 25 percent. Moreover most of women still hold inferior positions in other formal and informal sectors. For instance, majority of receptionists, bar maids and cleaners in private and government institutions are women.

C. Economic and Social RightsThe Right to WorkThe Constitution of the United Republic of Tanzania of 1977 has provision 236 which guarantees some of the important labour rights as enshrined in various international human rights instruments.

The current statistical information of the Integrated Labour Force Survey of Tanzania of 2006 (ILFS) stated that as of 2008, Tanzania had 20.6 million labour force. The ILFS further stated that, out of the total labour force, 18.3 million were employed - 9.0 million men and 9.3 million women. That means, only 2.3 million people of the available labour force were not employed in Tanzania as of 2008. The real picture on the ground however portrays quite a different outlook because there are millions of people, especially youths in cities who are jobless. Moreover, the agriculture sector which is the main employer of over 80 percent of people in Tanzania is neglected; as a result job seekers migrating to the urban centers. The Millennium Development Goals Report 2010 states that looking on the trend it concludes that, Tanzania Mainland is currently experiencing slow growth in number of persons employed compared to growth in its real GDP since 2001.

Fair RemunerationsBoth pubic and private sectors are still blamed for paying employees below the minimum wage set by the government. Moreover, there were many cases of unfair termination from work, which the LHRC received during 2009. and previous years. All of them have their root causes on the employees’ demand for fair remuneration.

Right to Own PropertyThe right to own property, which is guaranteed under the provisions of the Constitution of the United Republic of Tanzania, 1977 has been continuously breached because of a number of factors,. The major ones is the greed for investment money and lack of adequate socio-economic policies to safeguard interests of the local communities against land pressure. The pressure is caused by liberalization of the Tanzanian economy in which foreign investors are given priority treatment. As a result, thousands of Tanzanians in rural and urban areas have been evicted from their land and their properties destroyed in the process.

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Right to Health ServicesSome of the core international human rights instruments on the right to health areThe Universal Declaration of Human Rights of 1948The International Covenant on Economic, Social and Cultural Rights of 1966;The World Medical Declaration of Helsinki of 1964 (as amended time to time); The Universal Declaration on Bioethics and Human Rights of 2005; The Universal Declaration on the Human Genome and Human Rights of 1997; Council for International Organizations of Medical Sciences (CIOMS): International Ethical Guidelines for Biomedical Research Involving Human Subjects, 1982 (as re-issued time to time); and The African Charter on Peoples and Human Rights of 1981.In 2009 the government revealed that during that the health sector is improving and there was progressive realization of the right to health services and was supported by the Millennium Development Goals Report 2009, However, maternal and child mortality deaths have not been reduced as expected mainly due to the lack of facilities and skilled human resource. It is also on record that the births attended by skilled health personnel stand at 63 percent. That means 37 percent of births are not attended by health personnel.

Right to Education The Constitution of the United Republic of Tanzania of 1977 does not include it in its Bill of Rights and Duties but Tanzania has made tremendous efforts towards attainment of this right. Enrolment Rates (NER) in primary schools stands at 95.90 percent. Moreover, the enrolment rate in Form One has increased from 438, 901 in 2008 to 524,784 in 2009, following the successful implementation of the primary and secondary Education.

But the education sector is still facing a number of shortfalls, including the following, which have remained unresolved while some of them worsened in 2009.

Loss of Universal FranchiseThe laws that govern elections in Tanzania do not guarantee equal rights to voters. The right to vote is limited only to those who can actually present themselves during the polling day as the law requires. Therefore, those who are admitted in hospitals; very old people s the common problems are:

The enrolment rate for children with disabilities in primary and secondary schools is still low, A major hindrance to the right of the girl-child to access education is threatened by early pregnancies.Lack of sufficient facilities especially desks, classrooms, latrines and residential houses for teachers.

Loss of Universal FranchiseThe laws that govern elections in Tanzania do not guarantee equal rights to voters. The right to vote is limited only to those who can actually present themselves during the polling day as the law requires. Therefore, those who are admitted in hospitals; very old people

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e) The Gender Parity Index (GPI) for primary school enrolment has achieved the ratio of 1:1. This means boys and girls are equal in primary schools, but the ratio is decreasing as you go up. Thousands of girls are dropping out of school along the way from primary schools to higher learning institutions.

In Higher Learning Institutions the common problem centers around granting of loans to the government sponsored students. The problems with the HESLB include delays in disbursing processed loans and uncertainties of the criteria set for eligibility 1 to get the loan. The criteria set, seems to be cumbersome to follow. As a result, students fail to attend studies due to failure in fulfilling requirements for admissions.

D. Rights of Vulnerable Groups(i) Women’s RightsAll international instruments prohibit discrimination and oppression against any person regardless of his or her social, economic, academic, gender and other status. Articles 12 and 13 of the Constitution of the United Republic of Tanzania of 1977 provide for the same.

Regarding women’s Rights So far, a notable progress has been achieved over the last ten years (1999 – 2009) on the enhancement of the rights of women especially the right to equality and empowerment. Some of these improvements include: a) Enactment of the Land Act, 1999 278 and Village Land Act, 1999 recognize equality of men and women in land ownership, including through customary right of occupancy, b) Enactment of the Employment and labour Relations Act, 2004 which Prohibits discrimination against women at working places. c) Decrease and criminalization of the Female Genital Mutilation practice d) increased number of women in politics and decision making bodies. e) Women are now aware of their rights. f) The Judiciary is also gender sensitive.

However, the challenges still outweigh the success. There are still several factors frustrating the full realization of women’s rights. These obstacles include the following existence of Laws discriminating against women, prevalence of the female genital mutilation, persistence of gender-based violence and presence of human trafficking

ii) Child RightsChild Rights Violation in the country is on the Increase. According to the LHRC media survey of 2009, the violation of the rights of the child topped all other kinds of violations. The 2006 records showed that, there were 2.5 million orphans in Tanzania and there is no notable measure taken to address the state of juvenile, street children and orphans.

Article 32 of the Convention on the Rights of the Child, 1989 (CRC) states that, children must be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral or social development.

In conformity to this CRC requirement and in order to ensure that this principle is domesticated in Tanzania, the government facilitated the enactment of the Employment and Labour Relations Act, 2004. The labour law, inter alia, prohibits exploitation of the children

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especially in hazardous work places. Despite the stated prohibition, it was estimated that in 2001 still there was over 35 percent of the children in Tanzania who were subjected to (hazardous) child labour.

Regarding street children and juvenile justice (The Cost of Being a Homeless Child) The LHRC report maintains that, the current juvenile justice of Tanzania lacks proper safeguards of the interest of children. This is why they are treated as adults in the application and interpretation of the laws. The current procedural laws are blind of effective juvenile principles. Other forms of child rights’ abuses include assaults and killings.

As a response, the new Act of the Child 2009 was unanimously passed by the Tanzanian Parliament. For the first time, children in Tanzania now have legal protection of their rights.

iii) People with DisabilitiesPeople with Disability are not being given equal opportunities to education and medical services By 2009 only 1 percent of children with disabilities were enrolled in primary schools because of the negative attitude of the members of the communities that, people with disabilities cannot sustain studies. Moreover, there are no decisive and affirmative measures to ensure accessibility of special facilities for children with disabilities. The government promised to start bearing the medical costs for the people with albinism after the ratification of the International Covenant of People with Disabilities. However, there was no notable progress in fulfilling the promise. Instead, people with albinism have continued to complain about inaccessibility of special health services for them.

During the year 2009, Tanzania ratified the Convention on the Rights of Persons with Disabilities, 2006. The purpose of the convention is to promote, protect and ensure the full and equal enjoyment of all human rights by persons with disabilities. It covers a number of key areas such as universal accessibility of services, personal mobility, health, education, employment, habilitation and rehabilitation, participation in political life, equality and non-discrimination.

By the end of 2009, the Convention on the Rights of Persons with Disabilities had not been domesticated yet. Moreover, there was no any comprehensive law or laws on the rights and welfare of the people with disabilities.

iv) Rights of RefugeesTanzania is state part to international human rights instruments on the rights and welfare of the refugees and asylum seekers namely, the United Nations Convention Relating to the Status of Refugee of 1951 and the Protocol Relating to the Status of Refugee Problems in Africa of 1967. At the domestic level, Tanzania is governed by the Refugee Act, 1998, which domesticate more than seventy percent of the principles embodied in the refugee conventions. It has also the Refugee Policy of 2003.

The return of refugees has been criticized by some of the refugees for being involuntary. The government findings of 2007 showed that, 79 percent of refugees who are in Tanzania want to remain in the country, that is to be integrated and naturalized while only 21 percent of

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them want to be repatriated to their original Countries. It seems logically that, more than 70 percent of the refugees who returned to their home countries have been coerced contrary to the principles of the mentioned human rights instruments.

v) Elderly peopleThe National Ageing Policy of Tanzania of 2003, states that the government is aware that old people face a number of problems which include poverty, inadequate health services and pension, and lack of participation in important decisions affecting national development. Old people, especially women, whose number is bigger compared to that of men, are subjected to torture, killings, discrimination and the like because of harmful traditional practices as explained earlier on.

Despite all the challenges and problems the old people are facing, Tanzania has failed as of 2009 to adopt a legal framework specifically for addressing the rights and welfare of old people, as special group in the society. The 2003 policy on the elderly cannot be enforced because of lack of the specific Act.. Therefore, programmes and schemes for the elderly have continued to be upon the grace and wishes of those who feel-like assisting them.

vi) Rights of Indigenous PeopleTanzania has several indigenous people,including the Maasai, Barbaig, Hadzabe, Ndorobo, Sandawe, Iraqw, Gorowa and Bugurni. Some of these indigenous people’s are nomads, gatherers, hunters, collectors and fishermen. They have particular form of production and methods of subsistence they have maintained over generations.

The rights and welfare of the indigenous people are protected by a number of international human rights instruments. The ILO’s 169 Indigenous and Tribal People Convention of 1989 and the United Nations Declaration on the Rights of the Indigenous People, 2007 maintain that, indigenous peoples have a right to self-determination.

In pursuance of this right, they shall freely determine their political status and freely pursue their financial, social and cultural development. Article 27 of the International Covenant on Civil and Political Rights, 1966 states that, these people have the right to enjoy their own culture, practice their own religion and use their own language.

The Declaration of the Rights of Persons belonging to National or Ethnic, Religious or Linguistic Minorities, 1993 requires each state to take a proactive role in protecting and promoting the identity of minorities. However, it is unfortunate that, the Constitution of the United Republic of Tanzania of 1977 does not have any specific provision on the rights of the indigenous people. There is also no any law in Tanzania which recognizes or specifically addresses the welfare of these people as special group in the society.

E. Collective RightsCollective rights are those rights exercised by individuals collectively. They are provided for under various international human rights instruments. For instance, Article 22 of the African Charter on Human and Peoples Rights, 1981 provides that all people have the right to their economic, social and cultural development with due regard to their freedom and identity and in the equal enjoyment of the common heritage of mankind. Some of the collective

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rights, are the right to development; the right to a clean and healthy environment; and, the right to natural resources.

1.4.2 Situation Analysis of Human Rights Education in Tanzania

A. General AssessmentA major undertaking was a study on Human Rights Violations in Lake zone regions which was undertaken by the Mwanza Literacy Centre. This study which was conducted in 2007 in Mwanza, Mara, Kagera and Shinyanga revealed extra judicial killings of elderly women suspected of witchcraft. The challenges are still there except that it has added Albino killings also mostly in the same areas.

In another study, a Total 34 Officials from12 Institutions, 591 pupils from 8 Schools and 354 Adult and Complementary Basic Education (COBET) learners from12 Adult and Vocational Training Centers (VTCs) were consulted. Focus Groups discussions were held separately for boys and girls.

An assessment exercise of HRE in Tanzania was a series of activities that were started in April 2008 by the Ministry of Education and Vocational Training and UNESCO. This involved series of consultations on Human Rights Education (HRE) with key partners such as Tanzania Institute of Education (TIE), Institute of Adult Education (IAE), Foundation for Civil Society (FCS), Hans Siedel Foundation, Mwanza National Literacy Centre, Commission for Human Rights and Good Governance (CHRAGG), Hakielimu, Legal and Human Rights Centre ( LHRC), UNICEF, ILO, Muslim Council (BAKWATA), Tanzania Episcopal Conference and Teachers Association of Tanzania.

The process involved focus Group Discussions with School Pupils in Mwanza, Arusha and Dar es Salaam for pre-primary and Primary school pupils in Std II and V, Secondary School students in Form II,and Adult learners in Integrated Community Based Adult Education (ICBAE) in Temeke, Mwanza & Arusha were also involved. This was followed by a workshop for review and streamlining of HRE assessment exercise conducted on the 1st July 2008 and by Brainstorming meeting for outlining key activities and indicators for National Plan of Action conducted on 12th August 2008

A major result of the brainstorming exercise is the strategic linkage between One UN Joint Programme on Education (JP on Education) with the work already done on Human Rights Education (HRE) between April and July 2008. The second result of the brainstorming meeting is the development of key activities and indicators for the National Plan of Action for HRE in Tanzania.

The meeting which was attended by eleven participants from Government, Civil Society, UNESCO officials, HRE consultant and the UN Resident Coordinators office was able to come out with nine key activities with eleven indicators. Further work by the team came out with a

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finalized matrix on National Plan of Action with key areas on base line, indicators, targets, means of verification, risks and important assumptions and a budget.

A major observation is that, in addition to Human Rights Education being developed within the Joint Programme (JP) on education under one UN programme in Tanzania, there are other global guidelines for the World Programme for Human Rights Education such as the four stages of national implementation and five key components of HRE and are implemented in phases.

It is important to know how they are linked and share experiences of HRE in other countries under One UN pilot programme such as Mozambique, Rwanda, Vietnam, Cape Verde, Albania, Pakistan and Uruguay.

The second major observation is that curricular for Civics Education for schools and for teachers training, which carries most of Human Rights Education is currently being reviewed by Tanzania Institute of Education. Consultation with the said institution together with the Ministry of Education and Vocational Training is vital at this stage for harmonization with the Human Rights Education Strategic plan. In addition to all of the above, a desk study was done 2009 on curriculum teaching and learning material for human rights education in Tanzania.

Other major challenges in HRE are linked violations of rights in Tanzania as were presented under HRs situational analysis in Tanzania above. These include right to life, witchcraft killings, mob violence, 2,585 Old women were killed in the last five years, Albino killings, and negligent driving that caused ,13,745 road accidents leading to 2,145 deaths

Access to justice is another challenge as reflected by delays in cases in courts, few legal aids and limited paralegal schemes. About 80% of legal services are available in towns and lack of infrastructure within judiciary such as human resources, buildings and office facilities. Political rights, freedom of association and right to take part in governance are issues related to human rights as a whole.

Economic and social rights as well as rights of vulnerable groups will need special attention. HIV and AIDS human rights will be considered within this strategic plan of action. Other challenges include corruption and abuse of power where some steps are being made. Collective rights are increasingly being demanded such as when people stand up on issues related to allocation of public open spaces or when primary election irregularities are noted.

B. Policy Analysis for Human rights Education within the context of Human Rights principles and Joint Programme of Education Outputs.

As noted in the latest Education Sector Development Programme (ESDP 2007-2011), there has been a number of policy reforms in Tanzania during the past two decades which had important implication in education and also in human rights education. There have been cases where the objective was to align with international trends but also link with other related policies. For example, Education and Training Policy was very much linked with Education Sector Development Programme as a whole. National Policy on Disability was very much linked with National Policy on Social Security and most lately with Inclusive Education

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which has its roots linked to Education for All (EFA) of 1990 in Jomtien. Human Rights Education is one of the key programmes within the Joint programme of Education with several key activities such as assessment of human rights, review of policy, curricular and desk review and development of Strategic Plan.

C. Human Rights Education Delivery System in Tanzania.In addition to the work being done by Civil Society organizations such as Legal and Human Rights Centre, “Hakielimu” and Commission for Human rights and Good Governance, (CHRAGG) Human Rights Education (HRE) at school level, human rights education in Tanzania is being delivered by three major syllabi in formal education mostly in Civics Subject for Primary and Secondary Education, General Studies for Advance level Secondary Education and in Development Studies at Diploma and at Degree level. Most topics and contents have been developed to fit specific levels. Other presentations through Non Formal education by Adult Education institutions as well as by Civil Societies have also been reviewed.

Basically, there is some coverage of human rights education within Civics for primary schools and also in secondary schools. As regards Teachers Training, there is some gap between what is taught to pre-school teachers under the Certificate Teacher Training Course which is quite elaborate and the course content for Certificate Teacher Training for primary education.

Consideration has been made as regards Policy framework as a major guide in this desk review following earlier study on policy such as Tanzania Education and Training Policy, Child Development Policy, National Policy on Disability and Social Security Framework. Women and Gender Development policy, National Plan of Action for the Prevention and Eradication of Violence against women and children 2001-2015 Additional information was gathered from International Instruments such as Convention on the Rights of the Child (CRC) and Convention on the Elimination of All forms of Discrimination Against Women.

Delivery System 5 are related to methodology at each level where simpler methods are used at primary level and much more complex ones such as project work used at higher education levels.

5Human rights education (HRE) in Tanzania is being delivered by three major syllabi in formal education mostly in Civics Subject for Primary and Secondary Education, General Studies for Advance level Secondary Education and in Development Studies at Diploma and at Degree level. Human rights education is also being delivered by Commission for Human rights and good Governance (CHRGG) and by Civil society Organization Organizations such as Legal and Human Rights Centre (LHRC) “Hakielimu”, and Tanzania education Network (TENMET)

Delivery system at pre-school are equally important and require well qualified teachers to handle child friendly methods based upon Maria Montessori, Pestallozi, Froebel Bruner and Freud and Madrasa under Aga Khan Development Network (AKDN) programme in some parts of Tanzania mainland and Zanzibar.

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Each level has a different language of instruction which also have syllabus based on the same language. For example the syllabus for Primary Education and certificate teacher levels is in Kiswahili while those at Secondary at Ordinary and at Advanced levels together with those at Diploma and at University level are in English. Human Rights language which respects both adults and children is encouraged to be utilized in all cases.

Major area for human rights education is to establish linkages for all levels and examine if there are any relationships at each level because topics will be greatly enriched if linkages are established as facilitation progresses because most human rights elements are inter-dependent and inter-related.

Some gaps have been noted between primary level in standard three and standard five where certain topics were introduced in standard three in English syllabus but not so for in the Swahili syllabus. Noted also for example, syllabus for General Studies which was developed in 1997 is really overdue for review and is not in harmony with other syllabi at other levels.

Most others were developed or revised between 2003 and 2007. There is no place in the syllabus which states that General Studies at A level is linked with Civics at O level. Human Rights topics are also not adequately covered in Development Studies at University level.

It can also be observed that there is a dual preparation for teacher students for Diploma in Secondary Education which utilizes two syllabi one is for Development Studies and another for Civics. This can be a challenge to the student teachers. What is required here is for student teachers to be handled carefully so that those going to teach “O” level will teach Civics and those going to teach at “A” level will teach General Studies successfully.

Five major syllabi have been reviewed dealing with Teacher Education and have a great deal of information related to human rights education. Key areas for teacher education, is to develop competencies which help shape behaviour in support of human rights principles of equality and non discrimination, participation and inclusiveness. Others are accountability and responsibility in support of rule of law.

Contents and delivery system need to be re-examined so that other much more effective methods such as interactive approaches like national dialogue within coordinated mechanism of human rights have to be explored and also examine challenges outside education system and find solutions for low level understanding of human rights as a whole.

Acceleration of the completion of National Plan of Action (NPA) or Strategic Plan of Action on Human Rights Education within the Joint Progarmme of Education (JPE) has to be undertaken so as to open other synergies such as teacher training, inspectors training and human rights material development.

Acquisition of human rights related instructional and study material in college libraries, capacity development of tutors particularly at University level need to be developed as most Teacher Training Tutors come from various Universities in the country where aspects of human rights need to be emphasized.

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The desk review exercise conducted in 2009 covered nine syllabi, three summary curricular and five books of reference mainly for Civics, General Studies and Development Studies which normally carry human rights topics in pre-primary, primary, secondary “O” level, Secondary “A” level, Teacher Training at Certificate level, Tertiary - Diploma and University levels.

Topics for Adult Education at Diploma level and at work conducted by some Civil Society Organizations were also reviewed. The review was followed by validation of the study and a workshop held at National Literacy Center Mwanza5 in June 2010 for updating the said study and development of framework for plan of action. Experiences from Africa6 and other countries such as Columbia, Norway, Malawi and Fiji were studied.

The role of Civil Society for human Rights promotion is strong in Tanzania and has to be promoted. We have noticed efforts being made by Commission for human rights and Good Governance, (CHRAGG) “Hakielimu”, Legal and Human Rights Centre (LHRC) Tanzania Education Network (TEN /MET) and National Literacy Centre Mwanza .

Legal and Human Rights Center training of paralegals who then train ordinary people such as Village Legal Officers is an important aspect for increasing peoples knowledge about human rights while Hakielimu – Friends of Education movement is the main point of contact with society with regards to HRE. Adult Education is also important and has to be supported through public dialogue, publications about human rights and residential courses such as those done by Folk Development Colleges, Complementary Basic Education in Tanzania (COBET) as well as other non formal and informal education.

D. Challenges of Human Rights Education

1. Accessibility and participation in Human rights education at all levels of society in Tanzania is a major challenge because community members are not well informed about their rights and are not accessible to basic human rights information.

2. Human rights education for people with special learning needs is another challenge because of their condition are most often excluded and discriminated.

3. Quality Human rights education through synergy in materials development, teacher training and school inspectors training for addressing of school girls pregnancy, truancy, early marriages and child labour is more than often missing and is not integrated .

5 Study in Lake Zone which was conducted by National Literacy Centre in 2008 was about Human rights violations particularly on witchcraft allegations of elderly women with red eyes and other related issues.6 See article by Prof. Nico Horn, Human rights education in Africa, Mimeo 2009 page 58

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4. Review of all core curricula for human rights education for Civic education at all levels is a major challenge. Most curricula undergo specific review cycle which will require to be captured. This will require the support from Tanzania institute of Education

5. Capacity development of for duty bearers to respect, protect and fulfil the human rights of those under their jurisdiction, particularly government officials is another challenge.

6. Mechanism for mobilizing funds for HRE implementation is not yet sustainable and will require attention.

7. The national Literacy Centre Mwanza who conducted a study on human rights violations in lake zone will require support for ensuring continuity of future operations through consultations with stakeholders towards fulfilment of Human rights education strategy.

8. Human rights education management and coordination at national, region, district and at grassroots level is another challenge which will require attention.

9. Collaborative efforts and cooperation between development partners, Civil Society organizations on human rights education is another area requiring attention.

E. SWOT Analysis for human Rights Education

STRENGTHS Network of schools and colleges Human Rights Education (HRE) has strong Civil Society support network. HRE has motivation to support social change HRE has professional workforce mainly at national, regional and district levels Clear and relevant policies and programmes Well distributed organizational structure Good curriculum development facilities

WEAKNESSES Inadequate infrastructure for judiciary Limited knowledge about Human Rights by general population. Low capacity of duty bearers to respect, protect and fulfill human rights. Uncomfortable working environment Limited political will Meager resources for implementation. Low working morale and attitude Low adherent to job descriptions Supportive civil society organizations

OPPORTUNITIES HRE can utilize a common language “Kiswahili” Good linkage to various policies

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Potential political support Peaceful country Effective media Good relationship with development partners Existence of multi-sectoral network

THREATS / CHALLENGES

Violations of rights in schools and society School girls pregnancy Extrajudicial killings HIV/AIDS Hunger, poverty and diseases poor allocation of resources patriarchal society Corruption and abuse of power Road Accidents Negative cultural practices FGM

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SECTION TWO

2. STRATEGIC OBJECTIVES

2.1 Human Rights Strategic Areas

This section is a core of the Human rights education (HRE) Strategic Plan. It consists of seven strategic/priority areas namely:

Accessibility and Participation; Equity and Inclusiveness; Quality and Synergy; Capacity Development, Accountability and Rule of Law; Financing Mechanism and Sustainability; Institutional and Administrative Arrangements; and Monitoring and evaluation.

The HRE Strategic objectives and strategies are indicated in these strategic priority areas:

2.1.1 Accessibility and ParticipationAccessibility and participation as a strategy is meant for ensuring that human rights information and education is available and widely accessible to all people regardless of age, gender or socio-economic situation. Channels of communication are also accessible, particularly for young people and have practical use. For example the combine use of mobile phones and FM radio stations is quite useful for young people. Participatory methods such as group methods are also utilized. Real participation in this case is needed as opposed to non-participatory approaches which look like tokenism.

Strategic Objective 1:Enhanced accessibility and participation in Human rights education at all levels of society in Tanzania

Strategiesa) Utilization of existing knowledge and information about Human rights education at all

levels including the popularization and wider dissemination of the Constitution of the United Republic of Tanzania;

b) Ensure Validation and launching of Strategic Plan for communities, parents, children, and youth to be aware and support HRE at all levels

c) Support the utilization of COBET curriculum and teaching and learning materials which carry elements of human rights for use by out-of school children and youths;

d) Enhance the facilitation of ICBAE Curriculum through REFLECT approach and teaching and learning materials which carry topics of human rights education for youth and adults;

e) Enhance utilization of all available channels of communication for Human rights education through radio, television, newspapers, posters and large bill boards;

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f) Promotion of positive human rights environment in schools and other higher learning institutions;

g) Ensure promotion of real participatory methods which enhances human rights in teaching and learning at all levels;

h) Strengthen modalities for mainstreaming children from NFE centers such as in COBET and Mambo Elimu into formal education system; and

i) Community participation in construction of community and teachers resource centers and rural libraries to be used for Human rights education

2.1.2 Equity and InclusivenessEquity and inclusiveness implies that all people including poor people and people with special needs, such as people with disabilities, vulnerable and marginalized people and people who are difficult to reach, are all involved in Human rights education and are not excluded or discriminated. This is a basic human rights principle on non discrimination.

Strategic Objective 2Ensure equitable Human rights education for people with special learning needs and promote inclusiveness and non discrimination.

Strategiesa) Ensure availability of Human rights education and understanding by people with

special learning needs of their rights to education and other social development services;

b) Ensure condusive learning environment for people with special learning needs for easy mobility and user friendly facilities;

c) Support needs assessment and take stock of available opportunities and resources for providing education to people with special learning needs;

d) Promote real and inclusive participation by all including people with disabilities, marginalized children and youths to give their voices on issues affecting their lives;

e) Register and enroll all out-of-school children, illiterate youth and adults with special learning needs.

2.1.3 Quality and SynergyQuality and synergy implies the use of international as well as national standards in terms of learning and teaching conditions and making linkages between teachers education and school inspectors training for Human rights education and that all of them are reading from the same source within curriculum design as well as resource materials utilized.

Quality will be in terms of human rights delivery system, teaching and learning material and methodology. Synergy will be linked with Human rights education and teachers training, school inspectors training and work with other agencies including Civil Society Organizations

Strategic Objective 3

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a) Ensure quality Human rights education through synergy in materials development, teacher’s training school inspectors training for addressing school girls pregnancy, truancy, early marriages and child labour.

b) Ensure establishment of network for establishing synergy between human rights education facilitators, teachers education tutors, and school inspectors through curriculum design for Human rights education;

c) Establish network with other agencies in order to update the school inspectors handbook to include Human rights education elements;

d) Within Joint Programme of Education framework strengthen grassroots cooperation at village, ward, district, regions, UN agencies such as ILO and Civil Society Organizations such as TAMWA, “Hakielimu” in addressing Human rights education challenges such as school girls pregnancy, truancy, early marriages and child labor; and

e) Ensure that teachers and school inspectors are trained in HRE as to equip them with knowledge, information and skills.

2.1.3.1 Curriculum Development for HRE

Strategic Objective 4Support the review and revision of all relevant core curriculums for Human rights education for schools for “Uraia” in Primary school and Civics for O-level secondary education, General studies for A-level and Development studies for teacher colleges and Tertiary education

Strategies:a) Review and revise existing curriculum by incorporating for Human rights

education for schools for “Uraia” in Primary schools and Civics for O-level Secondary education, General studies for A- level and Development studies for Tertiary education;

b) Enhance capacity among the pupils, youth and adults for critical, analytical, creative thinking and problem solving;

c) Develop partnerships between education Sub-sectors with the aim of improving the quality of Human rights education; and

d) Adapt and replicate experience from Human rights education pilot activities particularly with National Literacy Centre Mwanza.

2.1.3.2 Teaching and Learning Materials Development

Relevant and cost effective teaching –learning and training materials for human rights education is vital. Publications about Bills of Rights which constitute. Universal Declaration of Human Rights, International Covenant on Civil and Political Rights (ICCPR), and International Covenant on Economic and Cultural Rights (ICECR) are all important for Human rights education.

Constitution of United Republic of Tanzania, Various Conventions such as Convention on the Rights of the Child (CRC), Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) are also critically important. Further more the availability of

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newspapers, newsletters; mass campaigns and youth group discussion are equally important in providing HRE.


Support the provision of leaching and learning materials for human right education

Strategies:a) Ensure availability of teaching and learning materials for HRE linked with

conducive teaching and learning environment;b) MOEVT and PMO-RALG in collaboration with Commission for Human Rights

and Good Governance, Civil Society and other stakeholders, conduct needs assessment for human rights reading materials;

c) Ensure printing of user friendly versions of human rights publications such as Universal Declaration of Human Rights, Covenants and Conventions;

d) Ensure availability of Kiswahili versions of Constitution of United Republic of Tanzania at school, college and AE centres; and

e) Support printing of human rights newsletters and brochures.

2.1.4 Capacity Development, Accountability and Rule of Law Training of Human ResourcesCapacity Analysis is important in Human rights education and it involves authority to take action, commitment and be accountable for the said commitment. Capacity development is for duty bearers to respect, protect and fulfil Human Rights. Facilitators will follow above mentioned principles and will come mainly from teachers and tutors from higher education and they will be identified on the basis of their role, interest and commitment to human rights education.

Others will come from Civil Society Organizations and from higher education and their training will be based upon specially developed training kits.

Strategic Objective 6Enhance capacity development of for duty bearers respect, protect and fulfil the human rights of those under their jurisdiction.

Strategies:a) Ensure capacity analysis, role pattern analysis and undertake a cost effective

training and re-training on Human rights education;b) Ensure development of human rights training package which will utilize rights

based facilitation skills; c) Networking and information sharing, between Human rights education

facilitators and those from other initiatives will be established and strengthened; and

d) Enhance linkage between facilitation in other social development issues with human rights and other crosscutting.

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2.1.5 Financing Mechanism and Sustainability of the StrategyAccess, equity and quality achievement in the implementation of Human Rights Strategy will be a major undertaking requiring finance mechanism; However, HRE is basically under –funded and is seeking its own sub-vote to effectively undertake its mission. The main thrust is to secure and sustain implementation and experiences gained in implementing complementary basic education programmes such as COBET, ICBAE, ACCESS and REFLECT methodology.

The general understanding is to have increased budgetary allocation to the sub – sector particularly for non-salary expenditure items.

Strategic Objective 7Develop and sustain mechanisms for mobilizing funds to financing Human rights education from government and non-governmental sources, to ensure both availability of adequate resources, and accountability and transparency in the use of the said resources.

The objective is to have mechanisms for mobilizing funds to support the implementation of Human rights education by 2015.

Strategies:a) The funding for Human rights education will be under existing arrangement

within MoEVT;b) Human rights education within current syllabus in “Uraia” Civics for both

primary and secondary schools will be funded within the current arrangements;

c) Where primary schools are under the local government authority, the management of funds will follow the current practice of funds being disbursed to the school account and managed by the school committee; and

d) Where there is a specific centre which is not under the Council authority, there will be a contractual arrangement between the centre and the council to allow for the capitation grant to be sent to the centre for both non formal as well as for Human rights education.

Strategic objective 8Develop a sustainable plan of ensuring continuity to future operations through consultations with stakeholders who are committed towards supporting Human rights education strategy.

Strategiesa) The government and local authorities will establish committees at village,

district and national levels whose mandate will to determine future requirements and mechanisms for addressing issues relating to the strategy;

b) The district councils will strive to ensure human rights component are incorporated into existing village, ward and district plans and propagate human rights in their daily functions;

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c) The government, in collaboration with NGOs, will map and prepare profiles of NGOs/CBOs and other stakeholders involved in the delivery of Human rights education in their respective areas; and

d) The local government will allocate adequate funds for Human rights education in their annual budget.

2.1.6 Institutional and Administrative Arrangements

2.1.6.1 Role and Functions of National Literacy Centre (NLC) Mwanza

The functions of National Literacy Centre Mwanza will need to be redefined so as to take actions on the emerging human rights challenges, particularly where substantial human rights violations have been noted in a study in Lake Zone districts. Key functions of National Literacy Centre Mwanza will be guided by:

Strategic objective 9Strengthen Human rights education management and coordination functions of NLC Mwanza for ensuring continuity of future operations through consultations with stakeholders towards fulfilment of Human rights education strategy.

Strategiesa) Ensure undertaking of pilot activities in Lake Zone districts and coordinate all

Human rights education training activities and advocacy services as per established plans;

b) Ensure studies and research on human rights in Lake Zone districts and disseminate research findings to relevant authorities and to general public;

c) Facilitate publication and printing of Human rights education materials such as calendars, posters and leaflets;

d) Networking with other organizations, Civil Society groups on Human rights education;

e) To build confidence in the community and schools about importance of Human rights education in the promotion of democracy and human dignity; and

f) Establish outreach services in Lake Zone in collaboration with Local Government Authority at following levels

2.1.6.2 Villages/Mtaa LevelThe specific functions of the village government to the NLC Mwanza will be:-

a) To mobilize and sensitise the community to participate in Human rights education through community justice facilitators;

b) To mobilize community contributions to support Human rights education; andc) Ensure control of human rights violations; andd) Ensure human rights issues are included as a permanent agenda item into

village level Social Services committees meetings.

2.1.6.3 Ward LevelHuman rights will be coordinated by Ward Development Committee at ward level.

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The specific responsibilities of the WEC will be:a) Ensure control human rights violations at ward level b) Human rights issues included as a permanent agenda item in Ward

Development Committee meetings;c) Ensure that all Human rights education target groups are known and

registered; andd) To share information about Human rights education with all parties

concerned.

2.1.6.4 District LevelThe LGAs will assume full responsibility for the management delivery of all Human rights education services and are in line with the principles of local government reform. District and urban Authorities will;

a) Ensure human rights , gender, environment and HIV/AIDs are included as permanent agenda item into District Councils deliberations;

b) Ensure human rights issues and gender issues are included into each annual district development plans;

c) Ensure and actions taken against human rights violations such as Albino killings; and

d) Ensure that performance targets and financial regulations are being met.

2.1.6.5 Regional LevelThe Regional and District Commissioners will assist LGAs by creating an enabling environment for the implementation of the Human rights education by LGAs. The Regional Secretariat (RS) will provide technical support and advisory services to the district to enable it to implement the Human rights education strategy. The responsibilities of the Regional Education Office in respect of Human rights education strategy implementation are:-

a) Ensure human rights, gender, environment and HIV/AIDs are included as permanent agenda item into Regional Secretariats regular deliberations.

b) Ensure human rights issues and gender are included into each annual regional development plans, and actions taken against human rights violations such as Albino killings in a given region and to carry out periodic audits in the LGAs about Human rights education status and ensure that performance targets and financial regulations are being met.

2.1.6.6 National Level – The roles and functions of MoEVTMoEVT include collaborative planning, monitoring and evaluation; determining policy, regulatory and quality assurance standards, The Permanent Secretary (PS) will provide overall strategic leadership for Human rights education implementation and development. The ministry is supported has bay the Institute of Adult Education (IAE), Tanzania Library Services (TLS), National Examinations Council of Tanzania (NECTA), Tanzania Institute of Education (TIE). University of Dar es Salaam (UDSM), and Open University of Tanzania (OUT).

The AE/NFE Department shall take the responsibility to co-ordinate the implementation of Human rights education strategy within the ESDP framework, in consultations with Civil Society, Donors and other stakeholders. In respect of Human rights education, the responsibilities of MoEVT are:

29

a) To develop guidelines for establishment and monitoring of Human rights education progamme delivery to ensure efficiency and quality of education provision;

b) To monitor disbursement and expenditure of funds allocated to districts for Human rights education programmes.

c) Prime Minister’s Office –Regional Administration and local Government (PMO-RALG).

The role of PMO-RALG is to oversee the decentralization of government functions, at local level including the delivery of Human rights education in LGAS. It provides technical support and guidance to Regional Secretariats and LGAs. At national level it monitors, evaluates and co-ordinates regional education plans in collaboration with MoEVT:

a) To ensure human rights issues are included in a joint stakeholder in the annual ESDP meeting review process;

b) To support Capacity development for human rights to Regional Secretariats and LGAs;

c) To communicate education information to all system levels and interested stakeholders; and

d) To produce the regular financial and physical reports in relation to human rights to the treasury and MoEVT.

e) The government’s policy to provide Human rights education of a high quality to all children, youth and adults requires the participation of a broad range of actors. NGOs and other CSOs have an important role to play in this endeavor.

2.1.6.7 Civil Society Organisations (CSOs): In respect of Human rights education, the responsibilities of CSOs are:

a) To participate effectively in planning and implementing activities at all levels that support Human rights education and ESDP objectives:

b) To participate as a joint stakeholder in the annual ESDP process of reviewing the education sector, including Human rights education programmes;

c) To contribute their experience and knowledge, as well as human, financial technical, and material resources to the improvement and provision of Human rights education Human rights education;

d) To share experiences/information with, and facilitate meaningful community participation in Human rights education; and

e) To effectively collect and communicate education information in relation to Human rights education and share with communities, government and other stakeholders.

2.1.6.8 Development Partners The partnership between the government and the donor community is continuously being strengthened. The sector wide development principle is to continue strengthening existing government pans and systems rather that the creation of independent, parallel project driven initiatives.

Proposed donor responsibilities in respect of Human rights education are;

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a) To mainstream donor plans and assistance into the government’s policies, plans and budgets for the development and support of Human rights education within ESDP;

b) To contribute to Human rights education funding support funds and to cooperate with the government on funding modalities;

c) To participate as a joint stakeholder in the annual ESDP process of reviewing the education sector, including Human rights education;

d) To effectively communicate information to the ministries and to other national stakeholders, and at all times to operate in a transparent manner; and

e) Participate in joint Technical Working Groups Reviews and other Committees.

2.1.6.9 Institutions Offering Related Services, including Faith Based Organizations.The Human rights education recognizes the importance of other institutions which offer the related services such as Faith based Organizations who will be invited in most key activities, Folk Development Colleges, Vocational Training Centres, Tanzania Institute Education, Institute of Adult Education and National Examination Council of Tanania (NECTA). The strategy therefore is to work with these key institutions.

2.1.6.10 Folk Development Colleges (FDC)Folk Development Colleges are very useful avenues for offering Human rights education which has direct impact at village level. The underlying principle and task for the FDC is training of adults (15+ year olds) from villages and other places within their proximity with assumption that after the course graduates can go back to their localities and use their new skills and knowledge for the individual and community developments.

Strategies:a) In collaboration with Ministry of Community Development Gender and

Children to incorporate Human rights education into Folk Development colleges training Programmes;

b) In collaboration with other authorities and agencies to utilize Folk Development College facilities for Human rights education training; and

c) In collaboration with Adult Education Department, to engage in research on aspects of Human rights education, evaluate and make available the findings to the Government, other public authorities and agencies

2.1.6.11 Vocational Training Centres (VTCs)Human rights education is particularly useful for VTC students who face life challenges much more directly. Mainly the 14-18 year old cohort will be linked to Vocational Education Training (VETs) for practical skills. However, linkage is not limited to this age group for even adult, the 19+ year olds can register and attain these important skill that are geared towards poverty reduction, contributing to attainment of goals/targets set in the Tanzania Development Vision 2025.

Strategiesa) In collaboration with other sections and units at MOEVT review and update

VTC curriculum by incorporating human rights education for vocational training centres;

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b) In collaboration with other authorities and agencies to utilize VTC facilities for Human rights education training.

2.1.6.12 Tanzania Institute of Education (TIE)TIE is mainly involved in curriculum development. TIE will effectively participate in reviewing and revising the existing “Uraia” for primary schools and Civics curriculum for O-level secondary education for General studies for A-level secondary education and civics and Uraia Teacher training curriculum. As such, key issues that arise during implementation will be jointly dealt with through gathering of ideas, views and opinions from TIE as well as other important actors:

Strategies a) In collaboration with other sections and units at MoEVT review and update

Human rights education in “Uraia” Syllabus and Curriculum for primary education, Civics for O-level Secondary Education and General studies for A-level secondary education;

b) In collaboration with other sections and units at MoEVT review and update teacher training curriculum at Certificate and Diploma levels and in corporate HRE; and

c) In collaboration with TEC, TEC, TCC and BAKWATA, MoEVT to review and update religions syllabus and incorporate HRE.

2.1.6.13 The Institute of Adult Education (IAE)IAE has responsibilities on matters relating to adult education and Human rights education.

Strategies a) In collaboration with Adult Education Department, to develop programmes

for the training of facilitators and managers of adult and non- formal education to include HRE;

b) In collaboration with other authorities and agencies provide leadership in Human rights education strategy through training and equipping of tutors involved in training Degree and Diploma courses in Adult Education, various certificate courses and in Correspondence education;

c) In collaboration with Adult Education Department, to engage in research on aspects of Human rights education, evaluate and make available the findings to the Government, other public authorities and agencies;

d) In collaboration with Adult Education Department and LGAs to engage in the production and standardization of books and other teaching and learning materials for Adult and Non-Formal Education on Human rights education.

e) Disseminate information on new methods and development in the promotion of adult and non-formal education;

f) Co-operate with MoEVT/LGAs and other organizations in the provision of library facilities for adults in rural as well as urban areas; and

g) In collaboration with Adult Education Department, to stimulate and promote mass education on human rights such as voters education and the development of mass media resources such as radio.

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2.1.6.14 The National Examination Council of Tanzania (NECTA)NECTA the key MoEVT institute for setting national examinations.

Strategies a) In collaboration with primary, secondary and teacher education departments

to set national examination with elements of HRE which are incorporated in the curriculum.

b) In collaboration with other sections and units at MoEVT evaluate the performance of HRE results in schools and colleges and disseminate to the general public.

Monitoring and Evaluation of the StrategyThe implementation of this strategy will be monitored continuously using participatory approaches where different stakeholders will take part. However, for increased ownership, continuous learning and improvement of design, planning implementation, monitoring and evaluation there will be two kinds of evaluation, mid-term and end of strategy evaluation.

The purpose of the evaluation exercise is to draw lessons resulting from Human rights education programme implementation. The mid term review will be done in 2013 two years, after the start of the programme strategy.

Summative evaluation will be done soon after the end of the strategy implementation. The evaluation teams , which include consultants, will be charged with the responsibility of working to see how the implementation objectives are being met, particularly in reduction of human rights abuses, build positive human rights environment with reduced school girls pregnancies, early marriages, child labour and school truancy . The team will bring issues regarding participation, effectiveness and efficiency as well as any foreseeable impact to the lives of the poor and marginalized groups, i.e women, girls and boys. Key results of the evaluation exercise will be used as reference for further design, planning and implementation of related strategies within the AE/NFE Department MOEVT at large.

Quality monitoring and support services are continuous processes performed by the management of education system. Currently, management of Human rights education falls under AE/NFE Department under MoEVT. Monitoring will concentrate on Human rights education at all levels focusing upon performances, management efficiency and effectiveness. The efficiency and effective delivery of education requires closer monitoring of all Human rights education as well as horizontal and vertical feedback mechanisms within and between school inspection at the district, zonal and national levels.

2.1.7 Monitoring and Evaluation

Strategic Objective 10Develop an efficient and effective monitoring and evaluation system for the facilitate and learning process and for performance of the Human rights education programme.

Strategies

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a) Capacity building of key staff school inspectors, facilitators and other education stakeholders for monitoring and evaluation will be enhanced;

b) Human rights education network will be fully integrated to all other education initiatives such as education for all (EFA) indicators.

c) Ward level monitoring of Human rights education will also be done in collaboration with village authorities

d) Ensure monitoring of Human rights education activities are integrated into the MoEVT and HIV/AIDS strategic plans

e) Issues of HIV/AIDS, gender and environment will be mainstreamed into managerial training packages


Strategiesa) Take stock of existing and potential CSOs, education institutions and

international organizations engaged in delivery of Human rights education b) Prepare directory of providers of Human rights education and develop a

Memorandum of Understanding (MoU);c) Convene meetings on regular basis to advocate and mobilize resources and

support.

2.1.8 Physical facilities and equipment procurement

Strategic Objective 12Develop and equip appropriate physical facilities for learning centers and offices to improve facilitation and learning environment for HRE.

Strategiesa) Ensure full utilization of existing physical facilities for Human rights education

including Teachers Resource Centres (TRCs) and Folk Development Colleges (FDSs):b) Human rights education programme will be equipped with appropriate working

facilities such as stationery, office space and transport.c) Human rights education programme will support post literacy programmes to cater

for continuing and lifelong education of out-of –school children, youth and adults. d) Since the vision is to have life-long learning society, human rights respecting

environment through these programmes becomes imperative; it is assumed that communities will get new insights, new ideas and expand their horizons in analysis of their environment.

e) The post literacy programmes will give room for human rights knowledge and better skills to participants.

f) Programmes designed will be based on tolerance and understanding to enable out of school children, youth and adult to practice their skills and the knowledge gained in the preceding phases. The IAE, particularly the National Correspondence Department, National Literacy Centre (NLC) Mwanza and Local Government Authorities should be strengthened and supported to enable them accomplish this important role.

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g) Services provided will therefore enhance improvement in people’s livelihoods, increased HIV&AIDS awareness, increased opportunities for expanding economic base thus contributing to the realization of Tanzania’s Vision, 2025 and poverty reduction strategies.

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SECTION THREE

3. COST ESTIMATES FOR THE HUMAN RIGHTS EDUCATION STRATEGY FOR THE PERIOD 2010/2011- 2014/2015

The Human rights education cost estimates for five years are based upon meeting the above stated strategic objectives in the seven broad areas namely:

a) Accessibility and Participation;b) Equity and Inclusiveness;c) Quality and Synergy;d) Capacity Development, Accountability and Rule of Law;e) Financial Mechanism and Sustainability;f) Institutional and Administrative Arrangements; g) Monitoring and evaluation.

i. Accessibility and participation in Human rights education will require funds for working with mass media, seminars and workshops for young people, weekend schools. Average cost per seminar per one individual will be around Tsh. 80,000 per day (US $53). Tshs 7,000/= (US $5) will be used for stationery and teaching materials Tshs. 12,000 (US $ 8) and administration support costs –Tshs. 3,000 (US $ 2);

Cost per annum about 200,000 Us $ for Five years 1m Us $ii. Regarding activities for Equity and Inclusiveness particularly for people with special

needs will include, seminars and workshops for young people. Average cost per seminar per one individual will be around Tshs. 80,000 per day (US $ 53) Tshs 15,000/= (US $10) has been planned for this purpose and will be used for Stationery and facilitator and learning materials Tshs. 12,000 (US $ 8) and administration support costs –Tshs. 3,000 (US $ 2).

Cost per annum is about 300,000 US $ for five years 1.5 m $iii. Quality and Synergy will require funds for training in service and teachers school

inspectors. Networking with Civil society will require additional cost amounting to Tshs 80,000 about (US $ 53) per person per day. About Tshs 15,000/= (US $10) has been planned for this purpose and will be for stationery facilitation and learning materials Tshs. 12,000 ($8) and administration support costs –Tshs3,000 ($2)

iv. Including Curriculum Development and Teaching and learning Materials developmentCost per annum US $400,000 for five years 2.m US $

i. Capacity Development will involve conducting various trainings in Human rights education. At national, regional, district, ward and village levels on specific themes such as violations of human rights, domestic violence and extrajudicial killings of old women with red eyes considered to be witches at an average cost be Tshs. 80,000 about (US$ 5) per person per day. About Tshs 15,000/= (US $10) has been planned for this purpose and will be used for: stationery and facilitation and learning Tshs. 12,000 ($8) and administration support costs –Tshs3,000 ($2).

Cost per annum including various training 450,000 Us $ for five years 2.25 m US$

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ii. Financial Mechanism and Sustainability cost for integrating human rights with other education initiatives will be added in this section at an average cost of TShs 30,000. About Tshs 15,000/= (US $10) has been planned for this purpose and will be used for stationery and facilitation and learning materials Tshs. 12,000($8) and administration support costs –Tshs3,000 ($2)

Cost per annum is about 300,000 US $ for five years 1.5 m $iii. Institutional and administrative Arrangements including National Literacy centre

Mwanza will require an average budget of about Tshs 750m about (US$ 0.5) per year for research on human rights violations, such as a study on causes of witchcraft and Albino killings in Lake Zone districts, public education and publications of study findings and other human rights documentation, such as posters, leaflets and bill boards. The National Literacy Centre in Mwanza will be equipped with appropriate working facilities such as stationery, office space and transport.

Cost per annum 500,000 US $ for five yeas 2.5m US $iv. Monitoring and evaluation will require costs for desk study of existing human rights

conditions in Tanzania. Capacity building of key staff, school inspectors, facilitators and other stakeholders for monitoring and evaluation will cost about Tshs 80,000 about (US$53) per person per day. About Tshs 15,000/= (US $10) has been planned for this purpose and will be used for stationery and facilitates and learning teaching materials Tshs. 12,000 ($8) and administration support costs –Tshs.3,000 ($2)

Cost per annum about 250,000 Us $ for Five years 1.25m Us $

Summary of cost for five years 2011/12 to 2015/2016Key Strategic Area Amount in US $ “000” Amount in TShs *

“000”1. Accessibility and Participation; 1,000 1,500,0002. Equity and Inclusiveness; 1,500 2,250,0003. Quality and Synergy; 2,000 3,000,0004. Capacity Development,

Accountability and Rule of law; 2,250 3,375,0005. Financing Mechanism and

Sustainability; 1,500 2,250,000

6. Institutional and Administrative Arrangements; and

2,500 3,750,000

7. Monitoring and Evaluation. 1,250 1,875,000TOTAL 12,000 18,000,000

*At current, August 2010 exchange rate of 1,500 Tshs. per 1 US $

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REFERENCES

Government of United republic of Tanzania (2005)- The Constitution of United Republic of Tanzania- 1997. as amended.

Legal and Human Rights Center, - Tanzania Human Rights Report 2009

Nico Horn, -Human rights education in Africa, Mimeo 2009

United Nations -Human Rights Questions: Guidelines for National Plan of Action for Human rights education A/52/469/Add.1 October 1997

United Nations -Office of the United Nations High Commissioner for Human Rights. International Law (www2 ohchr.org/English/Law) United Nations -Joint UN brochure, Plan of Action- World Programme for Human rights education. First phase

UNESCO Tanzania - Updated Desk study on Curriculum, Syllabus and Textbooks on Human rights education 2010

UNESCO Tanzania - Updated Policy and Strategy for Human rights Education in Tanzania 2010

UNESCO Tanzania - Report on Stakeholders Workshop for the dissemination and validation of Desk Study on NPA for HRE 2010

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Annex 1: LOGICAL FRAMEWORK ANALYSIS FOR HUMAN RIGHTS EDUCATION

STRATEGICAREA

OBJECTIVE STRATEGY TARGET KEY PERFORMANCE INDICATOR

RESPONSIBLE/ DEPARTMENT

1. Accessibility and Participation.

Enhanced accessibility and participation in human rights education at all levels of society in Tanzania

Utilize the existing knowledge and information about HRE at all levels including the Polarization and wider dissemination of Human rights Instruments including the Constitution of United Republic of Tanzania.

All members of the community at all levels are exposed to human rights education by 2015.

Public is aware of and reads and utilizes the URT constitution.

Ministry of Constitution Affairs and Justice MediaAE/NFE Dept.

Ensure Validation and launching of Strategic Plan HRE for Stakeholders, communities, parents, children, and youth to be aware and support HRE at all levels.

HRE Stakeholders, Community leaders, parents, children youth, LGA leaders support HRE by 2015.

Number of validation and launchingNumber of mechanisms and modalities for supporting HRE.

Timeframes for implementation.M&E reports on responses.

School leadershipLGAAE/NFE Dept.CSOsFBOs

Support utilization of COBET curriculum and Teaching and Learning Materials (TLMs) which carry elements of HRs for out of schools children and youths.

COBET curriculum being used to sensitize out of school children and youths by 2011.

Guidelines for utilizations of COBET curriculum and TLMS.

M&E reports for implementation.

MoEVTIAETIE, Min. of com. Dev. Gender and Children

Enhance the facilitation of ICBAE ICBAE curriculum Number of adult IAE,

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STRATEGICAREA



Programme and TLMs which carry HREs topics.

responsive to HRE by 2012.

utilizing learners REFLECT methodology.

MoEVTNLC (Mwanza)

Enhance utilization of all available channels of communication for human right education through radio, Television, News Papers, Posters and large bills boards.

Program for media to promote HRE by 2011.

Effective media utilization programme responsive to HRE in place.Electronic and print media responsive to HRE in place.

Ministry of information

Media ownersMoEVT Commission for Education.

STRATEGICAREA



Promotion of conducive condition for human rights Education at higher learning institutions.

Develop TLMs guidelines that support HRE for school and tertiary institutions by 2012.

TLMs guidelines for HRE are in place.

MoEVTIAETIE

Orient facilitators, teachers and tutors in effective technique of disseminating HRE in schools and colleges; Adult and NFE centres by 2011.

Number of teachers, tutors and facilitators who are oriented with methodologies of disseminating HRE.

MoEVT

Develop M&E for HRE in M&E tools for HRE in MoEVT

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STRATEGICAREA



schools and colleges by 2012.

place.

Develop programmes relevant to the promotion of HRs in schools and higher institutions of learning by 2012.

Relevant programes for promotion of human rights.

MoEVT

Ensure promotion of relevant participatory methods which enhances human rights education in teaching and learning at all levels.

MoEVT develop guidelines and modalities to ensure promotion of participatory methods in teaching and learning and learning by 2014.

HRE providers use participatory methods in teaching and learning at all levels by 2013.

Number of guidelines and modalities are in place.

Report on utilization of participatory method.

MoEVTTIEIAESchool Inspectorate Department

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STRATEGICAREA



Strengthen modalities for main streaming children from NFE centres such as in COBET into formal education system.

Children from NFE centres mainstreamed into formal school system through strengthened modalities by 2014.

Number of children mainstreamed into formal education system.

CBOsNGOsMoEVTPMO-RALG

2. Equity and Inclusiveness.

Ensure equitable human rights education for people with special learning needs and promote inclusiveness and non discrimination

1. Ensure availability of human right education and understanding by people with special learning needs of their rights to education and other social development services.

People with special learning needs equipped with knowledge on HRE by 2014.

Number of people with special learning needs equipped with HRE.

MoEVT Departments, TIEIAENGOsCSOsFBOs

2. Ensure conducive learning environment for people with special needs for easy mobility and user friendly facilities.

Easy mobility and user friendly facilities for people with special learning needs made available by 2014.

Number of easy mobility and user friendly facilities in place.

CouncilsPMO-RALGMoEVT CSOsFBOs

3. Promote real and inclusive participation by all including people with disabilities, marginalized children and youth to give their voices on issues affecting their lives.

Enhanced participation by all, including people with disability, marginalized children and youth to give their

Number of people with disabilities, marginalized children and youth equipped with HRE knowledge

MoEVTPMO-RALGLGAsCSOsFBOs

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STRATEGICAREA



voices about issues affecting their lives by 2015.

and skills.

3. Quality and Synergy

Ensure quality human rights education through synergy in material development, teacher training and school inspectors training for addressing school girls pregnancy, truancy, early marriages and child labour.

1.Ensure establishment of network for synergy between HRE facilitators, teachers and school inspectors training through curriculum design for HRE.

Review curricula to accommodate human rights education by 2011

Network established by 2011.

Reports on HRE network and curriculum design.

MoEVTSchool Inspectorate DepartmentAE/NFECHRAGGTIE

2. Establish network with other agencies in order to update school inspector’s handbook with HRE elements.

Functioning network for updating school inspectors handbook in place by 2011.

Quarterly network report on updating of school inspectors handbook.

MoEVTAE/NFESchool Inspectorate Department MoEVTUN Agencies

3. Within Joint Programme of Education, strengthen grassroots cooperation in addressing human rights challenges such as school girl’s pregnancy, truancy, early marriages and child labour.

Integrated approach for addressing human rights challenges at all levels by 2011.

Number and type of JPE guidelines on HRE.

MoEVT,AE/NFEUN AgenciesCivil Society OrganizationsFBOsMoEVT

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STRATEGICAREA



4 Ensure teachers and school inspectors are trained and equipped with HRE knowledge, information and skills.

MoEVT and other partners have concrete plans and resources for HRE training at various levels by 2016.

Number of school inspectors and teachers trained. Number of schools inspectors and teachers practicing HRE Skills.

MoEVT,AE/NFESchool Inspectorate Department, Teacher Education Department.

3.1. Curriculum Development

Support the review of all relevant core curricula for HRE for civic education at all levels.

Review existing civic education curricula and enrich them with HRE for schools and for tertiary education levels.

HRE responsive civic education curricula in place by 2012.

Number of documents of revised curricula responsive to HRE.

TIETEDSEDPEDCSOsPMO-RALGMoEVTIAE

Build capacity among pupils, youths and adults for critical analytical, creative and problem solving tendencies to address HRE.

Pupils, youths and adults equipped with proper mindsets in addressing HRE by 2013.

Number of members of these groups oriented.

TIETEDSEDPEDIAENLC-MwanzaCSOsPMO-RALG

Develop partnership between education sectors for improving the quality of channels for sharing HRE

Established networking mechanism for sharing HRE among education

Number of documents, meetings and reports on networking about

TIETEDSED

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STRATEGICAREA



concerns. sub-sectors by 2012. HRE concerns. NLC-MwanzaPMO-RALGNGOsMoEVT

Adapt and utilize experiences from HRE pilot activities particularly with NLC-Mwanza.

MoU between NLC-Mwanza and TIE on HRE experiences entered by 2012.

Organize meeting for sharing and exchanging/replicating experiences on HRE by 2014.

MoU documents and number of guidelines for sharing these experiences in place.

Minutes of meetings held.

TIENLC-MwanzaMoEVT PMO-RALGNGOs

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STRATEGICAREA



3.2. Teaching and Learning materials Development (TLMs).

Support the provision of TLMs for Human Right Education

MoEVT and PMO-RALG in collaboration with commission for Human Rights and Good Governance, Civil Society and other stakeholders conduct needs assessment for human TLMs.

Needs assessment for HRE teaching and reading materials done by 2012.

List of reading materials for HRE available.

AE&NFE Dept.

Ensure availability of teaching and learning materials for HRE linked with conducive learning environment.

HRE teaching and learning materials in place by 2015

Number of Human Right TLMs for HRE made available and in use.

AE&NFE Dept.

Register and enrol all out of school children, illiterate youth and adults with special learning needs.

50 percent of out of school children, illiterate youths and adults with special learning needs enrolled in AE/NFE programmes by 2015.

Number of out of school children, illiterate youth and adults with special learning need enrolled.

AE/NFE Dept,PMO RALGCouncilsCSOsCommissioner for EducationFBOsInfluential people

The government will conduct needs assessment and take stock of available opportunities and resources for providing education to

Needs assessment for people with special learning needs conducted by 2012.

Needs assessment report.

MoEVT, PMO-RALGCSOsNGOsFBOs

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STRATEGICAREA



people with special learning needs.Ensure availability of Kiswahili version of the constitution of United Republic of Tanzania at school, colleges, adult and non-formal centres.

Kiswahili version of the Constitution of URT distributed in schools colleges, adult and non-formal centres by 2012.

Number of Kiswahili version of constitution of URT available in schools, colleges and adult and non-formal centres.

AE-NFE Dept.Primary Secondary and teacher education DeptPMO-PALG and councils

Support printing of human right news letters and brochures.

Human right newsletters and brochures printed by 2012.

Number and type of HRs newsletters and bronchure in place.

AE-NFE Dept.CHRAG,NGOsCSOFBOs,Rural pressMedia houses

4. Capacity Development, Accountability and Rule of Law.

Enhance capacity development for duty bearers to respect, protect and fulfil the human rights of those under their jurisdiction.

Enhance capacity analysis, role pattern analysis for effective training and re-training of human right education.

Staff at ministries, regions, District, ward and village levels have capacities in analyzing and addressing Human rights education skills by 2014.

Capacity Building Report.

UN agencies, PMO-RALG

Ensure development of human rights training packages which utilize rights based facilitation skills.

College tutors, school inspectors, school administrators and adult and non-formal education facilitators are utilizing

Human Rights Education training package are available and are utilized.

PMO-RALG School inspectorate Dept. Higher learning

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STRATEGICAREA



training package by 2012. institutions EMAC, Teacher collegesTEA

Networking and information sharing between human rights education facilitators and those from other initiatives will be established and strengthened.

Networking and sharing of information between HRE stakeholders by 2012.

MoU for networking and information sharing in place and in use.

AE/NFE Dept CSOs, UN agencies, FBO legal institutions, PMO-RARG)

Linkage between facilitation in other social development issues cross cutting issues.

Facilitators in other social development issues equipped with HRE skills by 2011.

Report on linkages of facilitation of cross cutting issues in place.

HRs, (MoEVT, CHRGGAE/NFE

5. Financing Mechanism and Sustainability.

1. Establish sustainable mechanism for mobilizing funds for HRE implementation.

Ensure MoEVT funding for HRE administrative support services through existing arrangements.

AE/NFE constantly include budget for HRE in the annual budget by 2012.

Sustainable funding mechanism in place

Funds for HRE available

MoEVTAE/NFE DeptDPPDev. Partners

Enhance funding for HRE through capitation grant for primary, secondary and tertiary level within existing, arrangements institutions.

Sustainable funding mechanism for civics, by 2012.

Sustainable funding mechanism in place.

NGO’sCSOsAE/NFE

Support non-govt. centres with capitation grant for HRE.

Non govt. centres supported with capitation grant by 2015.

MoU in placeList of non-govt. supported cetres.

NGO’sCSOsPMORALG

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STRATEGICAREA



2. Develop a sustainability plan for ensuring continuity of future operations through consultations with stakeholders who are committed to supporting HRE strategy.

Ensure establishment of committee at village, district and national levels whose mandate determine funding mechanisms.

Develop a HRE support network at all levels by 2012.

Committee meetings reports available.

AE/NFE PMORALG CSOsFBOs

Ensure councils incorporate HRE components in existing village, ward and district development plans.

Permanent planning System with HRE developed at village, ward and district by 2012.

Implementation reports with HRE available.

AE/NFE LGAs PMORALG CSOsFBOs

Government in collaboration with NGOs map and profile NGOs, CBOs and other stakeholders who deliver. HRE.

Create close cooperation among HRE providers, identify their and coverage interventions by 2011.

A profile of stakeholders dealing with HRE, in place.

AE/NFE and LGAsMoFPMORALGMoEVTUN Agencies

Ensure adequate funds for HRE are in the annual budget of LGAs through current funding arrangements.

HRE being funded at District level by 2012.

Number of funded in place.

MoFPMORALGMoEVTUN AgenciesTEA

66

STRATEGICAREA



6. Institutional and Administrative Arrangements.

Strengthen and Coordinate Human Right Education management in collaboration with other stakeholders and determine policy regulatory and quality standards.

1. Ensure human right education is a permanent agenda item in all social services undertaken at all levels of the country.

MoEVT policies and regulations address HRE at all levels by 2012.

All education curricula include HRE in their. activities by 2012

Polies and regulations that incorporate HRE issues in place.

Progress reports.

AE/NFEMin. of Home AffairsTIEIAECHRAGGMin Constitutional Affairs and Justice

2. Coordinate mobilize and sensitize of community to participate in human rights education through existing government structures.

Government staff at all levels well informed on HRE and able to analyze plan and implement activities on HRE by 2012.

50% of MoEVT staff and education institutions equipped with knowledge on HRE by 2014.

No. of institutions with plans incorporating HRE.

No. of institutions submitting reports on HRE.

AE/NFECSOsFBOsTIETeacher Ed. Dept.IAE

3. Establish networking with other development actors so as to promote human right education in a coordinated manner.

50% of Development actors sign MoU with MoEVT and implement HRE activities by 2014.

All actors provide action plans that address HRE.

No. of Institutions

MoEVTIAETIECHRAGGCSOs

67

STRATEGICAREA



networking with MoEVT.

Minutes of meeting.

FBOPMO-RALG

NLC – MWANZA Institutional and Administrative Arrangements.

Strengthen HRE management functions of NLC for ensuring continuity through collaboration with other stakeholders.

Ensure undertaking of HRE pilot activities in Lake Zone Districts as per established plans.

Districts personnel and partners perfuming HRE activities.

Activity reports on HRE AE/NFENLC- MwanzaPMO-RALGCSOsFBOs

Conduct research on HR and disseminate findings to authorities and public.

Disseminate District research findings on HR violations

Research information reports utilized

AE/NFENLC- MwanzaPMO-RALGFBOs CSOs

Facilitate publication and printing Teaching and learning materials of HRE.

Produce publications and learning matirials

Teaching and learning materials package

AE/NFENLC- MwanzaPMO-RALGCSOsFBOs

Networking with other organizations disseminating HRE.

Establish Network for HRE HRE Networking Team NLC- MwanzaPMO-RALGCSOsFBOs

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STRATEGICAREA



7. Monitoring and evaluation

Develop an efficient and effective monitoring and evaluation system for the performance of HRE programme.

Capacity building of school inspectors, facilitators and other education stakeholders directly involved in the monitoring and evaluation process.

M&E knowledge and skills provided to school inspectors, facilitators and other education stakeholders by 2011.

M&E training reports Teacher Educ. Dept.AE/NFE Dept.School Insp. Dept.DPPUN-AgenciesMCDGC

Ensure Monitoring and Evaluation of HRE at ward and village levels.

M&E being undertaken at word and village levels.

M&E Report AE/NFEWEO,WECIAE CHRGGFBOS IAEPMO-RALG

Ensure Monitoring of HRE activities are mainstreamed into the MoEVT Cross Culting Issues Plans

Integration of activities relating to monitoring and Evaluation of HRE into the MoEVT, Cross Cutting Plans place by 2012.

Integrated M&E plans in place and in use.

An integrated strategies are plan in place and use.

TIEPMO-RALGTACAIDSAE/NFE DEPT.MCDGCNAT. CommissionCHRAGGTACAIDUNESCO NATCOM

69

Annex 2IMPLEMENTATION PLAN FOR HUMAN RIGHTS EDUCATION 2010/11 – 2014/15

1.0 ACCESSIBILITY AND PARTICIPATION IN HREOBJECTIVE : ENHANCED ACCESSIBILITY AND PARTICIPATION IN HRE AT ALL LEVELS OF SOCIETY IN TANZANIA STRATEGY.: Utilize existing media, knowledge, information, institutions and human resources to promote HRE in the countryOUTCOME: Enhance capacity to deliver quality HRE and Ethics Education at all levels by 2015

Expected Results

Activities

Implementation Time (Yrs)

Duty Bearers

Right Holders Indicator Means Of Verification

Annual Inputs (Funds/Materials/Human Resources1 2 3 4 5

Public is informed on HRE

1.Conduct needs assessment on information and knowledge on HRE;

2. Community dialogue on Constitution of URT

MoEVTCHRAGGMCAJAE/NFEIAE

Public (community leaders, youth and children)

-Number of respondents; findings available on times; -Number of programmes produced, -Number of dissemination meetings conducted

Needs assessment reports; dissemination reports; media programme scripts

US $ 200,000

COBET and ICBAE

1.Review COBET and ICBAE curricula to include elements of

MoEVTTIEIAE

COBET and ICBAE

-Number of COBET and ICBAE curricula

-Reviewed copy of COBET and ICBAE curricula available

=do=

70

Expected Results

Activities


Duty Bearers



learners trained in HRE

HRE

2.COBET and ICBAE materials produced and distributed

3. Train COBET and ICBAE facilitators on HRE

learners andfacilitators

documents-Number of COBET and ICBAE curricula documents distributed -Number of COBET and ICBAE facilitators trained

-Distribution list and reports-Training reports

Tanzanian Society informed and supportive of HR and HRE.

1. Undertake Validation Workshop for HRE Strategic Plan.

2. Finalization of HRE Strategic Plan

3. Launching and Advocacy of HRE Strategic Plan

MoEVTCHRAGG,JPE UN Agencies.LHRC CSOs, Media

Community members,School teachers,School pupils, Out of school Youths

One validated Strategic planLaunching exerciseMedia responseSchools activitiesCommunity Activities

Validation Workshop ReportFinalization ReportLaunching Report

=do=

HRE well integrated in

1.Review higher learning curricula to incorporate HRE

MoEVTFaculty of law

Higher learning institutio

-Number of higher learning institutions

-Reviewed higher learning institution curricula-Distribution list and

=do=

71

Expected Results

Activities


Duty Bearers



higher learning institutions

2. Sensitize teaching staff on HRE

3. Develop student course materials for HRE

UDSM and Development studies Department

ns staff curricula documents-Number staff sensitized

reports-Sensitization reports

72

2.0 QUALITY AND SYNERGY

OBJECTIVE : QUALITY HRE AND ETHICS EDUCATION AT ALL LEVELS ADRESSEDSTRATEGY\ : Establish networks to promote quality and synergy of HRE between facilitators, teachers, school inspectors with other stakeholders OUTCOME: Enhance capacity to deliver quality HRE and Ethics Education at all levels by 2015

Expected Results Activities

Implementation Time (Yrs) Duty

BearersRight Holders Indicator Means Of Verification


Functioning network for HRE established

1.Conduct stakeholders meetings for promoting networks on HRE

2.Review school curriculum for HRE

3.Review school inspectors handbook to accommodate HRE

4.Conduct dialogue within JPE to address human rights issue

5.Train teachers and school inspectors on

MoEVT;UN Agencies ;PMO-RALGTIEIAE

-Teachers,-School inspectors-Children-School Girls-Communities

-Number of meetings conducted-Number of curriculum documents-Number of reviewed handbook-Number of trained teachers and school inspectors

-Meetings minutes and reports-Curriculum documents and school inspectors handbook distributed-Training reports

US $ 400000

73





HRE competencies

74

3.1 CURRICULUM DEVELOPMENT

OBJECTIVE : Support the review of all relevant core curricula for HRE for civic education at all levelsSTRATEGY: Review civic education curriculum, build capacity and utilize HRE experiences from NLC- Mwanza stakeholders OUTCOME: Enhance capacity to deliver quality HRE and Ethics Education at all levels by 2015



BearersRight Holders Indicator Means of Verification


Pupils, youth and adults equipped with proper mind set towards HRE

-Review civic education curricula and incorporate HRE

-Train pupils, youth and adults in addressing HRE concerns

-Organize meetings for sharing experiences with NLC on HRE

MoEVT;UN Agencies ;PMO-RALGTIEIAE,CSOsFBOs

-Teachers,-School inspectors-Children- Communities

-Number of civic education curriculum documents -Number of trained pupils, youth and adults -Number of meetings conducted with NLC

-Civic education curriculum documents -Training reports-Monitoring and evaluation reports -Meetings minutes

=do=

75

3.2 TEACHING AND LEARNING MATERIALS DEVELOPMENT

OBJECTIVE : Support e provision of Teaching and Learning Materials for HRESTRATEGY: Conduct needs assessment for Teaching and Learning Materials for HRE OUTCOME: Enhance capacity to deliver quality HRE and Ethics Education at all levels by 2015





HRE teaching learning materials including Kiswahili version URT constitution available

1.Conduct needs assessment on Teaching and Learning Materials for HRE

2.Develop Teaching and Learning Materials for HRE

3. Distribute Teaching and Learning Materials for HRE including Kiswahili URT constitution, Newsletters and brochures

MoEVT (AE/NFE Dept, EMAC, Rural Press)UN Agencies ;PMO-RALGTIEIAEDevelopment Partners,Media

-Teachers,-School inspectors-Children- Communities

-Needs assessment conducted timely- TLMs for HRE available-Number of copies for Kiswahili URT constitution, Newsletters and brochure

-Needs assessment reports-Distribution list for TLMs for HRE including Kiswahili URT constitution, Newsletters and brochure

US $ 400000

76

4. CAPACITY DEVELOPMENT, ACCOUNTABILITY AND RULE OF LAWOBJECTIVE : Enhance capacity development for duty bearers to respect, protect and fulfill the human rights of those under their jurisdictionSTRATEGY : Enhance capacity and role pattern analysis for training package development : Establish network and information sharing.OUTCOME; Enhance capacity to deliver quality HRE and ethics education for all levels by 2015



Bearers Right Holders Indicator Means of Verification

Inputs (Funds/Materials/Human Resources1 2 3 4 5

Knowledgeable and skilled facilitators and personnel

Quality HRE training package.

HRE networking on cross cutting issue

1. Training of district, ward and village personnel on HRE analytical skills

2. Development of quality HRE training package.

3.Establishment of HRE networking on cross cutting issues ie HIV/AIDS, gender and environment

MoEVT, CHRAGG,IAE, PMO-RALG School inspectorate Dept. Higher learning institutions EMAC, Teacher colleges

District, ward and village personnel

College tutors, school inspectors, school administrators and adult and non-formal education facilitators

Trained facilitators and personnel.

Training package HRE

Working Networking

Training reports

Publication report

US $ 300,000

77

5. FINANCING MECHANISM AND SUSTAINABILITYOBJECTIVE : Establish sustainable mechanism for mobilizing funds for HRE implementation.: Develop a sustainable plan for ensuring continuity of future operations through consultations with stakeholders who are committed to supporting HRE strategy. STRATEGY : Ensure HRE funding through existing arrangements : Ensure development of comprehensive HRE plans OUTCOME: Enhance capacity to deliver quality HRE and ethics education for all levels by 2015

Expected Results

Activities Implementation Time (Yrs)

Duty Bearers

Right Holders Indicator Means of Verification Annual Inputs (Funds/Materials/Human Resources1 2 3 4 5

Finance and Administration staff aware of HRE funding.

Actors for HRE listed

MoEVT to organize HRE planning and budgeting workshop

2. Mapping of CSOs,FBOs working for HRE

3.Supportive supervision on HRE funding at all levels

MoFPMORALGMoEVTUN AgenciesTEA,CSOS, CBOS,

District, ward and village personnel, school head-teachers

Number of trained facilitators and personnel.

Training reports

Publication report

District Plans

US $ 300,000

78

6. INSTITUTIONAL AND ADMINISTRATIVE ARRENGEMENTS

OBJECTIVE : Strengthen and coordinate HRE management with other stake holders and determine policy regulatory and quality standards.STRATEGY : Ensure coordination of public participation in HRE and make it a permanent agenda in all social services undertaken at all levels of the country.OUTCOME : Enhance capacity to deliver quality HRE and Ethics Education at all levels by 2015.



Bearers Right Holders Indicator Means of Verification Annual Inputs (Funds/Materials/Human Resources1 2 3 4 5

The government and all stakeholder at all levels plan and implement HRE

1.Review policies and regulations addressing HRE

2. Sensitize and mobilize stakeholders within the government structure

3.Conduct meeting with development actors on HRE

MoEVT;UN Agencies ;PMO-RALGTIEIAECHRAGG,MCAJ,Min. of Home Affairs

-Stakeholders --Development actors -Communities

-Number of reviewed policies and regulations -Number of sensitization and mobilization meetings conducted with stakeholders-Number of meetings with development actors

- Revised policies and regulations - Meetings minutes

US $ 200,000

79

6.1. NATIONAL LITERACY CENTRE (NLC) MWANZAOBJECTIVE : Strengthen HRE management functions of NLC for ensuring coordination with other stakeholders.STRATEGY : .Ensure implementation of HRE pilot activities, publication materials and networkingOUTCOME; Enhance capacity to deliver quality HRE and ethics education for all by 2015





HRE Knowledge about pilot areas.

Good quality HRE publications.

Networking teams for HRE

1.Undertake HRE pilot activities including research.

2.Produce and Publish HRE materials

3. Establish networking with HRE partners in lake zone area.

NLC MwanzaPMORALG, CSOsUN Agencies

Community members,

Schools

AE/NFE Centers District personnel

Knowledge aboutHRE from pilot and research being applied.

Information from publications

Active networking

Reports from pilot activities and from research.

Publications in use

Networkingreports

US $ 300,000

80

7.0 MONITORING AND EVALUATION

OBJECTIVE : Develop an efficient and effective M&E system for the performance of HRE programmeSTRATEGY: Ensure effective monitoring and evaluation carried on HREOUTCOME: Enhance capacity to deliver quality HRE and Ethics Education at all levels by 2015





Effective Monitoring and evaluation undertaken at ward and village levels

-Develop monitoring and evaluation tools-Conduct training for HRE to school inspectors, facilitator and stakeholders to be involved in the monitoring and evaluation.-Conduct M&E on HRE-Disseminate M&E findings to stakeholders

MoEVT;UN Agencies ;PMO-RALGTIEIAECSOsFBOsCHRGGWECWEO

-Facilitators-School inspectors-Communities

-Number of M&E training documents-Number of M&E reports-Number of dissemination meetings

- M&E tools-M&E reports-Training reports-Meeting reports

US $ 250,000

81

Documents

AE-NFE Strategy Document-Final€¦ · Web viewOthers will come from Civil Society Organizations and from higher education and their training will be based upon specially developed