1 · web viewthis increase is due to improved ways of providing the knowledge and skills,...

EXECUTIVE SUMMARY

INTRODUCTION

Folk Development Colleges (FDCs) have been offering folk education since 1975. The objectives of the training are to equip the participants (Adult Tanzanians) with knowledge and skills that would enable them to be self employed and self-reliant. The training offered at the colleges also is aimed at enhancing their understanding as well as enabling them to solve their immediate problems that arise in the society. The training is further aimed at strengthening their skills. The general subjects aimed at widening their horizon include environmental education, gender, civics, leadership, house keeping, principles of good governance and other subjects aimed at enhancing income generating activities such as business, entrepreneurship, market and credit referrals.

On the other hand the training aimed at promoting the skills include carpentry and joinery, masonry and bricklaying, motor vehicle mechanics, tailoring, cookery, bicycle repair, plumbing and other skills based training that are of felt need to the community.

This role of enabling the community to be self-reliant after acquiring the knowledge and various skills has been going on in colleges since 1975. A number of successes and challenges have been recorded in the past years as outlined bellow:

Success

Increase of graduate in colleges from 15,263 in 2001/2002 to 31,493 in 2008/2009. This increase is due to improved ways of providing the knowledge and skills, rehabilitation of college buildings, infrastructure and increase of tutors in colleges;

Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake i

Councils and councilors’ awareness of the importance of these colleges in their respective areas, hence contributing to the daily running of the colleges particularly in terms of administration of college Boards ;

Graduates from these colleges form groups that enable them to employ themselves in accordance with their skills;

Some of college students attempt Trade Test Examinations administered by VETA and get certificates that help them to be employed in various institutions;

Adult graduates who have been trained in FDCs acquire political awareness; Some graduates have acquired leadership posts in the councils at ward,

village and sub-villages/ street levels and have been performing well in their daily tasks without creating problems in their localities;

Gender and development training offered in FDCs enables the community in some parts of the country to abandon traditions that are hostile to women and children;

The inclusion of folk education sub sector under education sector has enabled FDC employees to get training in information and communication.

Challenges

Inadequate budget especially recurrent and development costs for rehabilitation of buildings and other infrastructure compared to actual needs of colleges. For instance in the 2008/2009 budget for 34 colleges was 19.40 Billion as against 6.8 Billion disbursed that year;

FDCs are experiencing shortages of technical equipment and teaching materials that are compatible with changing word for example computers, information technology, electronics and the use of power-tillers in agricultural activities;

The use of outdated equipment in teaching traditional skills such as tailoring, masonry and carpentry;

Shortage and worn-out furniture especially tables, chairs and beds; Most of the college building as well as electrical and water systems are in

dilapidated form;

Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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Shortage of tutors needed in FDCs in comparison to actual need of the colleges. For example a total of 1500 tutors are needed in FDCs as against 370 present to-date;

Colleges face dire shortages of transport facilities such as cars and motorcycles. Where the existing to-date most of them are worn-out and off-road. This creates problem in service delivery since colleges are far from hospitals, transportation of students’ food and running of outreach programmes;

Infrastructure not accessible to people with disabilities; The absence of motivation to tutors and other employees; Inadequacy/insufficiency of staff houses; Unavailability of equipment for FDCs graduates to enable them to employ

themselves; and Unavailability of communication equipment in colleges including fax and

telephones.

2.0 THE IMPACT ASSESSMENT STUDY AND ITS FINDINGS

2.1 Terms of Reference

In accordance with the terms of reference, the objective of the research was to assess the impact of folk education to target groups. The specific objectives were as follows:-

To assess the impact of FDCs long, short and outreach course training to their target groups so as to find out to what extent the targeted clientele benefited;

To determine the type of skills training demanded in each college;

To conduct an inventory of the resources (financial, physical and human) currently in place with the view to uncovering the resource status; and

To find out how FDCs should be strengthened in terms human resources, buildings and infrastructures and equipment so as to effectively provide both Folk Education.

2.2 Methodology

In order to evaluate the impact of Folk Education provided in FDCs to its target groups 5,048 respondents including 2,024 women and 2,024 men from 54 FDCs 2 CDTIs, and 6 Vocational Education and Training Institutions were contacted to provide data. The main Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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respondents who were conceived to have relevant data were FDCs tutors, students, graduates, peers who had not attended any FDCs, Board members, graduates parents, charismatic leaders, council leaders and Ministry officers. The data collecting instruments which were used included questionnaires, interview and observation schedules and documentary guide. The instruments were pre tested at Kisarawe and Kilosa FDCs to ensure they were devoid of ambiguities and irregularities. Quantitative and qualitative data was gathered form respondents.

2.3 Research Findings

The research findings revealed that:

Folk Education training in long, short and outreach training in FDCs have far reaching benefits to participants since they enable them to be self employed as well as being employed;

The courses also make available technicians in the community; The courses further contribute to increase of technical knowledge in the

communities they live and enable them to become economically better-off and employ others thereby increasing domestic income thus alleviating poverty at both family and community level;

The training offered by FDCs enable the community to increase their knowledge particularly on crosscutting issues such as environment management, gender and HIV and AIDS which enable them to control the environment, bring about gender equality and address the effects of the scourge;

Graduates have managed to own income generating projects which have enabled them to run their family livelihood including the ability of not only educating their children but also bettering their lives;

Graduates have managed to build better houses and some have been employed at their former colleges as technicians;

There is a need to continue with traditional trades including carpentry, masonry, tailoring, and agriculture at same time accommodate modern trades such as electronics, computer knowledge, electrical instillation, motor vehicle mechanics, welding and fabrication as well as motor electrical wiring; and

There is a need to continue to offer folk Education to the community since it was evident that it is of paramount importance to the community, graduates, families and the nation in general.


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However the respondents were of the opinion that such training would be provided effectively if resources especially employees, funds, building and other infrastructure are improved.

3.0 RECOMMENDATIONS

Based on the findings it is recommended that:

Folk Development Colleges continue to offer courses of various types both in long and short durations, as well as outreach courses. More emphasis should be directed to outreach programmes because are capable of reaching many participants as well as disadvantaged groups (women, people with disabilities, HIV victims, old folks and diseased people) at low costs;

Training packages should be improved by conducting needs assessments and make training packages that take into consideration the actual needs of the community and attract market so as to impress more people join FDCs as well as addressing the needs of the participants;

The practices of conducting follow up visits (tracer studies) to graduates should be emphasized so as to understand their problems and challenges for the purposes or advising and helping them accordingly;

Graduates should also be facilitated with tools and equipments which will enable them to start self help economic projects immediately they complete their training/ courses;

Folk Development Colleges continue to offer Folk Education by providing the modern skills and also the proposed skills by respondents from respective districts so as to attract community and respond to market demands, the proposed skills include electrical instillation, motor-vehicles mechanics, welding and fabrication and computer studies;

The new skills necessitate the availability of sufficient and reliable electricity; The Government could make strategies that will ensure FDCs have accessibility to

electricity in order to enable the colleges offer training in accordance to the needs of the community/ market;

Tutors and other qualified workers should be employed so as to enable the colleges run the intended course more competently;


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FDCs tutors and other employees in colleges should be improved academically so as to make them go in pace with their daily duties and keep abreast with the current changes in science and technology;

FDCs staff should be motivated in order to attract more qualified workers and make them like to work in FDCs. The motivation will make them to work harder

Buildings and infrastructure should be improved. These include the classrooms, workshops, dormitories and workers houses;

Electricity, water and communication system in colleges should be rehabilitated so as to create conducive teaching and learning environment;

New buildings and other infrastructure should be added as part of the necessary strategies aimed at arresting shortage of buildings in colleges;

Funds aimed at running colleges along with college projects should be sufficient and disbursed at the right time according to college budgets so as to increase efficiency in the process of training;

Modern equipment and teaching and learning materials should be readily available in colleges in accordance to training needs in those colleges in order to improve both theory and practices;

Assistive devises for students/ participants with disabilities should be in place for use by the people with disabilities to enable them to participate in the training process effectively;

Outreach centers should be improved so as to promote teaching and learning environment and

Transport facilities including motor vehicles should be purchased or maintained in order to facilitate training requirements and make follow up visits to ex-students (graduates).

4.0 CONCLUSION

Lastly, the general public expressed concern that their expectations were that on completion of this research the implementation of their suggestions and recommendations will be implemented in time to effect changes.


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YALIYOMO

YALIYOMO vii

ORODHA YA MAJEDWALI x

ORODHA YA VIAMBATISHO xi

1.0 USULI 1

1.1 Historia fupi ya Vyuo vya Maendeleo ya Wananchi 1

1.2 Lengo na Madhumuni ya kuanzishwa kwa Vyuo vya Maendeleo ya Wananchi 1

1.2.1 Lengo kuu 1

1.2.2 Madhumuni Mahsusi 1

1.3 Madhumuni Mahsusi yaliyoboreshwa 2

1.4 Majukumu ya Vyuo vya Maendeleo ya Wananchi 2

2.0 Tathmini ya Taathira ya Elimu ya Wananchi kwa Walengwa wake 4

2.1 Chimbuko la Tathmini 4


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2.2 Lengo na Madhumuni ya Tathmini 4

2.2 .1 Lengo 4

2.2 .2 Madhumuni Mahsusi 4

2.3 Umuhimu wa Tathmini kuhusu Taathira ya Mafunzo ya EW kwa walengwa 4

2.4 Mpagilio wa Ripoti 5

3.0 NJIA/MBINU ZILIZOTUMIKA KUKUSANYA DATA NA UCHAMBUZI 6

3.1 Utangulizi 6

3.2 Maeneo yaliyohusika 6

3.3 Walengwa na Sampuli ya Wahojiwa (Population and Population Sample) 9

3.3.1 Walengwa 9

3.3 2 Sampuli na Mbinu zilizotumika 9

3.3.3 Wahojiwa 9

3.4 Nyenzo za kukusanyia taarifa 10

3.4.1 Aina za nyenzo za kukusanyia taarifa 10

3.4.2 Majaribio ya Vikusanyia taarifa 10

3.5 Uwasilishaji na uchambuzi wa data 11

3.5.1 Uwasilishaji wa data 11

3.5.2 Uchambuzi wa data 11

4.0 MATOKEO YA TATHMINI 12

4.1 Utekelezaji wa Majukumu katika VMM 12

4.1.1 Aina za Mafunzo 12

4.2 Walengwa wa Mafunzo yatolewayo katika VMW 13

4.3 Stadi zinazotolewa katika VMW 13

4.4 Matumizi ya Majengo, Miundo Mbinu na Vifaa kwa Jami 14

4.5 Miradi ya Kuigwa na Jamii Vyuoni 14

4.6 Kuoanisha mafunzo ya nadharia na vitendo 15

4.7 Upatikanaji wa rasilimali 16

4.7.1 Watumishi 16

4.7.2 Fedha 35


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4.7.3 Vifaa/Zana za kufundishia 46

4.7.4 Majengo na Miundombinu 46

4.7.5. Mitambo inayohitajika na Gharama zake 49

4.7.6 Vyombo vya usafiri 50

4.7.7 Mafanikio na changamoto 53

4. 8 TAATHIRA YA ELIMU YA WANANCHI KWA WALENGWA WAKE 56

4.9 STADI ZA UFUNDI ZINAZOHITAJIKA KATIKA KILA WILAYA 67

4.10 UMUHIMU WA KUENDELEA KUTOA MAFUNZO YA EW KATIKA VMW 74

4.11 JINSI YA KUBORESHA UTOAJI WA MAFUNZO YA ELIMU YA WANANCHI KATIKA VMW 75

5.0 MAONI NA MAPENDEKEZO 79

5.1 Maoni 79

5.1.1 Maoni kuhusu Taathira ya MEW 79

5.1.2 Maoni kuhusu Stadi zinazohitajika katika kila Wilaya 79

5.1.3 Maoni kuhusu Rasilimali vyuoni 79

5.1.4 Maoni kuhusu jinsi ya kuboresha MEW 79

5.2 Mapendekezo 80

5.2.1 Mapendekezo kuhusu Taathira ya MEW 80

5.2.2 Mapendekezo kuhusu Stadi zinazohitajika katika kila Wilaya 80

5.2.3 Mapendekezo kuhusu jinsi ya kuboresha MEW 80

6.0 HITIMISHO 82


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ORODHA YA MAJEDWALI

Jedwali Na 1: Maeneo yaliyohusishwa katika Tathmini......................................................................7

Jedwali Na. 2: Wahojiwa................................................................................................................................9

Jedwali Na. 3: Idadi ya wakufunzi waliopo katika Vyuo vya Maendeleo ya Wananchi..........17

Jedwali Na. 4: Idadi ya watumishi wasio wakufunzi waliopo katika Vyuo vya Maendeleo ya Wananchi..........................................................................................................................................................22

Jedwali Na 5: Kiasi cha fedha zilizotolewa kila mwaka kwa miaka tisa kuanzia 2001/2002-mpaka mwaka 2009/2010.........................................................................................................................27

Jedwali Na. 6: Makisio ya Ukarabati wa Majengo na Miundombinu katika VMW 34 mwaka 2008/2009........................................................................................................................................................27

Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake x

Jedwali Na. 7: Vyanzo vingine vya Fedha..............................................................................................30

Jedwali Na. 8: Majengo na Miundombinu katika Vyuo Vya Maendeleo ya Wananchi...........38

Jedwali Na. 9: Gharama za Mitambo kulingana na Stadi zilizopendekezwa.............................40

Jedwali 10: Orodha ya Vyombo vya Usafiri Vilivyopo katika Vyuo Vya Maendeleo ya Wananchi hadi Kufikia Desemba 2009..................................................................................................41

Jedwali Na. 11: Washiriki mafunzo waliopitia Vyuoni 2001/02 - 2008/09..................................44

Jedwali 12: Manufaa ya mafunzo ya Elimu ya Wananchi kwa walengwa..................................48

Jedwali 13: Matokeo ya Utafiti wa Taathira ya Mafunzo ya EW kwa Wahitimu......................51

Jedwali 14: Wahitimu wa Vyuo vya Maendeleo ya Wananchi waliojiimarisha kiuchumi na kijamii.................................................................................................................................................................55

Jedwali Na. 15: Stadi zilizopo na zilizopendekezwa katika kila Wilaya.......................................58

Jedwali Na 16: Mapendekezo ya Wahojiwa kuhusu jinsi ya Kuboresha Mfumo wa Utoaji wa Mafunzo ya Elimu ya Wananchi katika VMW.......................................................................................66

ORODHA YA VIAMBATISHO

Idadi ya Viambatisho..................................................................................................................................... iii

Ambatanisho Na. 1: Wanachuo waliofanya Mtihani wa Trade Test mwaka 2000 – 2008 katika baadhi ya VMW..................................................................................................................................74

Ambatanisho Na. 3 Stadi zinazohoitajika..............................................................................................77

Umekanika.......................................................................................................................................................80

Kompyuta.........................................................................................................................................................83

Udereva.............................................................................................................................................................86

Ushonaji.............................................................................................................................................................88


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Fitter mechanics.............................................................................................................................................89

Ufundi Jokofu...................................................................................................................................................91

Umeme wa majumbani na Viwandani....................................................................................................93

Uashi...................................................................................................................................................................96

Useremala........................................................................................................................................................98

Hadidu za Rejea za Tathmini Kuhusu Taathira ya Mafunzo ya Elimu ya Mananchi Yanayotolewa katika VMW.......................................................................................................................101

Vitabu Vya Rejea..........................................................................................................................................108

VIFUPISHO

WMJJW - Wizara ya Maendeleo ya Jamii, Jinsia na WatotoVMW - Vyuo vya Maendeleo ya WananchiFDCs - Folk Development CollegesUKIMWI - Upungufu wa Kinga MwiliniVMUS - Vyuo vya Mafunzo ya Ufundi StadiMEW - Mafunzo ya Elimu ya WananchiMUS - Mafunzo ya Ufundi StadiVETA - Vocational Education Training AuthorityMEMU - Mamlaka ya Elimu na Mafunzo ya UfundiNACTE - National Council for Technical Education Baraza la Taifa la Uthibiti wa Mafunzo ya UfundiSIDA - Swedish International Development Agency Shirika la Maendeleo la Kimataifa la SwedenMD - MadarasaKR - KarakanaNM - Nyumba ya Mkuu wa ChuoNW - Nyumba za WatumishiOF - OfisiJK - MajikoST - StooVM - Viwanja vya MichezoMM - Mfumu wa MajiMV - Mashimo ya VyooBAF - Bafu


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MBN - MabweniMK - MaktabaARD - ArdhiMG - MagariPP - PikipikiMT - MitamboMMW - Mfumo wa MawasilianoRVTSC - Regional Vocation Training Centre Chuo cha Mkoa cha ufundi StadiCBET - Competence Based Education TrainingSDL - Skills Development LevyTAMISEMI - Tawala za Mikoa na Serikali za MitaaOWM - Ofisi ya Waziri MkuuWEMU- Wizara ya Elimu na Mafunzo ya Ufundi


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1.0 USULI

1.1 Historia fupi ya Vyuo vya Maendeleo ya WananchiVyuo vya Maendeleo ya Wananchi (VMW) ni “Taasisi za Kiserikali” ambazo zilianzishwa mwaka 1975 kutokana na wazo la Baba wa Taifa Hayati Mwalimu Julius K. Nyerere, baada ya kutembelea nchi ya Sweden na kuona mfumo wa elimu usiokuwa rasmi ulivyokuwa unaendeshwa na taasisi zinazojulikana kama Folk High Schools.

Vyuo ya Maendeleo ya Wananchi vilianzishwa kama awamu ya tatu ya Elimu ya Watu Wazima. Hatua ya kwanza ilihusu kuondoa ujinga wa kutojua kusoma, kuandika na kuhesabu. Hatua ya pili ilikuwa ya kuhakikisha kuwa mafanikio yaliyopatikana katika hatua ya kwanza yanakuwa endelevu na watu hawarudii ujinga. Hatua ya tatu ilikuwa kuanzisha taasisi ambazo zingetoa maarifa na stadi kwa wananchi. Aidha, uamuzi wa kuanzishwa VMW ulitokana na Waraka wa Baraza la Mawaziri No. 96 wa mwaka 1974 ambapo vyuo 25 vilianzishwa mwaka 1975 na kuendelea kuongezeka mwaka hadi mwaka kulingana na jinsi Wilaya zilivyoona umuhimu wa kuanzisha vyuo hivi. Hadi kufikia mwaka 1978, vyuo 53 vilikuwa vimeanzishwa.

Pia uanzishwaji wa vyuo ulizingatiwa katika Sheria ya Elimu No. 9 ya mwaka 1978 chini ya Wizara ya Elimu. Vyuo hivi vilianzishwa kwa kurithi majengo yaliyokuwa yakitumika kwa madhumuni mbalimbali. Kwa mfano Vituo vya Mafunzo ya Maendeleo Vijijini (Rural Training Centres) ambavyo vilianzishwa mwaka 1962, Vituo vya Mafunzo ya Wakulima (Farmers Training Centres) ambavyo vilianzishwa mwaka 1963, Shule za Kati (Middle Schools) ambazo zilianzishwa miaka ya 1960 na vituo vya mafunzo ya Ushirika vilivyoanzishwa mwaka 1964. Lakini vyuo vinne (4) ambayo ni Sengerema, Ngara, Handeni na Bigwa vilijengwa mwaka 1975.

1.2 Lengo na Madhumuni ya kuanzishwa kwa Vyuo vya Maendeleo ya Wananchi

1.2.1 Lengo kuuLengo kuu la kuanzishwa kwa Vyuo vya Maendeleo ya Wananchi lilikuwa kuimarisha maarifa na stadi kwa wananchi ili waondokane na ujinga, umaskini na maradhi na kuleta maendeleo ya kiuchumi, kijamii, kisiasa na kiutamaduni. Madhumuni mahsusi ya vyuo yalikuwa yafuatayo:

1.2.2 Madhumuni MahsusiKatika Waraka wa Serikali Na. 96 wa mwaka 1974 kipengele cha 5, madhumuni ya Vyuo vya Maendeleo ya Wananchi yalitajwa kama ifuatavyo:

Kumtayarisha Mtanzania ambaye ni mtu mzima aweze kukuza utu wake na kumfanya awe kamili katika jumuiya ya Watu wake;


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Kumtayarisha Mtanzania aweze kutumia akili zake vizuri nakuweza kuamua mambo yake au ya Umma kwa njia iliyo sahihi;

Kumsaidia Mtanzania aelewe siasa ya nchi yake na kamzoeza kushiriki kikamilifu bila woga au unafiki katika shughuli za Siasa ya nchi yake;

Kujenga moyo wa Mtanzania wa kushirikiana na wenzake katika shughuli au kazi za nchi yake, na pia kujenga moyo wa Mtanzania aweze kuelewa umuhimu wa kuwa na uhusiano mwema na wenzake;

Kumwezesha mwananchi aweze kufikia kiwango cha juu zaidi katika ufundi wa kazi anazozifanya;

Kumsaidia Mtanzania kukuza utamaduni wake; na

Kuwafanya Watanzania wawe raia wenye manufaa katika Tanzania na dunia nzima.

Lengo na madhumuni haya yaliendelea kutekelezwa hadi mwaka 1987 kulipoundwa Tume ya Nsekela iliyohusisha majukumu ya Wizara na Idara mbalimbali za Serikali. Tume ya Nsekela ya Februari 1987 ilibaini kuwa madhumuni na majukumu ya Vyuo vya Maendeleo ya Wananchi yanashabihiana sana na yale ya maendeleo ya jamii ya kuwajengea uwezo wananchi ili wamudu majukumu yao vyema na kuboresha utendaji na maisha yao. Hivyo, Tume iliishauri Serikali kuhamishia vyuo hivi katika Idara ya Maendeleo ya Jamii. Mwaka 1990, Serikali ilihamishia vyuo hivi katika Idara ya Maendeleo ya Jamii chini ya Wizara ya Maendeleo ya Jamii, Wanawake na Watoto. Pamoja na kuwa lengo kuu halikubadilika madhumuni yaliboreshwa ili kukidhi mabadiliko ya wakati huo katika jamii kwa kuizingatia Dira ya Taifa ya Maendeleo ya mwaka 2025. Madhumuni yaliyoboreshwa ni kama yafuatayo:

1.3 Madhumuni Mahsusi yaliyoboreshwa Kuwapatia wananchi stadi mbalimbali za ujuzi na maarifa ambayo yatawasaidia

kujiajiri na kuajiriwa hivyo kuondoa umaskini katika jamii;

Kuwawezesha viongozi katika ngazi za Vijiji na Kata kuelewa majukumu yao na hivyo kusimamia kwa ufanisi utekelezaji wa sera mbalimbali za Serikali za kuondoa umaskini, kuwaletea wananchi maisha bora na kusimamia misingi ya utawala bora;

Kuwezesha wananchi kushiriki kikamilifu katika maamuzi, kutambua masuala ya jinsia, kuimarisha na kudumisha utamaduni wa kupiga vita mila na desturi zinazomkandamiza mwanamke katika jamii;

Kuziwezesha jamii kuelewa umuhimu wa hifadhi, matumizi bora ya mazingira na kutumia rasilimali zilizopo kwa faida yao; na

Kuziwezesha jamii kuelewa na kujikinga na janga la UKIMWI.

Ili kufikia madhumuni yaliyotajwa, Vyuo vya Maendeleo ya Wananchi vina majukumu yafuatayo:


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1.4 Majukumu ya Vyuo vya Maendeleo ya WananchiMajukumu ya Vyuo vya Maendeleo ya Wananchi kulingana na Mwongozo wa Vyuo vya Maendeleo ya Wananchi wa mwaka 2002 ni pamoja na:

Kutoa mafunzo yenye kuongeza maarifa, stadi na mbinu mbalimbali za kutanzua matatizo halisi ya wananchi, ili wajiletee maendeleo kwa kutumia rasilimali zilizopo;

Kutoa mafunzo yanayokidhi mahitaji halisi ya wananchi na soko;

Kubuni na kuendesha miradi ya uzalishaji mali na utoaji huduma vyuoni na kuvisaidia vijiji hivyo. Aidha, miradi hii ifanyiwe uchambuzi na upembuzi yakinifu ili kutekeleza miradi itakayokuwa na taathira kubwa;

Kushirikiana na asasi na mashirika mbalimbali yanayotoa mafunzo, utaalam na rasilimali nyinginezo kuwaendeleza wananchi. Katika zoezi hili, vyuo vitapata fursa ya kubadilishana uzoefu na asasi hizo;

Kufanya utafiti wa mahitaji utakaotoa takwimu na taarifa sahihi zitakazotumiwa na vyuo, vijiji na mitaa, katika kubuni, kupanga na kutoa mafunzo ya ushirikishwaji, pamoja na kutekeleza miradi mbali mbali ya kujitegemea. Aidha taarifa na takwimu hizo zinaweza kutumiwa na Halmashauri za wilaya, Miji, Manispaa na Jiji katika kuandaa mipango ya uwiano ya maendeleo;

Kuwa vituo vya kufundishia, kutengeneza na kusambaza teknolojia na nyenzo za kurahisisha kazi wafanyazo wananchi;

Kubaini mila zisizo za maendeleo na vikwazo vingine vya maendeleo katika maeneo vilipo vyuo na kutoa mafunzo dhidi ya vikwazo na mila hizo;

Kubuni, kuandaa na kuendesha programu mbalimbali zitakazoinua kiwango cha fikra, maarifa na stadi za wananchi kuhusu mazingira yao na ulimwengu kwa jumla;

Kuendesha programu mbalimbali za hifadhi ya mazingira kwa wananchi zinazohusu matumizi bora ya ardhi kwa kuzingatia kanuni za kilimo na ufugaji bora, upandaji miti na maua, utunzaji wa vyanzo vya maji;

Kuwashirikisha wananchi katika mijadala inayohusu masuala ya jinsia;

Kubuni mikakati ya namna ya kuwafuatilia wahitimu kwa nia ya kupima kiwango cha taathira kilichofikiwa kutokana na mafunzo yanayotolewa vyuoni, matokeo ya upimaji huo yatatumika katika kurekebisha mitaala na mikakati ya utekelezaji; na

Kushirikiana na asasi nyingine za Serikali, madhehebu ya dini mbalimbali na Mashirika yasiyo ya Kiserikali na Wananchi kubuni na kutekeleza programu na miradi madhubuti ya kutokomeza janga la UKIMWI na umaskini na kupiga vita rushwa.


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2.0 Tathmini ya Taathira ya Elimu ya Wananchi kwa Walengwa wake

2.1 Chimbuko la Tathmini Chimbuko la tathmini ya taathira ya elimu ya wananchi inayotolewa katika VMW kwa wananchi lilitokana na pendekezo la wadau wa sekta ya elimu mwaka 2007/08. Wadau waliohudhuria mkutano wa mwaka wa kutathmini shughuli zinazofanya na sekta, walipendekeza kuwa tathmini ifanyike katika Vyuo vya Maendeleo ya Wananchi vyote nchini ili kubaini tathira ya mafunzo ya elimu ya wananchi kwa walengwa wake.

2.2 Lengo na Madhumuni ya Tathmini

2.2 .1 LengoLengo kuu la tathmini hii lilikuwa kutathmini taathira ya mafunzo ya Elimu ya Wananchi kwa walengwa wa VMW.

2.2 .2 Madhumuni Mahsusi

Madhumuni mahsusi ya tathmini yalikuwa:

Kubaini taathira ya mafunzo ya muda mrefu, mafunzo ya muda mfupi na mafunzo nje ya chuo yanayotolewa katika VMW;

Kubaini stadi zinazohitajika katika kila chuo; Kubaini jinsi ya kuboresha Mafunzo ya Elimu ya Wananchi yanayotolewa katika

VMW; na Kutathmini hali halisi ya raslimamli (watu, vifaa/zana na fedha) zilizopo vyuoni.

2.3 Umuhimu wa Tathmini kuhusu Taathira ya Mafunzo ya EW kwa walengwaTathmini kuhusu Taathira ya Mafunzo ya Elimu ya Wananchi kwa walengwa wake ni muhimu kwa sababu matokeo ya tathmini hii yatachangia kikamilifu katika haya yafuatayo:


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Kutoa picha ya utekelezaji wa majukumu ya Vyuo vya Maendeleo ya Wananchi ili kuweza kuboresha utekelezaji wa shughuli za vyuo ikiwemo kugawa rasilimali stahili kwa vyuo;

Kutoa picha ya utekelezaji wa majukumu ya Vyuo vya Maendeleo ya Wananchi ili kuweza kuboresha mtaala unaotumika vyuoni;

Kubaini mafanikio na changamoto katika utelekezaji ili kuweza kutoa ushauri unaostahili kwa watoa maamuzi;

Kutoa picha ya utekelezaji wa majukumu ya Vyuo vya Maendeleo ya Wananchi ili kuweza kuimarisha data za Sekta ya Elimu nchini;

Kupata picha halisi ya utekelezaji ili kubaini kama vyuo vinatekeleza shughuli zake kulingana na madhumuni ya kuanzishwa kwake;

Kubaini aina za stadi zinazopaswa kutolewa kwa sasa katika VMW kwa kuzingatia mabadiliko ya sayansi na teknolojia na pia shughuli za kijamii na kiuchumi za Wilaya husika; na

Kubaini rasilimali zilizopo vyuoni ili kung’amua utoshelevu wake.

2.4 Mpagilio wa Ripoti Ripoti hii imegawanyika katika sehemu kuu sita. Sehemu ya kwanza inahusu utangulizi ambapo historia ya VMW, lengo na madhumuni ya kuanzishwa kwa Vyuo hivyo pamoja na majukumu yake kulingana na sababu za kuazishwa kwa Vyuo hivyo yameelezwa. Pia lengo na madhumuni ya tathmini na umuhimu wake yameelezwa. Sehemu ya pili inaeleza hali halisi ya utekelezaji wa majukumu ya VMW na VETA. Sehemu hii inafafanua kuhusu uwezeshaji wa jamii, upatikanaji wa rasilimali ambazo ni watumishi, fedha, vifaa/zana za kufundishia na kujifunzia, majengo, miundombinu, vyombo vya usafiri, mafanikio na changamoto. Sehemu ya tatu inahusu njia/mbinu zilizotumika kukusanya data. Sehemu ya nne inahusu matokeo ya utafiti ambayo inatoa matokeo kuhusu kubaini taathira ya mafunzo ya muda mrefu, mfupi na nje ya chuo yanayotolewa katika VMW kwa walengwa, kubaini stadi zinazohitajika katika kila chuo, kubaini jinsi ya kuboresha mafunzo ya Elimu ya Wananchi yanayotolewa katika VMW na kutathmini hali halisi ya raslimali zilizopo vyuoni, zinazohitajika na gharama zake. Sehemu ya tano inahusu maoni na mapendekezo ya wahojiwa na yale ya kamati iliyofanya tathmini na mwisho ni hitimisho


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3.0 NJIA/MBINU ZILIZOTUMIKA KUKUSANYA DATA NA UCHAMBUZI

3.1 Utangulizi Kazi ya kutathimini taathira ya Mafunzo ya Elimu ya Wananchi yanayotolewa na Vyuo vya Maendeleo ya Wananchi nchini ilifanyika kwa pamoja na ile ya kubaini uwezekano wa kutoa mafunzo ya Ufundi Stadi sanjari na Elimu ya Wananchi. Walioshiriki ni wataalamu kumi na mbili (12) kutoka:

Wizara ya Maendeleo ya Jamiii, Jinsia na Watoto; Wizara ya Elimu na Mafunzo ya Ufundi; Wizara ya Kilimo Chakula na Ushirika; na Ofisi ya Waziri Mkuu – Tawala za Mikoa na Serikali za Mitaa (TAMISEMI).

Maandalizi ya kukusanya takwimu yalianza kwa kugawa eneo la tathmini katika Kanda Tatu ambazo ni:

Kanda ya Ziwa na Magharibi; Kanda ya Kati, Kaskazini na Mashariki; na Kanda ya Nyanda za Juu na Kusini.

Utaratibu huu wa kugawa nchi katika Kanda uliandaliwa ili kuhakikisha kwamba kila mkoa unashirikishwa kikamilifu na kwa ufanisi zaidi katika tathmini ingawa si katika kila wilaya kuna Chuo cha Maendeleo ya Wananchi. Wataalamu waliohusika walikusanya takwimu kutoka Vyuo vya Maendeleo ya Wananchi (vyote 53), Vyuo vya Maendeleo ya Jamii Ufundi (2) pamoja na Vyuo vya Mafunzo ya Ufundi Stadi 6. Baada ya kazi ya taarifa kukusanywa, takwimu ziliingizwa katika kompyuta na hatimaye kufanya uchambuzi wa data.

Baada ya kazi kukamilika ripoti mbili zitawasilishwa kwa mamlaka husika. Ripoti ya kwanza inayohusu “kubaini uwezekano wa kutoa Mafunzo ya Ufundi Stadi sanjari na Mfunzo ya Elimu ya Wananchi” itawasilishwa kwa Katibu Mkuu Kiongozi, Ofisi ya Rais. Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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Ripoti ya pili inayohusu “Taathira ya Mafunzo ya Elimu ya Wananchi kwa Walengwa wake” itawasilishwa kwa Katibu Mkuu, Wizara ya Maendeleo ya Jamii, Jinsia na Watoto.

3.2 Maeneo yaliyohusika Maeneo yaliyohusika katika ukusanyaji takwimu yamejumuisha mikoa yote 21 ya Tanzania Bara. Jedwali Na. 1 linaonesha mikoa husika na idadi ya Vyuo vya Maendeleo ya Wananchi na baadhi ya Vyuo vya Ufundi Stadi vilivyotembelewa.

Jedwali Na 1: Maeneo yaliyohusishwa katika Tathmini

Na Mkoa Wilaya Chuo Idadi yaWilaya

Idadi ya Vyuo

1 Arusha Monduli Monduli FDC 1 1

2 Dar es Salaam Ilala Arnautoglu FDC2 2

Temeke Chang’ombe

3 DodomaMpwapwa Chisalu FDC

2 2Kondoa Munguri FDC

4 Kagera

Biharamulo Rubondo FDC

4 4Bukoba (M) Bukoba RVT&SC

Bukoba (V) Gera FDC

Ngara Ngara FEDC

5 Kilimanjaro

Moshi (V) Msinga FDC

4 4Moshi (M) Moshi RVT&SC

Rombo Mamtukuna FDC

Same Same FDC

6 Kigoma

Kasulu Kasulu FDC

3 3Kibondo Kibondo FDC

Kigoma Kihinga FDC

7 Iringa Kilolo Ilula FDC 2 3

Njombe Njombe FDCRipoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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Njombe Ulembwe FDC

8 LindiLindi (V) Chilala FDC

2 2Kilwa Kilwa Masoko FDC

9 Manyara Mbulu Tango FDC 1 1

10 Mara

Musoma Musoma FDC

3 3Tarime Tarime FDC

Bunda Kisangwa FDC

11 Mtwara

Masasi Masasi FDC

3 4Mtwara VTC

Mtwara Mtawanya FDC

Newala Newala FDC

12 Morogoro

Morogoro Bigwa FDC

4 5

Kilosa Kilosa FDC

Mikumi VTC

Ifakara Ifakara FDC

Ulanga Sofi FDC

13 Mwanza

Maswa Malya FDC

5 5

Misungwi Misungwi CDTI

Mwanza (M) Mwanza RVT&SC

Mwanza (V) Karumo FDC

Sengerema Sengerema FDC

14 MbeyaRungwe Katumba FDC

2 2Mbeya (M) Nzovwe FDC

15 Pwani

Kibaha Kibaha FDC

3 3Kisarawe Kisarawe FDC

Ikwiriri Ikwiriri FDC

16 TaboraSikonge Sikonge FDC

3 4Urambo Urambo FDC

Nzega Nzega FDCRipoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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Nzega Mwanhala FDC

17 Tanga

Handeni Handeni FDC

3 3Muheza Kiwanda FDC

Lushoto Mabughai CDTI

18 RukwaMpanda Msaginya FDC

2 2Nkasi Challa FDC

19 Ruvuma

Mbinga Mbinga FDC

3 3Songea (V) Muhukuru FDC

Tunduru Nandembo FDC

20 SingidaSingida Singida FDC

2 2Iramba Msingi FDC

21 Shinyanga

Shinyanga (M) Buhangija FDC

4 4Geita Mwanva FDC

Malampaka Malampaka FDC

Bariadi Bariadi FDC

Jumla 56 62

Chanzo: Kikosi Kazi cha Tathmimini ya VMW 2009/10

3.3 Walengwa na Sampuli ya Wahojiwa (Population and Population Sample)

3.3.1 WalengwaKatika tathmini hii, walengwa walikuwa ni wote waliopaswa kukutana na Kikosi Kazi na kufanya mahojiano nao ambao ni pamoja na: wahitimu; wanachuo; wajumbe wa Bodi za Vyuo; wazazi; wasiopitia mafunzo; viongozi wa vijiji na mitaa; watu mashuhuri (viongozi wa dini, wastafu, wafanya biashara n.k) na wengineo. Kwa vile isingewezekana kuwahusisha watu wote hawa, ilibidi kuchagua baadhi yao ambao wangewakilisha walengwa wote. Aidha, waliochaguliwa ni wale walioaminika kuwa wanafahamu masuala yahusuyo taathira ya Mafunzo ya Elimu ya Wananchi nchini.

3.3 2 Sampuli na Mbinu zilizotumikaWatu waliochaguliwa kuhojiwa/kuhusika katika tathmini walipatikana kwa kutumia sampuli maalumu/makusudi. Makundi ya wahusika yaliyotajwa katika kipengere cha 3.3.3 ndiyo waliochaguliwa kutokana na umuhimu wao katika tathmini hii.


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3.3.3 Wahojiwa

Jedwali Na. 2: WahojiwaNa.

Wahojiwa KE ME Jumla

1 Wajumbe wa Bodi za Vyuo 110 110 220

2 Wakufunzi 206 206 412

3 Watumishi wasio wakufunzi 206 206 412

4 Wahitimu wa Vyuo vya Maendeleo ya Wananchi 222 221 443

5 Wanachuo wanaoendelea na mafunzo katika VMW 331 331 662

6 Watu Mashuhuri (viongozi wa dini, mitaa/vijiji, wastaafu na wazazi.)

301 301 602

7 Wasiopitia Vyuo vya Maendeleo ya Wananchi 248 249 497

8 Wengineo 900 900 1800

Jumla 2524

2524 5048

Jedwali Na. 11 linaonesha idadi ya jumla ya wahojiwa 5048 walitarajiwa kufikiwa katika kila chuo na kwa vyuo vyote vya Maendeleo ya Wananchi wakiwemo wanawake 2524 na wanaume 2524.

3.4 Nyenzo za kukusanyia taarifa

3.4.1 Aina za nyenzo za kukusanyia taarifaKazi ya kukusanya taarifa husika ilifanywa kwa kukutumia mbinu za aina mbili ambazo ni ukusanyaji wa takwimu za msingi na za nyongeza. Kazi ilihusisha matumizi ya madodoso na hojaji ambazo ziliandaliwa mahsusi kwa kuzingatia Hadidu za Rejea za kazi hizi ambapo walengwa walitakiwa kutoa majibu ya aina mbili. Moja ni kwa kujaza madodoso waliyopewa na wengine kwa mahojiano ya ana kwa ana. Waliojaza madodoso ni wahitimu wa Vyuo vya Maendeleo ya Wananchi na wengine ni wanafunzi wanaoendelea na masomo katika vyuo hivyo. Aidha, njia ya mahojiano ya ana kwa ana ilihusisha makundi ya Watu Mashuhuri (viongozi wa vijiji na mitaa, wastaafu, wazazi, wafanya biashara na viongozi wa madhehebu ya dini) pia. Wajumbe wa Bodi za vyuo na vijana ambao hawajapitia VMW.Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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Katika takwimu za nyongeza, mwongozo wa kukusanya data za takwimu ulitumika ili kupata hali/takwimu halisi. Aidha, nyenzo hii imewezesha Kikosi Kazi kupata taarifa muhimu za vyuo ambazo ni pamoja na rasilimali zilizopo ikiwa ni pamoja na watumishi, fedha, miundombinu vifaa vya kujifunzia na kufundishia na majengo. Mbinu nyingine iliyotumika kupata taarifa zaidi ni kwa majadiliano (focus group discussion) na walengwa. Majadiliano kwa vikundi ilisaidia kukusanya data na kuona vitu halisi ili kuondoa uwezekano wa kutopata takwimu halisi.

3.4.2 Majaribio ya Vikusanyia taarifaKabla ya kuanza rasmi kazi ya kukusanya taarifa vyuoni, kulifanyika zoezi la kuthibitisha uwezo wa vikusanyia taarifa (Pre – testing) kwa lengo la kupata uzoefu wa matumizi ya nyenzo hizo na pia kuangalia uwezo (effectiveness) wake. Shughuli hii ilifanyika katika vyuo vya Maendeleo ya Wananchi Kisarawe na Kilosa ambapo matokeo yake yalikuwa ya kuridhisha na hivyo kuwawezesha wataalamu kuendelea na kuendelea na kazi maeneo mengine kama ilivyopangwa.

3.5 Uwasilishaji na uchambuzi wa data

3.5.1 Uwasilishaji wa dataData zilizokusanywa zilikuwa za aina mbili. Aina ya kwanza ilikuwa iliyotokana na mahojiano kupitia hojaji (interview) na vikundi maalum (focus group discussions). Data aina ya pili zilikuwa ni takwimu zilizopatikana kupitia kikusanyia taarifa (documentary guide) na dodoso (questionnaire).

3.5.2 Uchambuzi wa dataTaarifa zilizochambuliwa zilikuwa za aina mbili kuu, zilizotokana na majadiliano na takwimu kama ifuatavyo:-

3.5.2.1 Takwimu

Taarifa zilizopatikana katika tathmini ziliingizwa wenye Jedwali ambapo zilichambuliwa/kutafsiriwa na kukokotolewa ili kuwa katika mfumo na takwimu na asilimia kulingana na idadi ya wahojiwa.

3.5.2.2 Mahojiano

Taarifa hizi zimewekwa katika takwimu kulingana na maelezo yaliyopatikana katika tathmini. Aidha, takwimu hizi zilichambuliwa/kutafsiriwa na kukokotolewa kuwa katika asilimia kulingana na idadi ya wahojiwa.


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4.0 MATOKEO YA TATHMINI

4.1 Utekelezaji wa Majukumu katika VMM

Ilibainika kuwa mafunzo yanayotolewa katika VMW yanalenga kukidhi mahitaji ya wananchi, wanawake na wanaume. Utaratibu wa uendeshaji wa mafunzo katika vyuo unakuwa makini kushirikisha makundi yote ya walengwa ikijumuisha makundi yenye mahitaji maalum.

4.1.1 Aina za MafunzoKwa kutumia vigezo vya muda, maudhui na mahali, mwongozo wa kukusanya data ulionesha kuwa VMW vinaendesha aina tatu za mafunzo ambayo ni:

4.1.1.1 Mfaunzo ya Muda Mfupi (Short Course Training)

Mafunzo ya Muda Mfupi (Short Course Training) ni mafunzo ambayo:

Huchukua muda wa siku moja hadi miezi mitatu;

Yanaweza kufundishwa chuoni au nje ya chuo;

Yanalenga kupata ufumbuzi wa haraka wa tatizo na/au kukidhi mahitaji yanayojitokeza katika jamii; na


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Yanaendeshwa na kugharimiwa na chuo, asasi na walengwa.

4.1.1.2 Mafunzo ya Muda Mrefu (Long Course Training)

Mafunzo ya Muda Mrefu (Long Course Training) ni mafunzo ambayo:

Huchukua muda wa miezi mitatu hadi miaka miwili;

Huendeshwa nje au ndani ya chuo;

Yakiendeshwa chuoni wanachuo/washiriki wanaweza kukaa chuoni (bweni) au nje ya chuo; na

Mwaka wa masomo hugawanywa katika mihula miwili.

4.1.1.3 Mafunzo Nje ya Chuo (Outreach Training)

Mafunzo nje ya Chuo ni mojawapo ya aina ya mafunzo yanayotolewa katika VMW ambapo:

Walengwa ni makundi maalum yenye mahitaji maalum hususan vikundi vya wanawake, wazee, vijana na wenye ulemevu;

Sehemu kubwa ya mafunzo nje ya chuo huendeshwa nje ya chuo kwenye maskani ya walengwa;

Mafunzo haya huendeshwa na wakufunzi wa vyuo wakishirikisha wawezeshaji wa nje (technocrats) kulingana na mahitaji ya maudhui ya mafunzo husika; na

Pamoja na kukidhi mahitaji ya walengwa, mafunzo nje ya chuo husaidia kuvitangaza VMW na kuimarisha mahusiano kati yake na wananchi.

4.2 Walengwa wa Mafunzo yatolewayo katika VMWKulingana na Mwongozo wa VMW wa mwaka 2002, ilibainika kuwa walengwa wa Mafunzo yatolewayo katika Vyuo vya Maendeleo ya Wananchi ni watu wazima wanawake na wanaume katika jamii. Walengwa hawa ni wa aina mbili ambao ni wanachuo wa mafunzo ya muda mrefu na washiriki wa mafunzo ya muda mfupi watakaotokana na makundi yafuatayo:

Wananchi wenye mahitaji maalum; Watu wenye kiwango cha elimu ya msingi na kuendelea; Viongozi wa aina mbalimbali katika jamii; na Vikundi vya watu wanaohitaji stadi maalum kwa ajili ya maendeleo ya maeneo

husika.


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4.3 Stadi zinazotolewa katika VMWMwongozo wa kukusanya data ulionesha kuwa stadi zinazotolewa vyuoni ni pamoja na:

Upishi; Kilimo na mifugo; Ufundi umeme wa majumbani; Ufugaji samaki, nyuki na kuku; Ususi na ufumaji; Usindikaji; wa vyakula na matunda; Ushonaji Uundaji vyuma; Umekanika; Kompyuta; Useremala; Uashi; Utengenezaji mapambo; Ujasiliamali; Uendeshaji hoteli; na Umeme wa magari

4.4 Matumizi ya Majengo, Miundo Mbinu na Vifaa kwa JamiTaarifa zilizokusanywa na mwongozo wa kukusanya data ulionesha kuwa Vyuo vya Maendeleo ya Wananchi vyote vimezungukwa na makazi ya watu ama vijiji au mitaa katika maeneo ya mijini. Wananchi wanaoishi karibu na vyuo huvitegemea kwa huduma mbalimbali ikiwa ni pamoja matumizi ya kumbi za mikutano, karakana, madarasa, mabweni, vyoo, mabwalo na samani zake. Aidha, wananchi hupata huduma nyingine kwa kutumia viwanja vya michezo, vyombo vya usafiri na zana/vifaa vya kazi za: ufundi wa uchomeaji vyuma, ushonaji, upishi na kilimo.

Iligundulika kuwa kutokana na ushirikiano mzuri uliopo kati ya wananchi na vyuo wananchi wanapata fursa ya kutumia majengo, miundombinu na vifaa hivyo wakati wa mahitaji mbalimbali ya kijamii kwa makubaliano maalum kati ya Uongozi wa Chuo na jamii husika. Wananchi wanapata fursa ya kutumia majengo wakati wa sherehe na shughuli nyingine. Ili Uongozi wa Chuo uendelee kuwa na uwezo wa kuyatunza na kuyakarabati majengo hayo, na kuendelea kuwahudumia vema, wananchi hutakiwa kutoa kiasi kidogo cha fedha kugharamia huduma hiyo. Taarifa zinaonesha kuwa


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wananchi wanafurahia kuyatumia majengo hayo zaidi kuliko yale ya watu binafsi yanayoendeshwa kibiashara zaidi. Kwa upande wa viwanja vya michezo, Wananchi hupata nafasi ya kujumuika na jamii ya Chuo bila ya gharama yoyote na kufanya mazoezi na michezo kwa pamoja.

Fursa hii wanayoipata wananchi ya kutumia majengo, miundombinu na vifaa vya Vyuo inasaidia sana kuwaunganisha wananchi na Jumuiya za Vyuo hivi. Hali hii inatoa mchango mkubwa katika ulinzi wa mali na raslimali za Chuo kwa njia/mbinu shirikishi. Aidha, huduma hizi zinaendeleza na kudumisha utekelezaji wa jukumu muhimu la vyuo la kuhakikisha wananchi wanapata fursa ya kutumia rasilimali za vyuo.

4.5 Miradi ya Kuigwa na Jamii Vyuoni Mwongozo wa kukusanya taarifa pia ulionesha kuwa katika VMW mradi unatafsiriwa kama shughuli maalum ambayo rasilimali adimu huwekezwa kwa kipindi Fulani kwa matarajio ya faida mahsusi za baadaye. Kwa kawaida ni lazima uwe na mpango rasmi na uchambuzi kabla ya kukubalika na kutekelezwa chini ya makubaliano ya jumla ya kifedha na kiuongozi. Aidha sifa za mradi ni pamoja na kuwa:

Shughuli ambayo ina uwekezaji wa kifedha na matarajio ya malengo fulani ya baadaye;

Gharama na faida za shughuli zitaweza kutambulika na kupimika baadaye; Shughuli inayoweza kupangwa ikawekezwa kifedha na kutekelezwa; Shughuli yenye muda maalum toka kuanza hadi kukamilika; Shughuli inayotekelezwa kwenye eneo maalum la kijiografia; Wakati mwingine wanufaika maalum wanaweza kuainishwa; na Mradi wote au sehemu yake unakuwa na muundo wa utawala huru na mfumo wa

uwajibikaji.

Vyuo vinapoandaa mradi vinazingatia hatua zifuatazo:

Utangulizi; Tatizo; Lengo linalohitajika kufikiwa; Kazi zinazopaswa kufanywa ili kufikia lengo; Vifaa viatakavyohitajika; Makisio/makadirio ya gharama za mradi; Muda wa utekelezaji; Usimamizi na utekelezaji; na Tathmini.

Ilibainika kuwa vyuo hupaswa kuandaa miradi/shughuli za uzalishaji mali zinazozingatia hatua hizo ili zitekelezwe kwa ufanisi kwa makusudi ya kuhakikisha kwamba zinakuwa


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mifano ya kuigwa na watu. Miradi ya uzalishaji mali inapaswa kuendeshwa kitaalamu ili iwe kielelezo halisi cha kuwavutia na kuelimisha wananchi. Inashauriwa kwamba shughuli za uendeshaji wa miradi zifanywe zaidi na wanachuo /washiriki wakiongozwa na kamati za uzalishaji mali za vyuoni.

Aidha baadhi ya shughuli za uzalishaji mali vyuoni ni pamoja na uendeshaji wa mighahawa, kilimo cha bustani na mazao ya chakula kama migomba, mahindi, karanga, maharagwe nk. Shughuli nyingine ni utengenezaji samani, ushonaji, uendeshaji maduka, mashine za kusaga na kukoboa, ufugaji wa ng’ombe wa maziwa na kumbi za mikutano. Wananchi wanaozunguka vyuo wamekuwa mstari wa mblele kwa kuendesha shughuli za uzalishaji mali kwa kuiga toka vyuoni. Miradi hii ya kuigwa ipatikanayo vyuoni imetoa changamoto chanya kwa wananchi wanaovizunguka vyuo.

4.6 Kuoanisha mafunzo ya nadharia na vitendo Mwongozo wa VMW unaeleza kuwa mafunzo yanayotolewa katika Vyuo vya Maendeleo ya Wananchi ni ya nadharia kwa asilimia 40 na vitendo asilimia 60. Shughuli zote za uzalishaji mali sharti zioanishwe na nadharia inayofundishwa na kulingana na mazingira na masomo yanayotolewa chuoni.

Ilionekana kuwa fani za Useremala, Kilimo, Uashi, Ushonaji, Upishi, Umeme wa Majumbani, Ujasiliamali ni kati ya masomo yanayotolewa kwa vitendo na kuvipatia vyuo fedha zitokanazo na uendeshaji wa mafunzo hayo kwa vitendo/uzalishaji. Wahitimu wa mafunzo chuoni warudipo katika maeneo yao hutumia maarifa na stadi kuendesha shughuli hizo. Aidha, kwa kuangalia shughuli zinazofanywa vyuoni watu huvutiwa kujiunga na fani husika na wakati mwingine kuanzisha miradi/shughuli za uzalishaji mali zinazofanana na zile za mifano zilizopo vyuoni.

4.7 Upatikanaji wa rasilimali

4.7.1 WatumishiMaafisa kutoka Wizarani walioojiwa walieleza kuwa Wizara ya Maendeleo ya Jamii, Jinsia na Watoto ndiyo mwajiri wa watumishi wote wa VMW. Wakuu wa Vyuo huandaa mahitaji halisi ya watumishi na kuyawasilisha kwa Katibu Mkuu wa Wizara ili akamilishe taratibu za ajira. Kigezo kikubwa kinachoangaliwa katika ajira ni sifa za waombaji kulingana na mahitaji ya kazi inayoombwa.

Kwa upande wa wakufunzi, hutakiwa wawe na sifa za kitaaluma zinazoendana na fani watakazofundisha, wawe na uzoefu katika matumizi ya mbinu za kufundisha watu wazima na uwezo wa kufundisha watu wenye viwango tofauti vya elimu. Wakufunzi huajiriwa na Wizara kutoka asasi zifuatazo: Vyuo vikuu, vyuo vikuu vishiriki, Vyuo vya Ualimu, Vyuo vya ufundi, Vyuo vya Elimu ya Biashara, Vyuo vya Maendeleo ya Jamii, Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

16

Taasisi ya Elimu ya Watu Wazima na Vyuo vya Mafunzo ya Ufundi Stadi. Aidha, wakufunzi wengine katika VMW huazimwa kutoka kwenye Wizara na asasi nyingine.

Hali ilivyo sasa ni kwamba vyuo vyote vinakabiliwa na uhaba mkubwa wa wakufunzi katika fani zote. Matokeo ya tathmini hii yanaonesha kwamba mahitaji halisi ya wakufunzi ni 1500; lakini waliopo kwa sasa ni 369 tu,ambao ni sawa na 25%. Aidha zaidi ya 75% ya wakufunzi waliopo sasa wanahitaji kuendelezwa kitaaluma ili waweze kukidhi mahitaji yanayoongezeka ya sayansi na kiteknolojia, kiuchumi na kiutamaduni nchini na duniani kote.


17

Jedwali Na. 3: Wakufunzi waliopo vyuoni kwa fani zao

Na.

CHUO

WAKUFUNZI

FANI

UMAK

ENIKA

UMEM

E NYU

MBA

UMEM

E MAG

ARI

UMEM

E MBA

DALA

UDE

REVA

UAS

HI

USERE

MAL

A

USH

ONAJI

KILIMO

UPISH

I

UUNGA

JI VY

UMA

UHA

ZILI

KOMPY

UTA

UELEW

A

JUMLA

1 KIBONDO WA WIZARA 2 2

WA KUAZIMA

WA KULIPWA KUPITIA EK

1 1 1 1 4

2 KASULU WA WIZARA 1 1

WA KUAZIMA 1 1 2


3 KIHINGA WA WIZARA 1 1

WA KUAZIMA 1 1 2


-

4 MALYA WA WIZARA 1 1 1 3

WA KUAZIMA 1 1


1 2 3

5 KARUMO WA WIZARA 1 2 1 4 8

WA KUAZIMA -

Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake 18


1 1

6 SENGEREMA WA WIZARA 1 2 4 7

WA KUAZIMA -


1 1 1 1 4

7 URAMBO WA WIZARA 2 1 3

WA KUAZIMA 1 1 1 1 4


1 1 1 2 5

8 SIKONGE WA WIZARA 1 1 2 4

WA KUAZIMA 1 1 2


1 1

9 RUBONDO WA WIZARA 1 1 1 3

WA KUAZIMA 1 1 1 3


1 13

10 GERA WA WIZARA 1 1 1 3

WA KUAZIMA


2 1 1 4

11 NGARA WA WIZARA 1 2 2 1 6


WA KUAZIMA


12 MUSOMA WA WIZARA 1 2 2 1 6

WA KUAZIMA 1 1


1 1

13 TARIME WA WIZARA 1 1 1 1 4

WA KUAZIMA 1 1


14 KISANGWA WA WIZARA 1 1 3 5

WA KUAZIMA


15 MALAMPAKA WA WIZARA 1 1 1 3

WA KUAZIMA


1 1

16 MWANVA WA WIZARA 1 2 1 1 1 1 7

WA KUAZIMA


1 1


17 BUHANGIJA WA WIZARA 1 3 4

WA KUAZIMA 1 1


1 1 2

18 BARIADI WA WIZARA 1 1 1 3

WA KUAZIMA 1 1


19 ILULA WA WIZARA 1 1 1 2 5

WA KUAZIMA 2 1 3


20 NJOMBE WA WIZARA 2 1 1 4

WA KUAZIMA 1 1 1 3


1 2 3

21 ULEMBWE WA WIZARA 1 1



1 1

22 KATUMBA WA WIZARA 1 1 1 2 1 6

WA KUAZIMA



23 NZOVWE WA WIZARA 1 1 2 2 6

WA KUAZIMA


24 MASASI WA WIZARA 1 1 2 4



1 1 2 4

25 MTAWANYA WA WIZARA 1 1 1 1 4

WA KUAZIMA


26 NEWALA WA WIZARA

WA KUAZIMA


27 MSAGINYA WA WIZARA 1 1 2

WA KUAZIMA 1 1 1 3


28 CHALLA WA WIZARA 1 1 1 1 4


WA KUAZIMA


29 CHILALA WA WIZARA 2 1 3



1 1 1 1 4

30 K/MASOKO WA WIZARA 1 1 1 1 4

WA KUAZIMA


31 IFAKARA WA WIZARA 1 2 2 5

WA KUAZIMA 1 1 1 3


32 SOFI WA WIZARA 1 1 2 5

WA KUAZIMA 1


1 1 1 1 4

33 IKWIRIRI WA WIZARA

WA KUAZIMA



34 MBINGA WA WIZARA 1 1 2 4

WA KUAZIMA 1 1


35 MUHUKURU WA WIZARA 1 2 2 1 6

WA KUAZIMA


36 NANDEMBO WA WIZARA 1 2 1 4

WA KUAZIMA


37 MONDULI WA WIZARA 1 1 1 1 1 1 1 7

WA KUAZIMA

WA KULIPWA EK

38 CHISALU WA WIZARA 1 1 1 1 1 5

WA KUAZIMA 1 1


39 MUNGURI WA WIZARA 2 2

WA KUAZIMA 1 1 2



40 TANGO WA WIZARA 2 1 1 1 1 1 1 8

WA KUAZIMA


41 KIBAHA WA WIZARA 2 3 1 2 1 3 1 3 16

WA KUAZIMA


42 KISARAWE WA WIZARA 1 1 4 1 3 10

WA KUAZIMA 1 1


43 NZEGA WA WIZARA 1 1 1 1 1 5

WA KUAZIMA


44 MWANHALA WA WIZARA 1 1 1 3

WA KUAZIMA 1 1 2


45 ARNATOGLU WA WIZARA 3 1 2 2 8

WA KUAZIMA



46 MSINGA WA WIZARA 2 1 1 1 2 7

WA KUAZIMA


47 MAMTUKUNA WA WIZARA 1 1 1 3 6

WA KUAZIMA


48 SAME WA WIZARA 1 1 4 1 3 10

WA KUAZIMA


49 BIGWA WA WIZARA 1 1 1 1 3 3 2 12

WA KUAZIMA


50 KILOSA WA WIZARA 1 1 4 6

WA KUAZIMA


51 SINGIDA WA WIZARA 1 2 1 1 2 1 2 10


WA KUAZIMA


52 MSINGI WA WIZARA 1 1 1 3 6

WA KUAZIMA 1 1


53 HANDENI WA WIZARA 1 1 1 1 1 1 1 1 2 10

WA KUAZIMA


54 KIWANDA WA WIZARA 1 1 1 1 4

WA KUAZIMA


13 17 3 1 51 59 75 40 19 13 1 77 369

Chanzo: Utafiti wa Taathira ya mafunzo yatolewayo katika VMW.


Jedwali Na. 3 linaonesha kuwa wapo wakufunzi jumla 369. Wakufunzi walio wengi vyuoni ni wa fani za Uelewa (21%), Ushonaji (20%), Useremala (20%), Uashi (14%), Kilimo na Ufugaji (11%), Upishi (4.9%) na Umeme wa majumbani (4.6%). Umekanika (3.6%) na Uchomeleaji vyuma (3.5%) zina idadi sawa. Idadi ya Wakufunzi wa Umeme magari, Udereva na Uhazili ni chini ya asilimia moja. Fani za Kompyuta na Umeme mbadala hazina Wakufunzi isipokuwa kuna Mafundi Sanifu. Ilifahamika kuwa wakufunzi vyuoni (Jedwali Na. 3) wako katika makundi matatu: waajiriwa rasmi wa WMJJW, wakufunzi wa kuazima kutoka Halmashauri na asasi mbalimbali na wakufunzi wanaoajiriwa na vyuo kadri ya mahitaji na kulipwa kutegemea uwezo wa mfuko wa Elimu ya Kujitegemea (EK) wa Chuo. Taarifa zilionesha kuwa watumishi wasio wakufunzi hupatikana kutoka miongoni mwa waombaji wenye sifa stahili kwa kazi inayoombwa kulingana na taratibu za ajira serikalini. Kwa sasa vyuo vinahitaji Watumishi wasio wakufunzi 710 wakati waliopo ni 416, idadi hii ikiwa ni asilimia 58.6 tu ya mahitaji; kwa maana hiyo upungufu ni 41.4%. Idadi na wasifu wa watumishi wasio wakufunzi na kazi wanazofanya vyuoni vimeainishwa katika Jedwali Na. 4


28


29

Jedwali Na. 4: Watumishi wasio wakufunzi katika VMW na kazi zao

NA

CHUO MFUMO WA AJIRA

WATUMISHI WASIO WAKUFUNZI

JUMLA

DARA

SA

VII

KIDA

TO

1V DIPLOMA

MHU

DUM

U –AF

YA

UPISH

I

ULINZI

UHA

SIBU

UDE

REVA

UBO

HARI

A UKU

TUBI

USERE

MA

LA USH

ONAJI

UHA

ZIRI

MHU

DUM

U MAS

JALA

1 KIBONDO WA WIZARA 4 4 1 4 1 1 1 8WA KUAZIMA -WA KULIPWA KUPITIA EK

2 1 1 2

2 KASULU WA WIZARA 8 2 1 2 1 1 1 1 2 1 10WA KUAZIMA -WA KULIPWA KUPITIA EK

3 1 1 1 3

3 KIHINGA WA WIZARA 6 4 1 4 1 1 1 1 1 10WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1

4 MALYA WA WIZARA 2 3 1 1 1 1 1 5WA KUAZIMA -WA KULIPWA KUPITIA EK

4 2 1 2 3 6

5 KARUMO WA WIZARA 3 5 1 1 2 1 3 8WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1

6 SENGEREMA WA WIZARA 2 2 2 1 1 4WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1

7 URAMBO WA WIZARA 7 1 1 3 1 1 2 8WA KUAZIMA -WA KULIPWA KUPITIA EK

3 2 1 2 2 5

8 SIKONGE WA WIZARA 2 2 2 1 1 4WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1 1 2

9 RUBONDO WA WIZARA 3 2 1 2 1 1 5

30

WA KUAZIMA -WA KULIPWA KUPITIA EK

10 GERA WA WIZARA 4 1 1 1 1 4WA KUAZIMA -WA KULIPWA KUPITIA EK

-

11 NGARA WA WIZARA 5 1 1 1 1 1 5WA KUAZIMA -WA KULIPWA KUPITIA EK

2 2 2

12 MUSOMA WA WIZARA 5 2 2 1 5WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1

13 TARIME WA WIZARA 5 3 1 1 5WA KUAZIMA -WA KULIPWA KUPITIA EK

-

14 KISANGWA WA WIZARA 4 2 1 1 1 1 2 6WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1

15 MALAMPAKA WA WIZARA 2 1 2 1 3WA KUAZIMA -WA KULIPWA KUPITIA EK

1 1 1

16 MWANVA WA WIZARA -WA KUAZIMA -WA KULIPWA KUPITIA EK

6 1 1 2 2 1 1 1 1 8

17 BUHANGIJA WA WIZARA 1 3 1 2 1 4WA KUAZIMA 2 1 1 2WA KULIPWA KUPITIA EK

3 1 1 1 3

18 BARIADI WA WIZARA 3 1 1 2 1 4WA KUAZIMA 1 1 1WA KULIPWA KUPITIA EK

1 1 1

19 ILULA WA WIZARA 4 6 2 2 1 2 1 1 1 10WA KUAZIMA 2 1 1 2 3WA KULIPWA KUPITIA EK

-

31

20 NJOMBE WA WIZARA 7 5 1 3 3 1 1 1 1 1 12

WA KUAZIMA -


2 2 2

21 ULEMBWE WA WIZARA 7 2 1 2 2 1 2 1 9WA KUAZIMA -WA KULIPWA KUPITIA EK

-

22 KATUMBA WA WIZARA 5 2 1 1 1 2 1 2 1 8WA KUAZIMA -WA KULIPWA KUPITIA EK

-

23 NZOVWE WA WIZARA 6 2 1 1 2 2 1 2 1 9WA KUAZIMA -


-

24 CHILALA WA WIZARA 7 1 1 3 1 1 2 8WA KUAZIMA -


5 4 1 5

25 KILWA WA WIZARA 7 1 1 3 1 1 2 8WA KUAZIMA -WA KULIPWA KUPITIA EK

5 4 1 5

26 Newala WA WIZARA 4 1 1 1 3 5WA KUAZIMA


27 Msaginya WA WIZARA 4 1 3 4WA KUAZIMA


28 MASASI WA WIZARA 7 1 1 3 1 1 2 8WA KUAZIMA -WA KULIPWA KUPITIA EK

5 4 1 5

29 MTAWANYA WA WIZARA 4 2 2 2 1 1 6WA KUAZIMA -WA KULIPWA KUPITIA EK

-

30 IFAKARA WA WIZARA 5 5 1 1 3 1 1 3 1032

WA KUAZIMA -WA KULIPWA KUPITIA EK

-

31 BIGWA WA WIZARA 1 1 1 1 2WA KUAZIMA -WA KULIPWA KUPITIA EK

-

32 KILOSA WA WIZARA 4 5 1 1 1 1 1 1 2 1 9WA KUAZIMA -WA KULIPWA KUPITIA EK

-

33 ANARTOGLU WA WIZARA 3 6 3 2 2 1 1 9WA KUAZIMA -WA KULIPWA KUPITIA EK

-

34 MUNGURI WA WIZARA 8 1 1 2 1 1 1 1 2 9WA KUAZIMA -WA KULIPWA KUPITIA EK

-

35 MSINGA WA WIZARA 4 2 1 1 2 1 1 6WA KUAZIMA -WA KULIPWA KUPITIA EK

-

36 MAMTUKUNA WA WIZARA 1 7 6 1 1 8WA KUAZIMA -WA KULIPWA KUPITIA EK

-

37 SAME WA WIZARA 3 5 1 3 1 1 2 8WA KUAZIMA -WA KULIPWA KUPITIA EK

-

38 TANGO WA WIZARA 4 2 2 1 1 2 6WA KUAZIMA -WA KULIPWA KUPITIA EK

-

39 KIBAHA WA WIZARA 1 1 1WA KUAZIMA -WA KULIPWA KUPITIA EK

-

40 KISARAWE WA WIZARA 7 1 1 4 2 1 8WA KUAZIMA -WA KULIPWA KUPITIA EK

-

33

41 SINGIDA WA WIZARA 3 2 1 3WA KUAZIMA -WA KULIPWA KUPITIA EK

-

42 MSINGI WA WIZARA 6 1 1 1 3 1 1 7WA KUAZIMA -WA KULIPWA KUPITIA EK

-

43 NZEGA WA WIZARA 4 2 1 1 1 3 6WA KUAZIMA -WA KULIPWA KUPITIA EK

-

44 MWANHALA WA WIZARA 2 4 2 1 1 1 1 6WA KUAZIMA -


-

45 HANDENI WA WIZARA 2 3 1 1 3 5WA KUAZIMA -WA KULIPWA KUPITIA EK

-

46 KIWANDA WA WIZARA 4 4 4 1 1 1 1 8WA KUAZIMA -WA KULIPWA KUPITIA EK

-

47 IKWIRIRI WA WIZARA 7 1 1 3 1 1 2 8WA KUAZIMA -WA KULIPWA KUPITIA EK

5 4 1 5

48 CHALLA WA WIZARA 2 2 1 1 1 1 4WA KUAZIMA -WA KULIPWA KUPITIA EK

-

49 MBINGA WA WIZARA 8 2 1 2 1 3 1 2 10WA KUAZIMA -WA KULIPWA KUPITIA EK

-

50 MUHUKURU WA WIZARA 10 1 4 4 2 1 11WA KUAZIMA -WA KULIPWA KUPITIA EK

-

51 NANDEMBO WA WIZARA 7 1 1 1 1 1 1 1 1 1 8WA KUAZIMA -

34


-

52 MONDULI WA WIZARA 1 1 1 1 1WA KUAZIMA -WA KULIPWA KUPITIA EK

-

53 NEWALA WA WIZARA 4 1 1 1 3 5WA KUAZIMA


54 SOFI WA WIZARA 6 1 1 4 6WA KUAZIMA


Jumla 281 131 4 20 70 102 21 33 23 4 27 15 21 66 15 416

Chanzo: Utafiti wa Taathira ya mafunzo yatolewayo katika VMW

35

Jedwali Na. 4 linaonesha kuwa vyuo vina watumishi wasio wakufunzi 416. Watumishi 102 kati yao (24.8%) ni Walinzi. Hata hivyo kwa wastani kila chuo kinahitajika kiwe na walinzi watatu (3); kwa maana hiyo walipaswa wawepo walinzi 162 kwa vyuo vyote; na kwa hiyo kuna upungufu wa walinzi 60. Vyuo vina jumla ya Wapishi 70 sawa na asilimia 17 ya watumishi wote wasio wakufunzi. Kada hii inahitajika kwa wastani wa wapishi wawili (2) kila chuo (walipaswa kuwa 108) kwa hiyo kuna upungufu wa wapishi 38 kwa sasa. Wahudumu waliopo vyuoni ni 66, pungufu kwa 40 ili kila chuo kiwe na wahudumu wawili. Takwimu hizi zinaelezea umuhimu wa kuongeza ajira kwa kada mbalimbali za watumishi wasio wakufunzi (watoa-huduma) katika VMW ili zoezi linalopendekezwa litekelezwe kwa tija na ufanisi. Ilifahamika kuwa watumishi wakishaajiriwa, ni jukumu la Mkuu wa Chuo kuwatekelezea maslahi yao, na hivyo Mkuu wa chuo anatakiwa kufahamu masharti ya kada mbalimbali yanayotawala ajira na stahiki zao, zikiwemo: uhamisho, kupandishwa cheo, matibabu, likizo, nidhamu, mafunzo, kustaafu na mirathi. Aidha, uongozi wa chuo unatakiwa kuandaa mpango wa kuwaendeleza watumishi wake kitaaluma na kutuma nakala ya mpango huo kwa Katibu Mkuu (Wizarani) kila mwaka ili uunganishwe katika mpango mzima wa Wizara wa kuwaendeleza watumishi. Mambo ya kuzingatia yaliyobainika katika kuandaa mpango huo ni:-

Sifa za mtumishi wakati wa kuandaa mpango wa mafunzo; Aina na kiwango cha mafunzo kulingana na kazi anazofanya mtumishi; Kuwepo kwa nafasi ya mafunzo yanayoombwa; na Gharama za mafunzo husika.

Uongozi wa Chuo pia unatakiwa kuandaa na kutekeleza mpango wa kuwaendeleza watumishi kwa utaratibu wa mafunzo kazini; na kwa kutumia wataalamu waliopo chuoni na katika mazingira yanayokizunguka chuo.Changamoto kubwa iliyobainika ni ukosefu wa fedha za kutosha za kugharamia mafunzo ya watumishi kwa wakati unaostahili. Upungufu wa fedha umefanya hali ya taaluma hasa miongoni mwa wakufunzi ibakie duni kwa muda mrefu. Wakufunzi wengi wa VMW kwa sasa wana elimu ya ngazi ya cheti na stashahada tu.

4.7.2 FedhaMwongozo wa kukusanya data ulionesha kuwa tangu kuanzishwa kwa Vyuo vya Maendeleo ya Wananchi mwaka 1975 hadi mwaka 1985 Shirika la Maendeleo la Kimataifa la Sweden (Swedish International Development Agency - SIDA) lilifadhili uendeshaji wa shughuli za maendeleo vyuoni. Aidha shirika hilo liligharamia uendeshaji wa mafunzo ya muda mfupi kwa watumishi wa vyuo. Serikali ilikuwa na jukumu la kulipa mishahara ya watumishi wa vyuo. Aidha Serikali ilianza kupeleka ruzuku kwa ajili ya uendeshaji vyuoni mwaka 2001/02 na kwa miradi ya maendeleo ya vyuo kuanzia mwaka 20003/04. Fedha za uendeshaji na maendeleo zilizotumwa vyuoni ni kama zinavyoonyeshwa katika Jedwali Na. 5.

Jedwali Na. 5, linaonesha mgao wa fedha za uendeshaji na maendeleo kwa kipindi cha miaka tisa kutokana na bajeti ya Wizara. Mgao ni mdogo ukilingishwa na mahitaji halisi ya uendeshaji na ukarabati wa majengo na miundombinu. Kwa mfano, ili kukidhi mahitaji ya chakula na uendeshaji vyuoni kwa mwaka 2009/10 kiasi kilichotengwa ni sh 875,000,000/=dhidi ya mahitaji ya shilingi 42.2 bilioni sawa na asilimia 2.1. Aidha,

36

mahitaji ya ukarabati kwa vyuo 34 kwa mwaka 2008/09 zilikuwa shilingi bilioni 19.4 ikilinganishwa na shilingi bilioni 4.04 zilizotengwa kama inavyooneshwa katika jedwali Na. 3.

Jedwali Na 5: Kiasi cha fedha zilizotolewa kila mwaka kwa miaka tisa kuanzia 2001/2002-mpaka mwaka 2009/2010

Mwaka Uendeshaji Maendeleo Jumla

2009/2010 875,000,000/- 1,316,955,767/- 2,191,955,767/-

2008/2009 7,820,393,000/- 6,845,477,000/- 14,465,870,000/-

2007/2008 7,121,611,000/- 3,860,853,000/- 10,982,464,000/-

2006/2007 5,043,000,000/- 2,121,001,000/- 7,164,001,000/-

2005/2006 7,126,084,000/- 1,300,000,000/- 8,426,084,000/-

2004/2005 4,121,300,000/- 1,378,593,107/- 5,499,893,107/-

2003/2004 3,893,286,200/- 1,373,079,400/- 5,266,365,600/-

2002/2003 3,413,795,100/- 2,717,222,600/- 6,131,017,700/-

2001/2002 2,633,511,400/- 8,085,850,874/- 10,719,362,274

4.7.2.1 Ukarabati

Watumishi wa vyuo na maafisa toka Wizarani walieleza kuwa mahitaji ya ukarabati vyuoni ni mkubwa sana kwa sababu majengo na miundombinu imechakaa sana. Ilibainika kuwa kiasi cha fedha kinachohitajika ni kikubwa sana kikilinganishwa na kiasi kinachotolewa na Serikali kwa mwaka. Kwa mfano vyuo 34 vilivyofanyiwa tahmini na wahandisi wa Wilaya kwa mwaka 2008/09 yalikuwa Sh. 19.4 bilioni kama inavyooneshwa katika Jedwali la na.6. hata hivyo kiasi kilichotengwa kilikuwa shilingi bilioni 4.4 tu.

Jedwali Na. 6: Makisio ya Ukarabati wa Majengo na Miundombinu katika VMW 34 mwaka 2008/2009

Na Jina la Chuo Kiasi (Tshs.)

1 Musoma 672,333,620.00

2 Gera 543,515,920.00

3 Kisangwa 762,196,453.00

4 Sengerema 436,657,682,00

5 Rubondo 584,424,406.00

37

6 Mwanva 436,590,084.00

7 Malampaka 520,241,615.00

8 Bariadi 590,773,495.00

9 Ifakala 514,781,535.50

10 Kilosa 584,994,080.00

11 Kisarawe 585,350,000.00

12 Sofi 650,893,000.00

13 Msingi 580,346,950.00

14 Sikonge 530,980,080.00

15 Buhangija 367,390,000.00

16 Tarime 687,903,943.78

17 Ngara 495,810,334.28

18 Katumba 585,770,450.00

19 Ilula 478,755,385.42

20 Msaginya 587,986,000.00

21 Handeni 569,790,000.00

22 Chilala 480,974,326.00

23 Kilwa Masoko 585,888,820.00

24 Newala 582,929,731.25

25 Masasi 493,433,731.60

26 Muhukuru 599,725,463.58

27 Mbinga 491,329,028.00

28 Arnautoglu 589,801,600.0038

29 Nzovwe 616,048,450.00

30 Chala 552,841,369.60

31 Nandembo 770,000,200.00

32 Nzega 570,979,936.54

33 Tango 572,812,690.00

34 Same 682,529,949.50

Jumla 19,356,717,330.05

4.7.2.2 Vyanzo vingine vya fedha vyuoni

Mwongozo wa kukusanya data ulionesha kuwa michango ya hali na mali kwa ajili ya kuendeshea vyuo inapatikana kutoka vyanzo:

Halmashauri za wilaya /miji,manispaa na vijiji; Michango ya wanachuo/washiriki wa mafunzo vyuoni; Shughuli za uzalishaji mali vyuoni; Asasi na Mashirika yasiyo ya Kiserikali; na Wahisani wa ndani na nje ya nchi.

39

Jedwali Na. 7: Vyanzo vingine vya FedhaChuo Vyanzo vya

Mapato2004/2005

2005/2006

2006/2007

2007/2008

2008/2009

2009/2010

Rec.(TSHS)

Dev. (TSHS)

Rec.(TSHS) Dev.(TSHS)

Rec.(TSHS)

Dev.(TSHS)

Rec.(TSHS)

Dev.(TSHS)

Rec.(TSHS) Dev.(TSHS)

Rec.(TSHS)

Dev.(TSHS)

Monduli

Serikali Kuu 8,288,900

- 2,995,500 - 4,720,800

- 11,500,000

96,674,850

- 63,272,98080

Halmashauri - - - - - - - - - - - -Karo/Maduhuri

- - - - - - - - - - - -

Elimu ya Kujitegemea

- - 13,489,580 - 9,312,315

15,000,000

4,803,172

17,900,000

3,607,000 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Arnautoglu

Serikali Kuu - - 2,028,145 - 7,558,247

5,000,000

2,985,280

- 2,855,180 - 3,196,738

-


- - - - - - - - - -


- - 221,705 - 562,325 - 1,002,400

- 761,875 - 628,100 -

Vyanzo Vingine

- - 2,173,500 - - - - - - - -

Chisalu Serikali Kuu 7,018,128

- 4,806,335 - 4,838,438

35,000,000

2,703,990

54,000,000

6,151,800 61,717,500

- -

Halmashauri - - - - - - -Karo/Maduhuri

4,080,595

- 2,837,874 - 1,003,590

- 3,656,000

3,508,000


1,703,800

- 1,880,928 - 106,000 - 331,050 784,550

Vyanzo Vingine

- - - - - -

Munguri

Serikali Kuu - - 6,713,100 5,200,000

- 2,799,714

8,353,060

- 6,618,975.55

- - -


- - - - - - - - - - - -


- - 146,000 - - - 912,000 - 1,069,390 - - -

Vyanzo Vingine

- - - - - - - - -

Rubondo


- 6,375,288 - 7,317,960

- 3,595,480

70,000,000

- - - -

Halmashauri - - 656,500 - 699,000 - - - - - - -Karo/Maduhuri

2,043,000

- 2,077,000 - 1,968,000

- 850,000 - 1,103,000 - - -

Elimu ya - - 30,000 - - - - - - - - -41

KujitegemeaVyanzo Vingine

3,000,000

- 30,000 - - - - - - - - -

Gera Serikali Kuu 1,929,510

3,066,730

7,589,197.5

- 6,847,120

- 5,443,370

44,697,704

6,388,000 - - -

Halmashauri - - - - - - - - 1,600,000 - - -Karo/Maduhuri

9,670,000

- 11,070,000 - 11,880,000

- 14,840,000

- 18,720,000 - - -


- - - - 86,000 - 260,000 - 3,800,000 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Ngara Serikali Kuu 3,240,659

- 6,497,300.55

- 6,772,350

- 5,477,640

7,463,050

2,651,800 - - -

Halmashauri - - - - - - 400,000 - - - - -Karo/Maduhuri

6,161,975

- 4,513,825 - 5,370,955

- 3,741,000

- 2,549,000 - - -


5,795,930

- 2,144,425 - 2,972,210

- 5,106,600

- 2,597,200 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Msinga Serikali Kuu - - 8,724,934 320,000 7,078,130

- 6,704,000

- 7,505,593 2,450,000

1,642,016

157,706,173

Halmashauri - - - - - - - - - - - - Karo/Maduhuri

- - 8,016,000 - 4,360,000

- 5,898,700

- 11,535,000 - 11,911,500

-


- - - - 1,014,360

- 300,000 - 797,700 - 1,014,360

-

Vyanzo Vingine

- - - - 11,911,500

- - - - - - -

Mamtukuna

Serikali Kuu - - 13,010,201 - 11,227,760

2,100,000

7,563,980

12,841,000

11,152,078 57,969,468

- -

Halmashauri - - 1,000,000 - - - - - - - -Karo/Maduhuri

- - - - - - - - - - -


- - 27,562,830 - 26,778,45 8

- 62,000,271

- 64,395,652 - 40,566,060

-

Vyanzo Vingine

- - - - - - 14,000,000

- - - - -

Same Serikali Kuu - - 6,993,029 7,851,670

11,686,100

14,334,540 8,003,431


- - 26,528,603.95

17,250,130

- 20,982,912

- 22,642,000.20

- 21,688,190.57

-


- - - - - - - - - - - -

Vyanzo Vingine

- - - - - - - - - - - -

Kasulu Serikali Kuu 4,678,549

- 7,600,649.20

- 8,394,210

- 8,318,980

- 2,480,000 - - -

42

Halmashauri - - - - - - 436,700 - - - - -Karo/Maduhuri

5,228,850

- 2,193,300 - 3,726,500

- 7,709,000

- 4,422,000 - - -


2,818,560

- 6,901,575 - 2,315,700

- 3,560,400

- 309,300 - - -

Vyanzo Vingine

- - - - - - - - 647,000 - - -

Kibondo


- 10,001,440.55

- 6,784,850

- 8,549,540

- 3,566,800 - - -


4,643,900

- 5,230,350 - 3,724,000

- 4,060,000

- 13,077,000 - - -


16,250 - 64,550 - 95,700 - 77,000 - 41,000 - -

Vyanzo Vingine

6,826,475

- 10,232,350 - 4,336,200

- 4,755,100

- 1,646,000 - - -

Kihinga Serikali Kuu 3,640,000

20,000,000

8,026,965.20

- 6,148,160

- 6,159,540

- 3,166,800 - - -


800,140 - 680,000 - 1,260,000

- 2,660,000

- 2,800,000 - - -


300,000 - 415,6000 - 560,000 - 500,140 - 800,145 - - -

Vyanzo Vingine

- - - - - - 2,000,000

- - - - -

Ilula Serikali Kuu 1,169,634

- 1,531,090.94

- 3,656,940

- 3,994,690

- 98,035,291 - - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - 2,482,000 - 2,638,127.05

- 2,131,800

- 3,412,000 - - -


1,405,223

- 7,559,728.66

- 3,123,727

- 31,830,910

- 36,224,582.56

- - -

Vyanzo Vingine

- - - - - - - - - - - -

Njombe

Serikali Kuu 10,500,103.20

5,000,000

7,852,060 - 7,894,990

- 6,717,386

- 1,842,016 - - -


- - - - 1,8292,606

- 4,728,000

- 1,700,000 - - -


8,223,300

- 12,561,920 - 1,8292,606

- 4,922,300

- 6,030,000 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Ulembwe


2,120,000

7,601,050 2,064,000

2,652,740

9,781,200

1,780,000

- 11,420,106 - - -


- - - - - - - - - - - -

43


4,303,250

- 3,082,525 - 6,909,000

- 3,993,450

- 4533600 - - -

Vyanzo Vingine

1,741,493

- 5,582,000 - 1,385,400

- 1,700,000

- - - - -

Chilala Serikali Kuu 1,169,634

- 1,531,090.94

- 3,656,940

- 3,994,690

- 98,035,291 - - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - 2,482,000 - 2,638,127.05

- 2,131,800

- 3,412,000 - - -


1,405,223

- 7,559,728.66

- 3,123,727

- 31,830,910

- 36,224,582.56

- - -

Vyanzo Vingine

- - - - - - - - - - - -

K/Masoko


- 1,531,090.94

- 3,656,940

- 3,994,690

- 98,035,291 - - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - 2,482,000 - 2,638,127.05

- 2,131,800

- 3,412,000 - - -


1,405,223

- 7,559,728.66

- 3,123,727

- 31,830,910

- 36,224,582.56

- - -

Vyanzo Vingine

- - - - - - - - - - - -

Tango Serikali Kuu - - 10,505,123 - 6,497,850

7,363,540

2,866,800 - - -


- - 5,330,000 - 6,400,000

- 7,800,000

- 8,600,000 - - -


- - 996,190 - 5,593,296

- 7,313,191

- 13,368,430 - -

Vyanzo Vingine

- - - - 34,247,000

- 3,513,000

- 4,900,000 - 2,240,000

-

Musoma


18,650,369.85

8,993,532

7,487,720

- 5,931,980

- 4,363,713 - - -

Halmashauri - - - - - - - - - - - --Karo/Maduhuri

- - 3,017,500 - 1,491,000

- 1,650,000

- 2,739,000 - 4,222,500

--


- - - - - - - - - -

Vyanzo Vingine

- - 1,490,000 - 1,288,000

- 950,000

- 1,363,500 - - -

Tarime Serikali Kuu 3,338,865

10,007,012 8,023,540

- 9,824,540

2,000,000

8,793,170 - 1,442,016

-

Halmashauri - - - - - - - - - - -Karo/Maduhuri

403,000 450,000 1,147,500

- 853,000 - - - 354,000 -


- - - - - - 76,000 - 40,000 - 150,000 -

Vyanzo - - - - - - - - - - - -

44

VingineKisangwa


- 2,422,584 - 10,185,675

- 4,124,580

- 3,867,740 36,119,860

1,342,016

-

Halmashauri - - - - - - 500,000 100,774,500

- - - -

Karo/Maduhuri

- - - - - - - - - -


- - - - 156,000 - 242,300 - 218,000 - 325,000 -

Vyanzo Vingine

1,520,250

- 1,019,100 - 819,500 - 815,000 - 1,359,785 - 5,811,800

-

Masasi Serikali Kuu 30,0718,116

- 10,229,222 - 10,045,260

- 6,230,780

3,077,250

2192016 54,305,257

- -

Halmashauri - - 17,354,800 - - - - - - - -Karo/Maduhuri

- - - - - - 805,000 - 8,000,000 - - -


4,894,560

- 1,381,820 - 1,384,375

- 2,783,930

- 1,145,860 - - -

Vyanzo Vingine

3,870,550

- 7,076,000 - 6,763,000

- 6,900,000

- 659,910 - - -

Mtawanya

Serikali Kuu - - 9,146,582.90

- 5,248,930

- 2,694,414

- 2,583,850 - - -


- - - - - - - - - - - -


- - 74,800 - 679,975 - 522,000 - 966,900 61814987

- -

Vyanzo Vingine

- - - - - - - - - - - -

Newala Serikali Kuu 5,057,037

- 11,531,920.20

- 10,530,260

7,318,100

2,416,180

- 10,689,500 - - -


- - - - - - - - - - - -


- - - - - - - - 132,000 - - -

Vyanzo Vingine

- - 2,118,000 - 1,534,000

- 2,088,000

- - - - -

Bigwa Serikali Kuu - 7,565,878 7,565,878

600,000 5,592,790

- 7,570,913 - 2,550,000

71,773,680


- - 4,355,000 - 4,891,000

- 5,736,000

- 3,954,000 - 1,747,500

-


- - 8,955,000 - 22,184,070

- 12,282,200

- 5,311.500 - 5,700,000

-

Vyanzo Vingine

- - - - - - - - 5,000,000 - 1,800,000

-

Kilosa Serikali Kuu - 9,120,897/50

9,927,582/85

- 8,582,200

- 6,318,981

3,000,000

4,564,780 127,894,488

942,016 10,000,000

Halmashauri - - - - - - - - - - - -45

Karo/Maduhuri

- - - - - - 8,986,000

4,772,980

- - - -


- - - - - - 1,024,350

2,128,400

1,085,306 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Ifakara Serikali Kuu 4,364,662

41,472,000

10,191,630.20

- 7,048,290

- 2,924,840

- 8,206,400 - 137,841,960

-


- - - - - - - - - - - -


6,268,200

- 23,481,823 - 2,348,100

- 14,793,100

- 7,636,950 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Sofi Serikali Kuu - - - - - - 990,000 - 400,000 - 876,000 63,210,830


- - - - - - - - - - - -


- - - - 660,000 10,000 - 1,745,250

1,800,000 - - -

Vyanzo Vingine

- - - - - 2,000,000

- - - - - -

Malya Serikali Kuu 3,103,083

- 7,534,832.55

- 4,269,470

- 5,709,470

- 87,362,740 - 103,632,936

-


300,700 - 450,000 - 350,000 - 325,000 - 280,000 - 1,007,500

-


- - - - - - - - - - - -

Vyanzo Vingine

- - - - - - - - - - - -

Karumo

Serikali Kuu - - - - - - 70,291,000

- 39,741,440 - - -


- - - - - - - - - - -


2,584,896

- 5,783,771.55

- 5,116,510

- 5,329,740.00

- 4,219,800 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Sengerema


- 840,853.20 320,000 6,497,850

- 7,993,540

- 4,072,100 41,051,485

- -


6,358,000

- 4,904,000 - 2,635,255

- 3,173,400

- 2,820,000 - - -


1,823,249

- 3,528,081 - 2,386,000

- 2,050,000

- 1,635,000 - - -

Vyanzo 1,778,90 - 2,446,979 - 2,731,30 - 2,774,45 - - 2,643,63 - -46

Vingine 0 0 0 4 Katumba


- 7,541,722 - 6,553,560

- 5,629,540

- 3,520,100 - - -


- - - - - - - - - - - -


9,998,400

- - - - - - - 1,070,549,390

- - -

Vyanzo Vingine

- - - - - - - - - - - -

Nzovwe


- 7,553,850 335,511,286

2,795,650

- 2,685,200

2,000,000

1,142,016 - - -


- - - - - - - - - - - -


11,472,545

- 6,071,386 - 1,943,793

- 17,208,285

- 9,310,300 - - -

Vyanzo Vingine

- - 5,534,000 - - - 2,939,495

- - - - -

Kibaha Serikali Kuu -Halmashauri 53,783,1

71- 83,543,278 - 87,034,7

50- 60,788,7

1372,000,0

0073,621,429 100,000,

000- -

Karo/Maduhuri

23,583,900

- 31,478,440 - 29,815,000

- 28,076,600

22,065,000 -


50,487,793

21,537,110 31,305,190

17,615,900

6,449,650

Vyanzo Vingine

30,904,328 8,820,500

14,443,854

33,180,900

16,503,225

Kisarawe

Serikali Kuu - - 2,016,926 - 10,219,042

320,000 7,666,940

- 2,076,016 - 2,076,016

-


- - - - - - - - - - - -


- - - - - - - - - - - -

Vyanzo Vingine

- - - - - - - - - - - -

Ikwiriri Serikali Kuu 1,169,634

- 1,531,090.94

- 3,656,940

- 3,994,690

- 98,035,291 - - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - 2,482,000 - 2,638,127.05

- 2,131,800

- 3,412,000 - - -


1,405,223

- 7,559,728.66

- 3,123,727

- 31,830,910

- 36,224,582.56

- - -

Vyanzo Vingine

- - - - - - - - - - - -

Sikonge


- 6,832,813.20

- 5,485,860

- 3,954,090

2,000,000

3,458,180 - 942,016 -

47


- - 925,160 - 491,000 - 371,830 - 658,860 - 891,826 -


231,575.70

- 1,591,825.30

- 3,975,171.60

- 2,976,854.30

- 4,019,466.80

- 1,932,610

-

Vyanzo Vingine

- - 980,4710.24

- 3,399,739

- 2,464,225

- 6,961,810 - 12,919,387

-

Urambo


- 1,531,090.94

- 3,656,940

- 3,994,690

- 98,035,291 - - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - 2,482,000 - 2,638,127.05

- 2,131,800

- 3,412,000 - - -


1,405,223

- 7,559,728.66

- 3,123,727

- 31,830,910

- 36,224,582.56

- - -

Vyanzo Vingine

- - - - - - - - - - - -

Nzega Serikali Kuu - - 9,373,973 300,000 7,097,850

1,100,000

7,163,540

2,000,000

66,975,952 62,129,152

14,943,490

13,501,474

Halmashauri - - 500,000 - 500,000 - 1,000,000

- 500,000 - 500,000 -

Karo/Maduhuri

- - 1,614,000 - 2,200,000

- 3,600,000

- 3,860,000 - 2,365,000

-


- - 260,000 - 300,000 - 280,000 - 680,000 - 120,000 -

Vyanzo Vingine

- - 7,658,000 - 1,960,749

- 4,600,000

- 441,400 - 4,203,842

-

Mwanhala

Serikali Kuu - - 3,354,145 - 9,814,065.85

- 5,903,790

- 6,017,740 - - -

Halmashauri - - 1,000,0 00 - 1, 000,000

- - - - - - -

Karo/Maduhuri

- - - - - - - - - - - -


- - - - - - - - - - - -

Vyanzo Vingine

- - 9,817,400 - 5,385,217

- 3,264,225

- 9,382,016 - - -

Handeni

Serikali Kuu - - - - - - 870,000 600,000 1,442,016


- - 7,110,000 8,390,000

8,720,000

3,550,000 3,650,000


- - - - - - - - - - - -

Vyanzo Vingine

- - - - - - - - 14,936,760 - 20,246,400

-

Kiwanda

Serikali Kuu - - 8,996,604 5,637,630

11,000,000

10,045,640

3,350,800 117,110,850

- 27,120,728

Halmashauri - - - - - - 3,000,000

- - - - -

48

Karo/Maduhuri

- - - - - - 4,000,000

- - - - -


- - - - - - 9,119,560

- - - - -

Vyanzo Vingine

- - - - - - 10,491,250

- - - - -

Mabughai

Serikali Kuu - - 3,063,016 6,000,000

8,781,028

6,256,670

64,708,335

9,737,940 6,700,000

54,087,781


- - 2,946,650 - 1,898,000

- 579,000 - 28,637,000 - 75,842,000

-


- - - - - - 2,485,000

- 4,385,000 - 4,385,000

-

Vyanzo Vingine

- - - - - - 1,000,000

- - - - -

Msaginya

Serikali Kuu - - - - - - - - 881,477,850

- - -

Halmashauri - - - - - - - - 70,000- - - -Karo/Maduhuri

- - - - - - - - - - - -


- - - - - - - - - - - -

Vyanzo Vingine

- - - - - - - 7,100,000

30,515,000

- -

Challa Serikali Kuu 2,322,584

80,000,000

6,718,676 8,484,580

2,562,740

2,322,016 79932635


- - - - - - - - - - - -


455,150 8,000,000

722,200 - 1,273,500

- 753,000 - 802,000 - - -

Vyanzo Vingine

1,009,500

- 1,305,000 - 726,000 - 170,000 - 695,000 - - -

Mbinga Serikali Kuu 1,169,634

- 1,235,870.00

- 3,656,940

- 2,320,700.00

24,790,782.50

2,500,000 - - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - 97,200.00 - 3,123,727

- 123,750.00

- 236,250.00 - - -


1,405,223

- - - - - - - - - - -

Vyanzo Vingine

- - - - - - - - - - - -

Muhukuru

Serikali Kuu - - 2,322,584.00

- 5,546,154

- 4,885,790

2,000,000

2,362,740.00

- 2322,016 -


- - 925,160 - 491,000 - 371,830 - 658,860 - 891,826 -


- - 921,650.00 - 1,277,820.00

- 1,119,190.00

- 649,250.00 - 295,000.00

-

49

Vyanzo Vingine

- - - - - - - - 300,000.00 - - -

Nandembo


7,000,000.00

8,660,060.00

- 1,338,750.00

- 2,290,300.00

- 1,380,000.00

- - -

Halmashauri - - - - - - 3,000,000

- 15,000,000 - - -

Karo/Maduhuri

- - - - - - - - - - - -


23,550.00

- 450,000 - 699,000.00

- 499,000.00

- 555,000.00 - - -

Vyanzo Vingine

- - 741,500.00 - 876,000.00

- - - - - - -

Singida Serikali Kuu - - 6,648,520 - 7,488,525

- 10,460,000

2,000,000

5,515,000 - 1,842,016

-


- - 7,000,000 - 8,760,000

- 10,600,000

- 11,500,000 - 13,100,000

-


- - 3,586,000 - 6,860,000

- 7,200,000

- 8,022,000 - 11,260,000

-

Vyanzo Vingine

- - - - - - - - 922,900 - - -

Msingi Serikali Kuu - - 1,971,315 - 3,727,745

35,000,000

4,273,630

- 2,480,000 67,000,000

1,400,000

-


- - 5,540,000 - 6,340,000

- 5,595,000

- 11,695,000 - 11,215,000

-


- - 200,000 - 275,000 - 250,000 - 325,000 - 365,000 -

Vyanzo Vingine

- - - - - - - - 10,000,000 - - -

Malampaka


- 7,121,238.55

- 6,812,960

36,750,000

3,775,480

70,000,000

8,980,000 62,117,213

- -

Halmashauri 600,000 - 30,000 - - - 2,500,000

- 935,000 - - -

Karo/Maduhuri

358,610 - 475,000 - 1,070,000

- 890,000 - 1,254,000 - - -


98,600 - 172,000 - 430,550 - 576,850 - 225,800 - - -

Vyanzo Vingine

- - - - - - - - - - - -

Mwanva


- 7,959,748.20

- 7,133,850

- 12,263,540

- 9,964,283 - - -

Halmashauri - - - - - - 2,000,000

- 500,000 - - -

Karo/Maduhuri

3,089,500

- 9,233,000 - 2,310,000

- 4,343,000

- 4,968,500 - - -


3,018,589.85

- 1,351,015.30

- 7,796,237.83

- 7,565,067.04

- 6,148,088 - - -

Vyanzo Vingine

- - - - - - - - - - - -

50

Buhangija


- 6,086,399 - 4,488,160

33,668,500

7,746,980

43,248,600

4,027,320 69,591,266

- -


2,972,741

- 2,492,600 - 2,964,430

- 1,683,000

- 1,816,000 - - -


- - - - - - - - - - - -

Vyanzo Vingine

- - 1,888,000 - 2,875,000

- 909,529.43

- - - - -

Bariadi Serikali Kuu 4,506,500

- 7,686,350.85

- 5,967,270

- 5,455,590

- 7,327,446.10

- - -


2,143,270

- 434,400 - 198,000 - 215,000 - 50,000 - - -


- - - - - - - - - - - -

Vyanzo Vingine

120,000 - 80,000 - 320,000 - 200,000 - 350,000 - - -

51

Jedwali Na. 7 linaonesha kuwa chanzo kikubwa cha mapato ya VMW ni kutoka Serikali kuu. Chanzo kinachofuata baada ya Serikali ni michango ya wanachuo na kingine ni shughuli za uzalishaji mali na kutoka Halmashauri za wilaya husika. Aidha, uzoefu umeonesha kwamba pale ambapo kuna mawasiliano na mahusiano mazuri kati ya VMW na Halmashauri, vyuo vimeweza kuingizwa katika mipango ya Halmashauri hizo na hivyo vimeweza kufanikiwa kupata fedha za uendeshaji na maendeleo. Kwa hiyo, iwapo Bodi za vyuo zitaimarishwa na kuwajibika ipasavyo, VMW vitanufaika zaidi kwa kupata fedha kutoka Halmashauri za Wilaya.

4.7.3 Vifaa/Zana za kufundishiaWahojiwa walieleza kuwa mafunzo yanayoendeshwa katika VMW hayana budi kuandaliwa kukidhi mahitaji ya wananchi wanawake kwa wanaume, makundi yenye mahitaji maalum na kuendeshwa katika utaratibu wa kuwashirikisha walengwa. Aidha, mafunzo haya yanatolewa kulingana na mahitaji ya Wilaya kwa kutumia rasilimali zilizopo katika mazingira husika. Vifaa/zana za kufundishia ni mojawapo ya chanagamoto zinazofanya utoaji wa mafunzo vyuoni kutokuwa wa ufanisi kuendana na mabadiliko ya Sayansi na Teknolojia duniani.

Pia walieleza kuwa ili kuimarisha zoezi la kufundisha, vyuo vinapaswa kubaini mahitaji muhimu ya zana na vifaa vinavyohitajika kulingana na stadi mbalimbali zinazofundishwa. Pale inapowezekana kutumia vifaa vinavyopatikana katika mazingira husika inarahisisha utoaji wa mafunzo kwa walengwa.

4.7.4 Majengo na Miundombinu Vyuo vya Maendeleo ya Wananchi ni Taasisi zinazotoa mafunzo kwa wanachuo na washiriki ambao baadhi wanaishi ndani ya chuo na wengine wanaishi nje ya chuo. Mwongozo wa VMW unaeleza kuwa ili mafunzo yatolewe kwa ufanisi chuo kinatakiwa kuwa na majengo na miundombinu ifuatayo:

Madarasa; Nyumba za watumishi; Jengo la utawala; Karakana za ufundi za fani mbalimbali; Mabweni kwa ajili ya wanachuo/washiriki; Stoo kwa ajili ya kuhifadhi mali za chuo; Vyoo vya kutosha kukidhi mahitaji ya washiriki wote; Jiko na vifaa vyake; Bwalo la chakula na samani zake; Maktaba; Mfumo wa maji safi na maji taka; Nishati ya umeme; Mfumo wa mawasiliano; na Vyombo vya usafiri.

Jedwali Na. 8 linaonesha idadi ya majengo na miundombinu iliyopo vyuoni:

52

Jedwali Na. 8: Majengo na Miundombinu katika Vyuo Vya Maendeleo ya WananchiNa Jina la Chuo Majengo na Miundombinu vyuoni

MD KR N/M N/W OF JK ST M/V BAF MBN MK ARD VM MM MMW MG PP MT HTM1 Arnautoglu 2 - - - 3 1 3 2 - - - 420 - x X x x X2 Bariadi 2 1 1 11 2 1 - 12 14 3 - 191 1 v X x x X3 Bigwa 5 1 1 7 4 1 2 12 8 3 1 154 1 v V x x X4 Buhangija 2 - 1 2 1 - 1 - - 1 - 25 - v X x x X5 Chala 2 1 1 2 1 3 2 2 6 1 1 24 1 x X x v X6 Chilala 2 2 1 12 2 2 14 3 - 2 2 40 2 x V x v X7 Chisalu 1 2 1 8 2 2 3 3 7 4 1 2 x X x v X8 Gera 2 1 1 5 1 1 1 5 12 3 1 900 1 v X x v X9 Handeni 6 1 1 10 4 2 4 21 5 3 1 15 1 x V x v X10 Ifakara 3 1 1 5 8 1 10 14 4 2 1 203 2 v V x v X11 Ikwiriri 2 1 1 3 4 1 2 2 4 4 1 34 1 x X v v X12 Ilula 1 2 2 1 12 2 1 1 22 14 3 40 1 x V v v X13 Karumo 2 1 1 4 7 1 1 6 2 2 - 40 - x V v v X14 Kasulu 2 2 1 4 2 1 2 6 2 2 - 120 2 x V x v X15 Katumba 4 2 1 3 3 3 1 5 11 2 - 42 1 x X x v X16 Kibaha 9 5 1 10 7 2 2 19 16 4 - - 1 x X v v X17 Kibondo 6 5 1 10 5 1 1 16 10 5 1 97 4 v V v V X18 Kihinga 2 1 1 4 1 1 1 2 2 2 - 120 2 v X x v X19 Kilosa 2 2 1 12 2 1 1 22 14 3 4 40 - x X x v X20 K/ Masoko 2 1 1 6 1 1 1 16 12 2 1 34 1 x X x v X21 Kisangwa 5 2 1 6 6 1 2 13 27 2 1 180 2 x X v x X22 Kisarawe 7 2 1 7 6 1 4 7 2 4 1 10 - x X x v X23 Kiwanda 4 2 1 6 1 1 1 14 16 6 1 60 - x X x v X24 Malampaka 4 1 1 9 1 1 4 1 4 1 - 290 - x X v v X25 Malya 3 1 1 8 2 1 2 12 6 2 1 150 - v X x v X26 Mamtukuna 6 2 1 7 5 1 3 8 15 1 1 40 - v V v v X27 Masasi 5 1 1 5 5 2 12 12 4 1 1 15 2 x V v x X28 Mbinga 3 3 1 4 4 1 2 8 5 4 - 150 - x X x x X29 Monduli - - - 3 1 - - - - - - 150 - x X x X30 Msaginya 3 - 1 18 4 1 1 12 6 5 - - 1 x V x v X31 Msinga 4 1 1 7 5 1 3 10 4 5 1 50 2 v V x v X32 Msingi 4 1 1 6 4 1 4 10 8 2 - 770 2 v X x v X33 Mtawanya 2 1 1 6 5 1 7 7 6 3 1 10 1 x X v v X34 Muhukuru 6 1 1 9 1 1 1 9 7 1 1 750 2 x X x v x35 Munguri 2 2 1 4 3 3 1 3 10 12 1 230 2 v X x v X36 Musoma 4 1 1 8 4 1 2 6 2 2 1 18 - v V v v X37 Mwanhala 2 1 1 3 4 1 1 8 2 3 1 1 x X x v X38 Mwanva 3 1 1 6 1 1 2 19 10 3 1 364 1 v V v v X39 Nandembo 1 3 1 6 1 1 2 5 4 2 - 120 2 x X x v X40 Newala 1 3 - 3 2 1 6 6 3 - 1 83 2 v X x v X41 Ngara 2 5 1 6 3 1 1 6 12 2 - 250 3 v X v v X42 Njombe 4 2 1 4 4 2 1 1 8 14 2 16 - v V x v X43 Nzega 2 1 1 7 5 1 1 7 5 3 - 30 1 x V v x X44 Nzovwe 6 4 1 2 7 2 2 20 11 3 1 41 145 Rubondo 6 2 1 6 2 1 3 12 12 2 2 30 2 v V x v X46 Same 2 2 1 12 2 1 1 6 5 3 1 62 2 x V v v X47 Sengerema 2 2 1 11 4 - - 9 6 2 - 170 2 v V x v X48 Sikonge 2 1 1 5 4 1 1 4 4 1 1 200 2 x V x v X

54

49 Singida 9 1 1 9 6 1 4 12 24 5 1 25 3 v V v v X50 Sofi 2 2 1 12 2 1 1 6 5 1 1 62 2 x V v v X51 Tango 5 1 1 7 3 2 2 10 10 2 1 420 - x X x v X52 Tarime 2 1 1 4 1 1 1 2 2 2 1 28 2 x X v v X53 Ulembwe 1 1 1 11 4 4 1 1 21 12 2 305 2 v X v v X54 Urambo 2 2 1 12 2 1 1 22 14 3 - 40 - v V v v X55 Misungwi 3 5 1 18 13 1 10 2 2 6 1 33 - v V v v X

160 85 49 343 183 65 137 410 404 169 44 6750 62

Funguo:

MD - Idadi ya madarasa M/V - Idadi ya Mashimo ya Vyoo ST - Idadi ya Stoo

KR - Idadi ya karakana BAF - Idadi ya Bafu VM - Idadi ya viwanja vya michezo

N/M - Idadi ya nyumba za mkuu wa chuo MBN - Idadi ya Mabweni MM - Hali ya Mfumo wa Maji

N/W - Idadi ya Nyumba za Wakufunzi/Watumishi MK - Idadi ya Maktaba PP - Hali ya Pikipiki

OF - Idadi ya Ofisi ARD - Ukubwa wa ardhi ya chuo MT - Hali ya mitambo

JK - Idadi ya Jiko MG - Hali ya Magari MMW - Hali ya Mfumo wa Mawasiliano

55

Inasisitizwa kuwa miundombinu yote hii ijengwe kwa kuzingatia mahitaji ya watu wenye ulemevu. Iligundulika kuwa Wizara ya Maendeleo ya Jamii, Jinsia na Watoto inafanya juhudi za kukarabati majengo na miundombinu ya vyuo hivi ili iendelee kuhudumia washiriki wa mafunzo na jamii inayozunguka vyuo. Katika kufanya hivyo Wizara imejiwekea lengo la kukarabati majengo na miundombinu yote ya vyuo hivi ifikapo mwalka 2011/12. Azma hii ikiwa ni pamoja na:

Kupanua uwezo wa vyuo kuhudumia washiriki wengi zaidi kufuatana na mahitaji ya mafunzo yanayoongezeka katika jamii;

Kuimarisha huduma za kijamii ndani na nje ya vyuo;

Kuwa na utaratibu endelevu wa kutunza na kukarabati majengo na miundombinu ya vyuo;

Kutoa msaada wa kitaalamu kwenye Bodi za vyuo ambazo ndizo zenye kusimamia na kuhakiki shughuli za ukarabati;

Kuviweka vyuo katika hali ya kisasa inayovutia ili watu wengi wapende kujiunga na mafunzo yanayotolewa vyuoni; na

Maeneo yote ya VMW kupimwa na kupata hati miliki.

4.7.5.Mitambo inayohitajika na Gharama zakeWatathmini walibaini kuwa gharama za mitambo itakayohitajika katika VMW kulingana na stadi zinazopendekezwa ni kama ilivyo katika Jedwali Na. 9.

Jedwali Na. 9: Gharama za Mitambo kulingana na Stadi zilizopendekezwaNa Stadi Idadi ya

VyuoMitambo

inayohitajika

Gharama ya mtambo

Jumla ya gharama

1 Umekanika 22 Kiambatisho Na. 3

83,348,000 1,833,656,000

2 Kompyuta 28 Kiambatisho Na. 4

17,550,000 491400000

3 Umeme wa magari 20 Kiambatisho Na. 13

68,578,280 1371565600

4 Uchomeleaji

22

Kiambatisho Na. 5

17,340,000 381480000

5 Umeme wa 36 Kiambatisho 4,214,000 151704000


56

majumbani Na. 10

6 Udereva 20 Kiambatisho Na. 6

252,260,000 5045200000

7 Uashi 6 Kiambatisho Na. 11

2,581,268 15487608

8 Useremala 2 Kiambatisho Na. 12

14,909,580 29,819,160

9 Ushonaji 2 Kiambatisho Na. 7

40,497,500 80,995,000

10 Fitter mechanics 2 Kiambatisho Na. 8

586,780,000 1,173,560,000

11 Ufundi wa Jokofu 2 Kiambatisho Na. 9

USD 158,150

(TShs. 221,410,000)

442,820,000

JUMLA KUU 11,017,687,368

Jedwali Na. 9 linaonesha kuwa kiasi cha shilingi. 11,017,687,368 zitahitajika kugharimia mitambo vyuoni kulingana na stadi zilizopendekezwa.

.

4.7.6 Vyombo vya usafiriKuwepo kwa vyombo vya usafiri vya uhakika katika VMW ni mojawapo ya nyenzo muhimu za kufanikisha madhumuni na malengo ya kuanzishwa kwa vyuo. Vyombo hivi hutumika kutoa huduma mbalimbali kwa washiriki, kusafirisha wakufunzi katika vituo vya mafunzo nje ya chuo na kusaidia kuhudumia shughuli za uzilishaji mali vyuoni. Kwa sasa vyombo vya usafiri vilivyopo vyuoni ni kama inavyooneshwa katika jedwali Na. 8.

Jedwali 10: Orodha ya Vyombo vya Usafiri Vilivyopo katika Vyuo Vya Maendeleo ya Wananchi hadi Kufikia Desemba 2009.

Na Chuo Namba ya Usajili

Hali ya Gari Madereva

Aina ya Gari

Baiskeli Pikipiki

1 Bigwa STH 1354 Halitembei yupo Land Cruiser 3 -


57

2 Chisalu STH 3385 Halitembei yupo Land Cruiser - 1

3 Buhangija STG 7536 Halitembei hakuna - 3 -

4 Hanndeni STH 375 Halitembei hakuna Land Cruiser 3 -

5 Ifakara STH 3126 Halitembei yupo Land Cruiser 3 1

6 Ikwiriri STH 3391 Halitembei yupo Land Cruiser 3 -

7 Ilula STH 6606 Halitembei Yupo Land Cruiser 3 -

8 Katumba STH 8310 Linatembea Hakuna Land Cruiser 3 -

9 Kasulu STH 821 Halitembei Hakuna Land Cruiser 3 -

10 Kibondo STJ 8343 Halitembei Yupo - 3 -

11 Kisangwa STH 3118 Halitembei yupo Land Cruiser 3 -

12 Mamtukuna STH 3392 Linatembea yupo Land Cruiser 3 -

13 Masasi STH 381 Halitembei Yupo - 3 -

14 Mbinga STH 5459 Linatembea Yupo - 3 -

15 Munguri STH 8209 Linatembea yupo Land Cruiser 3 -

16 Musoma STH 379 Halitembei Yupo Land Cruiser 3 -

17 Mtawanya STH 3390 Linatembea yupo Land Cruiser 3 1

18 Mwanhala STG 9161 Linatembea hakuna Land Cruiser 3 -

19 Mwanva STH 6903 Halitembei Hakuna Land Cruiser 3 -

20 Nandembo STH 3119 Halitembei Yupo Land Cruiser 3 -

21 Ngara STK 67 Linatembea Yupo - 3 -

22 Newala STG 7312 Halitembei Hakuna - 3 -

23 Nzovwe STH 9595 Halitembei yupo Land Cruiser 3 -

24 Same STH 378 Linatembea Yupo Land Cruiser 3 -

25 Sikonge STH 8213 Halitembei yupo Land Cruiser 3 1

26 Singida STG 3124 Linatembea Yupo - 3 -

27 Tango STH 39 Linatembea Yupo Land Cruiser 3 1

28 Tarime STH 9163 Halitembei Yupo - 3 -


58

29 Urambo STH 9162 Linatembea Yupo - 3 -

30 Rubondo STH 5347 Halitembei Hakuna Land Cruiser 3 -

31 Muhukuru STH 3388 Halitembei Hakuna Land Cruiser 3 1

32 Kilosa STH 383 Halitembei Hakuna Land Cruiser 3 1

33 Ulimbwe STH 7311 Halitembei Yupo Land Cruiser 3 1

34 N zega STG 8211 Halitembei Hakuna - 3 -

35 Chilala STG 6311

& STG 2122

Halitembei

Halitembei

yupo - 3 1

36 Arnautoglu - - - - 3 1

37 Gera - - - - 3 1

38 Kilwa masoko

- - - - 3 -

39 Kisarawe - - - - 3 -

40 Msinga - - - - 3 -

41 Msingi - - - - 3 1

42 Njombe - - - - 3 -

43 Kihinga - - - - 3 1

44 Kiwanda - - - - 3 1

45 Sengerema - - - - 3 -

46 Karumo - - - - 3 1

47 Bariadi - - - - 3 1

48 Malya - - - - 3 1

49 Chala - - - - 3 1

50 Kibaha - - - - 3 1

51 Sofi - - - - - 1

52 Msaginya - - - - 3 1

53 Malampaka - - - - 3 1


59

Jedwali Na. 10 linaonesha kuwa vyuo 35 ambavyo ni sawa na asilimia 66 ya VMW vyote ndivyo vyenye magari. Aidha, magari 24 ambayo ni asilimia 60 ya magari yaliyopo vyuoni ni mabovu. Magari yanayotembea ni 11 sawa na asilimia 31 ya magari yaliyopo. Pikipiki zilizopo pia hazitoshelezi mahitaji ya vyuo na hata baisikeli zipo 51 tu katika vyuo vyote.

4.7.7 Mafanikio na changamotoWahojiwa na mwongozo wa kuksanya data vilionesha kuwa katika utekelezaji wa shughuli vyuoni yapo mafanikio yaliyojitokeza na pia zipo changamoto zinazohitaji kufanyiwa kazi kama ifuatavyo:-

4.7.7.1 Mafanikio

Vyuo vya Maendeleo ya Wananchi, ni taasisi zinazotoa elimu isiyo ya mfumo rasmi hivyo usajili wa wanachuo/washiriki hutegemea ni kwa kiasi gani wananchi wamehamasika kujiunga na mafunzo ambayo wanaona yanakidhi mahitaji yao. Kwa kutambua umuhimu wa kupata maarifa na stadi ili kuboresha shughuli zao za kijamii na za kiuchumi, ilionekana kuwa wananchi wamechangia na kuwezesha ongezeko la ushiriki katika VMW kutoka wastani wa washiriki 3,500 mwaka 1998/1999 hadi washiriki 29,557 mwaka 2008/2009 kama inavyoonesha katika Jedwali Na. 11.

Jedwali Na. 11: Washiriki mafunzo waliopitia Vyuoni 2001/02 - 2008/09Mwaka Wanawake Wanaume Jumla

2001/02 7,328 7,935 15,263

2002/03 6,179 7,048 13,227

2003/04 10,554 12,532 23,086

2004/05 13,085 11,573 24,658

2005/06 11,637 13,849 25,486

2006/07 13,054 14,853 27,907

2007/08 13,571 17,920 31,493

2008/09 14,410 14,847 29,557

Mafanikio mengine yaliyopatikana vyuoni ni kama ifuatavyo:- Wakurugenzi wa Halmashauri vilipo vyuo ni wenyeviti wa Bodi za vyuo;

Halmashauri kwa kutambua umuhimu wa vyuo hivi katika maeneo yao, zimechangia katika uendeshaji wake;


60

Washiriki wahitimu wa mafunzo katika vyuo hivi huanzisha vikundi na kujiajiri kufuatana na mafunzo waliyopata;

Baadhi yao hufanya mitihani ya Trade Test itolewayo na mamlaka ya mafunzo ya ufundi stadi na kupata vyeti vinavyowasaidia kupata ajira sehemu mbalimbali;

Wananchi watu wazima waliopitia mafunzo katika VWM wamepata mwamko wa kisiasa na kuhamasika kujitokeza kugombea nafasi za uongozi ngazi za Kata, Vijiji/Mitaa katika maeneo yao;

Viongozi wa Serikali za Mitaa katika ngazi za Kata, Vijiji, Mitaa na Vitongoji wamefahamu majukumu yao ya kiutendaji na kuratibu shughuli za maendeleo katika maeneo yao pasipo kusababisha kero kwa wananchi;

Mafunzo ya Jinsia na Maendeleo yanayotolewa katika VMW yameiwezesha jamii katika baadhi ya maeneo kuacha mila na desturi zinazowakandamiza wanawake na watoto;

Kwa wastani wananchi wapatao 30,000 wakiwemo wanawake 15,000 na wanaume 15,000 wanapata elimu ya kujikinga na ugonjwa wa UKIMWI na hifadhi ya mazingira katika maeneo yanayozunguka vyuo kila mwaka; na

Uwepo wa Sekta ndogo ya Elimu ya Wananchi chini ya Sekta ya Elimu nchini umewezesha vyuo kunufaika kwa watumishi kupata mafunzo ya menejimenti ya habari na mawasiliano, kubadilishana uzoefu wa jinsi ya kukabiliana na changamoto za maisha, kuwawezesha kufahamu vyanzo vya mapato na kutambua huduma zitolewazo na wadau mbalimbali katika maendeleo ya Sekta ya Elimu.

4.7.7.2 Changamoto

Ilionekana kuwa Vyuo vya Maendeleo ya Wananchi vinakabiliwa na changamoto mbalimbali ambazo zinakwamisha utekelezaji wa majukumu yake kwa ufanisi na tija. Changamoto hizo ni pamoja na:

Ufinyu wa bajeti hususan fedha za uendeshaji na ukarabati wa majengo na miundombinu kila mwaka ikilinganishwa na mahitaji halisi ya vyuo. Kwa mfano mahitaji ya fedha za ukarabati kwa mwaka 2008/09 kwa vyuo 34 yalikuwa ni Sh.19.4 bilioni ukilinganisha na kiasi cha Sh. 6.8 bilioni zilizotolewa mwaka huo;

Uhaba wa zana na vifaa vya kujifunzia na kufundishia vyuoni vinavyoendana na mahitaji na mabadiliko ya teknolojia katika maeneo mbalimbali. Kwa mfano Kompyuta, Teknolojia ya Mawasiliano, Elektroniki, matumizi ya trekta la mkono (power tiller) katika kilimo;


61

Uhaba na uchakavu wa samani hususani vitanda, meza, viti na madawati;

Upungufu na uchakavu wa majengo na mifumo ya umeme na maji;

Upungufu mkubwa wa wakufunzi na watumishi wengine wenye sifa na uwezo vyuoni kulinganisha na mahitaji halisi. Mfano mahitaji ya wakufunzi ni 1,500 na waliopo ni 370 ambao ni sawa na asilimia 25 tu ya mahitaji;

Maeneo ya vyuo kuvamiwa na wananchi kwa ajili ya kujenga makazi hasa sehemu za mijini. Hii inatokana na kutopimwa kwa maeneo ya vyuo na kukosa hatimiliki;

Uhaba na uchakavu wa vyombo vya usafiri (magari na pikipiki) kwa ajili ya utoaji huduma ikitiliwa maanani kuwa vyuo vipo mbali na huduma za hospitali, upatikanaji wa vyakula na mafunzo nje ya chuo;

Vyeti vya kitaifa vinavyotambulika kwa ajili ya wahitimu;

Ukosefu wa motisha kwa wakufunzi na watumishi wengine;

Upungufu / uhaba wa nyumba za watumishi;

Ukosefu wa zana na vifaa vya kuanzia kazi wahitimu kutoka VMW; na

Ukosefu wa vifaa vya mawasiliano vyuoni ikiwa ni pamoja na simu na fax.


62

4. 8 TAATHIRA YA ELIMU YA WANANCHI KWA WALENGWA WAKEElimu ya Wananchi nchini hutolewa katika Vyuo vya Maendeleo ya Wananchi. Vyuo hivi hutoa kozi za aina tatu ambazo ni kozi ndefu, kozi fupi na kozi nje ya chuo. Mafunzo yanayotolewa kwa wananchi hutofautiana kutoka chuo hadi chuo kulingana na mahitaji katika mazingira husika. Hata hivyo mafunzo yanayotolewa kwa vyuo hususan karibu vyote vya vijijini ni Useremela, Uashi, Ushonaji, Kilimo, Stadi za Maisha, Elimu ya Mazingira, Elimu ya Biashara, Ujasiriamali n.k. Vyuo vingi vilivyopo mijini pamoja na kutoa mafunzo yanayotolewa vijijini pia vinatoa mafunzo ya Batiki, Manejimenti ya Hotel, Umekanika, Uchomeleaji, Kompyuta na Umeme wa Majumbani kwa sababu kuna umeme wa uhakika.

Katika tathmini hii pamoja na mambo mengine, watafiti walitaka kupima taathira ya mafunzo yanayotokana na kozi zote za aina tatu kwa walengwa wake. Ili kubaini taathira iliyopatikana kutokana na mafunzo hayo, wananchi 5,048 wakiwemo wanawake 2,524 na wanaume 2,524 walihojiwa na kutoa maoni yao kuwa mafunzo yanayotolewa katika kozi zote tatu yana manufaa kama inavyooneshwa katika Jedwali Na. 12.


63

Jedwali 12: Manufaa ya mafunzo ya Elimu ya Wananchi kwa walengwaS/N

MANUFAA W/B( 216)

%W/H(443)

%W/M(602)

%WT( 823)

%W/C(662)

% W/SC(497) % W/N

(1030) %IDADI(5,04

8)%

1 Kujiajiri 185 86 426 96 537 82 819 99 622 94 401 81 889 86 4493 89

2 Upatikanaji wa mafundi katika jamii

143 66 324 73 379 63 517 63 399 60 328 66 760 74 3332 66

3 Kuajiri wengine 124 57 225 51 373 62 573 70 372 56 199 40 579 56 2445 56

4 Kuajiriwa 138 64 398 90 497 83 208 25 502 76 356 72 652 63 3433 68

5 Kupata huduma za ufundi katika jamii kwa urahisi

109 50 393 89 318 53 679 83 419 63 315 63 523 51 3281 65

7 Kumudu maisha kiuchumi

122 56 221 50 377 63 573 70 372 56 196 39 580 56 2441 56

9 Kujitegemea 118 55 368 83 401 67 224 27 87 13 276 56 565 55 2574 51

10 Kupunguza matatizo katika jamii kama ulevi, uzururaji , uvutaji bangi, uvivu na ubakaji 5

60 28 144 32 192 32 61 7 1 2 122 25 190 18 1060 21

11 Kuongezeka kwa amani na utulivu katika jamii12

26 12 19 4 39 6 8 - - - 151 3

12 Manufaa ya kiuchumi kulinganisha na wasiopitia FDC 2

419 95 - 421 85 598 58 1716 34

13 Manufaa ya kiuchumi kulinganisha na waliopitia FDC

18 8 21 5 39 8 62 6 202 4

14 Kulipia karo za watoto 6

30 14 97 22 271 45 47 6 98 15 56 11 203 20 959 19

15 Kuongeza uzalishaji mali wenye tija katika jamii 1

97 45 296 69 362 60 119 14 125 19 - 478 46 1817 36


16 Kuepuka mila potofu 9

36 17 37 8 67 11 46 5 0 15 3 45 4 353 7

17 Kuimarisha afya ya jamii 8

23 11 49 11 69 11 31 4 27 4 45 9 35 3 404 8

18 Kujiendeleza kielimu 2

75 35 234 53 303 50 272 33 132 20 138 28 181 18 1716 34

19 Kuongeza kipato na kupunguza umaskini

125 58 391 88 395 66 332 40 97 15 143 29 634 62 2574 51

19 Wananchi kujua haki zao 11

19 8 1 00 76 12 11 1 22 3 0 13 1 202 4

20 Uchangiaji wa shughuli za jamii 4

50 23 171 39 371 62 33 4 24 4 41 8 367 36 1262 25

21 Kuongezeka kwa stadi za biashara na ujasiriamali katika jamii 7

47 22 65 15 339 56 26 3 45 7 32 6 94 9 858 17

22 Kutumika na Halmashauri katika kutoa huduma za kiufundi 3

77 36 276 62 329 55 42 5 - 24 4 540 52 1565 31

23 Kuwasaidia watoto wa kike wa kimasai kutoolewa mapema na kuendelea elimu ya ufundi 11

15 7 - - 13823

--

- 12 1 202 4

24 Kuongezeka kwa wabunifu katika jamii

12 6 - - 211 35 13 - 12 34 3 282 5.5

25 Kupatikana kwa viongozi katika ngazi mbalimbali katika jamii- Kijiji, Kata na Halmashauri 10

18 8 67 15 119 20 27 2 - 21 2 57 6 303 6

Chanzo: Tathmini ya Taathira ya Elimu ya Wananchi kwa Walengwa wake Nchini 2009

Funguo:

W/B - Wajumbe wa Bodi

W/H - Wahitimu wa Vyuo vya Maendeleo ya Wananchi


W/M - Watu Mashuhuri

WT - Watumishi wa Vyuo (Wakufunzi na Wasio Wakufunzi

W/C - Wanachuo wanaoendelea na mafunzo

W/SC - Watu ambao hawajapitia Mafunzo ya Vyuo vya Maendeleo ya Wananchi na Ufundi Stadi

W/N - Watu wengineo


Jedwali Na. 12 linaonesha kuwa kuna manufaa ya mafunzo ya Elimu ya Wananchi yaliyotajwa na wahojiwa zaidi ya asilimia 50. Pia kuna manufaa ambayo yalitajwa na wahojiwa chini ya asilimia 50.

Manufaa ya mafunzo yaliyotajwa na wahojiwa zaidi ya asilimia 50 ni pamoja na:

Kujiajiri wenyewe - Wahojiwa 4,493 sawa na asilimia 89

Kuajiriwa - Wahojiwa 3,433 sawa na asilimia 68

Kupatikana kwa mafundi wa fani mbalimbali katika jamii -

Wahojiwa 3,332 sawa na asilimia 66

Kuongezeka kwa elimu ya ufundi katika jamii - Wahojiwa 3 ,281 sawa na asilimia 65

Kumudu maisha kiuchumi - Wahojiwa 2,241 sawa na asilimia 56

Kuajiri wengine - Wahojiwa 2,445 sawa na asilimia 56

Kujitegemea - Wahojiwa 2574 sawa na asilimia 51

Kuongezeka kipato na kuondoa umaskini wa familia na jamii -

Wahojiwa 2574 sawa na asilimia 51

Manufaa mengine yatokanayo na elimu ya wananchi yaliyotajwa na wahojiwa wachache chini ya asilimia 50 yalikuwa kuongeza uzalishaji mali wenye tija katika jamii; kuongezeka kwa amani na utulivu katika jamii; kujiendeleza kielimu; kutumika na Halmashauri katika kutoa huduma za kiufundi; kujiendeleza kielimu; uchangiaji wa shughuli za jamii; kupunguza matatizo katika jamii kama ulevi, uzururaji, uvutaji bangi, uvivu na ubakaji. Vile vile walisema kuwa: kulipia karo za watoto; kuongezeka kwa stadi za biashara na ujasiriamali katika jamii; kuongezeka kwa stadi za biashara na ujasiriamali katika jamii, kuimarisha afya ya jamii; kuepuka mila potofu; kupatikana kwa viongozi katika ngazi mbalimbali katika jamii - Kijiji, Kata na Halmashauri; wananchi kujua haki zao; kuwasaidia watoto wa kike kutoolewa mapema; na kuongezeka kwa elimu ya ufundi na wabunifu katika jamii.

Kulingana na matokeo ya tathmini hii, mafunzo ya Elimu ya Wananchi yana taathira kwa wananchi hasa kwa vile wahojiwa walieleza kuwa wahitimu wameweza kujitegemea katika maisha yao ya kila siku, kumudu maisha kiuchumi, na wengine kuweza kulipia watoto wao karo. Aidha, mafunzo haya yamewawezesha wahitimu kuchangia katika maendeleo ya jamii kirasilimali na hata wengine kuwa viongozi katika ngazi mbali mbali. Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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Hata hivyo, watafiti walitaka kupata uhahika zaidi kuhusu tathira ya mafunzo haya kwa kuwatembelea baadhi ya wahitimu ili kuona kazi zao, familia zao na kama walikuwa na mabadiliko ya kijamii na kiuchumi katika makazi yao. Matokeo ya tathmini hii baada ya kutembelea makazi ya wahitimu 332 yalikuwa kama yanavyooneshwa katika Jedwali Na. 13.

Jedwali 13: Matokeo ya Utafiti wa Taathira ya Mafunzo ya EW kwa Wahitimu

Na Kaziwafanyazo

Idadi ya wahitimu

waliotembelewaHoja Taathira

1 Ushonaji 49 Matumizi ya mbinu za kisasa katika uzalishaji mali

Wahitimu 39 (80%) wanatumia mbinu za kisasa kuzalisha mali.

Hali za afya za walengwa

42 (86%) wana afya nzuri

Hali za afya za familia zao

Familia 34(69%) zina afya nzuri

Makazi yao 25(51%) wana nyumba bora Ufahamu wa shughuli wanazozifanya

46(94%) wana ufahamu na uzoefu mkubwa kuhusu shughul zao

2 Uashi 41 Matumizi ya mbinu za kisasa katika uzalishaji mali

Wahitimu 32 (78%) wanatumia mbinu za kisasa kuzalisha mali





Makazi yao 35 (85%) wana nyumba bora Ufahamu wa shughuli wanazozifanya

39(95%) wana ufahamu na uzoefu mkubwa kuhusu shughuli zao

3 Useremala 37 Matumizi ya mbinu za kisasa katika uzalishaji mali







30 (81%) wana ufahamu na uzoefu mkubwa kuhusu shughul zao

4 Upishi 18 Matumizi ya mbinu za kisasa katika uzalishaji mali





Familia 9 (50%) zina afya nzuri


13 (72%) wana ufahamu na uzoefu mkubwa kuhusu shughuli zao

5 Umekanika 34 Matumizi ya mbinu za kisasa katika uzalishaji

Wahitimu 17(50%) wanatumia mbinu za kisasa kuzalisha mali


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mali Hali za afya za walengwa

24 (71%)wana afya nzuri





6 Umeme wa majumbani

18 Matumizi ya mbinu za kisasa katika uzalishaji mali








7Udereva


-







8 Kilimo 21 Matumizi ya mbinu za kisasa katika uzalishaji mali






Ufahamu wa shughuli wanazozifanya

15 ( 71%) wana ufahamu na uzoefu mkubwa kuhusu shughuli zao

10 Manejimenti ya Hoteli









12 Batiki 11 Matumizi ya mbinu za kisasa katika uzalishaji mali




Hali za afya za familia Familia 8 (73%) zina afya nzuri


69

zaoMakazi yao 7 (64%) wana nyumba bora Ufahamu wa shughuli wanazozifanya


13 Ufugaji 6 Matumizi ya mbinu za kisasa katika uzalishaji mali








14Uchomeleaji






12(60%) wana afya nzuri



15 Ufundi viatu


Wahitimu 2(67%) wanatumia mbinu za kisasa kuzalisha mali





Makazi yao 2(67%) wana nyumba bora Ufahamu wa shughuli wanazozifanya


16 Ufundi baiskeli









17 Biashara 27 Matumizi ya mbinu za kisasa katika uzalishaji mali








Kompyuta 11 Matumizi ya mbinu za Wahitimu 7 (64%) wanatumia mbinu Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

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18 /Uhaziri kisasa katika uzalishaji mali

za kisasa kuzalisha mali







Chanzo: Tathmini ya taathira katika Vyuo Vya Maendeleo ya Wananchi nchini 2009

Jedwali Na. 13 linaonesha stadi walizopata wahitimu na jinsi zinavyochangia taathira kwa hao wenyewe, familia zao na jamii kwa ujumla. Aidha, katika tathmini hii ilibainika kuwa stadi zinazochangia katika taathira ya wahitimu na jamii zao zinatofautiana kati ya maeneo ya mijini na vijijini. Katika maeneo ya vijijini, stadi zenye kuchangia taathira zaidi ni Useremala, Ushonaji, Uashi, Kilimo, Ufugaji na Ufundi Baiskeli. Maeneo ya mijini stadi zinazohitajika na kuchangia taathira zaidi ni Umekanika, Umeme wa Majumbani, Uchomeleaji, Ushonaji, Batiki, Upishi na Ufundi Viatu.

Watafiti walitembelea na kujionea wenyewe kazi zinazofanywa na wahitimu maeneo ya vijijini na mijini jinsi zilivyochangia taathira kwa jamii. Kwa upande wa vijijini stadi za Ushonaji ,Useremala na Uashi zimechangia kwa wastani wa asilimia 73 kuboresha ufahamu wa kazi zao, mbinu za utendaji, afya na makazi ya wahitimu, familia na jamii kwa ujumla. Hali hii inatokana na mahitaji makubwa ya jamii kwa huduma na bidhaa zinazozalishwa; kama nguo, samani na nyumba bora. Pia stadi za Kilimo, Ufugaji na Ufundi Baiskeli zimechangia wastani wa asilimia 62. Hii ni kutokana na kuwa wahitimu hutumia zana duni za uzalishaji mali na masoko ya bidhaa ambayo siyo ya uhakika.

Katika maeneo ya mijini, stadi za Umakanika, Uchomeleaji, Umeme wa nyumbani, Menejimenti ya Hoteli, Ufundi Viatu na Batiki zina taathira chanya kwa jamii. Stadi hizi zinachangia kwa wastani wa asilimia 67 kuboresha ufahamu wa kazi zao; mbinu za utendaj; afya na makazi ya wahitimu, familia na jamii kwa ujumla. Hali hii inatokana na ukweli kuwa stadi hizi zinahitajika sana na wakazi wa mijini na mapato yanayotokana na huduma zitokanazo na stadi hizi ni makubwa. Kwa mfano bidhaa za uchomeleaji vyuma, huduma za umeme wa majumbani na bei za viatu ni kubwa.

Stadi za Biashara, Kompyuta na Upishi katika maeneo ya mijini zinachangia taathira kwa kiasi cha wastani wa asilimia 56. Ilibainika kuwa stadi ya Biashara inachangia kidogo kwa sababu ya uelewa mdogo wa wahitimu kuhusu stadi za uzalishaji mali ambazo ni stadi za Biashara, Ujasiliamali, Masoko na Upatikanaji wa Mitaji. Huduma za upishi hutolewa kwa kutumia zana na katika mazingira duni wakati stadi ya Kompyuta bado ni mpya katika maeneo mengi hivyo taathira yake haijajitokeza bayana.

Pamoja na kutembelea wahitimu na kuona kazi wanazofanya na taathira zake, watafiti pia walilinganisha hali za wahitimu na wale ambao hawakupitia katika Vyuo vya Maedeleo ya Wananchi na Vyuo vya Ufundi Stadi ambao hawakuwa na maarifa na stadi za ufundi. Kulingana na Jedwali Na. 13 asilimia 89 ya wasiopitia vyuoni walieleza kuwa wahitimu wananufaika kiuchumi zaidi kuliko wao. Matokeo ya tathmini kwa wahojiwa Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

71

hawa yalidhihirisha kuwa asilimia 81 ya wahitimu walinanufaika kwa kujiajiri wenyewe, asilimia 72 waliajiriwa na asilimia 66 walieleza kuwa jamii ilinufaika kutokana na huduma za kiufundi kutoka kwa wahitimu. Pia asilimia 56 ya wahojiwa walikiri kuwa wahitimu waliweza kujitegemea katika kazi zao za kila siku hivyo kuwafanya kuwa na maisha bora.

Aidha, watafiti walibaini kuwa wapo wahitimu wa Vyuo vya Maendeleo ya Wananchi katika jamii ambao wanajishughulisha na shughuli maalum zinazohusiana na stadi walizopata vyuoni ambazo zimewafanya wafanikiwe na kuimarika kijamii na kiuchumi. Baadhi ya majina ya wahitimu hao na kazi wanazofanya ni kama katika Jedwali Na. 14.

Jedwali 14: Wahitimu wa Vyuo vya Maendeleo ya Wananchi waliojiimarisha kiuchumi na kijamii

Na Jina la Chuo Jina la Mhitimu

Kazi anayoifanya Maelezo

1 Arnautoglu FDC

Yohana Madole Msemaji wa watu wenye ulemavu (Special Olimpics –DSM)

Mlemavu wa akili

Juma Malechela Fundi Seremala na duka la rejareja AsiyeonaChristina Fundi Ushonaji Mlemavu

wa akiliMangesho Mpishi Mlemavu

wa akili2 Bariadi FDC

3 Bigwa FDC Elias Kajiru Mkufunzi wa Ushonaji – Bigwa CMWFaraja Mungurumi

Mkufunzi wa Ushonaji – Bigwa CMW

4 Buhangija FDC

Kessy Omari Fundi Umeme wa Majumbani Simaliki Mapunda

Mkufunzi wa Ushonaji – Buhangija CMW

5 Chilala FDC Mohamed Mbwembwe

Karakana ya Useremala - mjini Lindi

Herieth Mnkai Kiwanda cha Ushonaji – mjini Lindi6 Chisalu FDC Frank Mushi Karakana ya Useremala – Mpwapwa

Veronika Mpanda

Kiwanda cha Ushonaji nguo – Mpwapwa

7 Gera FDC Evodus Clemence

Kiwanda cha Useremala – Bukoba

Erika Mpanju Kiwanda cha ushonaji nguo na duka la bidhaa za nguo – kijiji cha Kiziba

8 Handeni FDC Ismail Msekwa Fundi Magari maarufu – HandeniJackline Mrema Kiwanda cha Ushonaji

9 Ifakara FDC Vedasto Nyigo Karakana ya Useremala – IfakaraElizabeth Abel Karakana ya Ushonaji nguo – Ifakara

10 Ilula FDC Azuberi Muhema

Fundi Uashi na Mwinjilisti – Ilula

Federina Kilangi Mpambaji maarufu na Mpishi kwenye sherehe – Ilula

11 Karumo FDC Joseph Gapi Fundi Useremala – Karumo

12 Kasulu FDC Praxida Majige Fundi Ushonaji – Karuma


72

13 Katumba FDC

Ibrahim Kabefu Karakana ya UseremalaMaria Salumba Karakana ya Ushonaji

14 Kibaha FDC Richard Timoth Kilimo na Mifugo – amejiendeleza hadi Ngazi ya Diploma

Aika F. Mrema Kiwanda cha Ushonaji15 Kibondo FDC Alex Aliseni Fundi Mekanika maarufu – Mkufunzi FDC kibondo

Catherine Msafiri

Uhazili na Kompyuta – Mwalimu chuo cha Ufundi stadi Kibogola

16 Kihinga FDC

17 Kilosa FDC Sidfrid Mkumbangi

Karakana ya Useremala – Kilosa Msalabani

Fausta Prosper Kiwanda cha Ushonaji18 K/Masoko

FDCIsmail Mpulu Ameajiriwa ili kufundisha CMW Kilwa MasokoJamila Mohamed

Ameajiriwa Sea View Hotel na ana ofisi yake ya Tour Guide

19 Kisangwa FDC

20 Kisarawe FDC

Augustino Simon

Karakana ya Useremala – Bunda

Magori Isaba Kiwanda cha Ushonaji Nyamuswa Bunda21 Kiwanda FDC Peter Charles Kiwanda cha Useremala – Muheza

Agnes Mandia Kiwanda cha Ushonaji Nguo, Mwalimu – Muheza22 Malampaka

FDCJizwalo Underson

Karakana ya Useremala

Henerika Sebastian

Kiwanda cha Ushonaji

23 Malya FDC Shein Kabazu Kiwanda cha Useremala – MalyaJuliana kurwa Kiwanda cha Ushonaji – Malya

24 Mamtukuna FDC

Januari L. Marandu

Kiwanda cha Useremala – Rombo

Esgenia I. Massawe

Kiwanda cha Ushonaji – Rombo

25 Masasi FDC Shaban Mlekoni Kiwanda cha Useremala – MasasiAsterina Kihwili Kiwanda ushonaji – Masasi

26 Mbinga FDC Anthony Hyera Karakana ya Useremala – MbingaMargret Nyimbo Kiwanda cha Ushonaji – Mbinga

27 Monduli FDC Alex Bernad Msanifu Majengo – MonduliMelina Simon Duka la madawa ya mifugo

28 Msaginya FDC

Gilbert Malevu Kiwanda cha Useremala – MpandaJohari Idd Kiwanda cha Ushonaji – Mpanda

29 Munguri FDC Sharif Ninga Kiwanda cha UseremalaAsia Juma Kiwanda cha Ushonaji

30 Mwanhala FDC

Charles Mabula Kiwanda cha Useremala – NzegaSara Ngote Kiwanda cha Kushona nguo

31 Mwanva FDC Laurent Donald Fundi Uashii Maarufu - Theresia Jilala Kiwanda cha Ushonaji -

32 Newala FDC Joram Muikumbukila

Fundi Magari

Ashura Songoro Fundi Uashi33 Ngara FDC John Ngwasa Fundi Useremala mashuhuri-Ngara

Matheritha John Kiwanda cha Ushonaji-Ngara34 Njombe FDC Erasmus Mwalimu wa Magari VETA Njombe


73

KayomboSara Mkalla Kiwanda cha Nguo na Duka la nguo – Njombe

35 Nzega FDC Mathoya Shija Karakana ya UseremalaPenina Ernest Kiwanda cha Ushonaji na Darasa la kufundishia

Ushoni36 Nzovwe FDC Martin Mbeye Kiwanda cha Useremala – Mbeya

Elizabeth Demama

Kiwanda cha Ushonaji – Mbeya

37 Same FDC Lydia Yusufu Ameajiriwa na Chuo kufundishia UseremalaElisha Paul Ameajiriwa Chuoni kufundisha Ushonaji

38 Singida FDC Adam Bunja Msanifu majengo- SingidaClara Ikimbia Fundi umeme wa Halmashauri ya Wilaya Singida

39 Sofi FDC Peter Makoti Karakana ya Useremala – Sofi kijijiniMwasi Mrisho Kiwanda cha Ushonaji – Ifakara

40 Ulembwe FDC

Adelina Kibumo Kiwanda cha ushonaji Christian Mpinga

Mwalimu wa ufundi

41 Urambo FDC Lucas Maporu Karakana ya UseremalaBlandina Alphonce

Mkufunzi wa Ushonaji Urambo FDC

Jedwali Na. 14 linaonesha kuwa stadi zenye kuleta mafanikio zaidi kwa wahitimu wa Vyuo vya Maendeleo ya Wananchi ni za Ushonaji kwa upande wa wananwake na Useremala kwa upande wa wanaume. Hata hivyo, matokeo ya tathmini yanaonesha kwamba kuna umuhimu wa kuanzisha stadi zaidi katika Wilaya vyuo vilipo kutokana na mahitaji ya soko na mabadiliko ya Sayansi na Teknolojia. Mapendekezo ya wahojiwa kuhusu stadi zinazohitajika kwa sasa kutolewa katika vyuo husika ni kama zinavyooneshwa katika Jedwali Na. 15.


74

4.9 STADI ZA UFUNDI ZINAZOHITAJIKA KATIKA KILA WILAYAWatafiti waliwahoji watu mashuhuri, wajumbe wa Bodi, wakufunzi na watumishi wasio wakufunzi katika kila chuo kuhusu stadi zinazotolewa na zinazohitajika kwa sasa ili kukidhi mahitahji ya soko na mabadiliko ya Sayansi na Teknolojia. Matokeo yalikuwa kama yanavyoonyeshwa katika Jedwali Na. 15.

Jedwali Na. 15: Stadi zilizopo na zilizopendekezwa katika kila Wilaya

Na Mikoa Wilaya Chuo Stadi Zilizopo Stadi za ZiadaStadi zinazopendekezwa ki –

Wilaya1 Arusha Monduli Monduli FDC Useremala, Uashi, Ushoni,

Udereva, Kompyuta, Kilimo, Ufugaji, Upishi, Lishe na Ufundi Chuma

Ufundi Chuma, Ufundi Magari, Udereva, Ujasiriamali, Ushonaji, Useremala, Uashi, Umeme, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magari, Kilimo na Ususi.

Useremala, Uashi, Ushonaji, Udereva, Kompyuta, Kilimo, Ufugaji, Upishi, Ufundi Chuma, Ufundi Magari, Ujasiriamali, Uashi, Umeme, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magari, na Ususi.

2 Dar es Salaam

Ilala Arnautoglu FDC

Biashara, Umeme na Ufundi wa Magari

Ufundi Viatu, Kompyuta, Udereva, Ufundi Magari, Ufundi Bomba, Uchomeleaji na Ufundi Rangi

Biashara, Umeme, Ufundi wa Magari, Ufundi Viatu, Kompyuta, Udereva, Ufundi Magari, Ufundi Bomba, Uchomeleaji na Ufundi Rangi.

3 Dodoma

Mpwapwa Chisalu FDC Useremala, Maarifa ya Nyumbani na Kilimo

Kompyuta, Udereva, Ufugaji, Ufundi Magari, Secretatarial, Ufundi Bomba, Uchomeleaji na Ufundi Rangi

Useremala, S/Kimu, Kilimo, Kompyuta, Udereva, Ufugaji, Ufundi Magari, Secretatarial, Ufundi Bomba, Uchomeleaji na Ufundi Rangi.

Kondoa Munguri FDC Useremala, Uashi,ushonaji, Upishi na lishe

Ufundi Magari, uchomeleaji, Umeme wa Majumbani, Umeme Jua, Udereva, Kompyuta, Uhazili, Ufundi Bomba, Uchomeleaji na Ufundi rangi

Useremala, Uashi, Ushonaji, Upishi, Ufundi Magari, Uchomeleaji, Umeme wa Majumbani, Umeme Jua, Udereva, Kompyuta, Uhazili, Ufundi Bomba, Uchomeleaji na Ufundi rangi

4 Kagera

Biharamulo

Rbondo FDC Ushonaji (Sayansi Kimu), Uashi, Useremala na Ufundi Chuma.

Kilimo, Ufugaji, Ujasiliamali, Kompyuta, Electronics, Umeme wa Majumbani, Uungaji Vyuma, MV Mechanics, Udereva, Ujenzi Barabara, Kompyuta na Upishi.

Ushonaji, S/Kimu, Uashi, Useremala Ufundi Chuma, Kilimo, Ufugaji, Ujasiliamali, Kompyuta, Electronics, Umeme, Uungaji Vyuma, MV Mechanics, Udereva na Ujenzi Barabara.

Bukoba (M)

Bukoba RVT&SC

- - -

Bukoba (V)

Gera FDC S/Kimu, Useremala, Uashi, Mafunzo ya muda mfupi - UKIMWI, Kilimo na Uchaguzi.

Umeme wa Majumbani, Uchomeleaji, Kompyuta, Electronics, Usindikaji, Umeme wa Magari, Mv Mechanics, Udereva, Kupiga Chapa, Kilimo na Catering.

S/Kimu, Useremala, Uashi, Kilimo, Umeme wa Majumbani, Uchomeleaji, Kompyuta, Electronics, Usindikaji wa mazao, Umeme wa Magari, Mv Mechanics, Udereva, Kupiga Chapa na Catering.

Ngara Ngara FEDC Ushonaji, Uashi, Useremala, Ufundi magari, Udereva, Bidhaa za ngozi, mafunzo ya Uelewa

Ushonaji, Uashi, Uchomeleaji vyuma, Umeme wa Magari, Umeme wa Majumbani, Electonics, Usindikaji Mazao, Ushonaji Bidhaa za Ngozi, Useremala, Kompyuta, Ufundi Bomba, Upishi, Ufundi Rangi, Kilimo na Ufugaji.

Ushonaji, Uashi, Useremala, Ufundi Magari, Udereva, Ushonaji bidhaa za ngozi, Uchomeleaji vyuma, Umeme wa Magari, Umeme wa Majumbani, Electonics, Usindikaji Mazao, Kompyuta, Ufundi Bomba, Upishi, Ufundi Rangi, Kilimo na Ufugaji.


5 Kilimanjaro

Moshi (V) Msinga FDC Useremala, Uashi,ufundi magari, Ushonaji, Upishi na Lishe, Umeme wa Majumbani, Udereva, Ufundi Bomba, Kompyuta, Kilimo na Ufugaji

Umeme, Ufundi Magari, Uchomeleaji, Ufundi Bomba, Ufundi Rangi, Electronics na Uchimbaji Madini, Userermala, Uashi, Umakenika, Udereva, Kilimo na Ufugaji

Useremala, Uashi, Ufundi Magari, Ushonaji, Upishi, Umeme wa Majumbani, Udereva, Ufundi Bomba, Kompyuta, Kilimo, Ufugaji, Umeme, Uchomeleaji, Ufundi Rangi, Electronics na Uchimbaji Madini, Uashi na Umakenika,

Rombo Mamtukuna FDC

Useremala, Uashi, Ufundi Magari, Kilimo, Ufugaji, Upishi na Lishe, Ushonaji na Kompyuta

Ufundi Magari, Ufundi Bomba, Upambaji, Kompyuta, Ujasiriamali, Useremala, Uashi, Udereva, Uafundi wa Friji, Ufundi Umeme wa Majumbani, Upishi na Lishe, Kilimo na Ufugaji

Useremala, Uashi, Ufundi Magari, Kilimo, Ufugaji, Upishi, Ushonaji na Kompyuta, Ufundi Bomba, Upambaji, Ujasiriamali, Udereva, Uafundi wa Friji, Umeme wa Majumbani,

Same Same FDC Kompyuta, Udereva, Ufundi Magari, Kilimo, Ufugaji, Useremala, Ushonaji.

Umeme, Ufundi Magari, Ufundi Bomba, Upambaji, Kompyuta, Ujasiriamali, Useremala, Uchomeleaji, Udereva, Umakenika wa Kilimo, Electronics, Ufundi Friji na Usanii

Kompyuta, Udereva, Ufundi Magari, Kilimo, Ufugaji, Useremala, Ushonaji, Umeme, Ufundi Bomba, Upambaji, Ujasiriamali, Uchomeleaji, Umakenika wa Kilimo, Electronics, Ufundi Friji na Usanii

6 Kigoma

Kasulu Kasulu FDC Kilimo, Ufugaji, Usremala, Uashi, Ushonaji (S/Kimu), Umakenika.

Computer Maintenance, ICT, Umeme wa Majumbani, Umeme wa Magari, Kilimo cha Mitambo na Matengezo yake, Ushonaji, Uashi, Kilimo cha Matunda, Ufundi Bomba, Ufundi Magari, Uashi, Useremala, Uungaji Vyuma, Upishi na Uhazili.

Kilimo, Ufugaji, Usremala, Uashi, Ushonaji, Umakenika, Computer, ICT, Umeme wa Majumbani, Umeme wa Magari, Kilimo cha Mitambo na Matengezo yake, Kilimo cha Matunda, Ufundi Bomba, Ufundi Magari, Uungaji Vyuma, Upishi na Uhazili.

Kibondo Kibondo FDC Uashi, Umakanika, Upishi, Kilimo na Ushonaji.

Useremala, Uashi, Umakenika, Kilimo, Kompyuta, Umeme wa Majumbani, Umeme wa Magari, Utengenezaji wa Majokofu, Utengezaji wa Barabara, Uhazili, Ufundi Magari, Uungaji Vyuma, Ufundi Bomba, Ufundi Rangi na Uchoraji, Udereva na Ufundi Viatu.

Uashi, Umakanika, Upishi, Kilimo, Ushonaji, Useremala, Kompyuta, Umeme wa Majumbani, Umeme wa Magari, Ufundi Majokofu, Utengezaji Barabara, Uhazili, Ufundi Magari, Uungaji Vyuma, Ufundi Bomba, Ufundi Rangi, Uchoraji, Udereva na Ufundi Viatu.

Kigoma Kihinga FDC Ushonaji, Uashi, Umakanika, Upishi, na Kilimo.

Useremala, Uashi, Umakenika, Kilimo, Kompyuta, Umeme wa Majumbani, Umeme wa Magari, Utengenezaji wa Majikofu, Utengezaji wa Bara bara, Mafunzo ya Uelewa, Ufundi Magari, Uungaji Vyuma, Umeme, Kompyuta, Lishe na Upishi, Ufundi Bomba na Udereva.

Ushonaji, Uashi, Umakanika, Upishi, Kilimo, Useremala, Umeme wa Majumbani, Umeme wa Magari, Utengenezaji Majikofu, Utengezaji Barabara, Ufundi Magari, Uungaji Vyuma, Umeme, Kompyuta, Upishi, Ufundi Bomba na Udereva.

7 Iringa Kilolo Ilula FDC Useremala, Uashi, Ushonaji, Ufumaji, Kilimo cha mboga, Ufugaji wa ng’ombe na Computer

Ufundi magari, Mafunzo ya Computer, Udereva, Useremala, Uashi, Ushonaji, Umakenika, Udereva, Kilimo, Ufugaji, Ufundi Bomba na Uungaji Vyuma.

Useremala, Uashi, Ushonaji, Ufumaji, Kilimo cha mboga, Ufugaji wa ng’ombe, Kompyuta, Ufundi magari, Mafunzo ya Computer, Udereva, Umakenika, Udereva, Kilimo, Ufugaji, Ufundi Bomba na Uungaji Vyuma.

Njombe Njombe FDC Useremala, Uashi, Umeme, Ufundi magari Ushonaji,

Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Userermala, Uashi, Ushonaji, Umakenika, Udereva,

Useremala, Uashi, Umeme, Ufundi Magari, Ushonaji, Umeme wa Majumbani, Umeme wa Magari, Ufundi Bomba, Udereva, Upishi, Hotel Management, Umakenika, Ufugaji, Kompyuta, Ufundi wa Magari, Uungaji


Kilimo, Ufugaji, Uungaji Vyuma na Kompyuta.

Vyuma, Kilimo Ufugaji na Ujasiliamali.

Njombe Ulembwe FDC Useremala, Uashi, Ushonaji, Umeme majumbani.

Umeme wa Majumbani, Ufundi wa Magari, Uungaji Vyuma, Udereva, Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Ufundi Bomba, Kompyuta na stadi zilizopo sasa ziendelee,

8 Lindi

Lindi (V) Chilala FDC Useremala, Ufumaji, Kilimo, Mifugo, Mafunzo nje ya Chuo na Mafunzo ya Muda Mfupi.

Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji na Kompyuta.

Useremala, Ufumaji, Kilimo, Ufugaji, Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Uashi, Ushonaji, Umakenika na Kompyuta.

Kilwa Kilwa Masoko FDC

Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Mifugo, Mafunzo nje ya Chuo na Mafunzo ya Muda Mfupi.

Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Uungaji Vyuma na Ujasiriamali,

Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Ufugaji , Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Ufundi Bomba, Udereva, Upishi, Hotel Management, Uungaji Vyuma na Ujasiriamali.

9 Manyara Mbulu Tango FDC Useremala na Ushonaji Userermala, Uashi, Umakenika, Kilimo, Ufugaji, Umeme, Ufundi Umeme mbadala, Ufundi Magari, Udereva na Ujasiriamali

Useremala, Ushonaji, Uashi, Umakenika, Kilimo, Ufugaji, Umeme, Ufundi Umeme Mbadala, Ufundi Magari, Udereva na Ujasiriamali.

10 Mara

Musoma Musoma FDC Uashi, Kilimo, Upishi, Ushoni na Useremala

Kilimo; Udereva; Uvuvi; Utengenezaji wa Maboti/Mashua; Useremara; Uashi/Ujenzi; Ushonaji; Umeme; Ufundi Magari, Upishi, Uendeshaji Canteen, Hotel Management, Umeme wa Magari, Udereva na Kompyuta

Uashi, Kilimo, Upishi, Ushoni, Useremala, Udereva; Uvuvi; Utengenezaji wa Maboti/Mashua; Umeme; Ufundi Magari, Uendeshaji Canteen, Hotel Management, Umeme wa Magari na Kompyuta

Tarime Tarime FDC Ushonaji, Useremala, Umeme na Uashi.

Computer, Udereva, Kilimo, Mechanics, Ujasiliamali, Useremala, Umeme, Udereva, Kompyuta na Uchomeaji Vyuma.

Ushonaji, Useremala, Umeme, Uashi, Udereva, Kilimo, Mechanics, Ujasiliamali, Umeme, Kompyuta na Uchomeaji Vyuma.

Bunda Kisangwa FDC Useremala, Ushonaji, Upishi na Uashi.

Umeme, Mechanics, Udereva, Ufundi Bomba, Kilimo, Useremala, Welding, Ufugaji, MV Mechanics na Hotel Management.

Useremala, Ushonaji, Upishi, Uashi, Umeme, Mechanics, Udereva, Ufundi Bomba, Kilimo, Welding, Ufugaji, MV Mechanics Ujasiliamali na Hotel Management.

11 Mtwara Masasi Masasi FDC Useremala, Uashi, Ushonaji, Umakenika, Umeme wa majumbani, Upishi na Elimu ya Sekondari.

Usindikaji, Ujasiliamali, Udereva, Uchomeleaji, Hotel Management. Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Ufundi Bomba, Uungaji Vyuma na Kompyuta.

Useremala, Uashi, Ushonaji, Umakenika, Umeme wa majumbani, Upishi, Usindikaji, Ujasiliamali, Udereva, Uchomeleaji, Hotel Management. Kilimo, Ufugaji, Ufundi Bomba, Uungaji Vyuma na Kompyuta.

Mtwara Mtawanya FDC

Useremala, Ujenzi, Uashi, Ushonaji, Umakenika, Kilimo, Uraia na Udereva

Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Udereva, Upishi, Hotel Management, Useremala, Uashi, Ushonaji, Umakenika, Udereva, Kilimo, Ufugaji, Ufundi Bomba na

Useremala, Ujenzi, Uashi, Ushonaji, Umakenika, Kilimo, Uraia, Udereva, Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Udereva, Upishi, Hotel Management, Ufugaji, Ufundi Bomba, Ujasiliamali na Kompyuta.


Kompyuta.Newala Newala FDC Useremala, Uashi, Ushonaji,

Umakenika, Ufumaji, Magari, Kilimo, Umeme wa majumbani, Uchomeleaji

Udereva, Kompuyta, ICT, Hotelia, Userermala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Ufundi Bomba, Uungaji Vyuma, Electronics na stadi zote zilizopo sasa ziendelee.

Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Magari, Kilimo, Umeme wa Majumbani, Udereva, Kompuyta, ICT, Hotelia, Ufugaji, Ufundi Bomba, Uungaji Vyuma, Ujasiliamali na Electronics.

12 Morogoro

Morogoro Bigwa FDC Useremala, Uashi, Ushonaji, Upishi na Lishe, Umeme wa Majumbani, Ufundi Magari na Elimu ya Chekechea.

Uchomeleaji, Ujasiliamali, Usindikaji wa Vyakula, Udereva, Upishi, Upambaji, Uhifadhi wa Vyakula, Ufundi Magari, Uashi, Kompyuta, Kilimo na Ufugaji

Useremala, Uashi, Ushonaji, Upishi, Umeme wa Majumbani, Ufundi Magari, Uchomeleaji, Ujasiliamali, Usindikaji wa Vyakula, Udereva, Upambaji, Uhifadhi wa Vyakula, Kompyuta, Kilimo na Ufugaji.

Kilosa Kilosa FDC Useremala, Ushonaji, Kilimo na Ususi

Kilimo cha Matunda, Uashi, Uchomeleaji, Electronics, Umakenika, Udereva, Kilimo, Ufugaji na Umeme.

Useremala, Ushonaji, Kilimo, Ususi, Kilimo cha Matunda, Uashi, Uchomeleaji, Electronics, Umakenika, Udereva, Kilimo, Ufugaji, Ujasiliamali na Umeme.

Ifakara Ifakara FDC Useremala, Uashi, Ushonaji, Kilimo, Mifugo na Sanyansi Kimu

Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Useremala, Uashi, Kilimo, Umeme na stadi za sasa na elimu ya sekondari ziendelee.

Useremala, Uashi, Ushonaji, Kilimo, Ufugaji na S/Kimu, Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management na Ujasiliamali.

Ulanga Sofi FDC Uashi, Useremala, Ushonaji, Kilimo, Ufugaji, Sayansi Kimu na Upishi.

Useremala, Ushonaji, S/Kimu, Kilimo, Ushonaji, Umeme, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magri, Ususi na Ujasiriamali.

Uashi, Useremala, Ushonaji, Kilimo, Ufugaji, Sayansi Kimu, Upishi, S/Kimu, Umeme, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magri, Ususi na Ujasiriamali.

13 Mwanza

Maswa Malya FDC Kilimo, Ufugaji, Useremala, Ushonaji, Uashi na Welding.

Mechanics, Computer, Udereva, Upishi, Umeme, Uungaji Vyuma, Kilimo, Ufugaji, Kompyuta na Catering.

Kilimo, Ufugaji, Useremala, Ushonaji, Uashi, Welding, Mechanics, Udereva, Upishi, Umeme, Uungaji Vyuma, Kilimo, Ufugaji, Kompyuta, Ujasiliamali na Catering.

Mwanza (V)

Karumo FDC Kilimo, Useremala, Ushonaji na Uashi

Umeme, Udereva, Uvuvi, Ushonaji, Uashi, Useremala, Uungaji Vyuma, Umeme, Ufundi Magari, Utengenezaji bidhaa za Ngozi na stadi za sasa ziendelee.

Kilimo, Useremala, Ushonaji, Uashi, Umeme, Udereva, Uvuvi, Uungaji Vyuma, Umeme, Ufundi Magari, Ushonaji bidhaa za Ngozi na Ujasiliamali.

Sengerema

Sengerema FDC

Welding, Hifadhi za Mazao, Mazingira, UKIMWI, Kilimo na Udereva.

Ujasiliamali, Usindikaji mazao ya Kilimo, Kompyuta, Uashi, Uvuvi, Umeme, Kuunga Vyuma, Uashi, Useremala, Ushonaji, Udereva, Makenika, Mama Lishe, Kilimo na Ufugaji.

Welding, Hifadhi za Mazao, Hifadhi ya Mazingira, Kilimo na Udereva , Ujasiliamali, Usindikaji mazao ya Kilimo, Kompyuta, Uashi, Uvuvi, Umeme, Kuunga Vyuma, Uashi, Useremala, Ushonaji, Udereva, Makenika, Mama Lishe, Kilimo na Ufugaji.

14 Mbeya Rungwe Katumba FDC Useremala, Umeme, Uashi, Ushonaji, Hotel Management, Biashara, UKIMWI, Kilimo

Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Uashi, Umakenika, Kilimo, Ufugaji, Electronics na stadi za sasa ziendelee.

Useremala, Umeme, Uashi, Ushonaji, Hotel Management, Biashara, Kilimo, Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Umakenika, Ufugaji, Electronics na Ujasiliamali.

Mbeya (M)

Nzovwe FDC Uashi, Useremala, Ushonaji na Kilimo.

Kompyuta, Elctronics, Umakenika, Umeme wa Magari, Umeme wa Majumbani, Udereva, Upishi na

Uashi, Useremala, Ushonaji, Kilimo, Kompyuta, Elctronics, Umakenika, Umeme wa Magari, Umeme wa Majumbani, Udereva,


Hotel Managaement, Uashi, Uungaji Vyuma, Ufundi Bomba, Kilimo, Ususi, S/Kimu na Ujasiriamali

Upishi na Hotel Managaement, Uungaji Vyuma, Ufundi Bomba, Ususi, S/Kimu na Ujasiriamali.

15 Pwani

Kibaha Kibaha FDC Useremala, Uashi, Umeme Majumbani, Ufundi Chuma, Ufundi Magari, Udereva, Upishi, Menejimenti ya Hotel, Ushonaji, Kilimo, mifugo na Ufundi Bomba

Ufundi Viatu, Ufundi Magari, Kompyuta, Secretarial, Uchomeleaji na Ufundi Rangi na stadi za sasa ziendelee

Useremala, Uashi, Umeme Majumbani, Ufundi Chuma, Ufundi Magari, Udereva, Upishi, Menejimenti ya Hotel, Ushonaji, Kilimo, Ufugaji na Ufundi Bomba, Ufundi Viatu, Kompyuta, Secretarial, Uchomeleaji, Ujasiliamali na Ufundi Rangi.

Kisarawe Kisarawe FDC Kompyuta, Udereva, Ufundi Magari, Kilimo, Ufugaji, Useremala na Ushonaji

Umeme, Ufundi Bomba, Upambaji, Kompyuta, Ujasiriamali, Useremala, Udereva, Ufundi Magari, Uhazili, Uchomeleaji na Ufundi Rangi

Kompyuta, Udereva, Ufundi Magari, Kilimo, Ufugaji, Useremala, Ushonaji, Umeme, Ufundi Bomba, Upambaji, Kompyuta, Ujasiriamali, Udereva, Uhazili, Uchomeleaji na Ufundi Rangi

Ikwiriri Ikwiriri FDC Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Mifugo, Mafunzo nje ya Chuo na Mafunzo ya Muda Mfupi.

Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Udereva, Upishi, Hotel Management, Kilimo, Ufugaji, Ufundi Bomba, Uungaji Vyuma, Electronics na Umeme Jua na stadi za sasa ziendelee.

Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Ufugaji, Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Udereva, Upishi, Hotel Management, Ufundi Bomba, Uungaji Vyuma, Ujasiliamali, Electronics na Umeme Jua

16 Tabora

Sikonge Sikonge FDC Uashi, Useremala, Ushonaji na Kilimo.

Kompyuta, Elctronics, Umakenika, Umeme wa Magari, Umeme wa Majumbani, Udereva, Upishi na Hotel Managaement, Uashi, Umeme, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magri, Kilimo na Ususi.

Uashi, Useremala, Ushonaji, Kilimo, Kompyuta, Elctronics, Umakenika, Umeme wa Magari, Umeme wa Majumbani, Udereva, Upishi, Hotel Managaement, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magri, Ujasiliamali na Ususi.

Urambo Urambo FDC Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Mifugo, Mafunzo nje ya Chuo na Mafunzo ya Muda Mfupi.

Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Udereva, Kilimo, Ufugaji, Kompyuta na stadi za sasa ziendelee.

Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Ufugaji, Umeme wa Majumbani, Umeme wa Magari, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Udereva, Kompyuta na Ujasiliamali.

Nzega Nzega FDC Useremala, Uashi, Ushoni, Udereva, Kompyuta, Ufugaji na Kilimo

Umeme, Ufundi Magari, Uchomeleaji, Ufundi Bomba, Ufundi Rangi, Electronics, Uchimbaji Madini, Uashi, Umakenika, Ufugaji na Umeme

Useremala, Uashi, Ushoni, Udereva, Kompyuta, Ufugaji, Kilimo, Umeme, Ufundi Magari, Uchomeleaji, Ufundi Bomba, Ufundi Rangi, Electronics, Uchimbaji Madini, Umakenika, Ufugaji, Ujasiliamali na Umeme.

Nzega Mwanhala FDC Useremala, Uashi, Ufundi Magari, Kilimo, Ufugaji, Ushonaji, Upishi na Lishe.

Uumeme, Ufundi Magari, Ufundi Bomba, Upambaji, Kompyuta, Ujasiriamali, Useremala, Uashi, Udereva, Ufundi wa Friji, Upishi na Uendeshaji wa Migahawa

Useremala, Uashi, Ufundi Magari, Kilimo, Ufugaji, Ushonaji, Upishi, Uumeme, Ufundi Bomba, Upambaji, Kompyuta, Ujasiriamali, Udereva, Ufundi wa Friji na Uendeshaji wa Migahawa.

17 Tanga Handeni Handeni FDC Ushonaji, Useremala, Upishi na Lishe, Uashi, Menejimenti ya Hotel, Umeme wa Majumbani, Ufundi Magari na Kompyuta

Ujasiriamali, Kompyuta, Uchomeleaji, Udereva, Uhandisi wa Kilimo, Electronic, Ufundi Friji na Usanii

Ushonaji, Useremala, Upishi, Uashi, Menejimenti ya Hotel, Umeme wa Majumbani, Ufundi Magari, Kompyuta, Ujasiriamali, Uchomeleaji, Udereva, Uhandisi wa Kilimo, Electronics, Ufundi Friji na Usanii.

Muheza Kiwanda FDC Useremala, Uashi, Upishi na Lishe, Ushonaji na Kilimo, Ufugaji na Ujasiriamali

Udereva, Ufundi Magari, Uashi, Ufundi wa Friji, Umeme wa Majumbani, Umeme wa Magari,

Useremala, Uashi, Upishi, Ushonaji na Kilimo, Ufugaji, Ujasiriamali, Udereva, Ufundi Magari, Ufundi wa Friji, Umeme wa


Upishi na Uendeshaji wa Migahawa. Majumbani, Umeme wa Magari na Uendeshaji wa Migahawa.

18 Rukwa

Mpanda Msaginya FDC Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Mifugo, Ujasiliamali.

Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, na Hotel Management, Userermala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Electronics na zilizopo ziendelee.

Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Ujasiliamali, Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, na Hotel Management na Electronics.

Nkasi Challa FDC Uashi, Useremala, Ushonaji na Kilimo.

Useremala, Uashi, Ushonaji, Kilimo, Umeme na Computer, Ushonaji, Useremala, Uashi, Umeme, Uungaji Vyuma, Ufundi Bomba, Umeme wa Magri, Kilimo, Ususi S/Kimu na Ujasiriamali.

Uashi, Useremala, Ushonaji, Kilimo, Umeme, Computer, , Uungaji Vyuma, Ufundi Bomba, Umeme wa Magri, Ususi S/Kimu na Ujasiriamali.

19 Ruvuma

Mbinga Mbinga FDC Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Mifugo, Mafunzo nje ya Chuo na Mafunzo ya Muda Mfupi

Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji, Electronics na zilizopo sasa ziendelee.

Useremala, Uashi, Ushonaji, Umakenika, Ufumaji, Kilimo, Ufugaji, Umeme wa Majumbani, Umeme wa Magari, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Ujasiliamali na Electronics

Songea (V)

Muhukuru FDC Uashi, Useremala, Ushonaji Kilimo, Ufundi Magari, Umeme na Mifugo

Kompyuta, Elctronics, Umakenika, Umeme wa Magari, Umeme wa Majumbani, Udereva, Upishi, Hotel Managaement, Ushonaji, Uselemala, Ufugaji, Uashi, Uungaji Vyuma, Ufundi Bomba, Kilimo, Ususi, S/Kimu na Ujasiriamali.

Uashi, Useremala, Ushonaji Kilimo, Ufundi Magari, Ufugaji, Kompyuta, Elctronics, Umakenika, Umeme wa Magari, Umeme wa Majumbani, Udereva, Upishi, Hotel Managaement, Uungaji Vyuma, Ufundi Bomba, Ususi, S/Kimu na Ujasiriamali.

Tunduru Nandembo FDC

Useremala, Uashi na Ushonaji

Kilimo, Ufugaji, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Useremala, Uashi, Ushonaji, Umakenika, Kilimo, Ufugaji na stadi zilizopo ziendelee.

Useremala, Uashi, Ushonaji, Kilimo, Ufugaji, Kompyuta, Uchomeleaji, Ufundi Bomba, Udereva, Upishi, Hotel Management, Useremala, Umakenika na Ujasiliamali.

20 Singida

Singida Singida FDC Useremala,Uashi, umeme wa nyumbani,ushoni, na upishi na lishe

Ufundi Magari, Udereva, Kompyuta, Menejimenti ya Hoteli na Utalii, Userermala, Uashi, Umakenika, Kilimo, Ufugaji na Umeme

Useremala, Uashi, Umeme wa Majumbani, Ushoni, Upishi, Ufundi Magari, Udereva, Kompyuta, Menejimenti ya Hoteli na Utalii, Umakenika, Kilimo, Ufugaji na Ujasiliamali.

Iramba Msingi FDC Useremala, Upishi, Ushonaji, Uchomeleaji Chuma.

Kilimo, Ushirika, Ufugaji wa nyuki na Urinaji wa asali, Upishi na Lishe, Udereva, Ufundi Magari, Uashi, Udereva, Ufundi wa Friji, Umeme wa Majumbani, Umeme wa Magari, Upishi na Uendeshaji wa migahawa.

Useremala, Upishi, Ushonaji, Uchomeleaji Chuma, Kilimo, Ushirika, Ufugaji wa nyuki na Urinaji wa asali, Ufundi Magari, Uashi, Udereva, Ufundi wa Friji, Umeme wa Majumbani, Umeme wa Magari, Uendeshaji wa migahawa na Ujasiliamali.

21 Shinyanga Shinyaga (M)

Buhangija FDC Ushonaji, Upishi, Ujasiliamali, Useremala, Umeme Majumbani, Uchomeleaji, Stadi za Maisha na Masomo ya Jioni.

Mitambo na Magari, Ufundi Bomba, Udereva, Uashi, Kompyuta, Upambaji, Usindikaji Mazao, Umeme wa Magari, Umeme, Useremala, Ushonaji, Upishi, Uungaji Vyuma, Uashi, Kilimo, Ufugaji na Hotel Management na

Ushonaji, Upishi, Ujasiliamali, Useremala, Umeme Majumbani, Uchomeleaji, Ufundi Mitambo na Magari, Ufundi Bomba, Udereva, Uashi, Kompyuta, Upambaji, Usindikaji Mazao, Umeme wa Magari, Uashi, Kilimo, Ufugaji, Ujasiliamali na Hotel Management


stadi za sasa ziendelee.Geita Mwanva FDC Umeme wa Majumbani,

Uashi, Useremala, Umakenika, Kompyuta, Udereva, Kilimo, Ushonaji na Welding.

Ufundi Bomba, Ujasiliamali, Umeme wa Mgari, Electronics, Fitter Mechanics, IT, Ushonaji, Useremala, Uashi, Uhazili, Kompyuta, Ufundi Magari, Uungaji Vyuma, Umeme Majumbani, Ufundi Rangi, Uchoraji, Kilimo, Udereva na Ufundi Viatu.

Umeme wa Majumbani, Uashi, Useremala, Umakenika, Kompyuta, Udereva, Kilimo, Ushonaji, Welding, Ufundi Bomba, Umeme wa Mgari, Electronics, Fitter Mechanics, IT, Uhazili, Ufundi Magari, Uungaji Vyuma, Umeme Majumbani, Ufundi Rangi, Uchoraji, Ufundi Viatu na Ujasiliamali.

Malampaka

Malampaka FDC

Kilimo, Ufugaji, Useremala, Uashi, Ujasiriamali.

Udereva; Kilimo; Ufugaji; Welding; Fitter Mechanics na Mv Mechanics, Ushonaji, Useremala, Uashi, Umeme, Mv Mechanics, Udereva, Catering & Hotel Management na Computer Applications

Kilimo, Ufugaji, Useremala, Uashi, Ujasiriamali, Udereva; Welding; Fitter Mechanics, Mv Mechanics, Ushonaji, Useremala, Uashi, Umeme, Udereva, Catering & Hotel Management na Computer Applications

Bariadi Baradi FDC Useremala, Kilimo, Uashi, Ushonaji, Udereva, Ujasiliamali, Elimu ya Biashara, Elimu ya Jinsia, Elimu ya UKIMWI na Uraia.

Kompyuta, Umakenika, Ufundi Chuma, Uchmeleaji, Umeme wa Majumbani, Umeme wa Magari, Electronics, Udereva, Ufundi Magari, Useremala, Ushonaji, Upishi, Kilimo, Uungaji Vyuma, Uchongaji Vyuma, Ufundi Bomba, Uchoraji na Ufundi Rangi.

Useremala, Kilimo, Uashi, Ushonaji, Udereva, Ujasiliamali, Elimu ya Biashara, Kompyuta, Umakenika, Uchmeleaji, Umeme wa Majumbani, Umeme wa Magari, Electronics, Ufundi Magari, Upishi, Uungaji Vyuma, Uchongaji Vyuma, Ufundi Bomba, Uchoraji na Ufundi Rangi

Jedwali Na. 15 linaonesha kuwa yapo mabadiliko ya mahitaji ya stadi kwa sasa ikilinganishwa na ilivyo kuwa hapo awali wakati mahitaji ya jamii kwa Vyuo vilivyopo vijijini ilipendelea stadi za zamani (traditional skills) kama Kilimo, Useremala, Uashi na Ushonaji na mijini walihitaji stadi za kisasa zaidi kama Umakanika, Udereva, Umeme wa Majumbani, Electronics na Kompyuta. Matokeo ya utafiti yanadhihirisha kuwa mahitaji halisi ya sasa ya stadi katika Wilaya za mijini na vijijini yanafanana. Aidha, katika vyuo vyote wahojiwa walipendekeza stadi mchanganyiko zikiwemo za zamani na za kisasa.


4.10 UMUHIMU WA KUENDELEA KUTOA MAFUNZO YA EW KATIKA VMWKatika utafiti huu wahojiwa 216 waliulizwa kuhusu umuhimu wa Vyuo vya Maendeleo ya Wananchi kuendelea kutoa mafunzo ya Elimu ya Wananchi. Maelezo yao yalidhihirisha kwa asilimia 100 kuwa vyuo hivi viendelee kutoa mafunzo hayo kwa sababu yameleta maendeleo makubwa kwa wahitimu, familia, jamii katika eneo vilipo vyuo na Taifa kwa ujumla. Aidha, wahojiwa wote walieleza kuwa mafunzo haya yatatolewa kwa ufanisi zaidi iwapo vyuo hivi vitaboreshwa. Mapendekezo ya maboresho ya mfumo wa utoaji wa mafunzo vyuoni yaliyotajwa na wahojiwa ni kama yalivyooneshwa katika Jedwali Na. 16.


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4.11 JINSI YA KUBORESHA UTOAJI WA MAFUNZO YA ELIMU YA WANANCHI KATIKA VMWMatokeo ya tathmini yalibainisha kwamba VMW viendelee kutoa mafunzo ya Elimu ya Wananchi kutokana na umuhimu wake, mapendekezo ya maboresho kulingana na maelezo ya wahojiwa 5,048 ni kama ilivyooneshwa katika Jedwali Na. 16.

Jedwali Na 16: Mapendekezo ya Wahojiwa kuhusu jinsi ya Kuboresha Mfumo wa Utoaji wa Mafunzo ya Elimu ya Wananchi katika VMW

Na MAPENDEKEZO YA WAHOJIWA W/B ( 216)

% W/H(443)

% W/M(602)

% WT ( 823)

% W/C (662)

% W/SC (497)

% W/N(1030)

% Idadi Asilimia

1 Kuongeza wakufunzi wenye sifa 216 100 443 100 567 69 812 99 642 78 234 47 842 82 3756 74

2 Kuongeza watumishi wasio wakufunzi wenye sifa

216 100 121 24 498 61 547 66 502 61 123 25 401 39 2408 48

3 Kuongeza vifaa vya kisasa vya kujifunzia na kufundishia kulingana na mafunzo yanayotolewa

216 100 443 100 435 88 804 98 603 73 399 80 721 70 3621 72

4 Kuongeza vifaa vya kujimudu kwa watu wenye ulemavu

108 50 18 4 59 12 342 69 34 7 56 11 102 10 719 14

5 Kukarabati na kuongeza majengo yanayohitajika

216 100 398 80 432 87 801 97 574 70 242 49 527 51 3190 63

6 Kukarabati miundombinu –mfumo wa maji,umeme,mawasiliano

216 100 394 79 320 64 732 89 375 75 236 47 477 46 2514 50

7 Kukarabati majengo kwa kuzingatia mahitaji ya watu wenye ulemavu

182 84 74 15 134 27 312 63 89 18 52 10 103 10 946 19

8 Kununua na kutengeneza vyombo vya usafiri

145 20 171 34 396 80 722 88 453 91 267 54 423 41 2577 51

9 Kuongeza fedha za ruzuku 216 100 392 79 456 92 823 100 178 36 379 76 406 39 2850 56

10 Kutoa mafunzo rejea mara kwa mara kwa watumishi

98 45 26 5 99 20 808 98 34 6 19 3 45 4 1129 22

11 Kutoa motisha kwa watumishi wanaofanya kazi kwenye mazingira magumu

83 38 45 9 187 38 631 77 45 9 9 1 41 3 1041 21

12 Kuimarisha vituo vya mafunzo 41 19 54 11 378 76 479 96 176 35 112 23 333 32 1573 31


nje ya chuo (outreach centers)

13 Kuimarisha upatikanaji na matumizi ya teknolojia rahisi na sahihi

12 2 175 35 397 80 11 2 47 9 29 3 671 13

14 Kuimarisha maktaba zinazoendana na wakati

56 26 109 23 192 39 387 78 467 94 69 14 299 29 1579 31

15 Kuimarisha shughuli za uzalishaji mali chuoni

49 23 234 47 171 34 490 99 31 6 129 26 175 17 1279 25

16 Kuimarisha shughuli za mfano (demonstrationactivities/projects)

51 24 98 20 178 36 276 56 136 27 208 42 307 30 1254 25

17 Kuboresha viwanja na shughuli za michezo

38 18 123 25 87 18 121 24 276 56 97 20 116 11 858 17

18 Kuhakikisha upimaji na umiliki wa ardhi ya vyuo

111 51 - 178 36 562 68 - 24 5 207 20 1082 21

19 Kuimarisha mfumo wa utoaji taarifa

5 2 - 54 11 257 52 - - - 316 1

20 Kuimarisha utaratibu wa ufuatiliaji na tathmini ya vyuo

87 40 19 4 102 21 489 98 87 18 21 4 34 3 839 17

21 Kuimarisha utaratibu wa ufuatiliaji wa wahitimu

187 87 206 41 208 42 699 85 319 64 28 6 168 16 1815 36

22 Kudurusu mitaala kwa wakati kwa kuzingatia mahitaji ya soko

192 89 275 55 366 74 753 91 105 21 57 11 217 21 1965 39

23 Kuimarisha mfumo wa kufuatilia mahitaji ya mafunzo ya jamii

40 19 54 11 34 7 645 78 96 19 72 14 206 20 1147 23

24 Kuhakikisha vikao vya bodi vinafanyika ipasavyo

216 100 - 32 7 61 7 - - 309 1

25 Kuhakikisha wahitimu wanapata vifaa/ nyenzo ya mitaji ya kufanyia kazi

169 78 379 76 299 60 592 89 634 96 393 79 349 34 2815 56

26 Kuimarisha mfumo wa kutangaza shughuli zinazofanyika vyuoni

94 44 126 25 223 45 432 87 345 69 302 61 423 41 1945 39

27 Kuimarisha mafunzo nadharia na vitendo

37 17 345 69 172 35 415 84 476 96 272 55 174 17 1854 37

28 Kuimarisha karakana na zana za kisasa kulingana na mafunzo

193 89 295 59 378 76 402 8 567 85 297 60 297 29 2429 48

29 Kuimarisha menejimenti za vyuo 18 8 62 12 375 75 179 36 234 47 - 7 0 875 17

30 Kuimarisha huduma ya kwanza vyuoni

20 9 293 59 238 48 304 61 376 76 33 7 76 7 1340 27


31 Kuhakikisha stahili zote za watumishi zinapatikana

43 20 - 93 19 823 100

348 70 - - - 1307 26

Chanzo: Tathmini ya Taathira ya VMW 2009


Jedwali Na. 16 linaonesha kuwa mapendekezo saba (7) yalitajwa na wahojiwa wengi (zaidi ya asilimia 50) kuwa yanastahili kufanyiwa kazi ili kuboresha utoaji mafunzo katika Vyuo vya Maendeleo ya Wananchi nchini. Mapendekezo hayo ni haya yafuatayo:

Kuongeza wakufunzi wenye sifa asilimia 74; Kuongeza vifaa vya kisasa vya kujifunzia na kufundishia kulingana na mafunzo

yanayotolewa asilimia 72; Kukarabati na kuongeza majengo yanayohitajika asilimia 63; Kuongeza fedha za ruzuku asilimia 56; Kuhakikisha wahitimu wanapata vifaa/ nyenzo na mitaji ya kuanzia/kufanyia kazi

asilimia 56; Kununua na kutengeneza vyombo vya usafiri asilimia 51; na Kukarabati miundombinu (mfumo wa maji, umeme na mawasiliano) asilimia 50.

Mapendekezo mengine yaliyotajwa na wahojiwa chini ya asilimia 50 ni haya yafuatayo:

Kuongeza watumishi wasio wakufunzi wenye sifa asilimia 48; Kuimarisha karakana na zana za kisasa kulingana na mafunzo yanayotolewa

asilimia 39; Kuimarisha mfumo wa kutangaza shughuli zinazofanyika vyuoni asilimia 39; Kudurusu mitaala kwa wakati kwa kuzingatia mahitaji ya soko asilimia 39; Kuimarisha mafunzo ya nadharia na vitendo asilimia 37; Kuimarisha utaratibu wa ufuatiliaji wa wahitimu asilimia 36; Kuimarisha vituo vya mafunzo nje ya chuo (outreach centers) asilimia 31; Kuimarisha maktaba zinazoendana na wakati asilimia 31; Kuimarisha huduma ya kwanza vyuoni asilimia 27; Kuhakikisha stahili zote za watumishi zinapatikana asilimia 26; Kuimarisha shughuli za uzalishaji mali chuoni asilimia 25; Kuimarisha shughuli za mfano ( demonstrative activities/projects) asilimia 25; Kuimarisha mfumo wa ufuatiliaji mahitaji ya mafunzo ya jamii asilimia 23; Kutoa mafunzo rejea mara kwa mara kwa watumishi asilimia 22; Kutoa motisha kwa watumishi wanaofanya kazi kwenye mazingira magumu

asilimia 21; Kuhakikisha upimaji na umiliki wa ardhi za vyuo asilimia 21; Kuboresha viwanja na shughuli za michezo asilimia 17; Kuimarisha utaratibu wa ufuatiliaji na tathmini ya vyuo asilimia 17;


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Kuongeza vifaa vya kujimudu kwa watu wenye ulemavu asilimia 14; Kuimarisha upatikanaji na matumizi ya teknolojia rahisi na sahihi asilimia 13; Kuimarisha mfumo wa utoaji taarifa asilimia 1; na Kuhakikisha vikao vya Bodi za Vyuo vinafanyika ipasavyo asilimia 1.

Pamoja na kuwa mapendekezo haya yametajwa na wahojiwa chini ya asilimia 50, hii inawezekana ni kutokana na ufahamu mdogo kuhusu masuala husika. Hata hivyo yapo masuala ambayo ni muhimu kufanyiwa kazi. Kwa mfano: kuimarisha maktaba zinazoendana na wakati; kudurusu mitaala kwa wakati kwa kuzingatia mahitaji ya soko; kuhakikisha upimaji na umiliki wa ardhi za vyuo; kuimarisha utaratibu wa ufuatiliaji na tathmini ya vyuo na wahitimu; kuongeza vifaa vya kujimudu kwa watu wenye ulemavu; kuimarisha upatikanaji na matumizi ya teknolojia rahisi na sahihi; na kuimarisha mfumo wa utoaji taarifa vyuoni, sanjari na kufanyika kwa vikao vya Bodi ni mambo muhimu ya kuzingatia katika uboreshaji wa kutoa mafunzo ya Elimu ya wananchi katika VMW.


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5.0 MAONI NA MAPENDEKEZO

5.1 Maoni Kutokana na matokeo ya tathmini ya “Taathira ya Mafunzo ya Elimu ya Wananchi yanayotolewa katika Vyuo vya Maendeleo ya Wananchi”, Kikosi Kazi kina maoni katika maeneo yafuatayo:

5.1.1 Maoni kuhusu Taathira ya MEWMafunzo ya Elimu ya Wananchi (katika kozi zote tatu) yanayotolewa katika Vyuo vya Maendeleo ya Wananchi yana manufaa makubwa kwa walengwa kwa vile yanawezesha wahitimu kujiajiri wenyewe; kuajiriwa; kupatikana kwa mafundi wa fani mbalimbali katika jamii; kuongezeka kwa elimu ya ufundi katika jamii; kumudu maisha kiuchumi; kuajiri wengine; kujitegemea; kuongezeka kipato na kuondoa umaskini wa familia na jamii. Aidha, mafunzo haya yanawezesha jamii kujiongezea uelewa na hivyo kutawala mazingira yao kwa ufanisi zaidi.

Katika tathmini hii, Kikosi Kazi kimejionea bayana baadhi ya wahitimu ambao wamefanikiwa kimaisha kutokana na stadi walizopata katika vyuo husika. Wahitimu hao wameweza kumiliki shughuli binafsi za uzalisha mali na kufanikiwa kuendesha maisha yao wenyewe na familia zao hii ni pamoja na kusomesha watoto wao na kuboresha afya zao. Aidha, wahusika wameweza kujijengea nyumba za kuishi na wengine kuajiriwa katika taasisi binafsi na za umma ikiwa ni pamoja na vyuo walivyosomea.

5.1.2 Maoni kuhusu Stadi zinazohitajika katika kila WilayaStadi zinazotolewa sasa katika Vyuo vya Maendeleo ya Wananchi na zile ambazo zimependekezwa na wahojiwa katika utafiti huu zote ni muhimu kwa vile zimezingatia mahitaji halisi ya jamii/soko. Aidha, stadi zilizopendekezwa zitaimarisha mafunzo yanayotolewa na pia kuvutia walengwa wengi zaidi kujiunga na vyuo na hivyo kuzifanya taasisi hizi zitumike kwa kiwango kikubwa.

5.1.3 Maoni kuhusu Rasilimali vyuoniVyuo vyote vya Maendeleo ya Wananchi nchini vina upungufu mkubwa wa wakufunzi na watumishi wasio wakufunzi hali inayosababisha utendaji duni vyuoni. Aidha mazingira ya kujifunzia na kufundishia ni hafifu hii ni pamoja na kuwa na uhaba mkubwa wa vitendea kazi, vifaa vya kufundishia na kujifunzia, majengo na miundombinu na upungufu wa fedha za uendeshaji na maendeleo ya shughuli za vyuo.

5.1.4 Maoni kuhusu jinsi ya kuboresha MEWKuna umuhimu mkubwa kwa Vyuo vya Maendeleo ya Wananchi kuendelea kuwepo na kutimiza majukumu yake kulingana na malengo na madhumuni ya kuanzishwa kwake, kwa vile mafunzo yake yanawafikia watu wengi zaidi kutoka katika makundi mbalimbali


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katika jamii vijijini na mijini. Aidha, kozi fupi na kozi nje ya vyuo zinawezesha makundi maalumu katika jamii kupata mafunzo kwa urahisi zaidi na hivyo kuimarisha uelewa wao na stadi za uzalishaji mali. Pamoja na haya, mazingira ya kufundishia na kujifunzia hayakidhi haja ipasavyo na hivyo yanatakiwa kuboreshwa.

5.2 Mapendekezo Baada ya kukamilika kazi ya utafiti wa Taathira ya Mafunzo ya Elimu ya Wananchi, Kikosi kazi kina mapendekezo yafuatayo:

5.2.1 Mapendekezo kuhusu Taathira ya MEWMapendekezo katika eneo hili ni haya yafutayo:

Vyuo vya Maendeleo ya Wananchi viendelee kutoa mafunzo ya aina zote tatu za kozi ambazo ni: Kozi ndefu; kozi fupi na kozi nje ya vyuo kwa vile mafunzo haya yanawafikiwa watu wengi zaidi hususan makundi yenye mahitaji maalumu (wanawake, watu wenye ulemavu, wanaoishi na VVU, wazee na wagonjwa wa muda mrefu) kwa gharama nafuu;

Utoaji wa mafunzo uboreshwe kwa kufanywa uchambuzi wa mafunzo yanayozingatia mahitaji halisi ya jamii/soko ili kuweza kuvutia watu wengi zaidi kujiunga na vyuo na pia kukidhi haja za walengwa;

Mfumo wa kufuatilia wahitimu katika sehemu zao za kazi uimarishwe ili kuweza kubaini mafaniko na changamoto zao kwa lengo la kuwashauri na kuwasaidia ipasavyo; na

Wahitimu wawezeshwe kupata vifaa/nyezo na mitaji mara wamalizapo mafunzo yao ili waweze kuanzisha/shughuli za uzalishaji mali.

5.2.2 Mapendekezo kuhusu Stadi zinazohitajika katika kila WilayaMapendekeo ya stadi katika kila wilaya ni kama ifuatavyo:

Vyuo vya Maendeleo ya Wananchi viendelee kutoa Mafunzo ya Elimu ya Wananchi kwa kujumuisha stadi zinazotolewa sasa na pia kuongeza stadi zilizopendekezwa na wahojiwa kutoka Wilaya husika ili kukidhi mahitaji ya jamii/soko; na

Stadi nyingi zilizopendekezwa (Umeme wa Majumbani, Elektroniki, Umakenika, Uchomeleaji, Uchongaji Vyuma, Umeme wa Magari na Kompyuta) zinahitaji kuwepo kwa umeme wa kutosha na wa uhakika, hivyo Serikali iandae mkakati wa kuhakikisha vyuo hivi vinapata nishati hii muhimu ili kuwezesha vyuo kutoa mafunzo kwa kuzingatia mahitaji ya jamii/soko.

5.2.3 Mapendekezo kuhusu jinsi ya kuboresha MEWKwa vile mazingira ya kufundishia na kujifunzia hayakidhi haja ipasavyo, Kikosi Kazi kinapendekeza haya yafuatayo:

Wakufunzi na watumishi wengine wenye sifa husika waajiriwe kulingana na Ikama za vyuo ili mafunzo na huduma nyingine zipatikane kwa ufanisi zaidi;


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Wakufunzi na watumishi wengine waliopo vyuoni wajengewe uwezo wa kitaaluma kwa kupatiwa mafunzo ya rejea ili waende na wakati katika kazi zao za kila siku;

Stahili na motisha kwa watumishi wa vyuo viboreshwe ili kuvutia watumishi wenye sifa kupenda kufanya kazi katika Vyuo vya Maendeleo ya Wananchi na pia kuwapa moyo wa kufanya kazi kwa bidii na hivyo kuboresha utendajiwao wa kazi;

Majengo na miundombinu ikiwa ni pamoja na madarasa, karakana, mabweni, nyumba za watumishi na mifumo ya maji, umeme na mawasiliano ikarabatiwe ili mazingira ya kufundishia na kujifunzia yawe bora;

Majengo na miundombinu inayohitajika iongezwe kwa kujengwa majengo na mifumo mipya ili kukidhi mahitaji ya upungufu uliopo vyuoni;

Fedha za kuendeshea na kuendeleza shughuli za miradi zitosheleze kulingana na bajeti za vyuo na zipatikane kwa wakati ili kuongeza ufanisi katika utoaji wa mafunzo;

Mitambo na vifaa vya kisasa vya kufundishia na kujifunzia viongezwe kulingana na mahitaji ya mafunzo katika vyuo ili kuboresha mafunzo ya nadharia na vitendo;

Vifaa vya kujimudu kwa ajili ya wanachuo/washiriki wenye ulemavu viwepo na vitolewe kwa wahusika ili kuwawezesha kushiriki kikamilifu katika mchakato wa mafunzo vyuoni;

Vituo vya Mafunzo Nje ya Vyuo viimarishwe ili kuboresha mazingira ya kufundishia na kujifunzia; na

Vyombo vya usafiri ikiwa ni pamoja na magari yanunuliwe/yatengenezwe ili kurahisisha shughuli za utoaji wa mafunzo na ufuatiliaji wa maendeleo ya wahitimu.


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6.0 HITIMISHOKulingana na utafiti uliofanyika katika wilaya zote ambako kuna Vyuo vya Maendeleo ya Wananchi na pia kwa kuzingatia maaoni na mapendekezo ya wahojiwa kupitia madodoso, hojaji, majadiliano katika vikundi na mwongozo wa kukusanya taarifa, imedhihirika kwamba Mafunzo ya Elimu ya Wananchi ni muhimu kwa ustawi wa jamii na maendeleo ya nchi yetu. Aidha, matokeo ya utafiti yanaonesha bayana taathira chanya ya mafunzo haya hasa baada ya kutembelea shughuli na makazi ya baadhi ya wahitimu na kujionea mafanikio yanayotokana na utaalamu na ujuzi walioupata katika VMW.

Takribani katika kila chuo kilichotembelewa, wahojiwa wa makundi yote walitoa mapendekezo ya jinsi ya kuboresha mafunzo kwa kuongeza stadi mpya, wakufunzi na watumishi wengine; kukarabati na kujenga majengo na miundombinu; kuongeza vifaa na mitambo ya kufundishia na kujifunzia; kuongeza ruzuku kwa ajili ya uendeshaji na maendeleo ya vyuo; kununua/kutengezeza vyombo vya usafiri na pia kuboresha maslahi ya watumishi.

Baada ya kukamilika kwa tathmini hii, wananchi wameonesha ari na mategemeo makubwa kuona utekelezaji wa maoni na mapendekeo yao unafanyika haraka ili waweze kunufaika.


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Ambatanisho Na. 1: Wanachuo waliofanya Mtihani wa Trade Test mwaka 2000 – 2008 katika baadhi ya VMWNa Chuo Kiwango cha

ElimuWaliofanya

MtihaniWaliofaul

u%

1 Kibondo FDC Darasa la VII 63 49 78

Kidato IV 2 1 50

2 Ngara FDC Darasa la VII 90 60 67

Kidato IV - - -

3 Kasulu FDC Darasa la VII 740 674 91

Kidato IV - - -

4 Tarime FDC Darasa la VII 65 53 82

Kidato IV - - -

5 Kisangwa FDC Darasa la VII 228 163 71

Kidato IV - - -

6 Karumo Darasa la VII 92 42 46

Kidato IV - - -

7 Malampaka Darasa la VII 82 52 63

Kidato IV - - -

8 Mwanva Darasa la VII 193 141 73

Kidato IV - - -

9 Buhangija Darasa la VII 30 21 70


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Kidato IV - - -

10 Msanginya Darasa la VII 125 106 85

Kidato IV - - -

11 Handeni Darasa la VII 272 167 61

Kidato IV - - -

Ambatanisho Na. 2: Mafunzo yanayotolewa katika Vyuo vya Ufundi Stadi nchini

S/N Training Area Occupations

1 Building Construction 1.1 Masonary & Bricklaying

1.2 Capentry & Joimery

1.3 Plumbing & Pipe Fitting

1.4 Painting and Decoration

2 Metal Work 2.1 Welding and Fabnrication

2.2 Blacksmithing

2.3 Fitter Mechanics Work

3 General Maintenance and Mechanics

3.1 Motor Vehicle Mechanics

3.2 Agro – Mechanics

3.3 Motor Cycle/Bicycle Maintenance

4 Electrical Installation 4.1 Domestic Electrical Inatallation

4.2 Telecommunications

5 Clothing and Textile 5.1 Tailoring

5.2 Tie and Dye

5.3 Batik

5.4 Handloom Weaving

6 Agriculture and Food Processing 6.1 Crop Production

6.2 Horticulture

6.3 Floriculture


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6.4 Meat Processing Technology

6.5 Mushroom Production

6.6 Dairy Production

6.7 Wine Making

6.8 Poultry Production

6.9 Vegetable Production

6.10 Vegetable Processing

6.11 Animal Husbandry

7 Hotel & Services 7.1 Food Production

7.2 Food & Beverage Services

7.3 House Keeping

7.4 Front Office


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Ambatanisho Na. 3 Stadi zinazohoitajikaNa Wilaya Stadi zilizobainishwa na Utafiti wa Soko la Ajira

1 Chunya Carpentry & Joinery, Masonery & Bricklaying, Motor Vehicle Mechanics, Tailoring, Cattering, Domestic Electrical Installation, Beekeeping, Basic Knitting (mats/baskets), Crop Husbandry, Animal Husbandry, Mining, Fish Farming and Fish Processing.

2 Namtumbo Carpentry & Joinery, Masonery & Bricklaying, Motor Vehicle Mechanics, Motor Vehicle Driving, Cattering, Electrical, Tailoring, Welding & Fabrication, Agro – Mechanics, Crop Husbandry, Animal Husbandry, Mining, Fish Farming and Fish Processing, Pottery, Knitting of Mats/Baskets.

3 Mbozi Masonery & Bricklaying, Food Processing, Tailoring, Computer Maintenance, Electroniocs, Agriculture (Horticulture), Animal Farming, Tailoring, Motor Vehicle Mechanics, Catering.

4 Simanjiro TL, MV, CJ, MB, Animal Husbandry, Water Harvesting, Agriculture, Ox Plough, Quallity Art Making and Entrepreneurship, EL, WF, Cookery.

5 Kiteto Masonery & Bricklaying, Mv Mechanics, Handcrafts Work in Beads, Leather, Knitting and Pottery, Fine Arts – Drawing, Carving, Maasai – Style Hairdressing, Cropping in Sunflower and other Seed Oli Crops, Grain Milling and Food Processing, Livestock Keeping and Processing of Livestock Products, Processing of Seed Oils and related --, Machinery Operation, Welding and Fabrication, Electrical Installation, Computer and Commercial Studies, Carpentry & Joinery, Tailoring.

6 Morogoro Rural

Agriculture, Livestock, Fishing, Commerce/Small Buisnesses, Forestry Computer, Electronics, Masonery & Bricklaying, Fishing and Making of Fishing Gears, Crop Husbandry, Animal Husbandry, and Carpentry.

7 Mvomero Artisan, Petty Buisness, Argriculture & Livestock, Food Vending, Food & Fruit Processing, Artworks, Shoe Shining, Car Wash, Bus Conductor, Traditional Dances, Mats Making, Hair Dressing, Carving, Agriculture, Livestock Keeping, Fishing, Trade, Tourism.


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8 Kwimba Driving, Fishing, Animal Husbandry, Crop Husbandry, Tailoring, Driving.

9 Ukerewe Computer, Food Processing, Driving, Electronics, Mechanics.

10 Missenyi Motor Vehicle Driving, Tailoring, Driving, Driving, Fishing & Fishing Processing, Beekeeping, Crop Husbandry – Kilimo (1st & 2nd group).

11 Karagwe Farming, Livestock, Pottery, Motor Vehicle Mechanics, Electricity, Masonery, Tailoring, Blacksmith.

12 Chato Motor Vehicle Mechanics, Electrical, Computer, Motor Vehicle Driving, Masonery & Bricklaying, Pottery, Blacksmith.

13 Mkinga Farming, Dairy Husbandry, Fruit Processing, Mining, Fishing, Carpentry & Joinery, Carving & Woodwork, Masonery & Bricklaying, Welding & Fabrication, Batik making, Burnt Bricks making, Lumering, Salt Mining, Motor Vehicle Mechanics, Motor Vehicle Driving, Hotel Operations, Beekeeping, Pottery, Knitting (mats/baskets), Hair Plaiting.

14 Korogwe Agriculture, Animal Husbandry, Commerce, Transportation, Masonery & Bricklaying, Carpentry & Joinery, Tailoring, Beekeeping, Fish Farming and Fish Processing, Crop Husbandry, Motor Vehicle Mechanics, Motor Vehicle Driving.

15 Kilindi Carpentry & Joinery, Masonery & Bricklaying, Motor Vehicle Mechanics, Welding & Fabrication, Electrical Installation, Crop Husbandry, Livestock Husbandry, Agro –Mechanics, Horticulture, Mining, Knitting, Pottery and Molding, Fruit Preservation, Grain Processing, Seed Oil Processing, Computer, Electronics (TV, Radio, Phone, Watches).

16 Mwanga Ushonaji, Kompyuta, Uhazili, Umakenika, Kuunga Vyuma, Utalii, Usukaji Mikeka.

17 Ilala Mobile Phone repairs, Cookery, Tailoring, Electronics, Carpentry & Joinery, Computer, Motor Vehicle Mechanics, Masonery & Bricklaying, Hairdressing, Batik & Embroidery, Motor Vehicle Driving, Domestic Electrical Installation, Plumbing and Pipe fitting, Business, Livestock, Fruit Preservation, Decoration, Fishing, Shoe Making, Music, Artwork & Pottery.

17 Kinondoni Tailoring, Carpentry & Joinery, Motor Vehicle Driving, Motor Vehicle Mechanics, Masonery & Bricklaying, Electrical, Cookery, Batik making, Hairdressing, Electronics, Entrepreneurship, Computer, Mobile Phone repairs, Fruit Preservation, Fishing. Additional skills from workshop: Gardening, home craft/domestic science, hairdressing, soccer.

18 Temeke Carpentry & Joinery, Tailoring, Motor Vehicle Driving, Masonery & Bricklaying, Electrical, Cookery, Batik making, Hairdressing, Electronics, Computer, Mobile Phone repairs, Fruit Preservation and Juice extraction, Business, Art – Work (brass, urban music, traditional dances), Cereal Processing/mixing, Photography and Video Production, Car wash, Bus Conducting, Handcrafts, also Food Vending, Agriculture, Shoe Making and


96

Repair.

19 Mafia Fishing, Computer Services, Tourism Business, Fassion Designing, Transport Services, Mobile Phone repair, Cookery, TL, Electronics, CJ, MV, MB, Hairdressing, Batik & Embroidery, Mv Driving, EL, PL, Business, Livestock, Fruit Preservation, Decoration.

20 Bukombe Crop Husbandry, Irrigation, Animal Husbandry, Beekeeping, Food Processing, Fishing, Bicycle repair, Entrepreeurship, Leather products/Ginnery MB, EL, Posh making, Tool making.

21 Meatu Carpentry & Joinery, Masonery & Bricklaying, Motor Vehicle Mechanics, Tailoring, Electrical, Welding & Fabrication, Mv Driving, Mining Extraction, Beekeeping, Pottery.

22 Kishapu CL, WF, MV Mechanics, TL, Animal Husbandry, Fishing, Food Processing, Mv Driving, Solar Technology, Computer Applications and Maintenace, Seed Oil Processing, Knitting (mats/baskets), Blacksmith, Carving and Woodwork, Commercial/Business skills.

23 Igunga Crop Husbandry, Animal Husbandry, Food Processing, Carpentry & Joinery, Masonery & Bricklaying, Motor Vehicle Mechanics, Plant Mechanics, Tailoring, Electrical, Tour Guiding, Hotel Operations, Glue Extraction and Processing, Beekeeping, Pottery, Blacksmith, Knitting (mats/bakets), Fishing.

23 Uyui EL, mv Driving, Cookery, MB, Bicycle Mechanics, WF, Crop Husbandry, CJ, TL, Commerce/Business skills, Beekeeping, Knitting (mata/baskets), Pottery, Carving and Woodwork, Lumbering and Timber processing.


97

UmekanikaAmbatanisho 4

S/N

MODULE DESCRIPTION OF REQUIRED TOOL & EQUIPMENT

REQUIRED

RATES IN TSHS TOTAL

1 UNDERTAKE GENERAL SERVICES & REPAIR OF MOTOR VEHICLE

Socket Spanner ½” Drive 20 Sets 220,000 4,400,000

Socket Spanner ¼” Drive 20 Sets 102,000 2,040,000

Micrometer 0-25mm 10 pc 48,000 480,000

Micrometer 25-50mm 10 pc 59,000 590,000

Micrometer 50-75mm 10 pc 75,000 750,000

Micrometer 75-100mm 10 pc 90,000 900,000

Torxy Spanners 10 set 25,000 250,000

Hex Spanners 6 set 25,000 150,000

Ribe Spanners 6 set 28,000 208,000

Chisels 10 set 20,000 200,000

Punches 10 set 20,000 200,000


98

Vernier caliper 150mm 6 pc 25,000 150,000

Tire Pressure Gauge 3 pc 80,000 240,000

Oil Filter Wrench 2 pc 25,000 50,000

Tire Demounting Machine 1 pc 3,600,000 3,600,000

Air wrench 2 pc 250,000 500,000

Pneumatic Grease Pump 1 pc 300,000 300,000

Hand Drill Machine 2 pc 370,000 740,000

Oil Draining Wrench 1 pc 80,000 80,000

Stud Extractor 3 set 18,000 54,000

Cooling Analyzer 2 kit 148,000 296,000

Electric Hot Plate 1 pc 120,000 120,000

Engineering Thermometer 3 pc 20,000 60,000

Belt Pensioner Gauge 1 pc 30,000 30,000

Soldering Iron 1 pc 128,000 128,000

Coil Spring Compressor 1pc 70,000 70,000

Air Gun 3 Sets 15,000 45,000

Greasing Gun 20 pc 85,000 1,700,000

Exhaust Gas Leakage Analyzer

4 pc 980,000 3,820,000

Plumb Bob 1 kit 3,000 3,000

Combination Pliers 1 pc 20,000 20,000

Spring Bush Drive Tool 10 pc 45,000 450,000

2 Brakes Brake Adjusting Spanners 4 Set 30,000 120,000

Trolley Jack 5 ton 2 pc 1,700,000 3,400,000

Trolley sack 12 ton 2 pc 1,806,000 3,612,000

Axle support Stands 30 pc 20,000 600,000

Hydraulic Brake wall 1pc 1,000,000 1,000,000


99

mounted Training Model

Brake Fluid Testing Machine

1 pc 1,800,000 1,800,000

Set ring Spanners 20 sets 200,000 4,000,000

Set Combination Spanners 20 sets 20,000 400,000

Commercial CVBT Brake Tester

1 pc 2,100,000 2,100,000

A Complete Unit, Vehicle with ABS System

1 pc 9,000,000 9,000,000

Reference Books 10pc

3. REMOVE AND REPLACE ENGINE, GEAR BOX DIFFERENTIAL

Water Pump Pliers 10pc 5,000 50,000

Side cut Pliers 10pc 5,000 50,000

Long Nose Pliers 10pc 5,000 50,000

Open end Spanners 20sets 18,000 3,600,000

Jumla 52,406,000


100

KompyutaAmbatanisho Na. 5

Sn. ITEM SPECIFICATION QTY PRICE T COST

01 Computer Pentium 4

Ram 1Gb

Hard disk 80Gb or Greater

Window Xp, Win, Vista

Processor speed 2.0 or greater (Dual core)

20 700,000 14,000,000

Flat (Crt or Lcd)

Screen 17”

02 Multimedia projector

Sony/Espson 1 900,000 900,000

03 Tables Computer Table 20 60,000 1,200,000

04 Chairs 20 20,000 400,000

05 Air Condition Split Window 2 300,000 600,000


101

06 White Board 1 150,000 150,000

07 Software (licenced)

Office 2003 20

Multmedia 20

Auto card 5

08 Text Books Introduction to computer

Ms word

Ms Excel

Ms Access

Publisher

Power Point

300,000 300,000

SUB TOTAL

17,550,000

Uchomeleaji

Ambatanisho Na. 6

Sn. ITEM SPECIFICATION QTY PRICE T OTAL COST

1 Bench work power saw

1 2,000,000/=

2,000,000

2 Work bench Bench vice 1 500000/= 500000

Tool cabinet 1 150000/= 150000

- bench drill machine 1 500000/= 500000

Files saw measuring tool

Wire brush

Tongs

A set of taps and dries

1

1

1

1

180000/=

5000/=

5000/=

200000/=

180000

5000

5000

200000


102

3 Sheet metal work Rolling machine

Capacity 3mm thick, x2m long

Bench sheare

Power share capacity 5mm thick

Hand sheare

Soldering tools

1

1

1

4

2

4,000,000/=

800,000/=

25000/=

200,000/=

4,000,000

800,000

100,000

400,000

4 Arch welding Arch welding transformer AC

Welding rectifier DC

Safety gearspedastal grinder

Angle grinder

Welding bench

1

1

1 set

1

1

1

1,500,000/=

3,000,000/=

300,000/=

300,000/=

500,000/=

500,000/=

1,500,000

3,000000

300,000

300,000

500,000

500,000

5 Gas welding Gas welding plant and accessories

Safety gears

Welding bench for gas welding

1set

1set

1

2,000,000/=

200,000/=

200,000/=

2,000,000

200,000

200,000

SUB TOTAL 17,340,000


103

UderevaKiambatanisho Na. 7

SN ITEM SPECIFICATION QTY PRICE T COST

1 Class ‘A’ Motorcycle

Road sign board

Reference books

Fire fighting equipment

Road traffic Act

Bicycle

Beacon

1

1 set

1 set

1

1

2,000,000/=

200,000/=

100,000/=

200,000/=

20,000/=

120,000/=

100,000/=

2,000,000

200,000

100,000

200,000

20000

120000

100000

2 Class ‘D’ Light heavy duty

Training model vehicle layout

1 25,000,000/= 25000000


104

Reference books


Road traffic Act

Bicycle

Beacon

1

Essentials

1

1

1

1 set

5,000,000/=

200,000/=

100,000/=

200,000/=

20,000/=

120,000/=

100,000/=

5000000

200000

100000

200000

20000

120000

100000

3 Class ‘E’ Heavy duty trucks

A truck chassis with all system

Reference books


Road traffic Act

Bicycle

Beacon

Tri-cycle with trailer

Turubai

1

1

Essentials

1

1

1

1 set

1

1

80,000,000/=

20,000,000/=

200,000/=

100,000/=

200,000/=

20,000/=

120,000/=

100,000/=

4,500,000/=

300,000/=

80000000

20000000

200000

100000

200000

20000

120000

100000

4500000

300000

4 Class ‘C’ A bus (carrying more

than 56 passengers)

Motor cycle

Reference books


Road traffic Act

Bicycle

Beacon

1

1

Essentials

1

1

1

1 set

1

110,000,000/=

2,500,000/=

200,000/=

100,000/=

200,000/=

20,000/=

120,000/=

100,000/=

110000000

2500000

200000

100000

200000

20000

120000

100000


105

SUB TOTAL 252,260,000

UshonajiKiambatanisho Na. 8

SN ITEM SPECIFICATION QTY PRICE T COST

1 Button hole stitch machine

Button hole stitch machine

Button stitch

1

1

5,197,500/=

4,000,000/=

5,197,500

4,000,000

2 Industrial straight stitch machine

6 750,000/= 4,500,000

3 Embroidery computerised

Computerised

Cutting equipment

1

1

18,000,000/=

3,000,000/=

18,000,000

3,000,000

4 Double chain stitch

Double chain stitch

Machine 2 1,500,000/= 3,000,000


106

- Drilling machine 1 800,000/= 800,000

5 Overlock 5-threads for T-shirts

Over lock 5-threads

for T-shirts

1 2,000,000/= 2,000,000

SUB TOTAL 40,497,500

Fitter mechanicsAmbatanisho Na. 9

Sn Tools/equipment quantity Price T cost

1 Lathe machine 2 30,000,000 60000000

2 Milling machine 2 35,000,000 70000000

3 Cylindrical grinding machine 1 35,000,000/= 35000000

4 Shaping machine 1 25,000,000 50000000

5 Bench drilling machine 2 8,000,000 16000000

6 6tool and cutter 1 26000,000/= 26000000

7 Pedestal grinder 2 8,000,000/= 16000000

8 Folding machine 1 6,000,000/= 6000000

9 Rolling machine 1 6,000,000/= 6000000

10 Lever shearing machine 1 7,000,000/= 7000000

11 Portable drilling machine 2 450,000/= 900000

12 Portable hand grinder 2 450,000/= 900000Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

107

13 Power hacksaw machine 1 6,000,000/= 6000000

14 Surface grinding machine 1 25,000,000/= 25000000

15 Arch welding machine 2 5,000,000/= 10000000

16 Gas welding plant 2 5,000,000/= 10000000

17 Pop revert machine 2 2,000,000/= 4000000

18 Bench vices 10 200,000/= 2000000

19 Workshop benches 5 2,000,000/= 10000000

20 Hacksaw frames 20 10,000/= 200000

21 Bastard file 20 10,000,000/= 200000000

22 Second cut file 20 8,000/= 160000

23 Square file 20 5,000/= 100000

24 Needle files 20 50,000/= 1000000

25 straight pein hammer 20 5,000/= 100000

26 Ball pein hammer 10 5000/= 50000

27 Allen keys set 20 50,000/= 1000000

28 Hand tap set-metric mi-M14 5 300,000/= 1500000

29 Die set metric M1-M24 5 300,000/= 1500000

30 Tool box 20 300,000/= 6000000

31 Surface table 1 4,000,000/= 4000000

32 Vernier heght gauges 4 250,000/= 1000000

33 V-blocks 10 50,000/= 500000

34 Broaching tools set 5 300,000/= 1500000

35 Scribers 20 50,000/= 1000000

36 Centers punches set 20 10,000/= 200000

37 Special vernier calipers 2 150,000/= 300000

38 Micrometers-metric set 0-25, 5 600,000/= 3000000Ripoti ya Taathira ya Elimu ya Wananchi kwa walengwa wake

108

25-50, 50-75, 75-100

39 Chisels 20 6,000/= 120000

40 Snipper pliers inset 3 120,000,/= 360000

41 Combination pliers 20 7,000/= 140000

42 Thread pitch gauges 10 60,000/= 600000

43 Thread tools gauges 10 10000/= 100000

44 Drill angle gauge 5 10,000/= 50000

45 Universal bevel protractor 10 150,000/= 1500000

Sub Total 586,780,000

Ufundi JokofuAmbatanisho Na. 10

Sn Tools/equipment Specification QTY Unit price in

USD

Total Cost

1 Refrigeration demonstrator

Commercial 1 8,000 8000

2 Air conditioning For domestic 1 8,000 8000

3 Training kit for refrigeration and freezing

Including tools and references

1 10,000 10000

4 Show case for cooling

½ HP 4 2,000 8000

5 Show case for freezing

½ HP 4 2,000 8000

6 Electronics and electrical circuit training system trainer

Function generator, multimeter, oscilloscope, power supplier, bread board,

5 3,000 15000


109

with working table and shelves

7 Air conditioner wall type 5 2,000 10000

8 Air conditioner Mounted type 5 750 3750

9 Refrigerator 500L 10 500 5000

10 Working bench Steel rubber surface 1800mm 900mm 800mm, installed 4 vehicle vices ,1 surface plate,2V- block

4 1200 4800

11 Oxy – Acce, welder With Bombay for oxy and Acce , welding Gogg

3 1500 4500

12 AC Arc Welder 20kw 40KVAQ welding goggle

3 1500 4500

13 TIG Welder 250A 1 2000 2000

14 Bench drilling machine

Diameter 13mm 1 1300 1300

15 Double ended bench grinder

1kw 2 500 1000

16 Pipe threader Electric 5-32A 1 2000 2000

17 Pipe threader Manual 25-50A 5 200 1000

18 Vaccum pump ½ HP 5 2000 10000

19 Tools for electric wiring

Tools set for electricity 2 400 800

20 Tools for steel & copper tube work

For domestic 20 400 8000

21 Steel & copper tube fitting tool

With trolley 1 5000 5000

22 Electric control parts for refrigeration system

Switches, controller etc.

1 5000 5000

23 Compressor analyser

For test 1 5000 5000


110

24 Refrigeration and air conditioning parts

Accumulator, receiver sight glass solenoid valve,etc

1 5000 5000

25 Electric detector For leak inspection 5 500 2500

26 Refrigerant recovery kit

Portable 2 1000 2000

27 Electric hand drill 450W 10 200 2000

2 8 Electric hand grinder

2300 rpm 10 200 2000

29 Personal tool set Including most personal hand tools (srew driver, spanner , socket wrench, hammer, file, plier, micrometer, ruler,etc)

10 1000 10000

30 Tool storage Cabbinet

Steel 5 300 1500

31 Steam blower/cleaner m/c

1 2500 2500

SUB TOTAL USD 158,150

Umeme wa majumbani na ViwandaniAmbatanisho Na. 11

Sn Module Tools/equipment QTY Unit price in

Tsh

TOTAL COST

1 Module 1:

Perform bench work

Work bench

Bench vice

bench drilling machine (pedestal)

1

1

1

240000

80000

180000

240000

80000

180000


111

stock and die

set of scribers

Ratchet tap wrench

Vernier callipper

Micrometer screw gauge

Square

File

- round

- flat

- half round

Grinding machine (pedestal)

Wire brush

Gloves

Set of punches

Junior hacksaw

Set

Set

Set

1

1

1

Set

Set

Set

Set

1

1

1

Set

1

75000

70000

80000

75000

65000

25000

80000

80000

80000

80000

170000

4000

1500

1500

90000

12000

75000

70000

80000

75000

65000

25000

80000

80000

80000

80000

170000

4000

1500

1500

90000

12000

2 Module 2:

Basic electricity

Galvanometer

Voltmeter

Ohmmeter

DC power supply 0-30v

AC power supply 0-50v

1

1

1

1

30000

20000

20000

300000

30000

20000

20000

300000


112

Magnetic pieces (shoe magnet)

Magnetism practice kit

DC lamps 12v

Connecting leads

Dynamo generator

Solar cell modules

1

1

Kit

Assorted

Assorted

1

1

35000

10000

650000

280000

68000

12000

80000

35000

10000

650000

280000

68000

12000

80000

3 Perform elementary electric circuits

Measuring tape

Spirit level

Set of srew drivers

Set of pliers

Set of hammers

Set of allen keys

Practical boards

Rheostst

Fuse elements

Test leads

Neutral links

Conductors

Insulators

Semi-conductors

Accumulators

Multi-meters (analog)

1

1

Set

Set

Set

Set

1

1

1

Set

1

Assorted

Assorted

Assorted

1

5000

3000

60000

80000

100000

60000

12000

50000

2000

25000

3000

100000

100000

100000

460000

5000

3000

60000

80000

100000

60000

12000

50000

2000

25000

3000

100000

100000

100000

460000


113

1 60000 60000

SUB TOTAL 4214,000

UashiAmbatisho Na. 12

DESCRIPTION QTY UNIT COST TOTAL COST

Brick hammer 2 16,000 32,000

Pointing Trowel 10 1,800 18,000

Bolster chisel 5 12,000 60,000

Club hummer 10 15,000 150,000

Water tank 1 240,000 240,000

Trowel 10 1,800 18,000

Ledder Alluminium 2 19,000 380,000

Hammer masonry 3 4,000 12,000

Hammer Nail 3 4,000 12,000


114

Hammer scotch 3 4,000 12,000

Club hummer 7 2,000 14,000

Spirit level 12 10,000 120,000

Plumb bob 15 3,600 54,000

Shave square point 12 5,000 60,000

Towel 15 600 9,000

Shave square 24 x 16 4 6,500 26,000

Hack saw frame 5 6,500 32,500

Tape measure 15m 1 4,000 4,000

Tape measure 30m 31 10,000 30,000

Helmet 15 6,000 90,000

Tripod doble leg (used) 1 409,968 409,968

Brick trowel 16 1,800 28,800

Cold chisel 15 6,500 97,500

Handsaw 5 12,000 60,000

Pick Axe 10 8,500 85,000

Bush knife 5 1,500 7,500

Hoes 20 1,500 30,000

Light weight survey kit 1 189,000 189,000

Tile making machine 2 150,000 300,000

TOTAL 1,152,568 2,581,268


115

UseremalaAmbatisho Na. 14

NO DESCRIPTION QTY UNIT COST TOTAL COST

1 Combined Granular Saw/Jointer 1 2,550,000 2,550,000

2 Planer and thickener 1 4,495,000 4,495,000

3 Bard Saw Small 1 1,500,000 1,500,000

4 Bench Grinder 8" 1 365,000 365,000

5 Machine cutter sharpener 1 305,000 305,000

6 Machine dust blower 1 252,960 252,960

7 Bits Anger 3/8" 15 1,50 21,000


116

0

8 Bits anger 1/2" 15 1,200 18,000

9 Bits anger 3/4" 15 2,000 30,000

10 Bit ager 1" 15 2,000 30,000

11 Welding machine 1 397,250 397,250

12 F clamp (Clamp Rich 48" 4 14,000 56,000

13 G clamp 4" 5 8,000 40,000

14 Shash Clamp 4" 24 48,000 1,152,000

15 Shash Clamp 5" 10 12,000 120,000

16 Shash Clamp 3" 6 28,000 168,000

17 G. Clamp 6" 13 12,000 156,000

18 G. clamp 8" 6 14,400 86,000

19 Hand drill 11 12,500 137,500

20 Sliding bevel 4 9,000 36,000

21 Mortice gauge 11 6,000 66,000

22 Claw hammer 13 4,500 58,500

23 Oil can 0.25 litres 3 2,000 6,000

24 Puncers shroued 5 3,000.00 15,000


117

25 Smothing plane 5 26,000 130,000

26 Pad Saw 12" 7 4,000 28,000

27 Screw drivers (star) 13 1,150 14,950

28 Screw driver (bapa) 6 2 1,260 2,520

29 Tenon Saw 5 6,000 30,000

30 Hack saw adjustable 10" - 12" 5 19,000 95,000

31 Rabbater Plane No.4 2 26,000 52,000

32 Bar clamp 72" 2 20,000 40,000

33 Spoke shave 2 15,000 30,000

34 Marking gauge 3 6,000 18,000

35 Carpenters Bench vices 15 45,000 675,000

36 Hand saws 20" 11 10,000 110,000

37 Hand saws 24" 11 15,000 165,000

38 Jack Plasne Bailey No.5 14 45,000 630,000

39 Jointer Plane No.7 4 50,000 250,000

40 Ratched Brace 6 40,000 240,000

41 Tape measure 3m 16 4,000 64,000

42 Adjustable spanner 3 15,80 47,400


118

0

43 Fix spanner 1 set (6-22) 1 18,000 18,000

44 Mechanical vice 6" 1 24,000 24,000

45 Mechanical vice 8" 1 64,000 64,000

46 Claw hammer 9 4,000 40,500

47 Tyy square 20 4,000 80,000

TOTAL 10,508,520 14,909,580

Hadidu za Rejea za Tathmini Kuhusu Taathira ya Mafunzo ya Elimu ya Mananchi Yanayotolewa katika VMW

Ambatisho Na 15

1.0. IntroductionThe survey of Folk Development Colleges in Tanzania was originally intended to assess the impact of Folk Education in so far as its contribution to poverty reduction and improved livelihood is concerned. However following Government’s decision to look into the possibility of FDCs formally offering Vocational Training, the survey will also be used to assess the feasibility of using the colleges for expanded delivery of Vocational Training services.

Folk Development Colleges (FDCs) were established in 1975. The Institutions were

established as the third phase of Adult Education which focused on functional literacy.

The first phase was to eradicate adult illiteracy and the second phase was aimed at


119

consolidation of the achievements of stage one. To date the situation is alarming with

the illiteracy increasing to the tune of more than 30 percent as compared to illiteracy rate

which was bellow 10 percent in the 1970. This situation makes the FDCs provisions

necessary.

The colleges provide training to elderly, adults, youths, and people with special needs

such as people with disabilities, young mothers, and children living in the most

vulnerable conditions. As such the colleges enroll successful participants of Adult

Literacy Progrmmes, Primary school leavers as well as Secondary school leavers for

training in Folk Education.

There are currently three types of course pogrammes offered by FDCs in Tanzania

namely long course programmes, short course programmes and outreach programmes.

Long course programs provide knowledge and skills essential for self employment. The

courses provided include Agriculture and Technical Education, such as Carpentry,

Masonry, Metal Work and Home Economics. The support subjects are those intended

to broaden the learners’ mental faculties in General Education and enable them to utilize

their technical skills more productively. The support subjects offered are such as Civics,

Political Economy, Culture, Adult Education, Language and Book keeping.

Short course refers to course programs offered for one day to ninety days providing

courses such as Income Generating Support Skills (Business, Entrepreneurship, Market

and Credit Referral Skills), Nutrition, Civics, Environmental Management, Food

Preservation, etc.

Outreach courses, which are either long or short depending on the need of the trainees,

are provided by following them to their residences. Normally all short and outreach

training courses are provided after conducting needs assessment and identifying training

needs and groups or individuals who need training on a specific issue.

The FDCs have been offering the aforementioned training for more than 34 years now.

Previously the impact studies which have been conducted have not been


120

comprehensive covering all three course programmes. Also the recommendations

made after these previous studies were not implemented. Furthermore the study

findings are out of date.

At the same time, there is now an interest to see if the FDCs could offer Vocational Training as well as

Folk Education. This is due to the fact that the Government wants to expand Vocational Training to

more communities as sees the FDCs as the possible venue. Thus the study will also incorporate the

second aspect to assess the feasibility of offering Vocational Training at FDCs in order to provide

recommendations for the future of FDCs

2.0 Rationale

The study on the impact of FDCs training to target groups and how FDCs can best

provide both Folk Education and Vocational Training is very important now, because

apart from the fact that it will inform decision makers on its contribution to poverty

reduction and improved livelihood of its clientele and on how best the FDCs could offer

Folk Education and Vocational Training, it will also highlight significantly to the following:-

The importance of FDCs when illiteracy rate is increasing from bellow 10% in

1970’s to more than 30% to date.

The necessity of services provided by FDCs given the increasing number of

graduates from basic education who require skills;

The importance of demand driven skills as per requirements of each District in

which the colleges are located;

The appropriate courses to be provide by each FDC;

Suitable measures to put in place so as to improve Folk Education provision in

Tanzania; and

Areas of importance to be addressed by other researchers in the same or related

areas.

3.0Objectives


121

The main objective of this study is two fold i) is to assess the impact of Folk Education offered by colleges to their target groups; and, ii) two is to find out how the FDCs could deliver both Folk Education and Vocational Training. The specific objectives include:-

To assess the impact of FDCs long, short and outreach course training to their target groups so as to find out to what extent the targeted clientele benefited;

To determine the type of skills training demanded in each college in order to assess the feasibility offering both Vocational and Training and Folk Education;

To conduct an inventory of the resources (financial, physical and human) currently in place with the view to uncovering the resource status; and

To find out how FDCs should be strengthened in terms human resources, buildings and infrastructures and equipment so as to effectively provide both Folk Education and Vocational training according to the respective districts requirements.

2.0. Methodology2.1. Scope

The scope of the work will be to cover the two main areas of concern that is the impact of Folk Education to the target groups and assessing how FDCs can offer both Folk Education and Vocational Training.

2.2. Target population/StakeholdersThe target population in this study will be composed of tutors, students/participants, FDCs graduates, non-teaching staff, Ministry officials, College Board members, village leaders, influential leaders and general public. The expected target population is indicated in Table 1.

Table 1: Target Population

S/N Type of Target groups NumberM F Total

1 FDC students (Long, Short and Outreach) 5 5 102 FDC graduates (Long, Short and Outreach) 10 10 203 Peers who did not attend FDCs Training 5 5 104 Tutors and FDC Principals 3 3 6


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5 Non teaching staff 3 3 66 FDC Board members 3 3 67 Ministry officials 3 3 68 Village/Mtaa leaders 3 3 69 Influential leaders/persons (Non State Actors) 2 2 410 FDCs graduates family members 5 5 1011 General public 10 10 20

Total 52 52 104Note: the peers who did not attend FDCs training will be selected so as to have a ‘control group in order to make comparison.

Table1 indicates that a total of 104 adults will be included in the sample of target groups at each college to provide the required information about the impact of Folk Education to target groups and how FDCs will be able to provide both Folk Education and Vocational Training.

It should be noted that in order to collect information about the impact of FDCs training provided the data collector among other things will make a follow up of the activities performed by graduates and their peers so as to assess their undertakings. This kind of follow up will provide the information required to compare and contrast the well being of the target and control groups.

2.3. Sampling techniqueThe sampling techniques that will be employed to select colleges and respondents will be purposeful sampling hence the sample will take into consideration the following factor:- Geographical location-zones; Urban-rural setting; Socio economic factors such as the poor, the moderate and the rich

communities; and Initial level of education (neo literate, primary, secondary etc).

Following the above factors 8, zones namely Southern, Northern, Central, Lake, North East, Western and Southern Highlands, will be selected. Three districts (with one FDC each) will be selected from each zone. A total of 24 FDCs which represents about 45 percent of the total number of FDCs will be selected as a representative sample. 18 FDCs (75 percent of the selected FDCs) will be from rural setting while 6 will be from urban setting in order to assess the impact of FDCs training to target groups. The FDCs selected are indicated in Annex 1.

As regards to assessment of how FDC will provide both FE and VE all 53 FDCs will be visited.


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4.4. Methods and instruments of data collection

A combination of instrument of data collection (such as Interview Schedule- Semi-structured Oral interviews, Questionnaire, Focus Group Discussion, Observation Schedule, Documentary Guide etc) will be employed to collect data. The instruments of data collection will be pre-tested before use so as to validate the instruments. The pre test will be carried out at Kisarawe FDC which has both urban and rural characteristics. The instruments and their distribution is indicated in Table 2.

Table 2: Instruments and their Distribution among selected respondents

S/N Respondents Type of instrument1 FDC Graduates and FEDC peers Interview and observation

schedule, documentary guide.2 FDC current students Questionnaire3 Tutors, Non Teaching staff Focus group discussions4 FDCs Board members, influential

leaders and family membersFocus group discussion

5 FDC principals Documentary guide4.5Data Analysis Plan

The data, generated will be both quantitative and qualitative. The quantitative data will be tabulated, analyzed and inferences will be made. The qualitative data will be subjected to content analysis for interpretation.

3.0. The Study TeamThe study team will focus into two areas. The first area will be asses the impact of FDCs Training. The second areas will be find out how FDCs should be able to offer both Folk Education and Vocational Training.. To be able to accomplish the task in a timely manner 12 staff will be selected to conduct the study. The team will involve 8 members from the Task Force formed by the Government and 4 members selected by the Ministry of Community Development Gender and Children. All 12 members will have division of labour in order to perform their activities effectively as indicated in the Action Plan in Table three.

Table 3: Action Plan

S/N Activity Actors Time frame

Output Remarks

1 Design instruments of data collection

4 3days To be accomplished by 7/5/209


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2 Pre testing of the instruments of data collection

12 staff 2 days

Instruments refines

3 Collection of data in 24 FDCs

12 25 days

Data collected from 24 FDC on Impact of FDCs training

4 Collection of data to the rest 29 FDCs

12 20 days

Data collected from 29 FDC on How FDCs could provide FE and VE

5 Data presentation and analysis on Impact of FDCs Training

12 staff 5 days

Data presented and analyzed

6 staff from each team (for impact Assessment and how FDCs could offer FE and VE

6 Report writing 12 5 days

Report in place Two reports in place

7 Technical meetings 12 5 days

Recommendations for decision making in place

Recommendations for FEDC, ESDP and Government made

Note: In order to conduct the study more efficiently, the Team of 12 members will be divided into 3 groups (4 members each). Each group will visit 18 colleges. Given 45 days each group will have 5 days at their exposure to visit one college. It is suggested that 2 days could be spent to conduct interviews, discussions and documentary reviews. Three days could be spent to trace the activities done by FDCs graduates and their peers in 24 FDCs where impact assessment will be conducted.

In the 29 colleges where assessment will be done to find whether FDCs could offer both Folk Education and Vocational Training, data collectors will use 3 days conducting Interviews, Focus Group Discussions, and administering Questionnaires. The data collectors will need one more day as compared to the former group because more of their expected respondents are District Government officials, Non State Actors and Politicians who are delicate given the nature of their activities. They will also use 2 days to assess the college resources particularly buildings and infrastructure, workshop equipment, dormitory facilities and teaching learning materials. A though assessment is needed to ensure recommendations on how to strengthen the colleges to be able to offer the course programmes are well informed.

4.0. Team Profile


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A team of 12 experts from different education specialties will be engaged in the study. The members of each Team will have research skills with at least first degree. The second degree will be of added advantage.

5.0. Time FrameThe study will be conducted for 60 days. The distribution of days according to activities will be as follows: Design of instruments for data collection ………3 days; Pre testing of data 2 days Data collection …….. 45 days Report presentation and analysis ………5 days Report writing 5 days Technical meetings 5 days

The exercise is expected start by 25/5/2009,and last for sixty days.

6.0. ReportingThe study team will conduct a meeting prior to data collection to clarify the tasks to be carried out. The team will report to the Quality Technical Working Group (QTWG) which will scrutinize the ToR and the instruments of data collection before the documents are sent to the FEDC Task force for approval. The team will also present the report to the QTWG for inputting before it is sent to FEDC Task Force scrutiny. The final reports will be submitted to the FEDC for approval. The FEDC will forward the reports to higher authorities for decision making.

It should be noted here that two reports will be prepared and presented. One report will include both findings related to impact assessment of FDCs training to target groups and how FDCs will be able to offer both Folk Education and Vocational Training. The second report will include the later findings which will be submitted to Presidents office.

7.0. Language: The survey reports will be written in Kiswahili and the executive summary in English

8.0. LogisticsThe Team members will be paid per diems and other allowances as per Government regulations.


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Vitabu Vya RejeaAmbatisho Na. 16:

Nyerere,J.K. (1968), Freedom and Socialism, Oxford: London.

URT, (1980), Folk Development Colleges Guideline, Ministry of Education Press: Dar Es Salaam.

URT, (2002), Folk Development Colleges Guideline, Ministry of Education Press: Dar Es Salaam.

URT, (2002), Folk Development Colleges Curriculum, Ministry of Education Press: Dar Es Salaam.


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