Projects/moshi-tanzania

This Wiki page Contains

1. Contributors Program Project Proposal Form
2. NOVEMBER 2009 WORKSHOP PROPOSAL PREPARED BY TANZANIAN COMMITTEE
3. Details Requested by OLPC Contributor “Community Jury” at January 8, 2010 On-Line Meeting

2) The focus of the initial workshop will be:

a) Math, Sciences (Biology, Chemistry and Physics) and Civics, subject areas that have been identified by headmasters as those presenting most difficulty in teaching and for students in passing government examinations. We will use information from existing XO projects in the science areas to demonstrate to teachers the ways in which their science curriculum could be taught using Sugar/XO activities. We will introduce them to the collaborative problem solving applications which use Sugar activities and features such as the recorder, the camera, the video, drawing, measuring and documenting. We will present information on using sensors; introduce the physics activity; discus projects where students learn about the ecology and biology of their village. Health education will also be addressed through the Sciences and Civics. On paper, the Tanzanian Ministry of Education requires that Information Technology be taught, but there is a disconnect between demand and reality for the rural schools. The XO environment, although not Microsoft, still introduces learners to basic skills for ICT : keyboards, mouse, selection, drag and drop graphical user interfaces. Taking apart and reassembling the XO could be a confidence building activity for some of the teachers.

b) the development of English language fluency which is intrinsic to the workshop. The XO laptops will be used to build English language skills. The Speak tool for pronunciation and spelling, recording audio reading of texts can be loaded into the XO. Lesson plans developed by the team will be added and adapted for XO use either as rich text or html. Teachers will learn how to create rich text documents to complement everyday lessons and review for government exams. This application of on-line lessons/programs and access to the vast resource library of the internet will be valuable aids for development of English. Also, the availability of the laptops during the more relaxed sessions of break and evening activities will reinforce English language learning.

c) respect for traditions and intrinsic cultures. The majority of the Moshi rural teachers and students are of the Chagga tribe. Professor R. Sambuli Mosha, presently at DePaul University, Chicago, himself of Chagga origins, who has endorsed the workshop and hopes to be present during its deployment, writes: “In Chaggaland, as in most African societies, the two aspects of indigenous formation, an education for life and a living are inseparable …”(The Heart of Indigenous Africa, A Study of Chagga Educational System, R. Mosha, Garland Publishing, 2000, p. 17). Instruction in computer technology and its application for teachers and, in turn, students, will help provide this education for life and for living in the workplace and at institutions of higher education for these Tanzanians in this 21st century.

Sustainability

The laptops will be stored in the secure area of the library at Second Chance Education Centre, made available for teachers to use there or to check out for use for a limited time at their schools (assuming solutions for recharging batteries have been found). A substantial financial fine will be imposed if the laptop is not returned. The goal is for the participating headmasters and teachers to return to their schools as mentors for their colleagues, thus teaching them the applications of technology, then, instructing the students. Students of Second Chance Education Centre can be given the responsibility of manning the library and computer center, thus empowering their own learning and ability to instruct teachers and other students in computer use and application. It should be noted that the Renju family, Directors of Second Chance Education Centre and Honey Badger Lodge, are computer literate: Dr Renju, a linguistic scholar, has used a laptop for many years editing the United Bible Society translations of ancient Greek scriptures to Swahili. Mama Lucy Renju uses the computer to correspond with international schools for community service projects and for the business of the lodge. She was named ‘Entrepreneur of the Year-2008’ by the Center for Global Leadership. Both are recognized community leaders. Their son and daughter-in-law, university graduates, will be taking over management of the lodge and both use IT extensively in their work for NGOs. There are also young, European volunteers at the Second Chance Education Centre. Therefore, further computer literacy for teachers and students can be sustained in between workshops.

Methods- Note the methods and approach will vary according to the input of visiting educators and local teachers. We will work as a team.

1) Before deployment, the team of approximately 10 volunteer American and international teachers will receive from Diane Russell, workshop facilitator, relevant background information, sample Tanzanian Education Ministry lesson plan forms (obligatory) and past government exams in specific subject areas. We will correspond through email as to the best approaches to teaching these subjects in impoverished schools, yet with the benefit of the laptops.

2) Upon arrival at Honey Badger Lodge/Second Chance Education Centre, two days prior to the workshop, the visiting team members will familiarize themselves with the area, visit rural schools, meet the Education Ministry Regional Director and plan the workshop materials and the effective use of laptops. The workshop facilities are already in place at the lodge and the Second Chance Education Centre is in close proximity. The lodge has electricity and/or generator.

3) With the arrival of the local headmasters and selected teachers (total approximately 30) the workshop can formally begin:

a) Introductions and grouping of teachers according to subject field and level with an overview of what is hoped to be accomplished. Discussions about pedagogy and methodology, such as the different approaches to lesson plans; arrangement of furniture in classrooms to create interactive student groups; how to most efficiently use limited books and materials; student assessments; Socratic Method and “See-Say-Do” technique.

b) An introduction to laptops and computer technology, basic keyboarding, word processing and internet use.

4) The Tanzania Education Ministry lesson plan format will be on the computer screen and projected. Sample lessons for each of the specific lesson fields at different levels will be discussed, typed into the rubric of the lesson plan, further modified according to discussion, resulting in a creative, valid, helpful lesson plan which recognizes benchmarks of differential learning and outcomes and incorporates both teacher and student reflection and self-assessment.

5) Similarly, a variety of assessment means will be presented. Copies of government examinations will be on the computer screen and questions, approaches to answers and assessment will be discussed as a team. Sample answers can be discussed as they are typed, reviewed and revised.

6) Teachers may use the computer to create their own variations of lessons, student assessment, quizzes, and tests which allow for differential instruction and empower the teacher to use his knowledge and inherent awareness of his culture. The possibilities of preparing and printing these assessments will be explored.

7) During break and evening “English language” activities, the computers can be used for word processing and access to the internet. The oral tradition of story-telling laced with proverbs is strong in the Chagga culture. One example in keeping with the indigenous culture would be for a story to be written on the computer in a round-robin way, saved, printed and become a permanent record of the workshop. Much expansion of this technique can result: collaboration on “ngomas,” moral plays focusing on ethics and health issues; poetry, such as the work of Tanzanian poet, Shabaan Robert; excerpts from the required study of literature texts for the English language government exams.

8) Visual aids are also a vital learning tool. The internet and library can be resources.

9) Practice lessons will be presented to the students of Second Chance, who will also be introduced to the use of laptops by the rural local teachers.

10) There will be a final session of reflection and evaluation of the workshop by all participants. Networking with visiting volunteers and local teachers should continue. Reports of continued peer teaching and student progress are expected to be submitted and sent bi-annually by the headmasters to the team and the workshop directors and facilitator. Assessments and reviews will be shared as to the format of continued teacher capacity building workshops.

Capacity Building Workshop Committee, September 2009 Picture

Typical Rural Moshi Classroom Picture

Moshi Teachers and Students Need XOs Picture

PART 2

Project Info

[laptop.org #50418] OLPC Ideas for Moshi, Tanzania Area [Tim Russell, Virginia/Washington DC, USA]

Project Title & Shipment Detail

Shipping Address #1 Tim Russell, 3003 Voyage Drive, Stafford, VA 22554 Tel 540 659 1952 Timothy Bruce Russell

Shippping Address #2 Dr Peter and Mama Lucy Renju, Second Chance Education Centre, Plot 98, Rindi Road, Moshi, Tanzania Tel 255 027 2775 4494 Peter J Renju

Number of Laptops (or other hardware) You Request to Borrow:

January 2010 to September 2010 for Familiarization/Preparation  : Shipping Address #1

3 XO-1 laptops

2 PV Master Solar Panels

2 Foot Power Weza

Additional Equipment To Be Purchased

1 PV Master Solar Panel

April 2010 to September 2010 for Workshop Training Shipping Address #2

7 XO-1 laptops

Additional Equipment

7 10 watt / 14 volt solar panels

Team Participants

Tim and Diane Russell, timdianerussell@gmail.com, tel 540 659 1952

Tim- Retired US Army Officer and Retired NATO officer - Assistant in Diane's Tanzania Projects

Diane: 20 years teaching experience with 15 years at International School of Luxembourg and 7 years additional work to take high school students to community service projects in Moshi, Tanzania, Schools

Dr. Peter Renju, prenju@kicheko.com,

Director for Tanzanian NGO Second Chance Education Centre, retired from United Bible society where he translated ancient Greek bible into modern day Kiswahili.

The Project Committee has 10 members from the Moshi rural schools and Mama Renju is the Committee Director who operates the Honey Badger Cultural Centre.

Objectives

Project Objectives: A sustainable, cooperative teacher capacity building effort in the Moshi, Tanzania area.

Mission Statement

To bring together visiting international teachers with selected headmasters and teachers of primary and secondary rural schools, plus the directors of the five teaching centres which serve the area, to develop, as a team, efficient and effective XO based teaching practices based on the use of XO/Sugar collaborative learning environment and supporting technologies.

To encourage sustainability whereby the local headmasters arrange for the participating teachers to share and demonstrate the learned pedagogical practices with colleagues at their schools and with directors of rural teacher centers, in an on-going team-building process.

To provide the opportunity to improve the use of the English language for understanding and teaching specific subject fields.

To explore ways and means to bring to the rural schools a power source for the technology of computers, voice recorders used to enhance teaching and learning; to give instruction as to the use of technology in the schools, how to access instructional programs and to continue the long-distance dialogue with visiting teachers.

To collaborate with related NGO projects for Tanzania, such as Solar Electric Light Fund and OLPCorps Stanford (Opendo).

Plan of Action

1. Familiarize ourselves with care and operation of XO-1
2. Try out different ways that XO-1 could be a classroom learning tool. Perhaps OLPC has information and lessons learned that this project could use.
3. Find and use existing worldwide lessons that could be used in classrooms with XO-1
4. Recruit teachers from different Moshi schools to start collaboration and networking to make the most positive use of the XO-1
5. Collect, document and report how the process of learning with XO-1 could be improved.
6. Organize followup workshops in Tanzania

Needs

Why is this project needed?

Schools have too many students and too few teachers. Also, the schools are very spartan and often do not even have electricity. A major transformation is needed in the way learning is approached.

Locally, in the US we will try to make contacts with Stafford County Schools to gain knowledge and assistance.

In the greater OLPC/Sugar community? This community has the technical and educational OLPC lessons learned that we can use to avoid problems and find the right path.

Outside the community? We have contacted the Tanzanian NGOs Second Chance Education Centre and SAIDA (help)as well as the US NGOs Friends of Tanzania and Africaid.

Why XO: Low power machines are needed in an environment where the electrical outlets are few and far between. It appears that XO-1 can network several laptops in same class without need for audio-visual equipment enabling the teacher to roam and student clusters to self teach. We would like to have a library of shared lessons and plans for lessons. Tanzania has standardized educational achievement tests.

Training Period: Before April, the XO equipment will prepare the project team trained for the July Workshop. The April equipment is to do "show and tells" at the more than 20 rural schools to develop ideas for the areas of most interest. We would like the XO-1 machines, but rebuilt XO-1 laptops would also be useful.

Sharing Deliverables

A Project URL—where you'll report specific ongoing progress:

How will you convey tentative ideas & results back to the OLPC/Sugar community, prior to completion?

Email and Contributor Meetings.

How will the final fruits of your labor be distributed to children or community members worldwide? OLPCNews Will your work have any possible application or use outside our community? Yes

If yes, how will these people be reached? We will be reporting to the Tanzanian Education Regional Director.

Have you investigated working with nearby XO Lending Libraries or Project Groups?

The DC Lending library may have a XO available next week.

Quality/Mentoring

Would your Project benefit from Support, Documentation and/or Testing people? Yes

Teachers' input into Usability? Yes

How will you promote your work?

Within Tanzania with the Regional Director of Education, Through OLPC and through interested sponsoring NGOs.

Ongoing Mentoring that will benefit you most.

Similar project + use of XO- with audio-visual equipment

Communication

Email and Contributor Meetings

Timeline

Between January and July 2010 prepare for workshop

July 2010 run the workshop and S

September 2010 prepare after action report

Philosophy and Objectives

The teachers in the rural schools of Moshi receive low salaries and yet they walk miles to their schools to devote themselves to their students, so that they may pass the government examinations and hope that some students somehow might continue to higher education and become future professionals and leaders of Tanzania. However, the teachers themselves are hoping for recognition, renewed confidence, continued education and empowerment, goals which are difficult to reach in their difficult economic environment. The rural teachers are in a repetitive cycle of teaching the way they were taught: copying, rote-memory, verbal repetition, which leads to stagnation. Visiting educators have observed that this time-honored method of teaching does not allow for the learning of valid conversation, written expression, creative thought and confidence which could instill in certain students the leadership qualities needed for Tanzanian society of the 21st century. The background and training of the rural teachers is often limited. Answers to a questionnaire hand-delivered to a random sampling of Moshi rural teachers in September, 2009, revealed that most of them had finished through Form 4 (not continuing the full secondary cycle), had two years of formal study in their specific subject fields at a teachers’ college and have been teaching for more than fifteen years. Some rural teachers in Moshi have already met international educators and their students through other service projects at their schools and have observed the differences in teacher-student rapport, conversation, gender equality, confidence building and in the way knowledge is shared and imparted. Good, highly motivated teachers, no matter what their background or school system, rich or poor, search for further professional development and life-changing experiences which can impact their teaching approaches and benefit their students. A project to offer an organized week-long residential conference/workshop, bringing together international and local teachers in a team-building exercise would provide such a professional development opportunity for all. International teachers would be forced to take into account a very large student-teacher ratio, a lack of adequate books, paper, pens, technology, even electricity. They would be challenged in discussion with the rural teachers to finding alternative ways of conveying knowledge and contributing to the moral development of young adults. The international teachers would benefit from this service learning experience and no doubt improve their own skills and have a changed global outlook. Likewise, rural teachers could find a new place in their communities as they are offered the opportunity of self-enhancement and motivation through learning new skills of methodology and technology, establishing international contacts who could continue to give advice through future correspondence and sharing of lesson plans. It would be expected that the rural teachers who have participated in the workshop would return to their schools, make a change in their classrooms and help train other faculty members. Similarly, the international teachers should encourage their colleagues to travel to Second Chance Education Centre for future sessions of this workshop. Global initiative and sustainability are built-into the project.

During two intensive weeks of September, 2009, the headmasters and head teachers, who form the committee for this project, the director and American facilitator visited  and spoke with the staffs at more than 20 rural schools and at two teacher centers, all of whom welcomed and yearned for assistance.  The headmasters and head teachers, themselves, became aware of the value of discussion, exchange, visiting other schools and listening to teachers, and participating in trial pedagogical workshops.  They have scheduled more meetings and self-help training for themselves at Second Chance Education Centre, while awaiting the formal capacity building program for their teachers to begin in 2010.  In addition, the headmasters can now encourage the use of the small library and computer at the Second Chance Education Centre as a resource available to the rural teachers. 

Procedure It must be recognized that the goal is neither to impose western culture nor to usurp the existing valued traditions of the people of the region. A prerequisite for the visiting teachers would be the reading of the book, The Heartbeat of Indigenous Africa; A Study of the Chagga Educational System by Raymond Sambuli Mosha, a recognized scholar. Dr. Peter Renju, also an international scholar, and Mama Lucy Renju, a community leader, will introduce the visitors to background information as to their culture and customs. The workshop participants will learn to convey knowledge in a formative as well as informative way to aid the academic success and contribute to the moral development and cultural awareness of the young children and young adults attending school in rural Moshi. The working language will be English, thus offering the rural teachers an opportunity to become more proficient in the language. Once students reach secondary school, English is the required language of all instruction, except the study of Kiswahli. This transition is very difficult for the students and teachers who do not have sufficiently developed English language skills. The visiting teachers will represent basic subject areas, as well as specialty areas such as English as a Second Language, the arts, computer. Local teachers will be asked to bring samples of government exams which their students must take as well as guidelines to curricular requirements. Discussion of different teaching methods will evolve around these obligations, but the workshop will not be focused on “teaching to the test”. The fact that both groups will reside at Honey Badger Lodge further enhances team-building, conversation and interchange of ideas and culture. Incentives and Sustainability • Recognizing the difficult financial situation of the rural teachers, a small stipend will be offered for travel and attendance; the room and board paid for at the week-long residential workshop. • It is hoped that teachers can be provided with laptop computers and other teaching aids. “One laptop per teacher” could ideally set the stage for “one laptop per child”. • Headmasters will arrange for participating teachers to share new pedagogical ideas and techniques with their colleagues at their schools and/or with directors of teachers’ centers. Follow-up reports by the participating teacher as to adaptation and impact of new skills will be written and sent to Mama Lucy Renju, with copies forwarded to Diane Russell, committee members, Professor Raymond Mosha, and, if appropriate, the Regional Education Officer. Headmasters will follow a fair selection process for workshop participants and will allow time-off without repercussion.

• A certificate of participation and recognition by the Regional Education Officer will be awarded to each teacher.

• A library of English language books and reference materials will be established at Honey Badger Cultural Centre and continually developed by contributions of resources brought by visiting teachers or sent by international schools. Size/Scale/Selection The workshop will be designed on a small-scale of approximately 10 visiting teachers to 20 local teachers to allow for residency at Honey Badger Lodge and the closeness and seriousness of conversation and training. Practice lessons and experimental implementation of different methodology will be taught to the students of Second Chance Education Centre. Ideally, the timing would allow for visits to the other rural schools and actual classroom observation. Mama Lucy Renju will work with the heads of schools as to the application and selection process of local teachers. Mrs. Diane Russell will work with sponsors/supportive NGO’s , recommendations of directors, to advertise, recruit, and select visiting teachers in coordination with various international schools and universities. Costs and Funding The Second Chance Education Centre is a registered Tanzanian NGO. Funding is needed to provide for transportation of the local teachers to the Second Chance Education Centre from their schools and for food and board at Honey Badger Lodge. If a complete residential stay is offered the cost is approximately $25 (U.S.) per day five to six days. The cost of $25 (US) per day for room and board also applies to the visiting international teachers. They must find their own funding sources. Round-trip airfare and airport pick-up and return for visiting teachers might be covered by their individual schools as part of a professional development budget or through cost-sharing with sponsors of this project. In addition, funding for basic pedagogical supplies for each subject area, books on methodology, portable white boards, notebooks, etc. is necessary. It is estimated that US $ 5000 would be needed to initiate and fund the project. This does not include technology, such as computers and projectors.

Banking Information: Account Name: Second Chance Education Center (Tanzanian Registration Number 07/NGO/0625) Account Holder: Dr. Peter and Mama Lucy Renju Standard Chartered Bank, Moshi, Tanzania Beneficiary Bank’s Account No. 870-207-016-0700 ABA No. /S.W.I.F.T. Code: SCBLU533 Communication: for Teacher Capacity Building Workshop Signer: Mama Lucy Renju and Co-Signer Dr. Peter Renju

              Second Chance Education Centre, Plot 98, Rindi Road, Moshi, Tanzania

For further information: Diane Busher Russell Lucy Renju: Chance2educate@yahoo.com 3003 Voyage Drive Honeybadger@africamail.com Stafford, Virginia 22554 Telephone: 255 027 275 4494 USA Home phone: 540 659 1952 Mobile phone: 540 604 7795 Diane.Busherrussell@gmail.com

Enclosure 1

Enclosure 2 November 13, 2009 AN ENDORSEMENT OF A RURAL TEACHER CAPACITY BUILDING PROGRAM AT SECOND CHANCE EDUCATION CENTRE, MOSHI, TANZANIA, IN COOOPERATION WITH MAMA LUCY RENJU, DIRECTOR; DIANE B. RUSSELL, COORDINATOR; THE COMMITTEE REPRESENTING HEADMASTERS AND HEAD TEACHERS OF MOSHI RURAL SCHOOLS.

My name is Raymond S. Mosha, born and raised in the Kilimanjaro-Moshi area of Northern Tanzania, East Africa. For the last twenty seven years I have been teaching in universities in Tanzania, Kenya, and now in the USA. I have a Ph.D. in Philosophy, with keen interest in the areas of Human Development, Ethics, Spirituality, Education and Justice and Peace issues. I have to deeply appreciate my indigenous African culture and indeed all indigenous cultures as profound sources of knowledge and wisdom, and have written The Heartbeat of Indigenous Africa, A Study of the Chagga Educational System, a book documenting the process through which the Indigenous Chagga people of Northern Tanzania raise up their children to become good, caring and responsible children. In that book I have suggested how teaching and teachers can learn from the Indigenous philosophy and try to find ways of weaving that knowledge and wisdom into their classrooms and curricula. I have also written two chapters in two separate books suggesting that we need to teach our children in new ways that reflect their deeply spiritual nature (in one book) and that we need to educate adults and teachers in ways that value the combined knowledge and wisdom of all nations as it comes to us through their cultures, philosophies, and contemporary findings in knowledge and wisdom (in the other book). I believe therefore that we need to have a serious conversation on how we raise and educate our children and grandchildren worldwide. These ideas and insights that go on in my mind and heart have come to find a good fit at the Second Chance Education Centre, owned and managed by my good friends, Dr. Peter Renju and his wife Lucy Renju, in Moshi, Tanzania. Peter, Lucy, my wife and I have on many occasions discussed about this golden educational opportunity which they are giving to children who would otherwise not get it. In their Center they insist on graduating young girls and boys who are responsible, caring, and community oriented. What Peter and Lucy are doing is commendable and worthy of support and encouragement. These ideas and insights have also come to find another fit in the work of Mrs. Diane Busher-Russell who has been working closely with Dr. Renju and Mrs. Renju at the Second Chance Education Centre from 1999 to the present. Diane has extensive experience on the international stage, and a keen sense of commitment to local places like this Centre in Moshi, Tanzania. Her resume is impressive to say the least, but her spirit and passion to educate the young ones and shape their teachers far surpasses the impression one gets from reviewing her resume (Curriculum Vitae). While at the Centre Diane has initiated what she calls: “Second Chance for Rural Teachers”, a program through which she with Peter and Lucy bring rural teachers to the Centre and here conduct workshops that inspire and support these rural teachers in a way that will make them better teachers in multiple ways. One of these is to heighten the teachers’ awareness and appreciation of Indigenous knowledge and wisdom. Another way of inspiring these rural teachers (80% of Tanzania children live in rural areas) is to raise their sense of gender sensitivity so that they will always encourage and scaffold the present trend in Tanzania to educate girls and women, who have for so long been left behind in education, economy and in politics. Diane has a passion in this gender sensitivity in teachers without compromising her passion for the education for boys and men as well. I know that Diane, Lucy, and Peter and the committee will like to continue running these workshops for rural teachers at Second Chance Education Centre in Moshi, Tanzania, an initiative that I support and encourage wholeheartedly. Hopefully funding can be found for a series of workshops in the summer of 2010 and I am planning to do everything I can to participate in those workshops while also doing research and writing in my home country. Incidentally I shall be in Nairobi, Kenya on the 18th and 19th of November, 2009, to participate in a discussion on creating a Center for Teacher Excellence Education that will be a resource center for preparing and training teachers who will be sensitive to gender equity, the value of indigenous knowledge and wisdom, the diverse nature of our world today, and the urgent need to raise up children who will make this a better world, not just for themselves, but also for their communities, their world and the environment. All this adds up to demonstrate that the work of Diane, Lucy and Peter in Moshi, Tanzania is awesome, urgent and to be encouraged in every way possible. I want to thank them wholeheartedly on behalf our children, teachers and people of Tanzania. Thank you. Respectfully, Prof. Raymond S. Mosha, School for New Learning (College for the Education of Adults), Chicago, USA. 312-362-5417 rmosha@depaul.edu

Enclosure 3

FORMAT PROBLEM