TUME YA TAIFA YA UNESCO YASHIRIKI JUKWAA LA NNE LA KIMATAIFA LA MAADILI YA AKILI UNDE RIYADH RIYADH, SAUDI ARABIA:

 Tume ya Taifa ya UNESCO ya Jamhuri ya Muungano wa Tanzania inashiriki katika Jukwaa la Nne la Kimataifa la Maadili ya Akili Unde linaloendelea mjini Riyadh, Saudi Arabia, likiwakutanisha wawakilishi kutoka nchi mbalimbali duniani kujadili namna ya kuhakikisha maendeleo na matumizi ya akili unde yanaongozwa na maadili, uwajibikaji na kuhudumia maslahi ya jamii.

Jukwaa hilo linatoa nafasi kwa nchi na wadau mbalimbali kubadilishana uzoefu na kujadili masuala yanayohusu mustakabali wa akili unde, ikiwemo namna ya kuimarisha mifumo ya sera na utawala, kujenga uwezo na kuhakikisha teknolojia hiyo inatumika kwa kuzingatia haki za binadamu, usalama, usawa na uwajibikaji.

Kwa Tume ya Taifa ya UNESCO, ushiriki huo ni sehemu ya kuendelea kuunganisha Tanzania na UNESCO katika mijadala na ajenda za kimataifa zinazohusu sayansi, teknolojia, elimu, utamaduni na maendeleo ya jamii.

Tume inawakilishwa katika jukwaa hilo na Bi Fides Mallya, Afisa Programu kutoka Sekta ya Sayansi Jamii ya Tume ya Taifa ya UNESCO ya Jamhuri ya Muungano wa Tanzania, anayeshiriki katika shughuli na mijadala mbalimbali inayoendelea katika jukwaa hilo.

TUME YASHIRIKI MJADALA WA AFRIKA

Katika jukwaa hilo, Tume ya Taifa ya UNESCO inashiriki pia katika mjadalawa viongozi na wadau kutoka Afrika unaolenga kujadili namna bara hilo linavyoweza kuwezeshwa ili kunufaika kikamilifu na maendeleo ya teknolojia ya akili unde.

Mjadala huo unaangazia umuhimu wa Afrika kuimarisha uwezo wake katika sayansi, teknolojia, utafiti, ubunifu na ujuzi wa kidijitali, pamoja na kujenga mazingira bora ya kisera na kitaasisi yatakayowezesha matumizi salama na yenye tija ya akili unde.

Kwa kushiriki katika mjadala huo, Tume inaendelea kufuatilia mwelekeo wa kimataifa kuhusu akili unde na kuchangia katika mijadala inayolenga kuhakikisha maendeleo ya teknolojia hiyo yanazingatia mahitaji ya jamii na yanachangia maendeleo jumuishi na endelevu.

USHIRIKI WA TUME WAIUNGANISHA TANZANIA NA UNESCO

Ushiriki wa Tume katika jukwaa hilo unaonesha nafasi yake muhimu kama kiungo kati ya Tanzania na UNESCO, kwa kuwezesha ushiriki wa nchi katika mijadala, programu na ajenda za UNESCO katika ngazi ya kimataifa.

Kupitia majukwaa hayo, Tume inaendelea kufuatilia maendeleo na mwelekeo wa kimataifa katika maeneo ya UNESCO, kubadilishana uzoefu na nchi nyingine na kutafuta fursa za ushirikiano zinazoweza kuchangia maendeleo ya Tanzania.

Katika eneo la akili unde, ushiriki huo unaipa Tume fursa ya kufuatilia mijadala kuhusu maadili, utawala na matumizi yanayowajibika ya teknolojia hiyo, huku ikiendelea kuhusisha mijadala ya kimataifa na mahitaji ya maendeleo ya Tanzania.

UJUMBE WA TUME WAKUTANA NA BALOZI

Katika mwendelezo wa ushiriki wa Tume katika jukwaa hilo, ujumbe wa Tanzania unaoshiriki katika shughuli za jukwaa umepata fursa ya kufanya kikao na Balozi wa Tanzania nchini Saudi Arabia.

Kikao hicho kimekuwa fursa ya kubadilishana taarifa kuhusu ushiriki wa Tanzania katika jukwaa hilo na kuimarisha uratibu kati ya ujumbe wa Tanzania na Ubalozi wa Tanzania nchini Saudi Arabia katika masuala yanayohusu shughuli za kimataifa.

Jukwaa la Nne la Kimataifa la Maadili ya Akili Unde linaendelea mjini Riyadh likiwa sehemu ya juhudi za kimataifa za kuimarisha ushirikiano katika kuhakikisha maendeleo ya akili unde yanaenda sambamba na maadili, uwajibikaji, haki za binadamu na maendeleo jumuishi.

ENG.JOYCE BARAVUGA- SHULE ZIHAKIKISHE MAFUNZO YA TEHAMA YANAENDELEA

Mratibu wa Mafunzo ya Kidijitali kutoka Ofisi ya Waziri Mkuu – Tawala za Mikoa na Serikali za Mitaa (TAMISEMI), Eng. Joyce Baravuga, amesema mafanikio ya Mradi wa Kuziba Pengo la Kidijitali: Kuhakikisha Elimu ya Ujuzi wa Kidijitali Inayozingatia Usawa wa Kijinsia kwa Wanawake na Wasichana (Closing the Digital Divide: Ensuring Gender-Transformative Digital Skills Education for Women and Girls) yatategemea kwa kiasi kikubwa utayari wa shule kuendeleza mafunzo na shughuli za Klabu za TEHAMA (ICT Clubs) baada ya kumalizika kwa Kambi ya Mafunzo (Boot Camp).

Eng. Baravuga amewapongeza wakuu wa shule zilizochaguliwa kushiriki katika programu hiyo, akisema utayari na uthubutu wa shule ni miongoni mwa vigezo vilivyozingatiwa katika uteuzi.

Amesema shule hizo zinapaswa kuwa wadau muhimu wa programu hiyo kwa kuhakikisha maarifa na ujuzi unaopatikana kupitia mafunzo unaendelea kutumika shuleni na kuwafikia wanafunzi wengine.

Amewataka walimu na wakuu wa shule kuhakikisha Klabu za TEHAMA zinaendelea baada ya wanafunzi kurejea shuleni, ili kuwapa wasichana nafasi ya kuendelea kujifunza, kufanya mazoezi na kuendeleza ubunifu wao katika teknolojia.

Aidha, amewataka walimu, hususan wanaohusika na TEHAMA, kushiriki kikamilifu katika mafunzo hayo na kuhakikisha maarifa yanayopatikana hayabaki kwa wanafunzi walioshiriki pekee, bali yanawafikia wanafunzi wengine shuleni.

Eng. Baravuga pia amesisitiza umuhimu wa kukusanya taarifa za utekelezaji wa shughuli za mafunzo kila siku, akisema taarifa hizo zitasaidia kupima mafanikio ya programu, kubaini changamoto na mapungufu, pamoja na kuweka msingi wa kuboresha utekelezaji katika hatua zijazo.

Amesema ukusanyaji wa taarifa kwa wakati utasaidia pia kutambua maeneo yanayohitaji kupewa msukumo zaidi na kuhakikisha malengo ya programu yanafikiwa.

Vilevile, amesisitiza umuhimu wa wanafunzi kuchaguliwa kwa kuzingatia vigezo vilivyowekwa bila upendeleo, ili kuhakikisha fursa zinazotolewa kupitia programu hiyo zinawafikia walengwa kwa usawa.

Eng. Baravuga amesema ushiriki wa shule, walimu na viongozi wa shule ni muhimu katika kuhakikisha Kambi ya Mafunzo haibaki kuwa tukio la muda mfupi, bali inakuwa mwanzo wa kujenga mazingira endelevu ya kujifunza, kutumia na kubuni kupitia TEHAMA miongoni mwa wanafunzi.

DR.FAITH SHAYO : LER US BUILD GIRLS INTEREST IN ICT

MOROGORO. Dr. Faith Shayo has called for greater efforts to build girls’ interest, confidence and enthusiasm in Information and Communication Technology (ICT), saying that creating interest is an important first step towards encouraging more girls to participate in technology.

Speaking during preparations for the ICT Boot Camp in Morogoro, Dr. Shayo said the programme is not primarily about providing girls with digital devices, but about helping them develop an interest in technology and understand its potential to improve their lives and communities.

She said access to devices remains important, but the immediate priority is to give girls the opportunity to learn, explore technology and develop the confidence to use it creatively.

“We want to build girls’ interest and enthusiasm in ICT. We want them to see that they can use technology to develop solutions to challenges in their communities,” she said.

Dr. Shayo said a key outcome of the programme is the establishment and strengthening of ICT Clubs in participating schools, providing girls with a space where they can continue learning, practising their skills and developing innovative ideas beyond the Boot Camp.

The programme is expected to reach 500 girls, with activities continuing after the Boot Camp. The girls will return to their schools and continue participating in ICT Club activities under the guidance of teachers and school leaders.

She said experts will continue visiting the schools to follow up on the progress of the clubs, while Project Coordinator Mr. Ginarious Ernest will also visit selected schools as part of the follow-up process.

Dr. Shayo said the practical nature of the Boot Camp is intended to help girls move beyond simply learning about technology and begin exploring how ICT can be used to address real challenges in their communities.

The Boot Camp is scheduled to officially begin tomorrow at Kilakala Secondary School in Morogoro, bringing together girls from 10 schools as part of the UNESCO-BNU project, “Closing the Digital Divide: Ensuring Gender-Transformative Digital Skills Education for Women and Girls.”

UNESCO PUTS GIRLS AT THE HEART OF TANZANIA’S DIGITAL FUTURE

The room comes alive as the girls settle into their groups.

Around the tables, conversations begin.

One idea leads to another as the students share their views, listen to their colleagues and work together to understand the challenges they have been given.

As part of the UNESCO-BNU project, this is learning by participation.

The girls are not sitting back and waiting for answers.

They are thinking for themselves, exchanging ideas and challenging one another as they work towards a common solution.

You can see the teamwork taking shape.

Some students speak. Others listen carefully. Ideas are added, discussed and refined.

What looks like a simple classroom discussion is becoming something much bigger—a practical exercise in critical thinking, collaboration and confidence.

And gradually, each group begins to shape its ideas into something they can share.

The discussions continue, the ideas become clearer, and the girls prepare for the next moment.

It is time to stand up and let the whole class hear what they have created together.

NECTA: WATAHINIWA MILIONI 1.16 KUFANYA MTIHANI WA DARASA LA SABA

Baraza la Mitihani la Tanzania (NECTA) limetangaza kuwa Mtihani wa Kumaliza Elimu ya Msingi (PSLE) kwa mwaka 2026 utafanyika Septemba 9 na 10, ukihusisha watahiniwa 1,168,649 kutoka shule 20,019 nchini.

Katibu Mtendaji wa NECTA, Prof. Said A. Mohamed, amesema kati ya watahiniwa hao, wavulana ni 531,467 sawa na asilimia 45, huku wasichana wakiwa 637,182 sawa na asilimia 55.


Amesema watahiniwa 1,081,204 sawa na asilimia 93 watafanya mtihani kwa Kiswahili, huku 87,445 sawa na asilimia saba wakifanya kwa lugha ya Kiingereza.


Kwa mujibu wa Prof. Mohamed, watahiniwa wenye mahitaji maalumu 4,867 pia wamesajiliwa kufanya mtihani huo. Kati yao, 82 ni wasioona, 1,591 wenye uoni hafifu, 999 wenye uziwi, 576 wenye ulemavu wa akili na 1,619 wenye ulemavu wa viungo.


Amesema masomo yatakayotahiniwa ni Kiswahili, English Language, Sayansi na Teknolojia, Hisabati, Maarifa ya Jamii na Stadi za Kazi, pamoja na Uraia na Maadili.


Prof. Mohamed amesema mtihani huo ni wa mwisho kufanyika kwa kutumia mtaala wa sasa, huku ukilenga kupima maarifa na ujuzi walioupata wanafunzi katika miaka saba ya elimu ya msingi na kutumika katika mchakato wa uchaguzi wa wanafunzi wanaojiunga na elimu ya sekondari.


Amesema maandalizi yote ya mtihani huo yamekamilika, yakiwemo usambazaji wa karatasi za mitihani na nyaraka muhimu katika halmashauri zote nchini, mafunzo kwa wasimamizi pamoja na kuweka mikakati ya kuhakikisha usalama wa vituo vya mitihani.


Amewataka wasimamizi wa mitihani kutekeleza majukumu yao kwa uadilifu na kuzingatia kanuni za mitihani, huku wakihakikisha watahiniwa wote wanapata fursa ya kufanya mtihani kwa muda uliopangwa.


Kwa watahiniwa wenye mahitaji maalumu, amesema NECTA imeweka utaratibu wa kuwapatia maandishi ya nukta nundu kwa wasioona, maandishi yaliyokuzwa kwa wenye uoni hafifu na muda wa ziada wa dakika 20 kwa kila saa katika somo la Hisabati na dakika 10 kwa kila saa kwa masomo mengine.


Aidha, amewataka watahiniwa kuepuka vitendo vya udanganyifu, akisisitiza kuwa matokeo ya mwanafunzi atakayebainika kufanya udanganyifu yatafutwa kwa mujibu wa kanuni.


Amewataka wamiliki na wakuu wa shule kutokuingilia majukumu ya wasimamizi wakati wa mtihani, akionya kuwa NECTA inaweza kufuta kituo cha mtihani endapo itabaini uwepo wake unahatarisha usalama wa mtihani.


Pia ameitaka jamii kutoa ushirikiano kwa kuhakikisha mitihani inafanyika kwa amani na utulivu, ikiwemo kuheshimu maeneo ya mitihani na kuepuka kuingia shuleni wakati wa uendeshaji wa mtihani.


NECTA imetoa wito kwa wananchi kutoa taarifa za vitendo vya udanganyifu kupitia namba 0759 360 000 au barua pepe esnecta@necta.go.tz.


Mtihani huo utafanyika Jumatano, Septemba 9, na Alhamisi, Septemba 10, 2026.

UNESCO PUTS GIRLS AT THE HEART OF TANZANIA’S DIGITAL FUTURE

DODOMA, September 8, 2026: 

Efforts to prepare Tanzanian girls for the rapidly expanding digital economy are taking a new direction, with UNESCO calling for gender to be placed at the centre of digital skills education to ensure that girls are not left behind in the country’s digital transformation.

The call comes as Tanzania, through collaboration with UNESCO and Beijing Normal University (BNU), implements the “Closing the Digital Divide: Ensuring Gender-Transformative Digital Skills Education for Women and Girls” project, an initiative aimed at strengthening digital skills while addressing barriers that continue to limit girls’ participation in technology and innovation.

Gender specialist Dr Rosemarie N. Mwaipopo said digitalisation was no longer simply a matter of access to computers or the internet, but an increasingly important pathway to education, employment, innovation and wider socio-economic development.

She said the country’s digital transformation would have greater impact if girls were given deliberate opportunities to acquire digital skills, participate in innovation and develop the confidence needed to pursue technology-related education and careers.

“Digitalisation is a major influence in societal development, enhancing access to opportunities,” Dr Mwaipopo said, while emphasising the need to confront the persistent gender gap in digital participation.

She questioned why the gap continued to exist globally and in Tanzania despite various innovations, programmes and interventions designed to expand access to technology and digital skills.

According to her, the challenge was not only about whether technology was available, but also about who had the skills, confidence, opportunity and enabling environment to use that technology and turn it into meaningful solutions.

She said this was where the UNESCO-BNU project could make an important contribution by introducing a gender perspective into digital skills education.

CREATING A CRITICAL MASS OF GIRLS IN ICT

Dr Mwaipopo said the project would deliberately select female students to participate in ICT innovation training as part of an affirmative action approach aimed at creating a critical mass of girls with digital knowledge and skills.

She said increasing the number of girls exposed to technology and innovation would help challenge the long-standing perception that ICT and STEM-related fields were predominantly for boys.

The approach, she explained, was intended to create more girls who could confidently engage with technology, develop innovations and eventually pursue careers in the digital sector.

“This is not simply about teaching girls how to use technology. It is about creating opportunities for them to become knowledgeable, confident and active participants in the digital future,” she said.

She said a growing pool of digitally skilled girls could also provide role models for younger generations and contribute to changing community perceptions about the role of women in technology.

CHANGING THE WAY GIRLS LEARN

Dr Mwaipopo said teachers would be equally important in achieving this transformation.

She called for teachers to be equipped with gender-transformative pedagogy, enabling them to recognise and challenge attitudes, practices and social norms that may discourage girls from participating fully in ICT and STEM education.

She said teachers needed to create classrooms where girls felt confident to experiment, ask questions, solve problems and develop technological innovations.

The objective, she said, was to move beyond simply providing equal access to boys and girls towards creating learning environments capable of transforming the conditions that have historically limited girls’ participation.

She said teachers and students would also need greater awareness of gender equality, gender barriers, enabling factors and intersectionality to understand why girls may experience digital education differently depending on their social and economic circumstances.

INNOVATION THAT WORKS FOR EVERYONE

Dr Mwaipopo further challenged students to think about gender when developing ICT solutions.
She said female students should be equipped to apply a gender lens in ICT processes and innovation, ensuring that digital products and solutions were accessible, sensitive to different needs and inclusive.

She explained that successful digital innovation should not only answer the question of whether a technology works, but also consider who can access it, who can use it and who ultimately benefits from it.

Such an approach, she said, would enable girls to see technology as more than computers and coding, but as a powerful tool for addressing real challenges facing families, communities and the country.

BUILDING TANZANIA’S DIGITAL GENERATION

The gender-transformative approach is being implemented alongside efforts to establish and strengthen ICT Clubs in public schools, providing girls with practical opportunities to develop digital skills, participate in innovation and explore technology-related career pathways.

The broader UNESCO-BNU initiative is being implemented in collaboration with the Government of the United Republic of Tanzania, reflecting the importance of partnerships in strengthening digital education and expanding opportunities for women and girls.

Through the project, teachers and female students are expected to gain skills and approaches that can contribute to more inclusive digital learning environments.

For Tanzania, the initiative comes at a time when digital skills are increasingly becoming essential for education, employment, entrepreneurship and innovation.
Its significance therefore extends beyond the classroom.

By deliberately investing in girls’ digital skills today, the country is building a generation capable of participating in and contributing to tomorrow’s technology-driven economy.

The ultimate ambition is to ensure that Tanzanian girls are not merely users of technology, but creators, innovators, entrepreneurs and future leaders in the digital economy.

And by ensuring that no girl is excluded from the digital transformation, Tanzania can strengthen its human capital and build a more inclusive digital future in which every girl has an opportunity to learn, innovate and shape the country’s development.

MAAFISA ELIMU KATA WAPEWA JUKUMU KUKUZA UFAULU TANGA

Na Mwandishi Wetu, TANGA

MAAFISA Elimu Kata katika Jiji la Tanga wameanza kushirikishwa katika mafunzo ya walimu yanayotolewa kupitia mradi wa Tanga Yetu, hatua inayolenga kuimarisha usimamizi wa mafunzo hayo na hatimaye kuongeza ufaulu wa wanafunzi.

Mafunzo hayo yanaendeshwa na Taasisi ya Tanzania Centre for Education  kupitia mradi wa Tanga Yetu, unaodhaminiwa na Botnar Foundation kwa kushirikiana na Inovet, ukiwa na lengo la kuchangia kuboresha elimu na kuongeza ufaulu wa wanafunzi pia yakilenga 

Pia yakilenga kuwajengea walimu uwezo wa kutumia teknolojia na rasilimali za kidijitali katika ufundishaji, huku Maafisa Elimu Kata wakipewa nafasi ya kufuatilia mafunzo hayo ili waweze kuyasimamia wanaporejea shuleni.

Akizungumza wakati wa mafunzo hayo, Mkurugenzi Mtendaji wa Tanzania Centre for Education Yusuf Ogutu alisema ushiriki wa Maafisa Elimu Kata ni muhimu kwa kuwa wao ndio wanaohusika na usimamizi wa shughuli za elimu katika kata zao.

Alisema kupitia ushiriki huo, Maafisa Elimu Kata wataweza kufahamu maudhui yanayofundishwa, changamoto zinazowakabili walimu na hatua zinazoweza kuchukuliwa kuhakikisha mafunzo yanakuwa na matokeo yaliyokusudiwa.

“Ni jambo la muhimu kwa Maafisa Elimu Kata kujua kinachofanyika katika mafunzo haya ili wanaporudi shuleni waweze kusimamia na kufuatilia utekelezaji wake,” alisema.

Kwa mujibu wa mtoa maelezo huyo, mafunzo hayo pia yanawalenga kuwajengea walimu uwezo wa kutumia Digital Learning ili kurahisisha upatikanaji wa mitihani, notisi, vitabu na rasilimali mbalimbali za kujifunzia zinazopatikana kwenye mitandao.

Alisema matumizi ya teknolojia yatawasaidia walimu kupata nyenzo mbalimbali za kufundishia na kujifunzia kwa urahisi, pamoja na kuwawezesha kutumia mifumo ya E-Learning katika kuboresha ufundishaji.

Aidha, alisema Maafisa Elimu Kata watakuwa na jukumu la kufuatilia ushiriki wa walimu katika mafunzo hayo, kutambua walimu ambao hawajashiriki na kuhakikisha maudhui yaliyofundishwa yanafanyiwa kazi shuleni.

“Maafisa Elimu Kata ndio wanaosimamia shule katika kata zao. Kupitia wakuu wa shule wataweza kufuatilia ni walimu gani wamehudhuria mafunzo na ni kwa kiwango gani wanatumia maarifa waliyopata,” alisema.

Alisema hatua hiyo inalenga kuhakikisha mafunzo yanayotolewa hayabaki darasani pekee, bali yanafikia wanafunzi kupitia maboresho ya ufundishaji na matumizi sahihi ya rasilimali za kidijitali.

Kwa upande mwingine, Maafisa Elimu Kata walipata fursa ya kufuatilia changamoto zinazowakabili walimu wakati wa kutumia teknolojia na nyenzo mbalimbali za kidijitali, ili ziweze kutafutiwa ufumbuzi ambapo mafunzo  hayo yanaendelea kwa awamu kulingana na masomo yanayolengwa.

Jana ilikuwa siku ya mwisho ya mafunzo kwa walimu wa masomo ya Historia, Jiografia na Business Studies, huku wiki hii yakitarajiwa kuendelea kwa walimu wa masomo ya Sayansi, Fizikia, Baiolojia, Kemia na Hisabati.

KAHOOT SPARKS A NEW DIGITAL TEACHING EXPERIENCE FOR TEACHERS IN ARUSHA

ARUSHA — what began as a practical introduction to digital teaching tools during a UNESCO-supported training has left teachers in Arusha seeing classroom assessment in a new way, with Kahoot emerging as one of the tools that has generated the strongest enthusiasm among participants.

During the morning recap session, teachers reflected on their first-day learning experience, highlighting how hands-on exposure to Kahoot and Google Forms had demonstrated practical ways technology can support teaching, assessment and learner participation.

For the teachers, the significance of Kahoot was not simply in learning how to operate another digital application. Its appeal came from the possibility of turning routine classroom exercises and assessment into a more interactive experience, while helping teachers quickly check whether learners understand what is being taught.

One of the participants, Innocent Mshomba Karaine, a teacher from Mrisho Gambo Secondary School, said the training had given him a new understanding of how technology could simplify some of the tasks involved in preparing classroom exercises and assessing learners.

He said Kahoot had taught him a simple and faster way of preparing questions and exercises, as well as assessing learners’ understanding during the teaching process.

“I have learned how to prepare exercises easily and quickly, assess learners’ understanding and make teaching more interactive through games. This can attract learners and encourage them to participate fully,” he said.

For Mr Karaine, the experience demonstrated that technology can be used positively to support the teacher rather than replace the teacher. He therefore encouraged fellow educators to embrace digital tools and explore their potential in improving teaching and learning.

The excitement was similarly evident among other participants.

Zakia Mohamed Y. Hussein, a teacher from Ngarenaro Secondary School, described her experience with Kahoot as one of the most exciting parts of the training.

Although she had gained knowledge from different sessions, Ms Hussein said the practical experience with Kahoot particularly impressed her because of its potential to change the way teachers prepare and conduct classroom assessments.

She said the experience had made her reconsider her dependence on paper-based preparation of tests and exercises, and that she was now looking forward to using Kahoot with her students to make lessons more enjoyable and participatory.

“I want to go further with digital teaching because it will help me in my teaching, make learning easier for my students and reduce my workload. I am happy to have discovered an approach that can simplify both teaching and learning,” she said.

Her reflection points to one of the central attractions of digital teaching tools: making the teacher’s work more manageable while creating opportunities for learners to participate more actively.

The teachers’ responses during the morning recap offered an early indication of how practical digital training can influence teachers’ perceptions of technology. Instead of encountering digital tools only as concepts, participants were able to use them and reflect on how they could fit into their own classroom practices.

Kahoot, in particular, provided a practical demonstration of how a familiar classroom activity—asking questions and checking learners’ understanding—can be redesigned through an interactive digital format.

As the training entered its second day, the enthusiasm generated by the first day’s practical sessions provided momentum for teachers to continue exploring digital approaches that can support more engaging, responsive and learner-centred teaching.

For the participating teachers, the message emerging from the experience was clear: digital technology is not simply about putting technology into the classroom; it is about finding better ways to teach, assess, engage learners and make the work of the teacher more effective.

UNESCO-BACKED TRAINING CHALLENGES TEACHERS TO PREPARE FOR THE CLASSROOM OF 2050

By Our Correspondent

ARUSHA: The future of education will not be shaped by technology alone, but by teachers who understand how to use it to improve the way learners are taught, assessed and supported.

This is the message emerging from a four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT) for teachers from Arusha City Council (Arusha CC) and Arusha District Council (Arusha DC), where participants are being challenged to look beyond traditional approaches and prepare for an increasingly digital education environment.

The training is being conducted through collaboration between the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Ministry of Education, Science and Technology (MoEST), the Tanzania Institute of Education (TIE), and the Prime Minister’s Office through TAMISEMI.

For Watson Gibson Mtewele, a Curriculum Developer for Computer Science at TIE, the purpose of such training goes beyond teaching teachers how to use individual digital applications.

He said it was about helping teachers understand how technology, including artificial intelligence (AI), can be used purposefully to strengthen teaching, learning and assessment.

Mr Mtewele said digital assessment tools such as Kahoot could make assessment more interactive and enable teachers to provide learners with immediate feedback.

“When teachers use these tools as assessment instruments, they can simplify teaching and learning, particularly by enabling learners to receive immediate feedback during assessment,” he said.

He explained that the value of such tools lies in the information they give teachers about learners’ understanding.

Instead of waiting until the end of a topic, term or examination period to discover that learners have struggled with a particular concept, a teacher can use assessment information to identify learning gaps earlier and provide additional support.

FROM ASSESSMENT TO ACTION

Mr Mtewele said teachers attending the training had also been introduced to Google Forms, enabling them to prepare questions, administer assessments, receive learners’ responses and follow up on their performance.

The information generated through such assessments, he said, can also help teachers communicate learners’ progress appropriately with parents and strengthen cooperation between schools and families.

This changes the role of assessment from simply recording marks to generating information that can guide teaching decisions.

A teacher can see what learners have understood, identify areas of difficulty and determine whether to reteach a concept, provide additional exercises or move forward with the lesson.

For teachers, therefore, digital competence can translate into more informed teaching, quicker feedback and better opportunities to support learners according to their needs.

THE TEACHER MUST KEEP LEARNING

But Mr Mtewele said technology alone would not transform education.

He challenged teachers to change their mindset and embrace continuous professional learning, particularly when many educational resources and learning opportunities are increasingly available online.

He warned that teachers who deliberately refuse to acquire new skills risk becoming less prepared for the changing learning environment.

“The learner of the coming years will not necessarily need the same teaching approaches that have been used in the past. Teachers must therefore be ready to change as the education environment changes,” he said.

He stressed that the growing use of AI and digital technologies should not be interpreted as replacing teachers.

Rather, he said, technology should strengthen the teacher’s ability to prepare lessons, assess learners, provide feedback, access educational resources and make informed decisions about instruction.

Teachers who embrace continuous learning, he said, stand to benefit from wider access to educational resources, improved digital confidence, more engaging assessment approaches and the ability to respond more quickly to learners’ needs.

Those who refuse to adapt, however, risk relying on approaches that may increasingly fail to respond to the changing needs of learners and the demands of the education system.

WHY THE TRAINING MATTERS

The training comes at a time when Tanzania is placing increasing emphasis on digital transformation in education.

The Education and Training Policy of 2014, 2023 Edition, together with the National Digital Education Strategy and the National Guidelines for Artificial Intelligence in Education, provides a policy and strategic direction for the growing role of technology in education. The Ministry of Education has officially published these documents alongside the ICT Competency Standards for Teachers in Tanzania.

The National Digital Education Strategy specifically identifies areas such as ICT integration in the curriculum, digital content, digital assessment and emerging technologies as requiring strengthened ICT competencies among teachers.

This places teachers at the centre of Tanzania’s digital education transformation.

For UNESCO and its Government partners, strengthening teachers’ capacity is therefore not simply about introducing technology into schools.

It is about ensuring that teachers have the knowledge and confidence to use technology responsibly and meaningfully to improve learning outcomes.

LOOKING TOWARDS VISION 2050

The importance of that preparation becomes even clearer when viewed against Tanzania Development Vision 2050, which places human development, science and technology and digital transformation among the drivers of the country’s long-term development.

The ICT Competency Standards for Teachers link teacher digital competence directly with the ambitions of Vision 2050, including the goal of having Tanzanians who are competent and confident creators and users of digital products and services.

For that vision to become a reality, digital competence cannot begin with learners alone.

It must begin with the people who guide their learning.

A teacher who continues to learn will be better positioned to guide learners through a world in which information, technology and AI are changing rapidly.

A teacher who refuses to learn risks facing tomorrow’s classroom with yesterday’s tools.

That, Mr Mtewele said, is why teachers should view digital training not as an additional burden, but as an investment in their profession and in the future of the learners they teach.

The challenge, therefore, is not whether technology will enter education.

It already has.

The more important question is whether teachers will be ready to use it wisely, responsibly and effectively.

For Tanzania’s journey towards 2050, the answer may begin with something as simple as a teacher deciding to learn one new digital skill today.

UNESCO TRAINING SHARPENS ARUSHA TEACHERS’ DIGITAL, AI SKILLS

By Our Correspondent, Arusha

ARUSHA: Teachers in Arusha are gaining practical skills in the use of digital technologies and Artificial Intelligence (AI), with the training expected to strengthen their ability to integrate technology into teaching, professional collaboration and learning. The development emerged during a recap session of a digital technology training programme for government secondary school teachers in Arusha, organised by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in collaboration with the Tanzania Institute of Education (TIE) and the Prime Minister’s Office – Regional Administration and Local Government.

The programme is aimed at strengthening teachers’ digital competencies and equipping them with practical knowledge to use digital technologies effectively and responsibly in education. During the recap session of Day 1, teachers reflected on the knowledge and skills they had acquired, with participants saying the training had changed the way they understood and interacted with AI and other digital tools.

One of the key lessons highlighted during the session was the importance of human thinking when using AI and the need to always adapt AI outputs before being used. Dr. Lucian Ngeze of the University of Dodoma (UDOM), Educational Technology Expert, who facilitated part of the training, said AI should be regarded as a tool that supports human thinking rather than one that replaces it. He insisted that AI can make mistakes just like human beings, making it important for users to apply their own knowledge, judgement and critical thinking when interacting with the technology.

“AI can make mistakes just like human beings. Therefore, you need to use your own thinking and knowledge first when prompting AI and verify the output through your professional eye,” Dr. Ngeze said. He explained that the quality of an AI-generated response largely depends on the information, instructions and context provided by the user. Dr. Ngeze therefore urged teachers to think carefully about what they want to achieve before prompting AI and to provide clear, relevant and specific instructions. 

He further advised teachers not to accept AI-generated information automatically, but to critically assess and verify the responses using their professional knowledge and other reliable sources.

The training also focused on strengthening teachers’ participation in online discussion forums. Dr. Ngeze encouraged teachers to support their contributions to discussion forums with examples, cases and sufficient evidence such as relevant links to resources, saying this would make discussions more informative, credible and meaningful.

He also urged them to ask simple and relevant questions that could broaden discussions while maintaining professionalism when engaging with fellow teachers.

“Discussion forums are spaces where you engage with fellow teachers,” he said, encouraging participants to use the platforms to exchange ideas, learn from one another and build on each other’s contributions.

Dr. Ngeze introduced the PQP framework as one approach teachers could use when contributing to online discussions. The framework encourages participants to acknowledge or appreciate a colleague’s contribution (Praise), ask a relevant question (Question) and highlight a strong or important point (Polish). He said applying the approach could transform online discussion forums from platforms where participants simply post information into spaces for active engagement, knowledge-sharing and continuous professional learning.

The practical lessons were reflected in the teachers’ own experiences during the recap session. Some participants said they had previously understood prompting AI mainly as asking the technology a question, but the training had helped them realise that effective prompting requires clear thinking, appropriate context and precise instructions. Others said they had gained a better understanding of the importance of verifying AI-generated information and combining technological tools with their own professional knowledge and judgement.

The teachers said the skills gained would enable them to use digital technologies with greater confidence and responsibility, while creating more opportunities for collaboration and knowledge-sharing among educators. The training therefore goes beyond introducing teachers to digital tools, placing emphasis on developing the skills, judgement and professional confidence required to use technology meaningfully in education.

FROM ONE CLASSROOM QUESTION TO A DIGITAL TEST: ARUSHA TEACHERS LEARN NEW WAYS TO ASSESS LEARNERS

By Our Correspondent.

ARUSHA: A question that once ended on a piece of paper can now travel from a teacher’s screen to a learner’s device—and return with information that can help the teacher understand what has been learnt and what needs to be taught again.

This is the practical experience teachers from Arusha City Council (Arusha CC) and Arusha District Council (Arusha DC) are gaining as they learn to use Google Forms to create digital assessments, administer quizzes and review learners’ responses.

The skills are being acquired during a6four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT) in Arusha, where teachers are being equipped with practical digital competencies that can be applied in their everyday classroom work.

The training is being conducted through collaboration between the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Ministry of Education, Science and Technology (MoEST), the Tanzania Institute of Education (TIE) and the Prime Minister’s Office through TAMISEMI.

During a practical session on Google Forms, Dr. Lucian Ngeze from the University of Dodoma (UDOM) guided teachers through the process of creating digital forms using their Gmail accounts.

The session introduced teachers to different question formats, including short-answer, paragraph, multiple-choice, true-or-false and drop-down questions, enabling them to select a format according to the type of response they want from learners.

For instance, a short-answer question can be used when a brief response is required, while a paragraph question gives a learner an opportunity to explain an idea or respond to a question in greater detail.

Teachers were then given time to create their own questions and practise developing forms based on the subjects they teach.

Dr Ngeze also demonstrated how a Google Form can be turned into a quiz by activating the quiz option in the settings.

Once the form is converted into a quiz, teachers can use the Answer Key to identify correct answers and assign marks, making it possible to structure the assessment according to the learning activity.

After preparing the quiz, the teacher can publish it, copy the link and share it with learners, including through WhatsApp groups.

The exercise showed teachers that digital assessment does not necessarily require complicated systems. A tool that many users already access through their Google accounts can be adapted to support a task that is at the heart of teaching: asking questions and finding out whether learners have understood.

But the process does not end when the teacher shares the assessment.

Mr Jonas Emmanuel Meyan, a trainer from Munduli Teachers College, demonstrated how teachers can access the Responses section after learners have submitted their answers.

Through the responses, teachers can examine information provided by learners and identify areas in which students may be struggling.

That information can help a teacher determine whether a concept needs to be explained again, whether learners require additional exercises or whether the class is ready to move to the next topic.

In this way, assessment becomes more than a means of measuring performance at the end of a lesson. It becomes a source of feedback that can inform what the teacher does next.

The practical approach also highlighted the importance of responsible handling of learners’ assessment information.

Mr Meyan cautioned teachers to be careful when sharing students’ results, particularly where poor performance could embarrass or demoralise learners and their parents.

He advised teachers to share results with the appropriate people and use assessment information in ways that support learners’ progress.

For teachers, therefore, the lesson from Google Forms goes beyond learning how to create an online questionnaire.

It is about understanding how a simple digital tool can connect teaching, assessment and feedback, giving teachers additional information about learners’ understanding. They have also been able to explore other digital assessment tools including SurveyMonkey and Quizizz.

The approach supports a broader objective of the ICT-CSTT training—to strengthen teachers’ ability to use digital technology purposefully in their professional practice.

For UNESCO and its Government partners, building teachers’ digital competence is an important part of ensuring that technology contributes meaningfully to education rather than becoming an end in itself.

For teachers from Arusha CC and Arusha DC, the practical skills acquired during the training offer an opportunity to take digital assessment beyond the training room and into their classrooms.

A teacher who has never created a digital assessment may begin with something remarkably simple: opening Google Forms, writing one question and sharing one link.

A learner responds. The teacher receives the information. The information points to what has been understood and what requires attention.

From that simple cycle, a new possibility emerges—a classroom in which technology is not merely something teachers learn about, but something they can use to make better-informed decisions about learning.

The journey towards digital assessment may begin with one question, but its real value lies in what the teacher does with the answer.