TAMKO LA HAKIELIMU KUHUSU UPANGAJI WA VIWANGO VYA ALAMA, MATUMIZI YA ALAMA ENDELEVU YA MWANAFUNZI NA UFAULU, 4 NOVEMBA 2013.

Hivi karibuni serikali imetoa tamko kuhusu mfumo mpya wa upangaji wa viwango vya alama, matumizi ya alama endelevu ya mwanafunzi na ufaulu. HakiElimu na wadau wake imetafakari tamko hilo na kutoa maoni ya yafuatayo:

1. Hatujatambua lengo la serikali kuleta mabadiliko haya; hasa ikikumbukwa kuwa Tume ya Mheshimiwa Waziri Mkuu, Mh. Mizengo Pinda haijawahi kuweka bayana taarifa yake kuhusu sababu za wanafunzi kutofaulu vizuri katika mitihani ya kumaliza kidato cha nne. Wajumbe wa Tume hiyo wamekuwa wakitoa dondoo fupi fupi za matokeo ya kazi yao-kama vile Bungeni na katika hadhira nyingine za kitaifa; bila kutoa ripoti yenyewe. Je, kwa mabadiliko haya,wizara inataka kuwaaminisha Watanzania kwamba alama zilivyokuwa zimepangiliwa hapo awali,ndiyo sababu kuu ya wanafunzi kutofaulu vizuri?

2. Wizara imeeleza kwenye tamko lake kwamba imeshirikisha wadau mbalimbali katika kufikia uamuzi huo. Hata hivyo, katika orodha ya wadau walioshirikishwa inaonekana bayana kuwa asasi za utetezi hazikupewa nafasi. Baada ya kufanya mawasiliano na baadhi ya wadau wanaodaiwa kushiriki,wenyewe wamekiri kuwa ingawa walishiriki mawazo yao hayakuzingatiwa na hawakukubaliana kuhusu kushusha alama za ufaulu kufikia 20 kati ya 100.

3. Mpangilio wa alama zitakazotumika kuanzia mwaka huu unaleta tafsiri ya ndani kuhusu nia ya wizara kubadilisha alama hizo. Tafsiri hiyo ni kulazimisha kuona kwamba wanafunzi wachache zaidi wanapata daraja la 5 (ambalo limeanzishwa badala ya daraja sifuri); kukiwa na uwezekano wa kupunguza wanafunzi wanaopata daraja hili kwa asilimia 2.2% ukilinganisha na utaratibu uliotumika kwa matokeo ya mwaka 2012. Mpangilio huo mpya una uwezekano wa kuongeza kundi la wanafunzi wanaopata daraja la tatu na la nne kwa asilimia 12.1% kuliko utaratibu uliotumika mwaka 2012. Hata hivyo, alama hizo mpya zinaweza kupunguza uwezekano wa kupata daraja la kwanza na la pili kwa asilimia 11.9%. Serikali na wadau wengine wa elimu wanatambua bayana kuwa njia kuu ya kuboresha elimu na matokeo katika mitihani ni kuboresha utaratibu wa utoaji wa elimu. Kwa nini serikali, hasa katika kipindi hiki inataka kuona matokeo mazuri bila kuwekeza kwenye mipango ya kuboresha mfumo na utaratibu wa utoaji wa elimu? HakiElimu inatafsiri uamuzi huo wa serikali kama ni kukwepa ukweli na utaalamu; na badala yake serikali inatafuta njia ya mkato ya kuwafurahisha wazazi na wananchi ili wapunguze kelele.

4. Serikali imekubali kutumia asilimia 40 kutoka kwenye Alama za Tathmini Endelevu ya Mwanafunzi (Continuous Assessment, CA), ili ziunganishwe na alama 60 za mtihani wa mwisho. Hata hivyo, uzoefu unaonesha kuwa alama hizo zilikuwa zinachakachuliwa huko shuleni, na hata Baraza la Mitihani Tanzania mwaka huu walikiri hilo kutokea. Wizara ya Elimu na Mafunzo ya Ufundi itatumia njia gani kuhakikisha kuwa zinapatikana alama sahihi toka shuleni zinazoendana na uwezo wa mwanafunzi? Je, kwa kiasi gani walimu wameandaliwa na kujengewa mazingira mazuri ya kufanikisha zoezi hili? Hata hivyo, serikali inapaswa pia kuwaeleza watanzania uzoefu wa nchi nyingine za Afrika katika matumizi ya alama za CA; wengine wanatumia asilimia ngapi? Ni muhimu kuwa na ushahidi kuwa kiwango cha CA tutakachokitumia kitaboresha utaratibu wa kutathmini wanafunzi; na kuwatendea haki badala ya kuwaghiribu au kuwaumiza. 

5. HakiElimu inasikitika kuona wizara inalazimisha kila mwanafunzi atakayefanya mtihani wa kidato cha nne au cha sita awe amefaulu. Hiyo inathibitishwa na tafsiri ya alama ambazo zitatumika zinazoonesha kwamba kuanzia atakayepata alama sifuri mpaka mia moja atakuwa amefaulu kwa namna fulani. Kwa mfano, hata atakayepata alama kuanzia 0 mpaka 19 katika somo fulani atahesabiwa kuwa amefaulu, japo katika kiwango kisichoridhisha. Kwa nini wizara inakosa ujasiri wa kukubali kuwa mwanafunzi atakayepata chini ya alama fulani ahesabiwe kuwa hakufaulu? 

6. Kwa upangaji huo mpya wa alama za ufaulu, Tanzania itakuwa nchi ya kwanza katika bara la Afrika kwa kuwa na kiwango cha chini kabisa cha ufaulu katika elimu ya sekondari na kuna hatari kwamba kushushwa kwa alama za ufaulu kutapunguza ama kuondoa hamasa ya wanafunzi kusoma kwa bidii, kwa kuamini kuwa hawatafeli na cheti watapata tu. Kama wadau wote tunakubaliana kuwa nia ya kutoa elimu ni kuandaa Watanzania ambao watakuwa na maarifa na uwezo wa kushindana na wengine wanaosoma katika nchi nyingine Afrika.

7. HakiElimu pia inasikitika kuona kuwa wizara inapotosha malengo ya “Matokeo Makubwa Sasa (Big Results Now-BRN)” kwa kutafuta njia za mkato. BRN imeeleza bayana kuwa kati ya mikakati itakayotumika kupata Matokeo Makubwa katika elimu ni kuboresha mchakato wa kufundisha na kujifunza shuleni na kuboresha utaratibu wa utoaji wa elimu kwa kuweka bayana majukumu ya Wizara ya Elimu na Mafunzo ya Ufundi na ile ya TAMISEMI. Wizara iwaambie Watanzania kuwa kwa kiasi gani upangaji huu wa alama utasaidia kuboresha mazingira ya ufundishaji na ujifunzaji kwa maana ya kumjengengea mwalimu uwezo, mazingira mazuri na hamasa ya kufundisha na pia kutengeneza mazingira mazuri ya mwanafunzi kujifunza. Katika haya, je, ni kweli kwamba huu upangaji upya wa madaraja ni kipaumbele chetu namba moja? Si busara kushughulikia mpangilio wa alama na madaraja kwanza wakati mchakato wa kuboresha mfumo wa elimu ili kupata hayo matokeo mazuri bado uko chini. Kitendo hicho ni kukurupuka na kuruka hatua muhimu zinazoweza kuboresha elimu.

8. HakiElimu inawatahadharisha Watanzania, wakiwemo wazazi, wanafunzi na vijana wenye nia ya kurudia mitihani ili wapate vyeti; na serikali yenyewe kuzingatia ukweli kwamba: Elimu ni uwezo, SIYO cheti. Jitihada za Wizara ya Elimu na Mafunzo ya Ufundi zinaonesha wazi kuwa nia ni kuona matokeo mazuri hata kama matokeo hayo hayataendana na uwezo walio nao wanafunzi. Katika kutengeneza raslimali watu ya kutosha, Tanzania kama ilivyo kwa nchi nyingine haina namna ya kukwepa kuhakikisha kwamba mfumo wa elimu unaandaa vijana au wananchi wenye uwezo wa kukabiliana na changamoto zinazowakabili wao wenyewe, jamii na Taifa kwa ujumla; pia kuwa na wananchi ambao watakuwa na ujasiri, tija na ubunifu, katika uzalishaji katika shughuli na fursa mbalimbali watakazozipata au kuzitafuta. Hali hii haipatikani kwa kuhangaika na alama za ufaulu kama kipaumbele. Tunahitaji kuhangaika na mfumo wa utoaji elimu utakaotusaidia kuleta mapinduzi ya kweli ya kiuchumi, kijamii na kisiasa. 

HakiElimu inaishauri Serikali kusitisha matumizi ya alama na madaraja haya mapya. Irudi kwa wadau na ushahidi kuhusu uamuzi huu; huku ikitoa nafasi ya kuchukua maoni ambayo yanaweza kuboresha mfumo wa upimaji wa wanafunzi. Wakati zoezi hilo linaendelea, HakiElimu inaisisitiza Serikali kutumia matokeo ya tafiti mbalimbali na mipango iliyopo kushughulikia dosari na changamoto zinazorudisha nyuma elimu yetu, hasa zile zinazokwamisha ufundishaji na ujifunzaji shuleni. 

Tamko hili limesainiwa na, 

Elizabeth Missokia Mkurugenzi Mtendaji, HakiElimu

Hali ya Elimu Tanzania Iko ICU

Hali ya elimu Tanzania inaendelea kukaa vibaya na itazidi kuwa mbaya hadi hapo wavamizi wa elimu watakapoiacha huru tena ikiwa kwenye mikono salama ya wanaelimu.

Tatizo kubwa hapa Tanzania ni kwamba kila mtu anadhani anaifahamu vizuri elimu. Wanasiasa wasio na utaalam wa elimu wanafanya maamuzi ya kitaalam kuhusu elimu bila kuwashirikisha wataalam wa elimu. Walimu wamepuuzwa, wamebezwa, wameonekana hawafai. Inafika mahali watu wenye madaraka katika nchi hii wanasema kama walimu wameona ualimu haulipi waende wakatafute kazi nyingine. Kauli hizi ni za watu wasioitakia mema nchi yetu.

“Big Result Now” nasema haiwezekani mpaka walimu waheshimiwe, warudishiwe utu wao, waachiwe wafanye mambo ya kitaalam kuhusu elimu. Kila mwanasiasa anaongea anachoweza kuhusu elimu, waende wakafundishe tuone kama wanaweza. Majina mazuri, slogan nzuri na misemo mizuri si utendaji.

Division Five nayo iko mbioni na ni lazima ilete majanga. Naionea huruma sana sekta ya elimu, itakaa utumwani kwa miaka mingi kama wana wa Israel hadi hapo mkombozi wake atakapokuja. Huyu mkombozi bado hata hajatabiriwa, na haijulikani atatokea kona ipi.

Nasisitiza, mambo ya elimu waachiwe wanaelimu, maslahi ya walimu ni haki yao, waachiwe kilicho chao. Siasa itatuliwe na wanasiasa na mambo ya elimu yatatuliwe na wanaelimu. Nchi bila elimu iko gizani kisiasa, kiuchumi na kiutamaduni.

Pole Elimu, Poleni wanaelimu, Poleni wanafunzi, Pole nchi yangu. Japo nchi yangu iko ICU kielimu lakini hakuna juhudi yoyote kuinusuru na kifo kilichoikaribia. Elimu inaendelea kupambwa majina mazuri sana japo uhai wake umefikia mwisho. Salaam Big Result Now, Karibu Division Five. Na walimu wengi sasa watatoka hapa Division Five. 

Siko Tayari Kushuhudia Umauti wako Elimu, Nitafumba Macho yangu nisione ukitoa pumzi yako ya mwisho. Sitahudhuria mazishi yako wala kuja kuanua matanga. Ni msiba ambao haujawahi tokea kwa nchi hii tangu hayati baba wa taifa aanze kuiongoza Tanganyika hadi kufikia Tanzania. Si kwamba sikupendi elimu, bali waliokuteka ni hatari hata kwa maisha yangu pia.

Kwaheri Elimu, Kwaheri ya kuonana!

PEOPLE WITH DISABILITIES AND THEIR LEGAL STATUS IN THE UNITED REPUBLIC OF TANZANIA

In Tanzania, there have been a long time efforts to make sure that all people, with and without disabilities are valued the same at all life affairs. Different documents are enacted to recognize people with disabilities legally. These documents seek to reduce the effects of disabilities economically, socially and politically. It is also purposive to intervene these people with disabilities within the country and prepare better future for all citizens.


 The following are some of these enacted laws and policies.

The Persons with Disability Act, 2010, enacted by Parliament in April 2010 and assented by the President of the United Republic of Tanzania on 20th May 2010, makes provision for:

Health care; Social support; Accessibility; Rehabilitation; Education and vocational training; Communication; Employment or work protection and; Promotion of basic rights for persons with disabilities.

The Zanzibar Education Policy and its Education Development Program (2007)

This policy finalized in late 2007, focuses on improving access to education for children with disabilities.

Persons with Disabilities (Rights and Privileges) Act 2006 (Act No. 9 of 2006)

It deals with workers with disabilities. It is divided into six parts, each part having its specific role to play.

Part I - Preliminary Provisions

Part II - Rights and Privileges of Persons with Disabilities [includes inter alia provisions on discrimination in employment, duty to offer employment and education]

Part III - Civic Rights

Part IV - Establishment of the Zanzibar National Council for Persons with Disabilities

Part V - The Zanzibar Development Fund for Persons with Disabilities

Part VI - Miscellaneous Provisions

National Strategy for Growth and Reduction of Poverty (MKUKUTA), 2005-2010 and the Zanzibar Strategy for Growth and Reduction of Poverty (MKUZA), 2006-2010.

These are the strategies which are entailed in the Millennium Development Goals (MDG) for Tanzania Mainland and Zanzibar respectively. These strategies, among many issues explained in them, they recognize disability as among the major causes of poverty, and that it should be taken into consideration for the purpose of fully development of Tanzanian society.

 MKUKUTA and MKUZA as they are derived from MDGs, plan that in 2025 there must be improved life quality to be co-enjoyed by both people with and without disabilities. Labour

 Relation Act of 2005 (No.1)

It prohibits discrimination based on disability in the context of Trade Union’s constitution or activities

National Policy on Disability of 2004

The policy aims at providing a conducive environment for people with disabilities to engage in productive works for their development and the utilization of available resources for improved service delivery.

Employment and Labor Relations Act of 2004 (No.6)

This act forbids direct and indirect discrimination in any employment policy, including discrimination based on disability.

National Employment Promotion Service Act of 1999 (No.9)

This act provides or makes arrangements for the registration, employment, counseling, vocational rehabilitation and placement of persons with disabilities.

Zanzibar Labor Act of 1997 (No.3)

The act lays down fundamental rights concerning the employment of people with disabilities.

Vocational Education and Training Act of 1994 (No.1)

The act provides a legal framework for implementation of a flexible vocational education and training system that respond to the labour market.

Workmen’s Compensation Act No.15 of 1986

This Act defines the Compensatable disease as “any disease which was contracted while a person concerned was performing a work or was present while a work was performed and any other disease which the Minister, on the advice of the Labor Advisory Board declares by notice in the Gazette, to be a compensatable disease”. It asserts that any worker who can get disability resulted from the workplace of a sector which is under government system will be compensated by the government.

Disabled Persons (employment) Regulations of 1985

Government Notice No. 464: Disabled Persons (Employment) Regulations 1985.

Gazette of the United Republic of Tanzania, 1985-12-20, N. 51, Supplement N., p. 700-709.

Defines the eligibility and registration requirements for disabled persons under the Disabled Persons Employment Act 1982 (No. 2 of 1982). Reserves for them two percent of the vacancies in vocational training centers (s. 8 (2)) and requires every registered employer to employ registered disabled persons so as to constitute at least two percent of the employees (s. 10(1)). Includes schedules showing the towns and districts to which the Regulation applies and the registration forms to be used.

Disabled Persons (employment) Act of 1982 (No. 2)

An Act to make provision for enabling persons handicapped by disablement to secure employment or work on their own account and for purposes connected with those matters

It establishes a quota system which stipulates that 2% of the work force in companies with over 50 employees must be persons with disabilities. Also establishes the National Advisory Council which advices the minister responsible for social welfare of the people with disabilities.

 Disabled Persons (Care and Maintenance) Act of 1982 (No.3)

It provides and designates responsibilities of caring for disabled persons to families, relatives, local governments, central government and non-governmental organizations. Also establishes a National Fund for Disabled Persons.

Conclusion

There is a need to go further in the process of putting budget aside for the respective areas outlined in these legal documents. We need to see in the near future that also people with disabilities are fully included in the government leadership being elected and appointed as ministers, commissioners and other related decent posts within the country.

"Think Inclusively ~~~ Act Inclusively ~~~ Create an Inclusive Nation"

MIAKA 14 TANGU KIFO CHA BABA WA TAIFA LA TANZANIA, HAYATI MWALIMU JULIUS KAMBARAGE NYERERE NA MATARAJIO YA KUPATA KATIBA MPYA YENYE VIGEZO JUMUISHI KWA WATU WENYE ULEMAVU

Wakati Watanzania wakifanya kumbukumbu ya miaka 14 tangu baba wa taifa , hayati J.K. Nyerere afariki dunia hapo mnamo tarehe 14/10/1999; watu wenye ulemavu na wapenda haki za binadamu wameendelea kumkumbuka. Aliwatetea sana watu wenye ulemavu, alirejesha heshima ya binadamu na alijenga taifa jumuishi kupitia Siasa ya Ujamaa na Kujitegemea iliyoainishwa kwenye Azimio la Arusha la mwaka 1967.

Mwalimu Nyerere pia anakumbukwa na wataalam wa mambo ya kielimu, ikiwemo elimu ya watu wazima, ambapo ilifika mahali kwamba kila kituo cha kazi kiligeuzwa kituo cha kisomo cha elimu ya watu wazima baada ya masaa ya kazi. Katika hotuba zake na maandiko mbalimbali kuhusu elimu alibainisha wazi kuwa elimu inatakiwa imwezeshe mtu kufikiri kimantiki na pia elimu hiyo itumike kama chombo cha ukombozi kwa mhusika (msomaji) na kumwezesha kujitegemea kwenye mazingira yake.

Nukuu za Mwalimu Nyerere:

Katika hotuba yake “Nguvu ya Walimu” aliyotoa Chuo cha Ualimu Morogoro, mwaka 1966, Mwalimu alisema yafuatayo:
“Taifa letu – taifa lolote – ni kubwa, ni zuri na mahali pazuri pa kuishi na kuendelea kama raia wake watalifanya liwe hivyo. Uongozi wake unaweza kuwa mzuri, mbaya au usiojali lakini kama watu wake wameamka na wanajitambua haitachukua muda mrefu kuwakilisha mtazamo wa jamii. Na ukweli ni kuwa ni walimu, kuliko kundi lolote jingine ndio wanaoamua mtazamo huu, na kubadili mawazo na matumaini ya taifa”.

Na kuongeza kuwa:

“Elimu inayotolewa ni lazima ijenge mambo matatu kwa kila mwananchi, akili ya kuuliza, uwezo wa kujifunza kutoka kwa wengine - na kuyakataa au kuyakubali kutokana na mahitaji yake - na uwezo wa kujiamini kama raia huru na sawa katika jamii, anayethamini wengine na kuthaminiwa kwa anayofanya na siyo kwa anachopata”.

Desemba 1967 alisema:
“Mafanikio ya sehemu kubwa ya jaribio letu kujenga jamii ya kidemokrasia ni  mkusanyiko wa mjadala huru kufuatiwa na utendaji wa maamuzi ya pamoja; kama watoto watazoea haya shuleni watakuwa wanajifunza majukumu ya uraia katika jamii huru.”

Julius Nyerere, Elimu ya Kujitegemea alisema:

“Tulipoanzisha vyama vya wafanyakazi, na halafu baada ya Uhuru kwa uamuzi wa Serikali ya TANU, wafanyakazi wa Tanzania wamelindwa wasinyonywe na matajiri wao, watu binafsi, na hata mashirika ya umma. Na ulinzi huo umezidishwa siku hata siku. Kima cha chini cha mishahara kimewekwa na kimekuwa kikiongezwa mara kwa mara. Sasa ni vigumu sana kumfukuza mfanyakazi, na kila mfanyakazi apate heshima yake kama binadamu (Julius K. Nyerere (1974): UHURU NI KAZI, National Printing 
Company Ltd, Dar es Salaam, ukurasa 15)”.

1976 alisema haya kuhusu elimu ya watu wazima;
“Jambo moja lisiloepukika ni kwamba lazima rasilimali zitengwe kwa ajili ya elimu ya watu wazima. Bila ya hivyo haitafanyika! Kupo kusisitiza katika wakati wa matatizo ya uchumi – jambo ambalo kwa nchi maskini ni la kila mara – kwa serikali kubana pesa kwa ajili ya elimu ya watu wazima. Na kuna tabia, pia wakati wa ukosefu wa wataalam, kuamua kuwa elimu ya watu wazima isubiri".

1976: Katika mkutano wa Wakuu wa Shule za Sekondari, Dar es Salaam:

“Taifa letu – taifa lolote – ni zuri na mahali pazuri pa kuishi kama raia wake watalifanya liwe hivyo. Uongozi wake unaweza kuwa mzuri, mbaya au usiojali lakini kama watu wake wameamka (ki-elimu) na wanajitambua, haitachukua muda mrefu kuwakilisha mtazamo wa jamii na kubadili mawazo na matumaini ya taifa.” 

 WATU WENYE ULEMAVU NA RASIMU YA KATIBA YA JAMHURI YA MUUNGANO WA TANZANIA 2013:

Katika rasimu ya katiba mpya Tanzania, kuna vigezo ambavyo vimemlenga moja kwa moja mtu mwenye mahitaji maalum (mwenye ulemavu). Vigezo hivi vimeainishwa kama ifuatavyo:

Sura ya kwanza, sehemu ya kwanza, kifungu namba 4(3).

Serikali itaweka mazingira yatakayowawezesha kuwepo kwa mawasiliano ya lugha mbadala zikiwemo lugha ya alama na nukta nundu kwenye sehemu muhimu za umma na katika vyombo vya habari vitakavyotangaza habari zake kitaifa kwa ajili ya watu wenye mahitaji maalum.

Sura ya 4, Sehemu ya Kwanza, kifungu namba. 44(1).

44.-(1) Mtu mwenye ulemavu anastahiki:

(a) kuheshimiwa, kutambuliwa nakutendewa kwa namna ambayo haishushi utu wake.

(b) kupata elimu kwa kutumia vifaa maalum na kushiriki katika shughuli za kijamii.

(c) kuwekewa miundombinu na mazingira yatakayowezesha kwenda anapotaka, kutumia vyombo vya usafiri na kupata habari.

(d) kutumia lugha za alama, maandishi ya nukta nundu au njia nyingine zinazofaa;

(e) haki ya kusoma na kuchanganyika na watu wengine; na 

(f) haki ya kupata ajira na kugombea nafasi za uongozi katika nyadhifa mbalimbali kwa usawa.

(2) Mamlaka ya nchi itaweka utaratibu wa sheria utakaowezesha watu wenye ulemavu kushiriki katika nafasi za uwakilishi.zitakazomwezesha mtu asiyeona azitofautishe kwa thamani zake. Pia ni mategemeo yetu kuwa katika maeneo yote ya huduma muhimu za kijamii kama mabenki, taasisi za serikali pamoja na zisizo za kiserikali patakuwa na watafsiri wa lugha ya alama.

Hata hivyo, katika maoni ya marekebisho ya mwisho ya rasimu ya katiba mpya ambayo Shirikisho la Vyama Vya Watu Wenye Ulemavu Tanzania (SHIVYAWATA) lilifanya, lilipendekeza kuwa kila mahali panapoainishwa makundi ya jumla ya watu, ni vizuri wakataja moja kwa moja na watu wenye mahitaji maalum. Wadau wa elimu wanakumbuka suala la elimu enzi za ukoloni; mahali walipotaja neno “wanafunzi” lilimaanisha wanafunzi wa kiume tu. Baada ya uhuru wa Tanganyika mwaka 1961, wadau wa elimu walikuja na pendekezo kuwa kila panapotajwa wanafuzi pia iongezwe maneno yaliyomaanisha “wa kiume na wa kike” ili kupoteza dhana ya utengaji. Hivyo, SHIVYAWATA limetaka rasmu ya katiba mpya ibainishe wazi hayo makundi ya watu kuwa ni pamoja na ya watu wenye mahitaji maalum.

Hitimisho

Ni heshima kubwa tunayotakiwa kumpa huyu muasisi wa taifa la Tanzania kwa vitendo. Tujifunze kwa kadri alivyosema na akaishi kwa maneno yake aliyoyasema. Alifanya mengi kwa faida ya taifa ili kujenga misingi ya jamii imara na jumuishi kupitia elimu. Wakati huu kuelekea kupata katiba mpya ndio muda muafaka wa kumuenzi Mwalimu Nyerere.

Kuwa na katiba nzuri inamaanisha kuainisha vipaumbele vya wananchi ambao ndio msingi wa katiba yenyewe, na ambavyo wamevipendekeza wenyewe. Pia tunatakiwa tuitekeleze katiba yetu kwa vitendo. Mahali palipotajwa watu wenye mahitaji maalum na kipaumbele chao ni vizuri kikatekelezwa kama kilivyoainishwa. Mathalan, kwenye kipengele cha usawa wa upatikanaji wa habari kupitia vyombo vya habari, tunategemea kuona magazeti yanatolewa nakala za nukta nundu, sarafu na noti za fedha ziwe na alama.

“FIKIRI KIJUMUISHI ~~~ TENDA KIJUMUISHI ~~~ JENGA TAIFA JUMUISHI”

Deaf-Blind People In The New Inclusive Nation

Normally people ask, what does inclusive nation mean? What is its physical location? How will it look like? Still others ask, will it be possible for this nation (Tanzania) to adopt the inclusive principles?

First of all, I would like to express my sincere thanks to all those who, in one way or another have bothered themselves and read these articles. You are blessed, and you will forever remain blessed.

Let us now come to our discussion. The concept of building or founding anything starts from the mind frameworks. Anything you see physically started as a concept, an abstract idea. This is true and is well understood when you consider material and non-material theories, divine and human doctrines.

If you want to build a house, you must first of all have an idea to build it. Second, you must set your guiding steps to build your house, and the like. And also the religious people believe that every natural feature (not man-made) resulted from the thoughts of God. They believe man himself is the product of God’s imagination. By this concept, then, everything which is physically seen is the product of human or God’s imagination.

Furthermore, those who want to be in power as presidents, prime ministers and so forth, come in front of the mass and sell their thoughts. They show what they have planned and how they are going to implement those thoughts. Our choice to people who will be in power determines the nature of the nation/state we want it to be.

An Inclusive Nation, as a thought, is the one which will be of all people within it. It will benefit all people in it, it will have a networked system of communication in which no one will miss any information. And the general culture of the citizens will be supervised and shaped by the strong system of education- with the addition of the subject “HUMAN DIVERSITIES” in its existing curriculum.

Bear in mind that, the nation ‘Tanzania’ we have today is not the same since its independence. During independence it was named Tanganyika, shortly after independence it sought to look like the country of African people led by Africans themselves. It deemed not to suit the needs of its citizens, in which later it changed to be Tanzania by joining to states, Tanganyika and Zanzibar. The way it was ruled by Mwalimu Julius Kambarage Nyerere is not the same as when it was under Ally Hassan Mwinyi, Benjamin Mkapa and now Jakaya Mrisho Kikwete. So, the nation keeps changing politically, economically and socially, and I hope, the next change will be towards an “INCLUSIVE NATION” in which all people will be regarded the same, where all marginalized people will be brought to the system they deserve.

Today, our major focus will be on one group of people who need to enjoy the fruit of their nation, Tanzania. Just one aspect of communication. This group is of Deaf-Blind people.

 Deaf-Blindness

This is the co-existence of hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. Educationally, individuals are considered to be deaf-blind when the combination of their hearing and sight loss causes such severe communication and other developmental and educational needs that they require significant and unique adaptations in their educational programs.

Methods of communication for Deaf-Blind people

Deaf-blind people communicate in many different ways determined by the nature of their condition, the age of onset, and what resources are available to them. For example, someone who grew up deaf and experienced vision loss later in life is likely to use a sign language (in a visually modified or tactual form). Others who grew up blind and later became deaf are more likely to use a tactile mode of their spoken/written language.

Let us learn how Americans communicate with their deaf-blind community:

1.      Sign Language and Modifications

Signed Languages:

A deaf-blind person chats with 

his friend, using tactile signs

Some deaf or hard of hearing people with low vision use American Sign Language or an English-based sign language. In some cases, people may need to sign or fingerspell more slowly than usual so the person with limited vision can see signs more clearly. Sometimes the person with low vision can see the signs better if the signer wears a shirt that contrasts with his or her skin color (e.g., a person with light skin needs to wear a dark-colored shirt).

Adapted Signs:

A deaf-blind person watches her interpreter 

about five feet from each others, during a workshop

Some deaf-blind people with restricted peripheral vision may prefer the signer to sign in a very small space, usually at chest level. Some signs located at waist level may need to be adapted (e.g. signing “belt” at chest level rather than at waist level).

                                   Tactile Sign Language:

Two people use tactile sign language 

to communicate with each other.

The deaf-blind person puts his or her hands over the signer’s hands to feel the shape, movement and location of the signs. Some signs and facial expressions may need to be modified (for example, signing “not understand” instead of signing “understand” and shaking one’s head; spelling “dog” rather than signing “dog”). People can use one-handed or two-handed tactile sign language.

People who grew up using ASL in the deaf community may prefer tactile ASL, while others who came from an oral background or learned signs later may prefer a more English-based tactile system.

                Tracking:

This is a close view of the deaf-blind 

invidual's hands using the tracking method.

Some deaf-blind people with restricted but still usable vision (e.g., tunnel vision) may follow signs by holding the signer’s forearm or wrist and using their eyes to follow the signs visually. This helps them follow signs more easily.

                

Tactile Fingerspelling:

A deaf-blind person uses tactile 

fingerspelling for communication.

Usually blind or visually impaired people who lose their hearing later, or deaf or hard of hearing people who have depended on their speech reading and do not know how to sign, prefer tactile fingerspelling because sometimes sign language can be difficult to learn. The deaf-blind person may prefer to put his or her hand over the fingerspelling hand, or on the signer’s palm, or cup his or her hand around the signer’s hand.

2.      Speechreading

                Tadoma:

A deaf-blind student chats 

with her teacher, using Tadoma.

This is a way for deaf-blind people with little or no usable vision to speechread another person by touch. They put their thumb on the other person’s chin, and their fingers on the other person’s cheek to feel the vibrations of the person’s voice and the movement of their lips. This method is rarely used nowadays.

Other deaf or hard of hearing people with usable vision use speechreadng as well as their residual vision and hearing. They may use hearing aids, cochlear implants and/or assistive listening devices to help them hear and understand other people better.

3.      Face-to-Face Communication Systems

      Screen Braille Communicator:

Some deaf-blind people use a Screen Braille Communicator (SBC). This is a small, portable device that enables them to communicate with sighted people. The device has a QWERTY keyboard wotj an LCD display on one side, and an eight-cell braille display on the other side. The sighted person types short text on the QWERTY keyboard. The deaf-blind person reads the printed text by placing his or her fingers on the braille display. He or she then uses the braille display to type back text. The sighted person can read the text on the LCD display.

                  TTY with Braille Display:

A deaf-blind man makes a telephone 

call using a TTY with a Braille display.

The TTY is connected with and stacked on top of a braille display, although both can be separate. It allows a deaf-blind person who reads braille to use the telephone. The deaf-blind person can also use this system as a face-to-face communication device to communicate with someone else who does not know the person’s preferred communication method.

Also, some people who don’t see well can use TTYs with large visual displays or computers with larger font to communicate with others.

                Captel:

A man follows a telephone

converstation using 

Cap Tel with large print 

on his computer screen.

Some people with hearing and vision loss use CapTel to make telephone calls. Using a special phone, the CapTel USB, people can dial into a captioning service that types the other caller’s conversation onto a computer screen. Then, deaf-blind callers can read a conversation script on their screens in addition to listening to another caller on their telephones. The captions can be adjusted for color, size or font style on the screen.

                

Braille Notetakers

BrailleNote M Power

Deaf-blind people can also use braille notetakers to communicate with others who don’t know braille or their communication system. Many braille notetakers can be connected with personal digital assistants (PDAs) that are commonly used by others.

4.      ALTERNATE COMMUNICATION

                    Print on Palm (POP):

A Security Officer is printing block letters 

on the deaf-blind individual's hand.

The person communicating with the deaf-blind person prints large block letters on the other person’s palm. Each letter is written in the same location on the person’s palm. This is frequently a way for deaf-blind people to communicate with the public.

Conclusion

We have seen how Deaf-Blind people can communicate through various methods and techniques. The suggested subject to be added to the curriculum of education in Tanzania is now gaining its importance. I have explained about it, how it should be considered from elementary levels to university levels (read it on the previous topics about "Tanzania Towards a New Generation of an Inclusive Society").

It is believed that, the more a person communicates, the more s/he comes to picks of success. Communication, is, therefore the major key of human success. The most successful people in the world know the secretes inherent with communication. The famous politicians depend on communication skills. Business men and women also enjoy their success just because they are experts in communication grounds. Communication is the power to guide, motivate and upgrade human life standards. It is therefore that, a better and inclusive nation is the one which enables the citizens and paves the way for people to communicate.

Reference:
http://www.aadb.org/factsheets/db_communications.html

"Think Inclusively ~~~ Act Inclusively ~~~ Create an Inclusive Nation"