Amidst the bustling atmosphere of a Dar es Salaam bus stand, students jostle and manoeuvre, eagerly trying to hop onto a crowded commuter bus. PHOTO | FILE
Dar es Salaam. The vibrant and bustling streets of Tanzania's commercial capital reverberate with the sounds of ambition, struggle and unwavering determination.
Every morning, the scene unfolds as throngs of students, clad in colourful public school uniforms, cascade into the city’s bus stops, their youthful faces glowing with a mix of hope and anxiety.
They await the next daladala, the minibus that serves as a lifeline to education, but what should be a routine commute transforms into an exhausting ordeal fraught with obstacles.
“Sometimes we wait for over an hour just to board a bus,” laments 16-year-old Neema, a Form Three student residing in Ilala, her voice tinged with exasperation.
“When we finally manage to squeeze into one, the conductor might angrily demand we pay the full fare or else we must vacate the bus. It’s humiliating and distressing,” she shares, her frustration palpable. These transport challenges extend far beyond mere inconvenience; they represent a formidable barrier obstructing the path to education.
According to the Land Transport Regulatory Authority (Latra), students are entitled to a fixed fare of Sh200—a small comfort in a harsh landscape. However, some bus operators, viewing this discount as a financial setback, deliberately bypass stops where students congregate, leaving many stranded.
A concerned parent from Temeke, Ms. Aneth Msofe, paints a stark picture: “Numerous students give up and return home after failing to find a bus. Others arrive at school late, missing critical lessons. This takes a toll on their academic performance and erodes their morale,” she reflects with worry in her eyes.
The Zero Division crisis
While Dar es Salaam proudly boasts some of the highest-performing schools in national examinations, it is also grappling with a troubling reality: thousands of students in the region achieve Division 0—the lowest possible grade—during their Form Four exams.
Over the past three years, more than 2,000 students have recorded Division 0, leaving education officials questioning the fate of these young lives.
“Where do these students go? What future awaits them?” asks Regional Commissioner Albert Chalamila, his voice filled with genuine concern.
His worries are indeed well-founded. Many of these students find themselves on the streets, exposed to the dangers of criminal gangs, drug abuse, and teenage pregnancies, a trajectory that beckons for urgent intervention.
Recognising the severity of this crisis, Mr Chalamila recently unveiled a daring plan to phase out day schools across Dar es Salaam, proposing the establishment of boarding schools that could offer a safer, more nurturing educational environment.
The region has already earmarked an impressive Sh20 million for each municipal council to ignite this transformative initiative.
“Our objective is straightforward,” Mr Chalamila asserts with conviction. “We aim to curb the number of students roaming the streets and shield them from perilous situations. By transitioning them to boarding schools, we are providing them with an environment where they can dedicate themselves fully to their studies, free from daily distractions and dangers.”
Mr Chalamila’s vision extends beyond mere boarding schools. He envisions a specialised institution for students who find themselves trapped in Division 0, offering them a crucial second chance to uplift their academic performance.
“Failure need not signify the end of the journey,” he explains passionately. “With appropriate support and a conducive environment, we believe these students can reclaim their educational aspirations.”
The proposed institution, registered under Tanzania's Adult Education Act of 1972, will not only focus on remedial lessons but also provide vocational training in practical fields such as electrical work, automotive mechanics, and carpentry.
Students who successfully navigate this program can reintegrate into the formal education system, while those who excel in vocational training can step into the job market equipped with invaluable skills.
Education expert Dr Faraja Chande acknowledges the merit of this approach. “The concept of second-chance schools is not novel. Countries like Kenya and South Africa have pioneered similar programs, reaping remarkable success. By introducing alternative educational pathways, we recognise that not every student thrives in a traditional academic setting,” she observes.
Tanzania's constitution enshrines the right to education for every child, yet the daily struggles faced by students in Dar es Salaam underscore a stark disparity between policy and reality.
The Education Act of 1978 mandates compulsory education, while the Child Act of 2009 emphasizes the importance of shielding children from harmful environments.
“When a student is left stranded at a bus stop, or forced to traverse long distances to school, we are fundamentally failing to honour their rights,” stresses human rights lawyer Paul Komba. “This violation demands immediate and concerted action.”
Ongoing reforms in education policy, including the introduction of vocational secondary education channels, aim to address these pressing challenges.
By diversifying educational pathways, the government hopes to better serve the varied needs of students and reduce dropout rates.
Voices from the ground
Parents, as well as students, express a blend of hope and caution regarding the proposed reforms. Ms Mwanaidi Juma, a mother of three, believes the establishment of boarding schools will alleviate some of her primary concerns.
“At least I won’t have to wake up at dawn, worrying about whether my children will get a safe ride to school. However, I sincerely hope the government also focuses on ensuring the quality of education provided in these new institutions,” she expresses with earnestness.
For students like Neema, the promise of a safer and more supportive educational environment offers a glimmer of hope in the face of adversity.
Cities like Nairobi have successfully tackled similar challenges by introducing subsidised school buses and establishing second-chance schools.
In South Africa, the government launched the Technical Vocational Education and Training (TVET) programme, which provides students with practical skills alongside traditional subjects.
Dr Chande believes Tanzania can draw lessons from these models. "Investing in vocational education and providing second chances can significantly reduce dropout rates and improve livelihoods. It's about meeting students where they are and helping them succeed."
Mr Chalamila sums it up: "We need to manage this issue by using the available resources to create a solution. Every student has potential—we just need to provide the right opportunities. By doing so, we'll not only improve academic performance but also secure a brighter future for our youth and our country."