Empowering communities in unreached areas

IAS Tanzania implements two main areas which are Inclusive Education/Special Needs Education, and Civil Society Development.

– Special Needs Education

Teachers who graduated in Practical Assessment of children with disabilities with Stephen Mwaura (IAS IE/SNE South Focal person – in T-shirt) after their training and award of certificates in Namanyere (Nkasi District)

In a consortium with IAS, Free Pentecostal Churches of Tanzania (FPCT) and Information Centre on Disability (ICD), the implementation is in three districts of Sumbawanga Municipality, Nkasi District and Mpanda Town Council. The implementation aims at supporting marginalized groups of children, and youth with disabilities, to accesses their right to education. IE deals with awareness creation as well as minimizing barriers to IE through practical advocacy to ensure that there is a friendly learning environment to all children despite their disabilities.

– Empowering Small Scale Farmers

In the Singida Region (Central Tanzania), this project operates in three wards (a ward is a conglomeration of different villages) namely Sanjaranda, Ipande and Kitaraka. After sensitization and the much training that have been within the last two years, the farmers in the project area have already experienced increased crop production within the three wards. Farmers are now aware of their basic rights and they are now able to raise their voice and demand rights from duties bearers. This has resulted in the government supporting the farmers with an oil pressing machine. Furthermore, through networking and lobbying the Singida Farmers’ Cooperative Union (SIFACU) is in the initial stages of processing loans from National Social Security Fund (NSSF) and National Micro finance Bank (NMB).


Inclusive Education/Special Needs Education

  • 76 teachers graduated in general teaching of children with disabilities in an inclusive setting. The trained teachers are
    now participating in identifying children with disabilities in their communities also following up their registration to
    schools. 18 teachers who graduated in practical assessment are now practicing their skills in the schools and currently
    assess and do proper placement of learners with disabilities.
  • In collaboration with the Ministry of Education and Vocational Training (MOEVET), the operational Tool for Effective Management of Educational Support Resource Assessment Centres (ESRACS) was developed. The major role of this tool is to promote stakeholders’ knowledge and commitment to support the implementation of IE. The ultimate result of this tool will benefit children with diverse educational needs in schools country wide and even in IAS IE/SNE programs.

Empowering CSDOs in East and Central Africa

  • Through the Strategic Planning training for partners, one IAS partners – Tanzania Assembles of God (TAG) revised their general country Strategic Planning for the whole of TAG. Plans are under way to develop a Strategic Plan for the Project & Development Department.
  • Talking about Collaboration of IAS Partners and other stake holders, the Singida Town Centre Church (STCC) begun to collaborate with BAKWATA (the National Muslims Council of Tanzania), Tumaini Deaf School, Upendo Home and Children Centre Community.
  • IAS Partner Manual was shared with other organizations and local partners. These include RECODA, World Vision Tanzania and the Rockwool Foundation, Patandi Teachers College PATCO, Tanzania Ministry of Education and shared with IAS Tanzania local partners who attended IAS Tanzania Annual General meeting in October 2014.

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