'Half of primary school teachers get paid despite dodging classes'

The money is part of the 6.4bn/- paid to all public primary school teachers countrywide, according to the study released by the research group yesterday.
The report focused on educational factors that affect learning results, including the ratio between teachers and pupils in government-run primary schools.
Speaking at the report launch yesterday, the manager of Twaweza’s Uwezo project, Zainabu Mgalla, said the study was conducted in eight regions in the country.
“The study indicates that teacher absenteeism in primary schools was 31 per cent, which is the same as three out of 10 teachers,” Mhalla noted.
Singida was the leading region in terms of teacher absenteeism (58 per cent) while Manyara and Ruvuma were the lowest regions at 17 per cent, the report showed.
It also indicated that on average there was one teacher for 83 pupils, although in the case of Mara region the ratio was one teacher per 126 pupils and in Coast region it was one teacher for 56 pupils.
Mgalla said the tendency of many teachers in government-owned primary schools was to sign the attendance register and leave immediately.
She said this has contributed to the drop in the number of pupils who pass their exams.
Twaweza managing director Aidan Eyakuze said the study conducted in 2014 aimed at testing learning results in Tanzania, Uganda and Kenya.
A total of 1,309 schools, 16,013 households and 32,694 pupils were tested with the results showing that a large percentage of Standard Seven pupils don’t know how to read Kiswahili or English, and cant do Standard Two mathematics.
Pupil aged nine to 13 who can read and write Kiswahili ranged between 28 per cent in Mara region to 81 per cent in Dar es Salaam.
For those who were tested in English, the pass rate ranged from six per cent in Arusha to 55 per cent in Rukwa. In mathematics, 67 per cent of pupils passed in Arusha while just 20 per cent passed in Rukwa.
The report also found that the pass rate depends on the education level of the pupil’s mother and the family’s economic status, whereby pupils from well-to-do families tend to do better than those from poor families.

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