Education

Is there any hope for Irene's children?

It is 12 noon, and the sun has reached its highest point, beating down on my head as I walk towards a few neighbourhood houses scattered in a remote village.

A delicious smell of cooking is reaching me from some of the homes. However, when I reach Irene’s house, the smell is different; a stale and empty smell come from the little mud house in which she lives.

Woman with worried look

Irene* is sitting on the ground under a tree outside her one-room mud house. She is not alone; with her is her youngest daughter aged 3. After spending hours looking for water, this is the only time she gets to rest before she starts to prepare the evening meal for her family. “I am so tired; I have been up since 4am to fetch water from a seasonal waterhole. It has taken me almost six hours to fill all my buckets. Because the waterholes are dry most of the year, once there is water, you spend a long time waiting in line,” she explains.


The 38-year-old mother of five is currently raising her children alone after her second husband left her two years ago. Coming from a poor family, she never had an opportunity to go to school because her parents couldn’t afford to pay for her school expenses.

Even though tuition is free in Tanzania her family could not afford the costs for a school uniform, pencil, paper, and books. 

She admits poverty is taking its toll on her children, especially her eldest son. Irene says her son has become a village boy with no future after completing form four (Grade 10 equivalent). There are no jobs and they do not have the money for school fees for him to go to college.

Two young children with torn and dirty clothes

Irene earns about $2 a day selling tomatoes on the side of the street. Most days she can afford to cook two meals a day for her little family but some days, when business is slow, she can only afford to offer her children one meal a day.

Irene sees little hope for her children. She wishes her children will get to finish their education, get a job, and break the poverty cycle in her family. “It’s hard to predict the future. Unless my children finish their education and get good jobs, they will end up like me. No parents wish to see their children live in poverty. Reality is, things are hard, and they keep getting tougher each day,” the struggling mother says.

Last Monday we marked the International Day for Eradicating Poverty. Irene and her children are just one family among thousands of families living in poverty throughout the Nyamatongo Ward, and Tanzania.

If you would like to help us eradicate poverty, you can make your difference here:

https://www.australiaforcedartanzania.org/make-a-difference-australia-for-cedar-tanzania-changing-lives

Thank you.

* Irene is not her real name.

Mushrooms are the answer to…. EVERYTHING!

Poverty alleviation, better nutrition, job creation, equality, health, climate change, sustainability, and long-term funding of al our projects!

It can’t get much better than that, can it?

Please listen to Tzippora explain here:

How does it work?

We are currently teaching the skills of mushroom farming in the rural communities in which we work. Collecting 2 tonnes of harvest waste from the surrounding fields that would otherwise have been burnt. This creates the basis of our substrate in which the mushrooms will grow.

Our mushrooms grows in buckets in which we have drilled holes in sides. We are using a couple of rooms in our newly refurbished community centre to house the mushroom farm.

Once the mushroom are ready, our participants will learn the right technique to harvest the mushrooms.

Fresh mushrooms have a relatively short shelf life and needs to be sold quickly. To help with this potential issue, we are adding a drying process at the end. Custom built driers not using electricity but only the heat from the sun has been developed and will enable us to make a product ready for local distribution and export.

How can mushrooms help fund other projects?

Once we start selling our crop the income will be used to sustain the mushroom farm and any surplus will support any of our other projects like Kamanga Health Centre and our Outreach Team.

Oystermushrooms

How does the participants benefit?

Each participant learns a skill. Mushroom farming is very new in Tanzania and as such we are pioneers in this area.

The participants can use this skill to set up a small scale farm at home for own consumption, or they can set up a collaborative farm producing mushrooms in larger scale.

Any surplus of produce can be sold to us where we dry the mushrooms and package them to international standards and export the end product.

How can YOU help?

Even though we have provided the training for our participants free of charge, and we will provide continuous support to those who chose to continue to grow mushrooms, there is a small initial cost for the participant to get things needed to starting growing.

You can help by sponsoring one of our conveniently packaged bundles that will enable our participants to start growing mushrooms right away.

“Home Growing Kit” consists of everything needed for a participant to take home to start growing for own use, or maybe sell any little extra at the local market. A kit costs AUD $15 (USD $10).

“Farm Bundle” consist of everything needed for a 30 bucket farm. This is a small scale collaborative farm that can produce for own consumption, the local market or for drying and export. A farm bundle has the value of AUD $110 (USD $77).

Want to know more?

You can read more about this project on our website here

Regular updates are also on our social media platforms - click one of the Social Media buttons below and make sure to follow us!

Or contact Nina, our Founding Director and CEO, directly here

Can a GP be a volunteer?

Hi everyone.

My name is Sian Ashby, and I am a GP (family doctor) from the UK. I was brought up in the beautiful Scottish borders, studied Medicine at Glasgow University and then completed my GP training in London. I had always wanted to work abroad as a doctor, so after finishing my GP training I chose to study the Diploma of Tropical Medicine in Liverpool, and it was here that I first heard about Cedar Tanzania.


What inspired you to volunteer with Cedar Tanzania? 

I was struck by Cedar Tanzania’s holistic approach to care. On looking at their website, I could see that they understood the importance of health and well-being in a broad sense, rather than being entirely disease-focussed. Cedar Tanzania approaches community well-being from many angles - health, education, female empowerment and entrepreneurship - and understands that tackling all of these factors is crucial if the community is to flourish.

From my research it seemed that Kamanga Health Centre, the health centre jointly run by Cedar Tanzania and the government, was a good fit for a GP, as there were many parallels in the types of patients seen. Of course, I knew that there would also be tropical illnesses which I had never encountered, and I hoped that I might increase my knowledge of tropical medicine by working in Tanzania.

On contacting Cedar Tanzania, I found the staff to be welcoming and accommodating. They were keen and enthusiastic about my voluntary placement and this naturally increased my own excitement!


How long is your volunteer placement?  

6 months provisionally.


What is your role at Cedar Tanzania?

My official title is ‘Volunteer Health Centre Advisor’. It’s a fairly flexible role, but for the most part I am working alongside the Quality Assurance Officer at Kamanga Health Centre, putting policies in place to improve the quality of care. I also work alongside the Tanzanian clinical staff, exchanging knowledge and skills, and I give regular teaching sessions. I hope that as my Swahili improves I will be able to practice medicine independently at the health centre.


Can you mention highlights of some of the activities that you have been involved in whilst you have worked for Cedar?

We have recently set up a teaching program here at Kamanga Health Centre and one of my personal highlights was the neonatal resuscitation training which I ran. We used dolls to role-play and simulate neonatal resuscitation, which was both fun and educational. At the health centre we deliver on average one baby a day (and the numbers are increasing) so it is vitally important that the staff are well trained on how to react if a newborn baby does not breath spontaneously.

Another highlight was the World Aids Day Fair organised by Cedar Tanzania. At the fair there were stalls offering HIV counselling and testing, free condoms, and information about the health centre and Cedar Tanzania projects. There was dancing, drama, and even a ‘catch-the-chicken’ game. But most importantly over 500 people were tested for HIV in a safe and non-judgemental environment.


What things have challenged you so far?

One of the main challenges has been the language barrier. I am currently learning Swahili but it is a slow process... I find it incredibly frustrating not being able to understand the patients, particularly if they are distressed and in need of assistance. I am constantly running around trying to find someone to translate which gets quite exhausting!

The health centre staff do speak English but many are not fluent, so we too have trouble communicating. Getting to the root of an issue is much more difficult when you do not speak the same language! If you are considering coming out to Tanzania, I would advise you to start learning Swahili as early as possible!

The other main challenge which I have noticed is the difference in healthcare economics. Coming from the UK, I am used to the National Health Service (NHS) which provides free healthcare for all UK citizens. Treatment is entirely based on need and not on personal finances. However, here in Tanzania there is a division – those who are exempt and those that have to pay for healthcare. The exempt group includes pregnant women, children under five years old, people over the age of 60 who cannot support themselves and people with chronic diseases like HIV and TB.

Although treatment at Kamanga Health Centre is relatively cheap (government prices), for those not in the exempt group, we still have to make management decisions based partly on the patient’s finances, which is something I find difficult. Sometimes patients cannot follow your advice because they simply cannot afford to. For example, we recently saw a patient with a large abdominal mass who required onward referral to a specialist hospital. However she could not afford to attend the hospital and pay the fee for the necessary imaging and surgery. Instead she returned a week later, the mass having increased in size and the pain having subsequently worsened. This is truly heartbreaking to see, and makes me really value the NHS.


What things have you found enjoyable or surprising about Tanzanian culture either socially or at work?

The Tanzanian people are incredibly welcoming. The health centre staff have been wonderfully accommodating and friendly towards me since my arrival and I have really enjoyed working here thus far.

Socially I love the culture of dancing.  In general Tanzanians seem to have a fantastic sense of rhythm and tend to be incredible dancers! The staff at the health centre have been trying to teach me (without much luck).

Through my work I have noticed that Tanzanian families are much more close-knit than at home. Grandparents usually live together in the house with the parents and children, and they help to care for each other. I think that this is something which has sadly been lost in the UK. I certainly noticed as a GP in London that I visited many elderly people whose children lived thousands of miles away and who were thus unable to care for them. I noticed a huge burden of loneliness, particularly amongst the elderly, but also amongst young people living and working in London - a city with so many people! Perhaps we need to regain the closeness of families and communities in order to reduce the escalating rates of loneliness, anxiety and depression in the UK.

To counter this, I have noticed that here in Tanzania there is very little, if anything, in the way of social support for those without the means to look after themselves. So if, as an elderly or disabled person, you do not have a supportive family then there is no support network to help you survive. We have encountered some difficult cases of disabled patients who have been mistreated or neglected, and this is very challenging work. This is why the work of the Outreach Team (the community-based rehabilitation project  run by Cedar Tanzania) is so important in providing support for those with disabilities.


What would you say to anyone who said that they could not volunteer because they didn't have a skill to offer?

Most people have something to offer. Speak to the Cedar Tanzania team and find out what skills they are looking for! It’s a really rewarding and fun place to work!

If Sian’s experience has whet your appetite to volunteer for Cedar Tanzania then begin the journey with this first step

Can a teacher be a volunteer?

Teachers, in government school, rely on the government to pay their salaries. When there is a teacher shortage at a school, they have to wait for the local authority to allocate them the relevant teacher; if or when governmental funds become available. “Volunteer teachers” are a common feature in schools. These are teachers whose salaries are paid by the monetary contributions of parents from the school community. Often this is the only way that teachers can be secured for such specialty subjects such as the sciences and mathematics. This is why Dylan Parkin’s volunteering at the Nyamatongo Secondary Schools, for free, means so much - because for the first time this year [2020], the secondary students are being taught biology on a regular basis. Dylan’s interactive approach contrasts starkly with the lecture style of teaching and rote learning that is prevalent in most of the other classrooms. Cedar Tanzania is proud to partner with Nyamatongo Secondary School in this way. Here Dylan tells us more about his experience of teaching in a Tanzanian school.

What motivated you to get involved at the local school?

As background information, I was previously teaching biology at a government secondary school in Tanzania for two years.  Upon arriving in Kamanga and visiting Nyamatongo Secondary School, it became obvious to me that volunteering some of my time at the school would be beneficial for all parties involved. First and foremost, the school is understaffed, without me volunteering it would be very likely that the first year students would not be taught biology. Secondly, by me spending time at the school I can help to build up relations between Cedar Tanzania and the local education system. It is my hope to identify a few dedicated educators, and start up some type of collaboration with them to improve the quality of education being offered at Nyamatongo Secondary School. By working along side the teachers, I also believe they may see the techniques I use in the classroom, ask me questions, startup dialogs, and possibly implement new methods of teaching into their own lesson plans. Lastly, I have really missed being in the classroom. I am very happy to be back teaching at a school. So really my motivation was threefold, for the school/students, for Cedar Tanzania, and for myself.

What are the challenges of teaching in a local school?

Whether it be a Westerner or a Tanzanian, the first thing everyone thinks or asks about is the language, and yes, the language barrier does create a challenge. Even though I am fluent in Swahili, there are times when it is difficult to find a good translation (especially in biology class). Also, many people don’t realise, but the medium of communication in secondary school in Tanzania is English. This creates a totally different challenge, when do I use Swahili and when do I refrain from using it. The students need to learn English, but if I only use English they will not understand and if I translate into Swahili, the translation might be the only thing students are capable of remembering two weeks later. I have to talk slow, be wise in my word choice, and make sure when new words are introduced all students understand. Outside of language, the biggest challenge is defiantly the class size. My classes currently range between 50-60 students. As with any class, all of the students have different abilities, personalities, and learning styles. This makes it very difficult to keep everyone focused and learning throughout the entire 80-minute double period.

What do you enjoy most about teaching there?

As cliché as it may sound I really enjoy teaching and seeing people learn. Whether I am teaching a student directly or working with a fellow teacher to help them better their craft, I love to see it when that light-bulb goes off in someone’s head, and they do not just know what has been taught to them, but they understand it. For me personally, I love biology and it is very simple, but I know that is only because I had a very good teacher in high school. The challenge of trying to figure out how to teach the students so they can see and understand the simplicity of biology is the other thing I enjoy the most. Biology was not meant to be learnt as facts being presented in a classroom. It was meant to be seen and understood through many simple observations in our daily lives. Trying to put together a lesson plan which will best help the students to understand a topic is very similar to putting together a puzzle.

What is Cedar Tanzania’s future plans in regards to their collaboration with the school?

This question is very difficult to answer at this point in time as I have only been volunteering at the school for a month now. As with any community development work, it is crucial you find the point when your interests and skills intersect with the community’s interests and needs. This is exactly how I became involved with the school in the first place. They had an interest and a need of getting more biology teachers, and I was both trained and interested in teaching biology at the secondary school. As of now it is too soon to know exactly how Cedar Tanzania will collaborate with the school in the future, because many of these variables are still unknown. Currently there are ideas of what could happen in the future. For example, there is already a dormitory under construction at the school, when completed it could reduce some students’ travel time to and from school by as much as 4 hours. Or maybe teachers would like to receive some refresher training on modern teaching techniques with an emphasis on English being taught as a second language within other subject lessons. Again, this will all depend on what the school and its staff need and are interested in pursuing. There are still more discussions that are needed to be had before Cedar Tanzania will know the best way forward in their collaboration with the Nyamatongo Secondary School. 



What Abduli Does

Abduli, Cedar Tanzania’s Field Officer, shares his important role in the village of Kamanga. He is part of the SASA! team that works to address the sensitive issues of gender based violence in communities and he leads our TackleAfrica project, which strives to educate young people about the issues surrounding HIV/AIDS and sexual health.

Girl Power

Cedar Tanzania’s volunteer from US Peace Corps, Dylan Parkin, has been hard at work these last few months, investigating potential educational and entrepreneurial projects that could be implemented in the village of Kamanga. This May has seen Dylan venture out on his very first pilot entrepreneurial project called “Nguvu ya Binti” (Girl Power)!  This has resulted in him putting into use, for the very first time, the Community Centre that Sengerema District Council kindly donated to Cedar Tanzania to support us in our community projects. In mid May Dylan together with Cedar Tanzania’s field officer Jackie held their first entrepreneurial meetings with seven young women between the ages of 18 -24 years old.

binti+2.jpg

Dylan writes, “The aim of the project is to facilitate the setting up and running of a women-owned social enterprise that manufacture reusable cloth sanitary pads to help girls and women of Nyamatongo handle their periods safely, hygienically and inexpensively. The approach entails to train a group of girls on entrepreneurial skills, menstrual health and hygiene, and sewing classes to equip them with what is needed to be able to produce and sell the pads economically."

The pilot phase started on May 13th and is planned to be reviewed after 10 weeks. It is hoped however that the project will be able to continue until mid-September. The training has been divided into 3 parts: Training on entrepreneurship, sewing classes, education on menstrual hygiene. 

After the topic of generating business ideas, we started on the topic of analyzing the idea's potential. Upon finishing this, the girls were sent into the village to do market research. Through this, they have found that the women of Kamanga are indeed interested in reusable cloth sanitary pads.

Now the only research which remains is the cost analysis. We have recently covered the topic of costs and pricing. The girls will soon be going to shops in Mwanza to price the needed materials. This means that within the next week we should know if we will continue with the reusable cloth pads business idea, or if we need to go back to the drawing board and find a new business idea.
We felt it was important to do things this way so the girls could get first-hand experience of doing the research and of taking ownership of the business they are developing.
 

ACT is excited to find out how these amazing young women will fare and we wish them, Dylan and Jackie the best of luck.

Changing Lives - one brick at the time

On March 1st, 1,500 bricks were delivered to Mtakuja Primary School of Kamanga.  These bricks were donated by Cedar Tanzania in an effort to help the community complete the construction of the school. 

Mtakuja Primary School was opened in January of 2019, which allowed the nearly 900 students of the other primary school located in Kamanga, Kamanga Primary School, to attend their school full time, instead of splitting classroom time with the students of Mtakuja.  However, the 800 plus students of Mtakuja are still forced to split time in the classroom, because as of today, there are only five completed classrooms to accommodate the seven primary classes, as well as the kindergarten.  The community has been struggling to construct Mtakuja Primary School since 2014, because although it is a government school, nearly all the funding has come from donations by the community at large or individual community members.

With the sixth classroom of Mtakuja nearing completion, the donated bricks will allow the community to start the construction of the seventh classroom.  The primary school will continue to be a work in progress, but these 1,500 bricks will help the community and school get one step closer to their goal of a complete eight classroom school.  A school, which once completed, will give more than 800 students aged 5 to 12 the opportunity to attend for the whole day, every day of the week.

By Dylan Parkin
Volunteer and Educational Advisor
Cedar Tanzania