Community Development
Conservation & Environment
Education Initiatives
Health Initiatives
YouthAKILI Sports Ventures
Media Ventures
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Education Initiatives
TeV’s mission is to advance the dignity of children around rural Tanzania by supporting innovative community-based organisations working with vulnerable children. The needs of children though in many ways universal, are best responded to in ways that fit the particular situation on the ground.
TeV supports and works by providing for the needs of children in a variety of ways:
- by giving scholarships to allow poor rural children to attend TeV School;
- by providing tutoring and after-school services to children at risk of leaving formal schooling, or who did not have an opportunity to attend school;
- by establishing classroom environments on bus terminal platforms or at village centers.
TeV programmes are guided by children's basic needs for growth and development divided into four strategic portfolios:
- Learning.. Which are the foundation of a child’s development and a key determinant of future opportunities, access to basic education, includes early childhood development, second-chance classrooms, and classes without walls.
- Enterprise. . Acquiring vocational and life skills to build economic and intellectual assets that serves as the foundation for self-determination and future advancement. Priorities within this portfolio include vocational training and leadership promotion.
- Safety.. Children thrive in secure environments that are free from abuse and neglect. Programmes work to protect children from the threats of hazardous labour and to develop safe spaces in which children can grow to their full potential.
- Healthy Minds and Bodies. . Children must be healthy, well nourished to reach their potential and participate fully in community life. Our priorities include health education and access to information, HIV/AIDS prevention and mitigation, health support in nutrition.
- Creative Opportunities.. Creativity allows volunteers and children to thrive. We therefore maintain this fifth portfolio to support innovation and creativity among volunteers who can provide us with the flexibility to seize strategic opportunities in new and exciting areas affecting children.
Programme Costs & Dates
Exciting Volunteer Placements offered:
Importance of Early Childhood Development
Importance of Working with Children with Disabilities
Teaching English as a Foreign Language
Importance of Early Childhood Development
Learning starts in infancy, long before formal education begins, and continues throughout life. Early learning begets later learning and early success breeds later success, just as early failure breeds later failure. Success or failure at this stage lays the foundation for success or failure in school, which in turn leads to success or failure in post-school learning.
Working with young children and their families, Volunteers and TeV’s Service planners and child advocacy team will participate in the networks. The networks’ mandate is to provide feedback on developments and interventions by the Centre and to advise on its dissemination strategies. It provides a venue where various public stakeholders can appraise the Centre of their current subjects of interest and their preferred means of disseminating information.
Childcare (0-5 years)
Increasing numbers of children between birth and age 2 are now being placed in nonparental care during the day and work week, primarily due to increases in maternal employment in the urban areas. Therefore, these rural areas cannot remain in isolation thus we need to examine the impact of child care on young children by examining issues surrounding the quality of care both at home and in child care contexts.
Subject
TeV centre provides these rural children with nurturance and learning opportunities that complement and/or supplement those not provided at home.
Childcare can also provide support services for parents and, in some cases, by contributing to reducing the number of children living in poverty, and provide respite care for children at risk of being harmed in their own families.
Childcare can enhance children’s social and emotional development depending on the quality of the care provided. Quality of care is defined not as the form of care (eg, in the home, or in a centre), but the provision of nurturing relationships, a stimulating environment, and basic health and safety.
Problems
Rural poor families with no material, social, and emotional resources cannot afford childcare. In order to determine the influence of the quality of childcare on development, quality of care within the family and in childcare facility must be measured.
Your placement, amongst many initiatives in childcare, you will work as a team in:
Eating behaviour, home visiting programmes, immunization and health awareness to parents
Programme Costs & Dates
Importance of working with children with disabilities
The United Nations Population Information Network estimates that there are almost 800 million people living in Africa, 50 million of whom are disabled. Atleast 1 in 16 Africans form the highest proportion of Africa's disadvantaged population: only 2% have access to any form of rehabilitation; 90% of children with mental disability die before age 5; and 70% of disabled adults are unemployed and live in poverty. There indeed is an urgent need to address the plight of Africa's disabled population.
Causes and Trends
The causes of disability in Africa like anywhere else in the world are not farfetched: they are chiefly malnutrition - occasioned by poverty, and war. Though there is little information about the prevalence and incidence of disabling diseases in Africa, it is clear that much of the disability stems from poor nutritional status, communicable diseases and low inoculation and immunization rates. While a handful of green vegetables everyday is what is needed to save the eyesight of all children who go blind annually because their diets lack Vitamin A, most Africans who subsist on less than $1 a day cannot afford this "luxury".
Perceptions, Disparities and Stereotypes
Disability is a stigma. When a person becomes disabled or a disabled child is born, the individual and family enter into a new world about which they know next to nothing and about which they have a lot of stereotyped notions. They are influenced by culture, which see disability as a curse or the manifestation of sin and disgrace in the family, and alms given to the disabled beggar are a means of obtaining spiritual grace and forgiveness for the non-disabled person. lar James Bond movies have disabled persons as the potential destroyers of mankind.
Disabled persons have not faired better in terms of access to education and employment. They have lower education and income levels - if any - than the rest of the population and are less likely to have savings and other assets than the non-disabled population. The reality is that disabled people are often excluded from education and employment, immobilized by inadequate transportation systems and architectural barriers, maintained in substandard living conditions, and denied the benefits of long term healthcare.
Effects and Consequences
The consequences of all the discrimination and stigmatisation that disabled people face are numerous and interwoven. A direct correlation exists between disability and poverty - not only does disability add to the risk of poverty, conditions of poverty also add to the risk of disability. Poor households without adequate food, basic sanitation and access to preventive and responsive healthcare, living in lower quality housing and working in occupations that are more dangerous, are more susceptible to malnutrition and other disabling diseases, and otherwise preventable impairments quickly become permanent disabilities. Their exclusion and marginalisation also reduce the opportunities for the disabled to contribute productively to the household and community.
Call to Action
Much of the disability in Tanzania can be prevented if there are concerted efforts by all stakeholders to tackle the problem. Prevention is accepted to be better than cure.
TeV’s increased public awareness effort to: strengthen prevention measures in the promotion and improving maternal, child and primary healthcare
improving nutritional standards of meals the child eats; make immunisation against disabling diseases available to all children. Mass parental, especially maternal, education and awareness campaigns on the importance of good dietary and food preparation habits.
Though prevention programmes can achieve much, they will not totally eradicate the disability problem, so much effort should also be directed towards providing for those that still become or are already disabled.
TeV rehabilitation and healthcare Centre is now readily available. Income-maintenance and reserved-employment schemes need to be introduced and equitably implemented so that the center is run and managed sustainably.
Our greatest support in this project is the committed noble work by Volunteers who come this far to give us capacity building. Governments, non-governmental organisations, private sector and public development partners and inter-faith organisations, must all work together to ensure that policies and programmes inclusive of persons with disabilities like this one is supported.
Disability is not about pity or charity, it is a rights issue.
Your placement, amongst many initiatives in working with Children with Disabilities as a team will be in:
- Special Needs Parenting
- Advocacy for Children with Special Needs
- Learning Disabilities Network
- what resources do we have locally?
- Assessment Of Children With Special Needs, Learning Difficulties Or Mental Retardation
School Daily Schedule
Structured/guided play centers will have the following timetable:
- Language/Story time/Sing songs,
- Handwriting, Fine Motor, and Arts and Crafts
- Mathematics in counting objects and writing numbers
Review of the day: in sensory centers, clean up, get ready to go home
Prepare lessons and materials for the next day School schedule:
Children With Disabilities will attend school 4 days per week; and 1 day per week, the teacher, the volunteers, or specialist will visit their homes.
- The purpose of the weekly home visits is to discuss the student’s progress toward goals, but most importantly, activities the parents can be doing at home to ensure carryover of skills.
- Parent concerns should be noted and suggestions provided.
- The idea of this is to provide parents with support, encourage them to take an active role in their child’s learning and development, support the child in his/her natural home environment, and keep the lines of communication open between the school and the families.
Procedures for volunteers working with children with disabilities at Kiomoni Center:
1. Read the student files to familiarize yourself with each student’s identified areas of ability and need. The file should contain an intake form, assessment, information specific to the student’s diagnosis or disability, specific programs the child is using (related to occupational/physical therapy, speech/language, etc.) and progress reports/data sheets.
2. Follow the daily schedule to ensure consistency for learning. Complete a lesson plan for each day that you will be teaching or working in the classroom. File lesson plans in the lesson plan file when you are finished.
3. The children attend school from 7:30 am to 11:30 am. Your afternoons should be spent preparing lessons, activities, and materials; as well as cleaning up/setting up the room for the next day. A book of activities and ideas has been provided to guide your lessons.
4. During the school day, make sure you use data sheets/progress reports to note progress toward each student’s goals.
5.A progress report should be written and turned in to the office at the conclusion of your volunteering project and then filed in the appropriate file.
6.Add pertinent information to student files and activity book.
Programme Costs & Dates
Teaching English as a Foreign Language
Education gives a chance to children and young people to develop. English is the second official language in Tanzania, after Kiswahili and is one of the subjects taught in primary school.
Tanga, Pangani and Zanzibar Districts is in need of good teachers to bring English, Computer and Sports skills to primary and secondary schools.
You will alsobe offering support to one of the local teachers in the classrooms and if you’re feeling confident enough, maybe taking over some of the lessons yourself.
It’s a perfect opportunity to offer children a refreshing style of learning that can help raise their self-esteem.
Really get into life in Tanzania by becoming one of the Tanga community’s most prized members of society: Volunteer in and around the city, teaching English, Sports Development and other performance related activities and the outdoors.
Your Placement in Tanzania
Tanga is the mainland’s birthplace of Kiswahili language. Tanga is Tanzania’s second largest seaport town and with a population of 220,000. It’s heyday ended at the end of the 19th century but there is still an heir of colonial charm about the place. The people are friendly, the idyllic beaches stretch for miles, and the nightlife transforms the town from a sleepy seaside town to a hip sea of neon lights when the sun goes down.
Pangani
Enjoy the “Zanzibar of the Tanzanian mainland.” Imprinting its historic legacy in the tumbling streets of stone town.
It’s history dates back to the 6th century BC and is also a prominent part of colonial history, an interesting history and strong cultural conventions. It’s a quiet little fishing town situated on the Pangani River, not far from some of the best idyllic beaches on the Tanzanian Coast.
Zanzibar …Exotic Medley
Your arrival in Zanzibar from the tense pace of modern travel, at will, goes back in time. Thus it comes as no surprise to the traveler in the millennium that Burton should have written when he looked upon ‘the mysterious island’ for the first time, that ‘earth, sea and sky, all seemed wrapped in a soft and sensuous repose’
Zanzibar, was known in the 19th Century as the Metropolis of East Africa – the place where trading in slaves held as great an attraction as trading in ivory.
Today, Zanzibar is exotic and enticing.
The Role and Responsibilities of the teacher / teaching assistant
1)To work in the classroom with the Tanzanian counterpart teachers to teach English and promote child centered learning in normal scheduled lessons using the Tanzanian syllabus.
2)To help the Tanzanian teachers to improve their own English and work with them according to individual needs.
This will also be covered in the Teacher-Training Capacity Building project within the Community Learning Center,
called Teacher Resource Center.
3)To work with the local community to initiate or maintain a project to benefit the school. You will be responsible for either setting up or supervising the project to completion.
Classroom Work
You will work with the local Tanzanian teacher in class to teach English.
You are not replacing any local teachers.
We want you to help the Tanzanian teacher with pronunciation, methodology and explanation.
We want you also to use your initiative to make the classes fun so that the children can enjoy learning. You can invent teaching aids and games to make the classes ‘child centered’.
On average, nglish is taught for twenty periods a week, over two or three standards.
Tanzanian Teacher Training
Primary school teachers in the rural areas have very little training and very little exposure to English.
After Independence, a policy of Universal Primary Education was implemented; so all children got free primary education. It was a highly successful policy that gave Tanzania one of the highest rates of literacy on the African continent.
However, there were not enough trained teachers; the Government made so many young people who had just finished school teachers who require immediate training in English Language.
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