TANZANIA: TWIGA Minerals, the joint venture between the Tanzanian government and Barrick, has revitalised the country’s gold mining industry through a partnership that should serve as a model for similar operations, particularly in developing regions.
In one of its cooperation approaches is the BarrickTwiga Future Forward Education Programme, which aims to transform education in Tanzania, has achieved remarkable success in its inaugural phase.
The programme will significantly improve the country’s educational infrastructure by delivering classrooms, dormitories and washroom facilities for an additional 49,000 pupils.
The first phase of the project has made significant progress, including the construction of 374 modern classrooms, 89 dormitories, and 569 sanitation facilities.
Beneficiaries are already experiencing the positive impact of these improvements, while preparations for the second phase of the project are underway.
Announced by President Samia Suluhu Hassan in March of this year, the project is projected to cost 70.5bn/-. The funds will be used for the construction of 1,090 classrooms, 1,640 sanitation units and 270 dormitories across 161 schools nationwide.
The programme, designed to reinforce and upgrade infrastructure in advanced level government secondary schools, aims to improve access to education for students previously limited by inadequate infrastructure. It also aims to create an enabling learning environment.
Speaking as he announced the programme’s funding at the State House in Dodoma last year, Barrick Gold Corporation President and Chief Executive Officer (CEO) Mark Bristow emphasised Barrick’s commitment to education as pivotal to national development.
“Beyond financial support for the Barrick-Twiga Future Forward Education Programme, Barrick’s Bulyanhulu and North Mara mines have actively contributed to the improvement of education infrastructure in primary schools, secondary schools and technical colleges surrounding their operations,” he said.
He added that the initiative had improved the performance of schools in mining regions. Mr Bristow revealed that stakeholders and student beneficiaries commended the programme as a gamechanger in Tanzania’s education sector, anticipating improved academic outcomes and increased university enrolment as a result of transformative efforts.
“This project has helped to reduce congestion in dormitories, classrooms and toilets. We now study in an enabling and friendly environment. With the current situation, I believe my longterm dream of becoming a surgeon will come true,” said Prisca Mawaga, a fifthyear student at Lucas Malia Secondary School in Ruangwa District, Lindi Region.
Another student, who studies at Mamire Secondary School in Babati District, Manyara Region, Rushda Idd, said the project had enabled him to study in a friendly environment.
“We are studying in a friendly environment compared to previous years when there was inadequate infrastructure, especially for us girl students who used to suffer from communicable diseases due to unfriendly toilets and overcrowded dormitories, with at least two students sleeping on one bed,” she explained.
Gilbert Chiyumbe, a student at Ibwaga Secondary School in Kongwa District, Dodoma Region, said he was impressed with the improved learning environment and was hopeful that the situation would be sustained.
Similar views were expressed by Simon Bujiku from Sumve Secondary School in Mwanza and Mwajuma Omar from Ifunda Girls Secondary School.
School heads of the schools that had benefited from the programme said it had enabled both teachers and students to work in an enabling and friendly environment.
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Those who spoke and were positive about the project included Ms. Maria Kitakala, Sumve Secondary School Acting Head Teacher, Ms Eva Mwansililo, Ibwaga Secondary School Head Teacher in Kongwa District, Fitelly Akyoo, Mamire Secondary School Head Teacher in Babati District, Manyara Region, and Ms. Hilda James Paul, Lucas Malia Secondary School Acting Head Teacher in Ruangwa District, Lindi Region.
“This project is excellent and has successfully enabled schoolchildren to study in an enabling environment. It has reduced truancy rates and benefited not only Alevel students, but also Olevel students and those who come from rural areas, who face various transport challenges to and from school,” said Ms Eva Mwansililo.
Parents are happy with the project, which they say has played a significant role in mitigating shortages of dormitories, toilet facilities, and classrooms.
“Now, children study in an enabling and friendly environment, which undoubtedly will increase their academic achievement. The project has also contributed to reducing truancy rates and instances of gender-based violence against girls,” said Mr Issa Nkunga, from Mamire Village in Babati District, Manyara Region.
Moreover, he pointed out that new dormitories were a panacea for challenges that faced lower-grade students from rural villages who previously would risk their lives as they traveled long distances to and from school and could meet fierce wild animals.
“All these are now accommodated in new dormitories built through the project,” he said.
While several parents commended in a similar manner, education officers in the districts and regions that had benefited from the project said the project had increased the number of students enrolling in A-level schools.
“The project has come at the right time when the number of students selected for advanced level education has increased.
It has helped to improve the learning environment, and I believe many students will join higher education as a result of studying in an enabling and friendly environment,” said Ms. Ashura Mpambije, Acting Secondary Education Officer for Ruangwa District in Lindi Region.
Announcing the outcomes of Form Five and vocational college selection for the academic year 2024, Minister of State in the President’s Office (Regional Administration and Local Government) Mohamed Mchengerwa said 188,787 students had been selected to join Form Five schools.
”Out of that number, 123,948 students have secured places in boarding secondary schools for Form Five