Reportof Dares Salaam Teachers College Mosha by HC120730072434



    Report of the Visitation Team

            August, 2004

For the past three decades, the Tanzania Government has been battling
the problem of teacher shortage in the school system. A major turning
point was the 1978 Education Act, which amongst other things called for
both increase in number of teachers and consolidation of their quality.
Following this Act, measures were taken to abolish the three-year teacher
education degree programme at the University of Dar es Salaam. Instead
a three-year plus one-term programme was introduced and later
converted into a 4-year programme.

However, given the increasing social demand for primary and secondary
education the problem of teacher shortage has deepened considerably.
Consequently there have been a number of strategic reforms to enhance
the development of human resources for the education sector. These
reforms include the Education Sector Development Programme (ESDP,
1999), Primary Education Master Plan (PEMP, 2000); Secondary
Education Master Plan (SEMP, 2000); Teacher Education Master Plan
(TEMP, 2000); and Higher and Technical Education Master Plan (HTEMP,

Recently the Primary Education Development Programme (PEDP, 2001)
and Secondary Education Development Programme (SEDP, 2004) have
led to a significant expansion of primary and secondary education,
implying a further demand for teachers at both levels. It has also been
established that attrition rate of teachers is escalating due to AIDS and
other socio-economic factors. Hence the need to expand teacher
preparation programmes considerably. Besides, both PEDP and SEDP
call for retraining and reorientation of education managers at all levels so
that they can effectively manage the expanding student intake.

As part of the strategic efforts to meet the demand for teacher and other
staff in the education sector it was proposed way back in 1990 to create
three constituent colleges of the University of Dar es Salaam namely,
Chang’ombe, Mkwawa and Marangu. The UDSM Council approved this
proposal   in   November    29,   1990     and   recommendations      for   its
implementation were sent to the Government through the Ministry of
Education. After the 1990 General Election the Ministry of Education
was split into two Ministries – MOEC and MSTHE. This separation
created an administrative problem of implementing the proposal given
the fact that UDSM fell under MSTHE while the schools and teachers
colleges came under MOEC.

Currently, the issue of constituent colleges has again been raised in the
SEDP (2004) document as an important avenue for meeting the rising
demand for teachers, which has been created by the expansion primary
education enrolments through PEDP and the creation of new secondary
schools inturn.

The Dar es Salaam Teachers College (DTC) also known as Chang’ombe, is
the nearest of the Teacher Training Colleges to UDSM and has the
advantage of allowing sharing of resources with the UDSM academic
faculties of Science, Arts Commerce and the Main Library and academic
staff/faculty in the initial years. Its built infrastructure allows for upward
expansion. It has ample space for sports facilities as well as
demonstration pre- primary, primary and secondary schools. Using ICT it
could easily be linked to the UDSM main campus through the UCC and
hence lectures could be offered by such distance mode from either side.
It is in close proximity to many educational institutions, departments
and schools, which can benefit from both traditional and evening courses
as well as distance education programmes.

Currently, DTC, has a capacity of 350 boarding students, but with the
completion of its built infrastructure, as well as the application of
current UDSM policies of deboarding and evening programmes, it can
quadruple its enrollment to over 1600. This number will combine one
year PGDE students, undergraduate and other specialized in-service
programmes, both subject based (e.g. English, Maths, science) or
professional (e.g.   pedagogy, didactics, mentoring and          educational

Dar es Salaam Teachers College has the potential to be used as a
nucleus for innovation in teacher education - affiliation, staff training
and development and a major professional support for other colleges.
DTC has been consistently mentioned in all write-ups of creating
constituent colleges, from the 1990 Task Force Report, the Malima's
Budget Speech of 1988/89, and the Joint Workshop of April 2003.

Following the Dodoma meeting, the VC, UDSM directed that a mini-task
force from the Faculty of Education be formed to immediately respond to
the issues raised in the meeting (see main report). The team worked on
the issues and submitted a report          to the UDSM          management
recommending among other things the need to visit the 3 colleges,
namely, Dar es Salaam, Mtwara and Mkwara, to do a physical survey
and audit to be able to determine the financial implications.

3.1   Terms of Reference for the Team
The visiting team to Dar es Salaam Teacher Colleges was directed to do
the following:
1.    Revisit the Council Approved 1990 Report of the Working Party on
      the establishment of Constituent Colleges of the University of Dar

     es Salaam and build on any information and data as well as
     recommendations contained therein.

2.   Survey the existing space and suggest additional, immediate,
     intermediate and long-term space requirements for effective
     implementation of the envisaged programmes. The survey was
     required to take into account the following:
              Office Space
              Lecture Theatres
              Lecture rooms
              Seminar rooms
              Laboratories (infrastructure, equipment, facilities)
              Library (infrastructure, books, periodicals etc)
              Assembly Hall
              Student accommodation (on campus/in town/suburbs
              Staff accommodation (on campus/downtown)
              Catering facilities (cafeteria/private)
              Dispensary
              Maintenance Section
              Sport and recreation
              Student centre/Senior Common Room
              Demonstration schools
              Sanitation facilities
              Future Expansion
              ICT connectivity
              Telecommunication/reliability
              Water supply capacity and reliability
              Transport       facilities   for     management,       staff,
              Reliability of public transport/Accessibility

               Power supply any standby generator (What is required to
                make it accessible.

3.   Assess the entire physical facilities, plants and fixtures of the
     envisaged college and recommend specific areas that require
     repairs and maintenance.

4.   Assess student intake capacity at the college under the following
     scenarios. Current facilities, expanded facilities, combination of
     expanded facilities and off campus accommodation.

5.   Audit staff at the colleges. Identify staff that directly qualify to be
     retained as well as those who might qualify after a period of staff
     development. Project staff requirements – faculty, technical,
     administrative and support staff demands for establishing other
     faculties at the colleges.

6.   Review the designed structure of the College, compare then with
     the recommended structure for Constituent/Affiliate Colleges of
     the UDSM and suggest changes that need to be effected to
     facilitate effective and efficient discharge of the colleges’ functions.

7.   Prepare a detailed short and long-term plan for: (a) infrastructural
     development (b) human resources development.

8.   Prepare a budget for the start up activities at the envisaged
     colleges for the Academic year 2004/2005. Assess subvention
     trends for the years, including donors and income generating

9.     Prepare budget and propose sources of funding the development
       programme of the envisaged colleges.

10     Take of all assets and liabilities of the college and suggest
       modalities of smooth transfer of assets to UDSM. Also recommend
       to Government on how best to manage the liabilities.

11.    Perform any other function related to the assignment as it may be
       deemed necessary.

3.2    Modus Operand
The teams conducted detailed discussion with the top management of
the colleges, reviewed available college documents and consulted other
on issues such as availability of a title deed, boundaries, sanitation
system etc. The team however observed that some aspects of the terms of
reference could be handled when preparing a master plan and strategic
plan of the College.

4.1    Geography
The College is locate in Temeke District Dar es Salaam region, adjacent
to    the   National   Stadium,   J.K.T   Mgulani   and   Temeke   District

It is about 9 kilometres from the town center and 15 kilometres from the
University via the Mandela road. Thus communication with the
university is easy and quick.

The College consists of 33 acres, some of which has not been built on.
The Demonstration Primary School occupies 1/5 of the total college land.
In addition, between the college boundary and the National Stadium

there is an open space which has not been built on and has been set
aside as a car park for the stadium. However, the Ministry of Labour
Culture and Social Welfare had plans of building a new stadium between
the National Stadium and Chang’ombe TTC (Daily News, March

Attempts to fence off the compound or control rights of way have begun
to maximize security and control theft and vandalism especially when
there are big football matches at the stadium. Both front and rear gates
to the College have been installed and these have controlled the myriad
of paths that used to be seen on the college campus.

4.2   Brief History
Dar es Salaam Teachers College was established in 1959 by Sir Richard
Turnbull, the British Governor in Tanganyika. Its first activities were
undertaken in the buildings which today are used by the Chang’ombe
Practicing Primary School. Initially the college aimed at training Asian
teacher’s for Asian primary schools in the then Tanganyika. Students
who completed the course successfully were awarded the Cambridge
School Certificate.

In 1965 the college was moved to its present premise where the
foundation stone was laid by his Excellency, the late Mwalimu Julius
Kambarage Nyerere, the first President of the United Republic of
Tanzania. The first African Principal, was appointed in 1967. Since then
the college started a comprehensive training programme of primary
school teachers for the whole nation without discrimination.

Also in 1966 the college started offering a Diploma programme in
Education to students who had successfully completed form six. After
completion of the course and passing their necessary examinations they

were employed to teach in secondary schools by the Ministry of
Education. In the mid sixties the college was given a task of developing
curricula for Kiswahili and Geography in collaboration with the then
Institute of Education of the University of Dar es Salaam.

In its history, the college had offered different programmes such as
      Health Education Courses which was offered from 1962 – 1966.
       The objectives of these courses were to raise Community Health
       Standards through schools. It was offered to Student Teachers and
       School Inspectors.

      A two years upgrading Diploma course which started in 1967 –
       1994. The main aim was to raise the academic level of primary
       school teachers. One year was spent on A level studies and the
       second for Diploma course.

      Music, Fine Arts, Theatre Arts and Sport courses at Certificate
       level began in 1970 and ended in the year 90s. These courses were
       latter shifted to Butimba Teachers’ College in Mwanza region.

      Home Economics course (female students only) – This course has
       also been transferred to Mandaka Teachers’ College in Moshi
      Grade III A Certificate course which is no longer offered by the

4.3    Administration
As in other Teachers’ Colleges, the College is headed by a Principal who
is answerable to the Director of Teachers’ Education at the Ministry of
Education and Culture. The College has a College Board appointed by

the Regional Commissioner and consists of representatives from the
Ministry and the College staff. The Principal is the Secretary of the

The Principal and Vice-Principal, are assisted by the Dean of students,
Registrar of students, Heads of Departments and supporting staff.
The college also hosts secondary school, a primary school and a pre-
primary as demonstration facilities whose administration is answerable
to the Principal of the College. Figure 1 shows the College Organizational

                 Figure 1: College Organizational Structure

    Advisory Board                     College Principal

Demonstration                          Vice Principal           Supporting Staff
Secondary School

Primary School

  Dean of             Academic               Registrar           Other
  Students            Dean                   of Students         College

House                        Heads of
Matrons and Patrons          Departments

Student                    Subject Tutors

                                    Students/Teacher Trainees

The students elect their own government (SEWAUDA) under the
supervision of the Dean of Students.

4.4   Programmes at Present
Currently the College caters predominantly for pre-service students with
the exception of a few Inservice teachers who have same qualification
with the pre-service. The programmes are:
     Diploma course in Education specializing in Science subjects
      (Physics, Biology, Chemistry and Mathematics), Social Science
      subjects (Geography, History, Language) and Business and
      Commercial subjects. Also, the college offers computer applications

     A one year INSET programme – This programme deals with
      secondary school teachers who graduated their first degrees in
      general degrees without an education component (e.g. B.A and
      M.A.) Upon graduation, the graduates are awarded a Postgraduate
      Certificate to teach in secondary schools.

     Teacher Resource Centre (TRC). The center was established as part
      of   human    capacity   building   programme   in   Science   and
      Mathematics for Primary and Secondary School Teachers. This was
      established through TEAMS project of the Faculty of Education,

4.5   Student intake and enrolment
(a) Students for the diploma courses are selected by the Ministry of
Education and Culture on the basis of their ACSEE results. They require
two principal passes in two teaching subjects which are taught in
secondary schools. The enrolment for the two years of 2003/04 and
2004/05 is shown below:

Table 1: College enrolment in 2003/2004 and 2004/2005

                                    2003/2004                      2004/2005
Sn    Combinations         Male      Female     Total   Male        Female       Total
 1. CA                         23          15     38      16            10         26
 2. CB                         24          12     26      14            09         23
 3. CG                         04          01     05      03            04         07
 4. CM                         04          03     07      05            03         08
 5. EK                         12          25     37      15            21         36
 6. FR                         11          05     16      07            06         13
 7. GB                         17          09     16      10            07         17
 8. GM                         11          06     17      12            04         16
 9. PB                         06          03     09      04            05         09
10. PC                         04          06     10      12            03         15
11. PG                         07          01     08      06            01         07
12. PM                         17          06     23      22            04         26
13. INSET                      20          18     38           -             -       -
TOTAL                        140          110    250     126            77        203

4.6   Staffing and Qualifications
There are presently 37 members of teaching staff, consisting of 11 M.A,
23 BA/B.Sc., 1 Diploma, 1 Grade A Certificate and 1 with a special
certificate. This is, however, a constantly changing situation. Still is
obvious that any decision to transform Chang’ombe into a Constituent
college would have immediate implications in terms of commitment to
recruitment and training of academic staff. The tables 2 and 3 below
show the staffing situation for both academic and non-academic cadres,

Table 2: Teaching Staff by Qualifications and Gender

Qualification          Male        Female       Total
PhD                       -           -           -
MSc                      01           -           01
MSc (Env)                01           -           01
M.A (Ed.)               01-          03           03
M. Phil. Ed              01           -           01
M. Ed (Sc.Ed)             -           -           01
M.A (Ling)                -          02           02
M.A (Demog.)             01          01           01
PGD (Ed)                 01           -           01
B.Ed (Arts)              01          03           04
B.A (Ed)                 05          02           03
B.Ed (Sc)                01          04           09
B.Sc (Ed)                01           -           01
B.A (Gen)                01           -           01
B.Ed (PESC)              01          01           02
B.Com                    01           -           01
Adv.Dipl.                01           -           01
Certificate              02           -           02
TOTAL                    20          17           37

The administrative staff number is 26 but the same commitment is
required for them. For example, the accounts are handled by two
accounts assistants. The Library has one Librarian Gr.III and the
remainder are Form IV (1) and Std.VII(3). Appointment and training of
more qualified administrative and support staff will be required.

Table 3: Non-teaching Staff by Post and Gender

      Respective Post               Male            Female             Total
Accountants                         01                01                   02
Typist                               -                02                   02
Store keepers                       01                02                   03
RMA                                  -                01                   01
Nurses                               -                01                   01
Carpentry                            -                 -                   -
Librarian                            -                01                   01
Office attendants                   01                04                   05
Cooks                               03                04                   07
Gurds                               02                 -                   02
Drivers                              -                 -                   -
Electricians                         -                 -                   -
Lab. Technicians                     -                 -                   -
Plumbers                            01                 -                   01
Office supervisor                    -                01                   01
           TOTAL                    09                17                   26

4.7      Equipment and Vehicles
Owing to a combination of vandalism, theft and lack of rehabilitation, the
condition of the physical plant is critical. Almost all the movable
equipment such as louvers, tables, chairs and even washbasins and
showers     have    been   stolen   with    the   exception   of   those   in   the
Administration block and the Principal’s house. Where sheet glass
windows have been installed, they were largely intact. Recently the
College has acquired 450 new lecture chairs. The electrical fittings has
also been widely vandalized, especially in the students’ dormitories,
teachers’ quarters, cafeteria and some classrooms.

What had not been stolen was largely broken, obsolete or non-existent.
(a)   In the dormitories, wardrobes, toilets, showers, washbasins and
      hotwater tanks need extensive replacement.

(b)   In the kitchen, all seven cookers, the hot water tank and the cold
      room were all out of order. At present cooking was done in an
      improvised external structure outside the cafeteria building using
      firewood and DANIDA had constructed a modern firewood kitchen
      using stoves that required only one third of the usual amount of
      firewood. This would undoubtedly help to alleviate the problem but
      one wonders whether it was an adequate long term solution
      especially considering the location of the College.

      In the dining hall, there were no bulbs, louvers, or chairs. There
      were very few tables. The glass sheet folding doors were intact but
      the folding mechanism was out of order.

(c)   There are no fire extinguishers in the laboratories. However, the
      laboratories have taps, sinks and electricity points. DANIDA was
      also rehabilitating the electricity system by rewiring most of the
      buildings and repairing faulty fittings. However DANIDA had opted
      to use the external wiring system which tended to be a short-lived

(d)   The library has reading tables and chairs for 168 students and 26
      bookshelves. However, the microfilm facilities were out of order.

(e)   The maintenance section consisted of 4 carpentry benches. The
      planer and grinding machine were out of order.

(f)   The dispensary has a stethoscope, a fridge and a bed and a screen.
      The equipment are largely inadequate.

Three of the four telephone lines and many of the 31 extensions were out
of order.

4.8   Physical Facilities
The College was established in 1959 and the buildings were completed in
1965. Most of the buildings had flat roofs which leaked severely owing to
lack of rehabilitation. This had been largely rectified by the DANIDA
Maintenance    team.   The    Administration   building,   teaching   block,
cafeteria, laboratories, library and dormitories had already been reroofed
with corrugated sheeting and plans were underway to reroof the
Principal’s house and teachers’ flats.

The college has a regular supply of water but still seriously suffers from
problems as a result of the former water shortage, toilets and showers
were no longer in use, some of the pipes were blocked and stop cocks
destroyed. The students’ dormitories depended on pit latrines dug
outside. The same applied to many of the teachers’ houses.

The fixtures, including windows and built-in cupboards were all in need
of extensive rehabilitation since they had either been eaten by termites or
vandalized. However, most of the door have been recently replaced.
Office space. The Administration block consisted of six potential offices,
including the office of the Principal, his/her secretary, the Vice Principal,
the Bursar, a general office (39’9” x 17’10”) and what is presently a staff
room (30’4” x 17’10”) with an adjoining kitchen (17’10” x 5’) which could
also be transformed into office space.

There would be, therefore, a shortage of offices space in the event of
Chang’ombe becoming a constituent college. The present block would
probably be insufficient for even the General Administration, let alone
Faculty offices.

The same applies to office for the teachers. There were nine teachers’
offices interspersed with the classrooms. There was also one office next
to the Domestic Science Classrooms, and one in the art room. In the
library block two other offices existed which would probably be taken
over for library use. In addition the small existing shop could be
reconverted into an office and be used along with the next door office at
present used for administration purposes.

SEWAUDA also has one office in the teaching block, similar in size to the
teachers’ offices.

4.8.1 Classrooms/seminar rooms and laboratories. There are 9
classrooms with a capacity of 30 and 1 with a capacity of 70. In addition
there was an audio visual room (capacity 60) art room (capacity 30+)
lecture room, three domestic science classrooms with equipments and a
textile and clothing laboratory which could all be transformed into
classrooms, three seminar rooms, and a Mapinduzi Room which portrays
the history of TANU and is also used as meeting room.

There were also two rooms being used as a staff canteen which were
originally classrooms.

There were also three laboratories (one each for Chemistry, Physics and
Biology) each with a capacity of 24 students. There is only one
preparatory room and office in each laboratory.

In addition, adjacent to the library there was a resource center, a
classroom and a visual aid room which could become either additional
classroom space or be appropriated by the library.

4.8.2 Library. The Library building is a one storey building. The ground
floor consists of a counter, special reserve section (one shelf) reading are
seating capacity of 48, bookshelves, a librarian’s office, a book store
(which houses condemned books) and a processing room.

The first storey had bookshelves and a reading capacity of 120 students
although this could be increased.

The first storey also contains teachers’ offices, a classroom, a visual aid
room and a resource centre. These could all be taken over by the library
for office/storage space thereby enabling some of the ground floor offices
to the transformed into additional reading space/departments such as
periodicals, East Africana and special reserve.

Apart from some donations from the British council, and some American
and Korean sources, many of the books are outdated and sub-standard.
There is need to update and expand all sections. There were sufficient
toilet facilities.

4.8.3 Cafeteria block. This block consists of two main parts, the
dining/assembly hall and the kitchen area. The dining hall consists of a
raised stage and a hall with a seating capacity of 400.

In the long run the feasibility of such a dual purpose hall is open to
question. Chang’ombe needs an auditorium which is separate from the
dining facilities.

The kitchen area had a serving counter, a catering office, a washing area,
a mains control room, five storage rooms, a cold room (out of order) and
toilet facilities. As stated earlier it has been converted into a firewood
kitchen. Its cost efficiency vis a vis use of other sources of energy ought
to be determined.

4.8.4 Student accommodation: The Female Hostels. There are two one storey female hostels
divided into two wings. Each floor of each wing had its own
toilet/washing facilities. The size of the wings range from 6 to 11 rooms.

Each room house two students. In each room there is a one double
decker bed, one fixed reading table, one small moveable bookshelf, one
built-in double wardrobe, two fixed reading lamps, one ceiling lamp and
no sockets.

There is also a common room for each hostel and a common washing
and drying area. In the second hostel there is also one self-contained
teachers’ quarter converted out of the student rooms which could be
used by the Matron.

The rooms are adequate and suitable for a University but a lot of
rehabilitation is necessary in the toilet/washing facilities and in
replacing louvers and mosquito gauze. The capacity for female students
would thus be 146. The Male Hostels. There were also two one-storey hostels
divided into two wings which toilet/washing facilities for each wing.

In each wing, there are four large rooms which contain four double
decker beds (8 students) and one small room with two double decker

beds (4 students). This gives a total capacity of 288 students. However,
the rooms were originally designed for 4 students (large room) and 2
students (small room) and were overcrowded. They had insufficient
reading space. Thus a more realistic accommodation figure would be 144
with the additional possibility of partitioning the large rooms so that
there would be two students to each room.

There was also a common room in each building. However, one had been
converted into a dormitory and the other into a mosque.

Extensive rehabilitation is needed for these hostels as the students
rooms, wardrobes (which are situated in the passage outside) and
washing/toilet facilities were all in a very poor state.

Students were using pit latrines outside, but the rectification of the water
supply should make this unnecessary.

4.8.5 Maintenance section. The college has one plumber, no physical
facilities or equipment exist except for a carpentry workshop which
consists of 4 benches and sufficient handtools (planes, saws, hammers).
Thus only very minor repairs were being carried out at present. It was
obvious that the maintenance section would need to be greatly expanded
to be able to satisfy the college needs, and also a garage established for
minor repairs/servicing of college vehicles.

4.8.6 Dispensary. There was no dispensary. A converted office was being
used. Only one nurse who wears a uniform and an RMA are employed. It
had no equipment, no boiling facilities, no vehicle, no telephone. Thus it
is simply a First Aid room. Patients are referred to Temeke District
Hospital which is about 3 kilometres away for further treatment.

4.8.7 Sports and recreation. There was one pitch for each of the
following: football, Volleyball, Basketball, Handball, Netball, Hockey and
Badminton. Most of the goal posts for these sports fields had been stolen.
There were also climbing frames, which were out of order and close to
collapse. There was a sports office (in one of the teachers’ offices).

For other recreation, the dining hall has facilities for drama (a stage with
a corridor behind it and separate entrance door) films, and holding

The curtains on stage do not work. There is no bar though soft drinks
are sold at the college shop.

4.8.8 Demonstration primary school. This constituted of the original
college buildings. The roof was leaking badly, the windows had no glass
and the doors were out of order. It occupies 6 acres of the college land.

4.8.9 Demonstration Secondary School
The College also has a demonstration Secondary School.
The school has forty five (45) teachers (26 female and 19 male) and five
(5) non teaching staff (all female) see tables 4 and 5). The school is under
the college administration.

Table 4: Teaching Staff by Qualification and Gender

Qualification                Male     Female       Total
PhD                            -          -          -
M.Sc                           -          -          -
M.Sc (Env)                     -          -          -
M.A (Ed)                       -          -          -
M.Ed (Sc.Ed)                   -         01         01
M.A. (Ling)                    -          -          -
M.A. (Demog)                   -          -          -
PGD (Ed)                       -          -          -
B.Ed (Arts)                    -          -          -
B.Ed (Sc)                     01          -         01
B.A.(Ed)                      01         01         02
B.Sc(Ed)                       -          -          -
B.A.(Gen)                     01          -         01
Bed (PESC)                     -          -          -
B.Com                          -          -          -
Adv.Dip                        -          -          -
Diploma                       15         24         39
Certificate                   01          -         01
TOTAL                         19         26         45

16 teachers are on study leaves in various Institutions of Higher learning
in Tanzania.

Table 5: Non Teaching staff by Post and Gender

Respective Post                         Male     Female     Total
Accountants                                  -      01       01
Typists                                      -      02       02
Store keepers                                -          -     -
RMA                                          -          -     -
Nurses                                       -      02       02
Carpentry                                    -          -     -
Librarians                                   -          -     -
Office attendants                            -          -     -
Cooks                                        -          -     -
Guards                                       -          -     -
Drivers                                      -          -     -
Electricians                                 -          -     -
Lab. Technicians                             -          -     -
Plumbers                                     -          -     -
Office supervisors                           -          -     -
TOTAL                                        0      05       05

The Secondary school lacks the following facilities;-
      Staff quarters
      No enough offices for teachers
      Library
      Laboratories
      Assembly hall
      Home economics laboratories
      Electric supplies to the classrooms
      Stores
      No enough classrooms

      Modern toilets for students
      Water supplies
      Transport
      No enough teaching materials
      Telephone
      Most of the teachers are on studies.

4.8.10 Staff Accommodation. The College had accommodation for
eighteen teachers only, together with one house for the headteacher of
the primary school.
The Principal’s house contained three bedrooms, a large sitting/dining
room, a kitchen and storage room, two bathrooms and a self contained
servant’s quarter. The house was generally in good condition except for a
leaking roof, which DANIDA has repaired. There was a one storey block
of 7 flats for teachers with three 2-bedroom, two 3-bedroom and two one
bedroom flats.

The block leaked and needed reproofing and many doors and louvers
need replacing. There were four semi-detached bungalows housing 8
families; 6-3 bedroom and two – 2 bedroom. There were still in good
condition. There were two 1 bedroom houses. One of these was in the
female hostel and the other was a bungalow.

There was obviously a need to expand the existing accommodation.

4.8.11 Other facilities. There was a small college shop, a nursery
school with plans to build a permanent structure.

Postal facilities were in Temeke (3 kilometres away) and a branch of NBC
has also recently been opened in Temeke.

The rehabilitation activities required for each building is as follows: -

1.    Main administration block
      -       Replacement of wooden fixtures
      -       Repair of General office
      -       Repair of toilets
      -       Painting internally
      -       Servicing and repair of sunbreakers.
      -       Repair electrical installation

2.    Extention Teaching Block Rehabilitation
      -       Repair of spalling ceiling
      -       Introduction of window shutters
      -       Replacement of broken glass pane
      -       Replacement of doorframes and shutters
      -       Repair and replacement of wc’s, whb and urinals
      -       Construction of septic tank and soak away pits.
      -       Repair electrical installation construction

3.    Library building
      -       Changing    100mm      louvers    and   soft   wood   frames   to
              aluminium windows
      -       Repair part of ceiling and walls affected by dampness
      -       Repair toilets to function properly
      -       Repair electrical installation
      -       Inspect and test the generator
      -       Rectify electrical installation

4.     British Classroom Block
          -   Replace defective wooden structures

     -    Provide hardwood frames and door shutters
     -    2Nos double door 1200mm wide
     -    7Nos single door 900 wide
     -    Replace broken glass
     -    Repair damaged floor
     -    Resting standby generator

5.   Home Economic Building
     -    Demolish weldmesh, cookery units sinks
     -    Provide aluminium window shutters
     -    Rectify electrical installation

6.   Cafeteria Building
     Assembly Hall
     -    Make partition
     -    Dismantle stage
     -    Provide window shutter
     -    Dismantle kitchen equipments including cold room
     -    Resurface kitchen floor to enable it be converted into lecture
     -    Provide window shutters

7.   Small classroom
     -    To be converted into wcs

8.   Walkways
     -    To be provided with lighting

9.   Dormitories
     -    Replace roofing sheets

      -    Repair ceiling
      -    Construct wardrobes
      -    Replace water tanks 1,000ltr 12Nos
      -    Replace wcs, whb all associated plumbing works for water
           supply and four and waste water systems.
      -    Construct septic tank and soak away common rooms
      -    Repair and facelift common rooms dampwall repair replace
           broken glass service doors to open and close properly
      -    Repair water supply and waste water system
      -    Face lift the drying area
10.   Staff houses
      -    Repair window frames
      -    Replace louver corner frames and louvric blades
      -    Fix mosquito gaure
      -    Replace plumbing fittings
      -    Replace waste and foul water systems
      -    Replace water supply system
      -    Repair roof leakages
      -    Replace water tanks
      -    Replace door frames and shutters
11.   Secondary Schools
      -    Construction of physics, biology and Chemistry laboratories
      -    Equipping laboratories
12.   Primary School
      -    Rehabilitation of two classroom blocks including partitioning
           of four classrooms
      -    Rehabilitation of toilet block
13.   Nursery School
      -    Rehabilitation of existing block
      -    Rehabilitation of play grounds


Table 6:       Summary Budget for Rehabilitation

SN         Item                             Amount in TShs.                       Remarks
                                            For Sub-item         For Item
1.         Administration block
              - Rehabilitation                10,000,000.00
              - Extension                    196,680,000.00
              - Furnishing for                 9,840,000.00      216,520,000.00
2.         Teaching block
              - Rehabilitation                30,000,000.00
              -     Extension                431,570,000.00
              -     Furnishing for            21,580,000.00
                  extension                    8,990,000.00      492,140,000.00
              - Ablution block
3.         Library block                         35,350,000.00    35,350,000.00
4.         British classroom block
              - Rehabilitation                   16,650,000.00
              - Annex including
                  servicing Generator             5,000,000.00    21,650,000.00
5.         Home Economic block
           - Rehabilitation                      20,000,000.00
           - Furnishing                           6,000,000.00    26,000,000.00
6.         Cafeteria building
              - Changing to lecture          108,360,000.00
                  rooms                       40,000,000.00      148,360,000.00
              - Furnishing
7.         Walkways       –    providing          2,000,000.00     2,000,000.00
           security lights
8.         Dormitories
              - Male                             38,000,000.00
                       - Roofing
                        - Rehabilitation         71,740,000.00
              - Female
                       - Roofing                 22,640,000.00
                        - Rehabilitation         40,160,000.00   172,540,000.00
9.         Staff Houses
              - Principals Houses                 6,670,000.00
              - Staff houses A                   32,300,000.00
              - Staff houses B                   34,800,000.00    73,770,000.00
10.        Demonstration Secondary
            - Construction             of     75,000,000.00
                laboratories 3Nos            150,000,000.00      225,000,000.00
            - Equipping the labs
11.        Demonstration         Primary         15,000,000.00    15,000,000.00

12.   Demonstration         Nursery         15,000,000.00     8,000,000.00
13.   Electrical Installation               60,000,000.00    60,000,000.00
14.   Water supply
      - Rehabilitation of pipes and
        water tanks                           16,500,000
      - Tanks to buildings                    40,000,000     56,500,000.00
15.   Rehabilitation of sports
          - Football pitch)                  5,000,000.00
          - Handball)
          - Basketball)
          - Netball)
          - Valley ball)
          - Lawn tennis)                     8,000,000.00    13,000,000.00
          - Badminton)
16.   Maintenance of Green area
      18,000,000 per annum
17.   Other facilities
          - Construction          of    960,000,000.00
             multipurpose hall.
          - Construction          of
             students         centre    691,200,000.00
             including restaurant.      122,000,000.00      1,773,200,000.
          - Staff canteen                                               00
18.   Roads resurfacing                 500,000,000.00      500,000,000.00
19    Pavements reconstruction            7,200,000.00        7,200,000.00
20    Rehabilitation of college
      Fence and gates                       15,000,000.00    15,000,000.00
                                                   TOTAL     3,851,230.00


     Table 7:   Assessment Of Furniture

SN      Type of Furniture  Unit  Quantity             Quality
                                           Rejected     Major    Minor    Retained
                                                        Repair   Repair
1       Classroom Desk     EA    370       -            7        15       348
2       Classroom Chair    EA    372       3            -        13       356
3       Coffee Table       EA    4         -            -        -        4
4       Dinning Table      EA    21        -            21       -        -
5       Dinning Bench      EA    66        -            -        1        65
6       Arm Chair Steel    EA    10        -            5        1        4
7       Vernon Chair Steel EA    9         -            -        -        9
8       Laboratory Stool   EA    50        -            -        5        45
9       Steel Chair With   EA    340       40           50       15       235
        Writing top
        (Mkonga Chair
10      Plastic Chair      EA    30        -            -        -        30
11      Lounge Chair TTC   EA    16        -            -        -        16
12      Table Steel        EA    50        -            3        8        39
13      Office Chair       EA    15        7            -        4        4
14      Typist Chair       EA    2         -            2        -        -
15      Small Table        EA    10        -            -        7        3
16      Reading Table      EA    20        -            -        -        20
17      Large Table        EA    8         -            -        3        5
18      Reading Table      EA    3         -            -        -        3
19      Executive Table    EA    1         -            1        -        -
20      Executive Chair    EA    3         -            -        -        3
21      Book shelve        EA    2         -            -        -        2
22      Book shelve        EA    9         -            -        -        9
23      File Rake Wooden   EA    29        -            -        -        29
24      File Rake Steel    EA    1         -            -        -        1
25      Letter Pigeon Hole EA    7         -            -        -        7
26      Trolley Steel      EA    3         -            -        1        2
27      Cabinet catalogue  EA    4         -            4        -        -
28      File cabinet       EA    7         -            3        -        4
29      File Cabinet Small EA    5         -            5        -        -
30      Table Tennis Table EA    1         -            -        -        1
31      Cupboard Glass     EA    7         -            -        -        1

32         Cupboard Panel        EA      5              -             -        -           5
33         Cupboard              EA      1              -             -        -           1
34         Working Table Lab     EA      18             -             18       -           -
35         Spring Bed            EA      200            200           -        -           -
36         Bed wooden            EA      176            -             -        -           176
           (Double Decker)

B.          STAFF HOUSES
SN         Type Of Furniture      Unit       Quantity                Quality
                                                        Rejected      Major    Minor       Retained
                                                                      Repair   Repair
1          Book Shelve            EA         5                                             5
2          Bed Spring             EA         6          6
3          Wall Mirror (Fixed)    EA         8                                             8
4          Cupboard               EA         6                        2        2           2
5          Dinning Table          EA         8                                             8
6          Coffee Table           EA         4                                             4
7          Plastic Chair          EA         35                                            35
8          Table Steel            EA         3
9          Coach Twin             EA         5          5
10         Coach Single           EA         3          3
11         Dressing Table         EA         1
12         Sofa set               EA         2
13         Bed Wooden             EA         7
14         Office Chair           EA         7                                             7
15         Wooden Coach           EA         1                                             1

     The rehabilitation, construction and equipping the college facilities need
     to be prioritized and phased. It is recommended to group the activities
     into four (4) major priority groups.

     8.1     Priority One
     Priority one indicates activities that should be done prior to starting
     university programmes and should be rehabilitation of the water supply
     and its associated plumbing works, repair of wooden fixtures in academic
     block refurbishment of the library building and replacement and
     purchasing       of   furniture,    rehabilitation       of   sewer   system,   and

refurbishment of four blocks of dormitories. It should also involve
rehabilitation of electrical installation. These activities need to be
completed by September 2004 the cost implication for these activities is
as shown in the table 8 below:-

Table 8:    Budget for Priority One Activities
S/N    Item                               Amount in TShs.         Remarks
1.     Upgrading of water supply and                              Estimates based
       rehabilitation of plumbing systems                         on condition at
       in all buildings                       40,000,000          the time of the
2.     Rehabilitation of sewage systems
       to college buildings. Septic tank
       soak away pits piping                      12,000,000.00
3.     Rehabilitation      of     Dormitories
       windows doors’ wardrobes, roofs
       ceiling part of floor.                   172,540,000.00
4.     Refurbishment of library providing
       window shutters, security grilles,
       furniture and fixtures to library.         35,350,000.00
5.     Rehabilitation of electrical system
       to college bindings                        50,000,000.00
6      Rehabilitation of teaching block           68,990,000.00
6.     Provision of facilities - furnishing       50,000,000.00
7.     Recruitment of staff                      130,000,000.00

8.2   Priority two
Priority two includes activities that need to be initated such as the
construction of multipurpose hall for up to 600-800 people combined
with students centre, Cafeteria and shopping center and this will give
way for the existing cafeteria to be converted into lecture rooms. It
should also include construction and equipping of physics, chemistry
and biology labs for demonstration secondary school. Rehabilitation of
principal’s house and block of flats for teachers as well as vertical

extension to administration block. The priority will also include purchase
of 2 motor vehicles. Activities under priority two should be implemented
during 2004/05 financial year. The cost implication of these activities is
as shown in Table 9 below: -

Table 9:      Budget for Priority Two Activities

SNo.       Item                             Amount in TShs.   Remarks
1.         Construction of Physics biology
           and chemistry laboratories. For
           demonstration Secondary            75,000,000.00
2.         Equip the above demonstration
           for demonstration secondary       150,000,000.00
3.         Conversation of the cafeteria
           into lecture rooms.               148,360,000.00
4.         Construction or acquire                 -          Private
           students’ hostels                                  provider
5.         Construction of a premise to
           offer catering services,          850,000,000.00   Phase 1
           shopping and students’ centre
           including multipurpose hall
6.         Rehabilitation of principal’s
           house and the block of flats for   38,970,000.00
           Purchase of 2 vehicles and         80,000,000.00
           Vertical       extension      to
           Administration block.             206,520,000.00
           Installation of main water tank    16,500,000.00

           TOTAL                              1,665,350.00

8.3 Priority three
Priority three shall include completion of construction of multipurpose
hall, students centre, cafeteria and shopping centre (phase II) and
conversion of the existing cafeteria into lecture rooms. It shall also
include rehabilitation of staff houses B, primary school class rooms and
toilet blocks, paved roads and open walkways as well as vertical
extension of the teaching block. The upgrading of electrical installation

improvement    of   water   supply   and   sewer    system    to   the   three
demonstration schools shall also be done under this priority. The cost
implication for these activities is as shown in the table below. –

Table 10:   Budget for Priority Three Activities

SNo.    Item                               Amount in TShs. Remarks
1.      Rehabilitation of staff houses       34,800,000.00
2.      Rehabilitation of
        Demonstration school
        classrooms and toilet blocks.         23,000,000.00
3.      Rehabilitation of paved roads
        and walkways.                       507,200,000.00
4.      Vertical extension to teaching
        block                               453,150,000.00
5.      Construction of students’
        centre rooms phase II               813,200,000.00
6.      Upgrading of electrical
        installation, water supply and
        sewer to the three
        demonstration schools.                10,000,000.00

        TOTAL                                 1,841,350.00

8.4 Priority four
Priority four shall be rehabilitation of sports grounds and college fencing
including gates and guardhouses. Cost implication of these activities is
shown in the table below: -

Table 11:   Budget for Priority Four Activities

S/N    Items                                  Amount             Remarks
1.     Rehabilitation of sports grounds         15,000,000.00
2.     Rehabilitation of college fencing
       including entrance gates and guard
       houses                                   15,000,000.00
       TOTAL                                   30,000,000.00


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