HakiElimu Tanzania has continued to demonstrate its strong commitment to promoting gender equality and social inclusion by conducting specialized training for stakeholders of the SAUTI ZETU project. This initiative aims to strengthen the involvement of all groups in development activities especially in the education sector to ensure that no one is left behind.

The training brought together staff from implementing partner organizations, including Child Support Tanzania (CST), Sawa Wanawake Tanzania (SAWA), Organization for Community Development (OCODE), Mtwara Non-Governmental Organizations Network (MTWANGONET), Save Education and Future Development Trust, as well as community leaders such as school heads, local government officials, and education officers from Bagamoyo, Mtwara, Ifakara, Mbeya City, and Mvomero.

Empowering Stakeholders to Implement Gender-Responsive Development Projects

Opening the training session, HakiElimu’s Gender and Development Expert, Ms. Nuria Mshare, emphasized the importance of ensuring that all development projects prioritize gender equality and reach marginalized groups.

“We expect to see institutions giving priority to groups that are often forgotten, including people with disabilities, women, girls, and marginalized communities,” said Ms. Nuria.
“This is crucial when planning and implementing budgets that affect all citizens.”

Community Members Should Participate from Project Design to Evaluation

From CST in Mbeya, Ms. Hildergade Mehrab, Head of Projects and Advocacy, highlighted that transparency and community involvement are essential to the success of social development initiatives.

“It is important to give the end beneficiaries a voice from the project design stage all the way to its evaluation. This helps gather insights from all sides—citizens, experts, and the government, when beneficiaries are well informed, involved, and actively engaged from project design to evaluation, they develop a strong sense of ownership. This increases the likelihood that the initiative will remain sustainable even after the project ends” Dr. Mehrab noted.

Community Participation Improves Learning Environments

Speaking on the role of communities in education, Ms. Leonora Ngowi, Monitoring and Evaluation Officer at SAWA, explained that community engagement is a powerful driver of child-friendly learning environments.

“When the community participates fully, children receive better support and improved learning conditions because every stakeholder understands their responsibility,” she said.

Teachers Motivated to Strengthen Inclusive Education

For educators, the training has also served as a source of motivation.
Mr. Jangson Mwang’ombola, Head Teacher of Lusanga Primary School in Mvomero, shared that inclusive education is key to promoting equality in schools.

“Inclusive education brings together children with and without challenges, and gives all of them equal learning opportunities regardless of disability,” he explained.

Mr. Renatus Kisenha, Head Teacher of Nianinjema Primary School from Bagamoyo, added that the training enhanced his understanding of how to eliminate stigma and strengthen collaboration among teachers, parents, and students.

HakiElimu Continues its Mission to Promote Equality and Child Protection

HakiElimu reaffirmed its commitment to continue providing training and collaborating with education stakeholders across the country to ensure that the principles of gender equality, inclusion, and child protection are upheld in the education sector and in broader development efforts.

The SAUTI ZETU project continues to stand out as a strong example of how organizations, government and communities can work together to improve children’s lives and foster equality at every stage of development.

Dodoma, Tanzania — October 2025:

Over 80 education stakeholders gathered at Morena Hotel, Dodoma, for the Annual SAUTI ZETU Stakeholders’ Reflection on Inclusive Education, a two-day event that showcased how community-driven action is transforming learning opportunities for children with disabilities across Tanzania.

Organized by HakiElimu in collaboration with Community Working Groups (CWGs) from Babati, Ukerewe, Tabora, Mpwapwa, and Geita, the reflection meeting was held under the theme: “Amplifying Community Voices for Inclusive Education – Learning from the Field.”

A Movement Rooted in Accountability and Inclusion

The SAUTI ZETU project, co-implemented by HakiElimu and its partners, promotes transparency, responsiveness, and government accountability in the implementation of the National Strategy for Inclusive Education (2021/22–2025/26). By fostering collaboration among citizens, civil society organizations, and government institutions, the project empowers communities to demand and support equitable, inclusive education for all children, particularly those with disabilities or from marginalized backgrounds.

Stories of Change from the Field

Each district presented powerful stories showing that inclusion is possible when communities take ownership:

• Babati: Door-to-door awareness campaigns and school meetings have increased enrolment of children with disabilities by 20%, while locally made teaching aids are making classrooms more engaging.
• Ukerewe: The Community Education Register helped identify 47 out-of-school children with disabilities, many of whom are now re-enrolled.
• Tabora: Communities built disability-friendly ramps and toilets using local materials for restoring dignity and accessibility for all learners.
• Mpwapwa: Teachers are leading peer-learning clubs where students with and without disabilities learn together, breaking stigma and fostering teamwork.
• Geita: A Sign Language Club at Kasamwa Primary School has transformed communication for deaf learners and inspired parents to enroll more children with disabilities.

These stories highlight the transformative power of empathy, innovation, and collaboration at the grassroots level.

Challenges and Lessons Learned

Participants acknowledged significant progress but also pointed out ongoing challenges—limited teacher training in inclusive pedagogy, inadequate funding, inaccessible infrastructure, and weak coordination between education, health, and social welfare sectors.

Despite these barriers, the reflection reaffirmed key lessons:

• Inclusive education begins at the community level.
• Teacher attitude and competence are central to success.
• Reliable data drives advocacy and accountability.
• Inclusion extends beyond disability to address poverty, gender, and protection.
• Collaboration between sectors ensures children are supported holistically.

As one teacher from Mpwapwa observed,

“When children learn and play together, stigma disappears and every student feels valued.”

Pathways Forward: Commitments for 2026

Participants agreed on practical actions to sustain the gains of inclusive education:

• Institutionalize continuous teacher training through Teachers’ Resource Centers (TRCs) and MEWAKA.
• Establish District Inclusive Education Task Forces to coordinate data, referral, and support systems.
• Advocate for dedicated budget lines for inclusion within Planning and Reporting Tools (PlanRep).
• Improve school accessibility and safety through community participation.
• Strengthen child protection mechanisms in collaboration with social welfare offices.
• Continue public awareness campaigns to challenge stigma and discrimination.

HakiElimu will continue convening reflection forums and supporting evidence-based advocacy to ensure that inclusive education becomes a norm rather than an exception in Tanzania.

 About SAUTI ZETU

The SAUTI ZETU (“Our Voices”) Project is a multi-year initiative by HakiElimu that promotes government accountability and community participation in implementing inclusive education policies. By empowering citizens, strengthening CSOs, and enhancing government responsiveness, the project contributes to a more equitable and inclusive education system where every child can learn and thrive.

At HakiElimu, we believe that every child regardless of gender deserves access to quality, inclusive education. However, creating truly equitable learning environments requires more than just policies and goodwill. It demands deliberate, coordinated action especially from those who shape education systems at the grassroots level. That’s why, through our Gender and Education Transformative (GET) project, we are working closely with Local Government Authorities (LGAs) to ensure that gender equality is embedded at the core of education planning and budgeting.

Why Local Government Matters

In Tanzania, the implementation of education policies falls under the Regional Administration and Local Government (RALG). LGAs are not merely administrators rather they play a critical role in translating national gender equality commitments into tangible changes at the community level. Without their active involvement, meaningful progress remains out of reach.

Recognizing this crucial role, HakiElimu recently convened a four-day stakeholders’ engagement meeting at Nashera Hotel in Dodoma. The reflection session brought together 40 officials from eight GET project councils: Musoma, Muleba, Babati, Iramba, Korogwe, Mpwapwa, Kilosa, and Mkuranga. The objective was to strengthen the participants’ capacity to implement gender-responsive practices in education planning and service delivery.

Building Skills, Identifying Gaps, Driving Change

During the sessions, participants engaged deeply with the concept of gender equality in education. They explored key gender concepts, assessed how gender biases may be present in existing education plans, and learned practical strategies for integrating gender considerations into their daily work.

A significant part of the workshop involved reviewing the 2024/25 and 2025/26 education plans and budgets to identify areas where gender issues were overlooked. Based on these insights, participants collaboratively developed a Gender Mainstreaming Framework to guide their actions through 2027/28. This framework is not just a strategic document it is a roadmap toward more inclusive and effective governance.

Participants came from a diverse range of departments, including Planning, Community Development, Social Welfare, and Education, representing both primary and secondary school levels. This diversity promoted a comprehensive and inclusive discussion, reinforcing that achieving gender equity is a shared responsibility across all sectors.

Voices from the Field

The workshop left a lasting impression on participants; many of whom reflected on the new knowledge and perspectives they had gained.

These reflections underscore an important truth that when officials are empowered with the right tools and understanding, they become influential agents of change in their communities.

Looking Ahead

The journey towards gender transformative education is neither quick nor easy but it is one worth pursuing. Progress is being made step by step, plan by plan, and budget by budget. At HakiElimu, we are committed to walking this path alongside our local government partners, ensuring that national commitments translate into meaningful change at the grassroots level.

Our continued support through the GET project goes beyond capacity building. It is about empowering LGAs to become champions of equality, inclusion, and justice. Because real transformation does not happen in policy papers, it happens when leaders at all levels take committed action to make education work for every child.