タンザニア基礎教育補完センター(COBET)の現状と課題

This paper discusses current development in the Complementary Basic Education program (COBET), which aims to contribute to the provision of alternative learning opportunities for out-of-school children, particularly girls in a non-formal setting.

The Ministry of Education and Culture started the program as part of the Basic Education Master Plan (BEMP) in 1999. Unlike traditional primary schools, the COBET centers have no school fees, no uniforms, no corporal punishment and no child labour. Three facilitators, who receive regular training, teach in classes using an interactive approach. The curriculum is enhanced with skills considered essential for children to live a decent life, as well as adapting the formal primary school course. Children who achieve high scores can enter formal primary schooling or sit for the Primary School Leaving Examination (PSLE) under special arrangement.

However, the program has confronted several difficulties in the process of implementation. The most significant problem is that, even in COBET centers there are fewer girls than boys and their performance tends to be lower than boys. In Kisarawe and Masasi, community leaders tended to register boys who are considered to be in need of education, rather than girls. Boys who are loitering around and engaging in bad behavior are visibly out of school, whereas girls who are working at home or in the homes of others are less visibly out of school and easier to control. A combination of reasons for girls' lower performance in COBET centers in Kisarawe and Masasi was found from interviews:
・ Girls have less time to study at home and are more tired because they have to do a great many household chores whereas boys have a great deal of time to play and study.
・ Parents tend to regard girls as needing to be married early rather than needing to be educated.
・ Girls tend to be shy when they reached puberty. In particular, when they have finished the initiation ceremony, they become preoccupied with thoughts about boyfriend and marriage.
From class observations, some findings emerged. Facilitators attempt to use interactive and effective teaching methods, but their teaching skills do not seem to be fully developed. Some children are eager to study while others sit and listen in class because they cannot read and write.

In conclusion, COBET appears to be a remarkable program, contributing to the provision of alternative learning opportunities for out-of-school children. It is expected that COBET will have an influence on the formal primary education system in achieving universal primary education in Tanzania.