Trees in a large number can be termed as forest. The forest covers about one third of the total land. The trees can be natural or artificial. This resource is very wonderful as it provides multiple benefits to human and Environment as general.
Trees are widely appreciated for the bountiful products they produce and the beauty they contribute to our environment. Trees also provide many conservation benefits. Forest/Trees are important in Tanzania due to numerous goods and services they offer both to the National Economy and to the society. In both rural and urban areas, wood based energy consumption is estimated to account for about 92% of total energy consumed in the country. (MNRT 1998).The estimated contribution to the Gross Domestic Product (GDP) in 1998 was 3.3% including hunting.
Out of the total energy used in Tanzania about 90% is generated from wood. Tanzania Traditional Energy and Environment Development Organization (TaTEDO) recently revealed that about 65 million m3 of wood for fuel are consumed annually. The amount of wood fuel consumed will continue to increase with the increasing population. This is causing serious over-exploitation and degradation of natural forests.
Trees are wonderful resources as roots grip and hold the topsoil, slowing runoff and leads to soil control, trees can reduce the speed water movement and reducing erosion and water pollution. Hence creates the beautiful landscape we have today, if there could be no trees the landscape could be skeleton as all soil could be taken by erosion agents. Now were using the top soil for several important uses.
Leafy tree canopies conserve moisture, slow the wind, keep the air clean, help quiet loud traffic noises, and provide shade from the hot summer sun.
Trees also create welcome home for birds and wildlife as they act as wild animal habitants and lead to the creation of several parks.
Trees and other green plants are the energy basis for all animal life to grow and function. Through the process of photosynthesis, plants convert light (solar energy) from the sun into chemical energy that is stored in the plant as carbohydrates (sugars) as it grows.
Trees produce several products like, timber which can be used for making furniture. Also trees produces building materials like poles, thatch, fencing sticks.
From forest also we get important fruits with important nutrition for our body the fruits for food and flowers for decorating our areas all this we can get from trees.
Trees regulates climate and leads to rainfall attraction as trees adds humid to the atmosphere and leads to formation of clouds, now through forest we can get rainfall for growing our crops and getting water for our uses.
From trees we also get medicinal values from roots and leaves, where these medicines can be used for treating several diseases.
Pastures are obtained for animals, gums can be collected from trees, bee wax and honey and fibbers can be collected from trees.
Trees has social significance where it creates Sites for traditional worship/believes and ceremonials, athletics beautifulness where picnic and tourism are taking place, also these are good sites for leisure.
Forest can be for commercial significance as produces timber which can be traded and we can get money, also forest may beautify landscape which will attract tourism and different species can be traded world wide.
Forest ecologically is important in the protection of water resources as it protects water catchments area not to dry up during dry season and we also get several species of animals and plants.
Trees acts as carbon sink because reduces carbon dioxide and releases oxygen; hence we can continue living as we depend getting oxygen from trees and we give up carbon dioxide which is being taken by trees, so this proves that no trees no life.
Trees must be replanted as they are used severely due to its important to almost each sector, now the great care and much effort must be applied so as to save the available trees while planting the new so as to win this war of welcoming the desert. The Problems of forest reduction is increasing daily due to population expansion and forest are cut down for settlement expansion and farm expansion also for getting building materials.
Fire problems which can be natural fire or man made fire must also be controlled as once there is an outbreak of these fire leads to disappearance of million of tree species. Therefore more care must be on avoiding the causal of the wild fire unless it caused by natural.
Tanzania is endowed with large areas of forest resources, which could contribute to the national economy if well taped. What is important is to use this resource in a sustainable manner, when using today put in mind that tomorrow is coming. Forest resource is renewable but if not used sustainably it will change into non renewable resource.
Due to its important forest resource is a crucial resource as it provides several vital needs to our life so we must join efforts to conserve this resource. The forest participatory management approach must be encouraged as the indigenous people are more familiar with their forest than any other.
Joyneth Mbogo
joymbogo@yahoo.com
Wednesday, July 22, 2009
Tuesday, July 21, 2009
A GREAT NEED; ACCESS TO ENVIRONMENTAL INFORMATION
Information-processing has become increasingly visible and important in economic, social, and political life. One familiar piece of evidence is the statistical growth of occupations, media, institution and organizations specializing in information activities, with advanced tools for accessing the information.
So for this reason the community is deeply eager to access the information easily since the system of accessing information is globally simplified and they are aware of that e.g. the growing application of optic fibers. But some leaders still think that most of community members are uneducated hence they can’t need to access on environment information! I am alerting that the growth of Civil Society Organizations is much active on this and there is a great change to occur because most development goals are set for the human and his/her environment.
Being sincerely on this, there are still some barriers to environmental information thus result to unfair use of natural resources, poor accountability and a secrecy-poor running of Natural Resource Management. Especially by leadership and some Acts of the parliament e.g. Newspaper Act No. 3 of 1976 about having and spreading information made “secret” by the Government or some Authority. And at the same time the constitution of Tanzania promotes right to find, receive and to give information without any restriction.
Let there be transparency, togetherness for a vision of mass development in a safe sphere. Since we all need to protect, get to know anything about environment and still benefit it sustainably.
David Sylveste,
jichokwavijana@gmail.com
So for this reason the community is deeply eager to access the information easily since the system of accessing information is globally simplified and they are aware of that e.g. the growing application of optic fibers. But some leaders still think that most of community members are uneducated hence they can’t need to access on environment information! I am alerting that the growth of Civil Society Organizations is much active on this and there is a great change to occur because most development goals are set for the human and his/her environment.
Being sincerely on this, there are still some barriers to environmental information thus result to unfair use of natural resources, poor accountability and a secrecy-poor running of Natural Resource Management. Especially by leadership and some Acts of the parliament e.g. Newspaper Act No. 3 of 1976 about having and spreading information made “secret” by the Government or some Authority. And at the same time the constitution of Tanzania promotes right to find, receive and to give information without any restriction.
Let there be transparency, togetherness for a vision of mass development in a safe sphere. Since we all need to protect, get to know anything about environment and still benefit it sustainably.
David Sylveste,
jichokwavijana@gmail.com
ACCOUNTABILITY FOR OUR REPRESENTATIVES
There have been many meetings, conferences, workshops and mass gathering focusing growth and reduction of poverty in Tanzania, through different strategies, commitment and resources from domestic stakeholders and development partners in the medium term. But the issue of required or expected to justify actions or decisions (accountability) is still something to work on before even those gathering or meetings, because people are poor but pretend to be fine, when we talk about Tanzania is among the poorest countries globally people agree but the one who refuses is the one who has either seen how rich the country is. Ranked as the 5th top tourism income earner in Africa with annual receipts of US$739 million (World Tourism Organization, 2001) but then with no distribution of this information to local level even to the representatives who attend the meetings its like nothing going on in Tanzania’s Development! That’s why they end up in accepting everything talked … I totally disagree about Tanzania been poor but it’s the Tanzanian’s representatives being poor on Management and Accountability in the strategies for growth and reduction of poverty that are claimed.
Taking an idea of some representatives whom we choose to own authority for a period of time, and help the community in developmental issues, sleeping in the parliament! meetings, conferences Its totally enough to show poor accountability…dear reader if you need to prove this just go or watch carefully the parliament in your nearest broadcasting TV or attend meetings and see for your self, people are tired in the morning sleeping, while they gain a lot of money just for making them strong, brainstorm and ready to represent us. I have broken the silence and my heart is open and my eyes are ready to see the change … Having Tanzanite, Kilimanjaro, Lake Victoria, Serengeti, Lake Tanganyika, Bagamoyo and green land that is represented by our flag who mean we are poor? Not yet poor its just management and accountability
David Sylvester,
jichokwavijana@gmail.com
Taking an idea of some representatives whom we choose to own authority for a period of time, and help the community in developmental issues, sleeping in the parliament! meetings, conferences Its totally enough to show poor accountability…dear reader if you need to prove this just go or watch carefully the parliament in your nearest broadcasting TV or attend meetings and see for your self, people are tired in the morning sleeping, while they gain a lot of money just for making them strong, brainstorm and ready to represent us. I have broken the silence and my heart is open and my eyes are ready to see the change … Having Tanzanite, Kilimanjaro, Lake Victoria, Serengeti, Lake Tanganyika, Bagamoyo and green land that is represented by our flag who mean we are poor? Not yet poor its just management and accountability
David Sylvester,
jichokwavijana@gmail.com
LOCAL GOVERNMENT AUTHORITY NOT EQUIPPED TO MANAGE WILDLIFE
Management and conservation of wildlife under local governments (district level) is questionable due to lack of gears to manage them in the authority they follow.
According to Tanzanian Wildlife Conservation Act, there are four agencies that are entrusted to manage wildlife in the country. These are Wildlife division that manage wildlife in Game Reserves, Tanzania National Park managing wildlife in National parks, Ngorongoro Conservation Area Authority that manage wildlife in Ngorongoro Conservation Area as well as Local Government Authorities that manages wildlife in Open Areas as well as in Game Controlled Areas.
The above three agencies are well equipped in term of human resources, vehicles as well as weapons to protect and manage the wildlife. This is not the case once it comes to local government authority whereby it is a tradition to find district with wildlife to manage but without enough human resources and other protective gears to be used to management purposes.
A good example is in Mkinga District in Tanga region whereby like other district in the country Mkinga manages Umba Game Controlled Area, the game area bordering Kenya. The district has two game officers who have been recently employed to exercise their duties. They are actually working in easier said than done environment as they do not have any game scouts nor any weapon or vehicles to manage wildlife they are entitled to.
This has resulted in number of human wildlife conflicts between the communities living adjacent to the Umba Game Controlled area and animals especially elephants. Elephants once invade the farms they usually raid crops to large extent as no one is chasing them away. The wildlife officers try in their level best to chase them but since they do not have any weapon nor game scouts their effort is always unfruitful.
As we are now in the hunting term, many hunters are now operating in Umba Game Controlled Area, but with no one to escort them. It has been a traditional in this Game Controlled Area where hunters hunt beyond their hunting quotas, hunting without following the principle of sustainable hunting as well as using weapon not recommended so as to easy hunt and catch the animals they want just because no one is there watching what they are doing. I think it won’t be wrong if at all we refer it as a legally poaching activity? It is a legally poaching because the way how is being conducted signifies it legality and its illegality at the same time.
As the new Wildlife Act number 5 of 2009 is in its implementation process, I argue to the government to find a way of incorporating this problem facing wildlife under local government authority so that they can be protected as those in other wildlife management agencies. Let the governments equip the local government authority in term of human resources as well as other resources including vehicles and weapons to better manage the wildlife they are supposed to manage for the national interest and not otherwise.
william nambiza,
nambizaw@yahoo.com
According to Tanzanian Wildlife Conservation Act, there are four agencies that are entrusted to manage wildlife in the country. These are Wildlife division that manage wildlife in Game Reserves, Tanzania National Park managing wildlife in National parks, Ngorongoro Conservation Area Authority that manage wildlife in Ngorongoro Conservation Area as well as Local Government Authorities that manages wildlife in Open Areas as well as in Game Controlled Areas.
The above three agencies are well equipped in term of human resources, vehicles as well as weapons to protect and manage the wildlife. This is not the case once it comes to local government authority whereby it is a tradition to find district with wildlife to manage but without enough human resources and other protective gears to be used to management purposes.
A good example is in Mkinga District in Tanga region whereby like other district in the country Mkinga manages Umba Game Controlled Area, the game area bordering Kenya. The district has two game officers who have been recently employed to exercise their duties. They are actually working in easier said than done environment as they do not have any game scouts nor any weapon or vehicles to manage wildlife they are entitled to.
This has resulted in number of human wildlife conflicts between the communities living adjacent to the Umba Game Controlled area and animals especially elephants. Elephants once invade the farms they usually raid crops to large extent as no one is chasing them away. The wildlife officers try in their level best to chase them but since they do not have any weapon nor game scouts their effort is always unfruitful.
As we are now in the hunting term, many hunters are now operating in Umba Game Controlled Area, but with no one to escort them. It has been a traditional in this Game Controlled Area where hunters hunt beyond their hunting quotas, hunting without following the principle of sustainable hunting as well as using weapon not recommended so as to easy hunt and catch the animals they want just because no one is there watching what they are doing. I think it won’t be wrong if at all we refer it as a legally poaching activity? It is a legally poaching because the way how is being conducted signifies it legality and its illegality at the same time.
As the new Wildlife Act number 5 of 2009 is in its implementation process, I argue to the government to find a way of incorporating this problem facing wildlife under local government authority so that they can be protected as those in other wildlife management agencies. Let the governments equip the local government authority in term of human resources as well as other resources including vehicles and weapons to better manage the wildlife they are supposed to manage for the national interest and not otherwise.
william nambiza,
nambizaw@yahoo.com
CONTRIBUTION OF IMPROVED CHARCOAL STOVE PRODUCERS IN SUSTAINABLE UTILIZATION OF NATURAL RESOURCES
INTRODUCTION
Environment is a very important part of human life
Concerning the surrounding including living and non living organisims. The social- economic part of human being depends on environment, for example industries, business, agriculture etc
The environment in a good shape contributes in accomplishing the developmental activities. Also basic human needs like food, clothing and shelter come from the environment, for example raw materials used in making different kind of clothes, the food we eat and the materials used for building house such as timber and thatched grasses for roofs.
EFFORTS IN PRESERVING THE ENVIRONMENT
Protecting the environment is not something which can be done by one person and that’s why Nations, Governments, institutions and even NGOs’ have been cooperating with great determination in protecting the environment.
Tanzania is one of the Sub-Sahara coutries leading environmental preservation efforts. In fulfilling this effort it has been penning down different contracts in order to get aid from different countries and ratifying International Convetions on Environmental Management such as United Nation Framework Convention on Climate Change, Ramsar Convention and many other of environmental concern.
TaTEDO is among these NGOs’, which apart from conserving the environment; this Institution has also involved itself in achieving the modern sustainable energy initiatives together with reducing poverty especially in urban and rural areas. TaTEDO has been working closely with local communities in their areas in ensuring that they access modern energy technologies in improving their lives.
The use of traditional sources of energy within the city of Dar es salaam has been rising daily for many years now. This is due huge number of people using charcoal for cooking. Over 80 percent of the population in Dar es salaam use charcoal and firewood as a major fuel for cooking, this is due to increase in cost for alternative sources of energy like gas and electricity causing many Tanzanian resulting to most of them using biofuels eg charcoal and firewood.
As the population increases so is the use of fuel due to increase in demand. Almost 90 percent of charcoal used in Dar es Salaam is produced from forests within villages, districts and regions surrounding the city of Dar es salaam such as Lindi, Mtwara and Pwani.
Pugu forest is a good example of one such forest located in Kisarawe district, it is in danger of extinction because of excessive deforestation activities and burning of charcoal caused by increased demand of charcoal within Dar es salaam city.This Government owned forest has been invaded by people from different Regions with the purpose of burning the charcoal and cutting down trees with no consideration that the forast is supposed to be preserved.
Due to this problem the Institution for developing sustainable energy and conserving the environment (TaTEDO) in collaboration with two specialists from department of statistics, did a research on artisans who make improved stoves in Dar es Salaam.
The main aim of this research was to assess the number of artsans/improved stove producers, also to know their environment and the size of their projects.
This empowerment involves education on how to make these cookers by using modern and sustainable technology which does not have effect to our environment.
QUALITY/EFFICIENT CHARCOAL STOVE
This cooker as it is known to many as quality/efficient charcoal stove was given the name because of its nature of using minimal amount of charcoal, is made by using modern and sustainable technology. It is more liked because of its efficiency incookin while conserving heat energy than traditional aluminium made charcoal stoves. It uses small amount of charcoal hence reduces cost, its raw materials are locally availabe and the cooker is durable because is made using modern technology.
Good example is a cooker called ‘Sazawa’ made by Institution for developing sustainable energy and conserving the environment (TaTEDO). This cooker is made by corrugated iron sheet, iron and two bars made by clay and together with a mixture of cement and dust of remains of paddy.
The stove is proved to be more than 70% effficient than the normal traditional charcoal stove hence reduce difforestation and emission of carbon to air.
TaTEDO has also been making efficient firewood cookers which uses less firewood in cooking large amount of food quicker, hence serves the environment from large damage.
CRAFTSMEN OF QUALITY COOKERS’ IN DAR ES SALAAM
The research done by TaTEDO through its depertment of Sustainable Bio-energy in Dar es salaam city April of 2009 at Temeke, Kinondoni and Ilala Districts, showed that, the field of improved stove has been growing fast in recent years. This has been proven by small industries, groups and individuals involved in making improved cooking stoves and sell them to earn some cash.
Big industries like Kasana-Temeke and Vingunguti-Kinondoni which have been runing for years did show an increase in production because of market growth.
This production has increase by a big percent and they have been selling their cookers in Dar es salaam, upcountry and even export to neighbouring countries like Mozambique.
Despite massive production of the cookers, still the
Users have been few because of failure to buy them due to high price which ranges between Tsh. 1800 - 2500 for which an average Tanzanian living under $ 1 a day can not afford to buy.
CONCLUSION AND ADVICE
Difficult economic situation is the major source leading to environmental degradation in
our country and other developing countries where by demand for energy is inevitable.
The artisans have been working in difficult situation leading to their work being hard, production being low causing poor availability of their goods.
Every Tanzanian using charcoal as fuel , will greatly reduce the use of charcoal and hence reduce the effects of charcoal production to our forests while serving the income of Tanzanian if they have access to the improved charcoal stove. For example a family which uses one sac of charcoal for two weeks (i.e 14 days) for cooking in a traditioal corrugated iron cookers may use the same sac for one month (i.e 30 days) andin so doing they would have saved the use of charcoal and even the cost saved out of this use would have been used to improve the quality of Tanzanians most of whom are poor.
Inorder to serve our environment from production of charcoal, the Goverment, Institutions, NGOs’ should educate people on better ways of burning charcoal inorder to preserve our enviroment .
This empowerment may be :
• Educational; which may enable the use of modern and cheap technology.
• Financially; which may enable expansion of their projects to increase production and hence simplify the availability of their goods.
• Provide special areas for their wok and hence reduce their migration from one place to another which in turn will increase efficiency.
• Business; many craftsmen do not have enough knowledge about business. Its better different institutions help in providing business education so that they can run profitable business.
Many craftsmen who makes quality cookers, if valued and given priority they will for sure contribute greatly in preserving our environment.
The Environment is life, hence it’s everyone’s responsibility to protect and utilize it sustainably.
victoria maeda,
posh_vk@yahoo.com
Environment is a very important part of human life
Concerning the surrounding including living and non living organisims. The social- economic part of human being depends on environment, for example industries, business, agriculture etc
The environment in a good shape contributes in accomplishing the developmental activities. Also basic human needs like food, clothing and shelter come from the environment, for example raw materials used in making different kind of clothes, the food we eat and the materials used for building house such as timber and thatched grasses for roofs.
EFFORTS IN PRESERVING THE ENVIRONMENT
Protecting the environment is not something which can be done by one person and that’s why Nations, Governments, institutions and even NGOs’ have been cooperating with great determination in protecting the environment.
Tanzania is one of the Sub-Sahara coutries leading environmental preservation efforts. In fulfilling this effort it has been penning down different contracts in order to get aid from different countries and ratifying International Convetions on Environmental Management such as United Nation Framework Convention on Climate Change, Ramsar Convention and many other of environmental concern.
TaTEDO is among these NGOs’, which apart from conserving the environment; this Institution has also involved itself in achieving the modern sustainable energy initiatives together with reducing poverty especially in urban and rural areas. TaTEDO has been working closely with local communities in their areas in ensuring that they access modern energy technologies in improving their lives.
The use of traditional sources of energy within the city of Dar es salaam has been rising daily for many years now. This is due huge number of people using charcoal for cooking. Over 80 percent of the population in Dar es salaam use charcoal and firewood as a major fuel for cooking, this is due to increase in cost for alternative sources of energy like gas and electricity causing many Tanzanian resulting to most of them using biofuels eg charcoal and firewood.
As the population increases so is the use of fuel due to increase in demand. Almost 90 percent of charcoal used in Dar es Salaam is produced from forests within villages, districts and regions surrounding the city of Dar es salaam such as Lindi, Mtwara and Pwani.
Pugu forest is a good example of one such forest located in Kisarawe district, it is in danger of extinction because of excessive deforestation activities and burning of charcoal caused by increased demand of charcoal within Dar es salaam city.This Government owned forest has been invaded by people from different Regions with the purpose of burning the charcoal and cutting down trees with no consideration that the forast is supposed to be preserved.
Due to this problem the Institution for developing sustainable energy and conserving the environment (TaTEDO) in collaboration with two specialists from department of statistics, did a research on artisans who make improved stoves in Dar es Salaam.
The main aim of this research was to assess the number of artsans/improved stove producers, also to know their environment and the size of their projects.
This empowerment involves education on how to make these cookers by using modern and sustainable technology which does not have effect to our environment.
QUALITY/EFFICIENT CHARCOAL STOVE
This cooker as it is known to many as quality/efficient charcoal stove was given the name because of its nature of using minimal amount of charcoal, is made by using modern and sustainable technology. It is more liked because of its efficiency incookin while conserving heat energy than traditional aluminium made charcoal stoves. It uses small amount of charcoal hence reduces cost, its raw materials are locally availabe and the cooker is durable because is made using modern technology.
Good example is a cooker called ‘Sazawa’ made by Institution for developing sustainable energy and conserving the environment (TaTEDO). This cooker is made by corrugated iron sheet, iron and two bars made by clay and together with a mixture of cement and dust of remains of paddy.
The stove is proved to be more than 70% effficient than the normal traditional charcoal stove hence reduce difforestation and emission of carbon to air.
TaTEDO has also been making efficient firewood cookers which uses less firewood in cooking large amount of food quicker, hence serves the environment from large damage.
CRAFTSMEN OF QUALITY COOKERS’ IN DAR ES SALAAM
The research done by TaTEDO through its depertment of Sustainable Bio-energy in Dar es salaam city April of 2009 at Temeke, Kinondoni and Ilala Districts, showed that, the field of improved stove has been growing fast in recent years. This has been proven by small industries, groups and individuals involved in making improved cooking stoves and sell them to earn some cash.
Big industries like Kasana-Temeke and Vingunguti-Kinondoni which have been runing for years did show an increase in production because of market growth.
This production has increase by a big percent and they have been selling their cookers in Dar es salaam, upcountry and even export to neighbouring countries like Mozambique.
Despite massive production of the cookers, still the
Users have been few because of failure to buy them due to high price which ranges between Tsh. 1800 - 2500 for which an average Tanzanian living under $ 1 a day can not afford to buy.
CONCLUSION AND ADVICE
Difficult economic situation is the major source leading to environmental degradation in
our country and other developing countries where by demand for energy is inevitable.
The artisans have been working in difficult situation leading to their work being hard, production being low causing poor availability of their goods.
Every Tanzanian using charcoal as fuel , will greatly reduce the use of charcoal and hence reduce the effects of charcoal production to our forests while serving the income of Tanzanian if they have access to the improved charcoal stove. For example a family which uses one sac of charcoal for two weeks (i.e 14 days) for cooking in a traditioal corrugated iron cookers may use the same sac for one month (i.e 30 days) andin so doing they would have saved the use of charcoal and even the cost saved out of this use would have been used to improve the quality of Tanzanians most of whom are poor.
Inorder to serve our environment from production of charcoal, the Goverment, Institutions, NGOs’ should educate people on better ways of burning charcoal inorder to preserve our enviroment .
This empowerment may be :
• Educational; which may enable the use of modern and cheap technology.
• Financially; which may enable expansion of their projects to increase production and hence simplify the availability of their goods.
• Provide special areas for their wok and hence reduce their migration from one place to another which in turn will increase efficiency.
• Business; many craftsmen do not have enough knowledge about business. Its better different institutions help in providing business education so that they can run profitable business.
Many craftsmen who makes quality cookers, if valued and given priority they will for sure contribute greatly in preserving our environment.
The Environment is life, hence it’s everyone’s responsibility to protect and utilize it sustainably.
victoria maeda,
posh_vk@yahoo.com
Monday, July 20, 2009
THE RIGHT TO ENVIRONMENTAL INFORMATION
It is agreeable by every one of us that information is power yet existing systems of governance favor administrative secrecy thereby monopolizing the right to information in the hands of private stakeholders, environmental issues being among.
In Tanzania the right to give and receive information is openly given in the constitution of the United Republic of Tanzania, 1977.
Article 18(1) of the constitution stipulates that subject to the laws of the land every person is entitled to freedom of opinion and expression, that is to say the right to freely hold and express opinions and seek, receive and impart information and ideas through any media and regardless of frontiers. Freedom from interference with correspondence is guaranteed.
Article 27 (1) highlights the importance of sustainable use of natural resources for the benefit of the citizens of Tanzania by providing that every person is obliged to safeguard and protect the natural resources of the United Republic, state property and all property jointly owned by the people, as well as to respect another person’ property.
Not only the articles above but also there are environmental policies such as those of forestry, wildlife to mention but a few shows how committed the government is as far as environmental issues in the country are concerned. However there are numerous data which have been researched and others are predicted, climate change issues is a good example but not given to the target. So far the larger population is not aware and does not know where and how to acquire these environmental information.
It is high time now to disclose what is hidden and encourage further critical investigations, amend remnants of acts and provisions which in one way or another do not provide a room for citizens up to the grassroots to share their views and question environmental information, TOGETHER WE CAN.
Failure to acquire environmental information from either public authorities or private sectors is deny to human rights, how should we distinguish it from other injustice? If we really look forward environmental accountability, easy and free access to environmental information is a pillar. The wise says, "If you are not part if the solution, you are part of the problem".
BEATRICE BENJAMIN
beatricebenjamin62@yahoo.com
In Tanzania the right to give and receive information is openly given in the constitution of the United Republic of Tanzania, 1977.
Article 18(1) of the constitution stipulates that subject to the laws of the land every person is entitled to freedom of opinion and expression, that is to say the right to freely hold and express opinions and seek, receive and impart information and ideas through any media and regardless of frontiers. Freedom from interference with correspondence is guaranteed.
Article 27 (1) highlights the importance of sustainable use of natural resources for the benefit of the citizens of Tanzania by providing that every person is obliged to safeguard and protect the natural resources of the United Republic, state property and all property jointly owned by the people, as well as to respect another person’ property.
Not only the articles above but also there are environmental policies such as those of forestry, wildlife to mention but a few shows how committed the government is as far as environmental issues in the country are concerned. However there are numerous data which have been researched and others are predicted, climate change issues is a good example but not given to the target. So far the larger population is not aware and does not know where and how to acquire these environmental information.
It is high time now to disclose what is hidden and encourage further critical investigations, amend remnants of acts and provisions which in one way or another do not provide a room for citizens up to the grassroots to share their views and question environmental information, TOGETHER WE CAN.
Failure to acquire environmental information from either public authorities or private sectors is deny to human rights, how should we distinguish it from other injustice? If we really look forward environmental accountability, easy and free access to environmental information is a pillar. The wise says, "If you are not part if the solution, you are part of the problem".
BEATRICE BENJAMIN
beatricebenjamin62@yahoo.com
COMMUNITY LIBRARIES A SOLUTION TO INADEQUACY ENVIRONMENTAL INFORMATION
The launching of community libraries in villages will be of assistance to people living in remote areas to get an access to environmental information to be aware of protecting and managing their environment. This will get to the bottom of the current situation where the grassroots communities living in remote areas are not well informed about the environment due to be deficient in of environmental information in their localities. It will go hand in hand with the implementation of the National Constitution that address the right of people being informed about weather conditions, safety and quality of water, chemicals and their uses and their effects to people’s health and the environment, right to be informed about development plans that might have adverse impact to environment.
Findings of different research reveals that Policies, Laws, Regulations and different Magazines and Leaflets about not only environment but also other information are found in District Offices, Ward Offices and rarely in Villages Offices especially those in remote areas. And if found in Villages Offices they might be the villages that in one way or another had a project running in the them whereby villages that have never received any project is difficulty to find this kind of information.
The situation has impaired many grassroots communities to abide on the laid down procedures and regulations of protecting environment and management of Natural Resources and even to deal with those who destroy the environment as they have no information on the does and the don’ts. A good example is Segoma Village in Mkinga District where the village government unknowingly sold a part of Segoma Forest Reserve buffer zone to an investor who cleared the bought buffer zone with an aim of opening maize farm that is contrary to Forest Act of 2002. According to this Act it should be left an area of 60 to 100 meters as buffer zone from the forest for conservation purposes. It was however noted that the village government had no information about the area to be left as a buffer zone due to lack of the Forest Act. As it is stipulated in the Laws that an ignorance of the Law is not an excuse to an offence, those who were involved in this scandal have been held responsible of the offence.
Among the important issues that are emphasized in Environment Management Act of 2004 are the people to be informed about different environmental information, the right to be involved in decision making in environmental issues and the right to take someone before the court of law who takes any undertaking that destruct or indicates environment destruction. This information for so long have not been getting the target group especially the grassroots communities in remote areas due to poor means of delivering it to this part of the group.
By using community libraries policies, laws and different regulations and other environmental information will be admitted easily by people in remote areas for them to take action. The availability will smooth the progress of the community to know their rights in environment management and their responsibilities to protect environment and manage natural resources. It will also persuade the habit of reading to this part of the group as currently there are claims that most Tanzanians have no reading habit the notion that I practically disagree with it. People need to read but they have nothing to read in place, but if given they are ready to read.
I advice the government to incorporate community libraries in its local government reform as it give the impression among the ways that the community gets information easier. So as to easy this, it is the responsibility of the non governmental organization dealing with environmental conservation in grassroots communities to start launching community libraries in their working areas to widen the chance of the community being informed about environmental issues.
William Nambiza;
nambizaw@yahoo.com
Findings of different research reveals that Policies, Laws, Regulations and different Magazines and Leaflets about not only environment but also other information are found in District Offices, Ward Offices and rarely in Villages Offices especially those in remote areas. And if found in Villages Offices they might be the villages that in one way or another had a project running in the them whereby villages that have never received any project is difficulty to find this kind of information.
The situation has impaired many grassroots communities to abide on the laid down procedures and regulations of protecting environment and management of Natural Resources and even to deal with those who destroy the environment as they have no information on the does and the don’ts. A good example is Segoma Village in Mkinga District where the village government unknowingly sold a part of Segoma Forest Reserve buffer zone to an investor who cleared the bought buffer zone with an aim of opening maize farm that is contrary to Forest Act of 2002. According to this Act it should be left an area of 60 to 100 meters as buffer zone from the forest for conservation purposes. It was however noted that the village government had no information about the area to be left as a buffer zone due to lack of the Forest Act. As it is stipulated in the Laws that an ignorance of the Law is not an excuse to an offence, those who were involved in this scandal have been held responsible of the offence.
Among the important issues that are emphasized in Environment Management Act of 2004 are the people to be informed about different environmental information, the right to be involved in decision making in environmental issues and the right to take someone before the court of law who takes any undertaking that destruct or indicates environment destruction. This information for so long have not been getting the target group especially the grassroots communities in remote areas due to poor means of delivering it to this part of the group.
By using community libraries policies, laws and different regulations and other environmental information will be admitted easily by people in remote areas for them to take action. The availability will smooth the progress of the community to know their rights in environment management and their responsibilities to protect environment and manage natural resources. It will also persuade the habit of reading to this part of the group as currently there are claims that most Tanzanians have no reading habit the notion that I practically disagree with it. People need to read but they have nothing to read in place, but if given they are ready to read.
I advice the government to incorporate community libraries in its local government reform as it give the impression among the ways that the community gets information easier. So as to easy this, it is the responsibility of the non governmental organization dealing with environmental conservation in grassroots communities to start launching community libraries in their working areas to widen the chance of the community being informed about environmental issues.
William Nambiza;
nambizaw@yahoo.com
Saturday, July 4, 2009
SUSTAINABLE USE OF FOREST PRODUCT
Forests and woodlands cover around 40% of the total land area, yet support the livelihoods of 87% of poor population who live in rural areas. Over 90% of the energy used in the country is wood fuel derived from the forests.
High rural and urban demand for forest product due to population growth result into increases rate of harvesting trees in forest and woodland area.
The utilization of forest product in most area is conducted unsustainable and this may result to deforestation or soil erosion to respective areas. Several measures should be taken to ensure that these resources are utilized sustainable.
Government, Non-Governmental Organizations(NGOs), and other stakeholder should take action to this to ensure that our forest resources are utilized sustainable by provide education and training to local communities on the effects of unsustainable utilization of forest product and what method should be taken to ensure that this resource is utilized sustainable such as use of improved firewood saving stoves in rural areas, which will reduce the workload to women and children and conserve forest resources by reducing frequencies of encroaching forest firewood collection. Also people can be trained to use other source of energy such as Biogas and Solar energy for cooking and lighting which are cheap and environmental friend.
Most of Tanzania population depends on forest product so it is responsibility of you and me to ensure that forest resources are utilized sustainable for the benefit of the present and future generation.
Heri jackson
herij26@gmail.com
High rural and urban demand for forest product due to population growth result into increases rate of harvesting trees in forest and woodland area.
The utilization of forest product in most area is conducted unsustainable and this may result to deforestation or soil erosion to respective areas. Several measures should be taken to ensure that these resources are utilized sustainable.
Government, Non-Governmental Organizations(NGOs), and other stakeholder should take action to this to ensure that our forest resources are utilized sustainable by provide education and training to local communities on the effects of unsustainable utilization of forest product and what method should be taken to ensure that this resource is utilized sustainable such as use of improved firewood saving stoves in rural areas, which will reduce the workload to women and children and conserve forest resources by reducing frequencies of encroaching forest firewood collection. Also people can be trained to use other source of energy such as Biogas and Solar energy for cooking and lighting which are cheap and environmental friend.
Most of Tanzania population depends on forest product so it is responsibility of you and me to ensure that forest resources are utilized sustainable for the benefit of the present and future generation.
Heri jackson
herij26@gmail.com
MOROGORO DISTRICT IS IN DANGER TO LOOSE ITS BIODIVERSITY
It is so amazing to see natural resources are in danger situation while we have our local authorities that should insure natural resources are properly managed. Provided the fact that every citizen has the duty to protect natural resources as our Constitution provide as well under Article 27 (1). But the majority is not aware on laws; hence the Local Authorities has the duty to insure people at grassroots understand equitable use of natural resources.
It has been observed that the deterioration of Biodiversity in Morogoro District is due to inadequate awareness to individuals on how they should play their part to protect natural resources.
One citizen said “we always see forest products carried into Lories, but we don’t know whether they have been obtained legally or illegally. He went on saying “we are not aware on procedures to be followed on harvesting timber products”.
According to observation done by Union of Non-Governmental Organisations (UNGO) in Morogoro shows that there is inadequate participation of member communities to sustainable use of natural resources in Morogoro district. This amount to brutal demolishing of natural resources especially forest.
Since we have laws, policies and procedures that can be used to manage our resources, why don’t we implement them effectively by involving every individual to play it part?
The research made on loose of biodiversity in morogoro district shows that individuals are not aware on these laws, policies and procedures on sustainable use of natural resources so as maintain our biodiversity.
It is a time that our local authorities should insure there is high participation of individuals at grassroots whom most are surrounded with biodiversity. This can be done through information sharing like translating laws, policies and procedures in a simple language then disseminate to them. Also conducting meetings to address environmental issues and trainings. All these will create awareness to every individual on conserving our biodiversity.
Angelus Runji
runjifred@yahoo.com
It has been observed that the deterioration of Biodiversity in Morogoro District is due to inadequate awareness to individuals on how they should play their part to protect natural resources.
One citizen said “we always see forest products carried into Lories, but we don’t know whether they have been obtained legally or illegally. He went on saying “we are not aware on procedures to be followed on harvesting timber products”.
According to observation done by Union of Non-Governmental Organisations (UNGO) in Morogoro shows that there is inadequate participation of member communities to sustainable use of natural resources in Morogoro district. This amount to brutal demolishing of natural resources especially forest.
Since we have laws, policies and procedures that can be used to manage our resources, why don’t we implement them effectively by involving every individual to play it part?
The research made on loose of biodiversity in morogoro district shows that individuals are not aware on these laws, policies and procedures on sustainable use of natural resources so as maintain our biodiversity.
It is a time that our local authorities should insure there is high participation of individuals at grassroots whom most are surrounded with biodiversity. This can be done through information sharing like translating laws, policies and procedures in a simple language then disseminate to them. Also conducting meetings to address environmental issues and trainings. All these will create awareness to every individual on conserving our biodiversity.
Angelus Runji
runjifred@yahoo.com
MOUNT KILIMANJARO: THE VICTIM OF GLOBAL CLIMATE CHANGE
A study conducted in Kilimanjaro reported that deforestation in the foothills of Kilimanjaro has steadily diminished cloud and mist cover on the mountain, which in turn has tended reduced general humidity, directly affecting the health of the glaciers. Evidently the mountain deserve particular attention; the glacier is projected to disappear by 2015-2020 following intensive climate catastrophes which are in large part because of human activities, indeed if greenhouse gas emissions, the leading cause of climate change continues the global temperature will increase to 5.8˚C by the end of the 21st century.
There are environmental problems identified so far like land degradation, inadequate water supply, pollution, habitat fragmentation and loss of biodiversity, deterioration of aquatic systems deforestation and frequent forest fire.
The global warming associated with green house gas emission coupled with the later environmental problems yield effects including; reduced rainfall which compromise water flows leading to water scarcity for agriculture, biodiversity survivor and energy production. The other effect is temperature elevation which disrupts the ecological balance for example it favors malaria vector survival associated with malaria epidemics in Kilimanjaro, a new phenomenon in the region but again endanger other temperature sensitive species.
Climate change is now a global issue posing challenges to the very survival of mankind and sustainable development. It is a systematic change in the key dimensions of climate. Climate change is real and is happening, beyond the traditionally held categorization of climate change problems as environmental issue, it is clearly a development issue with a direct impact on poverty reduction strategies, food security, economic growth, health, human rights, governance and equity.
Thus from the ecological perspective the residents in the region are trying to defend their survivor cheaply through encroachment of the park, illegal logging, opting for unsustainable conventional or traditional shifting agriculture, wildfire for charcoal and honey collection, surprisingly its said, there are those who burn so as in turn get employed in breaking off the fire due to life hardship. All of these form a viscous cycle of destruction to natural resources.
Mount Kilimanjaro, the highest one in Africa with an altitude of 5895m above sea level is found in the Northern Tanzania and it’s among the potential National Park in contributing to the national economy. The park was designated as the World Heritage site by UNESCO in 1987.
Beatrice Benjamin
bbn_83@yahoo.com
There are environmental problems identified so far like land degradation, inadequate water supply, pollution, habitat fragmentation and loss of biodiversity, deterioration of aquatic systems deforestation and frequent forest fire.
The global warming associated with green house gas emission coupled with the later environmental problems yield effects including; reduced rainfall which compromise water flows leading to water scarcity for agriculture, biodiversity survivor and energy production. The other effect is temperature elevation which disrupts the ecological balance for example it favors malaria vector survival associated with malaria epidemics in Kilimanjaro, a new phenomenon in the region but again endanger other temperature sensitive species.
Climate change is now a global issue posing challenges to the very survival of mankind and sustainable development. It is a systematic change in the key dimensions of climate. Climate change is real and is happening, beyond the traditionally held categorization of climate change problems as environmental issue, it is clearly a development issue with a direct impact on poverty reduction strategies, food security, economic growth, health, human rights, governance and equity.
Thus from the ecological perspective the residents in the region are trying to defend their survivor cheaply through encroachment of the park, illegal logging, opting for unsustainable conventional or traditional shifting agriculture, wildfire for charcoal and honey collection, surprisingly its said, there are those who burn so as in turn get employed in breaking off the fire due to life hardship. All of these form a viscous cycle of destruction to natural resources.
Mount Kilimanjaro, the highest one in Africa with an altitude of 5895m above sea level is found in the Northern Tanzania and it’s among the potential National Park in contributing to the national economy. The park was designated as the World Heritage site by UNESCO in 1987.
Beatrice Benjamin
bbn_83@yahoo.com
COALITION FORE ACCOUNTABILITY IN NATURAL RESOURCE MANAGEMENT
Environmental Civil Societies organizations of Tanzania have formed a coalition to address accountability in natural resource management.
Speaking to the opening of the meeting that was held at WWF TPO on 08th June 2009, Mr. Molten Erickson the CSO Programme Technical Advisor said that there is a need of this coalition to address misuses of natural resource in Tanzania as togetherness brings more impact than working in separate.
He said Tanzania has been loosing economically and environmentally due to lack of accountability, corrupt and criminal practices in natural resource managements as different report signifies. He cited a report “Does Aid Work”, a report that indicates that more than 50 percent of the Norwegian funding to Natural Resource Management in the period of 1994 to 2006 must have been misused (USD 30 millions out of USD 60 millions). On the other hand a report on illegal logging in the Southern Tanzania by Traffic /Milledge 2007 also address Tanzania annually loosing USD 52millions as the result of leakage in payment of royalties and taxes of forest that were harvested. Moreover more revenue is lost to wildlife hunting fees whereby hunting blocks that are sold at USD 8,000 that can easily be sold at USD 40,000.
The coalition meeting was attended by Tanzania Natural Resource Forum (TNRF), Tanzania Forest Conservation Group (TFCG), Policy Forum, Lawyers Environmental Action Team (LEAT), Concern Worldwide and Legal and Human Right Center (LHRC). The coalition will be open, informal and inclusive body for all organization, bodies and individual that will support the declaration and contribute to overall vision and goals of the coalition.
The coalition will target to address the accountability campaign in natural resource management in the coming National Local Election and in the National Election in 2010.The coalition will be funded by Royal Norwegian Embassy through the Programme to Strengthen Civil Environment Society Organizations of Tanzania. Currently there is TSh 50 to 60 millions to support the campaign. The coalition will be working to do the following activities.
• Develop a declaration against corruption that all participating organization will support and seek broad support among Tanzanian organization.
• Develop a communication strategy with value and guidelines for how the coalition will communicate and raise issues.
• Have one annual public event highlighting the values of natural resource and the destruction by corrupt management.
• Address corruption issues related to natural resource management in general and in the subsector through the year and information and documentation is revealed.
• Consider establishing a central information hub where public and organization can inform anonymously about corruption and use this information to challenge the responsible authority.
• Challenge donors to do corruption on their support to the management of natural resource and make finding public.
It was agreed upon that to start with , the coalition will support the already existing initiative that address accountability in the natural resource management like “Mama Misitu” of TNRF and other initiatives in the participating organization. On the other hand six CSO volunteered to draft the coalition document and the way how it will be structured. The CSOs that volunteered were LEAT, Concern Worldwide, Policy Forum, LHRC as well as WWF TPO. The next meeting will be held on 17th of September 2009.
Speaking to the opening of the meeting that was held at WWF TPO on 08th June 2009, Mr. Molten Erickson the CSO Programme Technical Advisor said that there is a need of this coalition to address misuses of natural resource in Tanzania as togetherness brings more impact than working in separate.
He said Tanzania has been loosing economically and environmentally due to lack of accountability, corrupt and criminal practices in natural resource managements as different report signifies. He cited a report “Does Aid Work”, a report that indicates that more than 50 percent of the Norwegian funding to Natural Resource Management in the period of 1994 to 2006 must have been misused (USD 30 millions out of USD 60 millions). On the other hand a report on illegal logging in the Southern Tanzania by Traffic /Milledge 2007 also address Tanzania annually loosing USD 52millions as the result of leakage in payment of royalties and taxes of forest that were harvested. Moreover more revenue is lost to wildlife hunting fees whereby hunting blocks that are sold at USD 8,000 that can easily be sold at USD 40,000.
The coalition meeting was attended by Tanzania Natural Resource Forum (TNRF), Tanzania Forest Conservation Group (TFCG), Policy Forum, Lawyers Environmental Action Team (LEAT), Concern Worldwide and Legal and Human Right Center (LHRC). The coalition will be open, informal and inclusive body for all organization, bodies and individual that will support the declaration and contribute to overall vision and goals of the coalition.
The coalition will target to address the accountability campaign in natural resource management in the coming National Local Election and in the National Election in 2010.The coalition will be funded by Royal Norwegian Embassy through the Programme to Strengthen Civil Environment Society Organizations of Tanzania. Currently there is TSh 50 to 60 millions to support the campaign. The coalition will be working to do the following activities.
• Develop a declaration against corruption that all participating organization will support and seek broad support among Tanzanian organization.
• Develop a communication strategy with value and guidelines for how the coalition will communicate and raise issues.
• Have one annual public event highlighting the values of natural resource and the destruction by corrupt management.
• Address corruption issues related to natural resource management in general and in the subsector through the year and information and documentation is revealed.
• Consider establishing a central information hub where public and organization can inform anonymously about corruption and use this information to challenge the responsible authority.
• Challenge donors to do corruption on their support to the management of natural resource and make finding public.
It was agreed upon that to start with , the coalition will support the already existing initiative that address accountability in the natural resource management like “Mama Misitu” of TNRF and other initiatives in the participating organization. On the other hand six CSO volunteered to draft the coalition document and the way how it will be structured. The CSOs that volunteered were LEAT, Concern Worldwide, Policy Forum, LHRC as well as WWF TPO. The next meeting will be held on 17th of September 2009.
Wednesday, July 1, 2009
G8: Africa Must Rethink Development Model
Extract from article commenting on the recent G8 meeting.
Development is the Ability to interpret/understand the World and creatively/efficiently respond to the challenges that confront humanity in order to increase the levels of human comfort on earth. The current development model sustains Africans on the "scratch the soil" level while they (G8 and re/emerging economies) import raw materials and add value to them. Adding value to African raw materials enables importing countries to grow their industries, financial and knowledge sectors while the African is left with hoe in hand scratching the soils for minerals and crop. Please note that even chicken in Western Kenya scratch the soil. Little ingenuity is needed in the scratch the soil model!
Africa should not wait for the G8 group; they should open up their countries to free movement of people on the continent. Movement coupled with legal safeguards to promote individuals keen to be original, imaginative, inspired, ingenious and innovative enough to put their dreams in practice will spur a wave of real development. The G8 is only keen to throw money at our challenges, but that will not help change our century old attitude of applying "monkey see - monkey do economics." As my village illustrates, Africa indeed needs infrastructure, but focus too must be on developing the people - and this is not synonymous to access to Western education.
Development is not highways and skyscrapers. Development is about people (and not G8 on Africa's behalf) creatively responding to nature in order to enhance their levels of living comfort on earth.
I look forward to adding Zambia to my ongoing intra Africa exchange program currently targeting Uganda, Tanzania and Zimbabwe!
By James Shikwati
For full article, see: http://www.africanexecutive.com/modules/magazine/articles.php?article=4479&magazine=236
James Shikwati james@irenkenya.org is Director, Inter Region Economic Network
Development is the Ability to interpret/understand the World and creatively/efficiently respond to the challenges that confront humanity in order to increase the levels of human comfort on earth. The current development model sustains Africans on the "scratch the soil" level while they (G8 and re/emerging economies) import raw materials and add value to them. Adding value to African raw materials enables importing countries to grow their industries, financial and knowledge sectors while the African is left with hoe in hand scratching the soils for minerals and crop. Please note that even chicken in Western Kenya scratch the soil. Little ingenuity is needed in the scratch the soil model!
Africa should not wait for the G8 group; they should open up their countries to free movement of people on the continent. Movement coupled with legal safeguards to promote individuals keen to be original, imaginative, inspired, ingenious and innovative enough to put their dreams in practice will spur a wave of real development. The G8 is only keen to throw money at our challenges, but that will not help change our century old attitude of applying "monkey see - monkey do economics." As my village illustrates, Africa indeed needs infrastructure, but focus too must be on developing the people - and this is not synonymous to access to Western education.
Development is not highways and skyscrapers. Development is about people (and not G8 on Africa's behalf) creatively responding to nature in order to enhance their levels of living comfort on earth.
I look forward to adding Zambia to my ongoing intra Africa exchange program currently targeting Uganda, Tanzania and Zimbabwe!
By James Shikwati
For full article, see: http://www.africanexecutive.com/modules/magazine/articles.php?article=4479&magazine=236
James Shikwati james@irenkenya.org is Director, Inter Region Economic Network
Monday, June 22, 2009
«Pedagogy for the people» - Grundtvig and the Folk High Schools
Some supplementary information to the introduction at the training in June.
Historical setting for the movement creating the Folk High Schools: Scandinavia as poor countries, education for the privileged, meaningless to the poor.
Clear parallel to situation in many of the countries we work. – Not at least when it comes to the pedagogical methods and the “oppression of the mind”., ref Norw school history.
Some extracts from Grundtvig's educational ideas and the background for the Nordic «Folk High Schools», of which there are about 350-400 today.
N. F. S.Grundtvig, 1783-1872.
Danish minister, Member of Parliament, poet, writer and school-founder. Graduated with a degree in theology in 1801, he was familiar with the classical languages and philosophical methods of his time.
He strongly disliked the school-system he had met, claiming that their root learning and methods had a deadening effect on the students. He called the school-system for «the school of darkness».
Grundtvig was a «Poet for the people» - he adressed all people of Denmark with his poetry, not just the cultured class. He would by his poetry «sing a higher life into them». Poetry was for Grundtvig not art, but a «life-giving power in every human soul, a mighty influence in promoting the common life of an awakened people».
He discovered the hard way that books cannot rouse a people whose spirit sleeps. Among other activities he translated the large latin Saxo «Denmarks Chronichle» into Danish – but it gained no interest from the poor. He found that only a living voice speaking the mother tongue could «awaken» and move people. Travelling the country, gathering people and giving speeches became the most important task to spread the ideas before the schools based on «the living word» were started.
These people's meetings became an active means of awakening by the «living word». Throughout the country groups where formed who got together in meetings and gave speeches on central themes like history, science, political economy, poetry and religion. Singing was also important. At a time there were about 1000 groups that met regularly throughout the country.
The view is that these people's meetings had greater influence in promoting the culture of the rural population than the whole of Denmarks written litterature. Since almost all of the leaders of these groups are «disciples» of Grundtvig, it follows that his strong personality in many ways had an even greater influence on the character of the Danish people half a century after his deathe than at any period during his life.
His influence, however, would not have penetrated the people's life very deeply, if the inlightenment had been spread only by means of meetings and lectures. A centralization of the work was necessary, and this took place when permanent folk high-schools were created (p 87).
Grundtvig's educational ideas must be interpreted in the historical context of the poor country Denmark was. It had been suffering the loss with France against England, and the period between 1814-1824 was one of the most power-stricken periods in the history of Denmark. But it was also getting a new constitution, and had recently had a reform of land rights. Denmark was in the time of Grundtvig slowly working its way out of poverty.
In 1832 he published «Nordic Mythology», where he contrasted the legalistic rationality of Roman approach to life, to the way of life in Norse Mythology. He then stressed the significance of oral communication - «the living word».
Grundtvig understood that the way of working needed to be institutionalized, and called for a «Civic and noble academy – a higher institute for the culture of the people and for practical competence in all major subjects» (148). By higher he meant adult in contrast to children, but also that the school should include «Higher» arts, especially language, knowledge and history of the people and their culture. He meant that the whole of the adult population was in need of enlightenment and inspiration, not just the elite or selected few. The historic culture of the people would offer the greatest resources for cultural growth.
The educational method would be free and personal communication, based on «the living word» and dialogue - «living interaction» - it would be an education for life, characterized by freedom, life and “naturalness”.
The first scool was started in 1844 in the area close to Germany, and it became a significant factor in the struggle against the encroachment of the German language and culture. Grundtvig himself never became directly involved as an educator in a school except as a guest teacher.
«The scool for life», 1838
His concept of the traditional school is «school for death» - focused on dead languages, grammatical perfection and sacrifice of life – giving only what he calls «book-knowledge». In many ways, he says, «we completely destroy the adolecent's vigor of body and mind with the result that he finds ways of withdrawal. We thwart the development of human nature by defying its laws..... All such schools become workshops for dissolution and death where the worms live high at the expence of life itself». (p 152-153)
In contrast to this school he sees «the school for life»:
• The chief educational goal is the task of helping to solve real problems of life.
• The teaching should be about life and promote purposeful living
• It should meet the needs of adult Danish citizens.
• It should give the courage to stand against those (scolars) who found it important «to move away from Danish barbarism to the classical world». (p 154)
As he says: «Our country and people are very poorly served by erudite men who shun their mother tongue».
The school should contribute to educate civil servants who think and speak Danish language and who love and know their country and its fundamental laws. This can only happen if they enter into living contact and personal interaction with students of their same age.Through experience they will acquire a far different kind of knowledge than what can be found in any textbook. The same potential for educational and cultural achievement is discoverable in both cottage and manor house – both poor and rich should attend the school.
The Danish Folk High School «must necessarily teach the language, history, statistics, political science, legislation and administration of the fatherland – but this is not enought», he says. (p 161). There must be room for the life itself, and this means the life of the people. There must be concern for the very core of this life, its natural conditions, its diverse vocations, requirements and industries.
They who attend should return to their communities and tasks with increased desire, with clearer views of human and civic conditions particularly in their own country, and with an increased joy in the community of the people. This would encourage participation in all great and good things...
Grundtvig was concerned that peasants and citizens who were elected to the Parliament should have a solid knowledge of their culture, history and social order. But this was also a concern for all people of Denmark, so that they could live a good life of «enlightenment». Thus he did not want to establish schools just for future politicians, he wanted to «develop the folk-life in all its fullness». (p 83)
Central elements: (p164-165)
Grundtvig lifts up the following central elements of the teachings:
• The mother tongue - «If our mother tongue is not miraculously revived, it will soon be extinct. Inasmuch as the mother tongue is the soul of the people..... treatment of and information about the mother tongue is a major concern of the Danish high school...
• Ballads, proverbs and maxims – must be revived, dusted off, launched and promoted
• Great Danish books - «will undoubtedly be promoted without my recommendation»(!). He warns about the fear an abundance of books can create in them who have to read them...
• The history of the fatherland
• The constitution of the country
• The legislation of the country
• Administration and municipal affairs – the school should serve as «a nursery for civil servants».
In a speech to the National Assembly in 1848 he put it this way:
«This school will aim at awakening their national consciousness, nourishing their love of country, instructing them in related areas at an early stage, and teaching them whenever feasible that we all, individually and collectively, and regardless of our social rank and occupation, belong to one people and as such have one mother, one destiny, and one purpose».
He stressed that the school must meet the need of the times. He also underlines the objective of the school in a letter to a friend:
«To awaken, nourish, and enlighten that human life, which is presupposed in Danish youth, this is the one and only objective of the Danish high school of the people. If it uses the means that further this objective, it will be distinguishable form all other schools, high and low.
All of these have some form of book-learning as their objective, usually without any challenge to such learning’s benefit or harm for the total human life of the student and certainly without consideration for the unique conditions, virtues and faults, advantages and disadvantages.....
If the schools are to be changed, these schools will, above all, need good teachers who can and will put the change into effect. Such teachers we can gain only by the education of young adults at a high school of the people.» (p 173)
He further states that he as an old «writer» has been cured of the superstition that the pen can create change and make people come alive. Therefore he is very clear on the choice of teachers – one should select «the liveliest possible as teachers».
From Wikipedia:
Thinking on education
Grundtvig is the ideological father of the folk high school, though his own ideas on education had another focus. He advocated reforming the ailing Sorø Academy into a popular school aiming at another form of higher education than what was common at the university. Rather than educating learned scholars, he believed the university should educate its students for active participation in society and popular life. Thus practical skills as well as national poetry and history should form an essential part of the instruction. This idea came very close to implementation during the reign of Christian VIII, whose wife Caroline Amalie was an ardent supporter of Grundtvig. The death of the monarch in 1848 and the dramatic political development in Denmark during this and the following years put an end to these plans. At the time, however, Kristen Kold, one of Grundtvig's followers, had already established the first folk high school.
Grundtvig's ambitions for school reform were not limited to the popular folk high school. He also dreamed of forming a Great Nordic University (the School for Passion) to be situated at the symbolic point of intersection between the three Scandinavian countries in Gothenburg, Sweden. The two pillars of his school program, the School for Life (folk high school) and the School for Passion (university) were aimed at quite different horizons of life. The popular education should mainly be taught within a national and patriotic horizon of understanding, yet always keeping an open mind towards a broader cultural and intercultural outlook, while the university should work from a strictly universal, i.e. humane and scientific, outlook.
The common denominator of all Grundtvig's paedagogical efforts was to promote a spirit of freedom, poetry and disciplined creativity, within all branches of educational life. He promoted values such as wisdom, compassion, identification and equality. He opposed all compulsion, including exams, as deadening to the human soul. Instead Grundtvig advocated unleashing human creativity according to the universally creative order of life. Only willing hands make light work. Therefore a spirit of freedom, cooperation and discovery was to be kindled in individuals, in science, and in the civil society as a whole.
http://en.wikipedia.org/wiki/Grundtvig
Historical setting for the movement creating the Folk High Schools: Scandinavia as poor countries, education for the privileged, meaningless to the poor.
Clear parallel to situation in many of the countries we work. – Not at least when it comes to the pedagogical methods and the “oppression of the mind”., ref Norw school history.
Some extracts from Grundtvig's educational ideas and the background for the Nordic «Folk High Schools», of which there are about 350-400 today.
N. F. S.Grundtvig, 1783-1872.
Danish minister, Member of Parliament, poet, writer and school-founder. Graduated with a degree in theology in 1801, he was familiar with the classical languages and philosophical methods of his time.
He strongly disliked the school-system he had met, claiming that their root learning and methods had a deadening effect on the students. He called the school-system for «the school of darkness».
Grundtvig was a «Poet for the people» - he adressed all people of Denmark with his poetry, not just the cultured class. He would by his poetry «sing a higher life into them». Poetry was for Grundtvig not art, but a «life-giving power in every human soul, a mighty influence in promoting the common life of an awakened people».
He discovered the hard way that books cannot rouse a people whose spirit sleeps. Among other activities he translated the large latin Saxo «Denmarks Chronichle» into Danish – but it gained no interest from the poor. He found that only a living voice speaking the mother tongue could «awaken» and move people. Travelling the country, gathering people and giving speeches became the most important task to spread the ideas before the schools based on «the living word» were started.
These people's meetings became an active means of awakening by the «living word». Throughout the country groups where formed who got together in meetings and gave speeches on central themes like history, science, political economy, poetry and religion. Singing was also important. At a time there were about 1000 groups that met regularly throughout the country.
The view is that these people's meetings had greater influence in promoting the culture of the rural population than the whole of Denmarks written litterature. Since almost all of the leaders of these groups are «disciples» of Grundtvig, it follows that his strong personality in many ways had an even greater influence on the character of the Danish people half a century after his deathe than at any period during his life.
His influence, however, would not have penetrated the people's life very deeply, if the inlightenment had been spread only by means of meetings and lectures. A centralization of the work was necessary, and this took place when permanent folk high-schools were created (p 87).
Grundtvig's educational ideas must be interpreted in the historical context of the poor country Denmark was. It had been suffering the loss with France against England, and the period between 1814-1824 was one of the most power-stricken periods in the history of Denmark. But it was also getting a new constitution, and had recently had a reform of land rights. Denmark was in the time of Grundtvig slowly working its way out of poverty.
In 1832 he published «Nordic Mythology», where he contrasted the legalistic rationality of Roman approach to life, to the way of life in Norse Mythology. He then stressed the significance of oral communication - «the living word».
Grundtvig understood that the way of working needed to be institutionalized, and called for a «Civic and noble academy – a higher institute for the culture of the people and for practical competence in all major subjects» (148). By higher he meant adult in contrast to children, but also that the school should include «Higher» arts, especially language, knowledge and history of the people and their culture. He meant that the whole of the adult population was in need of enlightenment and inspiration, not just the elite or selected few. The historic culture of the people would offer the greatest resources for cultural growth.
The educational method would be free and personal communication, based on «the living word» and dialogue - «living interaction» - it would be an education for life, characterized by freedom, life and “naturalness”.
The first scool was started in 1844 in the area close to Germany, and it became a significant factor in the struggle against the encroachment of the German language and culture. Grundtvig himself never became directly involved as an educator in a school except as a guest teacher.
«The scool for life», 1838
His concept of the traditional school is «school for death» - focused on dead languages, grammatical perfection and sacrifice of life – giving only what he calls «book-knowledge». In many ways, he says, «we completely destroy the adolecent's vigor of body and mind with the result that he finds ways of withdrawal. We thwart the development of human nature by defying its laws..... All such schools become workshops for dissolution and death where the worms live high at the expence of life itself». (p 152-153)
In contrast to this school he sees «the school for life»:
• The chief educational goal is the task of helping to solve real problems of life.
• The teaching should be about life and promote purposeful living
• It should meet the needs of adult Danish citizens.
• It should give the courage to stand against those (scolars) who found it important «to move away from Danish barbarism to the classical world». (p 154)
As he says: «Our country and people are very poorly served by erudite men who shun their mother tongue».
The school should contribute to educate civil servants who think and speak Danish language and who love and know their country and its fundamental laws. This can only happen if they enter into living contact and personal interaction with students of their same age.Through experience they will acquire a far different kind of knowledge than what can be found in any textbook. The same potential for educational and cultural achievement is discoverable in both cottage and manor house – both poor and rich should attend the school.
The Danish Folk High School «must necessarily teach the language, history, statistics, political science, legislation and administration of the fatherland – but this is not enought», he says. (p 161). There must be room for the life itself, and this means the life of the people. There must be concern for the very core of this life, its natural conditions, its diverse vocations, requirements and industries.
They who attend should return to their communities and tasks with increased desire, with clearer views of human and civic conditions particularly in their own country, and with an increased joy in the community of the people. This would encourage participation in all great and good things...
Grundtvig was concerned that peasants and citizens who were elected to the Parliament should have a solid knowledge of their culture, history and social order. But this was also a concern for all people of Denmark, so that they could live a good life of «enlightenment». Thus he did not want to establish schools just for future politicians, he wanted to «develop the folk-life in all its fullness». (p 83)
Central elements: (p164-165)
Grundtvig lifts up the following central elements of the teachings:
• The mother tongue - «If our mother tongue is not miraculously revived, it will soon be extinct. Inasmuch as the mother tongue is the soul of the people..... treatment of and information about the mother tongue is a major concern of the Danish high school...
• Ballads, proverbs and maxims – must be revived, dusted off, launched and promoted
• Great Danish books - «will undoubtedly be promoted without my recommendation»(!). He warns about the fear an abundance of books can create in them who have to read them...
• The history of the fatherland
• The constitution of the country
• The legislation of the country
• Administration and municipal affairs – the school should serve as «a nursery for civil servants».
In a speech to the National Assembly in 1848 he put it this way:
«This school will aim at awakening their national consciousness, nourishing their love of country, instructing them in related areas at an early stage, and teaching them whenever feasible that we all, individually and collectively, and regardless of our social rank and occupation, belong to one people and as such have one mother, one destiny, and one purpose».
He stressed that the school must meet the need of the times. He also underlines the objective of the school in a letter to a friend:
«To awaken, nourish, and enlighten that human life, which is presupposed in Danish youth, this is the one and only objective of the Danish high school of the people. If it uses the means that further this objective, it will be distinguishable form all other schools, high and low.
All of these have some form of book-learning as their objective, usually without any challenge to such learning’s benefit or harm for the total human life of the student and certainly without consideration for the unique conditions, virtues and faults, advantages and disadvantages.....
If the schools are to be changed, these schools will, above all, need good teachers who can and will put the change into effect. Such teachers we can gain only by the education of young adults at a high school of the people.» (p 173)
He further states that he as an old «writer» has been cured of the superstition that the pen can create change and make people come alive. Therefore he is very clear on the choice of teachers – one should select «the liveliest possible as teachers».
From Wikipedia:
Thinking on education
Grundtvig is the ideological father of the folk high school, though his own ideas on education had another focus. He advocated reforming the ailing Sorø Academy into a popular school aiming at another form of higher education than what was common at the university. Rather than educating learned scholars, he believed the university should educate its students for active participation in society and popular life. Thus practical skills as well as national poetry and history should form an essential part of the instruction. This idea came very close to implementation during the reign of Christian VIII, whose wife Caroline Amalie was an ardent supporter of Grundtvig. The death of the monarch in 1848 and the dramatic political development in Denmark during this and the following years put an end to these plans. At the time, however, Kristen Kold, one of Grundtvig's followers, had already established the first folk high school.
Grundtvig's ambitions for school reform were not limited to the popular folk high school. He also dreamed of forming a Great Nordic University (the School for Passion) to be situated at the symbolic point of intersection between the three Scandinavian countries in Gothenburg, Sweden. The two pillars of his school program, the School for Life (folk high school) and the School for Passion (university) were aimed at quite different horizons of life. The popular education should mainly be taught within a national and patriotic horizon of understanding, yet always keeping an open mind towards a broader cultural and intercultural outlook, while the university should work from a strictly universal, i.e. humane and scientific, outlook.
The common denominator of all Grundtvig's paedagogical efforts was to promote a spirit of freedom, poetry and disciplined creativity, within all branches of educational life. He promoted values such as wisdom, compassion, identification and equality. He opposed all compulsion, including exams, as deadening to the human soul. Instead Grundtvig advocated unleashing human creativity according to the universally creative order of life. Only willing hands make light work. Therefore a spirit of freedom, cooperation and discovery was to be kindled in individuals, in science, and in the civil society as a whole.
http://en.wikipedia.org/wiki/Grundtvig
Sunday, June 21, 2009
«Pedagogy for the Oppressed» - Paolo Freire in Brazil
More information about Paolo Freire, the Brazilian padagogy that published the famous book "Pedagogy of the Oppressed" in 1972.
Paolo Freire is probably the most influential thinker about education in the twentieth century, and has been particularly popular with informal educators with his emphasis on dialogue and his concern for the oppressed. His book “Pedagogy of the Oppressed” is on the list of “100 most important books of last century”, ref Wikipedia.com.
Paulo Freire (1921 - 1997), the Brazilian educationalist, has left a significant mark on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia). Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. Sometimes some rather excessive claims are made for his work e.g. 'the most significant educational thinker of the twentieth century'. He wasn't - John Dewey would probably take that honour - but Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice - and on informal education and popular education in particular. In this piece we assess these - and briefly examine some of the critiques that can be made of his work.
When Freire passed away in 1997, he was writing a book on ecopedagogy.
Some main issues
• Pedagogy of liberation: Social, political and individual relevance and use
• Pedagogy of “Conscientization”: Rediscover and regain faith/trust in own abilities to change, developing a new competence in understanding and action
• Adult education, poor illiterates, empowering way of learning
“Self-depreciation is a characteristic of the oppressed, which derives from their internalisation of the opinion the oppressors hold of them. So often do they hear that they are good for nothing and incapable of learning anything – that they are sick, lazy and unproductive – that in the end they become convinced of their own unfitness.” (Freire, 1972)
Conscientization refers to a type of learning which is focused on perceiving and exposing social and political contradictions. Conscientization also includes taking action against oppressive elements in one's life as part of that learning.
Conscientization proceeds through the identification of "generative themes", which Freire identifies as "iconic representations that have a powerful emotional impact in the daily lives of learners." In this way, individual consciousness helps end the "culture of silence" in which the socially dispossessed internalize the negative images of themselves created and propagated by the oppressor in situations of extreme poverty. Liberating learners from this mimicry of the powerful, and the fratricidal violence that results therefrom is a major goal of conscientization. Conscientization is a fundamental aspect of Freire's concept of popular education.
Contribution
• Dialogue – interaction, respect, subject-subject, informal, conversational, not curricula-oriented
• Praxis – learning by doing
• Naming the world – being a subject, freedom of thought and expression, critical approach
• Situating educational activity – contextual, analytical, power-relations
• Use of metaphores and parables, pictures and symbols – dynamic, crating power and energy for change
Five aspects of Paulo Freire's work have a particular significance for our purposes here.
1. First, his emphasis on dialogue has struck a very strong chord with those concerned with popular and informal education. Given that informal education is a dialogical (or conversational) rather than a curricula form this is hardly surprising. However, Paulo Freire was able to take the discussion on several steps with his insistence that dialogue involves respect. It should not involve one person acting on another, but rather people working with each other.
Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee. Teacher is subject, pupil is object – being filled with knowledge
“It is not our role to speak to the people about their own view of the world, nor to attempt to impose that view on them, but rather dialogue with the people about their view and ours. We must realize that their views of the world, manifested variously in their action, reflects their situation in the world”
2. Second, Paulo Freire was concerned with praxis - action that is informed (and linked to certain values).
Dialogue wasn't just about deepening understanding - but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing. Informal and popular educators have had a long-standing orientation to action - so the emphasis on change in the world was welcome. But there was a sting in the tail. Paulo Freire argued for informed action and as such provided a useful counter-balance to those who want to diminish theory.
3. Third, Freire's attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. (Local people, indigenous, women...) The idea of building a 'pedagogy of the oppressed' or a 'pedagogy of hope' and how this may be carried forward has formed a significant impetus to work. An important element of this was his concern with conscientization - developing consciousness, but consciousness that is understood to have the power to transform reality' (Taylor 1993: 52).
4. Fourth, Paulo Freire's insistence on situating educational activity in the lived experience of participants has opened up a series of possibilities for the way informal educators can approach practice. His concern to look for words that have the possibility of generating new ways of naming and acting in the world when working with people around literacies is a good example of this.
5. Fifth, a number of informal educators have connected with Paulo Freire's use of metaphors drawn from Christian sources (African Religion). An example of this is the way in which the divide between teachers and learners can be transcended. In part this is to occur as learners develop their consciousness, but mainly it comes through the 'class suicide' or 'Easter experience' of the teacher.
(Engagement: The educator for liberation has to die as the unilateral educator of the educatees, in order to be born again as the educator-educatee of the educatees-educators. An educator is a person who has to live in the deep significance of Easter. Quoted by Paul Taylor (1993: 53))
They used to say we were unproductive because we were lazy and drunkards. All lies. Now that we are respected as men, we’re going to show everyone that we were never drunkards nor lazy. We were exploited. (Chilean peasant leader, quoted by Freire, 1972)
The basic, elementary criterion (for development) is whether or not the society is a “being for itself”, i.e. its politicaleconomic and cultural decision-making power is located within. (Freire, 1972)
Critique
Inevitably, there are various points of criticism. First, many are put off by Paulo Freire's language and his appeal to mystical concerns. The former was a concern of Freire himself in later life - and his work after Pedagogy of the Oppressed was usually written within a more conversational or accessible framework.
Second, Paulo Freire tends to argue in an either/or way. We are either with the oppressed or against them. This may be an interesting starting point for teaching, but taken too literally it can make for rather simplistic (political) analysis.
Third, there is an tendency in Freire to overturn everyday situations so that they become pedagogical. Freire's approach was largely constructed around structured educational situations. While his initial point of reference might be non-formal, the educational encounters he explores remain formal (Torres 1993: 127) In other words, his approach is still curriculum-based and entail transforming settings into a particular type of pedagogical space. This can rather work against the notion of dialogue (in that curriculum implies a predefined set of concerns and activities). Educators need to look for 'teachable moments' - but when we concentrate on this we can easily overlook simple power of being in conversation with others.
Fourth, what is claimed as liberatory practice may, on close inspection, be rather closer to banking than we would wish. In other words, the practice of Freirian education can involve smuggling in all sorts of ideas and values under the guise of problem-posing. Taylor's analysis of Freire's literacy programme shows that:
.. the rhetoric which announced the importance of dialogue, engagement, and equality, and denounced silence, massification and oppression, did not match in practice the subliminal messages and modes of a Banking System of education. Albeit benign, Freire's approach differs only in degree, but not in kind, from the system which he so eloquently criticizes. (Taylor 1993: 148)
Educators have to teach. They have to transform transfers of information into a 'real act of knowing' (op cit: 43).
Fifth, there are problems regarding Freire's model of literacy. While it may be taken as a challenge to the political projects of northern states, his analysis remains rooted in assumptions about cognitive development and the relation of literacy to rationality that are suspect (Street 1983: 14). His work has not 'entirely shrugged off the assumptions of the "autonomous model"' (ibid.: 14).
Last, there are questions concerning the originality of Freire's contribution. As Taylor has put it - to say that as many commentators do that Freire's thinking is 'eclectic', is 'to underestimate the degree to which he borrowed directly from other sources' (Taylor 1993: 34). Taylor (1993: 34-51) brings out a number of these influences and 'absorbtions' - perhaps most interestingly the extent to which the structure of Pedagogy of the Oppressed parallels Kosik's Dialectic of the Concrete (published in Spanish in the mid 1960s). Here we would simply invite you to compare Freire's interests with those of Martin Buber. His concern with conversation, encounter, being and ethical education have strong echoes in Freirian thought.
Further reading and references
“Pedagogy of the Oppressed”, Harmondsworth: Penguin, 1972. Important exploration of dialogue and the possibilities for liberatory practice. Freire provides a rationale for a pedagogy of the oppressed; introduces the highly influential notion of banking education; highlights the contrasts between education forms that treat people as objects rather than subjects; and explores education as cultural action. See, also:
Freire, P. (1995) Pedagogy of Hope. Reliving Pedagogy of the Oppressed, New York: Continuum. This book began as a new preface to his classic work, but grew into a book. It's importance lies in Freire's reflection on the text and how it was received, and on the development of policy and practice subsequently. Written in a direct and engaging way.
Biographical material: There are two useful English language starting points:
Freire, P. (1996) Letters to Cristina. Reflections on my life and work, London: Routledge. Retrospective on Freire's work and life. in the form of letters to his niece. He looks back at his childhood experiences, to his youth, and his life as an educator and policymaker.
Gadotti, M. (1994) Reading Paulo Freire. His life and work, New York: SUNY Press. Clear presentation of Freire's thinking set in historical context written by a close collaborator.
http://www.infed.org/thinkers/et-freir.htm , http://www.paulofreire.org/
Paolo Freire is probably the most influential thinker about education in the twentieth century, and has been particularly popular with informal educators with his emphasis on dialogue and his concern for the oppressed. His book “Pedagogy of the Oppressed” is on the list of “100 most important books of last century”, ref Wikipedia.com.
Paulo Freire (1921 - 1997), the Brazilian educationalist, has left a significant mark on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia). Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. Sometimes some rather excessive claims are made for his work e.g. 'the most significant educational thinker of the twentieth century'. He wasn't - John Dewey would probably take that honour - but Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice - and on informal education and popular education in particular. In this piece we assess these - and briefly examine some of the critiques that can be made of his work.
When Freire passed away in 1997, he was writing a book on ecopedagogy.
Some main issues
• Pedagogy of liberation: Social, political and individual relevance and use
• Pedagogy of “Conscientization”: Rediscover and regain faith/trust in own abilities to change, developing a new competence in understanding and action
• Adult education, poor illiterates, empowering way of learning
“Self-depreciation is a characteristic of the oppressed, which derives from their internalisation of the opinion the oppressors hold of them. So often do they hear that they are good for nothing and incapable of learning anything – that they are sick, lazy and unproductive – that in the end they become convinced of their own unfitness.” (Freire, 1972)
Conscientization refers to a type of learning which is focused on perceiving and exposing social and political contradictions. Conscientization also includes taking action against oppressive elements in one's life as part of that learning.
Conscientization proceeds through the identification of "generative themes", which Freire identifies as "iconic representations that have a powerful emotional impact in the daily lives of learners." In this way, individual consciousness helps end the "culture of silence" in which the socially dispossessed internalize the negative images of themselves created and propagated by the oppressor in situations of extreme poverty. Liberating learners from this mimicry of the powerful, and the fratricidal violence that results therefrom is a major goal of conscientization. Conscientization is a fundamental aspect of Freire's concept of popular education.
Contribution
• Dialogue – interaction, respect, subject-subject, informal, conversational, not curricula-oriented
• Praxis – learning by doing
• Naming the world – being a subject, freedom of thought and expression, critical approach
• Situating educational activity – contextual, analytical, power-relations
• Use of metaphores and parables, pictures and symbols – dynamic, crating power and energy for change
Five aspects of Paulo Freire's work have a particular significance for our purposes here.
1. First, his emphasis on dialogue has struck a very strong chord with those concerned with popular and informal education. Given that informal education is a dialogical (or conversational) rather than a curricula form this is hardly surprising. However, Paulo Freire was able to take the discussion on several steps with his insistence that dialogue involves respect. It should not involve one person acting on another, but rather people working with each other.
Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee. Teacher is subject, pupil is object – being filled with knowledge
“It is not our role to speak to the people about their own view of the world, nor to attempt to impose that view on them, but rather dialogue with the people about their view and ours. We must realize that their views of the world, manifested variously in their action, reflects their situation in the world”
2. Second, Paulo Freire was concerned with praxis - action that is informed (and linked to certain values).
Dialogue wasn't just about deepening understanding - but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing. Informal and popular educators have had a long-standing orientation to action - so the emphasis on change in the world was welcome. But there was a sting in the tail. Paulo Freire argued for informed action and as such provided a useful counter-balance to those who want to diminish theory.
3. Third, Freire's attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. (Local people, indigenous, women...) The idea of building a 'pedagogy of the oppressed' or a 'pedagogy of hope' and how this may be carried forward has formed a significant impetus to work. An important element of this was his concern with conscientization - developing consciousness, but consciousness that is understood to have the power to transform reality' (Taylor 1993: 52).
4. Fourth, Paulo Freire's insistence on situating educational activity in the lived experience of participants has opened up a series of possibilities for the way informal educators can approach practice. His concern to look for words that have the possibility of generating new ways of naming and acting in the world when working with people around literacies is a good example of this.
5. Fifth, a number of informal educators have connected with Paulo Freire's use of metaphors drawn from Christian sources (African Religion). An example of this is the way in which the divide between teachers and learners can be transcended. In part this is to occur as learners develop their consciousness, but mainly it comes through the 'class suicide' or 'Easter experience' of the teacher.
(Engagement: The educator for liberation has to die as the unilateral educator of the educatees, in order to be born again as the educator-educatee of the educatees-educators. An educator is a person who has to live in the deep significance of Easter. Quoted by Paul Taylor (1993: 53))
They used to say we were unproductive because we were lazy and drunkards. All lies. Now that we are respected as men, we’re going to show everyone that we were never drunkards nor lazy. We were exploited. (Chilean peasant leader, quoted by Freire, 1972)
The basic, elementary criterion (for development) is whether or not the society is a “being for itself”, i.e. its politicaleconomic and cultural decision-making power is located within. (Freire, 1972)
Critique
Inevitably, there are various points of criticism. First, many are put off by Paulo Freire's language and his appeal to mystical concerns. The former was a concern of Freire himself in later life - and his work after Pedagogy of the Oppressed was usually written within a more conversational or accessible framework.
Second, Paulo Freire tends to argue in an either/or way. We are either with the oppressed or against them. This may be an interesting starting point for teaching, but taken too literally it can make for rather simplistic (political) analysis.
Third, there is an tendency in Freire to overturn everyday situations so that they become pedagogical. Freire's approach was largely constructed around structured educational situations. While his initial point of reference might be non-formal, the educational encounters he explores remain formal (Torres 1993: 127) In other words, his approach is still curriculum-based and entail transforming settings into a particular type of pedagogical space. This can rather work against the notion of dialogue (in that curriculum implies a predefined set of concerns and activities). Educators need to look for 'teachable moments' - but when we concentrate on this we can easily overlook simple power of being in conversation with others.
Fourth, what is claimed as liberatory practice may, on close inspection, be rather closer to banking than we would wish. In other words, the practice of Freirian education can involve smuggling in all sorts of ideas and values under the guise of problem-posing. Taylor's analysis of Freire's literacy programme shows that:
.. the rhetoric which announced the importance of dialogue, engagement, and equality, and denounced silence, massification and oppression, did not match in practice the subliminal messages and modes of a Banking System of education. Albeit benign, Freire's approach differs only in degree, but not in kind, from the system which he so eloquently criticizes. (Taylor 1993: 148)
Educators have to teach. They have to transform transfers of information into a 'real act of knowing' (op cit: 43).
Fifth, there are problems regarding Freire's model of literacy. While it may be taken as a challenge to the political projects of northern states, his analysis remains rooted in assumptions about cognitive development and the relation of literacy to rationality that are suspect (Street 1983: 14). His work has not 'entirely shrugged off the assumptions of the "autonomous model"' (ibid.: 14).
Last, there are questions concerning the originality of Freire's contribution. As Taylor has put it - to say that as many commentators do that Freire's thinking is 'eclectic', is 'to underestimate the degree to which he borrowed directly from other sources' (Taylor 1993: 34). Taylor (1993: 34-51) brings out a number of these influences and 'absorbtions' - perhaps most interestingly the extent to which the structure of Pedagogy of the Oppressed parallels Kosik's Dialectic of the Concrete (published in Spanish in the mid 1960s). Here we would simply invite you to compare Freire's interests with those of Martin Buber. His concern with conversation, encounter, being and ethical education have strong echoes in Freirian thought.
Further reading and references
“Pedagogy of the Oppressed”, Harmondsworth: Penguin, 1972. Important exploration of dialogue and the possibilities for liberatory practice. Freire provides a rationale for a pedagogy of the oppressed; introduces the highly influential notion of banking education; highlights the contrasts between education forms that treat people as objects rather than subjects; and explores education as cultural action. See, also:
Freire, P. (1995) Pedagogy of Hope. Reliving Pedagogy of the Oppressed, New York: Continuum. This book began as a new preface to his classic work, but grew into a book. It's importance lies in Freire's reflection on the text and how it was received, and on the development of policy and practice subsequently. Written in a direct and engaging way.
Biographical material: There are two useful English language starting points:
Freire, P. (1996) Letters to Cristina. Reflections on my life and work, London: Routledge. Retrospective on Freire's work and life. in the form of letters to his niece. He looks back at his childhood experiences, to his youth, and his life as an educator and policymaker.
Gadotti, M. (1994) Reading Paulo Freire. His life and work, New York: SUNY Press. Clear presentation of Freire's thinking set in historical context written by a close collaborator.
http://www.infed.org/thinkers/et-freir.htm , http://www.paulofreire.org/
Monday, June 15, 2009
ENVIRONMENTAL DESTRUCTION DUE CHARCOAL PRODUCTION IN KISARAWE AND MKURANGA
Charcoal production and fire wood collection are main activities responsible for environmental destruction in Coastal region. While other regions in the country seem to be very restricted in the issue of forest conservation, in coast the situation is somehow different. There is high rate of forest clearing on searching for firewood and timer extraction.
Kisarawe and Mkuranga is the District of coastal region which in the past ten years, most of the areas were covered by natural forests with richness of biodiversity. But due to high demand of wood fuel in town areas mainly Dar es salaam. Large number of the natural forests in the districts that were under village authorities has been cleared; the situation is harsher as after finishing all trees, now people are dealing with roots and stems of trees on Charcoal production. Even in reserved forests such as Pugu reserved forest there is high level of environmental destruction due to illegal harvesting of trees for timber and charcoal production, where large area remained with shrubs and grasses.
Government on its side tried to establish different bylaws and inspection areas for forest products to control this destruction but corruption and poor working capacity among the forest workers still remained an obstacle for this effort.
Now different Environmental Civil Society Organizations directing their effort to these districts to join with Government. For example between 2005 and 2009 GULUKA KWALALA Youth Environmental Group (GYEG) has implemented projects on Environment policy to the local community, training on bee keeping instead of charcoal production and currently two projects are in final stages to be implemented one on wildlife and the second on forest conservation
By concluding the issue is serious and need combination efforts, Government as one side, must employ staff with knowledge and experience, also implementation of forest regulations for proper management. Again the CSOs need to conduct more trains especially on better way of charcoal production as well as to introduce new energy source to people of Dar es salaam so as to reduce their dependence on wood fuel, this is because Dar es salaam residents are the main users of Charcoal from these two districts. Hence if trains will be conducted to people of the two districts, CSOs and Government work together, I’m sure we are going to get the proper solution for the problem.
Soma Said Soma
somabinsaid@gmail.com
Kisarawe and Mkuranga is the District of coastal region which in the past ten years, most of the areas were covered by natural forests with richness of biodiversity. But due to high demand of wood fuel in town areas mainly Dar es salaam. Large number of the natural forests in the districts that were under village authorities has been cleared; the situation is harsher as after finishing all trees, now people are dealing with roots and stems of trees on Charcoal production. Even in reserved forests such as Pugu reserved forest there is high level of environmental destruction due to illegal harvesting of trees for timber and charcoal production, where large area remained with shrubs and grasses.
Government on its side tried to establish different bylaws and inspection areas for forest products to control this destruction but corruption and poor working capacity among the forest workers still remained an obstacle for this effort.
Now different Environmental Civil Society Organizations directing their effort to these districts to join with Government. For example between 2005 and 2009 GULUKA KWALALA Youth Environmental Group (GYEG) has implemented projects on Environment policy to the local community, training on bee keeping instead of charcoal production and currently two projects are in final stages to be implemented one on wildlife and the second on forest conservation
By concluding the issue is serious and need combination efforts, Government as one side, must employ staff with knowledge and experience, also implementation of forest regulations for proper management. Again the CSOs need to conduct more trains especially on better way of charcoal production as well as to introduce new energy source to people of Dar es salaam so as to reduce their dependence on wood fuel, this is because Dar es salaam residents are the main users of Charcoal from these two districts. Hence if trains will be conducted to people of the two districts, CSOs and Government work together, I’m sure we are going to get the proper solution for the problem.
Soma Said Soma
somabinsaid@gmail.com
WOMEN BURDEN WALKING LONG DISTANCE FOR FIRE WOOD COLLECTING
In both rural and urban areas in Tanzania wood-based energy consumption is estimated to account for about 92% of total energy consumed in the country. This with other uses cause the over exploitation of forests, hence women get to walk very long distance for fire wood collection, as forests around communities are degraded, women must go for fuel wood far from their home. In some places, women must camp overnight in the bush.
The Environmental degradation increases women time burden in firewood finding even longer when they live in a degraded environment. More time women and girls spend every day collecting firewood, the less time they use to improve their lives and participating in other activities .As time goes collection times of fuel wood are rising as locally available firewood becomes increasingly scarce.
Even though in most areas the fuel wood availability is important yet the weight of firewood time burden falls under women because they tend to be responsible for more household tasks. Once they fail to cook for their families due to firewood problems their husband asks them why they did not prepared the meal without considering the distance where fire wood are found.
Women must be supporting them through providing efficient energy sources like the use of wind power, wave, electricity, biogas, this will reduce the demand of fuelwood and hence the women burden will be reduced.
Women need increased acces to affordable eficient energy sources as high costs and limited availability of efficient energy sources can minimize women burden as they will be using those other energy sources rather than depending on fuelwood for 100%.
The use of fuel efficiency stoves which minimizes the use of firewood fuel these must be encouraged as reduces the rate of fuel wood consumption hence reduces women burden and avoid more deforestation.
Environment must be conserved and areas with trees will not be degraded and encouraging plating trees nearby living areas which can be used for firewood.Now women will be getting firewood near thier living places.
What is most important women must be involved in decision making their opinions must be taken into consideration.Men must insure that they are helping their wives so that this burden will be reduced and women will get more time to spend looking for their kids and improving their lives.
Joyneth Mbogo
joymbogo@yahoo.com
.
The Environmental degradation increases women time burden in firewood finding even longer when they live in a degraded environment. More time women and girls spend every day collecting firewood, the less time they use to improve their lives and participating in other activities .As time goes collection times of fuel wood are rising as locally available firewood becomes increasingly scarce.
Even though in most areas the fuel wood availability is important yet the weight of firewood time burden falls under women because they tend to be responsible for more household tasks. Once they fail to cook for their families due to firewood problems their husband asks them why they did not prepared the meal without considering the distance where fire wood are found.
Women must be supporting them through providing efficient energy sources like the use of wind power, wave, electricity, biogas, this will reduce the demand of fuelwood and hence the women burden will be reduced.
Women need increased acces to affordable eficient energy sources as high costs and limited availability of efficient energy sources can minimize women burden as they will be using those other energy sources rather than depending on fuelwood for 100%.
The use of fuel efficiency stoves which minimizes the use of firewood fuel these must be encouraged as reduces the rate of fuel wood consumption hence reduces women burden and avoid more deforestation.
Environment must be conserved and areas with trees will not be degraded and encouraging plating trees nearby living areas which can be used for firewood.Now women will be getting firewood near thier living places.
What is most important women must be involved in decision making their opinions must be taken into consideration.Men must insure that they are helping their wives so that this burden will be reduced and women will get more time to spend looking for their kids and improving their lives.
Joyneth Mbogo
joymbogo@yahoo.com
.
“IN ANY WHICH WAY”
Pugu story dates back slightly before early 1990s and it has survived the test of time.
The impressions “The lack of success of the previous attempts may have been due to poor timing, we feel that the present rate of destruction of both forests and the growing awareness among FBD decision makers in combination with a concerted mobilization of concerned Forestry Experts and Environmentalists, will make a difference this time”.
Kik van den Heuvel
Pugu Hills
www.puguhills.com
My feelings after our last field visit to sand mines are as follows;
Pugu is there to stay you can not stop business which the product is wanted you just push it into the underground, you make it more profitable and luxurious, you create conducive room for corruption and bribery and high degree of involvement in corruption at all levels. You promote artificial demand and people rush for it at any cost
You encourage a situation of no body owns no body cares, you make us all loose the intended benefits, the government loose revenue, adjacent communities loose profit and confidence (the business loose profit margins – corruption)
WHO IS YOU in this aspect?
What to do:
a)Legalize the communities adjacent to the area and let them own the sand mines and pay appropriate government taxes,
b)Assist them to conduct environmental impact Assessment of the area and their activities as stipulated in environmental laws of 2004
c)Encourage them to rehabilitate the area following up the EIA
I agree that the second stage will include communication with the surrounding communities and stakeholders regarding the new management initiative and the involvement of the communities and stakeholders in the management of the Forests.
If it does not grow maize to feed people what good is it for? Meet needs of present generation without compromising the future needs is the only way.
David Kabati
jichokwavijana@gmail.com
The impressions “The lack of success of the previous attempts may have been due to poor timing, we feel that the present rate of destruction of both forests and the growing awareness among FBD decision makers in combination with a concerted mobilization of concerned Forestry Experts and Environmentalists, will make a difference this time”.
Kik van den Heuvel
Pugu Hills
www.puguhills.com
My feelings after our last field visit to sand mines are as follows;
Pugu is there to stay you can not stop business which the product is wanted you just push it into the underground, you make it more profitable and luxurious, you create conducive room for corruption and bribery and high degree of involvement in corruption at all levels. You promote artificial demand and people rush for it at any cost
You encourage a situation of no body owns no body cares, you make us all loose the intended benefits, the government loose revenue, adjacent communities loose profit and confidence (the business loose profit margins – corruption)
WHO IS YOU in this aspect?
What to do:
a)Legalize the communities adjacent to the area and let them own the sand mines and pay appropriate government taxes,
b)Assist them to conduct environmental impact Assessment of the area and their activities as stipulated in environmental laws of 2004
c)Encourage them to rehabilitate the area following up the EIA
I agree that the second stage will include communication with the surrounding communities and stakeholders regarding the new management initiative and the involvement of the communities and stakeholders in the management of the Forests.
If it does not grow maize to feed people what good is it for? Meet needs of present generation without compromising the future needs is the only way.
David Kabati
jichokwavijana@gmail.com
INADEQUATE PARTICIPATION IMPOSES DEFORESTATION IN MOROGORO RURAL AREAS
It has bee observed that severely deforestation in Morogoro rural areas is due to inadequate participation of people around the rural areas and other stockholders where most of people MorogoroVillage district are living closely to forest but they are not aware on appropriate use of forest product and sustainable conservation. Also, other stakeholders do not participate well to face various challenges like illegal harvest of forest products and bush burning
In fact the district authority is a responsible stakeholder to link other stakeholders within district on the effective participation of every stakeholder to conserve forest in Morogoro Village district. The insufficiency of participation has been realized where a number of members community do not know procedures to be followed when they want to use forest products. District Authority has all procedures but people in rural areas are not aware with those steps to be followed.
The availability of adequate participation provides a general opportunity to conserve our natural resources/forests at different levels, because each and every individual will play his/her part to conserve forest as part of his living. This could be done through creating awareness to individuals. This can be achieved through imposition of education, planting tees campaign e.t.c
I would like advice the district authority to link all stakeholders on sustainable forest conservation at Morogoro Village District so that to rescue the vulnerability of forest in our district.
Angelus Runji
runjifred@yahoo.com
In fact the district authority is a responsible stakeholder to link other stakeholders within district on the effective participation of every stakeholder to conserve forest in Morogoro Village district. The insufficiency of participation has been realized where a number of members community do not know procedures to be followed when they want to use forest products. District Authority has all procedures but people in rural areas are not aware with those steps to be followed.
The availability of adequate participation provides a general opportunity to conserve our natural resources/forests at different levels, because each and every individual will play his/her part to conserve forest as part of his living. This could be done through creating awareness to individuals. This can be achieved through imposition of education, planting tees campaign e.t.c
I would like advice the district authority to link all stakeholders on sustainable forest conservation at Morogoro Village District so that to rescue the vulnerability of forest in our district.
Angelus Runji
runjifred@yahoo.com
A GREAT ATTENTION AND QUICK ACTIONS ARE NEEDED FOR PUGU FOREST RESERVE
The Government is required to give a gret attention to Pugu Forest Reserve in Kisarawe district- Kibaha region that is among the great forests in Tanzania with a wonderful scenic beauty and rich in variety of tree species. Despite this, the forest is highly threatened with destruction through human activities the major one being charcoal production. It is said that in few years ago the forest was very rich in hardwood, to date only few hardwood species exist. But charcoal production is not the only reason for destruction of Pugu Forest Reserve the other factor is mining activities that are taking part in some areas of the forest that results in deforestation and soil erosion.
In Minaki area stone mining has been taking place for about five years now. Some people from TANROAD came here in year 2005 they took some technical measurements, cleared the forest and start extracting sand and stones for building the Kisarawe road. After one year the company went off and left the area with big pits without doing land reclamation therefore it brought a chance for individuals to come and take over with the activity to date, reports one of the miners at Minaki stone mining area.
The Young Environmentalist Trainees (YETs) under the sponsor of WWF- Tanzania programme had a one day field trip to Kisarawe. The purpose of the trip was to visit one of the CSOs called Vijana Vision Tanzania (VVT) and Pugu sand mining area. VVT being one of the CSOs that deals with management of Natural Resources shared with us on how they conduct their daily activities including the challenges they face in managing the forests that are within their project area. They mentioned the Pugu and Kazimzumbwi forest reserves as big forests that are within their project area.
On his speech the Executive Director mentioned the challenges that his organization is facing in managing the two mentioned forests he said, The Government through the Ministry of Natural Resources and Tourism under the department of Forest and Beekeeping has been a drawback to participatory management of forests as per new Forest regulation of 2002. There has been some propaganda about doing participatory forest management.
One of the village leader reported that three years ago they wrote a letter to the Ministry through the District authority asking for permission to manage the forest as the Forest Policy says about Forest Participatory Management (FPM) but till today they haven’t receive any answer. It is said that the problem of not acting toward the policy has been due to the issue of cost benefit sharing from the forest. This might be the reason for the increase of human activities that lead to destruction of the forests such as charcoal production, mining, timber cropping and other activities.
It was proposed by the central Government that people that are mining in Minaki at Pugu Forest Reserve should be evicted from the area and be shifted to Kazimzumbwi where they will go on mining stones and sand. Up to today its not yet done that means that those miners are going on mining in Minaki stone mining area. They want us to shift to the area which has no water and poor road facilities how are we going to survive there, asked one of the miners who were interviewed by YETs.
He went on saying that here in Minaki we do fetch water from Minaki Secondary school for cooking, bathing and washing our clothes we are not ready to leave this area with important facilities and go to Kazimzumbwi unless other wise if the Government is going to take action to make sure that they are available there at Kazimzumbwi before we shift. Here our customers are easily accessing us because of good infrastructure but if we go there now we might miss all of our customers therefore our business will be non-profitable so by realizing that we nobody amongst us is ready to shift to Kazimzumbwi.
Through the interviews with the miners it was discovered that there is no good relationship between the leaders such as the District Commissioner (DC) and other local leaders.
A man who was interviewed said that, the DC is treating them so harshly because one day she commanded a track full of stones to go and unload at the school ground so that it will be used for building that school, he said if the DC could come to them in a harmonious way and ask them to contribute one lorry of stones for building that school they could do it in peace since their children are the one who will benefit by getting education instead of the way she did. By doing so she is creating a kind of enemity between the government and us seeing that the government is neglecting our rights because we are here struggling to find some money for our survival and the government is mistreating us where should we go? Is it fair for our own leaders whom we voted for treating us like this, the man asked bitterly.
There is a need for the government to find quick solution for this problem through a round table conversation between the local and central leaders and local communities to reach a peaceful consensus YETs as changing agents we are calling upon a great attention and quick action for the Government because its our Natural Resources that are deteriorating instead of being utilized sustainably for the benefit of our Nation.
The government should stop promising things that are tough for them to implement. Also the Ministry of Natural Resources and Tourism should be fast and acting upon its Policies, Laws and Regulations that are of great use towards achieving sustainable management of natural resources.
Participatory Management of Natural Resources such as Wildlife, Forests and Fishery should be given a priority in attaining sustainable management of natural resources and so as to obtain its contribution to the national GDP while sharing the benefits to the local people improving their livelihoods.
The government also should work hand to hand with the CSOs that are dealing with Environmental Issues since they are the one who have good experience in working close to the local communities in their daily implementation of their projects towards achieving their mission and goals.
The Government should seek to have round table conversation with the local communities while making some decisions that may affect their livelihoods instead of using forces and other bad approaches.
Local communities should participate actively from the initial stages of any planning and decision making processes concerning the management and utilization of natural resources instead of being commanded to act upon what has been decided already.
If these will be done effectively, the local communities will feel as they are concerned in management of natural resources and if they destroy or do any mismanagement activities it will cost them and their future generations.
Also more education is needed for the local communities to understand the importance of conserving our natural resources in participatory means.
We have remained with few forest Reserves that are of great potential and they are still surviving from human activity destructions; let us conserve them seriously in a participatory way and sustainably.
Victoria Maeda,
posh_vk@yahoo.com
In Minaki area stone mining has been taking place for about five years now. Some people from TANROAD came here in year 2005 they took some technical measurements, cleared the forest and start extracting sand and stones for building the Kisarawe road. After one year the company went off and left the area with big pits without doing land reclamation therefore it brought a chance for individuals to come and take over with the activity to date, reports one of the miners at Minaki stone mining area.
The Young Environmentalist Trainees (YETs) under the sponsor of WWF- Tanzania programme had a one day field trip to Kisarawe. The purpose of the trip was to visit one of the CSOs called Vijana Vision Tanzania (VVT) and Pugu sand mining area. VVT being one of the CSOs that deals with management of Natural Resources shared with us on how they conduct their daily activities including the challenges they face in managing the forests that are within their project area. They mentioned the Pugu and Kazimzumbwi forest reserves as big forests that are within their project area.
On his speech the Executive Director mentioned the challenges that his organization is facing in managing the two mentioned forests he said, The Government through the Ministry of Natural Resources and Tourism under the department of Forest and Beekeeping has been a drawback to participatory management of forests as per new Forest regulation of 2002. There has been some propaganda about doing participatory forest management.
One of the village leader reported that three years ago they wrote a letter to the Ministry through the District authority asking for permission to manage the forest as the Forest Policy says about Forest Participatory Management (FPM) but till today they haven’t receive any answer. It is said that the problem of not acting toward the policy has been due to the issue of cost benefit sharing from the forest. This might be the reason for the increase of human activities that lead to destruction of the forests such as charcoal production, mining, timber cropping and other activities.
It was proposed by the central Government that people that are mining in Minaki at Pugu Forest Reserve should be evicted from the area and be shifted to Kazimzumbwi where they will go on mining stones and sand. Up to today its not yet done that means that those miners are going on mining in Minaki stone mining area. They want us to shift to the area which has no water and poor road facilities how are we going to survive there, asked one of the miners who were interviewed by YETs.
He went on saying that here in Minaki we do fetch water from Minaki Secondary school for cooking, bathing and washing our clothes we are not ready to leave this area with important facilities and go to Kazimzumbwi unless other wise if the Government is going to take action to make sure that they are available there at Kazimzumbwi before we shift. Here our customers are easily accessing us because of good infrastructure but if we go there now we might miss all of our customers therefore our business will be non-profitable so by realizing that we nobody amongst us is ready to shift to Kazimzumbwi.
Through the interviews with the miners it was discovered that there is no good relationship between the leaders such as the District Commissioner (DC) and other local leaders.
A man who was interviewed said that, the DC is treating them so harshly because one day she commanded a track full of stones to go and unload at the school ground so that it will be used for building that school, he said if the DC could come to them in a harmonious way and ask them to contribute one lorry of stones for building that school they could do it in peace since their children are the one who will benefit by getting education instead of the way she did. By doing so she is creating a kind of enemity between the government and us seeing that the government is neglecting our rights because we are here struggling to find some money for our survival and the government is mistreating us where should we go? Is it fair for our own leaders whom we voted for treating us like this, the man asked bitterly.
There is a need for the government to find quick solution for this problem through a round table conversation between the local and central leaders and local communities to reach a peaceful consensus YETs as changing agents we are calling upon a great attention and quick action for the Government because its our Natural Resources that are deteriorating instead of being utilized sustainably for the benefit of our Nation.
The government should stop promising things that are tough for them to implement. Also the Ministry of Natural Resources and Tourism should be fast and acting upon its Policies, Laws and Regulations that are of great use towards achieving sustainable management of natural resources.
Participatory Management of Natural Resources such as Wildlife, Forests and Fishery should be given a priority in attaining sustainable management of natural resources and so as to obtain its contribution to the national GDP while sharing the benefits to the local people improving their livelihoods.
The government also should work hand to hand with the CSOs that are dealing with Environmental Issues since they are the one who have good experience in working close to the local communities in their daily implementation of their projects towards achieving their mission and goals.
The Government should seek to have round table conversation with the local communities while making some decisions that may affect their livelihoods instead of using forces and other bad approaches.
Local communities should participate actively from the initial stages of any planning and decision making processes concerning the management and utilization of natural resources instead of being commanded to act upon what has been decided already.
If these will be done effectively, the local communities will feel as they are concerned in management of natural resources and if they destroy or do any mismanagement activities it will cost them and their future generations.
Also more education is needed for the local communities to understand the importance of conserving our natural resources in participatory means.
We have remained with few forest Reserves that are of great potential and they are still surviving from human activity destructions; let us conserve them seriously in a participatory way and sustainably.
Victoria Maeda,
posh_vk@yahoo.com
Wednesday, June 10, 2009
PUGU AGGREGATE MINERS THROWING CHALLENGES TO THE GOVERNMENT ON ENVIRONMENTAL DEGRADATION IN PUGU FOREST.
Pugu forest reserve which located in Kisarawe districts and managed under local government authority is in great risk to vanish due to illegal ongoing aggregate mining activities inside the reserve, according to my insight of the area during 13 April 2009; I got opportunity to have a dialogue with aggregate miners, on this issue.
“They claim that environmental degradation increases in this forest due to poor land use planning and poor governance,
also the government for the most part central government were the one who initiate the sand mining excavate in this forest for their own interest, mainly to the road constructor investor, without measure the impact of their action to the forest environment.
They continue to declare that, after the government investor close its activities and left the mining hole, and then we cover up the place and continue to digging sand for sale to diverse customer from different area of Dar as salaam in order to get something to take care for us and our families they say.
They blame the local government for their thought of stop them to continue with mining activities within the forest without compensate them with another place which is beneficial to them, instead the Pugu district government odder the village government to throw the miners to another area which is very far away, with poor road that hinder their client to access their products, that why we are still here and carry on with our activities which we depend on for our daily life.”
My advice to government is to making harmonize agreement with the aggregate miners for the sake of sustainability of Pugu forest reserve, also to the aggregate miners have agreed to stop mining activities in the area because according to the forest Act Of year 2002 they are strongly breaking the law by doing illegal mining activities in the reserve.
nginyi kimaai
nginyikariongi@gmail.com
“They claim that environmental degradation increases in this forest due to poor land use planning and poor governance,
also the government for the most part central government were the one who initiate the sand mining excavate in this forest for their own interest, mainly to the road constructor investor, without measure the impact of their action to the forest environment.
They continue to declare that, after the government investor close its activities and left the mining hole, and then we cover up the place and continue to digging sand for sale to diverse customer from different area of Dar as salaam in order to get something to take care for us and our families they say.
They blame the local government for their thought of stop them to continue with mining activities within the forest without compensate them with another place which is beneficial to them, instead the Pugu district government odder the village government to throw the miners to another area which is very far away, with poor road that hinder their client to access their products, that why we are still here and carry on with our activities which we depend on for our daily life.”
My advice to government is to making harmonize agreement with the aggregate miners for the sake of sustainability of Pugu forest reserve, also to the aggregate miners have agreed to stop mining activities in the area because according to the forest Act Of year 2002 they are strongly breaking the law by doing illegal mining activities in the reserve.
nginyi kimaai
nginyikariongi@gmail.com
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