
Afisa Mtendaji Mkuu wa Wakala wa Vipimo (WMA), Bw. Alban Mark Kihula, akizungumza na waandishi wa habari jijini Dodoma, Septemba 18, 2026, katika ukumbi wa Idara ya Habari - MAELEZO, kuhusu utekelezaji wa Taasisi hiyo katika kipindi cha mwaka wa fedha 2025/26 na mwelekeo wa 2026/27.
Na Mwandishi Wetu - DODOMA
Wakala wa Vipimo Nchini (WMA), umeonya wafanyabiashara wanaotumia vipimo visivyo sahihi au kuuza bidhaa kwa vipimo visivyokidhi viwango kwamba wanakabiliwa na adhabu kali kwa mujibu wa sheria, ikiwemo faini na kifungo
Akizungumza na waandishi wa habari Septemba 18, 2026, katika ukumbi wa Idara ya Habari – MAELEZO, Mtumba jijini Dodoma, Afisa Mtendaji Mkuu wa WMA, Bw. Alban Kihulla, amesema mtuhumiwa anayekubali kosa anaweza kutozwa faini ya Shilingi 100,000 hadi 20,000,000 kwa kosa moja, huku anayekataa kosa na kupatikana na hatia anapelekwa Mahakamani na kutozwa faini ya Shilingi laki tatu hadi milioni 50, au faini na kifungo kisichozidi miaka miwili.
Amesema kwa mkosaji wa mara kwa mara, faini inaweza kuwa kati ya Shilingi 500,000 na milioni 100 kwa kosa moja, hatua inayolenga kuhakikisha wafanyabiashara wanazingatia matumizi ya vipimo sahihi na kulinda haki za walaji.
Bw. Kihulla amewataka wakulima kuachana na matumizi ya magunia, madebe, makopo, mafungu na vipimo vingine visivyo rasmi katika biashara ya mazao, akisisitiza matumizi ya mizani kwa kuwa kilo ndiyo kipimo kinachotambulika katika biashara kote duniani.
Amesema matumizi ya vipimo visivyo rasmi yanaweza kusababisha kutokuwepo kwa usawa katika biashara, hivyo wananchi wanapaswa kudai kupimiwa bidhaa kwa mizani ili kuhakikisha wanapata kiasi halisi wanacholipia.
“Madebe, makopo, visado na mafungu siyo vipimo, wafanyabiashara tumieni mizani,” amesisitiza Kihulla, akieleza kuwa WMA inahakikisha kilo moja inakuwa kilo moja na vipimo vyote vinazingatia viwango vinavyotambulika.
Aidha, amesema WMA haisimamii vipimo vya bidhaa pekee, bali inahakikisha usahihi wa vipimo katika sekta mbalimbali kwa mujibu wa sheria za kitaifa, kikanda na kimataifa.
Bw. Kihulla ametoa mfano wa sekta ya afya, ambako vipimo vya uzito vimekua vikihakikiwa ili kuhakikisha mgonjwa anapata uzito halisi, jambo linalomsaidia daktari kuamua kiwango sahihi cha dawa kinacholingana na uzito wa mgonjwa.
Amewataka wananchi kuwa sehemu ya mapambano dhidi ya matumizi ya vipimo visivyo sahihi kwa kutoa taarifa wanapobaini au kuhisi kuwa vipimo vinavyotumika au walivyopimiwa si sahihi kwa kuwasiliana na WMA kupitia namba 08001197 ili kutoa taarifa na kupata msaada na kuwezesha hatua stahiki kuchukuliwa.



Bidhaa zilianza kukwama sokoni, wateja wakapungua, na mara nyingine nilikuwa napata hasara bila kuelewa chanzo.
Nilijaribu kubadilisha bidhaa, kupunguza bei, na hata kubadili eneo la mauzo, lakini bado hali haikubadilika. Kila wiki ilikuwa kama napoteza zaidi kuliko ninavyopata.
Hali hiyo ilinifanya niingie kwenye msongo wa mawazo. Nilianza kujiuliza kama biashara siyo sehemu yangu kabisa. Siku moja nilimweleza rafiki yangu wa karibu changamoto zangu. SOMA ZAIDI.
Fatuma Juma, mkazi wa Mombasa, alikuwa amezoea maisha ya upweke kwa karibu miaka mitatu baada ya mume wake kumwacha bila maelezo. Kila siku alijikuta akijiuliza ni wapi alikosea katika ndoa yao iliyodumu kwa miaka saba kabla ya matatizo kuanza.
“Nilibaki na watoto wawili na maswali mengi kichwani. Nilijaribu kuomba msamaha hata bila kujua kosa langu lakini hakutaka kunisikiliza,” alisema Fatuma. SOMA ZAIDI.
Nilivishwa pete za uchumba zaidi ya mara nne, lakini zote ziliishia kwa wanaume hao kutoweka au kupata matatizo yanayofanya ndoa isifungwe.
Watu kijijini kwetu walianza kusema nina nuksi, wengine wakidai nina jini mahaba anayenizuia kuolewa. Nilijisikia mnyonge, nikawa najifungia ndani nalia tu. Nilikuwa naogopa hata kwenda kwenye harusi za wenzangu maana kila mtu alikuwa ananitazama kwa dhihaka.


Dar es Salaam, Tanzania: The Tanzania National Commission for UNESCO and UNESCO continue to strengthen their cooperation in advancing shared priorities in education, science, culture, communication and information, and sustainable development.

The photograph was taken during an official engagement at the UNESCO Office, UN House, PSSSF Tower Complex, Dar es Salaam, reflecting the continued collaboration between the two institutions in support of UNESCO’s mandate and Tanzania’s development priorities.
Pictured from left: Prof. Hamisi Masanja Malebo, Executive Secretary, Tanzania National Commission for UNESCO; and Mr Michel Toto, UNESCO Country Representative in Tanzania.

📸 Photo: Tanzania National Commission for UNESCO
#UNESCOTanzania #TanzaniaNationalCommissionforUNESCO #UNESCO #Tanzania #SustainableDevelopment
Nilijaribu kubadilisha tabia zangu peke yangu, lakini bado hali ilijirudia. Nilikuwa naingia kwenye mahusiano na matumaini, lakini mwisho wake ulikuwa uleule wa maumivu. Siku moja nilimweleza rafiki yangu wa karibu changamoto yangu. SOMA ZAIDI.
Kwa muda mrefu maisha yangu hayakuwa ya kawaida. Kila siku ilikuwa kama mapambano yasiyoisha. Usiku sikupata usingizi wa amani, na mchana nilihisi uchovu na mzigo mzito usioelezeka. Ilianza taratibu.
Nilianza kusikia hali ya hofu isiyo na sababu, ndoto za ajabu, na wakati mwingine nilikuwa naamka nikiwa na wasiwasi mkubwa bila kuelewa kinachoendelea. Kadri siku zilivyopita, hali ilizidi kuwa mbaya. Nilijaribu kutafuta msaada kwa njia mbalimbali.
Niliwaeleza watu wa karibu, lakini wengi hawakuweza kuelewa kile nilichokuwa napitia. Wengine walidhani ni mawazo tu, lakini mimi nilijua kuna kitu hakiko sawa. Hali hiyo ilianza kuathiri maisha yangu yote. Nilipoteza furaha, nikajitenga na watu, na hata kufanya kazi ikawa changamoto kubwa kwangu.
Siku moja nilikutana na mtu aliyeniona nikiwa katika hali hiyo. SOMA ZAIDI.
Nilishtuka sana. Nilianza kuzunguka maeneo yote ya karibu, nikauliza watu, nikaripoti polisi, lakini hakuna aliyejua ilikoenda. Kila siku ilivyopita ndivyo matumaini yangu yalivyozidi kupungua. Nilianza kuhisi kama nimepoteza chanzo cha maisha yangu.
Wiki moja ilipita bila mafanikio. Nilikuwa nimechoka, nimekasirika, na wakati mwingine nikikosa hata hamu ya kuendelea na kazi. Kila nilipoona mtu akiwa na pikipiki, nilikumbuka yangu na maumivu yakarudi upya.
Baada ya kuchoka na hali hiyo, niliamua kutafuta msaada wa ziada. SOMA ZAIDI.
UNESCO and Beijing Normal University (BNU) provide students from 10 schools with opportunities to explore ICT, innovation and pathways into STEM careers
MOROGORO, TANZANIA – 17 September 2026:
For a group of Form One girls from 10 secondary schools across Morogoro Region, technology is beginning to mean much more than simply using a smartphone or accessing the internet. It is becoming a space where they can learn, create, solve problems and imagine new possibilities for their future.
This shift in perspective is at the heart of a three-day girls’ Bootcamp being held at Kilakala Girls Secondary School from 16 to 18 September 2026, under the UNESCO–Beijing Normal University (BNU) project, “Closing the Digital Divide: Ensuring Gender-Transformative Digital Skills Education for Women and Girls.
The journey began on 15 September 2026 with a meeting held at Odema Hotel in Morogoro, before the students moved into the Bootcamp phase, which officially began on 16 September 2026 at Kilakala Girls Secondary School, where the training is continuing until tomorrow, 18 September 2026.
The project is implemented by UNESCO with funding support from Beijing Normal University (BNU), technical support from the UNESCO International Research and Training Centre for Rural Education (UNESCO-INRULED), and in collaboration with the Government of the United Republic of Tanzania.
The initiative seeks to strengthen girls’ digital skills, increase their interest and understanding of ICT education and careers, and challenge gender stereotypes and expectations that can discourage girls from pursuing technology-related fields.
Helping Girls See Their Place in Science and Technology
For many of the girls participating in the Bootcamp, the experience provides an opportunity to look at technology from a different perspective.
Rather than seeing ICT as something mainly associated with boys or as a tool for basic communication, the girls are being encouraged to see themselves as potential innovators, researchers, engineers, entrepreneurs and creators of digital solutions.
This approach responds directly to one of the challenges identified by the project: gender stereotypes and social expectations that may portray technology as a male-dominated field, affecting girls’ confidence, interest and sense of belonging in ICT-related education and careers.
By creating opportunities for girls to engage with digital skills and female role models, the project aims to help them recognise that their future can include technology—not only as users, but also as creators and problem-solvers.
When Technology Meets Real-Life Challenges
One of the sessions during the Bootcamp, “Gender, Technology and ICT in the Agriculture Sector,” delivered by Dr Lily Makalanga Bogohe, demonstrates how technology can be connected to everyday challenges facing communities.
The session highlighted the important contribution of women to food production while drawing attention to barriers that can limit women’s access to digital technologies, including the cost of smartphones and data, limited digital skills, and social and gender-related constraints.
At the same time, the session explored how digital technologies can create opportunities for women and girls, including access to market information, weather information, mobile financial services and other digital resources that can support livelihoods and decision-making.
The lesson for the girls is clear: technology is not separate from real life. It can be used to understand problems, develop solutions and improve the way people live and work.
Challenging the Idea That Technology Is “For Boys”
The Bootcamp also creates space to question one of the persistent barriers to girls’ participation in technology: the belief that science and technology are primarily for boys.
The project recognises that limited female role models and restricted exposure to ICT education and career pathways can influence how girls perceive their own possibilities.
Through practical learning, mentorship and exposure to technology-related opportunities, the girls are being encouraged to build confidence and develop a stronger understanding of where digital skills can take them.
The message is not simply about teaching girls how to use technology. It is about helping them understand that they can participate in shaping the technologies and solutions that respond to the needs of their communities.
Starting the STEM Journey Early
The Bootcamp comes at an important stage in the girls’ education. As Form One students, they are at an early point in their secondary school journey, when exposure to new fields of knowledge can help shape their interests and aspirations.
The project’s focus on digital skills, ICT education and career pathways provides an opportunity for girls to begin exploring fields related to science, technology, engineering and mathematics (STEM), while developing the confidence to consider ICT-related studies and careers.
The broader objective is to ensure that girls are not left behind as technology continues to transform education, employment and society.
By investing in girls’ digital skills today, the initiative contributes to a future in which more women can participate meaningfully in technology, innovation and digital transformation.
From Learning to Possibility
The Bootcamp is more than a three-day learning activity. It is an opportunity for girls to see possibilities that may not previously have been visible to them.
As the sessions continue at Kilakala Girls Secondary School, the experience is helping participants connect digital skills with real-world challenges, explore their interests and begin thinking about the role technology could play in their education and future careers.
Ultimately, the project seeks to create an environment in which girls can develop the skills, confidence and understanding needed to participate in the digital world on equal terms. Its communication approach also places emphasis on documenting girls’ experiences, achievements, role models and pathways into ICT education and careers.
For the girls of Morogoro, the journey is only beginning.
Science and technology are not only for boys. Girls, too, can learn, innovate, create solutions and help shape the digital future.
Kikao kinaweka msingi wa kuimarisha elimu kuhusu bahari, uhifadhi wa mazingira na uchumi wa buluu
ZANZIBAR: Tume ya Taifa ya UNESCO inafanya mashauriano na Menejimenti ya Wizara ya Elimu na Mafunzo ya Amali Zanzibar kuhusu uanzishwaji wa Programu ya Shule za Bluu (Blue Schools Programme), inayolenga kuwajengea wanafunzi uelewa na maarifa kuhusu umuhimu wa bahari katika maisha ya binadamu, uhifadhi wa mazingira, mabadiliko ya tabianchi na fursa za uchumi wa buluu.
Kikao hiki kinaendelea Zanzibar, huku Tume ya Taifa ya UNESCO ikiwakilishwa na Naibu Katibu Mtendaji wa Tume, Dkt. Khamis Khalid Said. Majadiliano yanajikita katika kujenga uelewa wa pamoja kuhusu programu hiyo na kuweka msingi wa hatua zinazofuata kuelekea uanzishwaji wake Zanzibar.
Programu ya Shule za Bluu inalenga kukuza Elimu kuhusu Bahari (Ocean Literacy) kwa kuwawezesha wanafunzi kuelewa bahari, uhusiano wake na maisha ya binadamu na namna shughuli za binadamu zinavyoathiri mazingira ya baharini.
Kupitia mpango huo, shule zinapata fursa ya kuunganisha elimu ya bahari na mazingira, uendelevu na maisha ya jamii, huku wanafunzi wakijengewa uwezo wa kutambua thamani ya bahari na wajibu wao katika kuitunza.
Kwa Zanzibar, ambako bahari ni sehemu muhimu ya mazingira, maisha ya jamii na shughuli mbalimbali za kiuchumi, kuimarisha elimu kuhusu bahari katika shule kunatoa fursa ya kuwaandaa wanafunzi kuwa kizazi kinachotambua thamani ya rasilimali hizo na umuhimu wa kuzitumia kwa njia endelevu.
Elimu hiyo inagusa maeneo mbalimbali, yakiwemo uhifadhi wa mazingira ya baharini, mabadiliko ya tabianchi, uchafuzi wa bahari, matumizi endelevu ya rasilimali za bahari na fursa za uchumi wa buluu.
ELIMU YA BAHARI KUELEKEA TANZANIA YA 2050
Majadiliano kuhusu Shule za Bluu yanaendana na mwelekeo mpana wa Tanzania wa kuwekeza katika elimu, ujuzi, sayansi, teknolojia na ubunifu, pamoja na matumizi endelevu ya rasilimali kwa ajili ya maendeleo ya muda mrefu.
Dira ya Taifa ya Maendeleo 2050 inaweka mkazo katika kujenga rasilimali watu yenye maarifa na ujuzi, kukuza ubunifu na kuimarisha matumizi endelevu ya rasilimali za Taifa.
Katika muktadha huo, elimu kuhusu bahari inatoa fursa ya kuwaandaa wanafunzi mapema kuelewa fursa na changamoto zinazohusiana na bahari, ikiwemo nafasi ya uchumi wa buluu katika maendeleo ya Tanzania.
Kujenga uelewa huo shuleni kunaweza pia kusaidia kuandaa kizazi chenye uwezo wa kutumia maarifa, sayansi na ubunifu kutafuta suluhisho la changamoto za mazingira na mabadiliko ya tabianchi.
KUJENGA KIZAZI CHENYE UFAHAMU WA BAHARI
Dhana ya Shule za Bluu inaweka mwanafunzi katika nafasi ya kuwa sehemu ya kujifunza, kutafakari na kuchukua hatua kuhusu mazingira yanayomzunguka.
Kupitia elimu hiyo, wanafunzi wanaweza kuelewa uhusiano kati ya bahari, mazingira, uchumi na maisha ya jamii, na namna maamuzi ya sasa yanavyoweza kuathiri rasilimali za bahari kwa vizazi vijavyo.
Kwa mtazamo huo, shule inaweza kuwa sehemu muhimu ya kujenga utamaduni wa kuhifadhi mazingira, huku walimu na wanafunzi wakishirikiana na jamii katika kukuza uelewa kuhusu bahari na matumizi yake endelevu.
TUME YA TAIFA YA UNESCO YAWEKA MSINGI WA HATUA ZINAZOFUATA
Akizungumzia kikao hicho, Dkt. Khamis Khalid Said anaeleza kuwa majadiliano yanawezesha kujenga uelewa wa pamoja kati ya Tume ya Taifa ya UNESCO na Menejimenti ya Wizara ya Elimu na Mafunzo ya Amali Zanzibar kuhusu Programu ya Shule za Bluu.
“Kikao hiki kinatuwezesha kujenga uelewa wa pamoja kuhusu Programu ya Shule za Bluu na kuweka msingi wa namna nzuri ya kuendelea na hatua zinazofuata kuelekea uanzishwaji wa programu hii Zanzibar,” anasema Dkt. Khamis.
Kikao kinaendelea kuimarisha ushirikiano kati ya Tume ya Taifa ya UNESCO na Wizara ya Elimu na Mafunzo ya Amali Zanzibar katika kuangalia namna elimu kuhusu bahari inaweza kuimarishwa katika mazingira ya shule na kuhusishwa na mahitaji ya maendeleo ya Zanzibar na Tanzania kwa ujumla.
Hatua hii pia inaendana na juhudi za Serikali ya Awamu ya Sita katika kuimarisha elimu na ujuzi, kukuza sayansi, teknolojia na ubunifu, pamoja na kuhimiza matumizi endelevu ya rasilimali katika kuchochea maendeleo ya Taifa.
Katika safari kuelekea Tanzania ya 2050, kuwekeza katika elimu kuhusu bahari kunaweza kusaidia kujenga kizazi chenye maarifa, ujuzi na ubunifu wa kutambua fursa za uchumi wa buluu na wakati huo huo kuwa na uelewa wa wajibu wa kulinda mazingira ya baharini.
Kwa kuanzia shuleni, elimu kuhusu bahari inaweza kuwa msingi wa kujenga kizazi kinachoifahamu bahari, kinathamini rasilimali zake na kinakuwa tayari kushiriki katika kuzitunza kwa ajili ya vizazi vya sasa na vijavyo.
Tume ya Taifa ya UNESCO inaendelea kushirikiana na wadau mbalimbali katika kuendeleza programu zinazotumia elimu, sayansi, utamaduni na mawasiliano kama nyenzo za kuchangia maendeleo endelevu ya Tanzania.
Mbunge wa Jimbo la Chalinze, Mhe. Ridhiwani Kikwete, Septemba 14, 2026 amekabidhi magari mawili kwa Vikundi viwili vya wananchi ikiwa ni sehemu ya juhudi za kuwawezesha wananchi kiuchumi kupitia mikopo yenye masharti nafuu.
Magari hayo aina ya Basi la abiria na gari ndogo ya kubebea mizigo, yamekabidhiwa kwa vikundi hivyo ili kuwawezesha kufanya shughuli za kiuchumi zitakazosaidia kuongeza kipato na kuboresha maisha ya wanakikundi pamoja na familia zao.
Akizungumza wakati wa ziara yake ameonesha kufurahishwa na mmoja kati ya waliopatiwa magari hayo ni kutoka kikundi cha watu wenye ulemavu ambaye amepatiwa gari ndogo kwajili ya kubeba mizigo Mhe. Kikwete amesema mpango huo ni sehemu ya mwendelezo wa kuwawezesha wananchi kupata mitaji na vitendea kazi ambavyo vitawasaidia kujiajiri na kuongeza kipato.
Amesema wananchi wanaopatiwa fursa hiyo wanapaswa kutumia vizuri mikopo na vitendea kazi wanavyokabidhiwa ili viweze kuleta tija na kuwasaidia kujikwamua kiuchumi.
Kwa mujibu wa Mhe. Kikwete, utaratibu huo unawawezesha wananchi kurejesha mikopo kidogo kidogo bila riba, jambo ambalo linawapa nafasi ya kuendesha shughuli zao bila kubanwa na gharama kubwa za marejesho.
Amesisitiza kuwa lengo la mpango huo si kutoa fedha pekee, bali ni kujenga uwezo wa wananchi kuwa na shughuli endelevu zitakazowawezesha kuongeza kipato na kukabiliana na changamoto za maisha.


















