Recent Post Recent Post
View More

on September 02, 2026

 

 

  

Na Mwandishi Wetu.

 Bodi ya Ithibati ya Waandishi wa Habari (JAB) imekutana na kufanya mazungumzo na watangazaji na waandaaji wa kipindi cha Good Morning kinachorushwa na Wasafi FM, ambapo imewakumbusha umuhimu wa kuzingatia sheria, kanuni na maadili ya uandishi wa habari katika utekelezaji wa majukumu yao ya kila siku.

Kikao hicho kimefanyika leo, Septemba 2, 2026, katika Makao Makuu ya JAB, Mtaa wa Jamhuri, jijini Dar es Salaam, kikilenga kuimarisha uelewa wa watangazaji hao kuhusu misingi ya weledi, uwajibikaji na matumizi sahihi ya majukwaa ya habari.

Akizungumza katika kikao hicho, Kaimu Mkurugenzi Mkuu wa JAB, Wakili Patrick Kipangula, amefafanua matakwa ya Sheria ya Huduma za Habari, Sura ya 229; Sheria ya Mawasiliano ya Kielektroniki na Posta, Sura ya 306; pamoja na kanuni zake zinazopaswa kuzingatiwa katika utayarishaji na utangazaji wa maudhui.

Wakili Kipangula ameeleza kuwa kuzingatia sheria na maadili ni msingi wa kulinda heshima ya taaluma, haki za watu wanaohusika katika maudhui na imani ya jamii kwa Waandishi wa Habari.
Baada ya mazungumzo hayo, watangazaji wakongwe Gelard Hando na Hilary Mtuta, maarufu kama Zembwela, walikabidhiwa vitambulisho vyao vya ithibati ya uandishi wa habari baada ya kukidhi vigezo vilivyowekwa kwa mujibu wa Sheria ya Huduma za Habari.

Makabidhiano hayo yamekamilisha hatua ya kuwatambulisha rasmi kama Waandishi wa Habari wenye ithibati, wenye wajibu wa kuendelea kutekeleza majukumu yao kwa weledi, maadili na uwajibikaji.
soma zaidi »

on September 02, 2026








By Our Correspondent

ARUSHA: The future of education will not be shaped by technology alone, but by teachers who understand how to use it to improve the way learners are taught, assessed and supported.

This is the message emerging from a four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT) for teachers from Arusha City Council (Arusha CC) and Arusha District Council (Arusha DC), where participants are being challenged to look beyond traditional approaches and prepare for an increasingly digital education environment.





The training is being conducted through collaboration between the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Ministry of Education, Science and Technology (MoEST), the Tanzania Institute of Education (TIE), and the Prime Minister’s Office through TAMISEMI.

For Watson Gibson Mtewele, a Curriculum Developer for Computer Science at TIE, the purpose of such training goes beyond teaching teachers how to use individual digital applications.





He said it was about helping teachers understand how technology, including artificial intelligence (AI), can be used purposefully to strengthen teaching, learning and assessment.

Mr Mtewele said digital assessment tools such as Kahoot could make assessment more interactive and enable teachers to provide learners with immediate feedback.





“When teachers use these tools as assessment instruments, they can simplify teaching and learning, particularly by enabling learners to receive immediate feedback during assessment,” he said.

He explained that the value of such tools lies in the information they give teachers about learners’ understanding.





Instead of waiting until the end of a topic, term or examination period to discover that learners have struggled with a particular concept, a teacher can use assessment information to identify learning gaps earlier and provide additional support.

FROM ASSESSMENT TO ACTION

Mr Mtewele said teachers attending the training had also been introduced to Google Forms, enabling them to prepare questions, administer assessments, receive learners’ responses and follow up on their performance.

The information generated through such assessments, he said, can also help teachers communicate learners’ progress appropriately with parents and strengthen cooperation between schools and families.

This changes the role of assessment from simply recording marks to generating information that can guide teaching decisions.

A teacher can see what learners have understood, identify areas of difficulty and determine whether to reteach a concept, provide additional exercises or move forward with the lesson.





For teachers, therefore, digital competence can translate into more informed teaching, quicker feedback and better opportunities to support learners according to their needs.

THE TEACHER MUST KEEP LEARNING

But Mr Mtewele said technology alone would not transform education.

He challenged teachers to change their mindset and embrace continuous professional learning, particularly when many educational resources and learning opportunities are increasingly available online.

He warned that teachers who deliberately refuse to acquire new skills risk becoming less prepared for the changing learning environment.

“The learner of the coming years will not necessarily need the same teaching approaches that have been used in the past. Teachers must therefore be ready to change as the education environment changes,” he said.

He stressed that the growing use of AI and digital technologies should not be interpreted as replacing teachers.

Rather, he said, technology should strengthen the teacher’s ability to prepare lessons, assess learners, provide feedback, access educational resources and make informed decisions about instruction.

Teachers who embrace continuous learning, he said, stand to benefit from wider access to educational resources, improved digital confidence, more engaging assessment approaches and the ability to respond more quickly to learners’ needs.

Those who refuse to adapt, however, risk relying on approaches that may increasingly fail to respond to the changing needs of learners and the demands of the education system.

WHY THE TRAINING MATTERS

The training comes at a time when Tanzania is placing increasing emphasis on digital transformation in education.

The Education and Training Policy of 2014, 2023 Edition, together with the National Digital Education Strategy and the National Guidelines for Artificial Intelligence in Education, provides a policy and strategic direction for the growing role of technology in education. The Ministry of Education has officially published these documents alongside the ICT Competency Standards for Teachers in Tanzania.

The National Digital Education Strategy specifically identifies areas such as ICT integration in the curriculum, digital content, digital assessment and emerging technologies as requiring strengthened ICT competencies among teachers.

This places teachers at the centre of Tanzania’s digital education transformation.

For UNESCO and its Government partners, strengthening teachers’ capacity is therefore not simply about introducing technology into schools.

It is about ensuring that teachers have the knowledge and confidence to use technology responsibly and meaningfully to improve learning outcomes.

LOOKING TOWARDS VISION 2050

The importance of that preparation becomes even clearer when viewed against Tanzania Development Vision 2050, which places human development, science and technology and digital transformation among the drivers of the country’s long-term development.

The ICT Competency Standards for Teachers link teacher digital competence directly with the ambitions of Vision 2050, including the goal of having Tanzanians who are competent and confident creators and users of digital products and services.

For that vision to become a reality, digital competence cannot begin with learners alone.

It must begin with the people who guide their learning.

A teacher who continues to learn will be better positioned to guide learners through a world in which information, technology and AI are changing rapidly.

A teacher who refuses to learn risks facing tomorrow’s classroom with yesterday’s tools.

That, Mr Mtewele said, is why teachers should view digital training not as an additional burden, but as an investment in their profession and in the future of the learners they teach.

The challenge, therefore, is not whether technology will enter education.

It already has.

The more important question is whether teachers will be ready to use it wisely, responsibly and effectively.

For Tanzania’s journey towards 2050, the answer may begin with something as simple as a teacher deciding to learn one new digital skill today.
soma zaidi »

on September 02, 2026
Shirika la Masoko ya Kariakoo limewarejesha wafanyabiashara wa pembejeo na viuatilifu katika Soko Kuu la Kariakoo ambao walikuwa hawajarejeshwa sokoni hapo baada ya soko hilo kufunguliwa Februari 8, 2026.
soma zaidi »

on September 02, 2026

 



By Our Correspondent, Arusha

ARUSHA: Teachers in Arusha are gaining practical skills in the use of digital technologies and Artificial Intelligence (AI), with the training expected to strengthen their ability to integrate technology into teaching, professional collaboration and learning. The development emerged during a recap session of a digital technology training programme for government secondary school teachers in Arusha, organised by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in collaboration with the Tanzania Institute of Education (TIE) and the Prime Minister’s Office – Regional Administration and Local Government.


The programme is aimed at strengthening teachers’ digital competencies and equipping them with practical knowledge to use digital technologies effectively and responsibly in education. During the recap session of Day 1, teachers reflected on the knowledge and skills they had acquired, with participants saying the training had changed the way they understood and interacted with AI and other digital tools.


One of the key lessons highlighted during the session was the importance of human thinking when using AI and the need to always adapt AI outputs before being used. Dr. Lucian Ngeze of the University of Dodoma (UDOM), Educational Technology Expert, who facilitated part of the training, said AI should be regarded as a tool that supports human thinking rather than one that replaces it. He insisted that AI can make mistakes just like human beings, making it important for users to apply their own knowledge, judgement and critical thinking when interacting with the technology.

“AI can make mistakes just like human beings. Therefore, you need to use your own thinking and knowledge first when prompting AI and verify the output through your professional eye,” Dr. Ngeze said. He explained that the quality of an AI-generated response largely depends on the information, instructions and context provided by the user. Dr. Ngeze therefore urged teachers to think carefully about what they want to achieve before prompting AI and to provide clear, relevant and specific instructions. 


He further advised teachers not to accept AI-generated information automatically, but to critically assess and verify the responses using their professional knowledge and other reliable sources.

The training also focused on strengthening teachers’ participation in online discussion forums. Dr. Ngeze encouraged teachers to support their contributions to discussion forums with examples, cases and sufficient evidence such as relevant links to resources, saying this would make discussions more informative, credible and meaningful.

He also urged them to ask simple and relevant questions that could broaden discussions while maintaining professionalism when engaging with fellow teachers.

“Discussion forums are spaces where you engage with fellow teachers,” he said, encouraging participants to use the platforms to exchange ideas, learn from one another and build on each other’s contributions.

Dr. Ngeze introduced the PQP framework as one approach teachers could use when contributing to online discussions. The framework encourages participants to acknowledge or appreciate a colleague’s contribution (Praise), ask a relevant question (Question) and highlight a strong or important point (Polish). He said applying the approach could transform online discussion forums from platforms where participants simply post information into spaces for active engagement, knowledge-sharing and continuous professional learning.

The practical lessons were reflected in the teachers’ own experiences during the recap session. Some participants said they had previously understood prompting AI mainly as asking the technology a question, but the training had helped them realise that effective prompting requires clear thinking, appropriate context and precise instructions. Others said they had gained a better understanding of the importance of verifying AI-generated information and combining technological tools with their own professional knowledge and judgement.

The teachers said the skills gained would enable them to use digital technologies with greater confidence and responsibility, while creating more opportunities for collaboration and knowledge-sharing among educators. The training therefore goes beyond introducing teachers to digital tools, placing emphasis on developing the skills, judgement and professional confidence required to use technology meaningfully in education.

soma zaidi »

on September 02, 2026
NA EMMANUEL MBATILO, BAGAMOYO

TAASISI ya Sanaa na Utamaduni Bagamoyo (TaSUBa) inatarajia kufanya Tamasha la 44 la Kimataifa la Sanaa na Utamaduni kuanzia Oktoba 28 hadi 31, mwaka huu, katika viwanja vya taasisi hiyo wilayani Bagamoyo, mkoani Pwani.
soma zaidi »

on September 02, 2026

Serikali imeendelea kuchukua hatua mbalimbali ili kuhakikisha bei za mafuta nchini zinakuwa himilivu na zinalinda maslahi ya wananchi, ikiwa ni pamoja na kuimarisha usimamizi wa soko na kuhakikisha upatikanaji wa mafuta kwa wakati katika maeneo mbalimbali nchini.

Hatua hizo zimechangia kupunguza athari za mabadiliko ya bei za mafuta katika soko la dunia.

Kwa mwezi Septemba 2026, Mamlaka ya Udhibiti wa Huduma za Nishati na Maji (EWURA) imetangaza kushuka kwa bei za mafuta hali inayotarajiwa kuleta unafuu kwa watumiaji.

Bei ya petroli imepungua kwa shilingi 102 kwa lita, huku bei ya dizeli ikishuka kwa shilingi 101 kwa lita.

EWURA imeonya kuwa wauzaji wa mafuta watakaokiuka bei elekezi watachukuliwa hatua kali za kisheria, na kwamba wakaguzi wa Mamlaka hiyo tayari wapo kazini katika maeneo mbali mbali kuhakikisha sheria na taratibu zinafuatwa.

Watumiaji wa mafuta wameshauriwa kuchukua risiti wanaponunua mafuta, kwani nyaraka hizo hutumika kama ushahidi kunapokuwa na changamoto yoyote.

soma zaidi »

on September 02, 2026



By Our Correspondent.

ARUSHA: A question that once ended on a piece of paper can now travel from a teacher’s screen to a learner’s device—and return with information that can help the teacher understand what has been learnt and what needs to be taught again.

This is the practical experience teachers from Arusha City Council (Arusha CC) and Arusha District Council (Arusha DC) are gaining as they learn to use Google Forms to create digital assessments, administer quizzes and review learners’ responses.


The skills are being acquired during a6four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT) in Arusha, where teachers are being equipped with practical digital competencies that can be applied in their everyday classroom work.


The training is being conducted through collaboration between the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Ministry of Education, Science and Technology (MoEST), the Tanzania Institute of Education (TIE) and the Prime Minister’s Office through TAMISEMI.

During a practical session on Google Forms, Dr. Lucian Ngeze from the University of Dodoma (UDOM) guided teachers through the process of creating digital forms using their Gmail accounts.

The session introduced teachers to different question formats, including short-answer, paragraph, multiple-choice, true-or-false and drop-down questions, enabling them to select a format according to the type of response they want from learners.


For instance, a short-answer question can be used when a brief response is required, while a paragraph question gives a learner an opportunity to explain an idea or respond to a question in greater detail.

Teachers were then given time to create their own questions and practise developing forms based on the subjects they teach.

Dr Ngeze also demonstrated how a Google Form can be turned into a quiz by activating the quiz option in the settings.

Once the form is converted into a quiz, teachers can use the Answer Key to identify correct answers and assign marks, making it possible to structure the assessment according to the learning activity.

After preparing the quiz, the teacher can publish it, copy the link and share it with learners, including through WhatsApp groups.


The exercise showed teachers that digital assessment does not necessarily require complicated systems. A tool that many users already access through their Google accounts can be adapted to support a task that is at the heart of teaching: asking questions and finding out whether learners have understood.

But the process does not end when the teacher shares the assessment.

Mr Jonas Emmanuel Meyan, a trainer from Munduli Teachers College, demonstrated how teachers can access the Responses section after learners have submitted their answers.

Through the responses, teachers can examine information provided by learners and identify areas in which students may be struggling.

That information can help a teacher determine whether a concept needs to be explained again, whether learners require additional exercises or whether the class is ready to move to the next topic.

In this way, assessment becomes more than a means of measuring performance at the end of a lesson. It becomes a source of feedback that can inform what the teacher does next.

The practical approach also highlighted the importance of responsible handling of learners’ assessment information.

Mr Meyan cautioned teachers to be careful when sharing students’ results, particularly where poor performance could embarrass or demoralise learners and their parents.

He advised teachers to share results with the appropriate people and use assessment information in ways that support learners’ progress.

For teachers, therefore, the lesson from Google Forms goes beyond learning how to create an online questionnaire.

It is about understanding how a simple digital tool can connect teaching, assessment and feedback, giving teachers additional information about learners’ understanding. They have also been able to explore other digital assessment tools including SurveyMonkey and Quizizz.

The approach supports a broader objective of the ICT-CSTT training—to strengthen teachers’ ability to use digital technology purposefully in their professional practice.

For UNESCO and its Government partners, building teachers’ digital competence is an important part of ensuring that technology contributes meaningfully to education rather than becoming an end in itself.

For teachers from Arusha CC and Arusha DC, the practical skills acquired during the training offer an opportunity to take digital assessment beyond the training room and into their classrooms.

A teacher who has never created a digital assessment may begin with something remarkably simple: opening Google Forms, writing one question and sharing one link.

A learner responds. The teacher receives the information. The information points to what has been understood and what requires attention.

From that simple cycle, a new possibility emerges—a classroom in which technology is not merely something teachers learn about, but something they can use to make better-informed decisions about learning.

The journey towards digital assessment may begin with one question, but its real value lies in what the teacher does with the answer.

soma zaidi »

on September 02, 2026



By Our Correspondent, Arusha

ARUSHA: The United Nations Educational, Scientific and Cultural Organisation (UNESCO), in collaboration with the Ministry of Education, Science and Technology, the Tanzania Institute of Education (TIE) and the Prime Minister’s Office through TAMISEMI, is equipping secondary school teachers with practical digital skills aimed at strengthening teaching, learning and assessment in Tanzania.

The initiative forms part of a four-day training on the ICT Competency Standards for Teachers in Tanzania (ICT-CSTT), designed to prepare teachers to undertake the course through a blended learning approach while strengthening their ability to integrate information and communication technology (ICT) meaningfully into classroom practice.


The training focuses on the beginner and intermediate tracks of the ICT-CSTT course, while also providing participants with an overview of the advanced track. Teachers are expected to apply the knowledge and skills acquired in their respective schools and support other teachers in strengthening their digital teaching competencies.

One of the practical areas of the training was the use of Kahoot, an interactive digital learning platform that enables teachers to create learning activities, assign tasks, engage learners and assess their understanding.

The Kahoot session was facilitated by Mr Jonas Emmanuel Meyan, a trainer from Munduli Teachers College, who took teachers through the platform step by step, demonstrating how it can be applied to real classroom situations.

Mr Meyan guided teachers on how to create their own Kahoot accounts, either through a Google account or by registering manually. He explained that having an account enables teachers to create groups for their students, prepare learning activities and assignments and manage digital learning sessions.

The teachers were shown how to create an activity based on a particular lesson or topic, beginning with a clear and memorable title related to the subject being taught. They were then guided on how to prepare different types of questions, provide instructions and organise the content required for learners to undertake the activity.

The practical demonstration followed the journey of a digital learning activity from the teacher to the learner.

Once the teacher has prepared an activity, the link to the Kahoot activity can be shared with the intended students. While the teacher works through the Kahoot.com platform to create and manage learning activities, students can access and participate in assigned activities through Kahoot.it using their digital devices.

The students can then join the designated activity and respond to the questions prepared by their teacher. This gives learners an opportunity to participate actively in the lesson and demonstrate their understanding of the content being taught.

As learners participate, the teacher can follow their engagement and review their responses. This provides an additional means of identifying areas that learners have understood and those requiring further explanation, reinforcement or support.

The process enables the teacher to connect classroom instruction with assessment, using information from learners’ responses to guide subsequent teaching.

Teachers were also shown how to use existing teaching materials to develop interactive activities rather than preparing every digital resource from scratch. PDF materials can be transformed into interactive Kahoot activities using the Kahoot Generator, while presentation slides can also be imported and adapted for interactive learning.

Mr Meyan further explained the platform’s free and paid features, enabling teachers to understand the different options available and select tools that correspond with their teaching needs.

The practical session demonstrated that digital technology can serve a wider educational purpose beyond simply making lessons more entertaining. When used appropriately, digital tools can support lesson preparation, learner engagement, formative assessment and the identification of areas where students require additional support.

The teachers were subsequently given an opportunity to put the skills they had acquired into practice through a practical Kahoot exercise.

Teacher Valeria Paulinus Urio from Ilboru Secondary School emerged as the first-place winner, an achievement that left her delighted and confident about applying the skills in her classroom.

“The Kahoot skills I have acquired will help me make my lessons more interactive and enable my students to participate actively in the learning process. I believe these skills will benefit not only my students but also contribute to the wider development of our country through improved digital learning,” she said.

Teacher Urio said the skills would help her introduce more interactive learning activities while creating additional opportunities to engage students and assess their understanding.

Her experience demonstrated the importance of combining theoretical instruction with hands-on practice, enabling teachers to develop not only knowledge of digital tools but also the confidence required to apply them in real classroom situations.

The training reflects a broader effort to strengthen teachers’ digital competencies so that ICT becomes a meaningful component of teaching, learning, assessment and professional development.

The importance of this investment extends beyond the teachers attending the training. As participants take the acquired skills back to their schools and support their colleagues, the knowledge can reach more teachers and, ultimately, more learners.

This raises a larger question for Tanzania’s education system: What would the country’s classrooms look like if teachers across Tanzania had the confidence and competence to use digital learning tools effectively?

It could mean classrooms where learners are more actively engaged, teachers have additional ways of assessing understanding and digital resources become part of everyday teaching rather than occasional additions to the learning process.

For learners, the long-term benefit could extend beyond individual lessons by helping them develop digital confidence, collaboration, problem-solving and other competencies increasingly required in a technology-driven society.

For Tanzania, strengthening teachers’ digital competence is therefore more than an investment in technology. It is an investment in the teachers who will prepare the country’s next generation.

The technology will continue to evolve and new platforms will emerge. But the teacher will remain at the centre of the transformation.



If teachers across Tanzania embrace digital learning and develop the confidence to use it meaningfully, the classrooms of tomorrow could be more interactive, more connected and better prepared for a digital future.

The transformation, ultimately, begins with the teacher.



soma zaidi »

on September 02, 2026

 Na. Philipo Hassan - Dodoma

Kamishna wa Uhifadhi wa Shirika la Hifadhi za Taifa Tanzania (TANAPA), Massana Mwishawa leo Agosti 31, 2026 amekielekeza Kitengo cha Mahusiano ya Jamii kuongeza wigo wa utoaji wa elimu ya uhifadhi kwa wananchi hususan jamii zinazozunguka Hifadhi za Taifa ili kuwawezesha wananchi hao kushiriki katika shughuli za uhifadhi na maendeleo.

Akizungumza wakati wa ufunguzi wa Kikao Kazi cha Mwaka cha Kitengo cha Mahusiano ya Jamii cha TANAPA, kinachofanyika katika Ukumbi wa Mikutano wa Ofisi Kiunganishi TANAPA jijini Dodoma, Kamishna Mwishawa alieleza kuwa  elimu ya uhifadhi ni muhimu katika kujenga uelewa na mahusiano mazuri kati ya Shirika na jamii.

“Ninasisitiza umuhimu wa kuendelea kutoa elimu ya uhifadhi kwa jamii ili kuwaelimisha wananchi namna ya kukabiliana na changamoto ya wanyamapori wakali na waharibifu, kukabiliana na athari za mabadiliko ya tabianchi, kutunza na kuhifadhi vyanzo vya maji, kujikita kwenye shughuli za uzalishaji mali kupitia utalii pamoja na kusimamia na kufuatilia utekelezaji wa miradi ya ujirani mwema kwa kuhamasisha ushiriki wa vikundi mbalimbali vya kijamii,” alisema Kamishna Mwishawa.

Sambamba na hilo, Kamishna Mwishawa alieleza kuwa Kitengo cha Mahusiano ya Jamii kinapaswa kuwa kiunganishi kati ya TANAPA na jamii kutokana na kuwa na mahusiano ya moja kwa moja na wananchi, hivyo kina nafasi muhimu katika kuimarisha shughuli za uhifadhi, ulinzi na usalama wa watalii.

Kwa upande wake, Afisa Uhifadhi Mkuu na Kaimu Mkuu wa Sehemu ya Uhifadhi, Glory Summay alibainisha kuwa  kikao hicho ni muhimu katika kutathmini utekelezaji wa majukumu ya Kitengo cha Mahusiano ya Jamii, kubadilishana uzoefu uliopatikana, kubaini changamoto na kuweka mikakati ya kuimarisha ushirikiano kati ya TANAPA na jamii zinazozunguka hifadhi.

“Kikao hiki kitatupa fursa ya kutathmini tulipofikia, kujifunza kutokana na uzoefu wetu na kuweka mikakati madhubuti ya kuimarisha mahusiano na jamii kwa manufaa ya kuboresha maliasili katika Hifadhi za Taifa”, alieleza Mhifadhi Summay.

Kitengo cha Mahusiano ya Jamii kinatumia kikao hicho kuweka mikakati ya kuimarisha utendaji wa Kitengo, kuongeza maarifa na ujuzi wa utendaji kazi, hususan katika matumizi ya mfumo wa ukusanyaji taarifa, pamoja na kujengeana uelewa wa pamoja kuhusu mbinu bora za ushirikishwaji wa jamii kwa ajili ya kuboresha mahusiano na kuongeza ushiriki wa wananchi katika shughuli za uhifadhi.

Dhana ya ushirikishwaji wa jamii kwenye shughuli za uhifadhi ni jambo muhimu kwani Wananchi ndiyo msingi wa uhifadhi wa maliasili zilizopo. Ni dhahiri kuwa, uhifadhi hauwezi kufanikiwa kama jamii siyo sehemu ya uhifadhi huo.

soma zaidi »

on September 02, 2026

 


📌 Operesheni ya ukaguzi wa mita yabaini matumizi yasiyo halali ya umeme eneo la Visiwani, Mwananyamala na Mivumoni

📌 TANESCO yawataka wananchi kutoa taarifa za vitendo vya wizi wa umeme


Shirika la Umeme Tanzania (TANESCO) limebaini matukio ya wizi wa umeme katika eneo la Visiwani, Mwananyamala na Mivumoni, zilizo Wilaya ya Kinondoni, jijini Dar es Salaam, wakati wa operesheni ya ukaguzi wa mita na miundombinu ya umeme inayoendelea katika maeneo mbalimbali ya Mkoa huo.

Operesheni hiyo inalenga kudhibiti matumizi yasiyo halali ya umeme, kulinda miundombinu ya Shirika na kuhakikisha huduma ya umeme inaendelea kutolewa kwa usalama na ufanisi kwa wananchi.

Akizungumza wakati wa operesheni hiyo, Afisa Usalama wa TANESCO, Bi. Lilian Nizim, amewataka wananchi kuzingatia sheria na taratibu za matumizi ya umeme na kuepuka vitendo vya kuingilia au kuchezea mita za umeme.

“Mteja anapobaini changamoto yoyote inayohusiana na mita yake, anapaswa kutoa taarifa TANESCO ili ipatiwe ufumbuzi. Ni muhimu wananchi waepuke kabisa kuingilia mita kwa njia yoyote, kwani ni kinyume cha sheria na kunaweza kuhatarisha usalama wa maisha na mali,” amesema Bi. Nizim.

Kwa upande wake, Mhandisi wa TANESCO Mkoa wa Kinondoni Kaskazini, Mha. Underson Manyika, amesema wakati wa ukaguzi katika eneo la Visiwani, timu ya wataalamu ilibaini baadhi ya wateja wakiwa wamechepusha nyaya za umeme, hali iliyosababisha mita kutosoma matumizi halisi ya umeme.

“Ukaguzi wetu umebaini kuwepo kwa miunganisho isiyo halali iliyokuwa ikiathiri usomaji sahihi wa mita. Hatua stahiki zinaendelea kuchukuliwa kwa mujibu wa sheria na taratibu za Shirika,” amesema Mha. Manyika.

Amesema vitendo vya wizi wa umeme husababisha hasara kwa Shirika, kuhatarisha usalama wa wananchi na kuathiri ubora wa huduma ya umeme, hivyo ametoa wito kwa wananchi kuendelea kushirikiana na TANESCO kwa kutoa taarifa za vitendo hivyo ili viweze kudhibitiwa kwa wakati.

TANESCO inaendelea kufanya ukaguzi wa mara kwa mara wa mita na miundombinu ya umeme katika maeneo mbalimbali nchini ikiwa ni sehemu ya jitihada za kuimarisha utoaji wa huduma ya umeme ya uhakika, salama na endelevu kwa wananchi.






soma zaidi »

on September 02, 2026

 


Naibu Waziri wa Nishati, Mhe. Salome Makamba, amesema jukumu kuu la Wizara ya Nishati ni kuhakikisha wananchi wanapata umeme wa uhakika na wanapatiwa taarifa kwa wakati pindi changamoto zinapojitokeza.

Mhe. Makamba ameyasema hayo leo, tarehe 01 Septemba 2026, wakati akijibu Swali lanMhe. Exaud Silaoneka Kigahe, Mbunge wa Jimbo la Mufindi Kaskazini, aliyetaka kufahamu lini Serikali itabadilisha mkataba wa usambazaji wa umeme kwa wananchi kutoka Mwenga Power kwenda TANESCO, ili Mwenga Power ibaki kuwa mzalishaji wa umeme.

Akijibu swali hilo, Mhe. Makamba amesema utoaji na usimamizi wa leseni za uzalishaji na usambazaji wa umeme nchini ni jukumu la kisheria la Mamlaka ya Udhibiti wa Nishati na Maji (EWURA), kwa mujibu wa Sheria ya Umeme ya mwaka 2008 na taratibu za utoaji wa leseni hizo.

“Jukumu namba moja la Wizara ya Nishati ni kuhakikisha wananchi wanapata umeme wa uhakika na wanapata taarifa kwa wakati kunapotokea changamoto,” amesema Mhe. Makamba.

Ameeleza kuwa uamuzi wowote wa kubadili muundo wa leseni ya usambazaji umeme katika eneo hilo unapaswa kuzingatia matakwa ya sheria na taratibu zilizowekwa.

Hata hivyo, Mhe. Makamba amesema Serikali, kwa kutambua kuwa kumekuwa na malalamiko kuhusu ubora wa huduma inayotolewa na Mwenga Power, tayari taasisi zake za EWURA, TANESCO na REA zimeanza kufanya tathmini ya kina ili kubaini uwezekano wa kufanya mabadiliko hayo bila kuathiri uwekezaji uliopo.

Amesema tathmini hiyo itafanyika kwa haraka ili kuhakikisha wananchi wanapata huduma ya umeme yenye uhakika na inayokidhi mahitaji yao.

Aidha, akihitimisha, Mhe. Makamba amesema yupo tayari, pindi Vikao vya Bunge vitakapokamilika, kuongozana na Mhe. Exaud Silaoneka Kigahe, Mbunge wa Jimbo la Mufindi Kaskazini, kwenda kusikiliza na kufahamu kwa kina changamoto zinazowakabili wananchi katika eneo hilo.

soma zaidi »

on September 02, 2026

 


Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo,akizungumza wakati akiongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara.

Na.Mwandishi Wetu

Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo, amewapongeza watumishi wa wizara hiyo kwa kazi kubwa na mafanikio waliyoyapata katika mwaka wa fedha uliopita, huku akiwataka kuendelea kuyasema kwa ujasiri mafanikio hayo yaliyoiwezesha sekta ya elimu kung’aa kitaifa na kimataifa.

Prof. Nombo amesema mafanikio hayo yametokana na uongozi imara wa Waziri wa Elimu, Sayansi na Teknolojia, Prof. Adolf Mkenda, na Naibu Waziri, Mhe. Wanu Hafidh Ameir, pamoja na ushirikiano wa Wakurugenzi, Wakuu wa Idara na watumishi wote.

Prof. Nombo amesema hayo Septemba 1, 2026 jijini Dodoma wakati alipoongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara. Amewashukuru watumishi kwa utekelezaji mzuri wa majukumu yao na kusisitiza umuhimu wa kuendeleza ushirikiano katika kufikia malengo ya wizara.

Aidha, Prof. Nombo amesema mabadiliko makubwa yanayoendelea katika sekta ya elimu yanatokana na utekelezaji wa sera mpya ya elimu, ambayo inalenga kuandaa wahitimu wenye ujuzi, kuboresha matokeo ya kujifunza na kuimarisha mfumo mzima wa elimu nchini. Amesisitiza kuwa Serikali ya Awamu ya Sita, chini ya uongozi wa Rais Dkt. Samia Suluhu Hassan, imewekeza kwa kiwango kikubwa katika sekta ya elimu kupitia ujenzi wa miundombinu, ajira za walimu, mafunzo ya watumishi na fursa mbalimbali za kitaaluma.

Katika kikao hicho, Katibu Mkuu amekumbusha wajibu mkubwa wa Wizara katika utekelezaji wa Dira ya Taifa ya Maendeleo 2050, akieleza kuwa takribani asilimia 40 ya masuala yaliyomo kwenye dira hiyo yanahusu sekta ya elimu, sayansi, teknolojia na ubunifu. Ameongeza kuwa utekelezaji wa elimu ya lazima kwa miaka 10 na maandalizi ya kupokea kundi la wanafunzi la double cohort mwaka 2028 ni miongoni mwa majukumu makubwa yanayohitaji maandalizi ya mapema na ushirikiano wa pamoja.

Kwa upande wake, Naibu Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Daniel Mushi, amewataka watumishi kuendelea kufanya kazi kwa ushirikiano, weledi, nidhamu na uadilifu, akisema misingi hiyo ni muhimu katika kuimarisha utendaji kazini. Prof. Mushi amesema hayo Septemba 1, 2026 jijini Dodoma wakati akifunga kikao cha tafakuri cha watumishi wa wizara hiyo.

Amesema mafanikio ya wizara yanatokana na mchango wa kila mtumishi, hivyo kuna umuhimu wa kuongeza ubunifu katika utendaji huku sheria, kanuni, taratibu na miongozo ya utumishi wa umma ikizingatiwa. Pia amesisitiza umuhimu wa kuzingatia usalama wa taarifa za Serikali na kuhakikisha wananchi wanahudumiwa kwa furaha, ufanisi na weledi, huku akiwataka watumishi kutumia mafunzo waliyopata kuongeza tija na kuhamasisha utamaduni wa kuendelea kujifunza katika kila ngazi ya utumishi.

Naye, Mkurugenzi wa Idara ya Utawala na Rasilimali Watu katika Wizara ya Elimu, Sayansi na Teknolojia, Dkt. Edith Rwiza, amesema kikao cha uongozi na watumishi kimetoa fursa ya kutafakari kwa pamoja, kujenga mshikamano na kubadilishana uzoefu kwa lengo la kuimarisha utendaji kazi.

Amesema kikao hicho pia kililenga kutafakari mafanikio, changamoto na mafunzo yaliyopatikana katika utekelezaji wa mipango na majukumu ya wizara katika mwaka uliopita.

Dkt. Rwiza amesema kikao hicho kimewapa watumishi nafasi ya kujitathmini kwa kuzingatia uhalisia wa utendaji kazi na kujadili namna bora ya kuhakikisha malengo ya wizara yanafikiwa kwa ufanisi.

Ameongeza kuwa washiriki wamepata fursa ya kutazama kwa pamoja changamoto za rasilimali na kubaini namna ya kuongeza ufanisi ili kupata matokeov makubwa zaidi kwa kutumia rasilimali zilizopo, huku wakielekezwa kuimarisha mshikamano na uwajibikaji katika kutekeleza majukumu yao.



Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo,akizungumza wakati akiongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara.

  

Sehemu ya Watumishi wakimsikiliza Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo (hayupo pichani) wakati akiongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara.

 

Sehemu ya Watumishi wakimsikiliza Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo (hayupo pichani) wakati akiongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara.

  

Sehemu ya Watumishi wakimsikiliza Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo (hayupo pichani) wakati akiongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara.

 

Sehemu ya Watumishi wakimsikiliza Katibu Mkuu wa Wizara ya Elimu, Sayansi na Teknolojia, Prof. Carolyne Nombo (hayupo pichani) wakati akiongoza kikao cha tafakuri cha uongozi na watumishi wa Wizara ya Elimu, Sayansi na Teknolojia, kilicholenga kutathmini utekelezaji wa majukumu yaliyokabidhiwa kwa wizara.        
 
soma zaidi »
Subscribe to: Posts (Atom)