Ruaha Secondary School Background

Founded in 1986

Ruaha Secondary School was founded in 1986 to address the dire educational needs of Tanzania.

Tanzania is the fourth poorest nation in the world economically. The minimum wage is 30,000 TSh or about $38 U.S. per month. The average teacher salary is about 65,000 TSh or $81 U.S. per month.

The condition of schools nation wide is very poor. Many schools lack textbooks, floors, windows and basic educational equipment. Teacher salaries are inadequate to support even a single person, and in many schools they are not paid for months at a time.

Teachers are often absent from the classroom and students are left to learn on their own. Caning is the common method of discipline and is routine in most schools. The medium of instruction in primary schools is Kiswahili, but in secondary schools students are expected to learn in English, although even the teachers often have a very inadequate command of the language.

The Ministry of Education and Culture administers a national curriculum. Primary education includes Standards I through VII, secondary education consists of Forms I through IV, and high school includes forms V and VI, or a pre-university course of study.

As of 1998 school fees for private schools are set by the Ministry of Education and Culture at a maximum of 105,000 TSh per year or about $130 for day students. There is no financial support from the government for private schools.

The school was founded in 1986 in response to a call for greater involvement of the Baha'i World Community in the development of the social and economic life of society, particularly in third world countries. It started as a day school and later added hostels for girls, as the lack of transportation would otherwise prohibit the girls from attending the school.

In 1998 full boarding for girls was initiated in which three nutritious meals are served daily. Because of this measure, about 2/3 of all students at Ruaha are females. The school is located on 76 acres of land bordering the Ruaha River in Kibwabwa village outside Iringa town on the Mbeya Road.

Ruaha Secondary School is becoming well known nationally for the following accomplishments:

• High quality boarding program for girls
• Excellent discipline of students and staff without using corporal punishment
• Strong academic results. Based on 1998 National Form IV Examination results, Ruaha School ranked 3rd in the region, 5th in the zone and 35th out of 611 schools nationally
• Computer classes for all students
• An attractive, clean, cheerful and functional physical layout and cleanliness of the environment
• An innovative moral education class emphasizing capabilities building, collaborative methods, arts and service
• Productive self-reliance projects to enhance students learning and improve the economic condition of the school

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Demographics

The school has grown rapidly in recent years from 197 students in 1997 to the current enrollment of 650 students in Form I - IV, representing various religious and ethnic backgrounds including Christian, Muslim, Hindu, Sikh and Baha'i. Of this number, only 50 students are Baha'is.

The School offers an O-Level program with either an agricultural or a commerce emphasis, following the Tanzanian syllabus, complimented by both moral and academic development. Academic subjects include English, Kiswahili, Geography, History, Civics, Mathematics, Physics, Biology, Chemistry, Agriculture, Commerce and Bookkeeping. In addition all students take one period of Computers weekly, one period of Self-Reliance and two periods of Moral Capability Education. Two periods allocated to religious classes taught by representatives of different religions as required by the Ministry of Education and Culture.

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Organizational Structure Read full document

The National Spiritual Assembly of the Bahá'ís of Tanzania is responsible for establishing the central goals of the school and for guiding and supervising its development. The Government of Tanzania, Ministry of Education and Culture licenses the school and establishes laws and guidelines. The Policy Committee oversees the school's operation and establishes policy for the school within the framework of guidance provided by the National Spiritual Assembly. The Board of Governors ensures that legal requirements are being met. The Principal recommends goals and policies, supervises staff, and runs the school.

The Principal's Office, with Jim and Becky Fairley, includes the management team. The Administrative Committee is responsible to consult on all matters regarding the management and administration of the school and to advise the Principal. The Institute of Baha'i Affairs is responsible to review all aspects of school life. The Staff Affairs Department is responsible to review and make recommendations regarding all matters pertaining to staff. The Student Affairs Department is responsible for all matters pertaining to students except academic performance. The Education and Moral Education Department is responsible for ensuring that all academic requirements are met. The Projects Department is responsible for the development and management of social and economic development projects.

Goals & Oblectives Read full document

Major goals:

To provide a service to the people of Iringa Region and Tanzania

To become an exemplary institution of education according to Baha'i principles and teachings

To empower students to become contributing members, and agents of change in their communities

To develop the Baha'i community by producing Baha'i graduates who are knowledgeable, capable, and well prepared to carry out the administrative and teaching work of the Faith

Objectives:

To improve students academic achievement

To prepare students to apply learning to real life situations

To prepare students to participate in team decision-making and to work cooperatively as a team

To train students to initiate and sustain community development projects and to empower others to do the same

To increase student capability of exerting moral leadership in serving their communities.

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Educational Philosophy Read full document

The Ruaha Educational Philosophy has nine fundamental aspects:

1. Philosophy, Values & Guidelines for Decision-Making are based on understanding the Nature of Human Beings. The soul is the dominant distinguishing feature of Man

2. Fostering Global Awareness and the Elimination of Prejudice

3. Releasing Human Potential and Striving for Excellence in All Things

4. Acquisition of Knowledge, Music, Arts and Crafts

5. Development of Critical Reflection and Inquiry

6. Discipline and Order

7. Universal Participation: Openness in Communication and the Decision-Making Process

8. Students as Active Agents of Their Own Learning

9. The Teacher as an Example

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Developing Moral Capabilities Read full document

Ruaha's approach to moral leadership and education follows that of Nur University in Bolivia.

Nur's approach to moral leadership gives students the opportunity to discover that they have the option and obligation to search for, adopt, live by and structure their institutions in accordance with moral principles.

Leadership is shown to be a responsibility that is exercised by all members of society and requires the development and exercise of moral capabilities. There is a direct relationship between one's capabilities and the effectiveness of the service which a person can offer to humankind. Therefore, each student is encouraged to develop her/his capabilities as part of their process of personal transformation, so as to be better prepared to serve.

Nur distinguishes between technical capabilities, which differ from profession to profession and moral leadership capabilities, which empower the person to effectively exercise leadership in whatever field s/he may endeavor. To date, Nur has identified 18 personal, interpersonal and societal capabilities which contribute to the exercise of moral leadership.

The school initiated in 1998 an innovative Moral Education Class taught to all students two periods weekly. A school and community service outreach program is incorporated into this curriculum. Students learn practical skills through working in the school projects. Subject and cultural clubs have been established to further enhance student learning and involvement.

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