Ruaha Secondary School Current Programs

Environmental Ambassadors

As part of the student government of Ruaha Secondary School, the Environmental Ambassadors act as an essential force in keeping the environment in pleasant condition. In every Form there are a number of Environmental Ambassadors chosen from volunteers, therefore different Forms have different numbers of ambassadors. Being an Environmental Ambassador poses many challenges.

The Environmental Ambassadors meet regularly to consult on how the school environment can be improved. They then come up with some detailed suggestions that they deem achievable and propose them to the school administration. Two suggestions the committee has implemented are placing more trash cans around campus and planting flowers along the various pathways around the grounds.

In order to derive inspiration for improving the school environment, they have undertaken various trips including one to Mafinga Seminary School. There they explored this school's environment and noted interesting aspects that they could bring to Ruaha.

Your browser may not support display of this image. Other idea to improve the campus are that students be required to work on their school environment regularly; therefore designate a day in the school week when students will all have to be working on maintaining the environment. Also suggested was having a day to plant flowers and trees once a month. These suggestions will be put to the Environmental Ambassadors at their next meeting.

They are doing a great job and their work is a service appreciated by the whole school community.

2009, Youth Service Program

Scholarship students at Ruaha Secondary School participate in a regular program of spiritualization based on a study of Holy Writings and they are expected to perform acts of service in the school and the community.

The Youth Service Program for graduates was initiated in 1997. There are two groups of participants - students who graduate from Form IV and those who graduate from Form VI. Following graduation the selected students participate in a two - four week training program in which they study the Ruhi Institute courses which train them to serve effectively as children's class teachers, junior youth animators and study circle tutors. Since they have been progressing through these courses throughout their study at Ruaha they are able to finish the whole sequence as well as to study such topics as understanding cultural differences and expectations, setting an example in the community and principles of social and economic development. They also participate in arts activities such as choir, drama and dance workshop and conduct other acts of service.

After the training, students are sent to villages where they serve for a period of four months. While they are teaching children's classes, junior youth groups and adult study circles, they also train their replacements who will take over these activities after their departure. In addition to these activities they offer their services to teach in the local primary or secondary schools where there is an acute shortage of teachers.

One of the Form IV youth graduates who recently completed her period of service, Jesca Myombe, had served in the local primary school in a remote village of northwestern Tanzania. She was so much respected and loved that the local Baha'i community combined with the primary school teachers and students to host a great celebration just before she left. They were so sad to see her go that many tears were shed.

Another Form IV graduate, Augustino Ibrahim, was one of the students who had been sponsored by Mona Foundation throughout his study at Ruaha. He had served as Head Boy at Ruaha School for two years in a row and had achieved Division I, first in his class, in Form IV national exams. Augustino was sent to the village of Muhida for his service. There he mobilized junior youth groups who carried out service in the farms and celebrated with traditional dances as well as doing their studying. He taught in the local primary school and was much loved by the students because he didn't cane (or beat) the students, which other teachers do. The Head Teacher was much surprised and told him that he should walk with a stick to control the students - caning is the common method of discipline in schools in Tanzania. However after some time he saw that Augustino managed his class very well and the students were well-behaved and attentive so he asked him to tell the secret of how he was able to do this. Augustino showed him the Ruhi 3 Book about teaching children's classes and explained that the Baha'i writings tell us: "Regard man as a mine rich in gems of inestimable value. Education can alone cause it to reveal its treasure and enable man to benefit therefrom." This approach to education draws out the valuable virtues and talents that lie hidden within the child. This can be done through love and encouragement along with an atmosphere of discipline and order. The Head Teacher confirmed that he wanted all his teachers to study this method.

Youmen Myombe, who served in the two villages of Ipapa and Halungu in southwestern Tanzania, had much the same experience. He taught English and mathematics in Ipapa and Sasenga village primary schools and students cried when they knew he was leaving. At Halungu Secondary School he taught a religion class which drew a very large attendance and students were very excited about the class.

All of these Ruaha graduates have shown exceptional qualities of service. It is interesting to note that the Head Teachers in the school expect to pay these volunteers and are very surprised when they are told it is a service which they are offering with no expectation of pay. This is quite different from what they are used to and they are very grateful.

Community Based Schools Program

The village government officials and Head teachers in both the nearby primary schools of Muhida have requested all parents to send their children to the two pre-schools run by the Ruaha trained teachers. In 2006 Ruaha School started a training program for teachers in Baha'i-inspired community schools around the country. More than 30 teachers have attended two and four week trainings for the past three years. Trainers include several teachers from Ruaha Secondary School. During these trainings participants are taught methods of training students to acquire virtues and good character as well as methods of teaching pre-reading, mathematics and science through an integrated approach.

Following the training sessions the schools are visited by the trainers for follow-up and encouragement. Two of these teachers run pre-schools in Muhida. The teachers say that the children who have attended these schools are well behaved, attentive and ready to learn - quite different from the other children - so they want all children to attend these schools prior to entering Standard I! The teachers who serve in these schools set a wonderful example of service to the community, usually for very little pay because of the limited income of the families.

Visit of the Regional Intelligence Officer

In February, at the end of the National Form VI examinations, the Regional Intelligence Officer paid a visit to the Principal of Ruaha School. He explained that he had come to the school to recruit students to work in their department. He visited only Ruaha, not the other high schools, since he knew that Ruaha's students acquire virtues and noble qualities and therefore would be able to provide true service to the nation. He said he has not seen any other school in the nation like this and thereafter took the names of the students with the most praiseworthy character. This is just one example of the high regard which Ruaha receives for training students to have good character through its moral education and virtues program.

Ruaha Secondary School Graduates Serving at the School

At present there are ten graduates serving as teachers and administrators at our school. These young people have been assisted by Mona Foundation and other sponsors to finish their secondary education. Teachers who have already completed their degrees are Zawadi Ally, Principal of Ruaha School, M.A. in Rural Development; Hamisi Nkota, Vice-Principal, B.Ed in geography education; Maria Simbowe, B.S. in Home Economics and Human Nutrition; and Desmon Simon, expects to earn B.Ed in Mathematics Education in May 2009.

In 2007 Mona Foundation initiated a program of assistance for committed youth and teachers to attend university to study for degrees in education to return to Ruaha to teach. Pictured are four of the participants who are benefiting from this program - Adriano Akyoo, studying B.Ed with Commerce through Open University; Godfrey William, mathematics education, Juma Hamisi, community development; Upendo Simbowe who expects to start her degree program in education in September 2009 and Nesto Myombe who will be expected to start his degree program the following year. Also shown is Benedicto Julius, currently serving as a youth service volunteer teaching history.

Responding to Community Needs

Ruaha is becoming well known nationally for its high quality boarding program for girls, strong academic achievements and computer classes for all students, an innovative moral education class emphasizing capabilities building, and self-reliance projects to enhance students learning.

Academic Programs

The School offers an O-Level program with either an agricultural or a commerce emphasis, complimented by both moral and academic development. Academic subjects include English, Kiswahili, Geography, History, Civics, Mathematics, Physics, Biology, Chemistry, Agriculture, Commerce and Bookkeeping. Additional programs include computers skills, self-reliance studies including sustainable agricultural practices, and moral leadership. Religious classes are also taught by representatives of different religions as required by the Ministry of Education and Culture.

Sustainable Development

Ruaha is practical and relevant in its approach to education. It follows the Tanzanian required high school curriculum, but it also uses the 70 acres of land it leases from government to teach its students life skills and sustainable agricultural practices. The students learn to plant and harvest different farm products including dairy. The products also provide nutritious meals for the students; the surplus is sold at the local market to generate supplementary income for the school.

Addressing the Digital Divide

Ruaha is aggressively introducing computer technology to its students. The first computer lab was established with 10 computers in 1998. The second lab, with 40 computers, established in 2004 will be connected to the Internet in 2005.

Development Plan

Ruaha has grown systematically in the past several years serving the needs of children of Iringa, and enjoying the support and confidence of the community. But the needs are much greater than Ruaha is able to provide at this time. The development plan of Ruaha to be completed in 2007 is designed to meet these needs by doubling the capacity of the school, providing basic housing for boys, and expanding its agricultural programs.

Service as a Core Value

Service is at core of all Ruaha's activities. The development studies are integrated into the curriculum to empower students to become contributing members and agents of change in their communities, inculcating the highest moral and ethical standards in their daily lives, and acquiring an attitude of service to humanity. Youth come from all over the world to spend time at this school to learn how to serve by serving.

Flourishing Hope in the Heart of Tanzania

Ruaha was founded to improve students academic achievement, to prepare students to apply learning to real life situations, to participate in team decision-making, to work cooperatively as a team, to train students to initiate and sustain community development projects and to empower others to do the same, and to increase student capability of exerting moral leadership in serving their communities. Its record of service in the past several years proves that it has.

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