FE 324:

MODULE ONE
DEFINITIONS AND
CONCEPTUAL
DIMENSIONS OF
ETHICS
 DEFINITIONS AND
CONCEPTUALIZATIONS
❑ PROFESSION
• Hoyle, (1980) defined profession as an occupation
that has crucial function in society, the exercise of
which requires considerable amount of
knowledge and skill guided by code of ethics.

• It is an occupation whose core element is work

based upon the mastery of a complex body of
knowledge and skills; a vocation involving
knowledge of a science and the art of its practice.
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 Cont..
• It is governed by a code of ethics and commitment to
competence, integrity, morality, and promotion of public
good within their domain. These commitments form the
basis of a social contract between a profession and
society, which in turn grants the profession a monopoly
over the use of its knowledge.

• It is an enterprise/endeavor founded upon specialized

educational training, the purpose of which is to supply
service to others or it is an occupation that requires
extensive education or training. However not every
occupation is a profession. There some occupations
which are profession while others are not. The old
professions are divinity, law, and medicine
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❑ HONESTY: A high regard for truth and truthfulness in all activities

❑ RESPECT: Showing concern for the individuality and dignity of

others and their idea
❑ JUSTICE: To treat others fairly

❑ ACCOUNTABILITY: To be a responsible steward of public trust

❑PRIVACY AND CONFIDENTIALITY: To respect the right of
people to choose for themselves where to disclose or (not to disclose)
their privacy thoughts, feelings, beliefs and behaviors.
❑AUTONOMY AND SELF DETERMINISM (consent
and Assent): To respect the right of persons to participate in
decision affecting their welfare.
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❑Public service: It is geared towards provision of a social
service
❑Knowledge base: It has a considerable amount of
training
❑Autonomy: Refers to a high degree of control of their
own affairs
❑Codes of conducts: Refers to a set of rules outlining the
responsibilities of or proper practices for an individual,
party or organization.
❑Organization and regulations: Members of a profession
form organization (s) which are guided by regulations
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 ❑ Professionalism
• Then is the competence or skill expected of a profession
or simply the standards of a particular profession.

❑ De professionalization
• Is the process by which members of a high-status
occupation lose the facility to have autonomous control
over its internal affairs. It may lead to the loss of the
monopoly of the members of the profession to have
exclusive rights to do certain kinds of work and a loss of
control over the expert knowledge that, before de
professionalization, was not available to the general
public
❑ Amateurism
• It is referred to an engagement in an occupation as a
pastime rather than a profession. An amateur is the one
engaging in a pursuit but lacking professional3/6/2023
skills.6 S/he
has never undergone formal training and thus lacks
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professional expertise.
 ❑ Ethical Relativism
• Presupposes that there are no absolute and
universal standards and values, rather differ
from one society to another or from one
individual to another. It holds that morality is
relative to the norms of ones culture. It holds
that nothing is objectively right or wrong and
that the definition of right or wrong depends on
the prevailing view of a particular individual,
culture, or historical period. Reflect the following
examples and relate it to your community; gay
marriage, abortion, prochoice vs. prolife cultures
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 ❑ ETHICS vs. MORALITY
• According to Abel D.C (2004), is derived from a Greek word ‘ethos’
which means “custom” in the singular and “character” in the plural
‘ether’
• The term MORALITY Is derived from a Latin word ‘mos.’ which
exactly like the Greek word ‘ethos’ means “custom” in the singular and
“character” in the plural ‘mores’
• The root meanings indicate that ethics / morality is concerned with what
we do (custom) and with the kind of person we are (character).
• Therefore by using the root meanings, we can define ethics / morality as
the study of how we should live our life and what kind of person we
should be. On the other hand, Morality is the individual’s view of what
is wrong or right.
• Moore (2004:251) defines ethics as the philosophical study of moral
judgment. But moral judgments are at the same time political
judgments. Succinctly, ethics / morality is the study of right conduct
and character
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• Generally, ethics can be referred to as the principles that govern a

person’s or group’s behavior.
 cont,..
❑ Professional Code of Conduct Refers to the set of principles, describing
how members of the profession should behave. It stipulates the dos and the
don’ts of the profession. They stipulate how a person should behave
in a profession.

❑ Professional Code of Ethics; Refers to a document produced by a

professional body with the aim of guiding the members, protecting clients and
safeguarding the reputation of the profession

❑ Misconduct; Misconduct is an unacceptable practice/behavior with regard

to the standards of a particular profession
❑ Crimea crime is an unacceptable act with regard to the laws of a country. It
is punishable by the court of law.
❑ Misdemeanor;
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It is a less serious misdeed which is not necessarily
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punishable
9
by law or code of ethics
 AREAS OF ETHICS
❑ 1. DESCRIPTIVE ETHICS/ COMPARATIVE ETHICS
• Is a study of human behavior as a consequence of beliefs about what is right
or wrong, good or bad, or simply is the study of peoples’ belief about
morality.
• It is about what do people think is right.
• Descriptive statements make no judgments, they are merely statements of
facts.
• It describes how should people behave in various contexts and professions
• It describes the nature of morality.
• It describes ones evaluations and views on right or wrong conduct
• It explains the way people have acquired moral norms
• It observes the way people live and behave.
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• It reports the morality of the people
 Cont..
• It incorporates the fields of psychology, anthropology,
and sociology as the part of understanding on how
people behave in their day to day activities and on how
people believe about moral norms. E.g., anthropologists
and sociologists give us information on how society in
the past/present has structured moral standards and how
they expect people to live.
• Sometimes descriptive ethics is referred to as comparative
ethics in the sense that it compares ethics of one society
and another or the past and present ethics.
• Descriptive ethics is not entirely a field within
philosophy; it is rather a specialty which involves several
fields. It is not designed to give guidance to moral issues.
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 2.NORMATIVE ETHICS/ PRESCRIPTIVE ETHICS
• The study of moral issues which seeks to discover how one ought to act, not how one
does in fact act or how one thinks one should act.
• It is the discipline concerned with judgments of setting up norms.
• It is a system of moral value judgment together with their justifications.
• It deals with making and defending or criticizing moral judgment.
• It involves substantive proposals concerning how to act, how to live, of what kind of
a person to be and how to behave.
• It is concerned with stating and defending the basic ethical principles.
• It tries to establish norms, appropriate behaviors that people should demonstrate.
• Normative ethics can be understood to be descriptive because it describes how a
person should behave.
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 3.ANALYTICAL ETHICS/ META
ETHICS/CRITICAL ETHICS
• Meta is a Greek word which means ‘that which comes after’
• Met ethics means all discussions done after talks about ethics.
• It is the discipline concerned with elucidating the meaning of ethical
terms or the discipline concerned with the comparison of ethical
theories.
• It is the study of the nature of Moral Judgement, and the
meaning of ethical language.
• It is the attempt to understand the sources, criteria, meaning,
verification or validation of moral value judgement rather than to
make moral judgements.
• It is concerned with analyzing ethical concepts in order to achieve a
deeper understanding of the meaning and to be in a position of
coming
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up with justification. 3/6/2023 13
 Cont..
❑ It is called Meta ethics because it examines moral questions like;
• What is meant by right/wrong? Good/bad?
• Are there any objective criteria by which I can assess moral statements?
• What is moral language? Is it a statement about facts of any kind?
• Does a moral statement simply express a person’s wishes or hopes about what
should happen?
• In what sense can a moral statement be said to be either true or false?
• In educational context, meta ethics is interested in analyzing the meaning of
Educational concepts like EFA, COBET, ESR, PEDP, SEDP etc
• Educational statements whether or not such statements reflect the real
educational practices egg EFA, is it valid?
• Standards used to evaluate educational goals, policies and theories.
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 DEVELOPMENT OF MORALITY
THREE LEVELS/STAGES
1.THE LEVEL OF INSTINCT.
• The term instinct means a natural tendency for people and animals to behave in a
particular way using the knowledge and abilities that they were born with rather than
thought or training.
• The right or wrong conducts are determined by the fundamental instinct/innate
tendencies.
• The natural feelings make one act or respond in a particular way.
2.THE LEVEL OF CUSTOM
• The right or wrong conducts are determined by the customs of the social group to which
one belongs.

3.THE LEVEL OF CONSCIENCE.

• Conscience means awareness of a person of what is right or wrong with regard to
his/her actions or thought.
• Conducts which appear right or wrong are approved by an individual judgment.
• It is an inner
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• The exposure to ethics deepens ones understanding or reflection on questions
related to life.
• Helps us think better about moral values.
• Describe and direct people on how they should behave and live in a morally
accepted life.
• It is a branch of philosophy of education; therefore it can sharpen our general
thinking processes on the issues related to reality, logic and truth.
• The widespread of unethical or immoral practices in our society egg
corruption, drug abuse, premarital sex etc.
• Helps us in the pursuit of goodness
• Helps us to be less biased egg when marking
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THE ORDINARY USE OF THE CONCEPTS OF MORALITY AND ETHICS
(DIFFERENT CONTEXTS IN WHICH THE CONCEPTS ETHICS/MORALITY ARE
USED)
1.HOME.
• Parents are responsible for moral issues for their children.
• Ethical issues insisted at home includes compassion, honesty, respect for others, care
for others, and love for others.

2.SCHOOL/COLLEGE.
• Teachers teach children moral/ethical issues like telling truth, discipline, honesty etc.

3.WORK PLACE
• At the work place, we talk of professional ethics.
• Professionals like teachers, doctors, lawyers, engineers etc have their own codes of
conducts which guides them in their pursuit of work.

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 Cont…
4.RELIGEOUS INSTITUTIONS
• Every religion has its own ethics which guide its
people in their daily life.
• For instance, Islamic ethical system based on the
teachings of Qur’an, hospitality, love fairness etc.
• Christians are guided by the ethical system based on
the ten commandments of God and the holy Bible.

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 PHILOSOPHERS ON ETHICS
1.DEMOCRITUS
• He is the leading figure in the Greek astronomy specializing
in physics
His arguments
• The goal of life is happiness.
• At all time men/women should seek happiness

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 Cont..

• One should not depend on happiness upon

things of this world because things of this world
come and go rather happiness should be a
state of inner man, an attitude which combines
reflection and reasoning.

• Happiness is not only a matter of actions but

depends on man’s inner desires.

• He says “the good man is not the one who does

good things but someone who wants to do
goodness all the time.” Such goodness brings
happiness.
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 2.SOPHISTS
(teachers of philosophy)
▪ With the coming of the sophists, thinking about good and
evil entered a period of confusion Egg. PROTAGORAS

• He held that man is the measure of all things i.e. man is the
measure of good and evil.

• By man the sophists meant an ‘individual’ and each one has the
right to determine what is good or bad.
• As the result each man had his/her own code of good and evil.

• Each man should live according to his/her desires.

• The result of this position led to moral anarchy (order) and

eventually into individualism.

21 3/6/2023
A. Their teachings and arguments focused on independent
human mind – human mind should think for himself and
not for others.
B. They were the champions of the individual and his/her
independence.
C. They sold skills for money.
D. They spent most of the time instructing male off springs in
rich families who could afford to pay them – women were
not able to pay them.
E. The key skills taught by the sophists are rhetoric – the art
of persuasive speech. Such teachings aimed at equipping
people with the power to speak. Other skills taught were
gymnastics, music, javelin etc
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 3.SOCRATES.
➢The founding father of the western education
➢Philosophers at that time were regarded as other scientists.
➢His arguments were a reaction to the sophists.
➢According to the sophists, good life was based on providing skills,
Socrates was against this.
➢According to Socrates if you pursue a flourishing life, we are
going to be incapacitated in other aspects of life.
➢He wants to preserve goodness which is good in itself.
➢According to him, self interest is subjective.
➢Socrates was predominantly interested in ethics 3/6/2023 23
 SOCRATES ;
He made about six arguments regarding
ethics.
I. Self knowledge is the sufficient condition to the good life, he
identified knowledge with virtue – if knowledge can be learned so
can virtue.
II. An unexamined life is not worthy living. One should seek
knowledge and wisdom before private interests – he meant that
knowledge is sought as the means to ethical actions.
III. What one truly knows is the dictate for ones conscience or soul.
IV. Reasoning is the way to good life.
V. Our true happiness is promoted by doing what is right.
VI. The Socratic ethics has a teleological character. Human action
aims towards the good and there is purpose with nature.

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 Teleology
❖ ‘Teleost’ a Greek word implying purposiveness or goal which has to
be realized
• It is a theory that events and developments are meant to achieve
a purpose and happen because of that.
• The understanding of the nature of the moral concepts is to be sought
after the ends or the goals of the act.
• According to the teleological theories, acts which are right
• Depend on the consequences.
• Are future looking.
• Are goal oriented
• Are self realization oriented.
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• An example of the teleological theory is utilitarianism

 UTILITARIANISM
• It presupposes that the rightness of an action is
identical with the happiness it produces as its
consequences.
• Actions are right if they are useful or benefits the
majority. Eg. Nyerere argued that education should
serve the society.
• The end of an action justifies its means.
• The utilitarian principle holds that we should
maximize pleasure and minimize
pain/unhappiness.
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 4. PLATO.
• Took up the problem of good and evil from where Socrates left.
• In his engagement in philosophical conversation, he claimed to know nothing.
This suggests that he was the first person in the world to appreciate his own
ignorance.
• For him goodness is tied up with his theory of nature of the universe.
• The world of sense is unreal and changing, that condition to him is an evil.
• The real world of pure unchanging ideas is the world of good – where there is
unchanging situation, it implies goodness.
• Man can know the real world only through his reasoning.
• Reasoning is the highest good for man.
• The end / goal of life is to release the soul from the body so that it can
contemplate the true world of ideas.
• Man can live a just life even though is held down by the body and remains in
the world of unchanging shadows of real things.

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 Plato; He thought man as, consisting of three
important parts.
I. The appetite
• It is concerned with the bodily functions and desires
II.The will/spiritual part of the man
• It is concerned with actions, courage, bravery etc.
III.The reason
• It is concerned with the highest and best good in man
• The man lives in a good life if and only if the reason rules the will and the
appetite
• The life of reasoning is the highest good.
• A life devoted to wisdom, courage and self control is good. This kind of life
will be happy life. Therefore, happiness and goodness go together.
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5.ARISTOTLE.
• Argues that we all ultimately seek happiness and that we should live in a way
that leads to happiness.
• Being happy means living rationally and living rationally means acting in
accordance with the excellences (virtues) of intellect and character.
• To attain happiness, therefore, we must acquire the excellences.
• Happiness, then, is something final and self sufficient and is the end of action
(Moore2004:25

6.THOMAS ACQUINAS (1225 – 1274)

• Maintains that we should live our lives in a way that conforms to “natural law”
– the moral law that is derived from the basic inclinations of our human
nature.
•
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7.IMMANUEL KANT.
• He is a German philosopher.
• Being moral means acting out of duty which in turn
means following the “categorical imperative”.
• Categorical imperative states that we can perform an
action only if we can consistently will that every one
follows the policy upon which our action is based.
• “Morality is not properly the doctrine how we should
make ourselves happy, but how we should become
worthy of happiness”. (Moore 2004:250)
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 Cont..
• In other words categorical imperative is referred to as Deontological
ethics.
DEONTOLOGICAL ETHICS
• It is the ethical theory which maintains that the moral rightness of an
action depends on its intrinsic qualities and not on the nature of its
consequences.
• It holds that at least some acts are morally wrong in themselves eg.
Lying, murder, breaking a promise etc
• It stipulates that whatever I ought to do is whatever it is my moral duty
to do
• It is a duty based moral philosophy.
• It further stipulates that act on the maxim through which you can at the
same time will that it should become a universal law.

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 Cont..
• When you act you should wish that it is the sort of action
which would be recommended for everybody else.
• In this context of duty and obligation, actions done out of
inclination are not morally right, they are done out of
interest and not out of the good will or motive.
• Kant further argues that people would like to treat
others the same way they would like to be treated.
This is what came to be known as Kantian law of
reciprocity.
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 8.JOHN STUART MILL
.

• Defends the theory of utilitarianism, the doctrine that we should

always act in a way that promotes utility.
• By utility means the greatest good of the greatest number.
• He defines good as the pleasure and absence of pain; he includes
the term “greatest number” meaning all creatures capable of feeling
pleasure and pain.
9. JEAN PIAGET.
• He is an American psychologist
• According to him children develop the use of rules according to
their ages.
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 Piaget;
3 Stage of moral development
A. Egocentric stage (0-4years)
• The children believe that things are the way in which he/she perceived them.
• Everything must be done the way the child thinks they should be done.
B. Authority stage ( 4-11years)
• At this stage, the rules and ethics come from the authority.
• Rules are regarded as sacred dedicated to God.
• An action is right because the authority figure says so.
C. Consensus derived stage ( 11+)
• It is a mutual consent stage.
• The mutual consent forms the ground for rule making.
• An act is right because it is agreed upon by many people. Eg legislative laws.
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 10;LAWRENCE KOHLBERG
• He is a psychologist.
• He expanded the Piaget’s three basic levels into six stages categorized into three
stages with two stages at each level.

A ; PRE CONVENTIONAL LEVEL.

• It is the level of moral reasoning.
• It is common in children and in some adults.
• The people judge the morality of an action by its direct consequences.
• The considerations of the action are material.
• Life is assessed from the point of view of power and possession.
• Concepts such as right, good are looked at in terms of individual gains which are
immediately observable.
• It is divided
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a self in35 an
egocentric manner;
 Cont…
❑ i. Obedience and punishment driven stage.
• Individuals focus on the direct consequences that their action will
have for them.
• The actions are perceived as morally good or wrong if the one
who committed such action is punished or not. i.e. if the action is
punished, it is immoral but if it is not punished, it is morally ok.
The worse the punishment, the worse the action.
• Obeying the rules is important because it is a means to avoid
punishment.
• This stage can be viewed as the kind of authoritarianism
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 Cont..
❑ii. Self interest driven stage/stage of reciprocity and favors.
Rules are adhered to only if they are in own interest or need.
• The right actions are done because favors are expected in return.
• The right behavior is defined in the context of one’s best interest.
• Actions are purely interpreted on pragmatic terms.
• In this case the needs of others are not important especially if one does not
benefit (one’s interests are important).
• For this stage, the perspective of the world is often seen as morally relative.
• The right actions consists of what satisfies ones needs or interests and
occasionally or rarely the needs of others.
• It is centered on the assumption that “If you scratch my back I will scratch
yours”
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 B;CONVENTIONAL LEVEL.
• It is typically of adolescents and adults.
• The person who reason in a conventional way, judge the morality
of an action by comparing these actions to societal views and
expectations.
• What is more valuable at this stage is conforming to the
expectations of the group, family and rules of the society or
nation.
• It consists of stage three and four of moral development.

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 Cont..
❑ iii. Interpersonal accord and conformity
driven/interpersonal harmony stage/ “good boys” and
“nice girls” stage.
• The main idea is, good behavior or action is what helps others
and is approved by them.
• Individuals are receptive of approval or disapproval from other
people as it reflects society’s accordance with a perceived rule.
• The self enters society by following social roles.
• People tend to fulfill societal expectations.

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 Cont..
❑iv. Authority and social order obedience driven/the law and
order orientation.
• The individual is oriented towards authority, fixed rules and
maintaining the social order.
• Consider the society as the whole when making judgment.
• Right behavior consists of doing ones duty, showing respect to
authority and maintaining social order.
• If one is not obeying the rules or social order, it means one is wrong.
• It is important to obey laws, dictums and social conventions because
they are important in maintaining a functioning society.
• Moral reasoning goes beyond the needs of an individual approval as
characterized in stage three.
• Therefore, the society must learn to transcend individual needs.
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 C;POST CONVENTIONAL LEVEL.
• It is also regarded as principle level
• Realization that individuals are separate entities from the
society becomes salient.
• Ones perspective should be viewed before the society i.e.
individual interests first, then the society. It is due to this
nature of self before others that make pre conventional level.
• The individual begins to question the assumptions underlying
the laws and stipulations of authority.
• It consists of stage five and six of moral development.
•
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 Cont..
❑ V; Social contract driven.
• Individuals are viewed as holding different opinions and values.
• Similarly, laws are regarded as “social contract” rather than rigid
dictums; those laws and dictums which do not promote the general
welfare, should be changed when necessary in order to meet the
greatest good for the greatest number of people. In order to meet this,
there should be majority discussion
• The individual begins to see the value of principles such as equality,
mutual obligations etc.
• There is an inclination towards general ideal i.e. It is attained through
majority dimension- social shared principles.
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 Cont…
❑ vi. Universal ethical principles driven.
• Moral reasoning is based on abstract reasoning using universal principles.
• The key idea is that, laws are valid if and only if they are grounded in justice.

• Moral concepts such as right and good are defined on the basis of individual
conscience.
• Commitments to justice carry with it an obligation to obey unjust laws.
• Rights as social contracts are not necessarily essential for deontic moral action.
• Follow self chosen ethical principles even if they conflict with the laws.
• If one actor performs otherwise, self condemnation are guilty results.

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 THE IMPLICATION OF PIAGET –
KHOLBERG MODELS OF MORAL
DEVELOPMENT IN EDUCATION
• It justifies why moral education is necessary. i.e. moral
development is inseparable from educational development. The
moral sense of the child is the key to his/her emotional
adjustment (affective domain)
• Spiral curriculum (in syllabus). It is essential for moral
development since moral development is acquired through
stages. Moral values ought to be taught at all levels of education
and at each stage the scope is broadened (spiral).
• The approach to teaching must be child centered. The
approach must be practical since moral values and attitudes are
inseparable from real and human situations.

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 Cont…
• The teacher should be adaptable and flexible in terms of content.
Children do not reach the same stage at the same time. There are
factors affecting moral development like age, environment and
intelligence.
• Teachers should be good examples of moral values. Teachers
represent the values of the society which they transmit to the children.
They are authority and as such must act as good authority to be
emulated.

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 CRITIQUES TO CLASSICAL
THEORIES OF ETHICS
❑ FRIEDRICH NIETZSCHE
• He characterized morality as “slave morality” and argues that the
qualities that traditional morality exalts as virtues (eg goodness,
selfishness) are actually life denying vices.
• True morality is “master morality” which affirms life by exercising
the “will of power”.

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 Cont….
❑A.J AYER.
• He denies that the business of ethics is to determine the meaning
of ethical terms and an analysis of ethical judgments show that
they are neither true nor false but simply expressions of emotion
or attempts to arouse emotion in others.

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 Cont..

❑ JEAN PAUL SATRE

• There is no human nature.
• Our ethical task is to create our nature through our choices.
• For him, we do not choose something because it is good; it is good because we
choose it.
•
❑RITA C. MANIN.
• Approaches ethics from the feminist perspective.
• She proposes “the ethics of care” arguing that morality consists essentially in
having a disposition to care and expressing this disposition in concrete situation.

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 END OF MODULE ONE

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 FE 324; MODULE
TWO

MORAL VALUES IN THE CONTEXT OF

INDIGENOUS EDUCATION
.

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23
 INDIGENOUS EDUCATION (CASES
FROM AFRICAN/TANZANIAN
SOCIETIES):

CONCEPT OF EDUCATION
• Snelson (1974) – Education is the situation where by one
generation transmit the wisdom, knowledge and experience
which prepare the next generation for life duties and
pleasure.
• Bloom (1807) – Education implies progressive development of
cognitive, affective and psychomotor domains.

KIINUA MGONGO IS LOADING 3/6/2023 51

 Concept of educ…cont
• Adeyinka (2000). Education is the process of transmitting
the culture of a society from one generation into the other
• - It is the process by which the adult members of the society
bring up the young ones.
• According to him, education is a three way process;
• 1. The generation inherits the culture of the society from the
older ones.
• 2. They change the culture for better condition.
• 3. They pass the modified culture to the next generation
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 Concept of educ…cont
• Nyerere (in Arusha Declaration 1967) Defines education as the
development of ones consciousness to think, decide and act,
hence it should be aimed at improving people’s physical and
mental freedom in order to increase their control over
themselves, their own lives and the environment in which they
live

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 INDIGENOUS EDUATION
• - It refers to the native and locally developed form of bringing up
the youngsters by the elders and more experienced members of
the society.
• - Being native means the learning goals, content, structures and
methods have not been enriched or polluted by foreign
experiences.
• The prevalent education before the coming of foreigners in
Africa was termed as indigenous African education or African traditional
education

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 Indigenous ed .cont..
• Cameron & Dodd (1970) African indigenous education was a
lifelong learning whereby a person progressed through
predetermined stages of life of graduation from birth to death.
• Mushi ( 2009) defines African indigenous education as the
process of passing among the tribal members and from one
generation to another, the inherited knowledge, skills, cultural
traditions, norms and values of the tribe.

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 Cont…
• It was the process by which the young learnt from the elders about
their society.
• Moral education and character development can also be appreciated
from the African indigenous education framework.
• Arguments
• 1. Indigenous moral values and education are inseparable.
• 2. Every adult individual is responsible for moral education and
character development of the children.

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 Cont..
• 3. Moral education and character development begins at home,
parents and other relatives serve as moral value teachers.
• 4. In every community, the teaching and learning of moral
values is part and parcel of socialization process.
• 5. African indigenous education advocated knowledge and skills
specialization according to the needs of the society but moral
education was for every child

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 Was there any education?

- The literature suggests some levels of educational

practices on the African continent before early
contact with the external world.
• - Any attempt to reject the existence of education in
the African continent is not a justice to the Africans
and the development of educational thoughts to the
continent.

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 Cont..
• Cameron & Dodd (1970) indicated that, it is a fallacy to
believe that the early pioneers moved into a complete
educational vacuum. Basing on them, western education
replaced few aspects of indigenous education.
• Lawuo (1978) in his PhD thesis noted that, education
existed even before the African continent with
missionaries, traders, geographers and explorers from
other continents.
• The experience, skills and knowledge accumulated over a long
period of time would have been lost and not evolved the
methods of passing it onto the succeeding generation
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 How was indigenous education
pursued?

African indigenous education was pursued in two ways;

❑a. It took the informal way of teaching and learning.
• - It was conducted in different informal settings. One
would be educated by experiences or through wise
nurturing by family, community and workplace. In such
interaction one can learn new knowledge, skills, values,
experiences and social attitudes relevant to the community

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 How was indigenous education pursued?
…Cont..

• One can get new knowledge, values, and skills

through economic and political interaction with other
members of the community. As the concept of
indigenous education suggests, communities or
families did not have a written program detailing
what to learn and when to learn what, so often it was
the immediate needs that influenced and formed
education content

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 How was indigenous education
pursued? …Cont..
❑b. Formal way of education.
• - This is an organized and systematic form of teaching and learning
process.
• - There were formal ways of teaching and learning of new skills,
knowledge and values. There were evidence of oral tradition and
other sources of special teachers or instructors and instructresses
with different areas of expertise like medicine, poultry, climatic
condition etc (Mbiti1969)
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 How was indigenous education
pursued? …Cont..

• Teaching and learning was seasonal and periodic in nature. They were
carried out during certain months of a year. Eg during initiation periods.
This resembles what today we call semester or terms. For example, it is
claimed that by the end of the 16th century, there was a formal
• youth training school called omuteeko among the Haya, after ten days of instruction
at the chief ’s residence(gomboroni) royal delegates or chiefs(bami) in the kingdom were
expected to send the boys to the king’s royal court for advanced and more specialized
training(Ishumi 1980

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 Cont…

• Kenyatta compares the homestead in the kikuyu

ethnic group (in Kenya) to a school in a modern
school.
• - Formal instructions were also given in the constant
corrections and warnings to children in the pursuit
of work.

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 What were the aims of
indigenous education?
According to Fafunwa (1974)
• i. To develop the child’s latent physical skills.
• ii. To develop good character among individuals.
• iii. To inculcate respect for elders and those in
authority.
• iv. To develop intellectual skills.

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 What were the aims of
indigenous education?

• V.To acquire specific vocational training and to

develop healthy attitudes towards honest labor.
• vi. To develop the sense of belonging and to
participate fully in the family or community affairs.
• vii. To understand, appreciate and promote cultural
heritage of the community at large

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 Mushi (2009). The purpose of
African indigenous education
• i. To preserve the cultural heritage of the tribe
• ii. To produce a complete individual, a lifelong
learner who is cultured, respectful, integrated,
sensitive and responsive to the needs of the family
and neighbors.
• iii. To inculcate attitudes and values capable of
integrating the individual into the wider society.

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 How was its curriculum like?

At large extent, the society determined the content of

indigenous education
• - Due to differences in geographical setting, the
curriculum was not homogenous in all regions.
• The curriculum content emanated from the
physical, social and spiritual aspects

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 The physical aspect
• - The physical environment influenced the content of the
curriculum in that what was taught was meant to make a
child adapt and adjust to the environment so that he/she
can gain the benefit from the environment
• - The child learns how to utilize its productive aspects and
also learnt how to overcome its dangers.
• - Castle (1966) contents that whether the child’s habitat
was dominated by the mountains, plans and rivers or
tropical forests he had to learn to combat its danger and
use its facility.

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 Physical aspect…cont..

• To come to conquer the physical environment, the child learnt

landscape, weather and about both plants and animal life. As
the child grew, he/she learnt the uses of both plants and
animals in his locality in addition to the goods associated with
them.
• Moreover the physical environment influenced what practical
skills the child had to learn in order to prepare him/her for
future responsibility. For instance, those who lived in the fishing
areas learnt how to fish, to preserve fish and manufacture
canoes. In the wooden areas, children acquired much knowledge
about trees and their household uses.
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 The social aspect

• The social environment shaped the content of Africa

indigenous education.
• - The child learnt manners, laws, history of the clan
or ethic group especially of his/her heaves. Good
manners like generosity, hospitality, care for others,
respect for other etc. were taught to largely depend
upon a network of reciprocal relationship between
families, clans tribes etc.

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 The spiritual aspect

• - In pre-colonial Africa, every event like the birth of

a child, death, sickness, floods and droughts were
accorded with the spiritual significance.
• - Education focused on religious teaching or
instruction
• - The young children received instructions
concerning the bad and good spirit

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 Spiritual aspect,..cont..

• They were taught about the values of making the

spirits stop such disasters.
• Castle (1966) – Argued that, religion played key role
in the life of children and adults in life. It provided a
running point for the community and backed up
social accepted values like generosity, honesty,
diligence and hospitality.

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 CATEGORIES OF AFRICAN
INDIGINOUS EDUCATION

According to Mushi (2009:33), the African indigenous

education can be analyzed under three categories
• (i) General education
• (ii) Age grade education
• (iii) Specialized education

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 Cont..

❑General education
• It was a kind of education which included aspects to be learnt by every individual
in the society
• It comprised civics, health care, history, moral education and food production.

❑ Age grade education

• It was a kind of education which was provided to the individuals of the same age.
• It comprised of sex education, warfare, codes of behavior, social responsibility
and courtship.

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 Cont…

• The individuals of the same age were brought

together to share responsibilities, work together and
to be introduced to their roles.
• The entry to each grade involved initiation during
which the initiated person was made to appreciate
degree of responsibility accountability and privileges
of the process into which he/she was being initiated.

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 Cont..

• These initiation ceremonies marked their gradual but

progressive advancement from one stage of life to
another. Eg. From young hood to adulthood whereby they
were supposed to behave as a full grown individuals and
assume the roles of an adult person
• Marriage ceremonies on the other hand provided a
significant form of learning. The newly married couples
were enabled to understand the roles of the husband, wife
and parents as well as how to behave in their family
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 Cont…
❑Specialized education
• It comprised of leadership, special crafts, medicine, fishery, building ,
ngoma dances, rain making and tinsmith. This is what Occit (1988)
termed “closed curriculum” because they were confined to a few
selected individuals in the tribe

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 Cont..
• Apart from that, there were subjects taught related to what now days
we call Geography, Language, History etc.
For example,
❖Learners were taught how to protect seeds from being spoiled by
insects – This could be called ‘Chemistry’ today.

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 Cont..
❖ Learners were taught about the customs of the society – This could be
called ‘Law’ today.
❖ Learners were taught how to make fire by friction – This could be called
‘Physics’ today.
❖ Learners were taught about good and bad soils for crops, seasons for
cultivation, weeding and harvesting – This could be called ‘Geography’
today
❖NB; Despite the differences, there were aspects of the society that
were upheld by all African societies; eg moral values were reported
to have been taught in all communities

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 MORAL ISSUES IN THE
INDIGENOUS EDUCATION
CURRICULUM
• - Moral values were central to indigenous education. The
indigenous education was dominated by moral values.
• - Moumouni (1968) noted that molding moral character and
providing moral qualities are primary objectives in traditional
African education.
• - Zanoli (1971) argued that traditional educational system
focused on good manners, good character, obedience and
respect for others.

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 Cont..

• As pointed elsewhere, every family and society expected a child

as a future adult, to be a moral agent in his/her daily conducts.
• - Moral values basically reflected the culture and customs of
African societies and/or communities
• - The moral code of the tribe is bounded up by this custom and
that it symbolizes the unification of the whole tribal
organization.
• - The teaching and learning of morality was, in many ways, a
means of promoting and enhancing the culture of the society

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What really were children taught?

❑- How to eat in acceptable manner.

❑- To value work and others obligation in the community.
❑- Respect for ones elders.
❑- A strong sense of responsibility towards ones family and
a concern for good manners remain the hallmark of an
education system which is the people’s own (Cameron &
Dodd, 1970).
❑- To respect all people
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 cont,..

❑Given their roles in the society, adults were expected to

be trustworthy, morally upright, ready to serve and also
able to discern people’s needs ( Mbiti, 1969).
❑- Sex education. This was part and parcel of moral
teaching and learning process. Since childhood, children
were advised regarding sex and/or gender roles and they
varied according to age. Training of such matters focused
on the dos and don’ts. Besides such relatives as uncles and
aunts, there were special teachers or instructors
responsible for sex education.
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 Cont..

• Several ethnic groups in Tanzania like Pare, Kurya,

Ngoni and Haya and other tribes along the coast, had
rites of initiation. Initiation programs relating to sex
could take the children away from their homes for
several weeks. If a child misbehaves sexually,
punishment would be used. Rigid codes of conducts
were imposed to regulate behavior among
individuals.

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 Cont….

• Unfortunately, this kind of reinforcement of ethical or

moral values were/are often biased, discriminative and
oppressive in character since in most cases, female culprits
were harshly penalized than males. For example, only a
girl is expelled from school if she is impregnated

❑Citizenship education. It was taught as part and parcel

of moral education. Children had time, opportunities and
contexts to learn much concerning socially

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 Cont…

• politically and morally accepted conducts. It exposed

them as future key members of their respective
communities, to their responsibilities and obligations
to authority and community

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METHODS TOWARDS MORAL
EDUCATION

• Several methods were used to promote moral education in

traditional African cultures.
❑a. Imitation and hands –on practice.
• - Often, children and other members of the community
learnt by seeing what or how parents or adults behaved.
• - Every adult member in the society was meant to be a
moral model.
• - The young modeled conducts of the adults around them
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 Cont..
❑b.Verbal admonition.
• - It was used by adults to bring up their children into
morally acceptable conducts. Parents would admonish a
child when he/she acts out of the family’s moral code of
conduct. Sometimes admonition was accompanied by
disciplinary actions like punishment in order to reinforce,
inter alia, obedience or good conduct ( Zanoli, 1971).
• - The bad behavior of the child was taken as parents’
failure to teach community values. A responsible and
countable family was measured by its success in bringing
up their children in a socially accepted manner
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 Cont..

❑ c.Drama.
• - Role playing and dramatization were used to teach the
young the kind of conducts and responsibilities expected
of them.
• - The role play method encouraged children to reflect on
their character and moral conducts.
• - Child participants in different scenes of a play would
assume the parts of offenders,, traditional
councilors(judges), chiefs(watemi), mothers, fathers etc.
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 Cont….

❑d. Story telling.

• - The children listened to the stories of the elders –
grandfathers and grandmothers.
• - Hearing stories contributes to character formation of
the child.
• - Likewise, educative stories, proverbs and other idiomatic
expressions from the parents would serve the same
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 Cont..

❑ e. Traditional games
• - They were also used to promote and perpetuate moral values.
• - With games, children ethical and moral values would be defined.
• - Traditional games were used to develop the following qualities;
❖ Courage.
❖ Endurance.
❖ Solidarity.
❖ Honesty.
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 THE BASIS OF INDIGENOUS MORAL
UNDERTAKING.
(The grounds for moral values or practices)

Literatures suggest different grounds of morality. The following

are among them;
❑ a. Codes of conducts.
• - Every society had codes of conduct which in principle
justifies practice.
• - They were not written as in modern African or western
societies.
• - Such codes were aimed at controlling behavior.
• - It was these codes which that led to the condemnation of
theft, laziness, dishonesty

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 Cont..

❑ b. Societal norms.
• - In several societies, the outbreak of certain disease was associated with
the violation of moral norms.

❑ c. The divine power of God.

• - In most African societies people had beliefs in God ( Idowu 1962;
Mbiti1969).
• - On this view, good conduct was/is obedience to God.
• - In principle, people had to live good lives because of fear of God or
spirits

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 Cont..

• Mbiti (1969), argues that, in African traditional society, God was

regarded as the ‘military police’ of tribal moral values.
• - In those days, God was the plausible basis and justification for
moral practice and teaching. Unlike the present days, in the
traditional African societies few people questioned the divine
source of moral judgments.
• - All African societies before colonial contact were tied up and
bound together by one culture. All had common divinely
grounded beliefs

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 Cont…
❑ d.Ancestral spirits.
• - Ancestors were regarded as the ‘police’ of the traditional morality.

❑ e. The Golden Rule – the Kantian ethics of reciprocity.

• - The Golden rule holds that ‘people should treat others in the same ways
that they would like other people to treat them.
• - As Idowu ( 1962) indicates, ‘Yoruba elders teach that if everyone would
first think in this way before acting, there should be perfectly good relations
and happiness.
• - Essentially, would seem to have originated from African philosophy
rooted in ubuntu ( Broodryk, 2005).

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 LESSONS WORTHY OF
PURSUIT AND
REFLECTIONS
The following are some of the Lessons from the
African Indigenous Moral Values Education
Framework;
❑ Every adult was not only responsible for moral
education and development but also a moral
exemplar (model) or simply moral values educator.
As a moral model, he/she was responsible for
promoting values and norms upheld by the whole
society
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 Cont..

The question of reflection is: how does such role apply in

the modern economy, multicultural society and
globalization process?
❑ Moral and/or ethical conduct in African indigenous
education did not operate in vacuum or isolation.
Instead it was part and parcel of people’s day to day
social, economic, and political accomplishments. The
moral dimension was spontaneously used as the measure
of one’s human dignity.
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 Cont..

❑We must bear in mind that while every adult or normal

person was a moral value teacher, women played a
major role in children’s moral education and
development. This role is acknowledged in Tanzania, and
more widely, ‘African women have been in the business of
moral teaching since time immemorial. The question of
reflection is related to whether or not women in our
contemporary era or societies still play this crucial role.
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 END OF MODULE II
ALL THE BEST IN YOUR UE FINAL SEMISTER
XXXX….TUKUTANE JAGWANI KITAA….XXXX

10
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0
 MODULE 3
PROFESSION AND TEACHER
PROFESSIONAISM
FE 324

Monday,
101 March 6, 2023
 I. CONCEPT OF PROFESSION

• There is no single definition about what

is profession, different scholars defined a
concept of profession differently.

• Profession can be defined as an

occupation which control its own work.

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 Criteria for a profession

❑ Autonomous
• A profession must be independent and self-governing or regulating.
• It should not be interfered by the government or state even if the state
it pays salaries

• It should have a profession mandate to act on behalf of state.

• It should manage its own affairs by freedom to decide what content
should be taught, regulating itself and judging the quality of teaching,
designing its own curriculum.
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 Criteria for a profession

❑Knowledge base
A profession should have member who have possess
expertise in different areas of specialization.

o A profession should undergo long intensive

academic preparation.

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 Criteria for a profession

❑Code of practice or code of Ethics

o Sometimes it is known as ‘DEONTOLOGY’
Is an expression of what is required and not required.
o Members can face disciplinary action if the standard
outline in the code are breached.

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 Why do we need code of conduct

o Regulate the conducts of teachers

o Help teachers to maintain integrity
Be honesty
o It form the bases of trust between the profession
and society as whole
o It prepare pre-service the world of teaching such as
collective norms of teaching and educational
profession.
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 Criteria for a profession

❑ Professional Board
Serves to regulate the conducts of teachers or its members

o Basically, this professional board serve two (2) major functions, includes;
▪ Controlling and monitoring,
It ensure that those who recruited into a profession are monitored and controlled.

▪ Members within a profession maintain discipline.

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 Criteria for a profession
❑ Pubic services
A profession should provide service to the people, example
teachers to the students or pupils, and nurses to the patient.

❑ Status
Any profession, individual are highly paid and their status in the
society are also high and they were highly respected by the
people.
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 Monday, March 6,
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2023
 .
II CONCEPT OF TEACHER
PROFESSIONALISM

❖Like a profession no fixed or single meaning about

the concept of teacher professionalism.

❑It refer to the teachers responsibility to control and

develop their own knowledge for the benefit of
clients (students).

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Cont…..
• Others explain the concept of teacher professionalism as
❑ The quality of practices, manner of conduct within an occupation,
and how members they integrate their obligation with their
knowledge acquired in preparation or during learning. OR

❑ Once commitment to work, to perform a certain job, and this is

happened through a preparation of effective lesson plan.

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 Professional teachers Vs. Non-professional
teachers

❑ Professional teacher
Are those people who use knowledge, skills and experience to solve the
problem within classroom and in the school in particular. But it depends
on the context, i.e. doctor, engineer, teacher etc.

❑ Non-professional teacher
Are those people who do not use knowledge, skills and experience to
solve the problem within classroom and in the school in particular.

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 Dimensions of teacher
professionalism
❑ Teachers professionalism it
4. High status of teachers
is broad concept, since it
5. Teachers self- efficacy
involve many dimensions 6. Code of
namely; practice/conducts.

1. Professional development
2. Professional Identity
3. Professional culture
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1. Professional Development (PD)

• This may refer to teachers learning, to learn how to learn

and transform their learning into practices for the benefit
of student or pupils.

• The professional development to teacher is important

because the world is changing and even our educational
curriculum is also changing, hence teachers must be
equipped with these ongoing changes, (update).
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Continued…..

• But the problem is, nowadays some teachers associated teacher

professional Development with money, they entered or
attended in seminars and workshops not for improving skills
and knowledge but is to gain money, as a result this program
became unsuccessful.

• As a teacher we are encouraged to attend in this program (PD)

so as to ensure effective teaching and learning and improve
students performance.
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 Categories of Professional
Development
• For instance in Israel the in-service teachers help the Novice
in different sphere of teaching and learning example,

✓ They provide emotional support, in which it build a sense of

confidence among the Novice teacher

✓ Also they provide professional support which involve

equipped them with ability to manage classroom, time, to
handle workload and conduct classroom discussion.
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 2. Professional Identity (PI)

❑Teachers or professional Identity is all about how

teacher’s see themselves (teacher) and the opinion of
others as they perceive teachers (society).

❑Generally, whatever the teacher does has the

functions to Professional Development and
Professional Identity.
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 Elements of the nature of
Identity
a. Professional Identity has both individual and social elements
It is not totally cognitive rather a collective process, (social processes).

a. Is socially constructed
“Every individual can define it differently” it involves others view, for
example in a community teachers are viewed as moral exemplar.

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 Elements of the nature of
Identity
c. Professional Identity is Multiple
Because the world we leave is complex in such a way we
meet with different people from different social context.

d. Professional Identity is fluid or dynamic

Meaning that change with accordance culture or
environment.
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3. Professional Culture

• Culture it entails the shared ideologies, values and

general way of working.

• Every school has it own culture, ideologies which is

differ from one school to another.

• Therefore it is emphasized that every school should

develop their own culture.
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4. Professional Efficacy

❑Efficacy mean the teachers perception about their ability

to teach.

❑Self efficacy is the belief we have in our own abilities,

specifically our ability to meet the challenges ahead of us
and complete a task successfully, (Akhtar, 2008).

❑Self efficacy refer to our overall belief in our ability to

succeed.
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 Self-Efficacy Theory in
Psychology

❑The term “self-efficacy” is not used nearly as often

in pop culture as self-esteem, confidence, self-worth,
etc., but its is a well-known concept in psychology.

❑The famous psychologists who contributed in

understanding about self-efficacy is the work of
ALBERT BANDURA and his model.
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 Albert Bandura and his model

❑ The psychological theory of self-efficacy grew out of the research of Albert Bandura. He noticed
that there was a mechanism that played a huge role in people’s lives. This mechanism was the
belief that people have in their ability to influence the events of their own lives.

❑ He proposed that, self-efficacy influences what coping behavior is initiated when an individual is met
with stress and challenges, along with determining how much efforts will be expended to reach one’s
goals and for how long those goals will be pursued, (1999).

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 Sources of self-Efficacy

❑ Bandura also identified four sources of self-efficacy, namely;

i. Mastery experiences

ii. Vicarious experiences

iii. Verbal persuasion and

iv. Emotional (social arousal) and physiological states (arousal).

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 Monday, March 6,
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III. VOCATIONALISM

❑ The term Vocational originate from Latin words ‘Vocare’ which

meaning, “to name or calling”.

o Who is doing the calling?

o Who is doing the responding?
o In the Christian understanding, a vocation is a call to holiness by
God.

o EVERYONE has a vocation.

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 Meaning of vocation
❑ According to Beucher; a vocation is the “intersection between
the deepest desire of your heart with the world’s greatest need”.
❑ Some people believe that the words vocation, profession and
career are synonymous.
❑ That is wrong, vocation connects with the deepest needs of
humans and that you as a person are most passionate about.

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 TEACHING IS VOCATION OR PROFESSION?

DEBATE ON WHETHER TEACHING IS VOCATION OR

PROFESSION.

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 Characteristics or Criteria of
vocation

• It is a kind of occupation in which people enter for love and

not because of money.

• Members of the society expected them high standards of

moral values or moral exemplar.

• It is socially acknowledged and valued.

• It calls for commitment, Respect, Tolerance, Obedience, and
Sacrifice.
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 END OF MODULE 3

de benja 3/6/2023 130

DEVELOPMENT OF TEACHER
PROFESSIONALISM
 Module outline
❑Outline
• Meaning of professional development
• Teacher professional development
• Teacher professional development in Tanzania
➢During colonial era
➢Post colonial era
➢Agents of teacher professional development
 Meaning of the concept

❑Definitions of Professional Development differ

according to educational traditions and contexts.
• Fullan and Stiegelbauer (1991) as the sum total of
formal and informal learning experiences throughout
one’s career from pre-service teacher education to
retirement.
• Day and Sachs (2004) a term used to describe all the
activities which teachers engage in during a course of
a career which are designed to enhance their work.
 Meaning of TPD

• Guskey (2000) as those processes and activities

designed to enhance the professional knowledge,
skills, and attitudes of educators so that they
might, in turn, improve the learning of students.
• Danielson and McGreal (2000) a process by
which competent teachers achieve higher
professional competence and expand their
understanding of self, role and context.
 Meaning of TPD
▪ Generally, TDP involves the career-long processes and related
system and policies designed to enable teachers to acquire,
broaden, and deepen their knowledge, skill, and comptencies in
order to effectively perform their work roles.
▪ TPD involves pre-service, induction and in-service training.
 Why TPD

➢ The reasons for TPD can be triggered by personal or

government/institutional needs
Personal
▪ Status
▪ Promotion
▪ Maintain position
▪ Increase salary and retirement benefits
▪ Change occupation
 Why TPD

Government/institutional
• To gain information about new practice in education
• Change of policy
• Improve the existing practices
• New roles
• Emerging challenges in education and teaching in
general
 Importance of TPD

• Provide opportunity to explore new roles

• Development of new instructional techniques
• Refine the practice and broaden teachers themselves
both as educators and as individuals
• Promotion and increase of salary and other
individual gains
 TPD initiatives

❑ Several initiatives have been employed to develop

quality teacher professionals:
▪ Through teachers resource centers (TRCs)
▪ Offering open and distance learning schemes
▪ Organize in-service training programmes through
educational institutions or ministry of education.
 TPD initiatives

• Through subject associations, such as the Tanzania

historical association, Association of Mathematics
etc, which organize seminars, workshops and
symposia for teachers
 Effectiveness TPD strategies
For a TPD strategy to be effective it must;
• Improve in the knowledge, skills, and attitudes/values as well as
access, attendance, and persistence/attainment of the students
with whom teachers work (directly or indirectly).
• recognizes teacher’s work as being based on specialized
knowledge and skills;
• ensure that teachers adopt an inquiry orientation to investigate
pedagogical issues, and critically utilize evidence-based knowledge
to inform professional practice;
•
 Effectiveness of TPD strategies

• involve education stakeholders and non-education

communities to ensure that educational reforms and
efforts remain pertinent to society; and
• Ensure that teachers are self-directed and committed
to continuous learning related to the individual’s own
expertise and experiences
• Engage relevant providers of the training
 TPD in Tanzania

• Historical perspective
• It has long standing history dating back the post-
slave trade era
• Teacher education programmes were a result of
Christian missionary activities.
• During this period, freed or ex-slaves were the first
potential teacher trainees on East African soil
 TPD in Tanzania
▪ Teacher education during the colonial (Germany
Era)
➢In the 1902, the Lutherans opened a seminary for
training assistant teachers at Kidia, Old Moshi, with
nine prospective Chagga teachers
 TPD in Tanzania

• British Era
➢colleges of teacher education popularly known
as training centers were established during this
period.
➢The director of education was appointed in
1920, for his first years of tenure of office he
was mainly concerned with training African
teachers and re-opening some of the pre-war
village schools
 TPD in Tanzania

• By 1945 small government teacher training center

with African staff had been opened in all but one of
the eight provinces of Tanganyika.
 TPD in Tanzania

▪ Post independence era

➢the adoption of the 1961 education Act lead to:
▪ Abolish of racial and religious segregation in
education
▪ Change of curriculum
▪ Expansion of enrolment in all levels of
education
 TPD in Tanzania

▪ As a result the government has to undergo the

following in TPD;
▪ Establish unified teachers service (UTS)
▪ Expand the existed teacher education colleges
▪ Building new teacher education colleges
 TPD in Tanzania

▪ TPD in the context of ESR

➢ Following the adoption of the philosophy of ESR in
1967;
➢ The government embark on expanding the primary
education at the expense of other levels of education
➢ Through the Musoma resolution of 1974 the
government embark on implementing universal
primary education (UPE)
 TPD in Tanzania

• The Goals of UPE

• To attain this goal, the government needed at least
40,000 teachers, a mission impossible using a
conventional teacher education approaches with its
limited capacity and man power
• government was forced to deploy primary school
leavers and train them on job
 TPD in Tanzania

• initiative was increasing the number of

student teachers in the teacher education
colleges
▪ TPD in the context of liberalization
➢the government embarked on the
liberalization of teacher education so as to
alleviate the chronic shortage of teachers
 TPD in Tanzania

➢Context of PEDP
▪ Initiatives
• Increase enrolment in Grade A programme
• expansion of teacher education
• private teacher education colleges
• Lower the entry qualification
• Reduce the time span for grade A programme
 TPD in Tanzania
➢ Context of SEDP
▪ Initiatives
• Induction course for form six leavers
• Reduce the time span for diploma course to one year
• Reduce degree course to three years
• Expansion of education course
• Education course was give priority for loan
• Use of non-education graduates
 Challenges of TPD in Tanzania

• Teacher professional development in Tanzania

encounter four main challenges:
1. Allowing un-interested, academically or
professionally weak members to enter the teaching
profession and receive the title of teacher
2. Frequent change of the training programmes without
reflecting on the consequences and image of teachers
 Challenges of TPD

3. Limitedin-service training
programmes such that teachers who
were trained years ago continue to
teach the same thing in the same way
4. Appointing weak or poorly qualified
people into educational leadership.
These people care little about
professional development
 Agents of TPD: TRC’s

• Teachers’ Resource Centres (TRCs) were first

established in Britain between the late 1950s and
early 1960s as a way to help teachers develop as
professionals and improve teaching and learning
process
• In Tanzania, the first TRC was established at Kleruu
Teachers’ College in 1972 with financial support
from Government of Denmark.
 TRC’s

• In 1986 the Ministry of Education and Culture

issued a directive to establish TRCs in every region
and district
• By the year 1999, for example, a total of 283 TRCs
had been established in Tanzania Mainland and 9 in
Zanzibar
 Objectives of TRC’s

(i) To provide support and co-ordinate the cluster

teacher centres;
(ii) To provide support in educational innovations and
the use of low cost teaching and learning resources;
(iii) To provide in-service training to education
supporting staff, like subject advisors, material writers
and other education related personnel;
 Objectives of TRC’s

(iv) To revise curriculum and suggest any technical

changes;
(v) To co-ordinate teacher support programmes with
the aim of improving the status of teachers
academically and professionally
 TRC’s

TRCs as strategy for teachers ‘professional

development has the following potentials:
• To establish an upgrading system for untrained and
under qualified teachers;
• To improve pedagogical skills of teachers through
systematic in-service training;
• To improve school management by training heads of
schools;
 TRC’s

• To improve teaching and learning by

establishing TRCs libraries and encourage
teachers improvise teaching materials;
• To supervise and assess the impact and
effectiveness of training using inspectors’
reports, and classroom observation
 Challenges facing TRC’s

• shortage of resources to run teachers’ professional

development programmes effectively and efficiently
• TRCs used one model of training (traditional) that
did not consider teachers’ educational background
which to some extent affected the quality of training
and hence teachers’ performance
 TSC

• Was established in 2016 to regulate service of teachers in

public service
❖Main functions of TSC
1. Recruitment, Appointment and Deployment of Teachers
2. Teachers disciplinary matters
3. Teachers welfare and development
4. Registration of Teachers in The Service
 The functions of TSC
➢Recruitment, appointment and deployment of teachers
▪ Verify and post a list of qualified teachers to local government
authorities for employment;
▪ Sign and issue letter of appointment and teachers registration
number.
▪ Confirm a teacher in his/her appointment
 Functions of TSC

▪ Extend teachers probation period

▪ Terminate teachers’ appointment
▪ Promotion of teachers
Disciplinary issues:
▪ Undertake disciplinary proceedings which may lead
to punishment for a teacher eg. Dismissal, reduction
of salary, reduction of rank and stoppage of
increment
 Functions of TSC
Teachers welfare and development
▪ Development of teachers in the service
▪ Ensure that teachers welfare are applied as stated in the public service
standing order eg. Issues concerning with professional development, illness,
leave, transfer, death and other social welfare.
 Functions of TSC

Registration of Teachers in The Service

▪ Keep register of teachers in service (names, address
and qualification)
▪ Update the register whenever necessary
▪ Remove of names in the register
▪ Reinstatement of name in the register
▪ Publication of the register
 Challenges of TSC

➢Overwhelmed by huge number teachers compared to

resources available
➢The Commission seemed to be reactive than
proactive to teachers problems
 The Tanzania Teachers Union

➢Teachers’ movement in Tanzania started in the early

1940’s
➢From 1964 to early 1990’s the workers’ movement
become party of the ruling political party (under
Jumuiya ya Wafanyakazi Tanzania-JUWATA)
➢with socio-economic changes in 1990’s, teachers
started to demand for a forum of their own to be a
strong voice for their welfare
 The Tanzania Teachers Union

• The union was registered in 1993 under the Trade

Union Ordinance, Cap. 381of 1956 and given its
registration number TU. 002.
• In 1998 the Parliament of the United Republic of
Tanzania passed a new trade union act (Trade Union
Act No. 10) which led to re-registration of trade
unions in the country.
 TTU Vision & Mission

Vision.
• To become an organization with the highest
efficiency in uniting teachers and handling various
grievances affecting members, striving for better
working conditions and the welfare of teachers and
to be in the front line in advocating for and
protecting the status and dignity of the teaching
profession and quality education for all.
 Vision and mission

Mission
• to improve, advocate for and protect the welfare of
teachers, both, social and economic welfare including
advocating for, and protecting the status and dignity
of the teaching career and making sure that quality
education is accessible to every Tanzanian child and
adults.
 Pillars of TTU

• That of welfare: it is under this pillar that the

teachers air their voices to demand for rights and
justice
• That of professionalism: this has to do with
influencing education policies, professionalism and
access to quality education as right for all.
Motto:
• Responsibility and Rights
 Contribution of TTU on
professional development
➢Promote and protect the dignity and status of the
teaching profession including the observation of the
highest form of morality, understanding, knowledge
and skills.
➢Encourage teachers to uplift themselves
professionally as actors responsible for effective
rendering of services in schools
➢Fight for conductive teaching environment
 Challenges of TTU

➢It seemed to be reactive than proactive in dealing

with teachers issues
➢Interference from the government and politics
➢Overwhelmed by huge and diverse members
➢Issues patterning to membership
➢Contribution and management of funds
 MODULE V
GROUNDS OF MORAL PRACTICE IN
TEACHING AND/ EDUCATION
 What is Morality?

• In "descriptive" sense-what is considered right or

wrong by an individual or some group of people
(such as a religion)
• In "normative" sense, what is right and wrong,
regardless of what specific individuals think.
• Morality is a set of socially accepted norms which
determine what actions are right and what motives
and character are good
 ETHICAL CHARACTER OF
TEACHING
• Is the teaching Morality viable?
• Why should morality be taught?
• Is teaching a moral undertaking?
 VIABILITY
• Teaching of Morality begins at Home
• It is wrapped up in the lessons we teach our children, the
character we impart to them, the values we instil in them.
• Parents and other members of the family are responsible
for teaching morality to their children
• In sociological point of view, teaching of morality at
home is popularly known as socialization
• Those Children we have raised do life with integrity. They
love well, work hard, and value the people around them.
 Cont.

• The aim is to initiate a child a child into a world of

morality upheld by their parents and society at large.
• Children are taught values like;
• social responsibility
• job orientation
• political participation
• spiritual values
 Cont.

• Educational institutions like schools which provide

evidence for teaching morality. At University level the
teaching of morality involves:
• People who are expected to teach ethics-Lecturers,
Wardens....
• Teaching of morality takes place in schools, colleges
and Universities when and where teachers orient
people to moral values.
 Cont.

• The role of religious institutions. They are playing a

vital role in influencing people’s characters.
• Work place-Professional ethics
 Why teaching morality?

• Morality is associated with human beings. Human

beings are essentially social being.
• Despite being prerequisite for human beings, human
being is not born with moral values. Children do not
enter this world fair, tolerant, compassionate, caring
etc.
• These values do not emerge as hair, breasts and other
hormonal organ does, they emerge through
socialization.
Is teaching a moral undertaking?

• The teacher’s conduct, at all times and in all ways, is a

moral matter.
• What happens when a teachers asks a student in the
class?
• Sets procedures for who will go first, second, third,
and so on, or discusses the welfare of a student with
another teacher, moral considerations are present
Scholarly views about teaching as
a moral activity

• a. Socrates
• He was concerned with moral character
• He argued that virtues are knowledge. Virtue means “the knowledge
of how to live rightly”
• His main argument is that what we need to be good is to what is
good i.e. if you need to be fair you need to know what fairness is,
if you need to be caring you need to know what caring is etc.
• Teachers are expected to demonstrate moral conducts. Since his
time, teacher’s conducts have been considered as moral
matter/mission.
• Therefore education is moral in nature.
 Cont.
• Arthur: says
• Values are an integral part of teaching usually reflected on what
is taught, how teachers teach and the way they interact with
other people/pupils
• Such values include: Punctuality, excellence, tolerance, fairness,
courage, patience, honesty, trust, truthfulness, caring and
respect for other people.
• Moral values for a teacher are not limited only to a school
environment but go beyond that.
• Teachers are expected to demonstrate these values irrespective
of their working condition in all walks of life.
 Elizabeth Campbell

• She indicates that teachers’ moral commitment has a dual character.

• 1st Ethical standards the teacher as a moral person and a moral
professional holds himself or herself do,
• Ethical Teacher is related to teachers' beliefs and practices.
• Teachers’ perspective of ethical knowledge
• Ethical knowledge relies on the teacher's awareness,
understanding, and acceptance of the demands of moral agency as
professional expectations implicit in all aspects of daily practice.
• 2nd The teacher as a moral educator, model, and exemplar whose
aim is to guide students towards a moral life
 Concluding thought

• Others say that Teaching is prone to evaluation in

moral terms.
• Example of judgment made by people concerning
teachers are like good or bad teacher, fair/unfair
marking of exams.
 How exactly is teaching or
education implicated in moral
concerns?
• Parameters of teachers’ moral concerns/engagement
• Competence point of view.
• Skill of competency. This may include good/bad,
wrong/right, low/high. These concepts are applied in
relation to the role, practice, activities of professional
teachers or occupations.
• Teaching is judged on this because has standard of
effectiveness and instrumental efficiency.
• Teachers’ moral conduct. Teachers are judged good or
bad on the grounds of their daily activities/conducts.
 Cont.
• Social agreement/ contracts
• Teachers enter a contract with parents, employer or other
stakeholders.
• These contracts are morally binding-trust, responsibility,
accountability etc. should be there.
• Teachers should be responsible for their day to day activities and
punctuality. Teachers need to be fair and caring.
• What is central to that contract is adherence/obedience to the
agreed social rules, terms and conditions.
• These contracts should respect the welfare of teachers as well as of
employer.
 Cont.

• The general ethical discourse of rights and duties.

• This is a main concern of teaching.
• Teachers are expected to ensure that pupil’s rights to
access quality education are not violated.
• Teachers’ interest should not be above pupils’ interest.
• The right and duties to promote pupils’ rights are not
confined in classrooms but in whole walks of life.
 Cont.

• Moral Formation
• One of the responsibilities of teachers is to promote
moral values.
• Teachers should promote the learners moral of conducts.
• Teachers should teach students to tell truth, keep promise,
respect rights and properties of other people, be trustful,
be patriotic to their national, take responsibilities for their
actions and be self-disciplined.
 Cont.

• The modeling role.

• Teachers should be role models and need to be moral
exemplars to students.
• The teacher is a model for the students, such that the
particular and concrete meaning of such traits as
honesty, fair play, consideration of others, tolerance
and sharing are “picked up” as it were, by observing,
imitating, and discussing what teachers do in the
classrooms.
 Cont.

• They should demonstrate moral conduct.

• Modeling takes several forms;
• Academic proficiency-teachers should be competent in their
field of specialization. Example; mastering the content,
teaching techniques, avoid tests and examination leakage.
• Teachers should also demonstrate the professional attributes
in everything they do. Examples; ways of dressing,
hygiene, practicing what they teach etc.
 Cont.

• Teaching is an undertaking of Human being

• Has got stakeholders (i.e. Students, employers,
teachers, parents) so teachers need to be ethical i.e.
Fairness, justice, righteousness etc.
• Need to be present in every teaching context
 Cont.
• The Ethical dimension is also implicated in Educational
research undertaking.
• Teachers should be exemplars in adhering to ethical issues in
research.
• Teachers may be subject or object of research. Research ethics
such as;
• Confidentiality, consent from the respondents, respect for
cultural values of the respondents, avoiding posing sensitive
questions, draw conclusion from the data collected and finding
should be use for the intended purposes.
 Research Integrity
Good research practices are based on fundamental principles of
research integrity:
• Reliability in ensuring the quality of research, reflected in the
design, the methodology, the analysis and the use of resources.
• Honesty in developing, undertaking, reviewing, reporting and
communicating research in a transparent, fair, full and unbiased way.
• Respect for colleagues, research participants, society, ecosystems,
cultural heritage and the environment.
• Accountability for the research from idea to publication should
adhere to ethical codes
 Research Misconduct
Research misconduct can occur in many different ways:

• Fabrication involves making up results and recording them as if they were

real;
• Falsification involves manipulating research processes or changing or
omitting data;
• Plagiarism is the appropriation of other people’s material without giving
proper credit;
• Other forms of misconduct include failure to meet clear ethical and
legal requirements such as misrepresentation of interests, breach of
confidentiality, lack of informed consent and abuse of research subjects or
materials.
 THE ROLE OF TEACHER IN
MORAL EDUCATION TO
THE CHILD
• The school has been identified as a vehicle of “direct
instruction”
• It is a social institution in which is embedded a rich
of norms, customs and ways of thinking of which
the teacher is a conveyer.
• Apart from parents who have been referred to as the
moral teachers, school teachers are also very
influential and significant adults in the lives of
children starting from the pre-school years.
 Cont.

• Teachers help children to understand character traits

and values, they also model desirable character traits
in the students both within the school setting and in
the larger society.
• Young children often idealize their teachers, watch
them closely and also try to emulate their behaviors.
In other words, teachers are models to the students.
 Why should teachers be Moral?
• A teacher is the centre for Moral education
• The influence of teachers on moral education is inevitable
because they spend more time with children than parents do.
(9 months)
• Children view their teachers as authorities on subjects and
seek their advice on many issues related to character and
values.
• Teachers also use references on the moral lessons that the
children must have been taught at home. Example; Tales,
stories, riddles, jokes, songs, fables etc.
 Ways through which teachers’
moral/ethical role can be
appreciated
• Moral values can be taught in the classrooms or
lecture rooms.
• In the contemporary curriculum there is an inclusion
of moral lesson in which teachers are responsible for
implementing it
• In this aspect teachers are directly involved in
teaching behaviors that are right, good and are
responsible to correct those that are wrong or bad to
students in school.
Two ways/approaches of teaching
pupils about Moral values
• Subject based moral education approach/separate subject approach
• It is in favour of teaching moral values and several other
subjects like English, chemistry, history, etc.
• In this case, there are teachers specializing in moral
education.
• These teachers are responsible for teaching students
morality.
• In Tanzania, Teachers’ Colleges and Universities have
courses on moral education.
 Cont.

• Promotion of moral education through extra curriculum

activities.
• In this approach, pupils are taught moral values in
the wider school context.
• The moral virtues reinforced through this approach
include punctuality, respect, patriotism, honesty,
caring for public property, love for work.
• All teachers are responsible for this task.
 Cont.
• There are settings teaching moral values are inherent to academic
discipline.
• Academic discipline include philosophy whose branches include ethics.
• There are also civics, religion, sex education, life education skills,
environmental education and political education
• Civics has topics like democracy, citizenship, human rights, responsibilities
and duties.
• At the University we have DS course which covers such aspects as gender,
political values, human rights etc.
• Teaching these values is the responsibility of teachers and lecturers.
 Cont.
• Role model at school and beyond the school context.
• Teachers also function as role models to students. This does not
imply that all teachers are good role models to students and that
all teachers teach good morals, yet the fact remains that
teachers have very important roles to play in the moral
development of the child.
• There are situations where students learn virtues from their
teachers’ conduct.
• With respect, a teacher assumes the role of being an exemplar.
• Teachers are moral agents not only to students but also the
wider society.
 Cont.
• Use teaching methods or approach that encourages critical thinking to
the students.
• A teacher should encourage students to explore moral issues by addressing
such moral philosophical questions as;
• Is it good/bad to have values which differ from others?
• What should we do when our values seem unclear?
• How do we engage in concluding what is good or bad?
• Participatory techniques are also very important in assisting students to share
values from different individuals.
• Teachers teach children to respect the right of others; they also promote the
acceptance of responsibility for one’s actions. They are responsible for
teaching of the importance of honesty, dedication and right behavior.
 Methods of educating the
students in democratic life/values
• Respect of individual personality
• Introduction of self-government in schools-The students may
be associated with the management of the school rules
• Equal opportunities for admission
• Encouragement to group work
• Democratic methods of teaching-‘Learning by doing’ rather
than rote learning.
 Cont.
• Promotion of self-expression-encouraging students’
debates, workshops and class meetings, ‘school baraza’
etc.
• Opportunities for social service- Allow students to
participate in social welfares
• Development of hobbies like sports and games-helps
students to build the culture on the best use of their
leisure
• Students’ parliament- Students unions and parliaments
may be formed in schools.
 Ways….. Cont.
• Moral/ ethical conducts of teachers as influencing factors to parents/
guardians. (Inspirational role)
• Parents can encourage their children to act as a certain teacher who
behaves in a good manner.
• Manner is associated to everything teachers do in their classrooms.
• Chemistry can be taught in many ways; the teacher will always be
giving directions, explaining, demonstrating, checking, adjudicating,
motivating, reprimanding, and in all these activities displaying the
manner that marks him or her morally well developed or not.
• Teachers who understand their impact as moral educators take their
manner quite seriously.
 Summary

• Through lecturing/teaching
• Through academic discipline
• By being a role model
• By encouraging critical thinking on students
• By influencing parents/guardians
 VALUES AND EDUCATION

• What are values?

• May be referred to the criteria we use to prefer one
thing over the other.
• The criteria for deciding on what is desirable are
values. Eg. We choose friends among many people,
teachers prefer some pupils to others in the
classroom.
 Types of Values
• There are as many types of values as there are kinds of things
valued. The most common classification of values are;
• Aesthetic values
• Moral values
• Intellectual values
• Economic values
• Political values
 Cont.
• Aesthetic values
• These are values related to beauty and artistic appreciation.
• We value music because makes us happy.
• Aesthetics deals with the art appreciation or the experience of enjoyment.
• We value painting because it provides experience which is enjoyable, and
hence, we say it is beautiful.
• We value or enjoy music because it makes us happy-we feel good in the
presence of a good music. But music or painting also may make us sad, it
changes our moods, attitudes and emotions.
 Cont.
• Questions asked under these values are;
• What is beautiful?
• What is enjoyable?
• What is likeable?
 Cont.
• Moral values
• These are values concerned with the matter of human conduct and
standards of judgment. They are concerned with what conduct, character
and goals are good.
• Intellectual values
• These are values which treat the matter of recognition-they deal with
matters of reason and rationality. The pre-occupation is therefore with the
life of reason, and rational justification of beliefs.
• Economic values
• Economic values are basically concerned with the matter of production and
distribution of goods.
 Cont.
• Political values
• Questions asked under these values are:
• What is the good state or government?
• What is the relationship between the individual and the state?
• What is the nature of individual rights? Justice? Freedom?
Equality? Authority?.
 Cont.
• According to Frankena (1973) and Armon (1984, 1993), moral values can be
divided into five categories, i. the deontic, ii. teleological, iii. aretaic, iv.
intrinsic, and v. extrinsic.
• Deontic values are concerned with the moral right—issues of justice,
fairness, rights, and responsibilities.
• Most educational institutions have structures in place that explicitly address
issues that involve the moral right, at least in terms of the obligations and
rights of students, faculty, and staff.
• For isntance we have student government; this need to make sure that school
rules are followed. Lecturers at the University have their associations like
THTU, UDASA; one of the objectives of the association is to promote moral
values among lecturers etc.
 Cont.
• Teleological values-These relate to issues of moral good, or concern over
the welfare of others.
• According to this theory, an action is right if and only if it promotes or
intends to promote the greatest happiness to the greatest number of
people. Example, Luch programmes at school especially boarding schools
in Tz-the day when there is rice and meat most students are happy.
• Aretaic values-involve judgments about the moral worth of individuals
and institutions. They include motives and character qualities such as
generosity, empathy, and loyalty and are often characterized as motivators
for moral action. Eg. Burial Ceremony
• Intrinsic values-These are in-born values. They include such qualities as
autonomy, consciousness, intelligence, and knowledge.
• Extrinsic values-are those means that have the potential to produce good,
such as money, art, education, and travel, though they embody no inherent
good.
 Why should people in education
field be moral?
• There are bases which we all adhere to teaching duties as
teachers
• These grounds /bases include;
• The divine command perspective
• It is for all people especially in religion.
• It holds that, the creator is the founder of good life ie. God is the
founder of moral life, therefore, followers should live in accordance
with the moral life. There are 10 commandments of God which
guide people.
 Cont.
• This perspective disapproves people who steal, tell lie,
pervert justice, kill their neighbours, deceive, exploit other
people sexually.
• So, religious law is sufficient because it requires people to
live ethical and good life.
• The questions about this perspective;
• What will happen if a teacher is not attached to any
religion?
• What about for those who do not believe in supernatural
power?
 Cont.
• For Muslim- Five Pillars of Muslim
• 1. The Shahadah (Declaration of Faith)- Trusting and understanding the
words of Shahadah
• 2. Prayer (Salah)- Praying Five times a day-Kneeling towards Mecca
• 3. Charity or alms giving (Zakat)-Each year muslim should give money at
least 2.5% of the saving to charity or do other things instead
• 4. Fasting during the month of Ramadan (Sawm)- Not eating or drinking
for the required amount of time
• 5. A pilgrimage to Mecca (Hajj)-Go to Mecca to worship Allah
 Cont.
• Kantian Ethics of reciprocity
• The notion of reciprocity holds that we agree to obey rules on the
condition that other people obey them as well.
• It suggests that, if one goes against a ruling, he/she releases us from
any obligation towards him or her.
• Central to this principle, is the promotion of reciprocal respect for
other people with whom we live or work.
• According to this principle, people are required to treat other people in
the way they would like to be treated.
• It is called Kantian because it was developed by a German Philosopher
“Kant”.
• The Kantian principle is grounded on the scripture Mathew 7:12
• “Therefore, whatever you want men to do to you, do also to them, for
this is the Law and the Prophets”
 Cont.
• Universal Laws
• According to this, teachers should behave in line with prevailing
rules or laws which are universally applicable.
• State laws should also apply to all citizens. These roles ensure that
there is proper relationship in the working environment.
 Cont.
• It is widely acknowledged that, teaching is a moral undertaking.
• In this case then, teaching roles and activities are moral in nature and
character. All people who undertake teaching have moral obligations.
• The argument is that even without other criteria which define
teaching, teachers should be moral.
 Cont.
• Moral practice is part and parcel of human association
• Every human being aspires to live a good life
• To live ethical life is the professional commitment
• Man is basically a social being and the value of human
relatedness to one another
FE 324 MODULE SIX(VI)
The Code of Professional
Conduct and Teachers’
Responsibilities
 Introduction
• Do we always agree each other on what is right or wrong?
• What is the standard of judging what is right and wrong in our
communities?
• Doing the right means being professional, honest and
responsible.
• Being professional means delivering service of the highest standards
• Being honesty means Being truthful and building trust in all our actions
 Code of ethics and conduct
• Code of ethics is usually a written document produced by a
professional association, occupational regulatory body, or
other professional body with the stated aim of guiding the
practitioners who are members, protecting service users and
safeguarding the reputation of the profession”.
• A code of conduct, on the other side, is a set of rules
outlining the responsibilities of or proper practices for an
individual, party or organization.
Ethical Conduct and Behaviors

1. Respect all Human Rights and be courteous;

2. Perform diligently and in a disciplined manner;
3. Maintain political neutrality.
4.Promote team work
5. Pursue excellence in service
6. Exercise responsibility and good stewardship
7. Promote transparency and accountability
8. Discharge duties with integrity
 1. Respect all Human Rights and be
courteous;
• Democratic right: A Public Servant should
respect democratic values
• Religion right: A Public Servant can become
a member of any religion provided that he/she
does not contravene the existing laws.
• However since the government has no
religion, religious beliefs should not be
advocated in Public Service Offices.
 Respect all Human Rights cont..
• Discrimination: A Public Service shall not discriminate or
harass a member of the public or a fellow employee on
grounds of sex, tribe, religion, nationality, ethnicity, marital
status or disability.
• Sexual harassment: A Public Servant shall refrain from
having sexual relationships at the workplace.
• Avoid all types of conduct which may constitute sexual
harassment i.e
 Sexual Harassment cont..
• Pressure for sexual activity or sexual favors with a fellow
employee;
• Rape, sexual molestation/abuse or any sexual assault/attack;
• Intentional physical conduct which is sexual in nature such as
unwelcome touching, or brushing against another employee's
body,
• Sexual innuendoes, gestures, noises, jokes, comments or
remarks to another person about one's sexuality or body
 2. Discipline and Diligence
• Diligence: For efficient performance a public servant will
perform his/her duties diligently and with a high degree of
discipline.
• Being diligent means working hard and well.
• An employee shall therefore use the time, skills and
expertise to attain the expected goals. Public servants are
expected to:
 Discipline and Diligence cont..
• Discipline:
• Obey the law & effect lawful directives
• Be ready to work at any duty station
• Punctuality (keep time)
• Avoid the use of rude and abusive language.
• Private life: personal life should not bring the Public Service
into disrepute.
• He/she must refrain from becoming drunk, using narcotic drugs
and any other.
 Discipline and Diligence cont..
• Attire: An employee will maintain personal hygiene, dress
in respectable attire in accordance with the acceptable
norms of the office as stipulated in staff circulars.
• Secrecy and confidentiality: A Public Servant shall not
disclose Secret and confidential or official information.
 Discipline and Diligence cont..
• Maintain secrecy and confidentiality of official information
even after retirement
• Disclosure of information: A Public Servant shall not use
any official Disclosure of document or copy for personal
gain;
• Shall not communicate with the media on issues related to
work or official policy without due permission
• Official information will be released to the media by
officials who have been authorized
 3. Political Neutrality
• A Public Servant can participate in politics provided that when
so doing he/she observes the following limitations:-
i) Shall not engage in political activities during official hours or
at work premises;
ii) Shall not provide services with bias due to his/her political
affiliation
iii) Shall not pass information or documents achieved through
his/her position in the service to his/her political party.
 Political Neutrality cont..
iv) Shall not identify himself by dressing in his Political Party’s
uniforms, medals, badges or any other identification during
working hours and at the place of work
v) Shall not be employed or hold office in any Political Party
while still in the public service
vi) Shall be neutral and impartial while delivering service to the
Public without any bids due to his political affiliation
SOPS section F 20 specify public servants who are
not allowed to become members of political parties

• Tanzania People’s Defense Forces and National Service;

• Tanzania Intelligence and Security Service
• Police Force Service
• Prison Service
• Immigration Service
• Fire and Rescue Service; and
• Militiry Service.
 Political Neutrality cont..

• Employees of the Prevention and Combating of

Corruption Bureau
• Employees of the Office of Parliament
• Employees of the Registrar of Political Parties Office
• Employees and members of the National Electoral
Commission and Returning Officers
• State Attorneys; and
• Judges and all Magistrates.
 4. Discharge Duties with
Integrity
• Integrity means always delivering on your promises and
consistently exercising your duties as a public servant
• A Public Servant shall not solicit, force or accept bribes from
a person whom he/she is serving, has already served or will
be serving either by doing so personally or by using another
person.
 Discharge Duties with Integrity
cont..
• A Public Servant or any member of his/her family shall not
receive presents in form of money, entertainments or any
service from any person that is geared to compromise
his/her integrity.
• A Public Servant may accept or give nominal gifts such as
pens, calendars and diaries in small amount.
 Discharge Duties with Integrity
cont..
• A Public Servant will return to the donor any other gift
or handle them over to the - government, in which case
a receipt will be issued.
• A Public Servant shall not borrow to the extent of not
being able to repay the debts as this will affect both the
respectability of the service and the trustworthiness of
the individual
 Discharge Duties with Integrity
cont..
• A Public Servant shall perform his/her duties honestly and
impartially to avoid circumstances that may lead to conflict
of interest.
• If conflict of interest arises he/she shall inform his/her
superiors who will decide upon the best course of action to
resolve it.
• A Public Servant shall not fear to abide to Laws, Regulations
and Procedures when discharging his/her duties.
 5. Exercise Responsibility and
Good Stewardship
• Being responsible means a public servants take full
ownership of all their actions and inactions
• A responsible servant is loyal to government,
accountable to the public and Respectful to the laws
• Being loyal means valuing and showing
allegiance/support to your country, employer, colleagues
and fellow citizens
 Responsibility and Good
Stewardship cont.
• A Public Servant shall safeguard public funds Public
and other properties of the public, entrusted
property to him/her
• Shall ensure that no damage, loss, misappropriation
occurs to the funds or public property
• Public Servant will use such resources for public
use only.
 6. Transparency and
Accountability
• Accountability means answering to others for your
actions and inactions.
• A Public Servant will be accountable both for actions
and inactions through normal tiers of authority.
• A Public Servant shall conduct meetings for the purpose
of promoting efficiency
• A Public Servant shall be ready to declare his/her
property or that of his/her spouse when required to do
so.
 .
7. Pursuing of Excellence in
Service
• A public servant should strive to achieve the highest standards
of performance;
• They should at all time adhere to their respective professional
Code of Conduct
• Strive to acquire new knowledge and skills continuously and
use them effectively
• Recognize the need for training and strive to get such training.
 8. Team Work
• Public Servants will strive to promote team work Team
Work by offering help to co-employees whenever the need
so arises.
• Avoiding malicious actions or words intended to mock
either subordinates or superiors;
• Giving due weight and consideration of views from fellow
employees and subordinates
 Responsibilities of Teachers
1. Responsibility to the child under teacher’s care
• A teacher agrees that his/her chief responsibility is to the
children under his/her care.
• All the time, a teacher should ensure that a child is
developing physically, socially, intellectually, emotionally, and
morally/spiritually.
• Treats all students with love and affection.
 Responsibility to the child cont..
• Refrains from subjecting any child to fear, trauma, anxiety,
physical punishment, sexual abuse, and mental and emotional
harassment
• Respects the value of being just and impartial (fair) to all
students irrespective of their caste, creed, religion, sex,
economic status, disability, language and place of birth.
• A teacher should be a defender of innocents and children
rights.
Responsibility to the child cont..

• Makes planned and systematic efforts to facilitate

the child to actualize his/her potential and talent.
• Maintains the confidentiality of the information
concerning students and dispenses such
information only to those who are legitimately
entitled to it.
 Teachers’ Moral failures to the
child
a. Incompetence
• Technical failure in pedagogical matter in the delivery of the
content
• Inadequate knowledge and skills of the subject matter.
• Failure to manage the class
• Assign some students to write notes on the board or using a
class prefect to read out of a textbook.
 Teachers’ Moral failures to the child

b. Representing danger and insecurity to pupils

• Sexually abusing children
• Inflicting violence on kids
• The use of abusive language
• Bullying and any kind of discrimination
 Teachers’ Moral failures to the child

c. Failure to promote pupils individual

independence of mind.
• Banking education
• Forcing students to believe in a certain religion or
political party
• Allowing no questions in the class
 2. Responsibility to the community
in which s/he is living
• A teacher recognizes that teaching is the service to the
community and therefore must fully understand the
community in which s/he works.
• The teacher should therefore adhere to the codes of ethics
of the society.
• H/she must explain to them their duty to obey all lawful
authorities and he/she should by his/her own personal
conduct set them an example in these matter.
Responsibility to the community cont..
• Should consider the social processes and events taking place in
the society
• Individuals are born within the society and are expected to
serve the society.
• S/he should educate the pupils for the future growth of the
society.
• Establishes a relationship of trust with parents/guardians
 Responsibility to the community
cont..
• Refrain from doing anything which is insulting the respect of the
child or his/her parents/guardians.
• Strives to develop respect for the complex culture of Tanzania
among students
• Refrains from taking part in such activities as may spread feelings
of hatred or enmity among different communities, or religious
 3. Responsibility to the
profession
• A teacher recognizes that teaching is a vocation
and more than a gainful employment
• Demonstrate highest standards of the
profession(mastery of content and pedagogy).
• Serves as good example in his/her conduct and
his/her personality at all times to fellow employees
(Role model).
 Responsibility to the profession
cont..
• A teacher is not an angel that he/she will behave perfectly all
the time, but s/he should act or behave mindfully
• Strives for his/her continuous professional development
(lifelong learner)
• Respects the professional standing and opinions of his/her
colleagues.
• Maintains confidentiality of information concerning colleagues
and dispenses such information only when authorized to do so
 Responsibility to the profession
cont..
• Creates a culture that encourages purposeful collaboration
and dialogue among colleagues and other educational
stakeholders.
• Refrains from accepting any gift, or favour that might impair
or appear to influence professional decisions or actions.
• Avoids making offensive statements about colleagues,
especially in the presence of pupils, other teachers, officials
or parents.
 4. Responsibility to the
employer

• A teacher agrees to serve his/her employer faithfully

and in accordance with the terms of employment.
• The teacher should demonstrate loyalty to the
employer by performing duties assigned to him/her
• Proper use of the properties of the institution.
 Responsibility to the employer
cont..

• A good teacher, who is responsible to the employer

should demonstrate;
• Punctuality
• A sense of responsibility
• A sense of commitment to duty
• A spirit to accomplish a job successfully.
• Refrain from any kind of misconduct
 Misconduct
• According to SOPS 2009 section F 26 Any act done without
reasonable excuse by a public servant which amounts to a failure to
perform in a proper manner any duty imposed upon him as such, or
which contravenes any enactment relating to the public service, or
• Which is otherwise prejudicial to the efficient conduct of the public
service or tends to bring the public service into disrepute,
 Types of Misconduct
1. Offence warranting formal proceedings
• This involve any act which tends to bring the Public Service
into disrepute e.g. theft, corrupt practices, etc;
• Insubordination;
• Absent from duty for more than five days without leave or
reasonable cause;
• Refusal to comply with an order regarding a posting to a
station;
 Types of Misconduct
• Inability to perform duties efficiently by reason of the use
of alcohol or drug abuse
• Gross negligence in the performance of duty
• Contravention/breaking of the Code of Ethics and
Conduct for the Public Service, Professional Code of
Ethics and Conduct or the Public Leadership Code of
Ethics.
 Types of Misconduct
• Seeking political influence with a view of obtaining
advancement in the public service
• Any attempt to influence the members or staff of the
Service Commission or Committee is an offence
punishable with imprisonment and or fine.
• Pecuniary embarrassment involved both in the lending and
borrowing of money at usurious rates of interest
 2. Offence warranting summary
proceedings
• Being late for duty without leave or reasonable cause
• Absence from duty without leave
• Absence from work place during working hours without leave
• Failure to complete a task
• Negligence in the performance of duties not endangering the
safety of persons or property
• Failure to comply with instructions not amounting to
insubordination.
 5. Responsibility to the state
• A teacher must fully understand and be prepared to fulfill
his/her obligation to the state.
• Accept the codes set and adhere to its provision and be aware
with the terms of their employment being set by the state.
• In this case teachers are civil servants like others and need to
be aware with all terms in regard to their career as stipulate in
government documents.
 Responsibility to the state cont..

• Teachers need to demonstrate Loyalty or

patriotism to Government and respect the
national laws and influence students to do the
same
• Teachers should make sure that they perform their
responsibilities an a way that contribute to the
national development
 END

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