The School of Education owns a primary school which is, in its entirety, an essential resource for our student-teachers to practise all the principles, the methods, the ideas and beliefs in teaching, i.e. all the ideas, beliefs, principles and methods we hold in connection with “being and serving as a teacher” In other words, it is ‘a testing ground’. The School serves a wider community as it enrols pupils both from within the University campus and outside.
In Tanzania, a majority of students join Universities with little or no knowledge on the use of computers. Hence, a computer laboratory is one of the most crucial resources that nearly every one of our students utilizes at some point during their study. The School has a computer lab that is well equipped with computers, which are connected to both local- and wide-area (LAN and WAN) Internet services through either satellite or wireless communication.
One of the qualities of a good teacher is his/her ability to motivate students’ learning by creatively using teaching resources. Yet, the apparent shortage of “formal” teaching resources in Tanzania made some teachers teach without using any teaching-learning aids, arguing that the school’s budget (‘Government’) has not made available money to purchase such teaching materials.
The school has a resource centre which is fairly well-equipped with recent educational materials, books and documents. Our library is connected to the University’s main library by an online catalogue system known as Adlib and OPAC [online public access catalogue]. Thus, materials can be easily searched through the Internet.
Research evidence suggests that the first five years are particularly important for the development of the child's brain, and that they are the most critical in shaping the child's brain architecture. To stimulate children’s development, the School of Education owns a nursery school which provides an opportunity for children between 3 and 5 years to develop physically socially, emotionally and intellectually.
General everyday evidence suggests an existence of teachers with a relatively higher command of content but with lower command of pedagogy. As a way to address the problem, the School is committed to a revival and active use of the subject laboratories it used to have in Sisal House. These include language laboratory, geography room and science laboratory.
This is a special section of the University of Dar es Salaam’ resource centres, which is coordinated by the School of Education, catering for students with special needs, such as the vision-impaired, the physically impaired, and the hearing-impaired. The Unit provides services to University students with such special needs, and it has five members of staff who are specialists in sign language, Braille and counselling.