Addressing Cross-Cutting Issues Sem II

-MODULE
Addressing Cross-Cutting Issues

MAT 06204
The Institute of Adult Education

Department of Adult and Continuing Education Studies
Diploma in Adult and Continuing Education – Through ODL
MODULE

MAT 06204

Adult and Continuing Education Studies Department
Copyright
All rights reserved. No part of this publication may be reproduced in any form or any means,
in full or in part, except for short extracts in fair dealings, for research or private study,
critical scholarly review or discourse with an acknowledgement, without the written
permission of the Institute of Adult Education.
© Institute of Adult Education, 2015
ISBN

P. O. Box 20679
Dar es Salaam
Tanzania
Fax: +255 022 2150836
Email: info@iae.ac.tz
Website: www.iae.ac.tz
Acknowledgements
The Director of the Institute of Adult Education Dr. Fidelice M. S. Mafumiko, wishes to
extend his sincere thanks and gratitude to various individuals who contributed in one way or
another in accomplishing this module. The following staff of the IAE deserve special mention
for tireless efforts and dedication in the production of this module:
A. Lekule: Head, Adult and Continuing Education
Studies Department
T. Mamba: Institute of Adult Education (Coordinator)
A. Mfaume: Institute of Adult Education (Writer)
E. Samba: Institute of Adult Education (Editor)
R. Maganga Institute of Adult Education (Designer)
Contents
About this module 1
How this module is structured ........................................................................................... 1
Module overview 3
Welcome to this module .................................................................................................... 3
Module Outcome ............................................................................................................... 3
Study Skills ........................................................................................................................ 4
Need help? ......................................................................................................................... 5
Module Assessment ........................................................................................................... 5
Getting around this module 6

Margin Icons ...................................................................................................................... 6
Unit 1 7
Addressing HIV/AIDS Issues in the Community ............................................................. 7
Introduction .............................................................................................................. 7
Learning Outcomes .................................................................................................. 7
Addressing HIV/AIDS Issues in the Community .................................................... 7
Unit Summary ................................................................................................................. 12
Unit Assignment .............................................................................................................. 12
Unit 2 13
Understanding Good Governance ................................................................................... 13
Introduction ............................................................................................................ 13
Learning Outcomes ................................................................................................ 13
The Meaning of Governance ................................................................................. 13
Unit Summary ................................................................................................................. 21
Unit Assignment .............................................................................................................. 21
Unit 3 22
Understanding Human Rights ......................................................................................... 22
Introduction ............................................................................................................ 22
Meaning of Key Term ............................................................................................ 22
Unit Summary ................................................................................................................. 31
Unit Assignment .............................................................................................................. 32
Unit 4 33
Analysing Environmental Issues ..................................................................................... 33
Introduction ............................................................................................................ 33
8 Contents
Environment ........................................................................................................... 33
Unit Summary ................................................................................................................. 38
Unit Assignment .............................................................................................................. 38
References 39
About this module

This module has been produced by the The Institute of Adult
Education. All modules produced by The Institute of Adult
Education are structured in the same way, as outlined below:
How this module is structured

Module overview:
The module overview gives you a general introduction to the
module. Information contained in the module overview will help
you determine:
§ If the module is suitable for you.
§ What you already need to know.
§ What you can expect from the module.
§ How much time you will need to invest to complete the module.
The overview also provides guidance on:

§ Study skills.
§ Where to get help.
§ Module assignments and assessments.
§ Activity icons.
§ Units.
We strongly recommend that you read the overview carefully

before starting your learning.
Module content:
The module is broken down into units. Each unit comprises:
§ An introduction to the unit content.
§ Unit objectives
§ Unit outcomes.
§ New terminology.
§ Core content of the unit with a variety of learning activities.
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About this module Addressing HIV/AIDS Issues in the Community
§ A unit summary.
§ Assignments and/or assessments, as applicable.
§ Answers to assignments and/or assessments, as applicable
Resources:
For those interested in learning more on this subject, we provide
you with a list of additional resources at the end of this module;
these may be books, articles or web sites.
Your comments:
When reading this module, we would appreciate it if you would
make a few comments to give us your feedback on any aspect of
this module. Your feedback might include comments on:
§ Module content and structure.
§ Module reading materials and resources.
§ Module assignments.
§ Module assessments.
§ Module duration.
§ Module support (assigned tutors, technical help, and others)
Your constructive feedback will help us to improve and enhance

this module.
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Module overview
Welcome to this module
Dear learner, welcome this module on cross-cutting issues. I hope
you know that cross cutting issues are too broad since they are
issues that touch a number of different aspects in the society. For
example, our nation Tanzania has identified so many cross cutting
issues to be integrated in her curricula in order to make learning
holistic and these include:
§ HIV AIDS;
§ Good governance;
§ Human rights;
§ Environmental Issues;
§ Gender equality and equity issues;
§ Population and family life;
§ Poverty alleviation; and
§ Democracy and Drug abuse just to mention a few.
To make learning meaningful in this module you will learn about
HIV AIDS,
Good governance, Human rights and Environmental Issues.
The remaining issues will be further discussed on the module(s) or
you will come across with or on other literatures. It is my hope that
you are going to enjoy learning these issues. Welcome.
Module Outcome
Upon completion of this module you should be able to:
§ Address HIV/AIDS Issues in the Community
§ Describe Good Governance
§ Explore Human Rights
§ Analyze Environmental Issues
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Module overview Addressing HIV/AIDS Issues in the Community
Study Skills
As an adult learner your approach to learning will be different from
that of your school days. You will choose what you want to study,
you will have professional and/or personal motivation for doing so
and you will most likely be fitting your study activities around
other professional or domestic responsibilities. Essentially you will
be taking control of your learning environment. As a consequence,
you will need to consider performance issues related to time
management, goal setting, stress management, and others. Perhaps
you will also need to reacquaint yourself in areas such as essay
planning, coping with exams and using the web as a learning
resource. Your most significant considerations will be time and
space i.e. the time you dedicate to your learning and the
environment in which you engage in that learning.
We recommend that you take time now—before starting your self-

study—to familiarize yourself with these issues. There are a
number of excellent resources on the web. A few suggested links
are:
§ http://www.how-to-study.com/
The “How to study” web site is dedicated to study skills resources.
You will find links to study preparation (a list of nine essentials for
a good study place), taking notes, strategies for reading text books,
using reference sources, test anxiety.
§ http://www.ucc.vt.edu/stdysk/stdyhlp.html
This is the web site of the Virginia Tech, Division of Student
Affairs. You will find links to time scheduling (including a “where
does time go?” link), a study skill checklist, basic concentration
techniques, control of the study environment, note taking, how to
read essays for analysis, memory skills (“remembering”).
§ http://www.howtostudy.org/resources.php
Another “How to study” web site with useful links to time
management, efficient reading, questioning/listening/observing
skills, getting the most out of doing (“hands-on” learning), memory
building, tips for staying motivated, developing a learning plan.
The above links are our suggestions to start you on your way. At
the time of writing these web links were active. If you want to look
for more go to www.google.com and type “self-study basics”,
“self-study tips”, “self-study skills” or similar, then search.
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Need help?
Dear learner, in the course of your study, you may need help in
various issues such as the location and how to get support from
resource centres, clarification of various issues pertaining to your
study materials (modules) and so on. If this happens, you are
advised to ask for the help from your centre coordinator or
facilitator, you can also visit the website of the Institute of Adult
Education which is www.iae.co.tz or ask for help by using phone
no 0222150836, email address: info@iae.ac.tz.
Module Assessment
Each unit has one assignment with their modal answers at the end
of the module. Also, there will be one tutor marked assignment
when you complete the module. You will be given one project
work. Unit assignments are for your self assessment on the unit you
have studied, they will not be submitted. You will SUBMIT only
one end of the module assignment and project work which will be
given to you in the course of your study by module facilitator. The
assignment and project work will be submitted to the module
facilitator during face to face sessions or through email. This is the
part of continuous assessment.
Therefore, in continuous assessment there will be self-assessments
and four teacher-marked assignments, namely project work, end of
the module assignment and two tests. The two tests will last for one
hour each while you will be given two months from the date you
will receive the assignment before you submit it to your module
facilitator. Your module facilitator will mark and give you
feedback through any reliable means including during face to face
sessions. Continuous assessments will take place within a period
before the end of the term while end of term examination will be
administered at the end of each term.
Assessment of this module will be done in two ways: Continuous

and End Semester Examination. The continuous Assessment will
carry a total of 40 marks and End of Semester Examination 60
marks. Continuous Assessment comprises Mid semester Test (20),
an Assignment (5), portfolio (5), and project (10)
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Getting around this module Addressing HIV/AIDS Issues in the
Community
Getting around this module

Margin Icons
While working through this module you will notice the frequent use
of margin icons. These icons serve to “signpost” a particular piece
of text, a new task or change in activity; they have been included to
help you to find your way around this module. A complete icon set
is shown below, we suggest that you familiarize yourself with the
Activity Assessment Assignment Case study
Discussion Group activity Help Note it!
Learning Reading Reflection Study skills

Outcomes
Summary Terminology Time Tip
Computer-
Based Learning Audio Video Feedback
Module Basic Answers to

Outcome Competence Assessments
icons and their meaning before starting your study.
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Unit 1
Addressing HIV/AIDS Issues in the
Community
Introduction
Dear learner, welcome to unit one of the cross-cutting issues found
in our communities. In this unit you are going to learn about the
concept of HIV/AIDS, its origin, how it spread or transmitted,
curative methods, counseling services and its impacts.
Learning Outcomes
Upon completion of this unit you will be able to:
§ Give meaning of HIV/AIDS;
§ Explain its origin;
§ Describe how it is transmitted to other person;
§ Identify curative methods and importance of counseling services to
the patients; and
§ Explain its impacts socially, politically and economically.
Addressing HIV/AIDS Issues in the Community

Dear learner, welcome to unit one of the cross-cutting issues found
in our communities. In this unit you are going to learn about the
concept of HIV/AIDS, its origin, how it spread or transmitted,
curative methods, counseling services and its impacts.
HIV/AIDS
Dear learner, HIV/AIDS is a monster disease that has claimed lives
of so many people in Tanzania. This is a true fact because if every
one of us traces back death history of relatives from our families or
clan, you may come up with two, three or more relatives that have
already passes away due to HIV/AIDS infection. So this subject
will enable us to get the clear meaning of HIV/AIDS and the ways
it spread.
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Unit 1 Addressing HIV/AIDS Issues in the Community
Dear leaner, I am sure you are familiar with the terms HIV/AIDS
as you have already come across people who are suffering from
HIV/AIDS. Are you in a position to explain the difference between
a patient who is suffering from HIV and the one who is suffering
from AIDS? If yes, explain how?
Dear learner, now compare your answer with the following
explanations:
HIV stands for Human Immune Deficiency Virus. This virus is
different to other viruses which can get rid of human body once
treated with the right medicine; HIV once get in the human body
cannot get out. That means once acquired you have to stay with it
for life.
Symptoms of HIV/AIDS
Dear learner, it is difficult to identify a person acquired HIV with
our naked eyes, unless he or she goes for an HIV test. Normally
infected persons with HIV do not show any symptoms at all, they
stay healthy about 10 years or more depending on the individual’s
body immunity. Thus, HIV means Immunity Deficiency in human
body whereas; AIDS means Acquired Immuno Deficiency Virus is
caused by the HIV. Once the HIV is acquired in human body, it
destroys the body immunity system and makes the infected person
to suffer from various diseases resulting into AIDS. Its main
symptoms include fever for two to four weeks, enlarged lymph
nodes, sore throat and rashes.
Dear learner, can you draw examples of diseases that a patient with
AIDS may suffer from? List down the diseases you know then
compare with the list of diseases given below. Diseases that a
person with AIDS infection may suffer from include; diarrhea,
endless cough, fever, skin disease and shingles.
Transmission of HIV/AIDS
Dear learner, can you guess the ways in which HIV/AIDS can be
transmitted?
HIV/AIDS can be transmitted through different ways including the
ones mentioned here under:
§ Sexual intercourse especially unprotected sex;
§ Blood transfusion;
§ Sharing of equipment with sharp ends e.g. needle and razor
blades;
§ From mother to child during pregnancy, delivery and lactating
(breast feeding) period; and
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§ Contacting body fluids of the infected person e.g. sperms.

However transmission of HIV/AIDS from patients in normal
setting is very rare but proper care like sterilization and
disinfection of equipment and utensils are required.
The origin and spread of HIV/AIDS

Dear learner, it was the scientist of this world who has identified a
type of chimpanzee found in West Africa as the source of HIV
infection in human being. It is believed chimpanzee immune
deficiency virus (SIV) Simian Immune deficiency virus) was
transmitted to human beings during the hunting practices. Studies
show that SIV infected chimpanzee existed in this world as far
back as 1800. The virus was identified in the USA since in the late
1970s’. Slowly, it spread across Africa and later into other parts of
the world. Tanzania identified the first patients infected with HIV
in the early 1980s.
Dear learner, at this point you have already understood the meaning
of HIV/AIDS, the ways it spread to other persons and its origin.
Prevention and cure of HIV/AIDS

Dear learner, I hope you have understood the ways HIV/AIDS can
be transmitted to another person. Now, let us look at the ways in
which HIV/AIDS can be cured and prevented.
The most important way of preventing HIV/AIDS is to change
behavior and disengage from unprotected sexual intercourses. This
is a true fact because to date there is no safe and effective cure for
HIV/AIDS but scientists are still working hard to find one, what
remains meanwhile as a control is hope on medical care to
HIV/AIDS patients.
Here under are some methods used as preventive or curative to:
§ ART – Anti Retroviral Therapy;
§ The use of man and women condoms;
§ Safe blood transfusion;
§ Sterilization and disinfection of hospital/clinical equipments;
and
§ Caesarian delivery method.
Dear learner, if you have more HIV/AIDS preventive and curative
method(s) please let us know them.
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The Impacts brought by HIV/AIDS

Dear learner, in the community you are living it is obviously that
you have already come across a person or a family member who
have died because of HIV/AIDS. Now try to imagine after his/her
death what happened to his/her close relatives, community
members and the nation at large?
The impacts brought by HIV/AIDS can be viewed socially,
economically and politically.
Dear learner socially, HIV/AIDS breaks the family ties when death
occur to an adult member a bread winner who leaves behind a
spouse, children and or parents who are unable to obtain the basic
needs. As a result this also affect the children’s’ nutritional status,
education, health and the general living standard.
§ In addition, the HIV/AIDS deaths increases orphanage
question which in some cases b ring about the problem of
street children.
§ Furthermore, when HIV/AIDS death occur members of the
nuclear family who are poor and already stressed by heavy
burden of care in many cases they end up into conflicts hence
disruption of the traditional family ties.
Dear learners, economically the death of HIV/AIDS decreases
production in different activities since the deceased are the able
bodied persons aged between 18th to 56th years old who are
experienced and skilled labourers from different field
Not only that but also during the sickness period especially at the
terminal stages of AIDS at least one member of the family has to
stay home or hospital with the patients to provide care
Moreover, HIV/AIDS deaths reduce the nation’s economic growth
it weakens the human capita and it reduces the number of tax
payers, as well as adults who are expected to produce and
reproduce.
Dear learners, lastly, HIV/AIDS creates stigma to the patient and
family. The patient is discriminated by the family, peers and the
wider community on heath care and education. Furthermore
HIV/AIDS deaths increase a budget and cost of living at the family
level. Since much money has to be spent for medicine and
nutrition and later on burial ceremony. The government also has to
set aside funds for taking care of the HIV infected worker, grant
sick leaves, later on meet the burial ceremony expenses and take
care for the orphans the number of voters and the persons to be
voted for. Thus, in multiparty political system like ours in
Tanzania, the individual dual party experiences loss of its
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prominent members planned to contest for positions in local

government or general elections.
Dear learners, having seen the impacts of HIV/AIDs to our society,
now let us see how we can provide counseling services to
HIV/AIDS patients.
Counseling services to HIV/AIDS patients

Counseling is a more professional way of assisting people living
with HIV/AIDS. It aims at helping HIV/AIDS patients to resolve
issues, explore new feelings, strength and weaknesses and find out
ways that can lead to real changes in sexual behavior and ways of
relating with people. Counseling patients with HIV/AIDS infection
is very important because it provides opportunity to the victims to
understand their status and take the right decision of living with
hope.
When does counseling takes place?

At the pre-test period
According to the National Policy of HIV/AIDS, counseling hat to
take place before HIV testing to each person because it helps the
client to be informed on HIV/AIDS and decide to make the right
choice whether to test for HIV/AIDS or not. It also helps the client
to get psychological support and prepare to accept the test results
and issues that might arise.
Importance of providing counseling services to HIV/AIDS
Counseling in HIV/AIDS informs the client about problems that

may arise before going for a test, when living with HIV/AIDS or
when caring for a sick person with HIV/AIDS
It provides an opportunity to the client to ask questions before

going for a test. If the client refuses, the test is not perfumed.
It maintains confidentiality to the extent that the client shares

specific personal details with the counselor and together they may
find source of the problem and find ways to address it.
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Unit Summary
Unit Assignment
1. What is meant by HIV/AIDS?
2. Describe the ways HIV/AIDS could be transmitted.
3. Explain the origin and spread of HIV/AIDS.
4. What are the symptoms of HIV?
5. Outline the diseases that may attack a person infected with
HIV/AIDS.
6. What are the impacts brought by HIV/AIDS?
7. Why counseling services are important to HIV/AIDS
patients?
8. Describe the qualities of a good counselor.
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Unit 2
Understanding Good Governance
Introduction
Dear learner, I think you have learnt a lot and enjoyed unit one on
HIV/AIDS, now welcome to unit two and study about good
governance.
Learning Outcomes
§ Explain the concept of: Governance, Good governance and
Bad governance;
§ Identify the conditions in which: Good governance, Bad
governance may occur;
§ Explain the principles for: Good governance and Bad
governance; and
§ Analyze issues related to bad governance and the challenges
it faces.
The Meaning of Governance

Dear learners, according to the Oxford Dictionary governance is
defined as the act of governing, exercising control or authority over
the actions of subjects.
In general governance refers to the system of rules by which a state
or community is governed. -When human being live and and work
together in pursuit of a common goal and purpose they inevitably
need rules to regulate their behavior in order to safeguard unity,
peace, harmony and continuity.
It can also be said that governance refers to how social, political
and economic power is distributed and exercised within a given
social unit.
Therefore, governance shows the relationship between those who
govern and the governed.
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Unit 2 Understanding Good Governance
Dear learners you should know that Governance permeates every

level of a society where activities of the government or community
members are executed. These levels are:
§ Individual;
§ Family;
§ Ethnic communities;
§ Civil based societies;
§ Organizations; and
§ State institutions e.g. school, colleges and hospitals.
In addition, governance being the process of managing public

affairs can be done in ways either beneficial or detrimental to the
same public depending on the type of governance a state is
practicing. If governance is practiced in a beneficial way, there
emerges what is known as good governance.
Meaning of good governance

Dear learners, there is no single definition of ‘good governance’ for
universal meaning since the use of the phrase depends on the
context and purpose of the information to be provided. However,
the meaning of good governance can be explained as:
- the process of running a government or an organization in a

manner that will facilitate the effective and efficient use of
both human and materials resources in addressing the basic
needs of the society.
- Good governance involves reciprocal behavior between public

officials or the government on one hand and civil society
(people) on the other.
- Public officials are also expected to serve the public in an

efficient way in the delivery of public services while civil
society (people) in turn confers legitimacy on the public
officials in return for the efficient delivery of the services.
In practice, good governance means the exercise of official powers

in the management of country’s economic and other resources in an
effort to increase and utilize such resources for the betterment of
life.
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Conditions under which good governance may occur

-When there is respect for individual, family and community rights.
Good governance recognizes and respects human rights and duties
to fulfill the purpose of human life.
-When peace and unity is promoted. Good governance ensures that

the nation is united in purpose in the pursuit of true ideals of
justice, truth and self reliance.
-When there are receptive to different opinions. Good governance

listens to diverse views of people and it interacts with the people.
-When there is integrity and credibility, good governance is

credible, transparent, accountable and honest. It takes full
responsibility of decisions made. It accepts it has failed and
receives praise for a job well done.
-When education on peoples’ rights is provided. Good governance

educates its citizens on their rights and duties.
Principles of good governance

Dear learner for governance to be judged good it must meet the
following conditions:
a) Transparency in decision making
Transparency is taken to mean administrative style that assumes the

sharing of information between parties in the reciprocal
relationship. This means there should be availability of timely data
and openness in addressing issues between the public officials and
members of civil society (people). It implies toleration of diversity
of political opinions and dissenting views, free flow of information
and opening public access to information.
Good governance involves the people so much that the people feel
the decisions made are their own.
b) Regular accountability to the electorate
Accountability means holding of a member(s) to be answerable for

actions related to his/her their obligations. There are three types of
accountability in government namely political, public and legal.
- Political accountability
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It involves institutionalized methods, by which citizens can review

government activities, question government ministers, review
public expenditures and remove officials who abuse the public
trust.
- Public accountability
It involves the practice of answering up the chain of command and

outward to which citizens and groups can hold public agencies and
civil servants legally responsible for their actions through, e.g. civil
institutions that are independent of political systems (PCB).
Always, accountability depends on the presence of an appropriate
and effective accounting system within and outside the government
and on people that are motivated to operate the systems that
facilitate society/state dialogue
- Legal accountability
Provides for enforceable means through which citizens and groups

hold public agencies and civil servants legally responsible for their
actions, through for example, civil institutions that are
independents of the political system.
c) Freedom of Association and participation
Freedom of association and expression is one of the principle rules

for the government to be judged to have good governance. It is
normally written in the country’s constitution which is the principle
law of the land. Participation is meant to describe the opportunity
to each member of society to contribute in the decision making
process. Participation allows empowerment of all categories of
people less of their race, education and social status or gender to
play their part in the society’s economic and political processes.
d) Rules of law
Rule of law presupposes the existence of rules that govern,

behavior in the relationship. The rules must be known to each
party in the relationship. The rules must be known to each party in
the relationship. Rule of law subordinates the behavior of state
official as well as the nationals. Rule of law means a government
will to follow the laws in its day to day practice of governance
e) Promotion of peace and unity
Good governance promotes peace and unit among the people.

Good governance ensures that the nation is united in purpose in the
pursuit of true ideals of justice, truth and self reliance. It builds and
maintains the fabric of peace where unit exist.
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f) Educate people on their rights
Good governance educates citizens on their rights and duties. It

struggles to form good citizens by using politics as a social
structure for the common good of human society.
It promotes and respects individual, family and community rights

and duties as stipulated in the bill of rights and constitution of the
land.
g) Good governance ensures that the citizens receive

appropriate civic education which is their right
Good governance ensures that the citizens understand and know the
constitution. Where possible simplifies constitution should be
availed in all the languages of the people
In principle, leaders and individuals who hold office in the public

sector are expected to behave in a manner that inspires trust,
confidence and sense of fairness to the general public
There are norms and rules of conduct and behavior that leaders and
individuals are expected to observe in the course of discharging
their duties as public servants.
When these norms and rules are violated, then the sense of good
governance is eroded. People lose confidence to the governance to
the government and the bonds that unit citizens get weakened and a
nation’s solidarity is undermined.
1. Bad Governance
i) What does it mean
Dear learner, in the first section you learnt the meaning of

governance, good governance and characteristics of good
governance. In this section you will be provided with
characteristics of bad governance.
As stated earlier, governing is the process of managing public

affairs by set institutions. Governance can be carried out in a good
or bad way. It is important to note that bad governance leads to
discontents among the citizens that may result to coups d ‘etats,
tribal dashes, collapse of economy, brain drain and misuse of
natural resources.
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Dear learner, I hope you are now in a position to guess conditions

that may lead to bad governance. Now equate your answer with the
following:
Conditions for bad governance
- When there is interference in control of power among the state

pillars that is the executive, the legislature and the judiciary.
Power also is concentrated in the hands of few people. The
interference is geared towards achieving selfish political ends
through the executives.
- When the government manipulates the legislature to disregard

totally the public commitment.
- When the government does not practice participatory

democracy
- When the government does not recognize the rights of citizens

and social groups to associate freely, movement, to own
property anywhere, assemble, security
- When the government does not have a vision for the country
- When the government is not accountable and transparent
- When the government operates on the whims of presidential

decrees that have no bases in law.
ii) Characteristics of Bad Governance
a) Not accountable and transparent
Bad governance is not accountable and transparent. In most cases

the governors are accountable only to the executive and not the
citizens. Public resources e.g. money, forests, are misused without
accountability. National projects cost triple the actual estimated
cost, yet they are poorly constructed. In fact money is paid for
work not done. This is misuse of donor and taxpayers money.
b) Manipulation of the electoral process
Bad governance influences the election with money by buying

votes:
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- It uses the administration to intimidate voters, rigging, denying

people identity cards, and also medling the electoral
boundaries.
- It interferes the electoral process right from the issuing of

identity cards
- It does not give opposition parties enough airtime on national

broadcasting media or allow them to hold rallies
- It takes the advantage of being in power, and it is indifferent to

political saga
- It does not make public the day/week of election and use it as a

secret weapon so as to catch the oppositions unawares.
- It does not defend the constitutional rights of the citizens
- Increases in organized crime it is also a sign of bad governance
c) Abuse of the bill of rights and human rights bad

governance
- Encourages insecurity – people are displaced and live in fear
- Encourages torture of political criminals, arbitrary in

presentment and deportation
- Provide social services depending on political affiliated
- Is not able to provide adequate basic
d) Does not promote national unity
Bad governance:
- Promotes tribal dashes, political instability
- Is insecure, therefore it use divide and rule tactics to hold on to

power
- Promotes nepotism, clanism and tribalism
- It pits different religions against each other.
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a) Corruption
Bag governance’s major illness is corruption it promotes
- Asking of commissions and bribes for works intended to be

done
- Over budgeting of projects
- Directing funds to “political rights” projects or those in

“politically” correct zones
- Mismanagement of tax payers’ money in maintaining a large

cabinet with member with no portfolio.
b) Mismanagement of resources
A key characteristic of bad governance is collapse of various

sectors due to:
- Inefficiency, high rate of unemployment
- Wasteful use of resources for example excision of forests
- When prioritization of national projects
- Appointment of incompetent and “politically correct” and

friends to positions of responsibilities, persons who run down
social services.
- Directing projects’ funds to those ‘politically’ viable and in

politically incorrect zones.
- Putting ups projects which are not economically viable
- Encouraging unhealthy competition e.g. importing of sugar

while local sugar is rotting in farms and godowns
- A weak economy that leads to the state being unable to meet

its internal and external financial allegations.
- Growing insecurity and isolation of the country economically

and politically socially.
20
Unit Summary
Unit Assignment
1. What is meant by:
a) Governance
b) Good governance.
2. What are the conditions for:

a) Good governance
b) Bad governance to occur
3. What are the characteristics for

a) Good governance
b) Bad governance.
4. Analyze issues that reflect

a) Good governance in your community/country.
b) Bad governance in your community/country.
21
Unit 3 Understanding Human Rights
Unit 3
Understanding Human Rights
Introduction
Dear learner, after studying unit two on good governance welcome
once more to unit 3, and learn about human rights. I hope you will
find that this unit is enjoyable as it provides the foundations of
practicing good governance in any area of organization.
Learning Outcomes
§ Explain the meaning of “human rights”;
§ Identify categories of human rights;
§ Explain why human rights are important in a democratic country;
and
§ Explain citizen responsibilities.
Meaning of Key Term

Dear learner, have you ever come across the phrase human rights in
your life time? Try to think for a while. The response is “YES”.
And it is a big YES because this phrase human rights has ever
existed throughout the human being history. It has been tied to
people’s laws, customs and religions throughout the evolving
ages. Rayner (1997) support this fact by providing examples of
early communities’ ethnic groups and believers of different faith in
Ancient Greece States, Persian Kingdoms and Roman Empires
where the phrase human rights was existing to refer back system of
justice among the community members. In those societies there
was affirmed code of ethics which directed what right(s) deserve to
whom (e.g. children, women, men, sick person and the deceased
bodies.
Dear learners. This description on Evolution of Human Rights

gives us the explanation that human rights means fundamental
rights which a person has to enjoy by virtue of being a human
22
(Shivji et al. 2001). Moreover, people of this world accept that

human rights were recognized long time ago in man’s history.
1. Events / Pre-cursors led to Human Rights
Dear learners let us now proceed to find out the events that lead to
the declaration of Human Rights in 10th December, 1948.
Declaration means official announcement, the events that led to
declaration of human rights are not exhaustive, but take note that
the following are some examples drawn from the list of those
events.
i) The Magna Carter (England)1215
This was a document that consisted some laws and rules which
guided king John of England (1166 – 1216). The document
consisted 37 laws which later on became the base of English
citizens’ rights. This document is remembered in the history of
HRs declaration because:-
- It reduced the king’s power;
- It encouraged the rule of law;
- It marked the beginning of constitution government in

England; and
- It influenced the USA government to adopt some rights in her

constitution e.g. the freedom to arbitrary imprisonment and
right to own property. Article 21 of the US constitution 1876.
ii) The American independence (1776) – American Bill of Rights

(1791). The US bill of rights was introduced by James
Madison to the first US congress as a series of articles and
came into effect as constitutional amendment. This bill of
rights limited power of the US federal government protecting
the natural rights e.g. individual liberty, freedom of religion,
speech, press, assembly and association. These freedoms were
later on adopted in the UN bill of rights.
iii) Dear learner the third precursor for universal declaration of

Human Rights (UDHRS) was the Cyrus Cylinder Cyrus
Cylinder was made in Ancient Persian Kingdom (539 BC). It
23
is a name given to a clay soil cylinder contained the first

statements human rights’ elements written in Akkadian
language. Cyrus the great was the first king of Ancient Persia;
thus the clay soil cylinder was named before the king’s name
because it contained very important message derived from the
king’s amazed decision Cyrus the great after conquering the
city of Babylon did the following:
- He freed all slaves and ordered them to go back to their

respective lands of origin
- He told his people to worship religion of their choice
- His message in the unexpected decision spread to other

countries like India, Greece and Rome. Those ideas were
written in that clay soil cylinder and kept as a record of the
history of Ancient Persian Kingdom. Those statements
have been adopted in the UN Bill of rights
Dear learners you have to provide some other events pioneered to

the DHRs. Some of those precursors include the French
Revolution 1789. The establishment of the League of Nations; The
creation of International Labour Organization, and the Second
World War.
Dear learners, all the events explained above steered up the United
Nations General Assembly’s decision to announce the declaration
of human rights in 10thDecember, 1948.
2. Why the UNDHR is important?
Can you guess the reasons why the United Nations Declaration of
Human Rights is important? Compare your response with the
following reasons:
- The UNDHRs principles are incorporated in the constitutions

of more than 185 member states of the United Nations
The UNDHR has derived the status of being an international law

because people all over the world consider it as a common
achievement for all nations, sometimes it is referred to as “the
international Magna Carter”. The UNDHRs call for the people all
over the world to protect citizens from abuse of human rights in
their respective governments. The United Nations General
24
Assembly established a commission on human rights and charged it

with the task of drafting a document (the Bill) of rights that
specified the meaning of fundamental rights of individuals and
their freedoms.
3. Categories of human rights
Dear learners, since you are leaders of institutions you need to

understand categories of human rights so as to be able to practice
fair play to different types of organizations.
Categories of human rights
There are 2 main categories of human rights:
a) Individual rights/natural rights
b) Civil rights
a) Moral/natural/ individual rights:
Dear learners, these are moral or natural rights that all kind of
people including your subordinates and yourself are born with and
they cannot be taken away by any individual or the government.
The government is charged with the responsibility to protect them.
Such rights include:
- The right to life;

- The right to equality; and
- The right to freedom of speech and expression, association
religion/worshiping, conscience and assembly.
Provision of individual or natural rights

Individual//natural rights are conceivable by way of conscience,
they are somehow connected with the individual’s religion or
principles of moral standard of a given society or culture.
Individual rights are universal given to every individual
25
immediately after birth regardless of race, religion, gender and the

like; they are inherent as they are transferable from one generation
to another; and they are inalienable since they cannot segregate
people according to racial, status gender and the like.
Therefore, all categories of human rights are universal, inherent

and inalienable since they are applicable to every human being all
over the world basing on the fundamental rules of the given social
system.
b) Civil rights / political rights
These are rights that government(s) must provide to the citizens.

They are guaranteed by the constitution of the URT, status by-laws
and international conventions when they are derived to the targeted
individuals they can be demanded through the above mentioned
(e.g. courts of law) bodies. Human rights can be further
categorized into civil and political rights, economic, social and
cultural rights.
Provision of civil / social rights
- In order to have civil rights being guaranteed, they must be

granted in the national constitution; and the parliament must
also formulate law(s) regulation(s) and rule(s) that guarantee
and protect them. It is only that when all those actions are
already taken then, civil rights become legal rights. Thereafter,
citizens may forward demands/cases in the courts of law to get
legal rights when they are denied.
Dear learners take note of examples given below on the two

categories of human rights.
Example:
Natural/individual rights/ moral Civil and political rights

rights
26
- Right to life - Right to legal help
- Right to equality - Right to fair trial
- Right to freedom of - Right to participate in

religion/worship good activities
- Right to freedom of - Right to social security

expression
- Right to freedom of assembly - Right to education
- Right to freedom of - Right to privacy

association
- Right to freedom of - Right to better living

conscience standard and medical
care
c) Rights of special groups
Dear learner, first of all you have to understood that by special

group means those groups of people which need special attention
due to tender age (children), gender (women), body disabilities
(blind, deaf, albino, numb,) or nomads those who keep wondering
with their livestock) or refugees (those who have left their homes
of origin because of wars or natural calamities like floods,
earthquake, famine etc). Sometimes persons with special needs are
also known as vulnerable groups, or marginalized people like the
indigenous people and ethnic minorities.
Dear learners, the UN decided to provide a framework for the

Protection of Rights of Persons with Disabilities to be applied by
every nation. In addition, to the existing specific instruments such
as convention on the rights of the child (1985), or the
convention on all forms of discrimination against women
(1975), The National Disability Policy (1985), The International
Convention on the Protection and Promotion of the Rights and
Dignity of Persons with Disabilities (2005) in order to make sure
that rights of special groups are well protected.
27
Dear learners, keep in mind that, the UN still reminds the nations of
the world to abide to the national and international laws, to provide
protection and social services equally, and be aware of their
responsibilities as states with regard to international disability
norms and their impact to the respective nations.
The rights of special groups have to be protected by following the

Bill of rights as stated in the individual nation’s constitution, the
international and regional Human Rights social systems. However,
this depends very much on the human rights awareness on the side
of the particular special group whose rights are being violated on
one hand. On the other hand, the commitment of lawyers and the
judges is very important. If laws are boldly and reasonably
interpreted by the High court of Tanzania the law can give active
protection to special groups.
4. Protection of Human Rights
Dear learners, human rights can also be protected by sections or

articles in the Bill of Rights. For example the constitution of
Tanzania consists of a section of the Bill of Rights stated from
Articles 12 – 24 which include:
§ Equality of all human beings (art. 12, 13)

§ Right to life (art 14 and 15)
§ Right to have privacy and security (art 16)
§ Freedom of movement (art 17)
§ Freedom of expression and conscience (art 18)
§ Right to believe in any religion (art 19)
§ Freedom of assembly and association (art 20)
§ Right to participate in community activities (art 21)
§ Right to work (art 22)
§ Right to be paid satisfactorily (art 23)
§ Right to own property (art 24)
So dear learners, the bill of rights is useful because it enforces the
court of law practice fair play otherwise citizens can go to the court
of law and seek the court to declare certain actions, circumstances
or laws unconstitutional and therefore nullify the case. The
28
National and international bodies charged with the responsibility of

protecting human rights for example AMNEST
INTERNATIONAL, TAMWA etc.
- The media men or press: information the public about

violations of human rights. When they get informed a general
outcry will be developed. Then steps may be taken to stop the
crime of violating human rights
- Civic education: conscientize means makes the recipient

aware of human rights issues through formal and non formal
education, radio, television, newspapers, magazines, cinemas
etc.
- Creation of government Human Rights Protection Commission

institutions e.g. Civil Right Commission in Tanzania. Such
bodies provide protection of people’s rights
- Religious groups: These group may claim for the denied rights
of their followers
- The presence of checks and balance system: It may ensure that

rule of law prevails, and the government is accountable to its
citizens. Thus such a government it will be a defender and
protector of her citizens’ rights.
5. Ways in which human rights can be violated

Dear learners, can you find issues in which human rights have been
violated? Take your place of residence or place of work or place of
study as point of reference. Under are some few examples on the
ways human rights can be violated
a) Parents actions for example torture, beating, denial to provide
basic needs, choosing spouse etc;
b) The public actions for example punishing, killings, abuse of
power and the like;
c) The police: apprehending criminals without following due
procedures; and
d) The state: when it grabs individual properties without prompt
compensation.
29
6. Importance of human rights
Dear learners, at this point I think you are able to stand the
importance of providing human rights to the citizens or to your
subordinates:
- In the first place provision or protections of human rights

strengthen the practice of democracy as it enhances power of
individuals/community members/subordinates and the like.
- It also guarantees democratic rule that means it brings power to

the majority instead of leaving the government to assume all
the powers.
7. Citizens responsibility
Dear learners, a citizen is a person who belongs to a certain

country/state and has full rights as a member of that country/state,
either by birth or by being granted such rights decently or
registration.
Always remember that, enjoyment of rights go together with

responsibilities that is, duties that a good citizen must perform as a
member of the society he /she belongs to.
Dear learners, can you mention some of those important citizens

responsibilities that promote common good to the society/country?
Now compare your answer with the following explanations:
i) Responsibility towards the state
- Loyalty to the state that protects citizens and provide social and
civil rights to the citizens;
- Obedience to the law formulated by the legislature;
- Protect the state through military service; and
- Pay various taxes to the state so as to empower it to provide

social services.
ii) Responsibility towards the country
- Preserve public utilities for the good of all;
30
- Defend the country at any time is required to do so; and
- Help the country to keep the land, air and water bodies free of
pollution and degradation so as to make the country a clean
and safe country to live.
iii) Responsibility towards the citizens
- Respect the President, leaders and fellow citizens;
- Tolerates rights of others;
- Cooperate with others, show respect and love especially to

people with special needs, whenever possible help them;
- Do not use abusive language;
- Follow traffic rules; and
- Place the common good interest above the personal one’s.
Unit Summary
31
Unit Assignment
1. What is meant by human rights?
2. Explain the origin of human rights
3. What events led to the preparation and declaration of human

rights?
4. What is the rationale for adopting the human rights charter

in Tanzania?
5. Identify categories of human rights
6. Give explanations on individual or natural rights and social

or civil rights.
7. Outline the importance of United Nations Declarations of

human rights.
8. Discuss the importance of adopting human rights in

Tanzanian society
9. Who is a citizen
10. Explain the different responsibilities a good citizen ought to

perform.
32
Unit 4
Analysing Environmental Issues
Introduction
Dear learner, I think you have learnt a lot and enjoyed the previous
unit on Human rights, now welcome to unit four and study about
environmental issues. Environmental issues are very important to
study them as they touch human beings daily activities in their
surroundings.
Learning Outcomes
§ Explain the concept of environment;
§ Describe importance of environment to human life;
§ Relate the ways environment can be polluted or degraded; and
§ Explain methods of protecting and conserving the environment.
Environment
Dear learners, first of all you should know that environment is part
of the world and everything that surrounds us. Environment is
made up of several things that are living creatures and non-living
objects. In the places we live our environment comprises the built
infrastructure, the air, water bodies, land (mountains, valleys,
plateau), the flora (vegetation) and fauna (living creatures).
Dear learners, try to imagine the importance of each item that
makes environment to human life, I hope you will not deny the fact
that human life depends on each and every component of
environment for example, air, land for agriculture and construction
activities, water, forest and animals. Thus, environment needs to be
well protected and conserved for sustainable life.
Causes for environment pollution/degradation

i) Air pollution
This may occur due to the following:
- Emission of poisonous gases into atmosphere done by motor
33
Unit 4 Analysing Environmental Issues
vehicles, industries, smoke from fossil fuels and other

machines.
- Poisonous black smoke from forest fires and waste matters.
- Dust which is blown into the sky from cement works, mining
areas, building sites and quarries.
- Bad smells caused by decayed materials and poor sewage
systems especially in urban areas.
ii) Water pollution

It is caused by :
- Garbage and chemicals throne into water bodies
- Chemical emissions from industries
- Poisons from explosive fishing also pollute water, kill marine

creatures and destroy marine ecology.
iii) Land degradation

Dear learners, land degradation means lowering nutrients of the
land for sustainable agricultural use. Land degradation may occur
due to deforestation, soil erosion and desertification.
Deforestation means severe destruction of vegetation in a certain
area due to forest fires or cutting trees.
Soil erosion mainly is caused by removal of the upper soil layer
(the fertile soil) due to excessive animal grazing activities, wind,
rain falls and careless damping of metal, glass and plastic garbages
Desertification may be caused by cultivating farms along water
sources, also severe use of farm chemicals may destroy the
important soil nutrients and organisms and prevent the growth of
vegetations. Thus, changing the local eco system.
Dear learners, now find out the effects could be brought by
environment pollution and degradation explained above.
Effects brought by air and water pollution to human life

i)Air pollution
- Intense smoke from forest fire and other natural carbonic

emissions if reach higher levels of the atmosphere can deplete
the ultra violet rays of the ozone layer and result into the global
34
warming. This reaction involves nitrogen oxide and volatile

organic compound, it is known as secondary pollutant since it
affects only the atmosphere. Whereas pollutants initially
emitted by sulfur dioxide is known as primary pollutant since
they mainly affect human and eco system health (Slanina,
2006).
- Air pollution caused by aerosol (tiny particles from motor

vehicles, mineral dusts, sea salts, smokestacks, erupting
volcanoes and fossil fuels floating in the air have the ability to
dampen the global warming reaction and change the climate.
These particles are also dangerous to human health as they
may cause illness like asthma, bronchitis, early demise as well
as death to human beings.
- Air pollution in general, may also damage buildings, crops and

wildlife. For example the worst air pollution happened in
London in Dec. 1952-March 1953 whereby 4,000 people died
in one week (ibid, 2006).
ii) Water pollution
- Emitted substances and chemicals into water can endanger

lives of all creatures; human beings, fishes, insects and
animals.
- Those substances and chemicals may lead to outbreak of

diseases like diarrhoear, dysentery, typhoid, skin diseases and
others (TIE, 2002).
iii) Land degradation
- Deforestation activities, overgrazing in one area and farming

along water source may tend the land to become barren and
cannot used for agricultural activities. Hence, hunger and
poverty will hinder sustainable development to human life.
Dear learners. Hereunder are some ways in which environment

should be protected and conserved for the wellbeing of human
lives, other creatures and non living things.
a) At home
- Conserve energy- turn off appliances and light when you
35
leave the room
- Recycle paper, plastics, glass bottles
- Keep wood stoves and fire places well maintained
- Plant deciduous trees in locations around your home to

provide shade in the summer, but to allow light in the winter
- Buy green –electricity produced by low or even zero

pollutants
- Choose not to smoke at your home especially if you have

children
- Lower the thermostat on your water heater to 120F
- Connect your out-door lights to a timer or use solar

lightening
b) Buy smart
- Choose efficient low polluting models of vehicles
- Shop with a canvas bag instead of using paper and plastic

bags
- Rechargeable batteries for devices used frequently
- Choose products that have less packaging and are re- usable.
c) Drive wise
- Get regular engine tune ups and car maintenance checks

(especially for the spark plugs).
- Use an energy conserving grade motor oil
- Report smoking vehicles to your local air agency
- When possible, use public transportation or ride a bike
- Avoid waiting in long lines, e.g. at food restaurants or banks’

Park your car and go in
- Fill gass tank during cooler evening hours to cut down an

evaporation.
d) For your health
36
- Check daily air quality forecasts which tell how clean or

polluted the air is
- Remove in door asthma triggers from your home and avoid

outdoor triggers in order to effectively control your asthma
- Minimize your sun exposure, wear sun block and Ultra Violet
protection sun glasses. Find out current forecasts of UV
www.epa.gov/sunwise/uvindex.html..
ii) Ways to prevent water pollution
- Provide an ideal solution to control and remove litter near or

within water bodies e.g. Bandalongue Littre Traps and Boom
systems; it catches all floating litters and debris and holds it
safely in a collection basket for removal. This method is
commonly used in Australia.
- Plant nutrients e.g, nitrogen, phosphorous and potassium
- Treat properly all sewage and organic wastes
- Dispose harmful products to keep chemicals (e.g. pesticides)

out of rivers, lakes, streams and dams.
iii) Ways to avoid land degradation
- Do not use chemical fertilizer instead apply manure or animal

wastes
- Avoid farming activities near water sources
- Do not use pesticides or other insect killers in your farm
- Use shifting cultivation method e. g. bush fallows and crop

rotation.
- Stop the habit of cutting trees without replanting the new ones
- Reduce the number of herds and avoid grazing on the same

area.
37
Unit Summary
Unit Assignment
1. What is meant by environment?
2. What is environment degradation and environment pollution?
3. How environment can be polluted / degraded?
4. In what ways air, water and land pollution/ degradation can

be protected and conserved?
38
References
Manzi, Z. M. 2001. Civics for Secondary Schools and colleges
Tanzania Episcopal Conference. 1999. Civic Education

Programme. Education Department, Dar es Salaam.
Tanzania Institute of Education. 2002. Civics manual for

Secondary Schools Teachers and College Tutors.
TIE, Dar es Salaam.
Slanina, S. 2006: Impact of Pollution on Local and Global Scale.

Retrived from
http://www.eoearth.org/view/article/1537799.
39
Produced by:
Institute of Adult Education
P.O.Box 20679,
Dar es Salaam, Tanzania
Tel:+255 22 2150836
Email: info@iae.ac.tz,
Website: www.iae.ac.tz

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Addressing Cross-Cutting Issues

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Addressing Cross-Cutting Issues

The Institute of Adult Education

© Institute of Adult Education, 2015

The Institute of Adult Education

Getting around this module 6

About this module

How this module is structured

The overview also provides guidance on:

We strongly recommend that you read the overview carefully

Your constructive feedback will help us to improve and enhance

We recommend that you take time now—before starting your self-

Assessment of this module will be done in two ways: Continuous

Getting around this module

Activity Assessment Assignment Case study

Discussion Group activity Help Note it!

Learning Reading Reflection Study skills

Summary Terminology Time Tip

Module Basic Answers to

Addressing HIV/AIDS Issues in the Community

§ Contacting body fluids of the infected person e.g. sperms.

The origin and spread of HIV/AIDS

Prevention and cure of HIV/AIDS

The Impacts brought by HIV/AIDS

prominent members planned to contest for positions in local

Counseling services to HIV/AIDS patients

When does counseling takes place?

Importance of providing counseling services to HIV/AIDS

Counseling in HIV/AIDS informs the client about problems that

It provides an opportunity to the client to ask questions before

It maintains confidentiality to the extent that the client shares

The Meaning of Governance

Dear learners you should know that Governance permeates every

In addition, governance being the process of managing public

Meaning of good governance

- the process of running a government or an organization in a

- Good governance involves reciprocal behavior between public

- Public officials are also expected to serve the public in an

In practice, good governance means the exercise of official powers

Conditions under which good governance may occur

-When peace and unity is promoted. Good governance ensures that

-When there are receptive to different opinions. Good governance

-When there is integrity and credibility, good governance is

-When education on peoples’ rights is provided. Good governance

Principles of good governance

a) Transparency in decision making

Transparency is taken to mean administrative style that assumes the

b) Regular accountability to the electorate

Accountability means holding of a member(s) to be answerable for

It involves institutionalized methods, by which citizens can review

It involves the practice of answering up the chain of command and

Provides for enforceable means through which citizens and groups

c) Freedom of Association and participation

Freedom of association and expression is one of the principle rules

Rule of law presupposes the existence of rules that govern,

e) Promotion of peace and unity

Good governance promotes peace and unit among the people.

f) Educate people on their rights

Good governance educates citizens on their rights and duties. It

It promotes and respects individual, family and community rights

g) Good governance ensures that the citizens receive

In principle, leaders and individuals who hold office in the public