Fraterinus Osward Mutatembwa

Fraterinus is a highly determined and result oriented individual who is deeply committed to bringing positive changes in the field of special and inclusive education as well as providing support for the education of children with disabilities in Tanzania. He is a qualified specialist in special needs, inclusive, and deaf education in Tanzania with a bachelor's and master's degree in special needs education, majoring in deaf education. His proficiency in special needs and deaf education has allowed him to serve as a consultant and coordinator for various projects. From 2021 to 2025, Mr. Fraterinus embarked on a Ph.D. program in Education at the Open University of Tanzania. Currently, he holds the position of lecturer in the Department of Special Needs Education at AMUCTA and serves as the Head of Department of Special Needs Education and coordinator of AMUCTA Centre for Inclusive Education. Likewise, he is one of the eight board members of the Regional Education Learning Initiatives (RELI) Tanzania.

• Conducted a baseline research study on Relevance of Peer to Peer Tutoring among Learners with Hearing Impairment in Inclusive Secondary Schools in Tanzania: A Case Study of Tanga Technical Inclusive Secondary School.
• Conducted research on Effectiveness of Language Intervention to Children with Hearing Impairment in Tanzania Inclusive Primary Schools.
• Co-conducted a research study to investigate the Status of Education and Employment of Persons with Disabilities: A Case of Selected Five Regions in Tanzania.
• Currently conducting the study on the Effectiveness of Chaining Strategy in Developing Reading Skills among Deaf Pupils in Selected Primary Schools in Tanzania.
• Authored a paper on Teaching Students with Special Learning Needs: The Necessity of Education on the Pedagogy of Teaching Students with Hearing Impairment in Tanzania.

Since 2018 to date I have participated in following project works:

Co-developed the project proposal on “Enhancing Learning of Deaf Children in Inclusive Secondary Schools from 2020 to 2023” that was submitted to Wellspring Philanthropy Fund (WPF)

• Prepared the narrative part of the project
• Prepared the overall project budget
• Assistant project coordinator and one of the key implementers of the project funded by Wellspring Philanthropy Fund (WPF) at AMUCTA. Project titled “Enhancing Learning of Deaf Children in Inclusive Secondary Schools from 2020 to 2023” where I attained the following
• Coordinated the activity of screening form one students from selected 25 inclusive secondary schools in Tanzania that enroll deaf students.
• Developed a Multi-disability screening tool for identifying students with indicators of having various disabilities.
• Facilitated a workshop on administrating a Multi-disability screening tool to secondary school students
• Presented a paper on the Assessment of Learning Needs among Deaf Learners in an Inclusive Setting in a workshop for Heads of School, Quality Assurance Officers and Ward Education Officers.
• Facilitated a one day special and inclusive education stakeholders’ workshop on strategies for addressing the identified gaps and challenges in the field of special and inclusive education in Tanzania.
• Facilitated a one-day workshop on project activities planning and implementation strategies to AMUCTA staff that was organized.
• Prepared annual financial and narrative project reports

E-TALE project coordinator form 2019 to date. (e-TALE: e-Learning Teacher Training program for Literacy Learning and Teaching in Sub- Saharan Africa); this is under Niilo Mäki Foundation (NMF) (University of Jyväskylä)form Finland funded by Finish Ministry for Foreign Affairs. Where I am having the following duties:

• Authored an article on Working Memory in Deaf People which was published into the e-TALE Africa website
• Authored an article on Attention and Deafness which was published into the e-TALE Africa website
• Co-authored the Adult Literacy Mentors’ Training Manual which was published into the e-TALE Africa website
• Authored an article on Strategies for Teaching Reading Skills to Deaf Pupils which was published into the e-TALE Africa website
• Coordinated the workshop with adult literacy mentors from six wards of Tabora municipal
• Coordinated and supervised the literacy training of adult women from six wards of Tabora Municipal.
• Prepared the annual local budget for the project activities conducted in Tanzania
• Chaired the monthly local meeting with AMUCTA project team members
• Attended monthly international project evaluation and planning zoom meeting
• Supervised the payments of local project participants
• Prepared monthly financial and narrative report of the project activities
• Prepared annual narrative project reports
• Attended a one weak workshop on project monitoring and evaluation in Finland prepared by Niilo Mäki Foundation (NMF) (University of Jyväskylä)
• Co-developing project proposal on developing teachers training materials early childhood education and math, submitted to Finish Ministry for Foreign Affairs

Coordinated workshops with college and university students from Tabora region on how to teach literacy skills to children in Tanzania

In 2019 I participated in the reading project that was being coordinated by Kentalis International Foundation. In that project I attained the following:

• Coached Meru Primary School teachers using Video Interaction Guidance (VIG) on how to teach reading to deaf pupils.
• Attended a training seminar on Video Interaction Guidance (VIG) as method of coaching primary school teachers how to teach deaf children how to read
• Co-trained primary school teachers on Reading Strategies for children with hearing impairment in a 10-day seminar.
• Attended a 5 days training on methods of teaching reading to deaf pupils.

From 2018 to date I managed to perform the following consultancy works:

• Deaf Education Consultant in EP4R project under Cambridge Education Tanzania, funded by the UK Government (DFID), the World Bank (WB), the Swedish Government (Sida) and the Global Partnership for Education (GPE).
• Supported Tanzanian Sign Language harmonization program in analyzing the data and finalizing the TSL dictionary
• Supported TIE in preparing and finalizing curriculum adaptation process
• Writing narrative reports about the activities

Inclusive education consultation work at Child Support Tanzania (CST). Here, I performed the following duties

• Prepared the training content
• Prepared the training program
• Organized and facilitated two workshops; one on inclusive education and the other on child protection
• Prepared and compiled the narrative reports on the two workshops

Working as Inclusive Education Master Trainer in the TO 51 Project run by a consortium of Leonard Chesile, ADD International, SENSE international and Right for the World. Under this consultation work I had the following tasks:

• Co-developing workshop contents
• Conducting seminars and workshops to primary school teachers, special needs education officers and quality assurance officers on implementation of inclusive education and UDL (Universal Design for Learning)
• Conducting regular school visit to project schools in Shinyanga and Misungwi
• Writing reports on different project workshop and school visit activities

• Participated in phase one of collecting and analyzing data for developing Tanzanian Sign Language Dictionary under Tanzania Institute of Education (TIE) as a technician.
• Coordinated the TSL team that collected data for TSL harmonization in Njombe, Iringa, Dodoma, Tabora and Kigoma regions.
• Coordinated and facilitated TSL sessions during the seminar on Capacity Building Seminar on TSL and Deaf Pedagogy to Secondary School Teachers.
• Participating in the review of the National Strategy for Inclusive education form March 2025 to date

• Attended five-day training on Assessment and Diagnostic of the Learning Needs of Deaf Students.
• Attended a 14 days training on strategies of teaching Sign Language in the Netherlands.
• Attended regional seminar on deaf education with the theme 'Challenges and Good Practices in Deaf Education in Africa' held at AMUCTA.
• Attended a 14 days’ special technical duty workshop on special needs, inclusive education and deaf education at NECTA.
• Attended a 2 days’ capacity building seminar on project planning, monitoring and evaluation.
• Attended a 1 day stakeholders consultative TSL harmonization workshop in Dares Salaam.

• 06/01/24, 2,383 Euros, Global Innovation Network for Teaching and Learning (GINTL) of the University of Jyväskylä, Finland
• 2023-2024, 7,951.20 Euros, Global Innovation Network for Teaching and Learning (GINTL) of the University of Helsinki, Finland
• 2023-2026, 51,000 Euros, Finish Ministry for Foreign Affairs
• 2020-2024, 300,000 USD, Wellspring Philanthropy Fund (WPF)
• 2019-2022, 27,875 Euros, Finish Ministry for Foreign Affairs

• Date of Birth: 04/18/91
• Gender: Male
• Nationality: Tanzanian
• Marital Status: Married

• Mutatembwa, F. O., Shavega, T. J., Mabagala, D. L., Chaining Strategy and Word Recognition Development among Deaf Pupils in Tanzania, East African Journal of Education Studies, 7, 3, 408-418, https://doi.org/10.37284/eajes.7.3.2168, 2024
• Mutatembwa, F. O., Shavega, T. J., Mabagala, D. L., Chaining Strategy and Language Comprehension Development among Deaf Pupils in Tanzania, Asian Research Journal of Arts & Social Sciences, 22, 7, 59–70, https://doi.org/10.9734/arjass/2024/v22i7551, 2024
• Mutatembwa, F. O., Teaching Students with Special Learning Needs: The Necessity of Education on the Pedagogy of Teaching Students with Hearing Impairment in Tanzania, East African Journal of Arts and Social Sciences, 2024
• Mutatembwa, F. O., Shavega, T. J., Mabagala, D. L., Enhancement of Chaining Strategy in Developing Reading Skills among Deaf Pupils in Tanzania, JIPE, Accepted, 03/05/25