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Group 4 Human Resources Development Project (HRDP) – Tanzania Case Study

Group 4 Human Resources Development Project (HRDP) – Tanzania Case Study. Index Theory of Change Assumptions and Contextual Factors Design Matrix. EPDET, 2011 Vilanec, The Czech Republic. 1. Theory of Change. Int. Outcomes. Outcome s. Output. Activities. Input. Impact.

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Group 4 Human Resources Development Project (HRDP) – Tanzania Case Study

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  1. Group 4 Human Resources Development Project (HRDP) – TanzaniaCase Study • Index • Theory of Change • Assumptions and Contextual Factors • Design Matrix EPDET, 2011 Vilanec, The Czech Republic

  2. 1. Theory of Change Int. Outcomes Outcomes Output Activities Input Impact Strengthened Education System Imroved capabilities and opportunities particularly of women School Committees training and mobilization Raised enrollment rate (primary) Improved quality of primary education $ 20.9 million from IDA + $ 3.16 million from Government Project Support Group (PSG) Technical Assistance Parents aware and trained Increased parents participation School plans created and approved Formulation of School Plans Implemented components ofschool Plans Training for MOEC staff including district level Staff at district level trained Improved management of educ. at school and district level Girls in secondary schools obtain scholarships Selection of girls who will receive support for sec. education Increased Nr. of girls with access to upper sec: level education Expanded career opportunities for girls sec. education MOEC develop a M&E System MOE officials trained on how to use the information Database being used by MOE staff Better informed ed. policy decisions Database developed

  3. 2. Assumptions and Contextual Factors Contextual Factors / Risks Assumptions Pilot study potential for replication analyzed Government contributes steadily to co-financing Family agree/afford to send girls to schools Coordination between PIUs /donors takes place Sustainable political commitments to the education sector Project Parents are motivated to participate in school committees Complementarity with other projects especially in secondary education Other interventions don‘t influence the result of the project Girls have necessary English skills to go to secondary school Government has made supplementary funds available through GBS e.g for salaries of teachers

  4. 3. Design Matrix

  5. 3. Design Matrix (Cont.)

  6. 3. Design Matrix (Cont.)

  7. 3. Design Matrix (Cont.)

  8. 3. Design Matrix (Cont.)

  9. 3. Design Matrix (Cont.)

  10. Thankyou! Group 4: Charlotte Hjertsstrom KatkaZezulkova Matthias Bechtolsheim Ondrej Nadvornik Patricia Baptista Radka Kotinska Sarah Seus

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