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Education in rural Tanzania : The COBET experience

Explore the transformative impact of the COBET program in rural Tanzania, enhancing access and quality of education for vulnerable children. Learn about its piloting, implementation challenges, and scaling-up strategies.

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Education in rural Tanzania : The COBET experience

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  1. Education in rural Tanzania :The COBET experience Addis Ababa, 7th - 9th September, 2005.

  2. Background COBET • Universal Primary Education achievement in 1970’s, 1980’s – (254% increase, Grade 1(1974-1978); - Gross Enrollment Ratio 98%; - 11,290 public facilities; • Mid 1980’s – 1990’s: - chronic persistent problems in access, quality, resource allocation and management; • Accumulation of over-aged school children (enrollment at 9.5 years); 4 million out-of-school children (source : school mapping 1997-1999); • Ratification for International treaties, including CRC –”putting child at the centre of learning”; • National policies for education reform – ESDP (2000-2015); PEDP (2002-6); Vision 2025; PRS II (NSGRP or MKUKUTA); • Inception of COBET, to cater for out-of-school aged children.

  3. What is COBET? • Complementing Primary Education • Child-friendliness in: - Curriculum, - Pedagogy and Facilitation: (Inter-active, participatory methodology), • No Fees, School uniform, Caning • Special Focus on Girls, Vulnerable Children • Full District and Community Involvement

  4. COBET Piloting • 50 COBET Centres in 5 Learning Districts • 3 year cycle materials developed; • Regular Training of Facilitators • Learning opportunity for 1,530 Children (40% Most Vulnerable Children) • Best Practices Influenced Quality Improvements in Primary Education

  5. Most vulnerable children:out of school

  6. COBET centres’ Enrollment of orphans and other vulnerable children

  7. Implementation COBET • Main steps • School mapping; • Tracer study of out-of-school children; • Needs assessment; • Development of curriculum; teaching/learning materials; • Identification of premises, teachers/para-professionals, learners; • Establishment of governance structures and definition of roles and responsibilities; • Training on the use of curriculum, governance structures • Opening centres 2. Partners • MoEC and its related institutions(TIE, IAE, NECTA); • Communities (including children) in 5 districts; • Local Government (districts) • Selected NGOs; • UNICEF

  8. COBET for the Girls’ Education in rural areas Accessible to ‘’hard to reach Children’’; - Flexible Time Schedule- Second chance to Drop-outs and Pregnant girls- Less direct costs (no uniforms, no desks)- Shorter learning cycle3 Vs 7 years- Responsive Curriculum: (Life-Skills, HIV/AIDS)- Child-centered approach - Community participation - Safe environment - Maximum Time on Task

  9. Main results COBET COBET Scaling-up through PEDP COBET Curriculum for 11-13 year olds Change in Location: From Centres to Primary School Settings: • 1: Registering into Existing Primary Schools • 2: Setting centres in rural wards • 3: NGOs, CBOs, FBOs support Change in Organization Structures • From COBET Centre Communities to School Communities Change in Pedagogy • From Inter-Active, Participatory by Facilitators to Formal Primary School Teachers

  10. …………..

  11. Challenges COBET Quality assurance : • implementation in all 120 districts of Tanzania Mainland, given financial, human, physical constraints, especially for nomadic children; - Weak co-ordination between different development partners supporting COBET

  12. Way forward ? COBET • Co-ordination mechanism for quality assurance to support COBET; • Linkages with on-going development initiatives for pre-primary schooling; • Conceptualization and development of Complementary Secondary Education In Tanzania (COSET).

  13. Lessons learnt COBET • COBET has transformed basic education in Tanzania through the participation of children and communities residing in rural districts; 2. By focussing on girls’ education, ALL children acquire minimum quality learning.

  14. Thank you forlistening!!

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