Tanzania 21 st Century Basic Education (TZ21)

2. Tanzania 21st Century Basic Education (TZ21) A Five-Year Program funded by USAID Implemented by Creative Associates International Inc. & its Partners

3. Tanzania Education-Challenges • Significant increases in primary enrollments impacts quality seriously • Learning achievement in all subjects is generally low, but worse in Maths, science and reading • High level of Wastage in the system: • The net completion rate in primary education remains low • 53 percent of 13 year old children reached standard 7 in 2010. • The net enrollment rate for lower secondary education (forms 1-4) is 30.8 percent • The net enrollment rate for upper secondary education (forms 5-6) is 1.9 percent

4. Challenges (Cont.) • The Education Sector Performance Report 2010 highlighted a number of downward trends in performance. For example: • Standard 7 pass rates decreased from 52.7 to 49.4%; • Transition rates to secondary decreased from 51.6 to 43.9%; and, • Form 4 pass rates decreased from 26.7 to 17.9%.

5. Challenges (Cont.) • Recent Assessment (2010) by TEN/MET showed that • Standard 7 performance is extremely poor • 20% unable to read basic Kiswahili, • 50% unable to read basic English • 30% unable to do basic math. • Many 5 to 16 year old children were not able to read at the standard 2 level.

6. Government’s response • Government acknowledges challenges faced by the education system and developed many policies (e.g. ICT) and programs to improve • National Primary Ed Development plans to improve teaching and institutional capacity • Improving teaching skills of teachers • Government is keen to improve teacher and student computer skills • Government has signed agreements with USAID, Microsoft, Intel, Cisco and 2 Tanzanian firms as part of Education Global Alliance to enhance ICT use

7. Government and USAID’s Joint Response Tanzania 21st Century Basic Education Program (TZ21)

8. Overview • Geographical Coverage • Mtwara Region on the Mainland • Unguja and Pemba Islands on Zanzibar • Ministries of Education on Mainland and Zanzibar • Project Offices: • Dar es Salaam • Zanzibar • Mtwara • Duration • Five years ( January 1, 2011 – December 31 2015) • Implementing Partners: • IYF • Agile Learning • School to School • Children’s Book Project • Inveneo • Education Impact • Main Focus • Primary P1-P4 • Reading, Mathematics and Science • School-Based EMIS • Policy Engagement

9. Program Result • Major Result • Improved lower primary education for higher achievement in reading, mathematics, and science. • Intermediate Results • 1. Strengthened professional development and resource support for schools to improve instruction in reading, mathematics, and science. • 1.1. Strengthened the use of the technology in primary schools • 1.2. Enhanced teacher performance • 2. Strengthened policies, information, and management related to reading mathematics, and science instruction. • 2.1 School Based EMIS • 2.2. Capacity Building and Policy Support at National Level

10. Anticipated sub-results under Intermediate Result 1 1.1 Strengthened use of technology in primary schools will be measured by: • Technology-enhanced program operational in 100% of MLE primary schools; • 240 e-curriculum modules adapted or developed; • Improved infrastructure in all 37 TRCs/TCs; • Improved infrastructure of all MLE schools and • Impact of all ICT approaches on student learning measured.

11. Anticipated results under Intermediate Result 1 (Cont) 1.2. Enhanced teacher training • Improved teacher education materials in three target subjects, gender sensitivity, continuous assessment, and incorporation of ICT into pedagogy; • 2,585 teachers trained in child-centered, active-learning pedagogy in the teaching of reading, math, and science; • Enhanced teacher training materials developed incorporating ICT into classroom pedagogy; • At least 290 CPPs functioning as support for teachers.

12. Anticipated results underIntermediate Result 2 2.1. Improved education planning and management system (EMIS) • 100% of primary schools in Mtwara and Zanzibar have EMIS software on a laptop; • 10,242 ELEs and MLEs teachers and head teachers trained in EMIS use; • 100% SMC have been trained on the WSDP incorporating EMIS data; • Data on learning outcomes show student progress and TZ21 impact; • Updated policies regulate use of ICT in schools, in-service training and the use of EMIS

13. Anticipated results underIntermediate Result 2 2.2 Policy Support to Ministries of Education • National Policy for HIV/AIDS • National in-service teacher education program • National education standards and Quality Control

14. Major Activities 1. Strength the use of technology in primary schools • Improve the infrastructure of schools and TRCs/TCs and install appropriate hardware • Develop e-content for Managed Learning Environment (MLE) schools • Analyze the relative effectiveness of MLE approaches

15. Major Activities (Cont) 2. Enhance teacher performance • Develop materials for training • Conduct training for TOTs, H/Ts and teachers • Provide on-going support to teachers • Implement follow-up and certification program in schools

16. Major Activities (Cont) 3. Strength policies, Information and Management…EMIS • Conduct needs assessment • Identify requirements and reconfigure the school-based EMIS • Install needed hardware and software • Develop and use standardized test of child outcomes • Plan and implement training • Assist MOEVTs to develop standardized measures of student learning

17. Beneficiaries • All schools in Mtwara • All schools in Unguja & Pemba Islands on Zanzibar • MOEVT, Zanzibar • MOEVT, Mainland • All TRCs in Mtwara • All TCs in Zanzibar • All H/T, teachers, PTAs and students in P1-P4 in all schools in Mtwara • All H/Ts, teachers, PTAs and students in all schools in P1-P4 in Zanzibar • Education officers at district and regional level in Mtwara and in Zanzibar

18. Innovations • Demand driven approach for ICT provision • School-Based EMIS • On-going research and evaluation • Public Private Partnership • Whole School Development • Use of Experts Visitors as Strategic Advisory Group

19. Management Approach 1. Effective Incorporation of MOEVTs, PORALG, other relevant ministries, the private sector, education donors and other partners • Develop strong counterpart working relationship • Establish structures for guidance, direction and quality control • Organize technology fair • Establish a board of Experts Visitors • Create professional network

20. Management Approach (Cont) 2. Collaboration with other education partners and USAID Projects 3. Management of partnership agreements that effectively bring the full range of skills and experiences of all the Creative’s partners • Agile Learning ---School-based EMIS • International Youth Foundation- E-curriculum, Project Management, and BridgeIt • School-to-School International- Standards and continuous Learning assessment • Children Book Project for Tanzania- Local Children's reading materials • Inveneo— advise on ICT gadgets procurement and local firms support • Education Impact---Quality Assurance Advisory Group

21. Management Approach (Cont) • Approach to Field Management • Two separate teams working in different contexts on same project • Coordination, communication and consultation

22. Project Implementation Guiding Principles • The project implementation will be guided by four Ss (4Ss) Principles: • S1- Shared- project builds shared goal with all stakeholders as key factor for success • S2- Systemic-project will be operating within and through exiting government system • S3- Strategic-short-term and long-term objectives guide; what the project invests this year will be a foundation for investment planned for next year • S4- Sustainability- continuation of activities after project support ends is a key consideration

23. The End Thank You All For Your Attentive Listening