JOINT EDUCATION SECTOR REVIEW

1. JOINT EDUCATION SECTOR REVIEW PERFORMANCE OF CSOs IN DELIVERING OF QUALITY EDUCATION IN TANZANIA September 2010

2. 1.0INTRODUCTION This paper provides experiences of CSOs on quality education delivery in Tanzania 1.1Objectives Sharing of CSO Performance; • achievements, • challenges • recommendations.

3. 1.2 Methodology • Consultative meetings with some of the CSOs members based in Dar es Salaam • Emails contacts with members upcountry • Literature review

4. 1.3 Roles of CSOs in general perspective The role of CSOs in Tanzania has evolved through two main phases: 1. A service delivery phase (pre-independence - early 1990s); - CSO work focused on charities, self-help initiatives 2. Influencing policies and advocacy (late 1990s to-date). - Currently some CSOs are reverting to service delivery because there is a rising demand towards that support. • In all phases (CSOs) continued to have roles to advice and complement government efforts on education policies implementation. • Therefore CSOs continued to have a consistent and committed stand in the interest of the large masses and for human values and causes. • Regardless being formed with different specific objectives, much effort is directed to networking at districts Zonal and national levels with common goals for influencing changes in education development.

5. 1.4 Roles of CSOs in quality education delivery In policy analysis; concrete examples include; • Effectively Participating in planning, implementing and monitoring of PEDP and SEDP activities at all levels • Constructive contributions to the joint annual ESDP reviews and in TWGs • Sharing experience and knowledge to improve education policy provision through MKUKUTA II review. • Facilitating meaningful community participation in education development interventions at local level

6. In policy analysis--------------; • Collecting and disseminating educational information from and to schools, communities, government and other stakeholders • Initiating and participating in dialogue debates at local and national levels. • Conducting education policy analysis and advocacy through research (PETS). • Capacity building interventions; TEN/MET supported TTU develop Teachers’ professional board which is in the advanced stage to be a bill. • The CSOs have been also very instrumental on reviewing and developing the Education and Training Policy (ETP).

7. In practical policies implementation CSOs have been involved in service delivery national wide; • Supporting School infrastructure; construction of classrooms, teachers houses, provision of teaching and learning materials, supporting Teachers Resource Centres (TRCs), provision of computers to schools and other IT gadgets including special learning materials (Brail printer and type writers for the blind school in Shinyanga) and construction of school libraries. • Supporting improve health facilities: WASH facilities • In these interventions CSOs have proved to be more successful in reaching the marginalised and excluded groups through appropriate community participation approaches. • CSOs have also introduced innovations as source of new thinking and practices that has helped to fill the ‘ideas gap’ in education development interventions.

8. 2.0 CONTRIBUTIONS OF CSO’S IN DELIVERY OF QUALITYE DUCATION Policy Dialogues: • Re-entry policy dialogue with the government and other development partners. • Inclusion of Early Childhood Development (ECD) in education development agenda • PETS Task Force • MoEVT consultative meetings (JESDR)

9. Policy interpretation Through material support as mentioned above. Media/ public engagement • CSOs under TEN/MET coalition have been engaging in information popularization through the media and publications. • CSOs utilize the opportunities of media houses, newsletters and publishers for airing out education development concerns (AMANI ECD and Policy Forum pioneered changes in MKUKUTA Cluster 2 goals 1&2) • HakiElimu has made substantive contributions on PEDP& SEDP analyses and widely shared the results.

10. Campaigns, lobbying and advocacy • WaterAid initiated a child to child project campaigning for water supply, sanitation and hygiene improvement in schools. Active participation in national & international events; • Global Weak of Action ( children agenda) 1 Goal Campaign on EFA goals. This years theme was on advocating for education funding to enhance EFA goals

11. Innovations The UWEZO initiatives in Tanzania; • Focus to improve competencies in literacy and numeracy among children aged 5-16 years • Civic-driven to improve public accountability to social change. • The initiative is envisaged to enable citizens; parents, students, local communities, and public at large become aware of actual levels of children’s literacy and numeracy. • Builds on public awareness to stimulate practical and policy change across Tanzania.  • The findings may be positive signals for education policy revision due to key values like; • Instant feedback- participative and flexible to changes • Being Household based- broad based for collecting factual information • Scalability – gives room far data comparison in a given time • Building partnerships- allows shared experiences in education interventions at different levels.

12. Capacity building on governance • KINAPA foundation has been substantively contributing to school governance development for the pastoralist communities in Kiteto District; - Conducted the training capacity for primary school committees on their roles and responsibilities in school governance practice and how to combat corruption in education financing.

13. Capacity building on governance---------- Oxfam and Camfed joined efforts on; • strengthening the competence of school committee, district education officials, Ward Education Coordinators through; • Training school committees and strengthening networks; • Conducting field visit to the committee members • Empowerment on leadership and management HakiElimu implemented aSolar Radio Project to schools. This was a very crucial project for improved cost effective information sharing specifically at rural areas.

14. 2.2 Contributions of CSO’s in education policy practice Research on Early Child Development Conducted by; - AMANI ECD in Monduli District influenced the establishment of ECD centres next to Maasai bomas (homesteads) to ensure that they are accessible to both boys and girls. • KINAPA foundation ECD studies in Kiteto and Simanjiro districts paved way for development of 33 ECD centres managed by staff with improved skills and 1713 children access the centres.

15. CSOs emphasize that the government should address the issue of trained ECD teachers and ECD curriculum to come under MoEVT. • MoEVT control of ECD curriculum will provide more focus on child early development rather than operating under three ministries, MCDGC, MOHSW and MoEVT for the same child.

16. Pre and Primary education School feeding initiatives • Oxfam is implementing school the programme to 60 schools, 20 schools from each of the LGAS; Meatu, Kishapu and Shinyanga. School infrastructure development • Jointly with other developing partners, Oxfam, KINAPA foundation and SAWA supported building materials to communities for constructing school toilets, class rooms and teachers houses. Furthermore the schools are also supported with furniture and learning materials. These interventions improved children class attendance and performance

17. Secondary Education • Since 1992 Forum for African Women Educationalists (FAWE) Tanzania Chapter has been engaged in supporting girls’ secondary education • FAWE developed Gender Responsive School Models; Centres of Excellence. (Mgugu in Morogoro, J.J. Mungai in Iringa and Lufilyo in Mbeya) • Camfed Tanzania has been working very closely with Teacher mentors in secondary schools and supported total 30 schools with learning text books More than 3000 copies were distributed to Kibaha, Iringa, Kilolo, Kilombero and Kilosa district secondary schools. • KINAPA has managed the school fees programme for 280 student secondary student girls (2003 to 2010) • Camfed also worked positively towards supporting girls’ education through bursary system that worked well on girls’ school financing

18. Teacher Education • Teacher-training workshops and mentoring • Teacher-Trainers • Teacher training on learner-centred methodology • Development of district mentors and trainers networks OXFAM has been very resourceful in this regard. Head teachers, WEC, School inspectors and mentors benefited from these training sessions.

19. Adult and Non-formal Education • Currently CSOs do not direct interventions in adult education. • However Safina Women Association (SAWA) has been training parents and community members on how to use the sign language to communicate with deaf children.

20. Inclusive Education • SAWA jointly with Karkku STO from Finland have been contributing outstanding support on the training of Tanzania sign language (TSL) for deaf children • SAWA jointly with Karkku STO from Finland have been contributing outstanding support on the training of Tanzania sign language (TSL) for deaf children • In 2009 HakiElimu initiated a computer project for sight handicapped students. 30 computers were provided to students in Mpwapwa, Korogwe Secondary schools in Dodoma and Tanga regions respectively and Furaha Primary School in Tabora

21. Oxfam also provided teaching and learning materials to blind students (20 Braille machines, 15 type writers, 30 white cans, 1 Braille printing machine assorted game etc). Schools like, Buhangija, Ndala and Uhuru primary schools in Shinyanga benefited from this support. • 2 teaching modules were also developed by Oxfam, 15 teachers were trained on managing inclusive class rooms and 4 head teachers were also trained on leadership for special schools management

22. 3.0 CROSS CUTTING ISSUES Gender FAWE and Oxfam came up with Gender Responsive Pedagogy (GRP) initiative. The approach promoted classroom interaction and use of a gender responsive language. TUSEME Programme (Let us Speak Out) Tuseme Forum based in Morogoro initiated the programme focusing on empowering girls to be able to identify their problems and solutions to their problems by speaking them out. School learning environment; WASH initiatives In 2009, SNV / WaterAid / UNICEF formed a school WASH (SWASH) mapping partnership for 16 districts; Ngara, Kigoma, Kibondo, Kasulu, Magu, Makete, Mtwara, Temeke, Hai, Siha, Chamwino, Kahama, Singida Urban, Bagamoyo, Maswa and Morogoro. The findings had policy implications to the MoEVT and MOHSW interventions.

23. HIV/ AIDS Prevention and Information • CDTFN with the support from Nigel Lloyd is managing the children medical checkups of Changarawe community in Morogoro. • BEDF is supporting the local actors to carry out HIV/AIDS information dissemination to primary school students in Bagamoyo district. • Oxfam is engaged on training teachers as peer educators also has established 60 school clubs to raise awareness of HIV, and gender issues among students.

24. 4.0ACHIEVEMENTS OF TENMET • Provision of tripartite forum • Partners’ collaboration in SWASH • Networking • Strengthened dialogues and debate • Capacity building • Jointly quality education reviews • Distribution of Key Policy Documents and Campaign Materials • ICT improvement • Research • Continuo's competence growth among TEN/MET members which all them to interact well with international donor community.

25. 5.0 CHALLENGES At Policy Analysis Level • Delay of ETP of 1995 leads to slow and timely policy implementation for providing quality education. • Limited feedbacks from different sectoral dialogues; TEN/MET is participating in different educational technical working groups but there have been limitations on timely feedback mechanism.

26. At Policy Practice level • Diminishing space for CSO participation in dialogue structures • Low understanding of the current competence based curriculum by key education actors (inspectors, teachers, ward education coordinators etc) has some limitation in terms of mismatch between changes in curriculum and examination assessments. • Under utilization of teacher resource centres (TRCs) • Low coordination between CSOs and local government authorities in monitoring and follow up of education activities. • Low capacity of CSOs in lobbying and advocacy practices in local levels. • Absence of Education Regulatory Authority.

27. 6.0 CONCLUSION • Performance of CSOs in promoting quality education delivery in Tanzania has been very diverse but around policy analysis and practice. • CSOs performance under TEN/MET coordination has been growing (currently there are more than 300 CSOs members). • The CSOs have proved to participate in tripartite forums and networks, which is strength for having a common understanding on education development issues.

28. Strengthened CSOs participation in dialogues and debate has also been instrumental on promoting government decision making for addressing challenges on quality education delivery • Regardless the observed strengths of CSOs performance in quality education delivery, • Few identified challenges also need attention so as to strengthened working mechanism between the government and the CSOs as well as with other development partners.

29. 7.0 RECOMMENDATIONS • The government with partners should work out an arrangement to solicit other sources of funding to ensure that education budget does not fall below 20% if quality education is to be realized • The quest for good quality of education should start with strengthening the quality of teachers, through careful selection of candidate followed by appropriate regular in-service training. • The funding at all levels should have and clearly show implementation of inclusive education.

30. There should be a clear policy to guide managing and running of ECD centres. MoEVT should be in charge of ECD and that there is a curriculum to ensure that children are well prepared in the learning process. • Resources and guidelines on teaching HIV/AIDS to be made available to all schools especially those in the remote areas. • The government should take deliberate efforts to address school WASH interventions by providing enough budget support to local government authorities. • Government to strengthen the inspectorate departments at LGAs for having immediate and effective education results based M&E at local level.

31. Need to harmonize NECTA and TIE mandates in curricular and examinations management particularly in examination assessments to accommodate competent based curricula initiatives. • The Government to put more emphasis on Adult education implementation for articulating effective community participation in children learning especially those with special needs. • The Local government to provide more space for CSOs participation in policy dialogue as well as participatory monitoring and evaluation of education interventions at Local Government Authorities (LGAs)

32. THANK YOU!!! 32