Supporting better learning outcomes

Tanzania’s Education Sector Development Plan ambitions to make basic education fairer, more participative and more accessible by supporting every part of the education system to focus on improving learning outcomes, particularly for girls. The President’s Office Regional Administration and Local Government (PO-RALG), with support from EQUIP-Tanzania, is targeting improvements in teacher performance, school leadership, district management and community participation. It is also making sure that more children can access education and are ready to learn when they start school.
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Improving teacher performance

Universities and teacher training colleges are improving teacher performance and, together with national government institutions and regional and local government authorities, have developed a system-led, decentralised, school-based INSET model that enables continuous professional development (CPD) for all teachers. In addition, the Tanzania Institute of Education, in collaboration with EQUIP-Tanzania, has drafted the National Teachers Continuous Professional Development Framework. The more teachers attending school-based INSET, the greater their ability to understand and implement the new curriculum. To know more click here.

Preparing children to start school

Getting more children – particularly those from rural areas who cannot access pre-school – ready for school is a priority which the Tanzania Institute of Education is addressing. The School Readiness Programme uses a 16-week programme to develop oral communication skills, confidence in the classroom and socio-emotional competencies. It complements national efforts to expand formal pre-schools in the longer term and is defined by a community approach, an active learning pedagogy and use of low cost learning aids. To know more click here.


Strengthening decentralised education management

63 local government authorities (LGAs) now have access to decentralised funds, enchanced by EQUIP-Tanzania, from the Tanzania government to help them improve localised education management and adapt to their new financial responsibilities. This decentralisation of responsibilities has increased local ownership of school performance through regular stakeholder meetings and the use of Fund Officers and, with the introduction of a school information system (SIS), has helped LGAs to improve planning and budgeting based on evidence.
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Improving school leadership

Strengthening school leadership and management contributes to improvements across all areas of school performance. By building the capacity of head teachers and promoting the use of simple data and supportive resources, the needs of the community and the school can be bridged to improve the quality of educational institutions. The government is now rolling out the School Information System, developed to ensure head teachers can use this data to inform their decisions, across Tanzania.
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Helping communities tackle education challenges

Bringing communities closer to their local schools ensures they can play a full role in supporting school improvement in the long term. Communities are participating in the development of their local schools in a range of ways:

  • Community education needs assessments (CENA). Managed by the Foundation for Civil Society and working through 69 civil society organisations, CENA supports communities as they identify their needs, analyse school problems and aspirations and collaborate with the school to develop solutions.
  • Parent-teacher partnerships (PTPs). These partnerships are ensuring parents are better informed and actively engaged in school decision-making. PTP members across the regions in which EQUIP-Tanzania works have supported improvements to truancy and the provision of school meals.
  • Community scorecards. Developed in partnership with Tusome Pamoja, scorecards display accessible school data which enables communities to use accurate school data to better hold their schools to account and supports more informed, participation in school decision-making and development.

Grants were initially provided to schools to support the implementation of priority PTP activities and income-generating activities (IGA) have also enabled greater community participation.
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Support for communities building school infrastructure

More and more communities want to build their own School Readiness Centres and other infrastructure. In areas with particularly active school committees and PTPs, communities are constructing permanent classrooms where there was previously no education provision. LGAs and regional authorities are managing and overseeing the construction of a further 250 satellite schools. Standardised protocols have also been developed to help district engineers and local communities understand their different roles and how they can best work together.Read more>>>


Fostering gender-inclusive learning environments

More inclusive teaching practices and greater involvement of girls in the classroom is strengthening learning outcomes for girls. PTP grants are encouraging greater involvement in girls’ education issues, with guidance on how best to use these grants to improve attendance and retention of girls and children with disabilities. After-school clubs are providing space for children – especially girls – to receive guidance on how to manage barriers to education themselves, to share their opinions and to act as changemakers in their school and communities. A monthly story exploring barriers to girls’ education in Tanzania, developed in collaboration with Well Told Story and featuring in their comic magazine, Shujaaz, is distributed throughout all regions.
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