Equal Right Project
We want to transform the education of girls (Boys) in Tanzania. Our Equal Rights Project five years project (2014 – 2019) is designed to bring about lasting changes in six districts in northern Tanzania – Ngorongoro, Monduli, Longido, Karatu, Mbulu and Kilolo
Funded by Comic Relief, the project will be managed by African Initiative and implemented in partnership with the Community Aid and Small Enterprise Consultancy (CASEC), Pastoral Women’s Council (PWC) and Community Research and Development Service (CORDs). Together, we will be working with Parents, Schools, Ward Development Committees, District Education Authorities, School Committees and School Boards, Head Teachers, Head Master and teachers to drive the project forward. By encouraging everyone to get involved, we will give child protection the focus it deserves and at the same time, will improve access to education for marginalized groups.
The project has five outcomes:
Improving Access to Education, Improving Quality of Education, Improving Governance and Security of Schools, Improving Transition and strengthen capacity of implementing partner organizations. Teachers training will be provided, establishment and strengthens of health Clubs & Schools Baraza, working closely with school Inspectors, Improve transition period from standard seven to form 1 . The project is focus on 10 primary schools and 5 secondary schools as pilot schools per district. We believe that if all stakeholders will work together that is parents, teachers, students, community leaders, Ward Education Officer and District Education Officer in more cooperative way will bring positive impact to success of project in five years to come.
PROJECT LAUNH WORKSHOP
Equal Right to Education Launch Workshop was conducted at Arusha on 6th October 2014 the workshop was attended by District Officials from Kilolo, Mbulu, Karatu, Longido, Ngorongoro, and Monduli as well as representative of CASEC ( www.casec-tz.org), PWCs (www.pastoral womenscouncil.org) , CORDs (www.cordstz.org) and African Initiatives (African-initiatives.org.uk)
The overall aim of the workshop was for stakeholders, particularly district officials to learn more and to had clear picture of the project, agree on implementation plan of year one and discussion on Memorandum of Understanding (MOU) District Officials agreed in principle to develop project relate MOU. This is to ensure that each party is clear about their roles and responsibilities in relation to the project. The MOU also refers to the resources and information which can be shared to reduce costs and increase project effectiveness.
Those are representatives from District Officials which are District Education Officer who also represent District Executive Director from their district, CASEC, PWCs, & CORDS who are the implementer of the project in Tanzania and African Initiatives responsible for manage the project.
KNOWLEDGE ATTITUDE AND PRACTICES (KAP) SURVEY
KAP survey was conducted at four districts with the aim of looking at the perception of both project stakeholders that is girls, boys, teachers, parents, school boards, school committees and village leaders concerning their attitudes toward girls (boys) education and on education in general. By understand what stakeholders thought and why they acted differently concerning education at the begging of the project will help us to understand at the end of the project whether the project had an impact or not.
Some of the changes we hope to see at the end of the project include: more community members recognising the value of both boys’ and girls’ education, more community members recognising the risk factors for girls getting pregnant, greater confidence among schoolgirls about their life goals and also participation in class, improved teaching methodology, for example more group work and more pupil involvement.
KAP survey was conducted and supervised by Naomi Rouse UK consultancy where CASEC provide team of enumerators which was coordinated by project staff from CASEC (Rose Marimbo & Bensons Chuwa). In each school pupils / students, parents, teachers, school boards, school committees and village leaders were selected randomly to form a sample. Per district three schools were selected to form a sample whereby per school 15- 18 students, 5 teachers, 5 parents and 5 village leader were interviewed.
INTRODUCTION OF THE PROJECT
Introduction of the project at district, ward and school level was conducted from January 2015 up to February 2015 in both three district whereby all 15 schools (10 primary and 5 secondary) were visited per district the total of 45 schools were visited. Participants in school meetings included teachers, school committees for primary school, School Boards for secondary school, village leaders, parents’ representatives, and Wards Development Committees (WDC) representatives
At school level meetings, the team introduced CASEC, main partners and the project, while the main activity was clarification of project goals and its outcomes. Participants followed careful the discussion and were active in asking questions in all meetings. All questions were answered and issues clarified by CASEC staff and District officials; the situation which enabled participants to get clear picture about the Equal Right Project.
Project summary, Project Launch Workshop report and Draft Club Training Manuals were used as references during plenary presentation and discussions. The action plan for the remaining year one activities was shared during schools meetings. Stakeholders were informed and agreed on key roles and responsibilities to be played by school management team as stipulated in the Memorandum of Understanding.
The mapping exercise in karatu district was facilitated by CASEC in February 2015. The purpose of the exercise was to establish the education situation by 2015, before starting the implementation of ERP funded by COMIC RELIEF through Africa Initiatives. The project is implemented by CASEC in collaboration with district council, school and other stakeholders.
The objectives of the exercise include the following;
Identification of different education stakeholders in the district.
Establishing the levels of school performance in the district with focus on primary and secondary schools.
Coming up with common agree way forward.
Summary of the findings;
The geographical location of karatu district attract many donors, its on the way or near to the Tanzania northern circuit national parks.
The presence of many donors, through short lived created a donor dependency syndrome in the area.
Many donors funded project which have been phased out.
Different people have different perception or understanding about equal right quality education.
There were different factors that led to quality education or good school performance.
There were many challenges that forced education sector in the district they needed joint action by different stakeholders.
DISTRICT PLANNING WORKSHOP – KARATU DISTRICT 12-13TH MARCH 2015.
The workshop took place at district council hall there were 22 participants including teachers, head teachers, headmasters/mistress, and school inspectors, DEOs for primary and secondary school, chairman of district social services committee. The workshop was facilitated by CASEC.
The purpose of the workshop was to identify teachers training needs in order to improve the quality of education in the district.
The training needs assessment focused in three main areas as follows;
Teaching skills for specific subject areas.
Management and administration of schools – governance.
The methodology adopted by facilitators includes short presentations, group and plenary discussion and case studies,
During the workshop the following were presented;
KAP survey feedback covering mbulu and kilolo districts.
The lessons learned and observations during the introduction of the ERP project at ward and schools level.
Inspection framework for ERP schools.
Out of the workshop were discussed and agreed by participants.
The importance of school health clubs and schools council (barazas) as part and parcel of school curriculum.
Different types of school inspections and agreed on the framework modality for inspecting ERP schools based on ERP outcomes.
Poor follow up of agreed issues, relationship and coordination of stakeholders at district, ward and schools level.
Issues identified by the KAP exercise were similar in all three ERP district.
Impact of donor’s dependency syndrome by different stakeholders and how it undermined the spirit of self reliant.
The workshop comes up with recommendation for addressing different issues. Later similar district planning workshops were carried out in mbulu and kilolo. The results were the same except few specific issues.
JOINT EFFORTS TO IMPROVE QUALITY OF EDUCATION
In January 2016 CASEC facilitated the Quality Assurance Department at zonal and district level to carry out school inspection in 45 schools (15 secondary schools and 30 primary schools in Mbulu, kilolo and Karatu district councils). The report was jointly discussed by different stakeholders at school level the findings of the exercise were shared by Quality Assurance people, teachers and some schools with parents. At district level it was shared with Quality Assurance, District Executive Directors and District Education Officers. This exercise also took place in Longido, Ngorongoro and Monduli Districts. In the last three districts it was facilitated by PWC and CORDS in the end the sharing exercise included Zonal and District Quality Assurance staffs, DEOs and REOs implementing partner’s organization and Africa Initiatives which is the donor organization of the project.
The outcome of the above exercise led to collectives efforts for improving the quality of education at school and community level. At this time level the process include Quality Assurance staff, DEOs, teachers and communities. At school level the Quality Assurance Staffs in collaboration with DEOs facilitated teachers training at school level funded by the project on how to address the identified technical academic issues which were cited as many as setbacks in improving the quality of education for each specific school.
Some schools the team in collaboration with CASEC staffs had discussion with parents on how to address the identified issues which could be addressed by communities. For examples provision of food for pupils in schools, collaborating with teachers in following up their children’s in following up their children performance in schools, addressing truancy and dropout, improving relationship between parents and teachers etc. The other aspects at school level included building team spirits and team working among teachers in order to improve school performance.
SUPPORTING SPORTS IN SCHOOLS
CASEC in May provides sports gears in 45 schools (15 secondary schools and 30 primary schools) the gear included footballs, netballs, whistles, pumps and referee cards.
When CASEC followed up the impact of the sports gears in schools, the following were learned immediate results. It was learned that sports gears had promoted working relationship between school management, school committee and village government. For example in one school the school had no play ground, therefore CASEC facilitated a meeting between three parties. In the end the village government provided a village land to the school to be used for sports.
In some school its was reported that sports reduced truancy because many pupils liked to participate in sports, while in some schools even some of the pupils dropout when they heard about sports activities in their schools they went back to school.
In many schools teachers and pupils were found playing together either football or netball. Therefore sports promoted good interactions between pupils and teachers. The situation improved also the interaction of pupils and teachers.
The project schools are on ward basis. Each project has one secondary school and two primary schools. The sports gears promoted interschool sports competitions, also competitions school and village teams. Through interschool competitions it was observed that teachers were thinking of promoting interschool academic competitions.
The provision of sports gears in schools was a consolation for school communities which were in remote areas where school communities had no place to relax or spent their time after working hours. They spent their evening playing sports, thus refreshing their minds improving their health and improving pupils or youth sports talents.
In general sports helped to improve school learning environment and the little money spent per school had big impact to school communities and the community at large.